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All Journal International Journal of Counseling and Psychotherapy Proceedings of the Siliwangi Annual International Conference on Guidance and Counselling
Dona Fitri Annisa
Institut Keguruan dan Ilmu Pendidikan Siliwangi, Cimahi
Humanities Education Social Sciences Other

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Person-Centered Therapy for the Recovery of Social Alienation in a Student with Internalized Conditions of Worth: A Case Study Reza Pahlevi; Dona Fitri Annisa; Yusi Riksa; Nur Sholehah Dian Saputri
International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijcp.v3i1.509

Abstract

Background: Academic pressure among students has become a significant psychological concern, particularly in cultures where academic success is closely linked to personal worth and social recognition. In such environments, strong parental expectations may be internalized as conditions of worth, leading individuals to believe they are valued only when they meet specific standards. This internalization can create incongruence between the real self and the ideal self, which often manifests as anxiety, perfectionism, low self-esteem, and social withdrawal. Objective: This study aims to examine the formation of internalised conditions of worth and to analyze how Person-Centred Therapy (PCT) facilitates psychological recovery and self-concept reconstruction. Method: The study employed a qualitative, single-case study design with a high school student experiencing social alienation and achievement-contingent self-worth. Data were collected through semi-structured counseling interviews, classroom observations, and psychological assessments, and analysed using thematic analysis to identify patterns related to self-concept and family expectations. Result: The findings revealed that conditional acceptance related to academic achievement contributed to a fragile self-concept and social withdrawal. Through empathy, congruence, and unconditional positive regard, PCT supported emotional openness and reduced self-criticism. Conclusion: Person-Centred Therapy effectively facilitated self-acceptance and reduced social alienation. Contribution: This study provides practical insight for school counseling interventions addressing conditional self-worth among students.
Reflective Supervision Models in School Counseling: A Narrative Review of Approaches and Outcomes Maya Masyita Suherman; Agus Taufik; Dona Fitri Annisa
Proceedings of Siliwangi Annual International Conference on Guidance and Counselling Vol. 4 No. 1 (2025): SAICGC, Volume 4 (December 2025)
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/saicgc.v4i1.416

Abstract

Reflective supervision has emerged as a critical component in the professional development of school counselors, yet a comprehensive synthesis of existing models and their outcomes remains limited. Purpose: This narrative review aims to identify and analyze various reflective supervision models used in school counseling contexts and examine their reported impacts on counselors' professional growth. Methods: A narrative review methodology was employed, analyzing articles published between 2018 and 2024 from Google Scholar and ERIC databases. Search terms included "reflective supervision," "school counseling," "clinical supervision," and "counselor development." Results: Analysis of 22 relevant studies revealed three predominant supervision models: (1) the Developmental Model, (2) the Competency-Based Model, and (3) the Reflective Practice Model. Common elements across models included structured reflection sessions, collaborative feedback, and relationship-focused approaches. Reported outcomes encompassed enhanced self-efficacy, reduced burnout, improved counseling competencies, and increased job satisfaction among school counselors. Conclusion: Reflective supervision, when implemented through structured models, significantly contributes to the professional growth of school counselors. The findings suggest the need for context-adapted models, particularly in educational settings with limited supervisory resources. This review provides a foundation for developing culturally responsive supervision frameworks in diverse school contexts.
Co-Authors Agus Taufik Maya Masyita Suherman Nur Sholehah Dian Saputri Reza Pahlevi Yusi Riksa