Enhancing Psychological Resilience of Civil Servant Volunteers in Marginalized Children’s Education

Abstract

Psychological resilience is a crucial factor that enables volunteers to maintain mental well-being, adapt positively, and perform their educational roles effectively amid limited resources and emotional demands. This study aimed to examine the effectiveness of a structured resilience training program based on guidance and counseling principles in enhancing the psychological resilience of civil servant volunteers. A quantitative approach with a one-group pretest–posttest design was employed involving 25 volunteers engaged in the education of marginalized children. The research instrument was a psychological resilience scale developed based on Grotberg’s resilience theory, encompassing the dimensions of I Have, I Am, and I Can. The validity test results indicated that 20 out of 21 items were [r4.1] valid, with r values exceeding the critical value (0.361), while one item was excluded. The reliability test yielded a Cronbach’s Alpha coefficient of 0.958, indicating very high reliability. Data were analyzed using the Wilcoxon Signed-Rank Test at a significance level of 0.05. The results showed an Asymp. Sig. (2-tailed) value of < 0.001 (p < 0.05), indicating a statistically significant difference between pretest and posttest psychological resilience scores. These findings demonstrate that the structured resilience training program had a significant positive effect on enhancing the psychological resilience of ASN volunteers. This study provides practical implications for the development of community service programs grounded in guidance and counseling and serves as a reference for designing sustainable psychological interventions for educational volunteers working with marginalized communities.