INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
Psychoeducation to Improve Emotional Stabilization Skills for  
Beginner Parachutists in the Indonesian Navy Women's Skydive  
Community  
Rahma Trias Kusuma Wardhani, S.Psi1, Dr. Rr. Amanda Pasca Rini, S.Psi., M.Si., Psikolog 2, Dr. Dewi  
Nurnindyah., M.Si., Psikolog 3  
Psychology, Psychologist Professional Education Program, Universitas 17 Agustus 1945, Surabaya,  
Indonesia  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000265  
Received: 31 October 2025; Accepted: 06 November 2025; Published: 18 November 2025  
ABSTRACT  
The community of skydiver Indonesian woman navy has been active again since 2023 and consist of 29  
members (27 novice and 2 senior members). Based on interviews with trainer and senior members, data shows  
that there are three psychological problems that hinder the readiness of first-time jumpers for skydiver  
Indonesian woman navy community. First, anxiety marked by symptoms of nervousness, lack of attention,  
and restlessness during simulations due to uncertainty about the first experience, fear of failure, and social  
pressure. Second, a lack of self-confidence, hesitation to take initiative, comparing oneself with more skilled  
peers, and doubting personal competence, which reduces technical performance. Third, emotional tension  
marked by symptoms of nausea, fear, difficulty sleeping, and the difficulty of managing negative emotions  
potentially triggering technical mistakes during jumps. Therefore, psychological assistance needs to be  
provided for 27 novice parachutists in Indonesian navy woman skydive community to enhance their ability to  
manage emotions and stress positively, especially during their first jump. Before the intervention, data was  
collected from novice parachutists using the State-Trait Anxiety Inventory (STAI-X2, Indonesian version) to  
assess the level of anxiety in facing their first jump. The approach used to improve emotional stabilization  
skills was through interventions in the form of psychoeducation activities and relaxation exercises for 27  
novice parachutists. The results showed an increase in knowledge regarding emotional stabilization, and  
participants understood that stress did not always have negative connotation. Additionally, all participants  
successfully performed independent jumps smoothly and without injury.  
Keywords: Psychoeducation, Emotional stabilization, Novice skydivers, Indonesian Navy, Anxiety  
management  
INTRODUCTION  
The Navy Woman Skydive Community is a specialized group within the Indonesian Navy Women’s Corps  
(Kowal) that brings together female parachutists from diverse military and regional backgrounds across  
Indonesia. Comprising members aged between 19 and 30 years, the community represents a wide range of  
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ranks, functions, and experiences within the Navy. After being inactive for several years due to the COVID-19  
pandemic and the suspension of its regeneration process, the community resumed its activities in 2023 with  
renewed energy and enthusiasm. Its primary training and coordination are concentrated in Surabaya and  
Sidoarjo, two cities that serve as the center of Indonesian naval operations. Nevertheless, the members are  
geographically dispersed across Indonesia, reflecting both the national scope and the inclusive nature of the  
group. Beyond being a platform for technical parachuting skill development, the Navy Woman Skydive  
Community embodies resilience, solidarity, and the advancement of gender equality within the military  
environment. The existence of this group challenges traditional gender norms and demonstrates that women  
can excel in physically and mentally demanding fields such as military parachuting.  
While the technical training system within the community is relatively structured, ensuring members receive  
comprehensive preparation in the mechanical and procedural aspects of parachuting, there remains a  
significant gap in terms of psychological readiness. Parachuting, especially the very first jump, is not merely a  
technical endeavor but a profound psychological challenge. Interviews with trainers, senior members, and new  
recruits revealed that the first jump is often experienced as a critical and high-pressure moment, filled with  
uncertainty and emotional intensity. Many novice parachutists reported experiencing difficulties such as  
sleeplessness prior to the jump, intrusive anxiety, repetitive overthinking about potential risks, and difficulty  
concentrating during preparatory briefings. These psychological symptoms are concerning because they have  
the potential to interfere with the accurate recall and execution of standard operating procedures (SOP), which  
are essential for safety and performance during parachuting.  
Several factors contribute to this heightened psychological burden. A major source of stress is the inherent  
uncertainty associated with conditions in the air. Novices often worry about unexpected turbulence, unstable  
winds, or other environmental factors that are beyond their control. Technical concerns are also prevalent, as  
parachutists fear possible equipment malfunctions, errors in technique, or losing control of their body position  
mid-air. Moreover, negative anticipatory thoughts such as the possibility of severe injury or even fatal  
accidents can dominate their mental focus, amplifying fear and diminishing confidence. These concerns are  
compounded by the social and cultural context of being a female parachutist in a predominantly male-oriented  
military environment. Women are expected to demonstrate the same level of courage, professionalism, and  
technical mastery as their male counterparts. At the same time, they must navigate gender stereotypes that  
suggest parachuting is more suited for men, thereby creating a dual burden of proof. This dual expectation,  
reported frequently by female members, exacerbates their psychological stress and can impair mental  
preparedness prior to their first jump.  
