<![CDATA[This research is motivated by the suboptimal Guidance and Counseling (BK) services in handling problematic student behavior related to low economic conditions. This study aims to describe the role of BK teachers as counselors and consultants in helping low-economic status students with problematic behavior at SMP Negeri 1 Samarinda. The study used a descriptive qualitative approach with a case study method. The research informants consisted of BK teachers as the main informants and students and homeroom teachers as additional informants. Data were collected through interviews, observations, and documentation, then analyzed using the Miles, Huberman, and Saldaña model, and tested for validity through source triangulation. The results of the study indicate that low economic conditions cause feelings of inferiority that influence the emergence of problematic behavior, including theft. In handling these problems, BK teachers carry out the role of counselors through individual counseling with an empathetic approach in the form of non-judgmental acceptance, active listening, building a sense of security, and helping students express feelings of shame and inferiority due to their family's economic condition. The process of developing self-acceptance occurs by providing space for students to recognize and express their feelings, understand their circumstances realistically, and receive reinforcement that a family's economic situation does not determine their self-worth. As consultants, guidance counselors collaborate with homeroom teachers and parents through communication, providing understanding, and conducting home visits when parental resistance is encountered. This collaboration supports changes in student behavior, characterized by a reduction in deviant behavior, increased openness in interactions, and the emergence of a more adaptive attitude toward their circumstances. Thus, an empathetic approach combined with collaboration between guidance counselors, homeroom teachers, and parents contributes to helping students build self-acceptance and develop more adaptive behavior. These findings reinforce the need for guidance counselors to view problematic behavior contextually, taking into account both economic factors and the student's psychological condition.]]>
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