Articles
<![CDATA[Symptoms of post-traumatic stress among victims of school bullying ]]>
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Natri Sutanti]]>;
<![CDATA[Zalik Nuryana]]>
<![CDATA[ International Journal of Public Health Science (IJPHS) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/ijphs.v11i1.20997
<![CDATA[School bullying is a critical issue among students that can promote some mental health issues. Some studies had found that severe or frequent bullying can lead to the development of post-traumatic stress symptoms such as avoidance behaviours and anxious feelings. However, school bullying is difficult to observe due to the complexity factors such as cultural background, peer pressure and academic problems. The study aimed to investigate the symptoms of post-traumatic stress among victims of school bullying. The study employed a descriptive qualitative research design. The data was collected by using a questionnaire to 42 students from two vocational high schools in Yogyakarta who had severe or frequent experience of school bullying. The results revealed that 40 per cent of participants showed one or more symptoms of post-traumatic stress such as feeling persistently avoiding to the perpetrators and feeling extremely anxious about the potential being bullied again. Meanwhile, 60 per cent participants experienced some other difficult emotions such as anger, revenge, disappointment, and sadness. The results also showed that the two biggest changes experienced by students after bullying were becoming more silent and being frequently anxious compared to before being bullied. The study suggests the need for further research to investigate the level of post-traumatic stress experienced by the students and the urge for anti-bullying curriculum in both schools to prevent the serious consequences of bullying.]]>
<![CDATA[PELATIHAN PSIKOEDUKASI UNTUK MEREDUKSI STRES AKADEMIK PESERTA DIDIK ]]>
<![CDATA[Palasara Brahmani Laras]]>;
<![CDATA[Eka Aryani]]>;
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Natri Sutanti]]>;
<![CDATA[Salleh Amat]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 6, No 1 (2022): Februari ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v6i1.6138
<![CDATA[Abstrak Perubahan kegiatan pembelajaran tatap muka menjadi pembelajaran online selama masa pandemic menyebabkan berbagai permasalahan penyesuaian baik bagi guru maupun peserta didik. Stres akademik pada peserta didik tidak dapat dihindarkan sehingga guru bimbingan dan konseling (BK) dituntut untuk bisa memberikan dukungan yang tepat agar peserta didik dapat belajar secara optimal. Perlu adanya pelatihan untuk guru dan praktisi BK untuk mengatasi masalah tersebut, salah satunya dengan pelatihan psikoedukasi untuk mereduksi stres akademik. Pelatihan ini bertujuan untuk meningkatkan pemahaman guru BK khususnya tentang konsep, gejala, faktor penyebab dan dampak stres akademik serta bagaimana cara menerapkan self-instruction untuk mereduksi stres akademik. Pelatihan ini dilakukan selama dua hari yang terdiri dari sesi pemaparan materi, praktik, penugasan dan diskusi. Peserta terdiri dari guru, mahasiswa dan praktisi BK yang berasal dari Indonesia dan Malaysia sebanyak 122 peserta. Peserta menunjukan peningkatan sebesar 27% pada kemampuan analisis gejala stress akademik dan peningkatan sebesar31% pada kompetensi merancang program psikoedukasi untuk peserta didik. Abstract: The change in face-to-face learning activities to online learning during the pandemic caused various adjustment problems for both teachers and students. Academic stress on students cannot be avoided so that guidance and counseling (GC) teachers are required to be able to provide appropriate support to their students. There is a need for training for GC teachers to overcome these problems, one of which is psychoeducational training to reduce academic stress. This training aims to improve the understanding of GC teachers, especially about the concepts, symptoms, causes and effects of academic stress and how to apply self-instruction to reduce academic stress. This training was carried out for two days consisting of presentation sessions, practice, assignments and discussions. Participants consisted of teachers, students and counseling practitioners from Indonesia and Malaysia (N=122 participants). Participants showed an increase of 27% in the ability to analyze symptoms of academic stress and a 31% increase in the competence to design psychoeducational programs for students.]]>
<![CDATA[Client Artwork to Understand Anxiety Difficulties: A Case Study ]]>
<![CDATA[Natri Sutanti]]>;
<![CDATA[Yang Peng]]>;
<![CDATA[Luky Kurniawan]]>
<![CDATA[ Epistema Vol 4, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ep.v4i1.61802
