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"Penelitian ini dilakukan untuk mengetahui hubungan antara mindfulness guru dan mastery motivation, baik mastery motivation secara umum maupun mastery motivation per dimensi, pada siswa berkebutuhan khusus di sekolah dasar inklusif. Mastery motivation siswa diukur berdasarkan penilaian guru terhadap siswa. Pengukuran mindfulness guru menggunakan alat ukur Mindfull Attention Awareness Scale yang disusun oleh Brown dan Ryan (2013) dan pengukuran mastery motivation siswa menggunakan alat ukur Dimensions of Mastery Questionnaire 18 yang disusun oleh Morgan dan kawan-kawan (2015). Partisipan dari penelitian ini berjumlah 138 guru yang mengajar siswa berkebutuhan khusus, kelas satu hingga kelas enam, di Sekolah Dasar Inklusif Kota Depok. Hasil penelitian menunjukkan terdapat hubungan negatif yang signifikan antara mindfulness guru dan mastery motivation siswa. Artinya, semakin tinggi mindfulness guru, maka semakin rendah mastery motivation siswa berkebutuhan khusus tersebut. Berdasarkan hubungan mindfulness guru dan delapan dimensi mastery motivation siswa ditemukan bahwa terdapat hubungan negatif signifikan antara mindfulness guru dan mastery motivation siswa pada dimensi cognitive/object persistence dan dimensi frustration/anger. Hubungan yang negatif pada antara mindfulness guru dan mastery motivation siswa, baik secara keseluruhan maupun per dimensi, menunjukkan bahwa semakin guru memberikan perhatiannya terhadap siswa berkebutuhan khusus dan sadar sepenuhnya terhadap apa yang guru kerjakan selama mengajar, maka usaha anak untuk menguasai keterampilan tertentu secara fokus dan persisten semakin rendah.

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This research was conducted to find the relationship between teacher mindfulness and special needs student mastery motivation, in generally or mastery motivation dimensions spesifically, in inclusive elementary school. Student's mastery motivation is measure based on teacher evaluation. Mindfulness is measured by Mindfulness Attention Awareness Scale compiled by Brown and Ryan (2003), and Mastery motivation is measured by Dimensions of Mastery Questionnaire compiled by Morgan et al. (2015). Participants in this research were 138 teachers who taught special needs student which currently are in the 1st until 6th grade inclusive elementary school in Depok.

The result showed a significant negative relationship between teacher mindfulness and student mastery motivation which mean that the higher the teacher mindfulness, the lower student mastery motivation. Based on correlation between teacher mindfulness and eight dimensions student mastery motivation, the result showed significant negative relationship between teacher mindfulness and student mastery motivation on cognitive/object persistence and frustration/anger. All this negative correlation showed that the more teacher give her attention to special needs student and realized what he or she is doing at class along teaching, the lower special needs student effort solve a problem or master a skill in a focused and persistently."

"Secondary traumatic stress (STS) merupakan hal yang sulit untuk dihindari bagi para petugas layanan kasus kekerasan anak. Penelitian ini bertujuan untuk melihat efektivitas intervensi dengan pendekatan MSC terhadap penurunan STS serta peningkatan mindfulness dan self-compassion pada para petugas layanan kasus kekerasan terhadap anak. Petugas layanan kasus kekerasan anak mencakup psikolog klinis, pekerja sosial/pendamping, konselor psikologi, konselor hukum, mediator dan pengadministrasi umum. Sebanyak 30 petugas layanan kasus kekerasan terbagi kedalam dua kelompok secara acak, yaitu kelompok intervensi dan kelompok kontrol wait-list. Intervensi diberikan sebanyak 6 kali pertemuan dengan durasi 2-3 jam per sesi secara online. STS diukur menggunakan subtes STS pada ProQol-V, mindfulness menggunakan MAAS, dan self-compassion menggunakan SCS yang telah diadaptasi ke bahasa indonesia. Hasil penelitian menunjukkan bahwa terdapat hasil yang signifikan pada penurunan STS, peningkatan mindfulness, peningkatan aspek self-compassion (yaitu common humanity), serta peningkatan kesejahteraan pribadi bagi para petugas layanan kasus kekerasan pada kelompok intervensi. Individu yang mengikuti intervensi memiliki mindfulness dan self-compassion yang secara signifikan lebih tinggi dibandingkan dengan kelompok kontrol wait-list. Dapat disimpulkan bahwa intervensi MSC memberikan dampak positif pada petugas layanan kasus kekerasan anak, meskipun efek intervensi belum konsisten bertahan pada 2 minggu follow-up. Adanya pemantauan terhadap kondisi partisipan secara berkala, pelaksanaan intervensi secara offline atau mixed (offline dan online), serta pertemuan rutin antar petugas layanan diduga menjadi faktor yang dapat dilakukan mempertahankan konsitensi dampak positif intervensi MSC.

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Secondary traumatic stress (STS) is a challenging phenomenon that is hard to avoid for child welfare service providers. This study aims to examine the effectiveness of an intervention using the Mindful Self-Compassion (MSC) approach in reducing STS and enhancing mindfulness and self-compassion among child welfare service providers. Child welfare service providers include clinical psychologists, social workers/counselors, psychological counselors, legal counselors, mediators, and general administrators. Thirty child welfare service providers were randomly assigned to either the intervention group or the wait-list control group. The intervention consisted of six online sessions lasting 2-3 hours each. STS was measured using the STS sub-scale on the ProQol-V, mindfulness was assessed using the MAAS, and self-compassion was measured using the SCS adapted to Bahasa Indonesia. The results showed significant decreases in STS, increases in mindfulness, improvements in the self-compassion aspect of common humanity, and enhanced personal well-being among the intervention group. Individuals in the intervention group exhibited significantly higher levels of mindfulness and self-compassion compared to the wait-list control group. In conclusion, the MSC intervention had a positive impact on child welfare service providers, although the effects were not consistently sustained at the 2-week follow-up. Regular monitoring of participants, consideration of implementing offline or mixed interventions, and routine meetings among service providers are suggested factors that may help maintain the consistency of the positive impact of the MSC intervention."