The Efficacy of Multimodal Counseling to Manage Overal Stress

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VII, July 2019 | ISSN 2454–6186

The Efficacy of Multimodal Counseling to Manage Overal Stress

Esy Suraeni, K, Kustyarini
Wisnuwardhana University Malang

Abstract: Generically speaking, an overall understanding of the perspective allows humans to develop more effective lifestyles to deal with stress, by overcoming irregularities in every field summarized in BASIC ID (behavior, affective, sensation, imagery, cognition, interpersonal relationship, drugs, biology, nutrition, exercise) with real action by himself. This research is in the form of pre-experimental using the one-group pretest-posttest design. The main characteristics of the study design were: (1) the subjects of the study were only one group that is: the experimental group, (2) giving the pre-test and post test for the research subjects, (3) limited control of internal and external validity. The results of the post-test given after the students were given the application of the seven modalities showed that there were differences in the score scores between pretest and post-test. The value of the post-test score is greater than the value of the pretest score. This difference shows that after students are given training as referred to in the Guidelines for Application of Multimodal Counseling (PPKM) there is an increase in all modalities being trained. And there was a change in score scores which showed a reduction in symptoms of stress experienced by students. This means that Multimodal Counseling (KM) is effective for managing student stress as a whole, not just partially.

Keywords: Multimodal Counseling, Efficacy, Management, Stress, Overall

I. INTRODUCTION

As a preliminary study, the researchers do need assessment to find out what stressors are related to student learning at Wisnuwardhana University Malang, so that they can help the researchers determine the appropriate treatments to manage student stress. The measuring instrument used adapted the Student-life Stress Inventory from Gadzela (1991) and the stress theory of Lazarus & Folkman (1984). The results of preliminary research on students at Wisnuwardhana University Malang in 2015 showed that 90% of students experience stress; and behaviors that appear include: anxious, not confident, shy, aggressive, low self-esteem, and closed (Kustyarini: 2015). If this is left unchecked, then the stress experienced by students who were originally still considered at a mild level, over time will increase to depression and greatly affect the type of stress that is higher.

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