Based on interviews conducted with both novice and experienced members of the Navy Woman Skydive  
Community, several psychological challenges were identified as most salient during the first jump:  
Anxiety about failure and injury  
A recurring concern among novices is the possibility of technical failure, miscalculated body positioning, or  
errors in parachute deployment. These perceived risks generate significant anxiety, which may persist  
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throughout training sessions and intensify on the day of the first jump. For some, this anxiety manifests as  
physical symptoms such as increased heart rate, muscle tension, or gastrointestinal discomfort.  
Fear of uncontrollable situation  
Skydiving represents a profound confrontation with uncontrollability. The act of jumping from extreme  
heights into open air, while theoretically supported by training and equipment, is still experienced as a radical  
leap into uncertainty. For many first-time jumpers, this evokes intense fear, which can act as a psychological  
barrier and disrupt concentration.  
Social pressure and expectations  
Female parachutists often report feeling pressured to perform at the same or higher level than their male  
counterparts, as a way to prove gender capability in the military. This expectation not only originates from  
peers and superiors but is also internalized by the women themselves, leading them to set unrealistically high-  
performance standards. As a result, the fear of disappointing others or reinforcing gender stereotypes  
intensifies their anxiety.  
Limited experience and low self-confidence  
For many members, the first jump represents their very first exposure to parachuting. The absence of prior  
experience in freefall or aerial maneuvering produces a sense of unfamiliarity and insecurity. This lack of  
experience, coupled with the high-stakes nature of the activity, contributes to diminished selfconfidence and  
heightened vulnerability to psychological distress.  
Considering these factors, it becomes evident that preventive psychological interventions are essential for the  
well-being and performance of novice parachutists in the Navy Woman Skydive Community. Technical  
training alone cannot fully prepare individuals for the complex interplay of fear, pressure, and uncertainty that  
accompanies the first parachute jump. Psychological services designed for this context should focus on  
equipping novice members with strategies for managing anxiety, enhancing concentration, and strengthening  
emotional resilience.  
The Indonesian Navy Women’s Skydiving Community represents a unique initiative that integrates technical  
excellence and gender empowerment in a high-risk military context. Despite structured technical training, the  
community’s psychological readiness component remains underdeveloped. The first jump represents not only  
a technical but also an intense emotional challenge. Consistent with findings by Meyer et al. (2015) and Gross  
(2015), unmanaged anxiety can interfere with attention, focus, and memory recall of safety procedures,  
thereby increasing risk. Interviews with trainers and novice members revealed high pre-jump anxiety and  
physiological arousal, often linked to uncertainty, fear of failure, and perceived social expectations. This study  
aims to develop and evaluate a psychoeducational intervention to enhance emotional stabilization and  
readiness among Novice Parachutists Indonesian Navy Woman.  
LITERATURE REVIEW  
A. Definition of Emotional Stabilization in Novice Parachutists  
Emotional stabilization refers to the ability to maintain a balanced emotional state so that an individual can  
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continue to function optimally even when facing high-pressure situations (Gross, 2015). Research by  
(Meyer et al., 2015) found that novice parachutists exhibit higher levels of pre-jump anxiety and cortisol  
responses compared to experienced parachutists. In addition, their physiological recovery tends to be  
slower. This condition indicates that experience plays a significant role in influencing a parachutist’s  
psychological and physiological readiness. Without appropriate emotional regulation strategies, elevated  
anxiety levels may impair focus, slow reaction times, and increase the risk of errors during a jump. Based  
on assessments conducted with novice parachutists in the Navy Woman Skydive community, several  
psychological issues were identified that affect their readiness for their first jump.  
1) Problem Conclusions and Development Needs  
Based on the observations and problem identification described above, this group has important psychological  
needs that require development, particularly in strengthening emotional stabilization, enhancing self-  
confidence, and fostering peer support among parachutists. The recommended development needs include:  
a) Strengthening emotional stabilization strategies through psychoeducation  
Providing information and training on emotional regulation strategies, such as relaxation techniques and  
guided imagery, is necessary to help participants cope with anxiety and tension prior to their first jump.  
b) Facilitating supportive group dynamics  
Implementing group-based programs, such as reflective discussions or sharing sessions about personal  
experiences with experienced jumpers, can strengthen solidarity and reduce interpersonal tension within the  
group.  
