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All Journal Bulletin of Counseling and Psychotherapy Jurnal Kolaboratif Sains
Dhevy Puswiartika
Universitas Tadulako, Indonesia
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Unveiling the Mechanisms of Dispositional Mindfulness and Mental Health: A Study of Secondary School Teachers in Palu, Indonesia Dhevy Puswiartika; Bau Ratu; Dini Rakhmawati; Azam Arifyadi; Munifah Munifah
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: 10.51214/002026082035000

Abstract

Teachers in Palu, Central Sulawesi, Indonesia, face complex professional pressures, including post-disaster recovery and a rapid transition to digital administration. This study aims to uncover the mechanisms linking mindfulness and mental health among secondary school teachers in Palu by exploring the mediating role of acceptance and the moderating role of age. A mixed-method approach with a sequential explanatory design was employed. The quantitative phase involved 66 junior and senior high school teachers selected through purposive sampling. The participants completed two instruments: the Dispositional Mindfulness at Work Scale and the Mental Health Inventory. Data were analyzed using linear regression and the PROCESS Macro for mediation and moderation testing, followed by thematic analysis in the qualitative phase to deepen the findings from the in-depth interviews with selected participants. The results indicated that correlation and simple regression analyses confirmed that dispositional mindfulness was a significant predictor of mental health, explaining 21% of its variance (B = 0.390, p < .001). Further analysis revealed a full mediation effect of the acceptance component, indicating that dispositional mindfulness requires an accepting attitude to effectively enhance teacher mental health. Additionally, age was a significant moderator (B = -0.048, p = .003), with the protective impact of dispositional mindfulness being notably greater for early-career teachers. Qualitatively, these mechanisms were found to be harmoniously integrated with the local wisdom of Nosarara Nosabatutu. Dispositional mindfulness emerged as the primary psychological resource supporting teacher resilience in a post-disaster, high-digital-demand environment. These findings provide an empirical basis for prioritizing mindfulness-based psychoeducation and interventions in guidance and counseling services.
Konseling Kelompok Teknik Assertiveness Training Untuk Mereduksi Perilaku People Pleaser Pada Siswa: Group Counseling Using Assertiveness Training Techniques To Reduce People-Pleasing Behavior Among Students Endang Lestari; Ridwan Syahran; Dhevy Puswiartika; Azam Arifyadi
Jurnal Kolaboratif Sains (Special Issue) - Jurnal Kolaboratif Sains (JKS) Mei 2026
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v9i5.10964

Abstract

Penelitian ini bertujuan mendeskripsikan gambaran perilaku people pleaser serta mengetahui efektivitas efektivitas layanan konseling kelompok dengan teknik assertiveness training dalam mereduksi perilaku people pleaser pada siswa. Metode yang digunakan adalah kuantitatif dengan desain kuasi-eksperimen dengan bentuk Non Equevalent Control Group Design. Populasi dalam penelitian ini sebanyak 168 siswa kelas X SMA Negeri 1 Bolano Lambunu, 16 sampel penelitian yang dipilih menggunakan teknik purposive sampling. Analisis data yang digunakan yaitu analisis deksriptif dan analisis inferensial menggunakan uji Mann Whitney U Test Non-Parametrik dengan taraf signifikan (=0,05). Hasil analisis deskriptif skor rata-rata pre-test perilaku people pleaser kelompok eksperimen adalah 94 dengan klasifikasi perilaku people pleaser tinggi., sedangkan kelompok kontrol 91,75 dengan klasifikasi perilaku people pleaser tinggi. Setelah diberikan layanan skor rata-rata post-test perilaku people pleaser kelompok eksperimen menjadi 76,25 dengan klasifikasi perilaku people pleaser dengan klasifiksi tinggi, sementara kelompok kontrol menjadi 82,5 dengan klasifiksi tinggi. Hasil analisis inferensial menggunakan uji Mann Whitney U Test memperoleh nilai signifikan atau Sig. (2-tailed) sebesar 0,002 < 0,05. Sehingga membuktikan bahwa terdapat perbedaan yang signifikan perilaku people pleaser siswa, antara kelompok eksperimen dan kelompok kontrol. Sehingga konseling kelompok teknik assertiveness training efektif mereduksi perilaku people pleaser pada siswa.
Hubungan Antara Ketangguhan Mental Dan Kesejahteraan Emosional Pada Mahasiswa Program Studi Bimbingan Dan Konseling : The Relationship Between Mental Toughness And Emotional Well-Being In Students Of The Guidance And Counseling Study Program Hesti Lienlin; Ikhlas Rasido; Dhevy Puswiartika; Azam Arifyadi
Jurnal Kolaboratif Sains (Special Issue) - Jurnal Kolaboratif Sains (JKS) - Agustus 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v8i8.8341

