cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yuli Nurmalasari
Contact Email
yulinurmalasari@uny.ac.id
Phone
+6285222333798
Journal Mail Official
progcouns@uny.ac.id
Editorial Address
Jalan Colombo, No. 1, Karangmalang, Depok, Sleman, DI Yogyakarta
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
ProGCouns: Journal of Professionals in Guidance and Counseling
Published by Universitas Negeri Yogyakarta
ISSN : 27226581     EISSN : 27222012     DOI : https://doi.org/10.21831/progcouns
Core Subject : Education, Social,
Education Social Sciences
The Journal of Professionals in Guidance and Counseling aims to publish literary works that set trends and initiate contemporaneous creativity and innovation in understanding and practicing guidance, counseling, counseling, supervision, and related professional organization and multicultural aspects. The journal intends to transmit, enrich, and develop research, theory, practice, education, ethics, and policy. As an international journal, the Journal of Professionals in Guidance and Counselingoffers a high-quality framework for authors from all over the world, and relevant professional fields of study from various educational, cultural backgrounds. Its readership is as interdisciplinary as it is transnational.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 69 Documents
 3   4   5   6   7 
Improving Student Career Readiness Through Transferable Skills-Based Guidance Modules Suryahadikusumah, Ahmad Rofi; Ramadhan, Fauzan Nazil
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 6 No. 2 (2025): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v6i2.92098

Abstract

Graduates of Islamic boarding schools often face obstacles in obtaining jobs, and only a small number enter the professional field. The study aims to improve Salafi Islamic boarding school students' career readiness through a transferable skills-based career guidance module that equips them with abilities and knowledge applicable across various jobs and career levels, aligned with career development in the era of disruption. The research method used a quasi-experiment. The research sample consisted of 25 people, selected purposively from fifth- and 7th-semester students at Islamic boarding schools who were willing to participate in a series of research activities. Data collection used Transferable Skills Analysis (TSA) and Student Career Readiness Index (SCRI). The results of the study showed that the transferable skills-based career guidance module was effective in improving the career readiness of Salafi Islamic boarding school students, as indicated by a Z value of 4.380 in the Wilcoxon Test, with a significance (2-tailed) of 0.000. The most significant changes in career readiness were the dimensions of career management and seeking information and assistance.
Father Wound and Its Impact on Children's Psychological Well-Being setiawan, bambang; agustian, anzar
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 6 No. 2 (2025): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v6i2.93048

Abstract

Kehadiran ayah dan kualitas hubungan ayah-anak berperan penting dalam pembentukan kesehatan mental anak. Fenomena ayah sakit hati, yaitu luka psikologis akibat ketidakhadiran fisik dan emosional, penolakan, atau kurangnya keterlibatan ayah, merupakan faktor risiko serius bagi kesejahteraan psikologis anak. Penelitian ini bertujuan untuk menganalisis secara mendalam dampak ayah sakit terhadap kesejahteraan psikologis anak mengkaji dengan bukti-bukti empiris dan landasan teori, seperti Teori Keterikatan, Teori Penerimaan-Penolakan Interpersonal, dan Model Stres Keluarga. Metode yang digunakan adalah tinjauan pustaka sistematis artikel ilmiah internasional yang dapat diunduh secara lengkap melalui basis data terbuka. Hasil sintesis menunjukkan bahwa ayah sakit hati berkontribusi terhadap rendahnya harga diri, meningkatnya gejala depresi dan kecemasan, serta kesulitan membangun hubungan yang sehat. Efek ini semakin kuat ketika terjadi pada anak usia dini, serta diperburuk oleh stresor keluarga dan rendahnya dukungan sosial. Implikasi penelitian ini menekankan pentingnya intervensi preventif berbasis keluarga yang meningkatkan kehangatan dan keterlibatan ayah.
School Based Mental Health Promotion and Literacy: A Thematic Review of Programs, Frameworks, and Implementation Challenges Afendy, Popy Mayasari; Eka Sakti Yudha; Syamsu Yusuf; Saripah, Ipah
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 6 No. 2 (2025): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v6i2.93247

Abstract

Adolescent mental health has become an increasingly urgent global concern, with schools recognised as strategic settings for mental health promotion, prevention, and early intervention. Over the past two decades, a wide range of school-based mental health initiatives have been developed, including mental health literacy programs, universal preventive interventions, teacher capacity-building, and whole-school approaches. However, existing evidence suggests that many initiatives remain fragmented and primarily focused on short-term outcomes. This article aims to synthesise international literature on school-based mental health initiatives in order to identify dominant trends, methodological limitations, and directions for sustainable development. A narrative thematic literature review was conducted using peer-reviewed studies published between 2004 and 2025 that examined mental health programs, frameworks, and assessment practices within school settings. The findings indicate that mental health literacy and universal preventive programs consistently improve students’ knowledge, attitudes, coping skills, and perceived readiness to seek help, while teacher-focused training enhances educators’ confidence and preparedness to support student mental health. Nevertheless, evidence of sustained behavioural change, system-level integration, and long-term effectiveness remains limited. In addition, considerable heterogeneity in assessment tools constrains comparability across studies and weakens cumulative evidence building. This review concludes that advancing sustainable school mental health systems requires integrated whole-school and multi-tiered approaches, strengthened teacher capacity embedded within supportive school structures, and the use of standardised, culturally adaptable assessment strategies.
Personal Guidance for Students with Special Needs through Self-Care Programs Lukman Lukman Harahap; Galih Fajar Fadillah; Anni Nurul Hidayati
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 7 No. 1 (2026): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v7i1.96624

