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Objective: We investigated the effectiveness of a self-help intervention named PER-ANTARA, which aims to improve adherence to diagnostic procedures among women with breast cancer (BC) symptoms to reduce the time to a definitive diagnosis.Methods: With a cluster randomized crossover design across four hospitals, PER-ANTARA and treatment as usual (TAU) or TAU only was provided at successive periods in a randomly determined order. The main outcome was the time between the first medical consultation and the definitive diagnosis. Secondary outcomes were BC knowledge, measured by the Breast Cancer Knowledge Test (BCKT); symptoms of anxiety and depression, measured by the Hospital Anxiety and Depression Scale (HADS); quality of life, measured by the World Health Organization Quality of Life-BREF (WHOQOL-BREF); and health status, measured by the EQ-5D-5L. A linear mixed model analysis was conducted to analyse the outcomes. Results: We recruited 132 women with BC symptoms from four hospitals; 67 participants were in the intervention group, and 65 participants were in the control group. PERANTARA reduced the time to definitive diagnosis by 13.3 days (M [SD]: 25.90 [23.20] in the intervention group vs 39.29 [35.10] in the control group; mean difference = −13.26, 95% CI = −24.51 to −2.00, P = .02). No significant difference was found between the groups in BC knowledge, symptoms of anxiety, depression, quality of life, or health status. Conclusions: PERANTARA reduced the time to definitive diagnosis among Indonesian women with BC symptoms. Psychoeducation may be an important addition to regular BC care to prevent undue delays in diagnostic procedures. K E Y W O R D S adherence, breast, cancer, cluster randomized controlled trial, diagnosis, health education,

Social support is important to predict subjective well-being in school for students, especially support from friends, parents, and teachers. Students who study at Modern Islamic Boarding, they interact with friends and teachers more often than with parents. The purpose of this study to examine the role of perceived social support from friends, parents, and teachers to enhace subjective well-being in school, and also with each dimension of subjective well-being in school, school satisfaction and affect in school. Participants in this study (N = 264) were a junior high school in grades 7 and 8 in one of the Modern Islamic Boarding School in West Java. The data was obtained using a questionnaire. A multiple regression and path analysis were used to analyze the data. The results shows that perceived social support from friends and teacher has positive impact to subjective well-being in school, while perceived social support from parents is not significantly correlated. Futhermore, perceived social support from friends also has a positive role to enhace school satisfaction and affect in school, perceived social support from teacher significantly correlated with school satisfaction but not with affect in school. The limitation of the study and suggestion for future research were discussed.

ABSTRAKSiswa yang merasa puas akan kehidupannya di sekolah merupakan indikator dari subjective well-being (SWB) in school yang tinggi. Penelitian-penelitian mengenai SWB siswa di sekolah menjadi penting untuk dilakukan karena hal ini berdampak pada prestasi akademik yang lebih baik, kreativitas yang lebih tinggi, dan penurunan angka membolos. Maka dari itu, penting untuk mengembangkan sebuah program dalam rangka meningkatkan subjectivewell-beingsiswa. Penelitian ini bertujuan untuk mengetahui apakah program intervensi kepada guru dan siswa berhasil meningkatkan subjective well-being siswa di sekolah. "Peer Support and Teaching Method Program" yaitu program peningkatan SWB siswa yang diberikan kepada guru dan siswa. Guru diberikan pelatihan mengenai metode mengajar konstruktivis, sedangkan siswa akan diberikan pelatihan sosial untuk meningkatkan kerjasama, empati dan dukungan antar teman sebaya. Partisipan dalam penelitian ini adalah 32 siswa kelas XI Akutansi, dimana 32 siswa tersebut diberikan pelatihan sosial, dan guru yang mengajar di kelas tersebut diberikan pelatihan metode mengajar dengan pendekatan konstruktivis. Analisis statistika menggunakan Wilcoxon Signed Rank Test untuk mengukur perbedaan data prestest dan posttes. Hasil menunjukkan bahwa pelatihan "Peer Support and Teaching Method Program" secara signifikan mampu meningkatkan subjective well-being siswa di sekolah. Pada penelitian ini membuktikan bahwa pengajaran berbasis konstruktivis dan para siswa yang menerapkan empati, kerjasama dan saling mendukung antarteman membuat siswa yang ada di kelas tersebut mempunyai perasaan yang lebih baik di sekolah dan merasa lebih puas dengan kehidupannya di sekolah. Para pemangku kebijakan di sekolah dapat menggunakan program ini sebagai salah satu cara untuk meningkatkan subjective well-being in school pada siswa. ABSTRACTStudent that satisfied with their life at school indicate they have high subjective well-being in school. Researches about subjective wellbeing in school become important to do because it haveimpact on better academic performance, higher creativity, and a decrease in truant numbers. Therefore, it's important to develop a program to increase student's subjective well-being. The research aimed to find out the effectiveness of "Peer Support and Teaching Method Program" to increase student's subjective well-being. This program was delivered to students and teachers. Teachers was trained about teaching method which tailored to the student needs, while students was trained with social skills to improve cooperation, empathy and peer support. The participant is 32 students from Accounting Class grade 11. 32 students was trained with social skill training and teachers that teach in the Accounting class was trained with teaching method using constructivist approach. Statistical analysis used Wilcoxon Signed Rank Test to test the difference of pretest and posttest. Result showed that the training of "Peer Support and Teaching Method Program" was significantly could improve the student subjective well-bei...

The research examined the relationship between supportive parenting styles (warmth, structure, and autonomy support) and emotional well-being and whether they are mediated by basic psychological need satisfaction. It also explores thwarting parenting styles (rejection, chaos, and coercion) that may be associated with emotional ill-being, mediated by basic psychological needs frustration. This study involved 394 Indonesian adolescents aged 11–15 years old (49.5% boys, 50.5% girls) as the participants. We employed the structural equation model (SEM) analysis to evaluate the hypotheses. The research found that basic psychological needs satisfaction fully mediated the relationship between supportive parenting styles and emotional well-being; basic psychological needs frustration fully mediated the relationship between thwarting parenting styles and emotional ill-being (Chi-Square = 434.39; df = 220; p = 0.000; RMSEA = 0.05; CFI = 0.91; GFI = 0.91; SRMR = 0.05). Interestingly, the findings indicate that the thwarting parenting style positively influences basic psychological needs satisfaction. The research concludes that supportive parenting enhances the well-being of adolescents by satisfying their basic psychological needs. However, thwarting parental behaviors did not forestall the satisfaction of needs. The way Indonesian adolescents perceived the thwarting parenting style was discussed.