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Grief and trauma
Published by Scidac Plus
ISSN : -     EISSN : 3025194X     DOI : https://doi.org/10.59388/gt.v2i2.615
Core Subject : Health, Science, Social,
Environmental Science Health Professions Neuroscience Public Health Social Sciences
Grief and Trauma (E-ISSN: 3025-194X) is the official journal to provide a platform for examining and discussing issues in Psychological. The journal is dedicated to publishing scientific and clinical literature on dissociation, dissociative disorders, posttraumatic stress disorder, psychological trauma, and attachment disturbances to foster exchange among researchers, clinicians, and other professionals. The Grief and Trauma publish manuscripts on theory, clinical treatment, and research on psychological trauma and dissociation in children and adults. The journal welcomes contributions, including case studies, from anthropological, cross-cultural, physiologic, psychological, counseling, counseling crisis, psychometric, psychotherapeutic, and problems related to mental health.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 40 Documents
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The Effect of Group Counseling with Cognitive Defusion Technique in Cognitive Behavior Therapy to Enhance Self-Confidence Miratul Mukaromah; Kus Hendar; Rina Mida Hayati
Grief and Trauma Vol. 3 No. 2 (2025): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v3i2.816

Abstract

This research aims to examine the effect of Cognitive Behavior Therapy (CBT) group counseling using cognitive defusion techniques to increase students' self-confidence at Sunan Ampel Punggur Middle School. Adolescents' low self-confidence is a critical issue in education, considering that puberty is a sensitive period for forming self-concept. The decreasing self-confidence in junior high school students can be seen in withdrawn behavior, difficulty interacting socially, and the inability to express one's potential optimally. The research used a true-experimental design with a pretest-posttest control group design. From a population of 103 students, a sample of 14 students was selected through purposive sampling and divided into experimental and control groups. The experimental group received group counseling intervention for 6 meetings. The research instrument is a questionnaire with 19 items that have been tested for validity (rcount 0.499-0.612 > rtable 0.497) and reliability (Cronbach's Alpha X=0.850; Y=0.735). Data analysis used the Shapiro-Wilk normality test, Levene's Test of homogeneity, and paired sample t-test. Cognitive defusion techniques are focused on helping students not become over-identified with negative thoughts, allowing them to take a more objective perspective on internal experiences. The results showed a significant difference in the experimental group (t=16.644; p=0.000<0.05) with an increase in scores from 52.29 to 86.71, while the control group did not show a significant change (t=0.669; p=0.528>0.05). In conclusion, CBT group counseling with cognitive defusion techniques effectively increases junior high school students' self-confidence through mechanisms for separating themselves from negative thoughts, developing adaptive thinking patterns, and strengthening personal competence.
Self-Compassion and Mindfulness Among Young Mothers: A Phenomenological Study in Padang, Indonesia Nur Hisna Daniati; Afdal Afdal; ⁠Zadrian Ardi; Miftahul Fikri
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i1.851

Abstract

Young mothers aged 18–25 are vulnerable to psychological stress due to role transitions and a lack of emotional readiness. Self-compassion and mindfulness are two psychological approaches that mutually support individual well-being; however, research on how these are actually experienced by young mothers in Indonesia remains very limited. This study aims to describe the nature of self-compassion, describe the nature of mindfulness, and analyze the relationship between the two in the experiences of young mothers in Padang City. This study employs a qualitative approach using the phenomenological method. The primary informants consist of 5 young mothers, 2 husbands, and 2 parents of the young mothers as supporting informants, selected through snowball sampling. Data were collected through observation, in-depth interviews, and document analysis. Data analysis involved data reduction, data presentation, and drawing conclusions with the assistance of NVivo 15 software. Data validity was tested through source triangulation. The results of this study indicate that self-compassion is most strongly manifested in the forms of physical self-care (self-kindness), a sense of shared humanity, and the management of emotions and mindfulness. These aspects develop through four dimensions: observing, describing, acting with awareness, and accepting without judgment, with variations influenced by personality and social support. These findings suggest that the development of self-compassion and mindfulness in young mothers should be approached simultaneously and involve strong social support.
The Influence of Father Involvement, Self-Esteem, and Social Skills on Bullying Behavior Among University Students Chr. Argo Widiharto; Arri Handayani; Desi Maulia
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i1.875

