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"Interaksi dengan frekuensi dan intensitas tinggi antar anggota pasangan dalam hubungan romantis memungkinkan terjadinya Fenomena Michelangelo (FM). Di dalam FM anggota pasangan saling membentuk kepribadian mereka menuju diri ideal masing-masing. Pencapaian diri ideal merupakan bagian dari pemenuhan kebutuhan individu akan pertumbuhan personal, yang akan memberikan sumbangan terhadap kesejahteraan psikologis. Penelitian ini dilakukan untuk mengetahui apakah fenomena Michelangelo mempengaruhi kesejahteraan psikologis dan berapa besar sumbangan masing-masing komponen fenomena Michelangelo terhadap dimensi kesejahteraan psikologis. Dengan menggunakan alat ukur Partner Affirmation Scale, Movement Toward Ideal Scale, dan The Ryff’s Scale of Psychological Well Being penelitian ini mengidentifikasi FM dan kesejahteraan psikologis pada 145 partisipan berusia 18 sampai 25 tahun yang sedang menjalani hubungan pacaran selama minimal satu tahun. Hasilnya menunjukan FM signifikan memprediksi kesejahteraan psikologis (18.9%), yang berarti adanya FM berkontribusi terhadap 18.9% kesejahteraan psikologis individu, sementara 81.1% faktor yang berkontribusi pada kesejahteraan psikologis belum diketahui. Secara lebih rinci diketahui fenomena Michelangelo menunjukan hasil yang signifikan dalam memprediksi dimensi kesejahteraan psikologis individu, yaitu hubungan yang positif dengan orang lain, penguasaan lingkungan, tujuan dalam hidup, dan pertumbuhan personal. Penelitian selanjutnya dapat melihat bagaimana hubungan interpersonal lain yang dijalani emerging adult membantu mereka dalam mencapai diri idealnya, misalnya sahabat, peer, tokoh idola, ataupun orangtua.

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Interaction with high-frequency and intensity among members of the couple in a romantic relationship allows the Michelangelo Phenomenon. Each members in Michelangelo phenomenon sculpt each other personality towards their ideal self. Achievement of the ideal self is part of the fulfillment of personal growth needs of the individual, which will contribute to psychological well-being. This study was conducted to determine whether the Michelangelo phenomenon affects the psychological well-being and how great the contribution of each component of the Michelangelo phenomenon to dimensions of psychological well-being. By using Partner Affirmation Scale, Movement Toward Ideal Scale, and The Ryff's Psychological Well Being Scale, the study identified FM and psychological wellbeing in 145 participants aged 18 to 25 years who were undergoing dating relationship for at least one year. The result showed that FM significantly predict psychological well-being (18.9%), which mean Michelangelo phenomenon contributed 18.9% of psychological well-being of individuals, while 81.1% of factors that contribute to the psychological well-being is not known yet. In more detail Michelangelo phenomenon showed significant results in predicting dimensions of psychological well-being, namely positive relationships with others, environmental mastery, purpose in life, and personal growth. Future studies could look at how other interpersonal relationships emerging adult engaged in could assist them in achieving their ideal self, for example bestfriend, peer, idol, or parents."

"Berbagai penelitian telah menunjukkan bahwa perceraian orangtua mempengaruhi rendahnya self-esteem anak meskipun ditemukan adanya kontroversi hasil temuan bahwa anak yang orangtuanya bercerai memiliki selfesteem yang tinggi dan tidak berbeda dengan anak yang orangtuanya tidak bercerai. Penelitian dengan desain ex post facto field study ini, bertujuan untuk mengukur perbedaan self-esteem anak usia middle childhood yang orangtuanya bercerai dan yang tidak bercerai. 80 anak sekolah dasar berpartisipasi dalam penelitian ini, 40 anak yang orangtuanya bercerai dan 40 anak yang orangtuanya tidak bercerai, Self-esteem anak diukur dengan Self-Esteem Inventory (SEI) dari Coopersmith (1967) yang telah divalidasi ulang oleh peneliti. Perbedaan selfkedua kelompok diukur dengan teknik statistik independent sample t-test. Self-esteem dapat diukur sebagai satu keseluruhan atau dianalisis berdasarkan aspeknya yaitu personal, akademis (sekolah), sosial (teman sebaya), dan keluarga (orangtua). Hasil analisis menunjukkan rendahnya self-esteem pada anak yang orangtuanya bercerai, baik secara menyeluruh atau pada tiap aspeknya Pada dua kelompok ditemukan bahwa anak perempuan memiliki self-esteem yang tinggi dibandingkan anak laki-laki. Self-esteem akademis pada kelompok orangtua bercerai tidak berbeda antara anak laki-laki dan perempuan.

