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p-Index From 2021 - 2026
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All Journal International Journal of Counseling and Psychotherapy Indonesian Journal of Guidance and Counseling Studies
Riksa, Yusi
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Humanities Education Social Sciences

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Challenges and Approaches in the Development of Counseling Skills in University Students Pahlevi, Reza; Riksa, Yusi
Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijgcs.v2i3.399

Abstract

Background: Counseling skills are essential for students in psychology, guidance counseling, and social work, as they are crucial for addressing psychological, emotional, and social issues effectively. Objective: This study aims to identify and analyze the factors influencing the development of counseling skills among university students, with particular emphasis on self-efficacy, cultural context, and the challenges encountered during training. Method: A systematic literature review was employed to gather, evaluate, and synthesize findings from empirical studies on counseling skills training for university students. This method enabled a structured and transparent collection of data from sources indexed in reputable academic databases. Results: The findings reveal that experiential learning methods, such as role-playing, internships, and case simulations, significantly improve students' empathy and interviewing skills. The use of technology, such as virtual reality (VR) simulations, also enhances non-verbal communication skills. Group supervision and feedback from peers and instructors accelerate the mastery of practical counseling skills. However, cultural differences and emotional stress during practice remain significant challenges. Conclusion: The study concludes that effective development of counseling skills requires a multimodal approach that integrates theory, practice, reflection, and feedback. It also emphasizes the need for adaptive curricula that take into account local and cultural contexts. Contribution: This research contributes to the design of more effective counseling training strategies, providing insights into how counseling programs can be adapted to meet the diverse needs of students from various cultural backgrounds.
Person-Centered Therapy for the Recovery of Social Alienation in a Student with Internalized Conditions of Worth: A Case Study Pahlevi, Reza; Annisa, Dona Fitri; Riksa, Yusi; Saputri, Nur Sholehah Dian
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.
Co-Authors Dona Fitri Annisa, Dona Fitri REZA PAHLEVI Saputri, Nur Sholehah Dian