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara ketangguhan mental dengan kesejahteraan emosional pada mahasiswa Program Studi Bimbingan dan Konseling FKIP Universitas Tadulako. Jenis penelitian adalah cross sectional study. Subjek penelitian adalah mahasiswa program studi Bimbingan dan Konseling FKIP Universitas Tadulako sebanyak 85 orang, dengan teknik quota sampling dalam pengambilan sampel. Instrumen penelitian menggunakan Skala ketangguhan mental yang di adopsi dari penelitian Adam (2022), dengan cronbach alpha sebesar ?=0.70. Skala kesejahteraan emosional diadopsi dari Hafnati, Safarina, Safuwan (2023), dengan cronbach alpha sebesar ?=0.897. Teknik analisis data yang digunakan analisis deskriptif dan analisis inferensial secara statistik dengan rumus korelasi product moment. Hasil penelitian menunjukkan bahwa ketangguhan mental 97.65 % berada pada kategori lemah, dan kesejahteraan emosional 69.42% dikategorikan sangat lemah. Namun demikan, tidak terbukti adanya hubungan positif signifikan antara ketangguhan mental dan kesejahteraan emosional (r = -0.12)
Cultural Humility among School Counselors: Contrasting Self-Reports and Student Voices Bau Ratu; Mardi Lestari; Ridwan Syahran; Azam Arifyadi; Dhevy Puswiartika; Dini Rakhmawati
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: 10.51214/002026082089000

Abstract

Cultural humility is central to culturally responsive school counselling, yet its assessment often relies on counselors’ self-reports and rarely incorporates students’ perspectives. This cross-sectional study examined cultural humility among junior-high-school guidance and counselling (BK) teachers in Palu City, Indonesia, by integrating counselor self-reports (N = 57) and student evaluations (N = 240). Internal consistency was acceptable for the Multidimensional Cultural Humility Scale (MCHS; α = 0.816) and the Cultural Humility Scale for Students (CHS-S; α = 0.876 for Positive CH and 0.836 for Negative CH). Descriptive analyses showed that counselors rated their cultural humility in the high range, whereas students evaluated it in the moderate range. Spearman correlations showed that all counselor-rated MCHS dimensions were significantly associated with the total score, as was Positive CH, with self-awareness showing the strongest association among the counselor-rated dimensions; Negative CH was not significantly associated with the total score, indicating a distinct pattern within the student-reported measure. After both sets of scores were linearly rescaled to a common 0–100 metric, the Mann–Whitney U test showed a significant counselor–student difference with a large effect (U = 536.000, Z = −10.842, p < .001, r = .63). This discrepancy underscores the relational and feedback-sensitive nature of cultural humility. The comparatively weaker position of self-reflection and critique highlights the need for critical reflexivity, reflective supervision, and systematic student feedback in professional development. Limitations include the cross-sectional design, use of different instruments across informant groups, and absence of matched counselor–student dyads. Overall, the findings indicate that integrating student voice with counselor self-report provides a more balanced basis for assessing and strengthening culturally responsive school counselling.
Co-Authors Azam Arifyadi Bau Ratu Dini Rakhmawati Endang Lestari Hesti Lienlin Ikhlas Rasido Mardi Lestari Munifah Munifah Ridwan Syahran