Overall, the main challenge within this group relates to unstable emotional regulation, which impacts both  
psychological readiness and parachuting safety. Therefore, preventive interventions are essential to support  
participants in developing greater adaptability when facing extreme experiences. The uncertainty of a first-time  
jump and the presence of social pressure can trigger anxiety, fear, and a lack of self-confidence, all of which  
may affect their performance during the first jump.  
According to (Goleman, 1999), emotion is a response to conditions experienced by an individual, accompanied  
by changes in thought, psychological state, and the desire to take action based on those conditions. Based on  
this definition, it can be concluded that emotion refers to positive or negative feelings or thoughts triggered by  
specific situations and typically related to behaviors that lead to certain outcomes. Therefore, emotional  
stabilization is essential as a form of emotional regulation for female novice parachutists, enabling them to  
manage the emotions they experience particularly negative emotions that may affect their physical condition  
prior to their first jump.  
1) Factors Influencing Emotions  
Emotions in women are influenced by various factors, including biological, psychological, and social aspects.  
The following are some contributing factors:  
a. Biological Factors  
Hormones Hormonal changes such as fluctuations in estrogen and progesterone influence mood, particularly  
during the menstrual cycle, pregnancy, and menopause (Brooks-Gunn & Ruble, 1982).  
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Brain Structure Studies have shown that women tend to exhibit higher activity in the amygdala and prefrontal  
cortex, which play key roles in emotional processing (Goldstein et al., 2001).  
b. Psychological Factors  
Cognitive Tendencies Women are more likely to employ emotion-focused processing strategies such as  
rumination, which can increase the risk of stress and anxiety (Nolen-Hoeksema, 2000).  
Responses to Stress Differences in coping strategies, with women more frequently using emotion-focused  
coping rather than problem-focused coping (Tamres et al., 2002).  
c. Social and Environmental Factors  
Social and Cultural Norms Societal expectations often require women to be more emotionally expressive and  
empathetic compared to men (Eagly & Wood, 2012).  
Gender Roles Gender role expectations in family and work settings can influence how women regulate their  
emotions, such as the pressure to appear patient and nurturing (Shields, 2002).  
Social Support Strong interpersonal relationships can help women manage their emotions more effectively  
(Taylor et al., 2000).  
2) Definition and Types of Stress  
According to Sarafino (2011) stress is a negative emotional experience accompanied by biochemical,  
physiological, cognitive, and behavioral changes that can prompt an individual either to alter the  
stressful situation or to accommodate its effects. The types of stress include:  
1. Eustress – Stress that provides motivational drive and helps individuals face challenges, such as  
preparing for the first parachute jump.  
2. Distress – Stress that disrupts psychological and physiological functioning, such as excessive  
anxiety, emotional tension, and decreased technical performance during a jump.  
3) Definition of Emotional Stabilization  
Emotional stabilization is an individual’s effort to balance demands and coping abilities. Its purpose is to  
enable individuals to manage stress either by enhancing their capacity to cope with pressure or by  
lowering unrealistic expectations. According to (Goleman, 1999), the ability to stabilize emotions  
includes:  
-
-
-
Conscious regulation of emotions (emotional regulation).  
The ability to calm oneself quickly after heightened emotions.  
Managing emotions in order to continue functioning optimally.  
4) Strategies for Stress Management and Emotional Stabilization  
Based on Lazarus & Folkman (1984), coping is a constantly changing cognitive and behavioral effort to  
manage internal and external demands that are appraised as exceeding an individual’s resources. Strategies  
that can be applied include:  
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-
-
-
-
-
Problem-focused coping seeking solutions to the problems encountered,  
Emotion-focused coping Managing emotional responses to stress  
Relaxation Deep breathing exercises to reduce physiological tension.  
Butterfly Hug A tapping technique that helps individuals calm themselves quickly.  
Guided Imagery A technique involving guided visualization to create calming mental images or  
successful scenarios. In the parachuting context, novice parachutists are guided to imagine their first jump with  
feelings of calm, safety, and confidence.  
B. Psychoeducation as an Intervention Strategy  
Psychoeducation is a structured intervention designed to provide information, understanding, and practical  
skills to address challenges faced by individuals or groups (Walsh, 2010). Considering the importance of  
community as the initial environment for novice parachutists, implementing psychoeducation focused on  
emotional stabilization becomes a crucial step in building a generation of adaptive parachutists with optimal  
psychological readiness (Ziabari et al., 2024). The primary techniques employed in this psychoeducational  
program include:  
1.  
Deep breathing relaxation exercises to reduce physiological tension.  
2.  
3.  
Guided imagery to cultivate positive mental representations of the skydiving experience.  
Butterfly hug to promote a sense of safety and decrease sympathetic nervous system activation.  