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Research have found that parental affects low self-esteem of children. This research, an ex psot facto field study , examined the difference of self-esteem between middle chilhood children of divorced and not divorced parents. The sample comparised of 80 children from elementary schools, 40 children with divorced and non-divorced parents. Self-esteem is measured with self-esteem inventory of Coopersmith (1967) which has been revaliadated by the researcher. The diggerenceof self-esteem level from those two groups are measured by independent sample t-test. Selft esteem could be measured as an whole or analyzed based on the aspects which are personal, academisc, social (peers) and family (parents). The result found that children of divorced parents show lower self-esteem, as awhole as in each aspect. Regarding the differencebetween boys and girls, regardless of their parental marital status, ingeneral girls have higher srlf-esteem than boys. Nevertheless, there is no significance difference between academic self-esteem of girls and boy with divorce parents."

"ABSTRAKMasa perpindahan dari SD ke SMP umumnya berkaitan dengan perubahan padalingkungan sekolah, aktifitas akademis, dan aktifitas sosial, perubahan-perubahantersebut dihadapi oleh siswa remaja awal bersamaan dengan perubahan yangberasal dari dalam dirinya karena masa pubertas. Bagi kebanyakan siswa remajaawal kondisi tersebut bisa menjadi pemicu munculnya stress (stressor). Dalammenghadapi stress setiap siswa memiliki perbedaan karena disebabkan olehkemampuan coping yang dimilikinya dan dukungan sosial yang diterimanya.Penelitian dilakukan pada partisipan sebanyak 106 orang yang berasal dari SMP N2 Depok, dan memiliki karakteristik anak laki-laki maupun anak perempuan yangsedang menjalani semester pertama sekolah. Seluruh partisipan diukur mengenaipengalaman stress menggunakan Perceived Stress Scale (Cohen, Kamarck, &Mermelstein, 1983), pengalaman stressor menggunakan lembar checklist,penggunaan strategi coping menggunakan Cope Scale (Carver, Scheier, &Weintraub, 1989), dan dukungan sosial menggunakan Social SupportQuestionnaire for Children (Gordondise, 2011). Hasil penelitian menunjukkanbahwa semua partisipan mengalami stress namun pada tingkat yang berbeda-beda,situasi khawatir dengan hasil raport jelek merupakan salah satu situasi yangbanyak dialami siswa sekaligus dianggap sebagai stressor, strategi coping terpusatemosi sering digunakan oleh paling banyak partisipan, dan dukungan sosial yangsangat sesuai ialah dari orang tua baik dalam bentuk instrumental maupunemotional. Dari hasil penelitian ini diharapkan dapat membantu seluruh pihakyang terlibat dalam tumbuh kembang siswa remaja awal untuk bisa lebihmemahami pengalaman stress, stressor, strategi coping, serta dukungan sosialpada siswa remaja awal di SMP.

