<![CDATA[Although humanistic counseling in school settings has received increasing attention in prior studies, research specifically addressing its role in developing the self-potential of Indonesian adolescents remains limited. This study aims to examine the role of Carl Rogers' person-centered humanistic counseling approach in supporting adolescent self-potential development in school settings through a systematic literature review. A qualitative approach was employed using a systematic literature review (SLR) design following the PRISMA protocol, involving 25 scientific literatures published between 2014 and 2024, selected from Google Scholar, ERIC, and Garuda databases. Data were collected through systematic searches using Boolean operators and analyzed thematically across six main themes. The findings indicate that Rogers' three core facilitative conditions, namely congruence, unconditional positive regard, and accurate empathy, create a psychologically safe environment that enables adolescents to explore and develop their potential. These results contribute to the theoretical development of person-centered counseling in educational psychology. The study concludes that humanistic counseling plays a crucial role in shifting school counseling from a problem-based to a growth-oriented paradigm, and recommends that school counselors receive comprehensive training in humanistic approaches. The implications include theoretical contributions to the literature on self-actualization in adolescent development and practical recommendations for school counseling policy in Indonesia.]]>
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