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Bulletin of Counseling and Psychotherapy
Published by Kuras Institute
ISSN : 26561050     EISSN : 26561050     DOI : https://doi.org/10.51214/00202305639000
Core Subject : Health, Education,
Health Professions Public Health Other
The BOCP aims to provide a platform for examining and discussing issues in counseling, psychotherapy, and other related topics. It invites submissions from diverse perspectives and approaches, including those from developing countries. The journal aims to promote ongoing dialogue and discourse on important topics and provide insight into the counseling needs of individuals, groups, and society by publishing articles that explore various aspects of the field, including empirical research, innovative techniques, and professional issues. This includes research from developing countries, which may offer unique perspectives and approaches to counseling and psychotherapy and help advance the field globally. The BOCP invites submissions of articles that explore various aspects of the field, including: Empirical research that is of relevance to counseling practitioners Innovative techniques, programs, and practices in the field Current scientific issues and research in counseling and psychotherapy Professional issues and commentary on current trends and developments Summaries and critical evaluations of existing research and practices Studies that provide insight into the counseling needs of individuals, groups, and society.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 398 Documents
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Cultural Humility among School Counselors: Contrasting Self-Reports and Student Voices Bau Ratu; Mardi Lestari; Ridwan Syahran; Azam Arifyadi; Dhevy Puswiartika; Dini Rakhmawati
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082089000

Abstract

Cultural humility is central to culturally responsive school counselling, yet its assessment often relies on counselors’ self-reports and rarely incorporates students’ perspectives. This cross-sectional study examined cultural humility among junior-high-school guidance and counselling (BK) teachers in Palu City, Indonesia, by integrating counselor self-reports (N = 57) and student evaluations (N = 240). Internal consistency was acceptable for the Multidimensional Cultural Humility Scale (MCHS; α = 0.816) and the Cultural Humility Scale for Students (CHS-S; α = 0.876 for Positive CH and 0.836 for Negative CH). Descriptive analyses showed that counselors rated their cultural humility in the high range, whereas students evaluated it in the moderate range. Spearman correlations showed that all counselor-rated MCHS dimensions were significantly associated with the total score, as was Positive CH, with self-awareness showing the strongest association among the counselor-rated dimensions; Negative CH was not significantly associated with the total score, indicating a distinct pattern within the student-reported measure. After both sets of scores were linearly rescaled to a common 0–100 metric, the Mann–Whitney U test showed a significant counselor–student difference with a large effect (U = 536.000, Z = −10.842, p < .001, r = .63). This discrepancy underscores the relational and feedback-sensitive nature of cultural humility. The comparatively weaker position of self-reflection and critique highlights the need for critical reflexivity, reflective supervision, and systematic student feedback in professional development. Limitations include the cross-sectional design, use of different instruments across informant groups, and absence of matched counselor–student dyads. Overall, the findings indicate that integrating student voice with counselor self-report provides a more balanced basis for assessing and strengthening culturally responsive school counselling.
Hubungan Self Efficacy dan Dukungan Sosial terhadap Stres Akademik pada Siswa Alnetia Dwi Kamirsa Amria; Nurfarhanah Nurfarhanah; Zadrian Ardi; Puji Gusri Handayani
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082168000

Abstract

Academic stress is a common psychological problem among students that can arise from academic demands, such as the large number of assignments, demands to complete assignments on time, pressure to achieve good grades, and high academic expectations. This study aimed to examine the relationships of self-efficacy and social support with academic stress among students of MAN Insan Cendekia Padang Pariaman, Indonesia. This study employed a quantitative approach with a correlational design. The sample consisted of 140 Grade X and XI students selected using proportional random sampling. The sampling criteria included students in Grades X and XI who were officially enrolled at MAN Insan Cendekia Padang Pariaman during the 2025/2026 academic year. Data were collected using Likert-type scales measuring self-efficacy, social support, and academic stress and were analyzed using descriptive statistics and regression analysis. The results showed that self-efficacy was in the low category (M = 86.18; SD = 19.50), social support was in the low category (M = 71.84; SD = 17.30), and academic stress was in the high category (M = 131.74; SD = 28.90). Self-efficacy was negatively and significantly related to academic stress (R = 0.501; R² = 0.251; p < 0.001), indicating that self-efficacy explained 25.1% of the variance in academic stress. Social support was also negatively and significantly related to academic stress (R = 0.403; R² = 0.163; p < 0.001), explaining 16.3% of the variance. Furthermore, self-efficacy and social support simultaneously showed a significant relationship with academic stress (R = 0.559; R² = 0.313; F = 56.637; p < 0.001). These findings indicate that higher self-efficacy and social support are associated with lower academic stress. The findings provide empirical support for the development of guidance and counseling services aimed at strengthening students' self-efficacy and social support to help them manage academic demands more adaptively.
Komitmen Religius dan Kecemasan Finansial dalam Perilaku Zakat Digital: Studi Psikologi Ekonomi Islam Ambariyani Ambariyani; Ita Dwilestari
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026081911000