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ABSTRACTThe transition from elementary school to junior high school is generallyassociated with changes in the school environment, academic activities, and socialactivities, the changes faced by students in conjunction with the change thatcomes from within him or her because of the onset of puberty. For most studentsthese conditions could trigger the emergence of stress (stressors). In the face ofstress every student has a different because their own capability of coping andsocial support their received. Participants totaled 106 people from SMP N 2Depok, and has the characteristics of boys and girls who are undergoing the firstsemester of school. All participants were measured on experience of stress usingthe Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), theexperience of stressor using a checklist sheet, the use of coping strategies usingthe Cope Scale (Carver, Scheier, & Weintraub, 1989), and social support usingSocial Support Questionnaire for Children (Gordondise, 2011). The resultsshowed that all participants experienced stress but on a different level, thesituation concerned with the results of bad report cards is one of the situationsexperienced by most students at once regarded as a stressor, coping strategiescentered emotions often used by most participants, and social support particularlyappropriate is from parents in the form of instrumental and emotional. From theresults of this research can help all parties involved in the development of earlyadolescent students to better understand the experience of stress, stressors, copingstrategies, and social support on early adolescent students in junior high school."

"Fear of intimacy merupakan hambatan yang menghalangi dewasa muda untuk membangun keintiman dalam rangka membentuk hubungan romantis dengan pasangan. Self-esteem rendah sebagai faktor internal yang memungkinkan seseorang untuk mempunyai fear of intimacy tinggi, merupakan salah satu akibat dari fenomena perceraian yang semakin marak di Indonesia sekarang ini. Dewasa muda yang berasal dari keluarga bercerai cenderung mempunyai self-esteem yang rendah dibandingkan dewasa muda dari keluarga utuh, dan karena itu cenderung mempunyai fear of intimacy yang tinggi. Penelitian ini mencoba untuk mencari dan menemukan arah korelasi self-esteem dengan fear of intimacy pada dewasa muda melalui pendekatan kuantitatif. 103 partisipan yang terdiri dari tiga kelompok berdasarkan status perkawinan orangtua (menikah, bercerai, janda/duda meninggal) mengisi alat ukur yang terdiri dari adaptasi Fear of Intimacy Scale (FIS) dan Rosenberg Self-Esteem Scale (RSES). Pengolahan data dengan teknik chi-square menunjukkan adanya korelasi negatif yang signifikan ( Pearson?s r = - .368, p value = 0.00) antara skor self-esteem dan skor fear of intimacy. Korelasi negatif yang ditemukan mengindikasikan bahwa semakin baik self-esteem seseorang maka semakin rendah kecenderungan fear of intimacy. Oleh karena itu, self-esteem anak yang orangtuanya bercerai (cenderung rendah) perlu mendapat perhatian khusus agar tidak tumbuh menjadi faktor internal yang menimbulkan fear of intimacy saat anak berusia dewasa muda.

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Fear of intimacy are barriers that prevent young adults to build intimacy in order to form a romantic relationship with a partner. Low self-esteem as internal factors that enable a person to have a high fear of intimacy, is one result of the growing phenomenon of divorce in Indonesia today. Young adults from divorced families tend to have lower self-esteem than young adults from intact families, and therefore tend to have a high fear of intimacy. This study tries to seek and find the direction of the correlation of self-esteem and fear of intimacy in young adults through a quantitative approach. 103 participants consisting of three groups based on parental marital status (married, divorced, widow / widower dies) fill the adaptation of Fear of Intimacy Scale (FIS) and the Rosenberg Self-Esteem Scale (RSES). Data analysis with chi-square technique showed a significant negative correlation (Pearson's r = - .368, p value = 0:00) between the scores of self-esteem and fear of intimacy scores. Negative correlation that was found indicating that if a person's has better self-esteem, they would have the lower the tendency of fear of intimacy. Therefore, the self-esteem of children whose parents divorce (rather low) need special attention so it wont grow into internal factors that give rise to fear of intimacy when children were in young adult."

