Effectiveness of Dance Counseling to Increase Self Disclosure to

Students Victims of Aggressive at Junior High Schools in

Palangkaraya

Esty Aryani Safithry, Karyanti, and Dina Fariza

Guidance and Counseling Department, Universitas Muhammadiyah Palangkaraya, Indonesia

Keywords: Dance, Self-Disclosure, Aggressive.

Abstract: This study aims to determine the effectiveness of dance counseling to increase self-disclosure for students

aggression victims in junior high schools Palangkaraya. This study uses a quantitative approach with

experimental design, design specifically experiment design used is the equivalent time series design

modification. The population in this research is Islamic Junior High School Nurul Ihsan and MTs Hidayatul

Insan. The selection of research subjects conducted by using purposive sampling technique, as for subject

research amounted to 20 people student. Data analysis to test the research hypothesis using nonparametric

statistic test that is wilcoxon sign rank test. Implementation of dance counseling consists of nine session

involving 20 subjects (counselee). First session pre-test, second session dance counseling, three session

post-test 2, four session dance counseling, five session post-test 2, six session dance counseling, seven

session post-test 3, eight session dance counseling and nine session post-test 4. The results obtained by

Asymp value. Sig. (2-tailed) is 0,000. Because of the value of Asymp. Sig. ˂ the real level (α / 2 = 0.05)

then H0 is rejected. It means that there is a difference of self disclosure student of aggression victim before

and after session by using dance counseling.

1 INTRODUCTION

The rise of aggressive behavior lately by teenagers is

an interesting study to discuss. Fighting between

students who are generally teenagers is very

detrimental and requires efforts to find a way out of

this problem or at least reduce the problems that

arise due to aggressive behavior. There has been a

steady increase in research analysing problems of

aggressive behaviour among children and

adolescents at school, reflecting the growing

seriousness of these problems in Indonesia. These

behaviours involve aggression against school

property and that of other classmates, as well as

aggression against peers themselves.

Although there are numerous ways one can

define aggression, the defi nition that best represents

the research today is that aggression is behavior that

is intended to harm another individual. Aggressive

behaviors come in many forms. Words as well as

deeds can be aggressive. Quarreling couples who

intend their spiteful remarks to hurt are behaving

aggressive. Spreading a vicious rumor about

someone is another form of aggression. Even failure

to act can be aggressive, if that failure is intended to

hurt someone, such as by not helping someone avoid

what you know will be a humiliating outcome

(Kassin, Fein, & Markus, 2011)

The phenomenon of aggressive has long been

part of school dynamics. Connecting people to know

more about terms like bullying, intimidation,

exclusion, intimidation and others. The term

aggressive itself has a broader meaning,

encompassing various forms for others from victims

who are depressed, traumatized and helpless.

Feelings of stress and stress that are incapable

of students who are victims of aggression must

receive serious treatment from adults, especially

school counselors. During this time, the more

aggressive the detachment was to the perpetrators,

while the victims did not get any attention. Handling

victims of aggressiveness because it is not open to

others. Therefore, counselors need to integrate the

self-disclosure of students who are victims of

aggressiveness. The counseling approach and

techniques that can be used to increase students' self-

Saﬁthry, E., , K. and Fariza, D.

Effectiveness of Dance Counseling to Increase Self Disclosure to Students Victims of Aggressive at Junior High Schools in Palangkaraya.

DOI: 10.5220/0009018100002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 153-157

ISBN: 978-989-758-470-1

153

disclosure of victim aggressiveness are senior

counseling, tariff counseling.

Through creative art counseling, students of

aggression get help by counselors. Jourard &

Landsman (Gladding, 2011) As a group, the creative

arts enhance and enliven the lives of everyone they

touch. Cultivation of the arts outside of counseling

settings is enriching for people in all walks of life

because it sensitizes them to beauty, helps heal them

physically and mentally, and creates within them a

greater awareness of possibilities.

2 LITERATURE REVIEW

2.1 Aggression

Coie, Dodge, & Pellegrini (Champion, Vernberg, &

Shipman, 2003) Proactive aggression includes

behavior intended to hurt or harm for the purpose of

obtaining privilege,reward, or dominance for the

aggressor. The motivation is instrumental and

involves little fearbasedemotional arousal, appearing

instead to be carried out in a cold, callous, and

unemotionalmanner. Bullying is a form of proactive

aggression intended to achieve, demonstrate, or

maintain social dominance. Reactive aggression,

incontrast, in volves aggression in response to a

preceding insult, frustration, or some

otherprovocation. High emotional arousal and

lessened self-control are important aspects ofreactive

or ‘‘hot’’ aggression.