C. Theoretical Framework  
This intervention draws upon Cognitive Behavioral Theory (Beck, 1976) and the Emotion Regulation Theory  
(Gross, 2015), both emphasizing the role of cognitive appraisal and coping in emotional responses to stress.  
Complementary frameworks include Lazarus & Folkman’s (1984) Transactional Model of Stress and Coping  
and Bronfenbrenner’s (1979) Ecological Systems Theory, which contextualizes emotional readiness within  
individual–environment interactions (e.g., peer and trainer support). Empirical studies (Omar-Fauzee et al.,  
2009; Meyer et al., 2015) have shown that psychoeducational interventions integrating relaxation and imagery  
techniques can significantly reduce anxiety and improve focus in high-risk populations.  
1. Bronfenbrenner’s Ecological Systems Theory  
According to Bronfenbrenner (1979), individual development is influenced by interactions within multiple  
environmental systems. The microsystem refers to the direct relationships between the skydiver and her  
coach, senior members, and fellow divers. Support from this level can strengthen mental resilience. The  
mesosystem involves the connections between elements of the microsystem, such as collaboration between  
coaches and community members to create a psychologically safe training climate.  
2. Transactional Model of Stress and Coping  
Lazarus & Folkman (1984) explained that stress arises from an individual’s appraisal of a given situation. In  
the primary appraisal, novice skydivers perceive their first jump as a high-risk event. In the secondary  
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appraisal, they evaluate their internal resources, such as technical skills and mental readiness. When the  
appraisal process reveals an imbalance between demands and resources, anxiety levels tend to increase.  
Psychoeducation can foster adaptive coping, thereby promoting a more positive appraisal.  
3. Emotional Stabilization Techniques and Empirical Foundations  
Techniques such as deep breathing relaxation, guided imagery, and the butterfly hug have been shown to  
effectively reduce anxiety symptoms, enhance self-control, and improve performance in high-risk situations  
(Omar-Fauzee et al., 2009). Empirical evidence from (Meyer et al., 2015) further supports the need for  
emotional regulation interventions among novice skydivers, as they exhibit heightened physiological stress  
responses in the pre-jump phase.  
RESEARCH METHODS  
2.1 Research Design  
This study employed a quantitative approach with a one-group pretest–posttest design. This design was  
chosen to measure changes in participants’ knowledge and emotional regulation skills before and after  
attending the psychoeducation and relaxation training intervention. The quantitative approach was considered  
appropriate because it allows researchers to obtain objective data that can be statistically analyzed, thereby  
providing a clearer picture of the effectiveness of the intervention. In addition, the one-group pretest–posttest  
design was selected since all participants were members of the same community and thus shared relatively  
similar backgrounds, ensuring consistency in terms of demographic and professional characteristics. This  
design also makes it possible to directly compare the initial state of the participants with their condition after  
receiving the intervention, highlighting any significant improvements or changes.  
2.2 Participants  
The participants in this study were 27 novice skydivers who were active members of the Navy Woman  
Skydive  
Community, consisting of female personnel of the Indonesian Navy. All participants were between 19 and 30  
years old and had no prior skydiving experience. Participants were selected using a total sampling technique,  
considering the relatively small population size and the fact that all members met the inclusion criteria,  
namely:  
1.  
2.  
3.  
Actively participating in community activities for at least the past three months,  
Never having received formal emotional regulation psychoeducation, and  
Willing to take part in the entire research program.  
The use of total sampling ensured that no eligible participant was excluded, thereby strengthening the  
representativeness of the data collected. In addition, selecting only those who had not previously been exposed  
to similar interventions reduced the risk of bias in the results, ensuring that any observed changes could be  
attributed more confidently to the psychoeducation and relaxation training provided during the study.  
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2.3 Research Procedure  
The study was carried out in three stages:  
Preparation Stage: The researcher coordinated and conducted a Training Needs Analysis (TNA) by  
distributing the Indonesian version of the STAI-X2 anxiety questionnaire to assess baseline anxiety levels, and  
disseminated a Google Form questionnaire regarding the preferred services needed by the community. This  
was followed by the development of a psychoeducation module and relaxation training materials based on the  
theory of (Lazarus & Folkman, 1984) and findings from (Meyer et al., 2015). Observation of the wind tunnel  
and distribution of the TNA questionnaire that has been designed to explore the training and psychosocial  
needs of participants. The questionnaire was developed to include aspects of skydiving experience, confidence  
levels, learning needs, and preferred training methods. Semistructured interviews: Conducted with 2 senior  
skydivers and 2 instructors, these interviews aim to delve deeper into the psychological challenges faced by  
novice female parachutists, such as pre-jump anxiety, social pressure within the community, and how they  
manage stress and emotions. Observation of pool exit  
session  
Filling out informed consent for psychological intervention for novice parachutists. Analysis of the current  
community condition, data obtained from TNA and interviews were then analyzed to get an overview of the  
community's needs, strengths, and challenges.  
