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All Journal COUNS-EDU: The International Journal of Counseling and Education
Amalia Madihie
Universiti Malaysia Sarawak, Malaysia
Education

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Resilient therapy as an expansion of counseling services in working with the vulnerable clients Amalia Madihie
COUNS-EDU: The International Journal of Counseling and Education Vol 1, No 1 (2016)
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (587.118 KB) | DOI: 10.23916/22-28.0016.11-i2b

Abstract

This conceptual paper introduces Resilient Therapy and resilience framework- The Magic Box. The resilience framework, The Magic Box Model was applied in developing Resilient Therapy Intervention (RT-I) in counseling services. The framework consists of five domains also known as potions: Basics, Belonging, Learning, Coping and Core Self Potions will be discussed in details. Resilient Therapy (RT) has been introduced as one of the strategic methodologies in working with children and families. RT discusses four key principles named The Noble Truths: Accepting, Conserving, Commitment and Enlisting. The therapy itself is a non-clinical approach and able to be applied by non-professional counselors such as guardians, volunteers, medical doctors, social officers, and even by parents. At the end of this paper, the summary of Resilient Therapy Intervention is explained in building resilience in vulnerable clients from the perspective of counseling
The relation between self-regulated learning, academic performance of graduate student Amalia Madihie; Zarifah Mos
COUNS-EDU: The International Journal of Counseling and Education Vol. 3 No. 2 (2018)
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (537.811 KB) | DOI: 10.23916/002018039020

Abstract

The purpose of this study is to discover possible relationships between self-regulated learning with graduate students’ academic performance. Eighty graduate students from the Learning Sciences Programme and Human Resources Programme at Faculty of Cognitive Sciences and Human Development were randomly selected.  Motivated Strategies for Learning Questionnaire (Pintrich, 1991) was piloted and administered. First, the questionnaire was undergone the back-to-back translation (into Malay language version).  Two variables that involved in this study were motivation and learning strategies. Academic performance measured to be dependent variable which is the graduate students’ current CGPA.   Findings show that there is no relation between motivation and learning strategies with academic performance. Future recommendations are also discussed in this study.
Co-Authors Zarifah Mos