"Hubungan perkawinan orangtua yang tidak harmonis atau berkonflik dapat berdampak buruk pada anak mereka. Persepsi anak terhadap hubungan orangtuanya dapat menimbulkan fear of intimacy, yang nantinya dapat berakibat buruk di saat anak dewasa. Dengan menggunakan pendekatan kuantitatif, penelitian ini bertujuan untuk memperoleh gambaran ada atau tidaknya hubungan antara persepsi hubungan perkawinan orangtua dengan fear of intimacy pada dewasa muda, serta arah dari hubungan tersebut. Sebanyak 103 partisipan mengisi alat ukur Conflict Tactics Scale: Father-Mother Resolution dan Fear of Intimacy Scale yang telah diadaptasi ke bahasa Indonesia. Untuk mengetahui hubungan kedua variabel dari data yang diperoleh, digunakan teknik perhitungan pearson correlation. Hasil yang didapat menunjukkan bahwa persepsi hubungan perkawinan orangtua tidak memiliki hubungan yang signifikan terhadap fear of intimacy (reasoning ayah p = 0,124 > 0,05 dan ibu p = 0,880 > 0,05; verbal aggression ayah p 0,225 > 0,05 dan ibu p = 0,992 > 0,05; physical aggression ayah p = 0,120 > 0,05 dan ibu p = 0,094 > 0,05). Dengan demikian, temuan ini mengindikasikan bahwa tidak terdapat hubungan antara persepsi hubungan perkawinan orangtua dan fear of intimacy.

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Conflict in parental marital relationship can have a negative impact on their children. Children?s perception of their parent relationship can cause fear of intimacy which can be dangerous when children become young adults. This study used quantitative approach to see if there is any relation between perception of parental marital relationship and fear of intimacy in young adults, as well as the direction of the relationship. A total of 103 participants filled Conflict Tactics Scale: Father-Mother Resolution and Fear of Intimacy Scale which were adapted into Indonesian. Chi square technique was used to determine the relationship between the two variables from the data obtained. The results showed that the perception of parental marital relationship doesn?t have a significant relationship to fear of intimacy (father?s reasoning p = 0,124 > 0,05 and mother?s p = 0,880 > 0,05; father?s verbal aggression p 0,225 > 0,05 and mother?s p = 0,992 > 0,05; father?s physical aggression p = 0,120 > 0,05 and mother?s p = 0,094 > 0,05) Thus, these findings indicate that there is no relation between perception of parental marital relationship and fear of intimacy."

"Penelitian ini dilakukan untuk melihat gambaran stres dan penyesuaian diri pada wanita dewasa muda yang baru pertama kali menjadi ibu. Stres didefinsikan sebagai respon fisik dan psikis seseorang yang berasal dari tuntutan internal maupun eksternal, juga dari masalah-masalah sulit lainnya. Penyesuaian diri didefinisikan ketika seorang individu terbiasa hidup terhadap suatu situasi, atau belajar untuk hidup pada situasi tersebut (Haber & Runyon, 1984). Pendekatan kuantitatif dipilih dalam melaksanakan penelitian ini. Alat ukur yang digunakan adalah Meeasure of Transition Difficulty untuk mengukur variabel penyesuaian diri, dan Perceived Stress Scale-14 untuk mengukur variabel stres. Sebanyak 140 responden berpartisipasi dalam penelitian ini, dengan kriteria wanita dewasa muda usia 20 - 40 tahun, sudah menikah, dan memiliki satu anak dengan usia 0 - 18 bulan. Penelitian ini menghasilkan temuan bahwa wanita dewasa muda yang pertama kali menjadi ibu tidak mengalami kesulitan dalam melakukan penyesuaian diri. Di samping itu, tingkat stres yang dialami juga rendah.

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This study aimed to see the description of stress and adjustment among first-time mothers. Quantitative research is chosen in this study, by using Measure of Transition Difficulty for measuring adjustment, and Perceived Stress Scale-14 for measuring stress. As much as 140 respondents completed those questionnaires, which are women age 20 – 40 years old, married, and have one child age 0 – 18 months old. This study showed that there were no difficulties to made an adjustment among first-time mothers. In addition, there were low degree of stress experienced by the first-time mothers."

