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"Usia sekolah dasar disebut masa intelektual atau masa keserasian sekolah dalam mencapai perkembangan industri. Tahapan perkembangan industri penting sepanjang rentang perkembangan. Tujuan penelitian mengetahui pengaruh terapi kelompok terapeutik anak sekolah pada anak-orang tua dan anak-guru terhadap perkembangan mental anak. Desain penelitian "Quasi experimental pre-post test with control group". Sampel berjumlah 116, yang terbagi ke dalam 3 kelompok, 38 orang kelompok intervensi 1(anak-orang tua), 36 orang kelompok intervensi 2 (anak-guru), 40 orang kelompok kontrol anak usia 9-11 tahun. Hasil penelitian menunjukkan peningkatan pengetahuan, psikomotor dan perkembangan industri anak usia sekolah secara bermakna setelah diberikan terapi kelompok terapeutik (p-value < 0.05),dibandingkan dengan kelompok yang tidak diberikan terapi kelompok terapeutik. Penelitian direkomendasikan dilakukan pada anak usia sekolah pada anak-orang tua dan anak-guru untuk meningkatkan perkembangan mentalnya.

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School aged called as intelektual time in industrial development stage. Industrial development stage is important in human development stages. The purpose of this tudy was to know the effect of school aged therapeutic group therapy to mental development. The design wa quasi experimental pre-post test with control group. One hundred and sixteen children at 9-11 years old was used as sample of this study that divided to 38 children on first intervention group (child-parents), 36 children on second intervention group (child-teacher) and 40 children on control group.

Result of the study showed that cognitive, psychomotor and industrial development ability had increased significantly after therapeutic group therapy was given (p-value <0.005) in intervention group. The study was recomended in child-parents and child-teacher to increase mental development in school aged children."

"Prokrastinasi merupakan masalah yang berawal dari kesulitan emosional, di mana individu enggan atau tidak tahan berhadapan dengan situasi yang dianggap aversif, yang kemudian termanifestasi dalam perilaku menunda atau menghindari tugas hingga mendekati batas waktu. Jika prokrastinasi akademis dibiarkan bertahan, maka hal tersebut dapat memberikan dampak negatif bagi para pelakunya. Peneliti bertujuan untuk melihat efektivitas dari penerapan teknik-teknik Rational Emotive Behavioral Therapy (REBT) yang dikembangkan oleh peneliti dalam mengatasi prokrastinasi akademik. Penelitian ini terdiri dari empat sesi pertemuan dan dua kali pengukuran. Desain penelitian adalah kuasi eksperimen dengan pre dan post test. Partisipan adalah tiga orang mahasiswa Fakultas Psikologi Universitas Indonesia yang sudah melewati masa studi normalnya, memiliki perilaku prokrastinasi tingkat tinggi berdasarkan Tuckman Procrastination Scale-16. Dampak intervensi dilihat dari perubahan skor prokrastinasi dengan menggunakan alat ukur Tuckman Procrastination Scale-35 (TPS-35), dan perubahan intensitas emosi negatif dan pikiran irasional partisipan dengan menggunakan metode wawancara. Berdasarkan data kuantitatif yang diperoleh, satu orang partisipan mengalami penurunan skor TPS-35, sementara satu orang lagi tidak. Berdasarkan data kualitatif yang diperoleh, kedua partisipan mengalami perubahan intensitas emosi negatif dan pikiran irasional. Penelitian ini menunjukkan bahwa teknik-teknik REBT yang disusun oleh peneliti tidak mampu mengatasi perilaku prokrastinasi akademik. Namun demikian, intervensi ini mampu mengubah intensitas emosi negatif dan pikiran irasional kedua partisipan.

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Procrastination is a problem that starts from emotional difficulties, in which individuals are reluctant or can not bear to deal with situations that are considered aversive, which is then manifested in the behavior of delaying tasks or avoiding to approach deadlines. If academic procrastination allowed to persist, then it can negatively impact the procrastinators. The aim of this research is to measure the impact of Rational Emotive Behavioral Therapy (REBT) techniques, which was developed by researcher, in overcoming academic procrastination. The study consisted of four sessions and two measurements. The research design is quasi-experimental with pre and post test. The participants are three undergraduate students of the Faculty of Psychology at University of Indonesia who have passed their normal study time, have high levels of procrastination behavior measured by Tuckman Procrastination Scale-16.

The impact of this intervenstion is measured by Tuckman Procrastination Scale-35 (TPS-35), and changes in the intensity of negative emotions and irrational thoughts participants are measured by using interview. Based on the quantitative data obtained, one participant experienced a decrease in score of TPS-35, while the other is not. Based on qualitative data obtained, the two participants experienced a change in the intensity of negative emotions and irrational thoughts. This study showed that REBT techniques, which was developed by researcher, unable to overcome academic procrastination behavior. However, these intervention is able to change the intensity of negative emotions and irrational thoughts both participants."

"SynopsisSheena Nahm's study of play therapy in South Korea engages theories of transnational cultural production through a focus on circuits of professional knowledge. Her subject matter draws readers into a world where the problems of childhood stress are addressed by anxious mothers and psychological professionals, adapting, translating and transforming understandings of gender, family, and the cost/benefit of economic development. -- Laura C. Nelson, University of California, Berkeley"