The Effectiveness of the 'I Choose to Grow' Psychoeducation Program in Enhancing Adolescents' Social-Emotional Intelligence

Agustina Agustina; Dastin Imanuel; Olivia  Aldisa; Fabio  Febriano

doi:10.28932/ice.v7i3.12964

Authors

Agustina Agustina Faculty of Psychology, Universitas Tarumanagara, Jakarta, Indonesia
Dastin Imanuel Faculty of Psychology, Universitas Tarumanagara, Jakarta, Indonesia
Olivia Aldisa Faculty of Psychology, Universitas Tarumanagara, Jakarta, Indonesia
Fabio Febriano Faculty of Psychology, Universitas Tarumanagara, Jakarta, Indonesia

DOI:

https://doi.org/10.28932/ice.v7i3.12964

Keywords:

Social-emotional learning, Psychoeducation, Adolescents, Toxic friendship, Participatory Action Research

Abstract

Adolescence is a crucial developmental stage in which social-emotional intelligence supports psychological well-being and personal growth. However, difficulties in identifying healthy friendships and managing toxic peer relationships remain common among adolescents. To address this issue, a psychoeducational program entitled “I Choose to Grow” was conducted at Pelita 2 Junior High School, Jakarta, involving 90 students in a one-day intervention from 9:00 a.m. to 12:00 p.m. The program was based on Goleman’s emotional intelligence theory and Erikson’s psychosocial development theory, emphasizing emotional awareness and healthy social relationships during adolescence. Psychoeducation was chosen because it helps students improve self-awareness and social skills through reflective and experiential learning. Using a participatory approach, the activities included observation, interviews with school counsellors, interactive sessions, reflective worksheets, and follow-up interviews with students. Program evaluation through reflective responses and semi-structured interviews showed that students became more able to distinguish healthy and toxic friendships, understood emotional boundaries better, and felt more confident in social interactions. The findings indicate that the intervention contributed to improved emotional resilience and social competence among participants.

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