"Post traumatic growth merupakan salah satu istilah untuk menggambarkan perubahan positif akibat hasil perjuangan dengan trauma yang menekankan pada potensi transformasi pengalaman seseorang setelah mengalami peristiwa traumatik (Meyerson, Grant, Carter, dan Kilmer. 2011). Tedeschi dan Calhoun (2004) menekankan pentingnya kejadian yang memiliki efek 'seismik' hingga menimbulkan krisis psikologis karena hancurnya asumsi dasar atau keyakinan inti (core beliefs) seseorang untuk terjadi post traumatic growth. Penelitian ini mengidentifikasi dan mengetahui post traumatic growth yang terjadi pada anak usia sekolah di Indonesia yang mengalami kejadian buruk di Indonesia. Penelitian ini menggunakan pendekatan kuantitatif yang melibatkan 120 partisipan dari SD di daerah Jakarta dan Depok. Hasil dari penelitian menunjukkan bahwa post traumatic growth yang terjadi pada anak-anak yang mengalami kejadian buruk. Peningkatan core beliefs, rumination, dan dukungan sosial menguatkan post traumatic growth pada anak-anak usia sekolah yang mengalami kejadian buruk.

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Post traumatic growth is one of those term for positive change experienced as a result of the struggle with trauma which emphasize in transformation (Meyerson, Grant, Carter, dan Kilmer. 2011). Tedeschi and Calhoun (2004) also emphasize seismic event which caused psychological crisis because of the disruption of core beliefs so that post traumatic growth could happen. The following research is to identified post traumatic growth that happen in school age children with horrible experience. This study uses a quantitative approach involving 120 respondents from elementary schools in Jakarta and Depok. Results showed that there is post traumatic growth in school-age children with horrible experience. Increased core beliefs, rumination, and social support strengthen post traumatic growth in school-age children with horrible experience."

"[ABSTRAKPerilaku prososial merupakan modal penting untuk berhasil beradaptasi dalam kehidupan sosial (Berns, 2010). Keikutsertaan dalam kegiatan taman kanak-kanak memperluas mikrosistem anak dan menuntut pengembangan perilaku sosial sesuai dengan situasi sosial yang berbeda dan lebih luas. Upaya sistematik perlu dilakukan di tingkat prasekolah untuk memastikan bahwa perilaku prososial berkembang sesuai dengan harapan. Upaya menumbuhkembangkan tingkah laku prososial pernah dilakukan dengan menerapkan berbagai metode, antara lain, bermain peran, bermain konstruktif, pembacaan cerita dan metode bercerita shared reading. Metode shared reading dengan komponen membacakan cerita (C), berdiskusi (D) mengenai isi cerita serta mempraktekkan langsung informasi yang terdapat dalam isi cerita (K) akan diterapkan dalam Program Cerita Prososial Aktif rancangan peneliti. Efektivitas program cerita prososial aktif yang secara konseptual merupakan implementasi dari metode shared reading, akan diuji melalui penelitian eksperimental yang berdesain before-and-after . Partisipan berjumlah 20 murid taman kanak-kanak berusia antara 4-5 tahun. Penelitian dilakukan terhadap 1 kelompok eksperimen (CDK) yang diintervensi dengan metode shared reading dan 3 kelompok kontrol berturut-turut: kelompok CD, C dan CG. Kelompok CD diintervensi dengan cerita dan diskusi, kelompok C dibacakan cerita oleh peneliti dan CG dibacakan cerita oleh guru murid-murid tersebut. Dilakukan intervensi selama 15 sesi. Perilaku prososial diukur melalui observasi terhadap 15 item senarai tingkah laku prososial. Program Cerita Prososial Aktif yang menggunakan metode shared reading ternyata efektif meningkatkan tingkah laku prososial anak prasekolah secara signifikan (Z=-2.032) setelah dilakukan 5 sesi intervensi dan tingkahlaku prososial secara konsisten terus meningkat frekuensinya sampai penelitian berakhir. Metode bercerita tanpa diskusi dan kegiatan efektivitasnya paling rendah.

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ABSTRACTAdaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups., Adaptation to social interactions in a larger social environment is determined by individual’s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.]"

