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University life can be perceived as challenging by many students. When students are unable to cope with challenges, it is very likely that they will experience stress. Unresolved stress conditions can impact college students' physical and psychological condition and affect their academic performance. In addition to stress, other psychological effects can arise if college students constantly perceive challenges as negative and unmanageable, especially if they experience a sense of helplessness and/or depression. Psychological interventions can be done to manage students' psychological problems while improving students' well-being and academic success. This study conducted brief cognitive-behavioral therapy (CBT) to treat a 21 year-old college student who experienced depression symptoms. This intervention was chosen because the subject's negative thoughts were identified in conjunction with the depression symptoms. Because the subject also displayed a high level of motivation to overcome the problem, the brief CBT was expected to be effective. The intervention provided consisted of four sessions: one pre-assessment and three intervention sessions, and each session lasted around 120 minutes. After completing the intervention, the subject appeared to feel more capable of recognizing her negative thoughts and then changing them using more positive thoughts. At the beginning of the session, the subject looked depressed, but by the end, seemed more cheerful and exhibited lots of smiles. These research results were obtained from evaluating the subject's depression symptoms qualitatively and showing that brief CBT intervention can overcome a participant's depression symptoms and negative thoughts.

The manner in which a family functions in its daily activities becomes vital when family units are required to handle certain serious situations such as a member being diagnosed and treated for cervical cancer. Both patients and the family members who provide care for them can experience stress in such circumstances, and the family unit is pivotal to the maintenance of their condition and of the quality of their lives. Nonetheless, in contrast to studies conducted abroad, the results of similar studies conducted in Indonesia, a country with a strong culture of familial bonding, evince no relationship between the functioning of families and the quality of life. Therefore, this study aims to examine the correlation between family functioning and quality of life among family members who are also caregivers for cervical cancer patients. The research is based on the hypothesis that there exists a correlation between family functioning and the quality of life of family members who serve as caregivers for cervical cancer patients. This investigation employed the Family Assessment Device (FAD) developed by Epstein, Bishop, and Levin (1978) as the measuring instrument. FAD posits six dimensions of family functioning in accordance with the McMaster Model of Family Functioning and one general functioning scale. WHOQOL-BREF was used to quantify the quality of life of the respondents. This tool was developed by the World Health Organization (WHO) in 1996. 30 literate adults, currently living in JABODETABEK, and aged between 20-65 years comprised the respondents of this study. The minimum stipulated duration of caregiving was set at 3 months. The results of the Pearson correlation analysis evinced the association between family functioning and quality of life in family members who served as caregivers for cervical cancer patients in the dimensions of role (α = 0,469, p < 0,05), affective responsiveness (α = 0,406, p < 0,05), and behavior control (α = 0,385, p < 0,05). The findings also reveal that family members who are caregivers for cervical cancer patients may be classified as experiencing good or very good quality of life.

Test is defined as an indicator of success for college students in education. As a result, college students often feel anxious when faced with test and this is called test anxiety. Test anxiety will negatively affect performance’s college students and inhibit student to complete their academic demands.  Self-esteem becomes the main factor of college students experiencing test anxiety. The purpose of this study is explain the effectiveness of group intervention in improving self-esteem of college students who experience test anxiety. Intervention is conducted over 4 sessions (90 - 135 minutes each session) by including some strategies such as cognitive restructuring, study skills & habits, self-care, timing, mindfulness, breathing and relaxation techniques, self-control desensitization , and exercises manage distractions. This research method used one group before after design. The number of participants who followed the study were 5 college students. Based on the comparison of pre-test and post-test, the results were as following: (a) the anxiety test score of  five participants decreased after therapy; (b) the self-esteem score of three participants increased after therapy. The five participants also showed more adaptable beliefs, decreased physiological reactions, and improved behavior that may degrade performance when dealing with test situations. In addition, all participants began to learn to see the positive qualities within themselves to improve their self-esteem. The results show that group intervention is effective in reducing test anxiety and increasing self-esteemKeywords: Group intervention, self-esteem, test anxiety

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