Pelatihan Resiliensi Berbasis Peer Support pada Siswa Korban Bullying di SMP Negeri Semarang

Maryati Maryati; E Puspitasari; N Sukesi

doi:10.57214/jpbidkes.v3i3.239

Authors

Maryati Maryati Universitas Widya Husada Semarang
E Puspitasari Universitas Widya Husada Semarang
N Sukesi Universitas Widya Husada Semarang

DOI:

https://doi.org/10.57214/jpbidkes.v3i3.239

Keywords:

Adolescent Resilience, Mental Wellbeing, Peer Support, Psychosocial Training, Victims Of Bullying

Abstract

Bullying is a serious problem that negatively affects students’ mental health, self-esteem, and academic achievement. Resilience functions as a protective factor that enables victims of bullying to remain adaptive despite adverse experiences. Peer support has been shown to enhance self-confidence, social competence, and psychological resilience among adolescents. This community service program aimed to strengthen students’ resilience through peer support training at SMP Negeri Semarang in July 2025. A total of 18 students identified by school counselors as bullying victims participated in three training sessions: (1) education on bullying and resilience, (2) resilience skills training including emotional regulation, problem solving, and positive thinking, and (3) peer support group formation. The Connor-Davidson Resilience Scale (CD-RISC-10) was used to measure resilience before and after the intervention. Findings indicated an increase in average resilience scores from 21.6 to 29.6, representing a 37% improvement. Qualitative observations revealed enhanced self-confidence, improved emotional regulation, and stronger social support from peers. These results demonstrate that peer support-based resilience training is effective in improving students’ psychological adaptability. The intervention can serve as a school-based psychosocial strategy to foster mental well-being among adolescents, particularly those who have experienced bullying.

References

AlBuhairan, F., Abbas, O. A., Sayed, D. El, Badri, M., Alshahri, S., & de Vries, N. (2017). The relationship of bullying and physical violence to mental health and academic performance. International Journal of Pediatrics and Adolescent Medicine, 4(2), 61–65. https://doi.org/10.1016/j.ijpam.2016.12.005

Armitage, R. (2021). Bullying in children: Impact on child health. BMJ Paediatrics Open, 5(1), 1–8. https://doi.org/10.1136/bmjpo-2020-000939

Beaton, J. M., Doherty, W. J., & Wenger, L. M. (2020). Bullying in Indonesia. In The Routledge handbook of family communication (pp. 225–240). Routledge.

Ciren, Z., Tsui, H. K. H., & Chan, S. K. W. (2025). Effects of resilience interventions for adolescents and young adults without psychiatric diagnoses: A systematic review and network meta-analysis of randomized controlled trials. Adolescent Research Review, 24(0123456789). https://doi.org/10.1007/s40894-025-00270-6

Fine, S. L., Pinandari, A. W., Muzir, S. M., Agnesia, L., Novitasari, P. I., Bass, J. K., Blum, R. W., van Reeuwijk, M., Wilopo, S. A., & Mmari, K. (2023). “If it’s really excessive, it can enter your heart”: A mixed methods investigation of bullying among early adolescents in Semarang, Indonesia. Journal of Interpersonal Violence, 38(3–4), 4088–4113. https://doi.org/10.1177/08862605221111422

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Li, M., Huang, Y., & Sun, M. (2025). Exploring the structural links between peer support, psychological resilience, and exercise adherence in adolescents: A multigroup model across gender and educational stages. BMC Public Health, 25(1). https://doi.org/10.1186/s12889-025-23308-9

Llistosella, M., Goni-Fuste, B., Martín-Delgado, L., Miranda-Mendizabal, A., Franch Martinez, B., Pérez-Ventana, C., & Castellvi, P. (2023). Effectiveness of resilience-based interventions in schools for adolescents: A systematic review and meta-analysis. Frontiers in Psychology, 14, 1211113. https://doi.org/10.3389/fpsyg.2023.1211113

Lu, L., Fei, L., Ye, Y., Liao, M., Chang, Y., Chen, Y., Zou, Y., Li, X., & Zhang, R. (2022). Psychological resilience may be related to students’ responses to victims of school bullying: A cross-sectional study of Chinese grade 3–5 primary school students. International Journal of Environmental Research and Public Health, 19(23), 16121. https://doi.org/10.3390/ijerph192316121

Melawati, L. B. (2024). Exploration of child bullying cases and school-based anti-bullying interventions and community empowerment in Semarang City. Journal of Gender Equality Disability Social Inclusion and Children, 2(1), 16–32. https://doi.org/10.61511/jgedsic.v2i1.2024.879

Pedrini, L. (2022). School-based interventions to improve emotional regulation skills in adolescents. Journal of Adolescence, 94, 1–12. https://doi.org/10.1002/jad.12090

Tong, Y., Xie, F., Wen, X., Li, Y., Yuan, M., Zhang, X., Chen, J., Wang, G., & Su, P. (2024). Longitudinal association between bullying victimization and depressive symptoms in Chinese early adolescents: The effect of life satisfaction. Depression and Anxiety, 2024, 6671415. https://doi.org/10.1155/2024/6671415

Zhang, Y., Li, H., Chen, G., Li, B., Li, N., & Zhou, X. (2024). The moderating roles of resilience and social support in the relationships between bullying victimization and well-being among Chinese adolescents: Evidence from PISA 2018. British Journal of Psychology, 115(1), 66–89. https://doi.org/10.1111/bjop.12678