KEMAMPUAN SOSIAL EMOSIONAL ANAK BERKEBUTUHAN KHUSUS: BAGAIMANA PENGARUH PENERIMAAN ORANG TUA?
Sari
Being a parent with a child with special needs is a challenge that can cause stressful situations in care. This situation affects the psychological condition of children and harms their social-emotional abilities. The relationship between parents and children is the main influence that shapes a child's social-emotional abilities. This study aims to further review the effect of parental acceptance on the social-emotional abilities of children with special needs. This study involved 291 participants from various regions in Indonesia. The analysis was carried out with regression analysis. The results of this study found that the influence of parental acceptance on the social-emotional abilities of children with special needs (B=0.338) was significant at Los 0.05.
Menjadi orang tua dengan anak berkebutuhan khusus (ABK) merupakan suatu tantangan yang dapat menyebabkan situasi stres dalam pengasuhan. Keadaan ini berpengaruh terhadap kondisi psikologis anak dan berdampak negatif pada kemampuan sosial emosional mereka. Padahal, hubungan antara orang tua dengan anak merupakan pengaruh utama yang membentuk kemampuan sosial emosional anak. Tujuan dari penelitian ini adalah untuk meninjau lebih jauh mengenai pengaruh penerimaan orang tua terhadap kemampuan sosial emosional anak berkebutuhan khusus. Penelitian ini melibatkan 291partisipan dari berbagai daerah di Indonesia. Analisis dilakukan dengan analisis regresi. Hasil penelitian menunjukkan terdapat pengaruh penerimaan orang tua terhadap kemampuan sosial emosional anak dengan kebutuhan khusus (B = 0.338) signifikan pada LoS 0.05.
Kata Kunci
Teks Lengkap:
PDFReferensi
Bagdi, A., & Vacca, J. (2005). Supporting early childhood social emotional well-being: The building blocks for early learning and school success. Early Childhood Education Journal, 33(3), 145-150.
Baron, R. A., & Kenny, D. A. (1986). The moderator mediator variable distinction in social psychology research: Conceptual, strategic, and statistical concideration. Journal of Personality and Social Psychology. 51(6), 1173-1182.
Brophy-Herb, H., Horodynski, M., Dupuis, S., Bocknek, E., Schiffman, R., Onaga, E., Thomas, S. (2009). Early emotional development in infants and toddlers: Perspectives of early head start staff and parents. Infant Mental Health Journal,30(3), 203-222.
Browne, M. W., &Cudeck, R. (1993). Alternative ways of assessing model fit. In K.A. Bollen& J.S. Long (Eds.), Testing structural equation models (p. 136-162). California: Sage.
Case-Smith, J. (2013). Systematic review of interventions to promote social–emotional development in young children with or at risk for disability. American Journal of Occupational Therapy, 67, 395–404. http://dx.doi.org/10.5014/ ajot.2013.004713.
Clark, R., Tluczek, A., & Cranley Gallagher, K. (2004). Assessment of parent-child early relational disturbances. In R. DelCarmen-Wiggins & A. Carter (Eds.), Handbookof Infant, Toddler, and Preschool Mental Health Assessment (pp. 25-60). New York: Oxford University Press.
Cohen, R. J., Swerdlik, M. E., & Phillips, S. M. (2009). Psychological testing andassessment: An introduction to tests and measurement (7th ed.). United States of America: The McGraw−Hill Companies, Inc.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methodsresearch. Sage publications.
Diahwati, R., Hariyono.,& Hanurawan. F. (2016). Keterampilan sosial siswa berkebutuhan khusus di sekolah dasar inklusi. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 1(8), 1612-1620. EISSN: 2502-471X.
Fath, N. M. (2015). Hubungan antara spiritualitas dengan penerimaan orang tua pada orang tua yang memiliki anak autis. Skripsi. Psikologi.
Fernandes, S.S., Machado & Machado. (2015). Parental acceptance, parental stress, and quality of life: a study with parents of adhd children. Italian journal of special education for inclusion. Pensa Multi Media Editore srl. ISSN 2282-6041
Gargiulo, R. (1985). Working with parents of exceptional children: A guide for professionals. Boston: Houghton Mifflin Company.
Gargiulo, R. (2012). Special education in contemporary society. An introduction to exceptionality. USA: Thomson Learning.
Hastings. R.P., & Brown.T. (2002). Behavior problems of children with autism, parental self-efficacy, and mental health.American journal of mental retardation:AJMR 107(3), 222-32. DOI: 10.1352/08958017(2002)107<0222:BPOCWA>2.0.CO;2.
Hu, L., &Bentler, P. M. (1998). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives, Structural Equation Modeling:A Multidisciplinary Journal, 6(1), 1-55, DOI:10.1080/10705519909540118.
Jones, T. L. & Prinz, R. J. (2005). Potential roles of parental self-efficacy in parent and child adjustment: A review. Clinical Psuchology Review, 25, 341-363. DOI:10.1016/j.cpr.2004.12.004.