Abstract

This study examined the implementation of a self-care development program integrated within a personal guidance framework for students with special needs, focusing specifically on dressing skills. This research uses a qualitative descriptive design. Participants were purposively selected, including one special education assistant teacher, two students with intellectual disabilities, three classroom teachers, and three parents. Data were collected through semi-structured interviews, observations, and documentation. Data were analyzed using thematic analysis with data triangulation. Findings indicate that the self-care program, which includes role-playing, demonstrations, and assignments, effectively encourages student independence, particularly in dressing. The success of this program depends on collaboration between families and schools, including special education teachers and classroom teachers who act as counselors. Although limited parental time and social stigma pose challenges for inclusive schools, the self-care program has the potential to instill sustainable behavioral reinforcement. Through this research, educational practitioners and policymakers can consider developing a self-care program, and school counselors in special schools can collaborate with special education teachers and classroom teachers to facilitate educational services for children with special needs.
Self-Disclosure Tendencies in Digital Spaces: A Qualitative Study of Secondary Instagram Account Use Among Guidance and Counseling Students Yuttami Keila Azahra; Agus Triyanto
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 7 No. 1 (2026): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v7i1.96913

Abstract

This research focuses on the self-disclosure of students from guidance and counseling studies who use a second Instagram account. Data Analysis Approach A thematic analysis was conducted on the qualitative data following the six-phase model proposed by Braun and Clarke (2021). Participants were recruited using purposive sampling with explicit inclusion criteria: active Guidance and Counseling students who had owned a second Instagram account for at least 1 year prior to data collection and who frequently used the account to communicate thoughts, feelings, and daily life experiences. Seven participants met all criteria. Theoretically, this study is based on Goffman's Dramaturgy Theory and Butler's Performativity theory as an interpretative framework of the second account use situation regarding identity performance and self-presentation in a digital context. The analysis yielded five themes based on DeVito's (2011) categories of self-disclosure: Amount, Accuracy, Intention, Intimacy, and Valence. Results indicate that the second Instagram account serves as a negotiated backstage space, where Guidance and Counseling students express identities that are context-dependent, emotionally oriented, and relationally selective, all of which have implications for developing empathic and reflexive counselor competencies. Counselor education implications and Guidance and Counseling service development are also discussed in the article.
The Effectiveness of Reality-Based Group Counseling in Enhancing Open-Mindedness Among Students with Factory Worker Parents Ramjani Novita Fajar Ningrum; Zakki Nurul Amin
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 7 No. 1 (2026): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v7i1.96979

Abstract

This study is based on the low level of open-mindedness among students, particularly among students with limited parental support. This study aims to examine the effectiveness of reality-based group counseling in fostering students' open-mindedness whose parents are factory workers. The study employed a quasi-experimental control group time-series design, involving 12 students selected via purposive sampling, who were subsequently assigned to an experimental group (n = 6) and a control group (n = 6). Data were measured repeatedly, at pretest, mid-test, and post-test using an adapted version of the Actively Open-Minded Thinking (AOT-17) instrument, which consists of 17 items. Validity was tested using Product-Moment correlation (r = 0.125-0.669) and reliability via Cronbach's Alpha (r = 0.681). The data obtained were analyzed using Mixed ANOVA to determine differences across the three measurements. The analysis results indicated significant differences after the three measurements in the experimental group post-intervention, with an F(1, 10) = 158.844, p < 0.05, reflected in the pretest mean (M = 50.00) and post-test mean (M = 70.00). The results indicate that the intervention contributed significantly to the change. These findings confirm that the intervention was effective in enhancing open-mindedness; it can be recommended as an effective strategy for counselors. Future researchers are encouraged to examine various background and individual characteristics to gain a more comprehensive understanding. 
The Fear Within: Gender Differences in Fear of Failure among Senior High School Students and Implications for Guidance and Counseling Siti Nurhaliza; Henny Indreswari; Khairul Bariyyah; Adi Atmoko; IM Hambali
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 7 No. 1 (2026): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v7i1.97449

