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All Journal Bulletin of Counseling and Psychotherapy Grief and trauma
Puji Gusri Handayani
Universitas Negeri Padang, Indonesia
Environmental Science Health Professions Neuroscience Public Health Social Sciences Other

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The Effect of Exposure to Violent Video Games on Students’ Aggressive Tendencies Wa Ode Lili Andriani Nasri; Puji Gusri Handayani; Susiati Susiati; Christine Masada Hirashita Tobing; Nurul Fajri; Reggiana Brescia; Yuda Syahputra
Bulletin of Counseling and Psychotherapy Vol. 7 No. 3 (2025): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002025071612000

Abstract

The rapid development of digital technology has made online games a part of students' daily lives, including games containing violent elements. This phenomenon raises concerns because exposure to violent games is suspected of contributing to increased aggressive behavior among adolescents. Therefore, this study aims to determine the effect of violent games on the aggressive behavior of junior high school students. This study used a quantitative approach with a correlational design. The study sample consisted of 282 junior high school students spread across three provinces, namely West Sumatra, Jakarta, and Southeast Sulawesi, consisting of 121 male students and 161 female students. This study used two scales: the violent game scale and the aggressiveness scale. Data analysis was conducted through simple linear regression analysis. The results showed that playing violent games significantly influenced aggressive behavior. The coefficient of determination (R Square = 0.253) indicated that 25.3% of students' aggressive behavior was explained by the intensity of playing violent games, while the rest was influenced by other factors. The implications of this research are the need for active participation by schools, parents, and the community in monitoring and providing alternative positive activities that can reduce students' exposure to violent games.
The Effectiveness of Behavior Modification-Based Group Counseling Using Social Skills Training Techniques to Prevent Phubbing Among Online Gamers M. Fadlan Choiri Tarmuzi; Nurfarhanah Nurfarhanah; Zadrian Ardi; Puji Gusri Handayani
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i1.820

Abstract

This study aims to examine the effectiveness of group counseling services based on behavior modification using social skills training techniques in preventing phubbing behavior among students who play online games. This study employed a quasi-experimental design with a pretest–posttest control group. The study sample consisted of 20 students divided into experimental and control groups. Data were collected using a phubbing scale and analyzed using the Wilcoxon Signed Ranks Test and the Mann–Whitney U Test. The results showed a significant decrease in phubbing behavior in the experimental group (p < 0.05), with the average score decreasing from 103.7 to 73.2 (Δ = 30.5), while in the control group, the decrease was from 91.6 to 79.4 (Δ = 12.2). The decrease in the experimental group was greater and more consistent compared to the control group. These findings indicate that group counseling services based on behavior modification using social skills training techniques are effective in improving social skills and reducing smartphone dependence in social interactions.
Academic Stress Among Nursing Students: Dominant Symptom Dimensions and Implications for Counseling Interventions Nur Kholiza Fitri; Netrawati Netrawati; Zadrian Ardi; Puji Gusri Handayani
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i2.932

Abstract

Nursing students are particularly vulnerable to academic stress due to the combined demands of academic coursework and clinical training. This study aimed to describe the academic stress profile of nursing students in Padang, Indonesia, by examining four symptom dimensions: cognitive (thought), behavioral, physical, and emotional (feeling) symptoms. A quantitative descriptive cross-sectional design was employed, involving 104 nursing students selected through total sampling. Data were collected using a self-developed 35-item Academic Stress Questionnaire based on a five-point Likert scale, which demonstrated excellent internal consistency (Cronbach's α = .954). Descriptive statistical analysis showed that most students experienced moderate (34.6%) or high (30.8%) levels of academic stress, with 35.6% classified in the high-to-very-high categories. Among the four symptom dimensions, cognitive (thought) symptoms were the most dominant, followed by emotional (feeling), behavioral, and physical symptoms. These findings indicate that academic stress among nursing students is characterized primarily by cognitive and emotional manifestations rather than physical symptoms. The results provide an empirical basis for developing targeted guidance and counseling interventions, particularly those emphasizing cognitive restructuring and emotional regulation, to better support nursing students' psychological well-being and academic adjustment.
Hubungan Self Efficacy dan Dukungan Sosial terhadap Stres Akademik pada Siswa Alnetia Dwi Kamirsa Amria; Nurfarhanah Nurfarhanah; Zadrian Ardi; Puji Gusri Handayani
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082168000

Abstract

Academic stress is a common psychological problem among students that can arise from academic demands, such as the large number of assignments, demands to complete assignments on time, pressure to achieve good grades, and high academic expectations. This study aimed to examine the relationships of self-efficacy and social support with academic stress among students of MAN Insan Cendekia Padang Pariaman, Indonesia. This study employed a quantitative approach with a correlational design. The sample consisted of 140 Grade X and XI students selected using proportional random sampling. The sampling criteria included students in Grades X and XI who were officially enrolled at MAN Insan Cendekia Padang Pariaman during the 2025/2026 academic year. Data were collected using Likert-type scales measuring self-efficacy, social support, and academic stress and were analyzed using descriptive statistics and regression analysis. The results showed that self-efficacy was in the low category (M = 86.18; SD = 19.50), social support was in the low category (M = 71.84; SD = 17.30), and academic stress was in the high category (M = 131.74; SD = 28.90). Self-efficacy was negatively and significantly related to academic stress (R = 0.501; R² = 0.251; p < 0.001), indicating that self-efficacy explained 25.1% of the variance in academic stress. Social support was also negatively and significantly related to academic stress (R = 0.403; R² = 0.163; p < 0.001), explaining 16.3% of the variance. Furthermore, self-efficacy and social support simultaneously showed a significant relationship with academic stress (R = 0.559; R² = 0.313; F = 56.637; p < 0.001). These findings indicate that higher self-efficacy and social support are associated with lower academic stress. The findings provide empirical support for the development of guidance and counseling services aimed at strengthening students' self-efficacy and social support to help them manage academic demands more adaptively.
Co-Authors Alnetia Dwi Kamirsa Amria Christine Masada Hirashita Tobing M. Fadlan Choiri Tarmuzi Netrawati, Netrawati Nur Kholiza Fitri Nurfarhanah Nurfarhanah Nurul Fajri Reggiana Brescia Susiati Susiati Syahputra, Yuda Wa Ode Lili Andriani Nasri Zadrian Ardi