Kandel. I., & Merrick. J. (2007). The child with a disability: parental acceptance, management and coping. The Scientific World Journal, 7, 1799-1809, TSW Child Health & Human Development ISSN 1537-744X; DOI:10.1100/tsw.2007.265.
Kubicek, L.F, Riley. K, Coleman.J, and Linder. T. (2013). Assessing the emotional quality of parent-child relationships involving young children with special needs: applying the construct of emotional availability and expressed emotion.Infant Mental Health Journal, 34(3), 242-256. DOI: 10.1002/imhj.21384.
Maftuhatin, L. (2014). Evaluasi pembelajaran anak berkebutuhan khusus (ABK) di kelas inklusif di SD plus Darul ‘Ulum Jombang. Jurnal Studi Islam, 2(5), 201-227, ISSN: 1978-306X.
Mangunsong, F. (2014). Psikologi dan pendidikan anak berkebutuhan khusus: jilid kesatu. Depok: Lembaga Pengembangan Sarana Pengukuran dan Pendidikan (LPSP3) Fakultas Psikologi Universitas Indonesia.
Marienzi, R. (2012). Meningkatkan kemampuan mengenal konsep angka melalui metode multisensori bagi anak autis. Jurnal Penelitian Pendidikan Khusus, 1(3),DOI:10.24036/jupe8220.64.
Mash, E. J., & Wolfe, D. A. (2009). Abnormal child psychology .USA: Wadsworth.
National Scientific Council on the Developing Child. (2004). Children’s emotional development is built into the architecture of their brains: Working Paper No. 2. Retrieved from www.developingchild .harvard.edu.
Peterson, D.B., (2005). International classification of functioning, disability and health: an introduction for rehabilitation psychologists. Rehabilitation Psychology 50, 105–112.
Powell, D., & Dunlap, G. (2010). Family focused interventions for promoting social emotional development in infants and toddlers with or at risk for disabilities: Roadmap to effective intervention practices. Tampa, FL: University of South Florida.
Pratiwi, D. F., & Mangunsong, F. M. (2017). Social support effect on academic self concept of special needs students. Unpublished Manuscript.
Raikes, H., Robinson, J., Bradley, R., Raikes, H., & Ayoub, C. (2007). Developmental trends in self-regulation among low income toddlers. Social Development, 16(1), 128-149.
Rohner, R.P., Khaleque.,& David. E. (2005). Parental Acceptance-Rejection Questionnaire (PARQ): Test manual. In R. P. Rohner &A. Khaleque (Eds.), Handbook for the study of parentalacceptance and rejection (4th ed) (p. 43-106). Storrs: Rohner Research Publications.
Rohner, R. P., Khaleque, A., Cournoyer, D.E. (2012). Introduction to parentalacceptance-rejection theory, methods, evidence, and implications. Connecticut: University of Connecticut.
Rohner-Ronald.P. (2014). Parenting power and prestige moderate the relationship between perceived parenting acceptance and offspring’s psychological adjustment: Introduction to the International father acceptance-rejection project.Cross-Cultural Research, 48(3), 197-213.
Saarni, C. (1999). The Guilford series on social and emotional development. The development of emotional competence. Guilford Press.
Salimi, S., Mohammadi, E., & Sadeghi, A. (2016). A comparison of emotion regulation strategies of blind students with sighted students. Iranian Rehabilitation Journal, 14(2), 127-132. https://doi.org/10.18869/nrip.irj.14.2.127.
Scarupa. (2014). Measuring elementary school students’ social and emotional skills: Providing educators with tools to measure and monitor social and emotional skills that lead to academic success. Child Trends Publication, 37, 1–38. Retrieved from https://www.childtrends.org/wp-content/uploads/2014/08/2014-37CombinedMeasuresApproachandTablepdf1.pdf.
Shonkoff, J. P., Hauser-Cram, P., Krauss, M. W., & Upshur, C. C. (1992). Development of infants with disabilities and their families: implication for theory and service delivery. The Social History of the American Family: An Encyclopedia, 57(6). https://doi.org/10.4135/9781452286143.n496.
Wilson, Gottfredson, & Najaka,. (2001). School based prevention of problem behaviors: a meta-analysis. Journal of Quantitative Criminology. 17(3), 247-272.
Yagmurlu, B., & Yavuz, H. M. (2015). Social competence and temperament in children with chronic orthopaedic disability. International Journal of Disability, Development and Education, 62(1),83–98, doi:10.1080/1034912x.2014.984590.
Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press.
DOI: http://dx.doi.org/10.31604/ristekdik.2023.v8i3.467-476
Article Metrics
Sari view : 775 timesPDF - 1079 times
Refbacks
- Saat ini tidak ada refbacks.
##submission.copyrightStatement##
Ristekdik (Jurnal Bimbingan dan Konseling)
ISSN 2541-206X (online), ISSN 2548-4311 (print)
Email: ristekdik@um-tapsel.ac.id
Ristekdik (Jurnal Bimbingan dan Konseling) is indexed by:
Ristekdik (Jurnal Bimbingan dan Konseling) licensed under a Creative Commons Attribution 4.0 International License.