Implementation Stage: All participants attended an in-person psychoeducation session on emotion  
regulation, the 4-7-8 breathing technique, butterfly hug, and guided imagery practice. The intervention process  
was carried out over 3 sessions, each lasting 2 hours, with 27 novice female parachutists. The first session was  
held on Sunday, December 1, 2024, and the second and third sessions were conducted the following week.  
The activity was opened by one of the oldest seniors in the community, who explained the purpose of the  
activity and emphasized the importance of participating seriously. After that, the speaker introduced  
themselves and asked each participant to introduce themselves to lighten the atmosphere.The speaker  
conveyed the activities that would be carried out as well as the purpose and benefits of the psychoeducation  
activities. Next, the speaker and participants made agreements on the rules during the activity, namely: no  
using mobile phones unless requested and no going in and out of the room during the intervention session.  
The speaker then distributed a pretest sheet containing 10 true/false statements to assess the participants'  
knowledge and understanding before providing the material, along with the State-Trait Anxiety Inventory  
(STAI-X2, Indonesian version) questionnaire. The pretest was guided directly by the speaker, who explained  
the instructions and gave examples of statements. After the pretest, the session continued with the speaker  
explaining the benefits of this psychoeducation, which is to help female parachutists handle challenging  
situations more calmly and confidently during their first jump. The material presented included the definition  
of stress, stress symptoms, types of stress, consequences of stress, as well as explanations about emotions and  
types of emotions. The session continued with a Q&A, after which participants were asked to write down  
situations that had triggered negative emotions in the past two weeks. The speaker introduced and guided  
respiratory relaxation practice "Butterfly Hug" which was then practiced by the participants. During the  
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delivery of the material, participants appeared enthusiastic; some of them took notes even though the material  
had already been provided in hard copy. Several participants practiced breathing relaxation more than three  
times. When asked how they felt after doing the relaxation, almost all participants said they felt more at ease  
and comfortable. Participants also wrote down their feelings after the relaxation. The activity continued with  
the distribution of a 3-minute test sheet as an ice breaker as well as conveying the message about the  
importance of adhering to SOPs during parachute jumps.  
Evaluation Stage: Participants completed a pre-test questionnaire before the psychoeducation session and a  
post-test questionnaire afterward. Participant reactions to the psychoeducation were assessed using a  
satisfaction questionnaire designed based on the first level of (Kirkpatrick & Kirkpatrick, 2007)  
psychoeducation evaluation model. Participants completed a posttest consisting of 10 statements and an  
anxiety level questionnaire, the same as the pretest, to evaluate understanding after the material was provided.  
Next, some senior shared their first jumping experiences as a way of discussing and sharing experiences  
within the community.Before concluding the activity, the speaker asked the participants for verbal feedback  
regarding the activities that had taken place. The event was closed with a thank you to the participants for  
their participation.  
2.4 Research Instruments  
The instruments used in this study include:  
1. State-Trait Anxiety Inventory (STAI-X2, Indonesian version)  
This instrument was employed to assess participants’ general tendency to respond to high-stress situations.  
The State-Trait Anxiety Inventory (STAI-X2) (Spielberger, 1983) was developed to measure an individual’s  
predisposition to experience anxiety. The version used in this assessment is the Indonesian version, which has  
been culturally adapted and translated.  
The instrument consists of 20 items measured on a 4-point Likert scale (1 = Almost never, 2 = Sometimes, 3 =  
Often, 4 = Almost always). Total scores range from 20 to 80, with the following interpretation categories:  
-
-
-
20–39: Low anxiety  
40–59: Moderate anxiety  
60–80: High anxiety  
The reliability of the Indonesian version shows a good alpha coefficient (α > 0.80).  
2. Participant Satisfaction Questionnaire This questionnaire was developed based on (Kirkpatrick &  
Kirkpatrick, 2007) psychoeducation evaluation model to assess participants’ reactions to the materials,  
facilitators, and psychoeducation methods.  
RESULTS AND DISCUSSION  
The data were analyzed descriptively using quantitative methods by calculating the mean scores and the  
percentage increase between pretest and posttest results. Participant satisfaction questionnaire responses were  
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processed to determine the distribution of responses and the level of program acceptance. The pretest and  
posttest data were descriptively analyzed to observe the improvement in participants’ knowledge of emotion  
regulation after attending the psychoeducation session. The mean scores, score differences, and percentage  
increases were calculated to provide an overview of the changes. In addition, participant satisfaction  
questionnaire data were analyzed using percentage distribution for each assessment aspect, including the  
quality of the material, the method, and the facilitator.  