Abstract

Bullying remains a significant problem in higher education and may negatively affect students’ psychological and social well-being. This study aimed to examine the simultaneous and partial effects of father involvement, self-esteem, and social skills on bullying behavior among university students. The study employed a quantitative correlational design using a cross-sectional survey approach. Participants consisted of 289 university students from 18 cities in Central Java, Indonesia. Data were collected using the Bullying Scale, Inventory of Father Involvement (IFI), Self-Esteem Scale, and Social Skills Scale. Data were analyzed using descriptive statistics, multiple regression analysis, and path analysis with the assistance of IBM SPSS Statistics 25. The results showed that father involvement, self-esteem, and social skills simultaneously had a significant effect on bullying behavior, explaining 46.4% of the variance. Social skills emerged as the strongest predictor, followed by self-esteem and father involvement. All variables showed significant negative relationships with bullying behavior, indicating that higher levels of father involvement, self-esteem, and social skills were associated with lower bullying behavior. In addition, father involvement was categorized as high, while self-esteem, social skills, and bullying behavior were generally in the moderate category. These findings suggest that bullying behavior among university students is influenced by both psychological and family-related factors. Therefore, bullying prevention programs should emphasize the development of social skills, enhancement of self-esteem, and strengthening of parental involvement, particularly father involvement, within higher education settings.
Mitigating Cyberbullying in Primary and Secondary Education: A Systematic Literature Review on the Mediating Role of Digital Literacy Dini Rakhmawati; Lina Putriyanti; Agung Prasetyo; Agus Setiawan
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i1.898

Abstract

The integration of digital technology in education increases the risk of cyberbullying, which threatens students’ psychosocial well-being. This research examined the effectiveness of school-based intervention by focusing on the digital competence and online safety education as the moderating variables. The applied method of the current research is a systematic literature review, SLR, with PIRSMA 2020 protocol guidelines. Researchers conducted a systematic search in the Scopus database for articles published between 2023 and 2025. From a total of 100 identified records, the researchers applied a rigorous screening process and selected 10 final studies that met the inclusion criteria. The synthesized data reveal school-based intervention with digital literacy integration provided effective cyberbullying rate reduciton than the conventional monitoring approaches. The key findings identify digital competence as a crucial mediator that shapes students’ ethical behavior and resilience in cyberspace. This study emphasizes the importance of a structured online safety curriculum within school guidance and counseling programs.
Exploring the Implementation of Qur'anic Healing for Students Experiencing Academic Burnout Nur Maslikhatun Nisak; Ruli Astuti; Eko Budi Supriyanto
Grief and Trauma Vol. 4 No. 2 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i2.911

Abstract

This study aims to describe the implementation of Qur'anic Healing in relation to academic burnout in an educational institution. Academic burnout refers to a condition of physical, emotional, and mental exhaustion resulting from academic demands, characterized by exhaustion, cynicism toward academic activities, and reduced academic efficacy. This study employed a descriptive qualitative field research design. Data were collected through observations, semi-structured interviews, and documentation involving eight purposively selected participants, consisting of one principal, one vice principal for curriculum, three teachers, and three students, who were directly involved in the Qur'anic Healing program and had experience or understanding of students' academic burnout. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. The findings indicate that the implementation of Qur'anic Healing in the school is organized through three main practices: Qur'anic recitation, dhikr and Qur'anic supplication, and the internalization of Qur'anic values such as patience, gratitude, tawakal, and optimism. Participants reported that these practices were associated with experiences of psychological calmness, improved learning focus, reduced academic anxiety, and stronger learning motivation and self-confidence. The findings also suggest that teachers and students perceived these spiritual practices as helping students cope with symptoms commonly associated with academic burnout, including learning fatigue, boredom with academic activities, and reduced academic self-confidence. These findings describe how Qur'anic Healing is implemented and perceived as a spiritual approach for supporting students' psychological well-being within the educational setting.
Social Support from Academic Supervisor as a Driver of Academic Resilience: The Mediating Roles of Growth Mindset and Academic Self-Efficacy Among Students Who are Behind in Their Studies Muhammad Hafiz Abiddiya; Rezki Hariko
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i1.928

