Improving the Ability of Teachers to Assist Students Positively in Kediri Regency Peningkatan Kemampuan Guru Mendampingi Siswa Secara Positif Di Kabupaten Kediri
- The Role of Teachers as Student Companions,
- Positive Youth Development
The role of teachers in schools for the development of students who are at the stage of adolescent development is very important. This is because school is the second environment after the family where students grow as individuals. Teens to be able to develop positively need direction and guidance. Teachers in schools are important figures for students as sources of information, knowledge and behavior models. In the context of developing adolescents positively, unfortunately the teacher still does not have the ability as a companion. This activity aims to improve the ability of teachers to assist students by providing teachers with knowledge and abilities to develop students with the principles of positive youth development which consists of the following abilities: competence, confidence, relationships with others (connection), character (character) , and a sense of care / concern and sincerity (caring and compassion). This activity will be attended by junior and senior high school teachers in Kediri Regency. Activity methods are lectures, discussions, and role play.
- Azwar, S. (2012). Penyusunan Skala Psikologi edisi 2. Yogyakarta: Pustaka Pelajar
- Conway, R. J., Heary, C., & Hogan, M. J. (2015). An evaluation of the measurement properties of the five Cs model of positive youth development. Frontiers in Psychology, 6, 1941.
- Geldhof, G. J., Bowers, E. P., Gestsdóttir, S., Napolitano, C. M., & Lerner, R. M. (2015). Self‐regulation across adolescence: Exploring the structure of selection, optimization, and compensation. Journal of research on adolescence, 25(2), 214-228.
- Holsen, I., Geldhof, J., Larsen, T., & Aardal, E. (2017). The five Cs of positive youth development in Norway: Assessment and associations with positive and negative outcomes. International Journal of Behavioral Development, 41(5), 559-569.
- Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170.
- Lerner, R. M., Almerigi, J. B., Theokas, C., & Lerner, J. V. (2005). Positive youth development a view of the issues. The Journal of Early Adolescence, 25(1), 10-16.
- Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., ... & Smith, L. M. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H study of positive youth development. The Journal of Early Adolescence, 25(1), 17-71.
- Mahoney, J. L., Larson, R. W., Eccles, J. S., & Lord, H. (2005). Organized activities as developmental contexts for children and adolescents. Organized activities as contexts of development: Extracurricular activities, after-school and community programs, 3-22.