A. Result  
3.1 Increase in Knowledge  
No.  
Initial  
Pretest Score  
Posttest Score  
1.  
TIW  
DAN  
PL  
3
7
3
5
7
3
3
3
3
7
6
6
5
6
6
3
6
5
3
7
6
6
7
2.  
10  
8
3.  
4.  
BK  
8
5.  
RHDTY  
NAM  
FS  
9
6.  
7
7.  
7
8.  
ASH  
ARH  
PNI  
8
9.  
9
10.  
11.  
12.  
13.  
14.  
15.  
16.  
17.  
18.  
19.  
20.  
21.  
22.  
10  
10  
10  
9
NDP  
SII  
PQ  
APM  
JD  
9
9
AAK  
DSW  
SAV  
MET  
AC  
9
8
7
7
7
EF  
8
HNP  
10  
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23.  
24.  
25.  
26.  
27.  
NA  
4
5
6
5
3
8
7
8
9
8
MY  
VA  
AEP  
NUR  
The analysis results show an increase in emotional stabilization knowledge scores from pretest to posttest. The  
participant’s average pretest score was 68.52, while the posttest score increased to 87.41. Thus, there was an  
average increase of 18.89 points, equivalent to 27.57% of the initial score. This numerical improvement not  
only reflects the effectiveness of the psychoeducation session but also demonstrates that the structured and  
systematic approach of the intervention was able to provide participants with more comprehensive insights  
into the theory and practice of emotion regulation.  
This improvement indicates that the psychoeducation materials provided successfully enhanced participants’  
understanding of emotional stabilization strategies, as explained by (Lazarus & Folkman, 1984) regarding the  
process of cognitive appraisal and coping strategies. Relaxation exercises based on the 4-7-8 breathing  
technique, butterfly hug, and guided imagery also contributed to participant’s practical understanding,  
aligning with (Meyer et al., 2015) findings that relaxation techniques can improve mental readiness and  
reduce tension before engaging in high-risk activities such as skydiving. For example, participants were  
guided to practice slow inhalation, controlled breath holding, and prolonged exhalation through the 4-7-8  
breathing method, which helped them recognize the physiological changes that accompany stress reduction.  
Similarly, the butterfly hug allowed participants to physically anchor themselves through bilateral stimulation,  
promoting a sense of calmness and self-control. Guided imagery sessions further strengthened this process by  
helping participants visualize successful and safe skydiving experiences, thus building positive mental  
representations to counteract anticipatory fear.  
3.2 Reduction in Anxiety Scores  
Anxiety level category  
Final level category of  
Anxiety  
No.  
Initial  
Before  
After  
1.  
2.  
3.  
4.  
5.  
TIW  
DAN  
PL  
68  
50  
Medium  
Low  
54  
47  
60  
58  
30  
30  
54  
30  
Low  
BK  
Medium  
Low  
RHDTY  
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6.  
NAM  
FS  
62  
60  
60  
63  
63  
42  
61  
60  
63  
69  
47  
41  
41  
41  
40  
50  
41  
50  
41  
40  
40  
41  
54  
50  
40  
40  
40  
30  
40  
50  
50  
40  
30  
40  
40  
40  
38  
45  
30  
50  
38  
38  
38  
40  
Medium  
Medium  
Medium  
Medium  
Medium  
Low  
7.  
8.  
ASH  
ARH  
PNI  
NDP  
SII  
9.  
10.  
11.  
12.  
13.  
14.  
15.  
16.  
17.  
18.  
19.  
20.  
21.  
22.  
23.  
24.  
25.  
26.  
27.  
Medium  
Medium  
Medium  
PQ  
APM  
JD  
Medium  
AAK  
DSW  
SAV  
MET  
AC  
Low  
Medium  
Medium  
Medium  
Low  
EF  
Medium  
Low  
HNP  
NA  
Medium  
Low  
MY  
VA  
Low  
AEP  
NUR  
Low  
Medium  
Based on the results of the Indonesian version of the State-Trait Anxiety Inventory (STAI-X2), following the  
intervention, out of a total of 27 novice parachutists, 10 participants were categorized as having low anxiety  
levels and 17 participants as having moderate anxiety levels. Prior to the intervention, there were still  
participants categorized as having high anxiety levels, which underlines the impact of the psychoeducation  
and relaxation training program. This shift in categorization demonstrates that although not every participant  
reached the “low anxiety” category, the overall distribution of scores moved in a positive direction. The  
decline in the number of high-anxiety participants is particularly important, as elevated anxiety levels are  
often associated with decreased performance, heightened risk of mistakes, and reduced safety during high-risk  
activities such as skydiving. By lowering trait anxiety scores, the intervention helped participants approach  
parachuting with greater composure and readiness.  
