<![CDATA[ABSTRACT Social interactions in the school environment reveal that an adolescent with Autism Spectrum Disorder (ASD) may recognize emotions without consistently being able to control his responses. This study explores the forms of self-awareness, the impacts that arise, the factors associated with it, and the potential for appropriate counseling services in the context of emotional regulation. The study employed a descriptive qualitative approach involving one 16-year-old ninth-grade student as the main respondent, along with two guidance and counseling teachers, one homeroom teacher, and a parent selected through purposive sampling based on their involvement in the respondent’s daily life. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman model through data reduction, data presentation, conclusion drawing, and verification. The findings indicate that MEA’s self-awareness is reflected in the ability to recognize mood, perceptions, feelings, appearance, and social behavior. However, this awareness is not always accompanied by adaptive responses when facing interpersonal pressure, particularly teasing that triggers anger and defensive communication. Its development is associated with cognitive capacity, value systems, perspectives, behavior, environment, life experiences, and socio-cultural context. Individual counseling based on REBT is proposed through cognitive disputation, role-play, and reinforcement tailored to the characteristics of ASD in practice. ABSTRAK Interaksi sosial di lingkungan sekolah memperlihatkan bahwa kemampuan seorang remaja dengan Autism Spectrum Disorder (ASD) dalam mengenali emosi belum selalu berjalan seiring dengan kemampuan mengendalikan respons. Penelitian ini menelusuri bentuk self awareness, dampak yang muncul, faktor yang berkaitan dengannya, serta kemungkinan layanan konseling yang sesuai dalam konteks regulasi emosi. Kajian dilakukan secara kualitatif deskriptif dengan satu siswa kelas IX berusia 16 tahun sebagai responden utama, bersama dua guru BK, satu wali kelas, dan orang tua yang dipilih secara purposive sampling karena keterlibatan mereka dalam kehidupan responden. Data dihimpun melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil kajian menunjukkan bahwa self awareness MEA tampak dalam kemampuan mengenali suasana hati, persepsi, perasaan, penampilan, dan perilaku sosial. Namun, pengenalan tersebut belum sepenuhnya diikuti respons adaptif ketika menghadapi tekanan interpersonal, terutama ejekan yang memicu kemarahan dan komunikasi defensif. Perkembangannya berkaitan dengan kapasitas kognitif, sistem nilai, cara pandang, perilaku, lingkungan, pengalaman hidup, serta konteks sosial budaya. Konseling individu berbasis REBT diusulkan melalui disputasi kognitif, role-play, dan penguatan yang disesuaikan dengan karakteristik ASD secara nyata.]]>
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