Abstract

Academic resilience is an essential psychological capacity that enables students to cope effectively with academic challenges, particularly those who experience delays in completing their studies. This study aimed to examine the direct and indirect relationships among supervisor social support, growth mindset, academic self-efficacy, and academic resilience among university students experiencing delayed study completion. A quantitative explanatory research design was employed involving 199 students from the Faculty of Sport Sciences, Universitas Negeri Padang, Indonesia. Data were collected using the Academic Resilience Scale (ARS-24), Academic Self-Efficacy Scale, Growth Mindset Scale, and Social Support Scale and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results showed that academic self-efficacy (β = 0.303, p < .001), growth mindset (β = 0.448, p < .001), and supervisor social support (β = 0.167, p = .011) had significant positive effects on academic resilience. Supervisor social support also had significant positive effects on growth mindset (β = 0.818, p < .001) and academic self-efficacy (β = 0.460, p < .001). Furthermore, growth mindset and academic self-efficacy significantly mediated the relationship between supervisor social support and academic resilience. The proposed structural model explained 76.7% of the variance in academic resilience, indicating substantial explanatory power. These findings underscore the importance of integrating internal psychological resources and external social support in promoting students’ academic resilience. The study provides empirical evidence for an integrated model of academic resilience and suggests that universities should strengthen academic supervision, counseling services, and psychological support programs that enhance growth mindset, academic self-efficacy, and supportive supervisor–student relationships to facilitate timely study completion.
Academic Stress Among Nursing Students: Dominant Symptom Dimensions and Implications for Counseling Interventions Nur Kholiza Fitri; Netrawati Netrawati; Zadrian Ardi; Puji Gusri Handayani
Grief and Trauma Vol. 4 No. 2 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i2.932

Abstract

Nursing students are particularly vulnerable to academic stress due to the combined demands of academic coursework and clinical training. This study aimed to describe the academic stress profile of nursing students in Padang, Indonesia, by examining four symptom dimensions: cognitive (thought), behavioral, physical, and emotional (feeling) symptoms. A quantitative descriptive cross-sectional design was employed, involving 104 nursing students selected through total sampling. Data were collected using a self-developed 35-item Academic Stress Questionnaire based on a five-point Likert scale, which demonstrated excellent internal consistency (Cronbach's α = .954). Descriptive statistical analysis showed that most students experienced moderate (34.6%) or high (30.8%) levels of academic stress, with 35.6% classified in the high-to-very-high categories. Among the four symptom dimensions, cognitive (thought) symptoms were the most dominant, followed by emotional (feeling), behavioral, and physical symptoms. These findings indicate that academic stress among nursing students is characterized primarily by cognitive and emotional manifestations rather than physical symptoms. The results provide an empirical basis for developing targeted guidance and counseling interventions, particularly those emphasizing cognitive restructuring and emotional regulation, to better support nursing students' psychological well-being and academic adjustment.
Phenomenological Study of Dependence on Artificial Intelligence and Self-Coping of Academic Problems Fadhila Rahmawati; Dindin Solahudin; Hajir Tajiri
Grief and Trauma Vol. 4 No. 2 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i2.945