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3.3 Participant Satisfaction with Psychoeducation  
Based on the satisfaction questionnaire, the majority of participants responded positively to the  
psychoeducation. A total of 92.6% of participants found the material easy to understand, 96.3% felt the  
psychoeducational method was effective, and 100% gave a good rating for the facilitator. Participants also  
expressed their impressions after completing the sessions. “An interesting experience, it made me confident  
that I can carry myself calmly in any situation as long as I want to” (RHDTY, 28 years old). Another  
participant, PNI (28 years old), stated, “Thank you for giving us a new experience; what we’ve learned here  
can be applied when feeling restless.” These participant statements indicate that they have gained new  
knowledge and experiences following the emotional stabilization psychoeducation intervention.  
This outcome illustrates that, in terms of the reaction level evaluation in (Kirkpatrick & Kirkpatrick, 2007),  
the psychoeducation successfully fostered participants’ interest, understanding, and engagement factors that  
are essential for sustaining the application of emotional regulation skills within the operational context of the  
parachuting community. When participants positively evaluate training at the reaction level, it increases the  
likelihood that they will continue applying what they have learned, thereby ensuring long-term impact beyond  
the immediate research setting. Moreover, the satisfaction data highlight the importance of supportive  
facilitation and structured content in ensuring that psychoeducation is not perceived as a mere formality but as  
a genuinely valuable and empowering experience.  
DISCUSSION  
The implementation of the psychoeducation and relaxation training intervention for 27 novice female  
parachutists ran smoothly, as it showed an increase in participants’ knowledge of emotional stabilization and a  
decrease in anxiety scores. However, the first solo jump (without tandem) revealed one participant who  
experienced a blackout remaining with eyes open and body upright, yet not fully conscious although she  
managed to land within the designated drop zone.  
The participant was a 23-year-old woman who had consciously and voluntarily registered to join the  
parachuting community as a form of personal development. Observations during ground training revealed no  
prominent signs of anxiety. She participated in all psychoeducation sessions and initial relaxation exercises  
alongside the other participants and demonstrated a posttest score improvement similar to the group average.  
However, her anxiety questionnaire score despite decreasing by 10 points remained in the moderate category  
during the posttest. During relaxation training sessions, she appeared unable to fully enter a relaxed state,  
following instructions passively.  
In a post-jump interview, she reported that symptoms began the night before the jump. She had difficulty  
sleeping, felt nauseous, and experienced intense heart palpitations when imagining the parachuting process.  
The next morning, during preparations, she noted cold hands, shortness of breath, and trembling. When the  
jump was performed in tandem with an instructor, she briefly lost consciousness (blackout) mid-air. Her body  
became stiff and unresponsive, prompting the instructor to take full control until landing. Fortunately, the  
safety system functioned properly, and she did not sustain any physical injury.  
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After landing, she appeared disoriented, cried, and displayed intense emotional reactions. A light counseling  
session held the same day revealed that she had a history of panic attacks in high school, although they had  
not recurred in recent years. She also admitted to having an excessive fear of losing control, which she had  
long attempted to suppress so as not to interfere with her activities. In response to her condition, an additional  
individual session was provided before the second jump, focusing on repeating the psychoeducation on  
emotional stabilization, with emphasis on relaxation training using the 4-7-8 breathing technique, butterfly  
hug, and guided imagery for all novice participants. Moreover, she was supported by senior community  
members during a peer-sharing session, which gradually helped rebuild her confidence.  
During the second jump, all participants including the previously affected individual successfully executed  
solo jumps without physiological disturbances. This case highlights that cognitive knowledge improvement  
does not always equate to emotional readiness in high-stress situations. A deeper and more sustained approach  
is needed for participants with hidden psychological vulnerabilities, including individual pre-activity  
assessments, additional coaching sessions, and strong social support mechanisms through the community.  
The incident indicates that although knowledge levels improved, psychological readiness to face the pressures  
of parachuting was not optimal for every individual. Therefore, one additional intervention session was  
conducted, consisting of:  
1. Repeating psychoeducation on emotional stabilization, with greater emphasis on anticipating extreme  
physiological reactions such as nausea and unstable breathing.  
2. Reinforcing breathing relaxation and butterfly hug exercises, while adding a guided imagery session in  
line with the standard operating procedure from pre-boarding to landing to mentally rehearse the  
parachuting experience in a realistic manner so that participants could become accustomed to the  
sensations.  