<![CDATA[The case study aims to demonstrate a systematic reflective narration of a practice from a trainee person-centred therapist working with a client experiencing some anxiety difficulties through exploring the client’s artwork. The client, named ‘Jack’ for the purposes of this case study, was a white male aged 25 years old living with his parents. The therapist was the author of this case study and worked with Jack in 35 sessions. The researchers of this case study were Jack’s therapist, a fellow therapist and one of the outside counsellors. There were some important findings in this study 1) understanding the artwork could open the experience of client about his anxiety; 2) acknowledging the genuine intention when working with him was considerably effective to limit the expectation of making a perfect therapy and only focused on understanding his frame of reference; 3) unconditional positive regard took the most important part when working with Jack who experienced several anxiety difficulties; 4) acknowledging the different of the cultural background was also important to avoid the unintentional transfer of value which can interfere with the client process; and 5) the last is that being honest with the therapist in the reflective process in supervision and personal therapy was the best way to deal with practical issues in the placement.]]>
<![CDATA[PENGARUH GROWTH MINDSET TERHADAP STRES AKADEMIK MAHASISWA ]]>
<![CDATA[Supriyadi, Agatha Junita Kartika]]>;
<![CDATA[Frisca Kirana Maharani Indira]]>;
<![CDATA[Yuli Sulistiyono]]>;
<![CDATA[Dina Amalia]]>;
<![CDATA[Natri Sutanti]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Vol 21 No 2 (2023): Edukasi: Jurnal Pendidikan ]]>
Publisher : <![CDATA[LPPM IKIP PGRI Pontianak ]]>
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DOI: 10.31571/edukasi.v21i2.6072
<![CDATA[Students who have a growth mindset tend to be able to face academic challenges and demands. This study aims to determine the effect of a growth mindset on students' academic stress levels. This research method uses a quantitative paradigm with a correlational approach to determine the relationship between a growth mindset and students' academic stress levels. The data collection technique uses two types of scales, namely the growth mindset scale and perceived academic stress (PAS). The subjects in this study were active students of the class of 2020 and 2021 at the Faculty of Education and Psychology, Yogyakarta State University. The results of this study indicate a relationship between a growth mindset and academic stress where the higher the level of a growth mindset of students, the lower the predicted stress level. The regression test results show a coefficient of 0.066, which means that 6.6% of the factors that influence a growth mindset are academic stress, and the rest is influenced by other factors.]]>
<![CDATA[Rasch model for the need assessment instrument of academic guidance and counseling program in junior high school ]]>
<![CDATA[Farozin, Muh]]>;
<![CDATA[Astuti, Budi]]>;
<![CDATA[Sanyata, Sigit]]>;
<![CDATA[Titi, Dwitias]]>;
<![CDATA[Nurmalasari, Ela]]>;
<![CDATA[Sutanti, Natri]]>
<![CDATA[ Jurnal Penelitian dan Evaluasi Pendidikan Vol. 26 No. 2 (2022) ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta ]]>
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DOI: 10.21831/pep.v26i2.51816
<![CDATA[Developing an instrument for the need for academic guidance and counseling topics is a strategic step to support the needs assessment carried out by guidance and counseling teachers and counselors in schools. The development of this instrument had been carried out by Arfalah using exploratory factor analysis. This study aims to analyze the instrument using the Rasch model. The research procedure began with collecting data from two integrated online needs assessments of academic guidance and counseling instruments. The content validity test involved six experts, and the field test involved 111 students from three junior high schools in Yogyakarta. Data were analyzed using Winsteps version 3.73 according to Fisher's five criteria for a good instrument. The content validity test showed Aiken's coefficient of 0.71, considered in the high category. Meanwhile, the results of the Rasch test showed the item response model. The analysis also indicated high reliability on both instruments above 0.90 and Cronbach's alpha value of 0.98. Five items were decided to be maintained based on the misfit test explored. The accuracy and focus of the instruments in revealing the need for academic guidance and counseling topics for high school students indicated a number above 40% and a fairly good level of instrument contamination, which was below 10%.]]>
<![CDATA[PELATIHAN KETERAMPILAN PERSON-CENTERED BAGI GURU BK SMP DI KABUPATEN KULON PROGO ]]>
<![CDATA[Sigit Sanyata]]>;
<![CDATA[Suwarjo Suwarjo]]>;
<![CDATA[Natri Sutanti]]>;
<![CDATA[Kanaya Serril Vania Dewi]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 7, No 6 (2023): Desember ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v7i6.19192