Abstract

Adolescents today are confronted with growing pressures in both academic and social spheres, which can trigger anxiety around the prospect of failing. Among high school students in particular, these pressures commonly take the form of achievement expectations, scholastic rivalry, and demands placed by parents and the broader community. These circumstances tend to generate mental and emotional strain, shaping how students interpret their successes and setbacks throughout their educational journey. The present preliminary investigation explored how fear of failure operates among senior high school students, centered on five key dimensions: concerns about public humiliation and shame, worries over a diminished sense of self-worth, apprehension regarding an uncertain future, fear of losing one is standing in social circles, and anxiety about letting down those who matter most to them. A quantitative descriptive design was used with 142 students selected through purposive sampling. The study used the Performance Failure Appraisal Inventory (PFAI), a 25-item, four-point Likert scale, to measure students' fear of failure. The measured fear-of-failure reliability was high (Cronbach's α = 0.899). Descriptive statistics (means, standard deviations, frequencies) were analyzed using SPSS. Results showed mean scores above the midpoint of the scale for all five dimensions, indicating a relatively high overall fear of failure. Fear of lowered self-esteem was most prevalent (M = 3.2254), followed by fear of loss of social influence (M = 3.1197), fear of future uncertainty (M = 3.0986), fear of disappointing significant others (M = 3.0704), and fear of humiliation and embarrassment (M = 3.0352). The majority of the students agreed or strongly agreed that academic pressure contributed to fear of lowered self-esteem, fear of future uncertainty, fear of loss of social influence, and fear of disappointing significant others.
Peer Separation Anxiety among Final-Year University Students: A Scoping Review from Bowlby's Attachment Theory Perspective Yohanna Valentina Reva; Uman Suherman; Rina Nurhudi Ramdhani
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 7 No. 1 (2026): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v7i1.97490

Abstract

The transition from university to post-academic life represents a critical developmental stage that presents significant challenges to the social well-being of final-year students. From a guidance and counselling perspective, anticipated peer separation may lead to emotional distress, a phenomenon that remains underexplored in higher education research. Peer separation anxiety is defined as excessive emotional distress experienced upon actual or anticipated separation from significant peer attachment figures. This construct is distinct from parental separation anxiety and is increasingly recognised during emerging adulthood. Drawing on Attachment Theory, the present study aims to map and synthesise current evidence regarding peer separation anxiety and its psychological implications among university students. A scoping review was conducted following the Arksey and O’Malley framework and PRISMA-ScR guidelines, utilising the Population–Concept–Context (PCC) framework, and included literature published between 2016 and 2026. The search identified 1,640 records across Scopus, PsycINFO, and Web of Science, of which 8 met the inclusion criteria. The findings indicate that separation anxiety is consistently associated with internalising symptoms such as anxiety and depression. Insecure attachment styles and intolerance of uncertainty are identified as key risk factors, whereas peer attachment functions as a protective factor in psychological adjustment. In collectivist cultural contexts, such as Indonesia, where group identity and interdependence are central, peer bonds formed during university acquire heightened psychological significance. The dissolution of these bonds at graduation constitutes both an interpersonal loss and a disruption of collective identity. Notably, although the review focuses on final-year students, most included studies examined the general university student population rather than those specifically at the point of graduation, highlighting a significant conceptual and population gap.Furthermore, no studies from Indonesia were identified, and research employing qualitative or helping relationship-based approaches is lacking. These findings highlight the urgent need for culturally relevant research and the development of localised evaluation tools. Specifically, adapting the ASA-19 for use in Indonesian higher education should be prioritised to enable guidance and counselling professionals to identify and address peer separation anxiety among graduating students effectively.
Improving Assertive Communication Through Role-Playing Based Group Guidance for Students Who Are Victims of Verbal Bullying Sri Wulandari; Abdullah Pandang; Muhammad Amirullah; Abid Raisardhi Abdullah
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 7 No. 1 (2026): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v7i1.97857

Abstract

erbal bullying in Indonesian schools has been shown to negatively affect students' psychological well-being and foster passive communication patterns among victims. This study aims to examine the effect of group guidance utilizing role-playing techniques on improving assertive communication among students who are victims of verbal bullying. A quasi-experimental pretest-posttest nonequivalent control group design was employed, involving 14 eighth-grade students equally divided into an experimental group and a control group. Results of the Paired Samples T-Test demonstrated that group guidance utilizing role-playing techniques significantly improved assertive communication among students who were victims of verbal bullying (t = -11.762; p < 0.05), with the experimental group showing a 38.53% increase in mean scores compared to the control group, which showed no meaningful change. This study provides empirical evidence that role-playing-based group guidance is an effective and practical intervention strategy for school counselors in supporting verbal bullying victims in communicating assertively, and recommends future research to expand the sample size and explore its integration with other counseling approaches.

Page 7 of 7 | Total Record : 69

 3   4   5   6   7 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): Progcouns: Journal of Professionals in Guidance and Counseling Vol. 6 No. 2 (2025): Progcouns: Journal of Professionals in Guidance and Counseling Vol. 6 No. 1 (2025): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 5 No. 2 (2024): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 5 No. 1 (2024): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 4 No. 2 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 4 No. 1 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 3 No. 2 (2022): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 3 No. 1 (2022): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 2 No. 2 (2021): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 2 No. 1 (2021): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 1 No. 2 (2020): ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 1 No. 1 (2020): ProGCouns: Journal of Professionals in Guidance and Counseling More Issue