EduAsiaNews, Depok – Students of Universitas Indonesia (UI) have introduced “Janji Esok Hari,” a psychosocial support program for children under the supervision of the Class I Tangerang Special Child Development Institution (LPKA). Initiated through the Student Creativity Program for Community Service (PKM-PM), the program responds to challenges faced by adolescents in recognizing and managing their emotions when opportunities for social interaction and access to environmental support are more limited.
Through an emotional coaching approach, UI students accompanied the children in recognizing emotional responses, developing emotion-regulation strategies, and strengthening their self-esteem. These skills are expected to serve as valuable tools for building self-confidence and preparing for life after completing their period of rehabilitation.
Chair of the UI PKM-PM Team, Dirga Setiawan of the Faculty of Mathematics and Natural Sciences (FMIPA) UI, said the program was developed in response to the team’s concerns about children who often suppress their emotions because they are uncertain about where to turn when facing personal difficulties.
“Through the Janji Esok Hari program, we introduced interactive methods such as body-based emotion mapping and tactical breathing to help participants recognize their emotions. We want them to understand that negative emotions are a normal part of life, but they need to be managed appropriately,” said Dirga.
The “Janji Esok Hari” program was initiated by Dirga Setiawan of FMIPA UI as team leader, together with Listi Khoirunisa from Occupational Therapy, Puspa Ayu Pandu Tirta from Law, Agung Dwi Prasetyo from Media Production, and Safa Syifa El-Rahma from Psychology. The program was supervised by Dr. Eko Handayani, S.Psi., M.Psi., Psychologist, of the Faculty of Psychology UI.
Implemented since June, the program combines reflective, creative, and simulation-based activities through three stages: Menepi, Menempa, and Melaju. The series was designed to help the children not only understand emotion regulation theoretically but also practice applying these skills in situations relevant to their daily lives.
The Menepi stage (Mengenali, Menerima, Pulih Internal / Recognizing, Accepting, and Internal Recovery) encouraged the children to identify emotional signals through body-sensation mapping and visual media. They also used guided journaling to express negative thoughts that had previously been suppressed and revisit them from a more constructive perspective.
The Menempa stage (Mentalitas, Empati, Manajemen Pascaaksi / Mentality, Empathy, and Post-Action Management) encouraged the children to practice focus, perseverance, and emotional control through activities involving the weaving of bracelets from paracord. They also participated in role-play exercises to practice responding to provocation through assertive communication without being drawn into emotional or verbal reactions.
The Melaju stage (Manifestasi, Langkah Jitu, Utama / Manifestation, Strategic Steps, and Purpose) focused on skills that the children could use independently. They practiced tactical breathing to help manage stress and developed post-release plans through “Misi 101 Hari” (101-Day Mission). The series concluded with “Canopy of Dreams,” a reflection card activity containing expressions of gratitude, words of encouragement, and positive hopes for the future.
Faculty Supervisor Dr. Eko Handayani said that strengthening psychological well-being should be an integral part of the rehabilitation process for children at LPKA. “Rehabilitation at LPKA should not focus solely on physical skills or discipline. Most importantly, it should strengthen their mental well-being and self-confidence. We hope the guidance module developed by the student team can be independently continued by LPKA officers, enabling emotional support for the children to be provided sustainably,” she said.
This commitment to sustainability was reflected in the development and handover of a practical guidance module to the rehabilitation officers and caregivers at the Class I Tangerang LPKA. The module can serve as a reference for officers in continuing emotional support activities after the student-led program has concluded.
Head of the Community Guidance Subsection (Bimkemas) of the Class I Tangerang LPKA, Ni Wayan Ernawati, S.IP., expressed her appreciation for the support provided by UI students. According to her, the approach complements the rehabilitation process by helping the children prepare themselves before returning to society.
“We greatly appreciate this program. The children here need more than discipline. Through support such as ‘Janji Esok Hari,’ we hope they will be better prepared emotionally for reintegration into society. The most important asset they can have when returning to the outside world is the ability to manage themselves,” said Ni Wayan.
Through “Janji Esok Hari,” the UI PKM-PM team hopes that psychosocial approaches can continue to be developed as part of a safe and supportive rehabilitation process. The program conveys the message that the past does not have to determine the future; children under rehabilitation still have opportunities to recognize their potential and prepare for the next chapter of their lives after completing their period of rehabilitation.