Abstract

The digitalization of zakat introduces new challenges in understanding muzakki behavior, particularly as normative–fiqh approaches continue to dominate zakat studies and assume that religious commitment automatically leads to zakat compliance, including through digital platforms. This assumption becomes increasingly problematic amid economic uncertainty that generates financial anxiety and influences religio-economic decision-making. This study aims to analyze digital zakat behavior from the perspective of Islamic economic psychology by focusing on the relationship between religious commitment and financial anxiety in the context of zakat digitalization. The research specifically examines the tension between normative religious rationality and the psychological dynamics experienced by muzakki when facing financial risk and the need for economic security. Employing a qualitative approach with a normative–conceptual design, this study utilizes systematic literature review, qualitative content analysis, and thematic analysis. The findings indicate that religiosity functions as a primary moral–spiritual motivation; however, its influence on digital zakat behavior is conditional and mediated by financial anxiety. These results underscore the importance of integrating Maqāṣid al-Sharī‘ah and Islamic economic psychology in the formulation of digital zakat policies and practices that are more contextual, responsive, and psychologically informed.
Transforming Guidance and Counseling Services to Enhance Junior High School Students’ Digital Literacy in the 21st Century: A Systematic Review Widya Novi Angga Dewi; Edy Purwanto; Mulawarman Mulawarman
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026081914000

Abstract

The rapid development of digital technology in the 21st century has transformed the educational landscape, requiring students to possess comprehensive digital literacy skills. Consequently, the role of guidance and counseling (BK) services has become increasingly important in supporting students’ academic, social, and emotional adaptation in digital environments. This study aims to synthesize research trends, challenges, and future directions related to the transformation of BK services in enhancing digital literacy among junior high school students through a Systematic Literature Review (SLR). The review analyzed 10 articles published between 2018 and early 2026 using the PRISMA framework, sourced from major academic databases such as Scopus, ScienceDirect, and Taylor & Francis. The findings reveal a indicate a clear shift from conventional to digital-based counseling services, including the integration of e-counseling, digital platforms, and technology-supported interventions. Key trends include the digitalization of counseling services, the transformation of counselors into digital literacy facilitators, and the growing importance of digital literacy as a core 21st-century competency. However, several challenges remain, such as digital competence gaps, limited infrastructure, and increasing digital risks including cyberbullying. Future research directions emphasize the development of AI-based counseling models and the integration of digital well-being to support students’ psychological resilience. This study concludes that innovative and adaptive BK services are essential for fostering critical, ethical, and responsible digital citizens.
Dynamics of Verbal Bullying and School Ecosystem Responses in Junior High Education: An Analysis of Excessive Joking Culture and Character-Based Interventions Ismah Ismah; Siti Fitriana
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082220000

Abstract

Verbal bullying at the junior high school level is frequently normalized as ordinary social interaction, despite its significant detrimental impact on students' emotional well-being and academic development. This descriptive qualitative case study aimed to examine the manifestations of verbal bullying, analyze its socio-cultural determinants and psychological impacts on students, and evaluate the effectiveness of institutional responses within the school ecosystem. The study involved 50 participants, including students, subject teachers, Guidance and Counseling (BK) teachers, and administrative staff at SMP Kartiyoso Semarang. Data were gathered through social interaction observations, open-ended questionnaires, and in-depth interviews, followed by interactive data analysis validated through triangulation techniques. The findings revealed that verbal bullying at SMP Kartiyoso Semarang predominantly manifested through negative labeling (name-calling), physical mocking, abusive language, and degrading jokes disguised as friendly banter (excessive teasing). Primary catalysts included peer group pressure, low emotional literacy, and expansion into digital spaces (cyber-verbal bullying). Psychologically, victims suffered from diminished self-efficacy, social anxiety, embarrassment, and reduced learning motivation. The study concludes that current reactive institutional interventions remain insufficient in preventing recurrent incidents. Consequently, strengthening the institutional role of SMP Kartiyoso Semarang requires integrating emotional literacy into the curriculum, strengthening interactive teacher supervision, establishing confidential reporting channels, and fostering sustainable synergy with parents.
Implementation and Participant Responses to a Support Group for Adolescents with Suicidal Ideation Sarita Merida; Rika Fitriyana
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082228000

