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All Journal International Journal of Pedagogy and Teacher Education KESANS : International Journal of Health and Science
Marfu’atun, Elya
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Chemistry Education Health Professions Medicine & Pharmacology Physics Public Health Social Sciences

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Brief Empathic Love Therapy for Depressed Adolescents Victims of Domestic Violence Aghniacakti, Ainindita; Marfu’atun, Elya
Jurnal KESANS : Kesehatan dan Sains Vol 4 No 11 (2025): KESANS: International Journal of Health and Science
Publisher : Rifa'Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54543/kesans.v4i11.435

Abstract

Introduction: Adolescents who experience domestic violence are vulnerable to psychological disorders, one of which is depression. Violence perpetrated by primary attachment figures may damage an individual's self-worth, emotional balance, and hope for the future. BELT is a transpersonal therapy that emphasizes how individuals can recognize themselves more deeply, become aware of, understand, accept, and love all aspects of their being. Objective: This study aimed to examine the effectiveness of Brief Empathic Love Therapy (BELT) in reducing depressive symptoms among adolescents who are victims of domestic violence. Methods: This study employed a Small-N method using an ABA single-case design consisting of a baseline phase (A1), intervention (B), and a return to baseline (A2). BELT was delivered in two individual sessions to three adolescent females who had experienced domestic violence. Data collection tools included the Beck Depression Inventory II, Empathic Love Scale, daily depression checklist, evaluation sheet, and observation form. Data were analyzed using visual inspection. Result and Discussion: The results indicated that BELT was effective in reducing depressive symptoms and increasing empathic love in adolescent victims of domestic violence. Conclusion: The intervention also supported emotional awareness and inner acceptance, contributing to psychological recovery.
Embedding Social Emotional Learning into Experiential Learning: Experiences of College Students with Mental Health Problems Mahabbati, Aini; Marfu’atun, Elya; Prabawati, Wening
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i2.102165

Abstract

This study explores the experiences of five third-year students in the Special Education Study Program at FIP UNY who experienced severe depression and high anxiety while taking the “Teaching Children with Emotional and Behavior Disorders” course. This course design integrates social-emotional learning (SEL) with experiential learning (EL) to support the academic success of students with mental health problems (high anxiety and severe depression). This exploratory qualitative study employed semi-structured in-depth interviews (lasting 40–60 minutes) with five students who were selected through screening using the PHQ-9 and GAD-7 (scores≥15). Data were analyzed with NVivo 12 Pro through open coding to identify themes, with validity checks conducted through member checking, audit trails, and reflexive memoing. Results showed that four out of five students responded positively to the learning process that integrated SEL–EL. They found it easier to understand the material, were more confident in expressing their opinions, and felt more confident in facing assignments. Emotional dynamics (active participation and self-efficacy) were also apparent: most felt more comfortable and open in discussions, although some were constrained by classroom noise, a preference for lecture methods, or feelings of inferiority compared to more capable peers. This study concludes that the integration of SEL–EL contributes to increased active participation and academic self-efficacy among students with depression and anxiety. The practical implication is the importance of course design that includes brief emotional reflection, gradual assignments with clear criteria, and fair participation protocols.
Co-Authors Aini Mahabbati Ainindita Aghniacakti Wening Prabawati