Kelompok 6 Psikologi Perkembangan Remaja (D)

Summary

This presentation discusses a bullying case at SMA BINUS involving a gang known as Geng Tai. The group of senior students initiated juniors into the gang through physical violence and humiliation, which was normalized within the group. The presentation connects this case to Erik Erikson's theory of psychosocial development, showing how the bullying reflects adolescents' search for identity and peer approval. Additionally, it applies Lawrence Kohlberg's theory of moral development, highlighting the moral confusion experienced by the students. Proposed interventions include empathy training, individual counseling, and psychoeducation, all aimed at preventing bullying and promoting positive social behavior.

Takeaways

• 😀 The case being analyzed involves bullying at SMA BINUS, which included the involvement of a public figure and several students in a gang, GT (Geng Tai).
• 😀 The bullying primarily occurred as part of an initiation ritual for junior students, involving physical violence and humiliation, which was considered normal by the perpetrators.
• 😀 The bullying took place at a location called WIK, where the gang, GT, regularly gathered, and new recruits were subjected to violent initiation acts.
• 😀 The gang was led by senior students, with the most senior student taking the position of 'Agit', and it involved more than 40 students in the bullying incident.
• 😀 Victims of the bullying were forced to endure acts like choking, beating, and being tied to a pole while being filmed, with other gang members laughing and recording the violence.
• 😀 The bullying incident led to punishments for several students, including expulsion from school.
• 😀 The presentation discusses the role of peers and social pressure in adolescent identity formation, as explained through Erik Erikson's psychosocial theory, particularly focusing on the identity vs. role confusion stage.
• 😀 According to Erikson's theory, adolescence (12-18 years) is a time for exploring different roles and identities, where peer influence becomes stronger than parental guidance.
• 😀 Lawrence Kohlberg’s moral development theory is also referenced, explaining how adolescents at this stage may act to fit in with their peer group, even if it means participating in morally questionable behavior.
• 😀 The script also highlights interventions for bullying, such as empathy training, reality therapy-based individual counseling, and psychoeducation, showing that they can effectively reduce bullying behaviors in schools.

Q & A

What was the main case discussed in the presentation?

The main case discussed was bullying at SMA BINUS, involving a group called 'Geng Tai' (GT), which engaged in physical violence and harassment as part of their initiation rituals.

What was the role of the group 'Geng Tai' (GT) in the bullying incident?

Geng Tai (GT) was a student group at SMA BINUS, mostly consisting of senior students. They were involved in bullying junior students as part of an initiation process for new members, including physical violence and other abusive behaviors.

How many students were suspected of being involved in the bullying incident?

More than 40 students were suspected to be involved in the bullying incident.

What were the specific actions of bullying that took place?

The bullying included choking, hitting, tying a student to a pole, recording the incident, and mocking the victim. These actions were seen as part of the initiation process into Geng Tai.

What is the significance of Erik Erikson's psychosocial theory in this case?

Erikson's theory of 'identity vs. role confusion' is relevant here as the bullied students and perpetrators were navigating adolescence. The bullying behavior can be understood as an attempt by students to establish their identities and gain peer acceptance, even at the cost of moral confusion and role confusion.

What does Lawrence Kohlberg's theory of moral development explain about the bullying behavior?

Kohlberg's theory explains that the bullying behavior could be seen as stemming from the 'conventional level' of moral development, where students engage in bullying to meet social expectations and gain approval from their peers, rather than making decisions based on moral reasoning or societal laws.

How did the students in the GT group view the bullying actions?

The students in the GT group viewed the bullying actions as normal and even humorous. They did not perceive the violence as wrong, considering it a part of their group’s initiation and bonding process.

What interventions were proposed to prevent bullying based on the presentation?

Three main interventions were proposed: 1) Empathy training, 2) Individual counseling with reality therapy, and 3) Psychoeducation programs to increase awareness about bullying and its effects.

How can empathy training help reduce bullying behavior?

Empathy training helps students understand the emotional impact of bullying on victims, which in turn reduces aggressive behavior. By experiencing the victim's perspective, students develop greater emotional awareness and compassion, leading to a decrease in bullying.

What role does individual counseling using reality therapy play in addressing bullying?

Individual counseling with reality therapy encourages students to take responsibility for their actions and understand the consequences of bullying. It helps them reflect on their behavior, develop positive coping mechanisms, and make more responsible choices in the future.