Supportive communication between caregivers and intellectual disabilities student in increasing self-confidence at Bina Siwi orphanage Yogyakarta
Keywords:
Supportive communication, Caregivers, Students, Intellectual disabilities, ConfidentAbstract
This research discusses the lack of self-confidence in children with intellectual disabilities due to obstacles in communicating and expressing themselves. Students with intellectual disabilities need support and motivation from their surroundings. The research aims to explain the application of supportive communication by caregivers in increasing students' self-confidence at Bina Siwi Orphanage Yogyakarta. The method used is descriptive qualitative with in-depth interviews with informants selected by purposive sampling; three pairs consist of caregivers and students with intellectual disabilities. The results showed supportive communication used in six dimensions. In the descriptive dimension, caregivers build relationships through explanation in direction and reprimand. The problem-oriented dimension encourages students to take responsibility by finding solutions together, and the empathy dimension creates comfort for students. The equality dimension makes them feel valued, increasing self-confidence and independence. The provisionalism dimension helps students to dare to give criticism and suggestions. The spontaneity dimension shows caregiver differences in honesty; some are always honest, and others choose to be more discreet in conveying information. Supportive communication creates an inclusive environment and increases learners' confidence. It is recommended that caregivers continue to improve supportive communication skills by integrating them into programs at the orphanage.
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