Bandura (Jara, Casas, & Ortega-Ruiz, 2017)

From a purely descriptive perspective, aggressive

behavior can be proactive or reactive. There is no

doubt that both predation and revenge can be

grounds for violent acts. Some studies identify

aggressive action as a response to an aggression

received earlier. The figure of the aggressive victim

or the victimized aggressor in bullying responds to

the difficulty in clarifying the action-reaction

interplay which is frequently implicit in aggressive

actions that occur within relatively stable

interpersonal relationships. As mentioned, certain

aspects of interpersonal violence are related to social

judgments, which underlie the intention or not to do

harm

2.2 Types and Characteristics of

Aggression

Different forms of aggression include physically

harming another (i.e., physical aggression such as

hitting, biting, kicking, clubbing, stabbing,

shooting), hurting another with spoken words (i.e.,

verbal aggression such as yelling, screaming,

swearing, name calling), or hurting another’s

reputation or friendships through what is said to

others verbally or digitally (i.e., relational

aggression). Aggression may also be direct (with the

victim physically present) or indirect (enacted in the

absence of the victim; for example, smashing

someone’s property or spreading rumors about

them) (Warburton & Anderson, 2015).

2.3 Gender and Aggression

Examinations of social support, friendship, and

aggression must consider gender differences. Cairns

et al (Champion et al., 2003) Boys as a group

consistently exhibit more physical aggression

compared to girls. Crick, Bigbee, & Howes

(Champion et al., 2003) Girls’ overall lower

incidence of physical aggression may make

victimized girls less prone to reactive aggression

during confrontation than victimized boys. On the

other hand, gender roles define expectations for

aggression and assertiveness, and girls who exhibit

these responses to victimization (and boys who do

not) may possibly be seen as violating gender-

normative behaviour.

2.4 Effect of Aggression

Egger and Angold (Schick & Cierpka, 2016) report

evidence of a continuous increase in social behavior

disorders from early childhood into adolescence, and

a peak incidence of oppositional defi ant disorder at

preschool age, whereas.

2.5 Factor of Aggression

Musitu & Garcı´a (Estévez López, Pérez, Ochoa, &

Ruiz, 2008) Regarding factors that may underlie

these problems, previous research has documented

the association between aggressive behaviour in

adolescence and particular individual and social

factors, these later relating mainly to the family and

school contexts, the most important social contexts

for development and psychosocial adjustment in this

period of life. The family environment and the

school environment have regularly been linked in

the scientific literature to psychosocial and

behavioural adjustment problems in the adolescent

period

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2.6 Self Disclosure

Trenholm & Jensen (Day, 2013) Self-disclosure is

the process of revealing information about yourself

during the development of relationships.

Traditionally this has been face-to-face during

verbal exchange and includes information that helps

people understand those things about you that they

would be unlikely to discover elsewhere.

Pennebaker, Zech, & Rimé (Bareket et al,

2011) In most cases, self-disclosure refers to

disclosure of negative events or affect, during which

emotional load is expected to be reduced.

Surprisingly, no clear evidence supports the

supposition that sharing an emotion alleviates

emotional distress. Utz et al (Day, 2013) This type

of communication also allows users to present a

unique self-view by engaging in strategic self-

disclosure.

2.7 Dance Counseling

The National Coalition of Creative Arts Therapies

Associations (NCCATA) in the USA goes about

answering the question with one of the broadest of

definitions: the arts therapies consist of:Arts

modalities and creative processes during intentional

intervention in therapeutic, rehabilitative,

community, or educational settings to foster health,

communication, and expression; (they) promote the

integration of physical, emotional, cognitive, and

social functioning; enhance self awareness; and

facilitate change. (Jones, 2005)

Like other forms of psychotherapy and

counseling, it is used to encourage personal growth,

increase self-understanding, and assist in emotional

reparation and has been employed in a wide variety

of settings with children, adults, families, and

groups. It is a modality that can help individuals of

all ages create meaning and achieve insight, find

relief from overwhelming emotions or trauma,

resolve conflicts and problems, enrich daily life, and

achieve an increased sense of well-being (Malchiodi,

2003)

Franklin Stevens, (Cattanach, 2008): said:

‘We are all dancers. We use movement to express

ourselves – our hunger, pains, angers, joys,

confusions, fears – long before we use words, and

we understand the meanings of movements long

before we understand those of words.

