Electronic Theses and Dissertation

Guru memiliki peran penting untuk mendukung kesejahteraan psikologis siswa, terutama saat siswa mengalami masalah kesehatan mental. Meskipun demikian, kurangnya keyakinan diri dalam melakukan pertolongan pertama psikologis dan ketidakmampuan untuk berkomunikasi sering kali menjadi hambatan untuk memberikan dukungan yang efektif. Penelitian ini bertujuan untuk menguji efek psychological first aid (PFA) dan skill komunikasi interpersonal terhadap peningkatan self-efficacy pada pendidik. Metode randomized controlled trial dengan menggunakan teknik cluster sampling, 88 pendidik terpilih dari 4 sekolah di Aceh pada bulan September-Oktober 2024. Data dikumpulkan dengan pendekatan pretest dan posttest untuk kelompok intervensi dan kontrol. Selama intervensi, guru di Aceh diberi pelatihan PFA dan keterampilan komunikasi interpersonal selama 2 jam persesi dalam 4 minggu. Data dikumpulkan melalui kuesioner General Self-Efficacy, dan uji normalitas serta uji statistik non-parametrik Wilcoxon Signed-Rank Test serta uji Mann Whitney U Test. Kelompok yang menerima intervensi PFA memiliki self-efficacy yang lebih tinggi daripada kelompok kontrol dengan U = 537.500 dengan p

Teachers play an important role in supporting students’ psychological well-being, especially when students experience mental health problems. However, a lack of confidence in providing psychological first aid and an inability to communicate often become barriers to offering effective support. This study aimed to examine the effects of psychological first aid (PFA) and interpersonal communication skills on improving self-efficacy among educators. A randomized controlled trial method using a cluster sampling technique was conducted, involving 88 educators from four schools in Aceh during September–October 2024. Data were collected using a pretest and posttest approach for both intervention and control groups. During the intervention, teachers in Aceh received PFA and interpersonal communication skills training in 2-hour sessions over four weeks. Data were collected using the General Self-Efficacy questionnaire, and statistical analysis included normality testing and non-parametric tests such as the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test. The group receiving the PFA intervention showed higher self-efficacy than the control group, with U = 537.500 and p < 0.001, indicating a significant difference after the intervention. The Wilcoxon Signed-Rank Test results showed Z = -5.785 and p = 0.001. The interpersonal communication intervention also showed significant changes, with U = 306.500 and p = 0.001, and Wilcoxon test results of Z = -5.783 and p < 0.001. This indicates that the group receiving the interpersonal communication skills intervention also experienced improved self-efficacy compared to the control group. Teachers were more capable of providing initial psychological support through PFA and communication skills training. It is highly recommended that this intervention be more widely implemented to enhance students’ psychological well-being in Aceh. Keywords: Psychological First Aid, Communication Skills, Self-Efficacy, Teachers References: 2 books, 56 journals, 12 online sources (1988–2025)