Abstract

Suicide remains a significant public health concern in Indonesia, particularly among adolescents. One contributing issue is difficulty establishing interpersonal relationships, which may lead to interpersonal distress, a lack of connectedness with others, and difficulty finding meaning in relationships. Adolescence is a developmental period in which social tasks become increasingly salient, providing numerous opportunities to build social relationships. Support from others may help adolescents increase their engagement and connectedness, thereby potentially reducing suicidal ideation. Therefore, this study examines the effectiveness of support groups in providing support for adolescents as a preventive approach to suicidal ideation. The method used in this study was a small-N design. Three participants with suicidal ideation and depression took part in the support group. Results indicate that the support group was effective in facilitating participants' expression of their thoughts and feelings, thereby fostering connection and interpersonal connectedness with others. Group-based interventions were associated with reductions in suicidal ideation and psychological distress, while also promoting social connectedness, belongingness, validation, hope, empowerment, coping, resilience, and help-seeking. Nevertheless, the implementation of support groups for adolescents with suicidal ideation requires structured procedures, risk screening, continuous safety monitoring regularly, crisis management protocols, and clear referral pathways.
Perceptions of Bullying in Inclusive Elementary Schools: The Role of Empathy, Social Support, and School Climate Dahlia Novarianing Asri; Asroful Kadafi; Eko Perianto; Beny Dwi Pratama; Yulita Puspa Nur Anisa; Gegana Candra Kusuma Priyanto Pringgodiqdo
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082235000

Abstract

In inclusive school environments, students with special needs often face various challenges regarding both academic and psychosocial aspects. One serious issue frequently experienced by these students is bullying. In Indonesia, bullying is a serious issue with a steadily rising prevalence especially children with special needs. The purpose of this study was to investigate the influence of empathy, social support, and school climate on perceptions of bullying in inclusive primary schools. The research sample was 122 fifth-grade students from 10 inclusive elementary schools in Magetan Regency, Indonesia. Data collection techniques used the Emphaty Scale, Social Support Scale, School Climate Scale, Bullying Perception Scale. Data analysis techniques using quantitative methods with regression analysis technique. The results showed that empathy, social support, and school climate collectively and simultaneously contribute to students' perceptions of bullying in inclusive elementary schools. (F=10.586; p<0.05). The practical implication of this study's findings is that efforts to prevent bullying in inclusive elementary schools should not focus solely on imposing sanctions on perpetrators. This approach will enhance students' ability to recognize bullying behavior, foster empathy for victims, and build a school culture that rejects all forms of bullying.
Adaptation and Psychometric Evaluation of the Indonesian Version of the Multigroup Ethnic Identity Measure–12 Among Minangkabau Adults Ira Syofyanti; Hansel Jastissio Nerus Samosir; Indri Oktavia; Sumi Lestari; Cleoputri Yusainy
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082307000

Abstract

The use of ethnic identity instruments in different cultural contexts requires evidence that the adapted version has content appropriateness, internal structure, and measurement equivalence. This study aimed to adapt the Multigroup Ethnic Identity Measure-12 (MEIM-12) to Indonesian and evaluate the psychometric evidence of the scores among Minangkabau adults. The adaptation process included translation, evaluation by five experts, content validity assessment, and cognitive interviews. The internal structure was tested using confirmatory factor analysis with a maximum likelihood robust estimator to compare unidimensional and two-factor models, while reliability was evaluated using McDonald's omega and convergent validity using average variance extracted (AVE). Measurement invariance across sexes was tested using a multi-group confirmatory factor analysis. All items demonstrated adequate content validity (I-CVI ≥ .80; S-CVI/Ave = .95). The modified two-factor model showed the best fit (CFI = .944, TLI = .925, RMSEA = .083, SRMR = .056). All factor loadings were significant, and both dimensions demonstrated good reliability (ω = .806–.844). AVE met the criterion for the Affirmation and Belonging dimension (.512), whereas the Exploration dimension had a value of .456. Measurement invariance testing supported measurement equivalence up to the strict invariance level across the sexes. Overall, the Indonesian version of the MEIM-12 demonstrated preliminary evidence of validity and reliability, supporting its use as a two-dimensional measure of ethnic identity among Minangkabau adults. The instrument may also provide complementary information for culturally responsive counselling, particularly in exploring clients' experiences of ethnic identity and belonging.

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