<![CDATA[Abstrak: Masih banyak guru yang tidak mendasarkan bantuan yang diberikan pada pendekatan konseling tertentu sehingga tidak jarang sesi konseling berubah dan cenderung menasehati. Oleh karena itu, dirancanglah PkM dengan tema pelatihan keterampilan konseling person-centred untuk guru BK SMP di Kabupaten Kulon Progo. Pendekatan konseling person-centred termasuk dalam rumpun konseling humanistik yang bertujuan membantu konseli menuju arah pengembangan yang ingin dia capai. Program yang dirancang dalam pelatihan ini terdiri dari dua moda yaitu luring dan daring. Kegiatan luring yang dilakukan terdiri dari penyampaian landasan teori dan praktik, 5 keterampilan konseling person-centred dan simulasi sesuai teori yang sudah dipelajari. Sementara kegiatan daring dilakukan dengan memberikan peserta guru BK kesempatan eksplorasi kasus di sekolahnya melalui project based learning yang kemudian dilengkapi dengan kegiatan penugasan mandiri dan evaluasi. Dalam mengukur peningkatan selama pelatihan ini, peserta diberikan pre dan post-test. Hasil pelatihan menunjukkan peningkatan pada aspek pemahaman dan praktik keterampilan dasar konseling person centred sebesar 22,5% pada 30 peserta. Harapannya setelah pelatihan ini, ilmu yang diperoleh dapat diterapkan sehingga proses pemberian layanan bimbingan dan konseling disekolah dapat berjalan dengan baik.Abstract: There are still many teachers who do not base the assistance provided on a particular counseling approach, so it is not uncommon for counseling sessions to change and tend to give advice. Therefore, PkM was designed with the theme of person-centred counseling skills training for junior high school guidance and counseling teachers in Kulon Progo Regency. The person-centred counseling approach is included in the humanistic counseling group which aims to help the client towards the development direction he wants to achieve. The program designed in this training consists of two modes, namely offline and online. The offline activities carried out consist of conveying the theoretical and practical basis, 5 person-centred counseling skills and simulations according to the theory that has been studied. Meanwhile, online activities are carried out by giving BK teacher participants the opportunity to explore cases in their schools through project-based learning which is then complemented by independent assignment and evaluation activities. In measuring improvement during this training, participants were given pre and post-tests. The results of the training showed an increase in aspects of understanding and practice of basic person-centred counseling skills by 22.5% for 30 participants. The hope is that after this training, the knowledge gained can be applied so that the process of providing guidance and counseling services in schools can run well.]]>
<![CDATA[Help-Seeking Attitudes and Academic Stress Among Undergraduate Students ]]>
<![CDATA[Sutanti, Natri]]>;
<![CDATA[Kurniawan, Luky]]>
<![CDATA[ International Journal of Applied Guidance and Counseling Vol. 6 No. 1 (2025) ]]>
Publisher : <![CDATA[Universitas Mercu Buana Yogyakarta ]]>
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DOI: 10.26486/ijagc.v6i1.4643
<![CDATA[University students' mental health and academic performance are significantly impacted by academic stress. This study looked at the academic stress levels, counseling experiences, emotional support networks, and help-seeking attitudes among 102 Indonesian undergraduate students between the ages of 19 and 24. The majority of students (71.6%) chose to ask friends for help, followed by parents (29.4%) and self-help (21.6%), according to the findings. Approximately half (52%) had sought counseling services, mostly in high school or college. Although some students expressed displeasure, the majority of counseling experiences were viewed as beneficial (60.4%). Only 4.9% of students reported high levels of academic stress, compared to the majority (81.4%) who reported moderate levels. Students who attended counseling did not significantly differ from those who did not in terms of their academic stress. This can happen due to limited respondents. While older students were more likely to seek therapy, stress levels and age did not significantly correlate. The results underline the value of peer support and draw attention to obstacles like stigma and accessibility that prevent people from formally seeking help. To further promote student well-being and academic success in Indonesian higher education, the study suggests expanding peer support programs, raising mental health awareness, and improving culturally relevant counseling services.]]>
<![CDATA[Does satisfaction affect the outcomes of counseling services for college students? ]]>
<![CDATA[Purnama, Diana Septi]]>;
<![CDATA[Sutanti, Natri]]>;
<![CDATA[Kurniasari, Mitta]]>;
<![CDATA[Lestari, Rizqi]]>;
<![CDATA[Omar, Mariani Binti]]>
<![CDATA[ Psikopedagogia Vol. 14 No. 1: June 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/psikopedagogia.v14i1.30645
<![CDATA[This research aims to determine the effect of college students' or counselees' satisfaction on the outcomes of counseling services at one of the universities in Yogyakarta. The type of research is cross-sectional, with 119 counselees as the research samples. The sampling technique used was total sampling. The data collection technique was carried out by giving two questionnaires to counselees using counseling services after they completed their counseling. Questionnaire 1 contains questions regarding satisfaction with counseling services, while Questionnaire 2 contains perceived counseling results. Descriptive analysis and Spearman correlation test were carried out in this study. The results showed that 74% of clients stated they were satisfied with the services they received, and 78.2% said they would recommend the services to others. The results of the correlation test produced a coefficient of 0.588 (p<0.005), which shows a significant relationship between the client's satisfaction and the counseling outcome. Counselees feel satisfied and gain new insight from the counseling services. Counselees also found their strength, felt more hopeful, and overcame their problems after attending counseling services. The level of client satisfaction is not just a subjective statement of satisfaction but is accompanied by a real impact or result of counseling. Therefore, counseling services in higher education need to be provided, which has led to significant changes for the counselees.]]>
