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All Journal Journal Of Nursing Practice Journal of Nursing Science Update
Dewi, Sagung Manik Dwi Purnama
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Health Professions Nursing

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The Effect of Mental Health First Aid (MHFA) Training on Teachers' Ability to Recognize and Address Bullying Victimization in Elementary Schools Dewi, Sagung Manik Dwi Purnama; Lestari, Retno; Hariyanti, Tita; Hasan, Haliza
Journal of Nursing Science Update (JNSU) Vol. 13 No. 1 (2025): May
Publisher : Department of Nursing, Faculty of Health Sciencce, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.jik.2025.013.01.02

Abstract

The prevalence of bullying is notably highest in elementary schools, which adversely affects children's psychological, physical, and social development. Teachers play a crucial role in supporting students' mental health and must enhance their capacity to identify and address instances of bullying. To this end, implementing a Mental Health First Aid (MHFA) training program is essential. This research aims to evaluate the effectiveness of Mental Health First Aid (MHFA) training courses on teachers' ability to recognize early signs of bullying among elementary school students. Utilizing a quasi-experimental design with a one-group pretest-posttest approach, this study involved 52 participants recruited through purposive sampling. Initial assessments included a pretest consisting of questionnaires measuring cognitive and affective components, along with an observation sheet for psychomotor skills. Following this, participants underwent four sessions of MHFA training, after which a posttest was conducted encompassing cognitive, affective, and psychomotor evaluations. Data analysis was performed using the Wilcoxon test, yielding a p-value of 0.000 (p < 0.05). These results indicate that MHFA training significantly enhances teachers' cognitive, affective, and psychomotor competencies in detecting and addressing bullying victimization in elementary school settings. In conclusion, Mental Health First Aid training has a positive impact on the cognitive, affective, and psychomotor skills of teachers.
The Relationship between Bullying Victimization and Academic Achievement among Adolescents in Malang Dewi, Sagung Manik Dwi Purnama; Windarwati, Heni Dwi; Merdikawati, Ayut; Petriano, Haris
Journal Of Nursing Practice Vol. 9 No. 3 (2026): April
Publisher : Universitas STRADA Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30994/jnp.v9i3.1128

Abstract

Background: Adolescents who experience bullying may face various psychological and social consequences that can potentially affect their learning process at school. Being a victim of bullying may lead to fear, discomfort, and decreased learning motivation, which may ultimately influence students' academic achievement. Purpose: This study aimed to examine the relationship between bullying victimization and students’ academic achievement. Methods: The study was conducted in 2019 at SMP Negeri 5 Kepanjen, East Java, Indonesia. This study employed a cross-sectional design with a total sample of 283 respondents selected using purposive sampling based on predetermined criteria. The bullying victim instrument used in this study is a modified version of the Revised Cyber ​​​​Bullying Inventory (RCBI) and the Adolescent Peer Relations Instrument (APRI) to measure bullying victimization and the midterm examination scores to assess students’ academic achievement. Descriptive analysis was conducted to describe the characteristics of bullying victimization and students’ academic achievement, while the correlation analysis was performed using Spearman Rank. Results: The results showed that most respondents experienced low levels of bullying victimization with moderate academic achievement, accounting for 99 respondents (34.9%). The Spearman Rank correlation test indicated a statistically significant but weak negative correlation between bullying victimization and academic achievement (r = −0.174, p = 0.003), indicating that higher exposure to bullying is associated with slightly lower academic performance. Conclusion: The findings indicate that bullying victimization is associated with students’ academic achievement. Therefore, schools are expected to strengthen supervision, create a safe and supportive learning environment, and provide assistance for students who experience bullying in order to minimize its negative impact on the learning process.
Co-Authors Ayut Merdikawati, Ayut Hasan, Haliza Heni Dwi Windarwati Petriano, Haris Retno Lestari Tita Hariyanti