Abstract

This study explored of emotional dependence on Artificial Intelligence (AI) and the self-coping strategies they use to address academic challenges from an Islamic Counseling perspective. This study employed a qualitative approach with the Colaizzi descriptive phenomenology method. The subjects were 20 with specific criteria Student status, intensity of AI usage, specific experience, and voluntary participation active students at Sunan Gunung Djati State Islamic University, Bandung, selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation using a semi-structured interview guide. The Genesis and Evolution of AI Interaction, Psychological and Relational Dynamics of Dependence and The Hierarchy of Coping Mechanisms The results revealed two main findings. First, the function of AI shifted from being merely an academic aid to a source of emotional support as students experienced increasing academic pressure. Second, AI tended to be used as a dominant self-coping strategy, thus reducing the use of spiritual coping in dealing with academic pressure. All informants continued to view Allah as the primary source of peace. This spiritual awareness strengthened when students realized the limitations of AI in meeting their emotional needs fully. The findings of this study demonstrate the importance of developing Islamic Guidance and Counseling services that are responsive to technological developments and the psychological dynamics of students in the academic environment.
Differences in Social Loafing Among Guidance and Counseling Students Based on University Cohort Elvira Linanda Putri; Rezki Hariko
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i1.951

Abstract

Social loafing, the tendency of individuals to exert less effort in groups than independently, poses a significant challenge to collaborative learning in higher education. This study aimed to analyze and compare the levels of social loafing among Guidance and Counseling students at Universitas Negeri Padang based on their academic cohort (2024 and 2025). Utilizing a quantitative descriptive-comparative design, data were collected from 135 participants (66 from the 2024 cohort and 69 from the 2025 cohort) using a Social Loafing Scale based on Myers' theory. Data were analyzed using descriptive statistics and an independent samples t-test. The findings revealed that students' social loafing levels generally fell within the moderate category (M = 17.727, SD = 2.763). Descriptively, both cohorts exhibited low levels of social loafing; however, the 2024 cohort showed a significantly higher mean score (M = 107.39, SD = 15.055) than the 2025 cohort (M = 89.67, SD = 16.942). An independent samples t-test indicated that this difference was statistically significant, t(df) = 133, p < 0.05 (or p = .000). Responsibility diffusion was most prominent in the 2024 cohort, while passive attitudes characterized the 2025 cohort. These results suggest that academic seniority and group-work experience influence social loafing behavior. Consequently, lecturers and counselors should implement agentic guidance models and collaborative strategies to foster individual accountability and minimize social loafing in academic settings.
Pathways to Adolescent Self-Esteem: The Mediating Role of Self-Compassion Between Self-Acceptance and Peer Support Mujadid Nazifah Gesti Ali; Rezki Hariko
Grief and Trauma Vol. 4 No. 2 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i2.960

Abstract

Adolescent self-esteem is a critical psychological construct that shapes mental health and academic functioning. This study examines the structural model of relationships among self-acceptance, self-compassion, peer support, and self-esteem in adolescents, with a specific focus on testing the mediating role of self-compassion. Using a quantitative explanatory design, data were collected from 329 adolescents in South Solok Regency, West Sumatra, through cluster random sampling. Instruments included the Coopersmith Self-Esteem Inventory (CSEI), Bloom Self-Acceptance Scale (BSAS) , Self-Compassion Scale (SWD), and Peer Support Perception Scale (PSPS) . Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0 to test the structural model and its mediating effects. Results of the structural model testing indicated that peer support and self-compassion significantly and directly predicted self-esteem, while self-acceptance did not show a significant direct effect. However, self-compassion fully mediated the relationship between self-acceptance and self-esteem, and partially mediated the relationship between peer support and self-esteem. Collectively, the three variables explained 59.0% of the variance in self-esteem (R² = 0.590). These findings highlight self-compassion as a pivotal psychological mechanism through which both internal and external factors shape adolescent self-esteem. Implications for school counseling services are discussed, particularly the need to integrate self-compassion development and peer support enhancement into guidance and counseling programs.

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