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"ABSTRAKPenelitian ini dilakukan untuk mengetahui penerapan terapi Resource Development and Installation (RDI) pada remaja usia 16 tahun 5 bulan yang melakukan Non Suicidal Self Injury (NSSI). RDI dilakukan sebanyak 7 sesi dengan tiga teknik, yaitu Point of Powerdan Absorption. Tujuan dari penerapan teknik RDI adalah untuk mengurangi perilaku NSSI dengan meningkatkan resource positif dan menurunkan perasaan-perasaan negatif, terutama kecemasan. Hasil intervensi menunjukkan adanya penurunan perilaku NSSI serta peningkatan resource positif dan penurunan perasaan negatif yang terlihat dari penurunan skor Harvard Trauma Questionnaire (HTQ), Hopkin Symptom Checklist(HSCL) dan Child Behavior Checklist for Age 4-18 (CBCL/4-18). Selain itu, terjadi perubahan perilaku anak ke arah yang lebih positif. Anak merasa mampu meregulasi perasaan negatifnya dengan mengalihkan pikiran ke hal-hal yang positif dan mempersepsi dirinya secara lebih positif.

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ABSTRACTThis study was conducted to determine the therapeutic application of Resource Development and Installation (RDI) in adolescents aged 16 years and 5 months doing Non-Suicidal Self Injury (NSSI). RDI performed a total of seven sessions with the three techniques, namely Point of Power and Absorption. The purpose of the application of RDI technique is to reduce the NSSI behavior by increasing positive resource and decrease the negative feelings, especially anxiety. The results showed an increase of resource of positive and negative feelings decrease seen from the decline in scores of Harvard Trauma Questionnaire (HTQ), Hopkin Symptom Checklist(HSCL) and Child Behavior Checklist for Age 4-18 (CBCL/4-18). In addition, a change in the child's behavior to a more positive direction. Children feel able to regulate negative feelings by diverting the mind to positive things and perceive themselves more positively."

"ABSTRAKPenelitian ini dilakukan untuk mengetahui sumbangan teacher efficacy, dukungan sekolah terhadap sikap guru mengenai pendidikan inklusif. Pengukuran teacher efficacy menggunakan modifikasi alat ukur Teachers? Sense of Efficacy Scale (Tschanen-Moran, Hoy & Hoy, 1998), pengukuran dukungan sekolah menggunakan modifikasi alat ukur Transformational Leadership Scale (Leithwood & Jantzi, 2006), dan pengukuran sikap guru mengenai pendidikan inklusif menggunakan modifikasi alat ukur Scale of Teachers? Attitudes toward Inclusion Scale (Cochran, 1997). Partisipan berjumlah 71 guru kelas dari SDN Inklusi di Jakarta. Hasil penelitian menunjukkan bahwa teacher efficacy dan dukungan sekolah secara bersama-sama memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif, namun secara independen hanya dukungan sekolah yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif.

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ABSTRACTThe study was conducted to investigate contribution of teacher efficacy, school support toward teachers‟ attitude about inclusive education. Teacher efficacy was measured using modification of Teachers‟ Sense of Efficacy Scale (Tschanen-Moran, Hoy & Hoy, 1998), school support was measured using modification of Transformational Leadership Scale (Leithwood & Jantzi, 2006), and teachers‟ attitude about inclusive education was measured using modification of Scale of Teachers‟ Attitudes Toward Inclusion (Cochran, 1997). Participants of this research are 71 classroom teachers from Inclusive Elementary School in Jakarta. The results of this study indicate that teacher efficacy and school support together can significantly contribute to teachers‟ attitude toward inclusive education, but independently, only the perception toward school support can contribute significantly to teachers‟ attitude toward inclusive education."