Mental health problems among students, especially in universities, are getting worse and have become a national issue. The attendance statistics of IPTA students at health centres due to mental health problems show a sharp increase lately. Various intervention modules have been implemented to help shape student behaviour from various sides, but modules involving the role of academic advisors as mediators to help change students with mental health cases are very limited. Intervention strategies are important to help change behaviour among students who face mental health problems and further increase spiritual intelligence. Accordingly, intervention strategies are important to help change behaviour among students who face mental health problems. Therefore, this study examines the effects of al-Ghazali's therapeutic consultation module (KiTA) on mental health and spiritual intelligence among students. This module uses cognitive behavioural therapy (CBT) and the Al-Ghazali approach to improve positive behaviour among teenagers. This is important to help deal with mental health issues that are becoming more and more worrying lately and can further give strong and effective implications from the point of view of spiritual intelligence to students in the future. This study uses a quasi-experimental design conducted at Universiti Teknologi MARA Shah Alam Selangor. A total of 40 respondents were selected using purposive sampling. The two measurement tools used are the Depression Anxiety and Stress Scale (DASS) and the Spiritual Intelligence Self-Report Inventory (SISRI 24). Data was analysed using descriptive and inferential statistics through SPSS. The results of the study collected on the treatment group got higher scores for good mental health and spiritual intelligence after receiving the KiTA intervention compared to the control group. The KiTA module conducted shows a positive effect in improving the level of mental health and good spiritual intelligence among students. This study contributes to consistent positive behaviour change among students. Therefore, the formation of this KiTA will be a guiding basis for a solid module sustainability intervention to be used by various parties, especially IPTA/IPTS, in helping to overcome the changes of students who have health problems.
Al-Ghazali. (2000). I?ya’ cUlum al-D?n, jil. 1. Kaherah: D?r al-Taqwa li al-Turath.
Al-Ghazali. (2000). I?ya’ cUlum al-D?n, jil. 2. Kaherah: D?r al-Taqwa li al-Turath.
Al-Ghazali, Ab? H?mid (2010). Ihy?’ ‘Ul?m al-D?n. Edisi Ke-3. Dimashq: D?r al-Faih?.
Ibrahim, B., Azhari, S., & Taha, A. (2013). Pembersihan Jiwa Menurut al-Quran, al-Sunnah & Amalan Salafus Soleh. Batu Caves: al-Hidayah House of Publishers Sdn. Bhd.
Buysse, V., & Wesley, W. P.(2005). Consultation in early chilhood settings. Baltimore, Maryland USA: Paul H. Brookes Publishing Co.Inc.
Dougherty, M. A. (2009). Psychology consultation and collaborationin school an communiy settings (5th ed). United States: Brooks/Cole Cengage Learning.
Dunn, W. (1990) A comparison of service provission models in school-based occupational therapy services: A pilot study. Occupational Therapy Jounal of Research, 10 (5), 300- 320.
Flanagan, J. S. (2007) Single-session consultations for parent: A Preliminary Investigation. The Family Journal: Counseling and Therapy for Couples and Families, 15 (1), 4-29.
Fuqua, D. R., & Kurpius, D. J. (1993). Conceptual models in organizational consultation. Journal of Counseling & Development, 71(6), 607–618.
Qayyim, I. (1961). Igh?thah al-Lahf?n min Ma?ayid al-Syai??n, juz. 1, (ta?q?q): Mu?ammad Sayyid Kail?n?. t.tp: Syarikah Kutub wa Ma?bacah Mu??af? al-B?b al-?alab? wa Aul?duhu.
Qayyim, I. (2001). ?ibb al-Qul?b. Damsyiq: D?r al-Qalam.
Jarvis, C., Trevatt, D., & Drinkwater, D. (2004). Parenting Teenagers: Setting u evaluating a therapeutic parent consultation service: Work in progress. Journal of Community Psychology, 9 (2), 05-225.
Kemmis, B. L., & Dunn, W. (1996). Collaborative consultation: The efficacy of remedial and compentasory interventions in school contexts. American Journal of Occupational Therapy, 50, 709-717.
O'Connell, B., & Palmer,S. (2003). Handbook of Solution-Focused Therapy. London: Sage. Noor Shakirah Mat Akhir. 2008. al-Ghaz?l? and His Theory of the Soul: A Comparative Study. Pulau Pinang: Penerbit Universiti Sains Malaysia.
Hamjah, S. H. (2014). Islamic approach in counseling. Journal of Religion and Health, 53, 279-289.
Hamjah, S. H. (2014). Pendekatan Da„wah Al-Irsyad Al-Nafsiyy Menurut Al-Ghazali: Satu Kajian di Pusat Kaunseling Majlis Agama Islam Negeri Sembilan. Bangi: Universiti Kebangsaan Malaysia.
Samsudin, S., & Hong, K. T. (2016). The relationship between mental health and undergraduate student achievement: A study at Universiti Utara Malaysia. Malaysian Journal of Health Sciences, 14 (1), 11-16.
Sheridan, S. M., & Kratochwill, T. R. (1992). Behavioral parent-teacher consultation: Conceptual and research considerations. Journal of School Psychology, 30, 117- 139.
Muhamad, S. (2018). Psikoterapi Islam konsep, kaedah dan panduan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
The National Health and Morbidity Survey (2015). Healthcare demand. Institute For Public Health. Ministry of Health Malaysia.
Upshur, C., Gross, M. W., & Reed, G. (2009). A pilot study of early childhood mental health consultion for children with behavioral problems in preschool. Early Childhood Reseach Quarterly, 4 (1), 9-45.
Wilkinson, L. A. (2006). Conjoint Behavioral Consultation: An emerging and effective model for developing home-school partnership. International of Journal of Behavioural Consultation and Therapy, (2), 4-238
Ghani, A. J. A., Bhari, A., Ishak, N. A., Daud, W. N. W., Ahmad, T. A. A. B. T., & Pd.Kons, S. M. (2024). The Effect of Al-Ghazali Therapeutic Consultation Module (KiTA) on Mental Health and Spiritual Intelligence among Students. International Journal of Academic Research in Business and Social Sciences, 14(11), 2133–2147.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