3 METHODOLOGY

The population in this research is Islamic Junior

High School Nurul Ihsan and MTs Hidayatul

Insan. The selection of research subjects conducted

by using purposive sampling technique, as for sabjek

research amounted to 20 people student. This study

uses a quantitative approach with exsperimental

design, desing specifically experiment design used is

the equivalent time series design modification.

Figure1. Research Design (Creswell, 2012)

4 RESULTS AND DISCUSSION

Data analysis to test the research hypothesis using

nonparametric statistic test that is wilcoxon sign

rank test. The results obtained by Asymp value. Sig.

(2-tailed) is 0,000. Because of the value of Asymp.

Sig. ˂ the real level (α / 2 = 0.05) then H0 is

rejected. It means that there is a difference of self

disclosure student of aggression victim before and

after session by using dance counseling.

Implementation of dance counseling consists of

nine session involving 20 subjects (counselee). First

session pre-test, second session dance counseling,

three session post-test 2, four session dance

counseling, five session post-test 2, six session

dance counseling, seven session post-test 3, eight

session dance counseling and nine session post-test

4. The results obtained that with counseling dance

can increase self-disclosure of students

aggressiveness victims. Dance counseling has a

calming benefit so that students of aggressiveness

are relaxed expressing the aggressiveness

experienced.

Effectiveness of Dance Counseling to Increase Self Disclosure to Students Victims of Aggressive at Junior High Schools in Palangkaraya

155

Table 1. Pre-Test and Post Test Results

No Subjek Pree tes Post-test 1 Post-test 2 Post-test 3 Post-test 4

1 DN 54 88 92 98 111

2 EK 65 76 87 95 109

3 HY 45 84 95 100 112

4 NS 37 66 81 93 100

5 DK 46 57 74 96 106

6 MG 49 92 76 85 105

7 ZI 58 67 84 91 101

8 TR 61 81 93 99 117

9 SA 68 74 85 96 109

10 RF 54 83 91 99 104

11 AD 39 69 86 95 122

12 CN 57 68 88 97 113

13 MR 43 74 83 98 100

14 KH 52 82 91 99 115

15 MU 61 83 95 98 114

16 JK 55 75 88 98 107

17 WA 47 79 85 102 105

18 AH 43 67 82 100 109

19 RD 62 71 91 99 105

20 NK 65 82 94 98 110

Table 2. Statistics Test

Posttes4 - Pretes

Z -3.922b

Asymp. Sig. (2-tailed) .000

a. Wilcoxon Signed Ranks Tes

. Based on negative ranks.

Graphic of trend and level self-disclosure student

victim below.

Figure 2. Change of Trend and Level Self Disclosure

Student Victim of Aggressiveness

Ritter & Low (Gladding, 2011) The use of

dance and movement in counseling and therapeutic

settings has been found to benefit clients in one or

more of five areas: (1) Resocialization and

integration within a larger group system; (2)

Nonverbal creative expression for emotional

expression; (3) Total self- and body awareness and

enhanced self-esteem; (4) Muscular coordination,

broader movement capabilities, and tension release;

and (5) Enjoyment through relaxation

Through dance counseling students who are

victims of aggressiveness can reveal that they are

victims of aggression shown by movement.

Dosamantes-Beaudry (Gladding, 2011) In a similar

manner, people worldwide are oft en moved

vicariously or otherwise by different stimuli to take

action on their own behalf or that of someone else.

From ancient communities to modern times,

individuals have recognized and revered the nature

of movement and dance in the healing and helping

process. However, the practice of dance and

movement therapy varies according to the

worldview of those who participate in it. Cultural

sensitivity is called for in appreciating the many

ways participants express themselves physically.

Physical goals may include releasing physical

tension through activities and broadening one’s

movement repertoire. Psychological goals might

include channeling one’s self-expression in a

meaningful way and helping a client adjust to

reality. Social goals may involve getting a client to

join a group interaction and to develop social

relationships with others. (Gladding, 2011).

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