<![CDATA[PEMANFAATAN INOVASI DIGITAL APLIKASI RECONNECT UNTUK PENCEGAHAN PERILAKU MELUKAI DIRI SENDIRI DAN PENINGKATAN LITERASI KESEHATAN MENTAL ]]>
<![CDATA[Kurniawan, Luky]]>;
<![CDATA[Sutanti, Natri]]>;
<![CDATA[Saputri, Nur Sholehah Dian]]>;
<![CDATA[Rahmatullah, Ainurizan Ridho]]>;
<![CDATA[Febriana, Arini]]>;
<![CDATA[Sholikah, Fitria Akbar]]>;
<![CDATA[Kurniawati, Anggie]]>;
<![CDATA[Melinda, Cindy Okta]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 8, No 5 (2024): Oktober ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v8i5.26671
<![CDATA[Abstrak: Perilaku melukai diri dan cukup terbatasnya literasi kesehatan mental pada komunitas Mugadeta Fast Response (MFR) membutuhkan peran inovasi aplikasi digital salah satunya Reconnect. Pengabdian kepada masyarakat (PKM) ini bertujuan untuk memanfaatkan inovasi digital aplikasi Reconnect untuk mencegah perilaku melukai diri sendiri (self-harm) dan peningkatan literasi kesehatan mental pada komunitas MFR yang berjumlah 28 siswa. Metode yang digunakan dalam pelaksanaan pengabdian adalah kombinasi antara ceramah, games dan praktik langsung. Adapun langkah pelaksaannya meliputi koordinasi dan sosialisasi, penerapan teknologi, pelatihan, pendampingan, evaluasi dan keberlanjutan program. Hasil kegiatan pendampingan pemanfaatan aplikasi Reconnect ini menunjukkan bahwa terdapat 82% peserta memiliki nilai post-test di atas 70 dan 89% anggota MFR menyatakan terbantu dengan adanya aplikasi ini. Sementara, 86% peserta mengalami peningkatan nilai pre-test ke post-test. Keberlanjutan PKM ini dimonitoring melalui kegiatan daring dengan masih memberikan pendampingan penggunaan aplikasi Reconnect. PKM ini merekomendasikan penggunaan aplikasi Reconnect lebih lanjut dengan memanfaatkan fitur lain seperti live chat untuk agenda pendampingan selanjutnya.Abstract: Self-harm behavior and limited mental health literacy in the Mugadeta Fast Response (MFR) community require the role of digital application innovation to interfere, one of which is utilising Reconnect application. This community service (PKM) aims to utilize the digital innovation of the Reconnect application to prevent self-harm behavior and increase mental health literacy in the MFR community which consisted of 28 students. The method was a combination between presenting, games and experiential learning, Therefore, steps for implementing community service include coordination and outreach, application of technology, training, mentoring, evaluation and program sustainability. The results of the mentoring activity in using the Reconnect application showed that 82% of participants had post-test scores above 70 and 89% of MFR members stated that they were helped by its presence. Meanwhile, 86% of participants experienced an increase in their pre-test to post-test scores. The sustainability of PKM is monitored through online activities while still providing assistance in using the Reconnect application. This PKM recommends further use of the Reconnect application by utilising other features such as live chat for further mentoring agendas.]]>
<![CDATA[Understanding congruence in person-centred counselling practice: A trainee counsellor's perspective ]]>
<![CDATA[Sutanti, Natri]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 1 No. 2 (2020): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v1i2.34615
<![CDATA[Congruence is a condition in therapeutic relationship that refers to accurate matching of a person's experience with awareness. In person-centred counselling, counsellor's congruence is believed as one of helpful and significant aspects that facilitates clients' growth in counselling. However, this term is quite difficult to understand as a single condition as it interrelated to the other conditions such as empathy and unconditional positive regard. Understanding congruence theoretically and practically is intriguing as well as challenging especially for a trainee counsellor that is still learning to apply theory on practice. This paper aims to critically explore congruence from person-centred counselling theory and to demonstrate some evidences of the development of congruence in practice based on the author's counselling practice as a trainee counsellor. There are three main discussions in this paper that is to explain congruence from the theoretical point of view, to understand the relation between congruence and acceptance and to explore congruence in person-centred practice. The exploration found that trainee counsellor's cultural background including condition of worth and language barrier is one of challenges in experiencing congruence within person-centred counselling practice. ]]>
