Sella Giovani, Monty P. Satiadarma, Untung Subroto
| Abstract views: 47 | views: 24


Adolescent emotions that are mainly still unstable cause bullying experiences can further impact their ability to be able to regulate their emotions in an effective way (emotional dysregulation). This can have an impact on various aspects of adolescent life, one of which is in building social relationships that can help them to establish their identity as one of the developmental tasks of high school students in adolescence. This study aims to examine the effectiveness of ganim art therapy method in helping to lower the level of emotional dysregulation in high school students who are victims of bullying. Art therapy with Ganim method can be one of the methods used as a cathartic medium to help express their deepest emotions and help overcome them. The use of art method aims to help high school students who are victims of bullying to regulate their emotions in a more positive way. This study used quasi-experimental research design by testing pretest and posttest measuring instrument difficulties emotion regulation scale (DERS) to measure the level of emotional dysregulation of both participants who were high school students aged 16-17 years. The results of this study showed a decrease in the level of emotional dysregulation in participants AY by 41 score and DM 28 score. Therefore, it can be concluded that Ganim art therapy intervention method can effectively help to decrease the level of emotional dysregulation of high school students who are victims of bullying. 

Emosi remaja yang utamanya masih kurang stabil menyebabkan pengalaman bullying dapat semakin berdampak pada kemampuan mereka untuk dapat meregulasi emosinya dengan cara yang efektif (disregulasi emosi). Hal ini dapat berdampak pada berbagai aspek kehidupan remaja, salah satunya adalah dalam membangun relasi sosial yang dapat membantu mereka untuk menetapkan identitas diri sebagai salah satu tugas perkembangan siswa SMA di masa remaja. Penelitian ini bertujuan untuk meneliti efektivitas art therapy metode Ganim dalam membantu menurunkan tingkat disregulasi emosi pada siswa SMA yang menjadi korban bullying. Art therapy dengan metode Ganim dapat menjadi salah satu metode yang digunakan sebagai media katarsis untuk membantu mengekspresikan emosi terdalam yang mereka miliki dan membantu mengatasi hal tersebut. Penggunaan metode art bertujuan untuk membantu siswa SMA yang menjadi korban bullying untuk meregulasi emosi yang dimiliki dengan cara yang lebih positif. Penelitian ini menggunakan desain penelitian kuasi-eksperimental dengan menguji pretest dan posttest alat ukur difficulties emotion regulation scale (DERS) guna mengukur tingkat disregulasi emosi kedua partisipan yang merupakan siswa SMA berusia 16-17 tahun. Hasil dari penelitian ini menunjukkan adanya penurunan tingkat disregulasi emosi pada AY sebesar 41 angka dan DM 28 angka. Maka itu, dapat disimpulkan bahwa intervensi art therapy metode Ganim secara efektif dapat membantu menurunkan tingkat disregulasi emosi siswa SMA yang menjadi korban bullying.


Art therapy; disregulasi emosi; bullying; siswa SMA; emotion dysregulation; highschool students

Full Text:



Arseneault, L., Bowes, L., & Shakoor, S. (2010). Bullying victimization in youths and mental health problems: ‘Much ado about nothing’? Psychological Medicine, 40(5), 717–729. doi: 10.1017/s0033291709991383

Brandt, C. P., Gonzalez, A., Grover, K. W., & Zvolensky, M. J. (2013). The relation between emotional dysregulation and anxiety and depressive symptoms, pain-related anxiety, and HIV-Symptom distress among adults with HIV/AIDS. Journal of Psychopathology and Behavioral Assessment, 35(2), 197-204. doi:10.1007/s10862-012-9329-y

Claes, L., Luyckx, K., Baetens, I., Van de Ven, M., & Witteman, C. (2015). Bullying and victimization, depressive mood, and non-suicidal self-injury in adolescents: The moderating role of parental support. Journal of Child and Family Studies, 24(11), 3363–3371. https://doi.org/10.1007/s10826-015-0138-2

Fussner, L. M., Luebbe, A. M., Mancini, K. J., & Becker, S. P. (2016). Emotion dysregulation mediates the longitudinal relation between peer rejection and depression. International Journal of Behavioral Development, 42(2), 155-166. doi:10.1177/0165025416669062

Ganim, B. (1999). Art and healing: Using expressive art to heal your body, mind, and spirit. Random House International.

Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26, 41–54

Gravetter, F.J., & Forzano, L. B. (2012). Research methods for the behavioral sciences (4th edition). Cengage Learning.

Gross, J. J. (2014). Handbook of emotion regulation. The Guilford Press.

Herts, K. L., Mclaughlin, K. A., & Hatzenbuehler, M. L. (2012). Emotion dysregulation as a mechanism linking stress exposure to adolescent aggressive behavior. Journal of Abnormal Child Psychology, 40(7), 1111-1122. doi:10.1007/s10802-012-9629-4

Holt, M. K., Vivolo-Kantor, A. M., Polanin, J. R., Holland, K. M., DeGue, S., Matjasko, J. L., et al. (2015). Bullying and suicidal ideation and behaviors: A meta-analysis. Pediatrics, 135(2), 496–509. https://doi.org/10.1542/peds.2014-1864

Malchiodi, C. A. (2005). Expressive therapies. The Guillford Press.

McDougall, P., & Vaillancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300-310. https://doi.org/10.1037/a0039174

Olweus, D. (1999). The nature of school bullying: a cross-national perspective. Routledge.

Papalia, D. E., Olds, S. W., & Feldman, R. D. (2009). Human Development Perkembangan Manusia. Salemba Humanika.

Rahayu, L. S. (2019, Mei 2). KPAI: Angka kekerasan pada anak januari-april 2019 masih tinggi. detik.com. https://news.detik.com/berita/d-4532984/kpai-angka-kekerasan-pada-anak-januari-april-2019-masih-tinggi

Rigby, K. (2007). Bullying in schools and what to do about it. Aust Counsil for Ed Research.

Swearer, S., & Hymel, S. (2015). Bullying and discrimination in schools: Exploring variations across student subgroups. School Psychology Review, 44(4), 504-509. https://doi.org/ 10.17105/15-0133.1

Van Den Bedem, N. P., Dockrell, J. E., Van Alphen, P. M., Kalicharan, S. V., & Rieffe, C. (2018). Victimization, bullying, and emotional competence: Longitudinal associations in (pre)adolescents with and without developmental language disorder. Journal of Speech, Language, and Hearing Research, 61(8), 2028–2044. https://doi.org/10.1044/2018_JSLHR-L-17-0429

Zych, I., Farrington, D. P., Llorent, V., & Ttofi, M. (2017). Protecting children against bullying and its consequences. Springer.

Copyright (c) 2021 Jurnal Muara Ilmu Sosial, Humaniora, dan Seni
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


  • There are currently no refbacks.