Evaluation of the repeated session showed that all participants successfully performed solo jumps and landed  
within the drop zone commonly referred to as “happy landing” due to the absence of injury. Furthermore,  
participants acknowledged the importance of peer-sharing sessions with seniors, as these provided valuable  
encouragement in building courage and self-confidence among novice members  
Lesson Learned  
1. Psychoeducation interventions that involve interactive activities, such as discussions, relaxation  
practice, and ice-breaking sessions, are effective in enhancing participants’ understanding and  
engagement.  
2. Providing materials complemented with simulations and hands-on practice (e.g., butterfly hug and  
breathing relaxation) makes it easier for participants to apply the taught skills in real-life situations.  
3. The involvement of trainers (jumping masters) as an extension in providing psychological support and  
emotional stabilization skills is crucial, as they have high interaction frequency with novice  
parachutists.  
4. A systematic approach is needed to provide psychoeducation training to trainers so they can  
continuously foster novice parachutists’ psychological readiness.  
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5. The distribution of pocketbooks proved helpful for participants and trainers to remember and  
independently practice relaxation techniques outside the intervention sessions.  
6. Proper scheduling (outside intensive training hours) helped improve participants’ focus and  
participation during the intervention.  
Cost Evaluation  
The implementation cost of the intervention was relatively efficient and affordable due to the optimal use of  
available resources. The community meeting room and instructors’ rest area were already accessible without  
requiring rental fees. The use of simple printed materials and pocketbooks helped reduce media production  
costs. Supporting tools such as pretest and posttest sheets, ice-breaking materials, and stationery were  
provided at minimal expense. Transportation costs were relatively low as the activities were centralized within  
the community area.  
However, certain cost and logistical challenges were encountered. Limited time and opportunities to gather  
instructors outside training schedules required flexible time adjustments. There is also potential for additional  
expenses if the program is conducted regularly over the long term, such as procuring more diverse materials  
and more complete relaxation equipment.  
The study results indicate an improvement in participants’ knowledge of emotional regulation after attending  
the psychoeducation session on emotional stabilization and relaxation training. This improvement aligns with  
the Stress and Coping Theory proposed by (Lazarus & Folkman, 1984), which posits that individuals with a  
better understanding of emotional regulation strategies are more capable of conducting adaptive cognitive  
appraisal in response to stressful situations. In the context of parachuting, the ability to identify, assess, and  
manage emotions becomes critical, as the activity involves high risks and demands full concentration.  
The application of 4-7-8 breathing techniques, butterfly hug, and guided imagery in this psychoeducation  
program was also proven effective in reducing tension prior to task execution. These findings are consistent  
with (Meyer et al., 2015), who emphasized that breathing-based relaxation techniques can enhance focus and  
mental calmness in military personnel prior to undertaking high-risk missions. A good calming technique can  
reduce anxiety and stress levels, helping to ease feelings of worry and fear. Practicing the butterfly hug  
technique for 10–30 minutes can help alleviate a person’s anxiety (Ramdhani, 2023).  
The high level of participant satisfaction with the psychoeducation program indicates that the materials,  
methods, and facilitators met participants’ learning needs. This is significant because, according to  
(Kirkpatrick & Kirkpatrick, 2007), positive reactions at the initial stage of psychoeducation increase  
participants’ motivation to internalize the knowledge and skills taught. Success at this stage is a prerequisite  
for achieving long-term behavioral change, including the consistent application of emotional regulation  
strategies in field situations.  
CONCLUSION  
The group of novice female parachutists in the Indonesian Navy demonstrated three major psychological  
challenges that hindered their readiness for the first jump, namely anxiety, lack of self-confidence, and  
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emotional tension that affected both physical and cognitive conditions. The intervention in the form of  
psychoeducation and relaxation training proved to have a significant positive impact, both in terms of  
participants’ reactions and learning outcomes. They responded favorably to the quality of the facilitators,  
methods, and materials, and showed increased post-test scores, indicating a better understanding of emotional  
stabilization strategies. Nevertheless, this study also emphasizes that increased knowledge does not fully  
guarantee psychological readiness when facing extreme conditions, as illustrated by the blackout incident  
experienced by one participant. This highlights an important limitation: physiological factors and situational  
pressures can still create barriers despite prior intervention. However, the reinforcement sessions through  
psychoeducation, relaxation training, and peer support from senior members eventually enabled all  
participants to successfully complete their solo jumps safely. Thus, despite its limitations, this study  
demonstrates that psychological readiness to face extreme challenges cannot be achieved through short-term  
interventions alone but requires continuous strategies, longterm monitoring, and consistent social support to  
ensure that training objectives are optimally met.  
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