"[Post-traumatic Growth merupakan perubahan positif akibat pergumulan seseorang dalam menghadapi kehidupan setelah mengalami trauma. Perkembangan tersebut meliputi area personal strength, new possibilities, relating to others, appreciation of life, serta spiritual change yang merupakan persepsi individu mengenai diri dan dunianya dalam ranah-ranah tersebut. Optimisme merupakan trait yang mengarahkan individu untuk memandang kehidupannya dari sisi positif. Optimisme merupakan prediktor Post-traumatic Growth. 276 partisipan yang berusia 13-19, diukur menggunakan Post-traumatic Growth Inventory-Revised for Children and Adolescents dan Life Orientation Test-Revised. Penelitian ini menemukan bahwa tingkat optimisme dan Post-traumatic Growth yang remaja cukup tinggi. Penelitian ini juga menemukan korelasi positif antara optimisme dan Post-traumatic Growth (r=0.310, p<0.01). Sehingga, semakin optimis remaja, semakin tinggi pula pertumbuhan paska traumatik yang dirasakan

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Post-traumatic Growth is a result of positive changes in a someone's struggle to cope with his life after the trauma. The development includes an area of personal strength, new possibilities, relating to others, appreciation of life, and spiritual change which is the individual's perception of themselves and their world in those domains. Optimism is a trait that directs people to look at their future from a positive side. Optimism is a predictor of Post-traumatic Growth. The 276 participants aged 13-19, were measured using Post-traumatic Growth Inventory-Revised for Children and Adolescents and Life Orientation Test-Revised. This study showed a high score of optimism and Post-traumatic Growth. The study also found a positive correlation between optimism and Post-traumatic Growth (r = 0310, p <0.01). Thus, the more optimistic teenager, the higher post-traumatic growth are felt.;Post-traumatic Growth is a result of positive changes in a someone's struggle to cope with his life after the trauma. The development includes an area of personal strength, new possibilities, relating to others, appreciation of life, and spiritual change which is the individual's perception of themselves and their world in those domains. Optimism is a trait that directs people to look at their future from a positive side. Optimism is a predictor of Post-traumatic Growth. The 276 participants aged 13-19, were measured using Post-traumatic Growth Inventory-Revised for Children and Adolescents and Life Orientation Test-Revised. This study showed a high score of optimism and Post-traumatic Growth. The study also found a positive correlation between optimism and Post-traumatic Growth (r = 0310, p <0.01). Thus, the more optimistic teenager, the higher post-traumatic growth are felt.;Post-traumatic Growth is a result of positive changes in a someone's struggle to cope with his life after the trauma. The development includes an area of personal strength, new possibilities, relating to others, appreciation of life, and spiritual change which is the individual's perception of themselves and their world in those domains. Optimism is a trait that directs people to look at their future from a positive side. Optimism is a predictor of Post-traumatic Growth. The 276 participants aged 13-19, were measured using Post-traumatic Growth Inventory-Revised for Children and Adolescents and Life Orientation Test-Revised. This study showed a high score of optimism and Post-traumatic Growth. The study also found a positive correlation between optimism and Post-traumatic Growth (r = 0310, p <0.01). Thus, the more optimistic teenager, the higher post-traumatic growth are felt., Post-traumatic Growth is a result of positive changes in a someone's struggle to cope with his life after the trauma. The development includes an area of personal strength, new possibilities, relating to others, appreciation of life, and spiritual change which is the individual's perception of themselves and their world in those domains. Optimism is a trait that directs people to look at their future from a positive side. Optimism is a predictor of Post-traumatic Growth. The 276 participants aged 13-19, were measured using Post-traumatic Growth Inventory-Revised for Children and Adolescents and Life Orientation Test-Revised. This study showed a high score of optimism and Post-traumatic Growth. The study also found a positive correlation between optimism and Post-traumatic Growth (r = 0310, p <0.01). Thus, the more optimistic teenager, the higher post-traumatic growth are felt.]"