International Journal of Counseling and Psychotherapy
International Journal of Counseling and Psychotherapy (IJCP) (Online ISSN 3064-3465 - Print ISSN 3064-271X) is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of counseling and psychotherapy. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, counselors, psychotherapists, psychiatrists, and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in counseling and psychotherapy. Aims: IJCP is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of counseling and psychotherapy. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, counselors, psychotherapists, psychiatrists, and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in counseling and psychotherapy. Focus and Scope: IJCP focuses on publishing original, high-quality articles that address current issues and emerging trends through research findings and literature reviews in the field of counseling and psychotherapy. IJCP welcomes original articles, systematic reviews, meta-analyses, case studies, and methodological innovations related to, but not limited to, the following topics: (1) Counseling Profession and the Role of Professional Counselors in the 21st Century; (2) Theories and Practices of Counseling and Psychotherapy; (3) Empirical Research in Counseling and Psychotherapy; (4) Current Scientific Issues and Research in Counseling and Psychotherapy; (5) Applied Behavior Analysis and Behavior Modification; (5) Implementation and Evaluation of Counseling and Psychotherapy Practices; (6) Other Relevant Topics in Counseling and Psychotherapy. The journal encourages submissions from researchers, practitioners, and scholars worldwide, and places particular value on interdisciplinary work that bridges the theory and practice of counseling and psychotherapy. IJCP supports the use of rigorous methodologies and diverse paradigms, including qualitative, quantitative, and mixed-methods research, to promote a comprehensive understanding of the human experience in therapeutic contexts.
Articles
45 Documents
<![CDATA[The Effectiveness of Cognitive Behavioral Counseling using Cognitive Restructuring Techniques to Reduce Self-Injury Behavior among Vocational High School Students ]]>
<![CDATA[Nur Dhian Mustang]]>;
<![CDATA[Maudy Mursalin Madani]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.313
<![CDATA[Background: Self-injury among adolescents is a growing mental health concern, particularly among vocational high school students facing academic, social, and personal pressures. Negative thinking patterns can lead students to adopt maladaptive coping strategies such as self-injury, highlighting the need for appropriate counseling interventions. Objective: This study aims to examine the effectiveness of cognitive restructuring techniques within the framework of Cognitive Behavioural Counseling in reducing self-injury behaviour among students at SMK Negeri 3 Makassar. Method: This research employed a quantitative, quasi-experimental design. The population consisted of 71 students, and the sample was selected purposively, yielding 10 students who reported self-injurious behaviour. The participants were divided into an experimental group and a control group. Data were collected through observation, interviews, documentation, and a self-injury behaviour scale. Data analysis was conducted using descriptive statistics and the Mann–Whit-ney test. Results: The experimental group showed a significant reduction in self-injury behaviour after cognitive restructuring techniques were implemented, compared to the control group. Conclusion: Cognitive restructuring within Cognitive Behavioural Counseling significantly reduces self-injury behaviour among vocational high school students (p = 0.009) by replacing cognitive distortions with adaptive thought patterns, offering school counselors an effective, evidence-based intervention. Originality/Value: This study contributes to the field of Guidance and Counseling and Adolescent Mental Health by revealing the effectiveness of cognitive restructuring techniques within a Cognitive Behavioral Therapy framework in reducing self-injury behavior among vocational high school students, a specific context that remains underexplored. These findings enrich existing empirical evidence and serve as a strategic reference for school counselors and educators in designing and implementing targeted, evidence-based psychological interventions in educational settings.]]>
<![CDATA[Basic Psychological Needs as Process and Content in Organismic Process Therapy (OPT): An SDT Framework for Counseling Practice ]]>
<![CDATA[Martin F. Lynch]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.489
<![CDATA[Background: Self-Determination Theory (SDT) offers a well-established framework for under-standing human motivation, psychological well-being, and maladjustment within relational contexts. Despite its strong empirical foundation, the translation of SDT into a structured coun-seling process model remains limited in the counseling literature. Objective: This article aims to develop Organismic Process Therapy (OPT) as a theorygrounded counseling framework that systematically translates SDT principles into a coherent therapeutic model for counseling practice. Method: Using a theoretical and conceptual analysis, this study synthesises literature from SDT, humanistic and constructivist counseling traditions, and research on motivation, trauma, attachment, and multicultural counseling to construct an integrative conceptual model. Result: The analysis proposes OPT as a counseling model in which the satisfaction of three basic psychological needs, autonomy, competence, and relatedness functions simultaneously as both the process and the content of therapy. The model is organised into three recursive phases: relational attunement, motivational clarification, and autonomy restoration, which guide counselors in facilitating autonomy-supportive therapeutic relationships. Conclusion: OPT conceptualises counseling as a relational context that restores basic psychological needs and supports clients’ movement toward volitional functioning and psychological integration. Originality/Value: This study expands theoretical perspectives in the field of Counseling and Psychotherapy by integrating Self Determination Theory SDT with humanistic constructivist counseling traditions to explain the dynamics of basic psychological needs satisfaction functioning simultaneously as both therapeutic process and content, an area that has remained underexplored in counseling literature. The conceptual framework offered serves as a strategic reference for practitioners, counselor educators, and clinical supervisors in implementing autonomy supportive therapeutic relationships as well as developing new hypotheses and designing future empirical research on organismic motivation-based therapy.]]>
<![CDATA[The Effect of Self-monitoring Therapy on Academic Achievement and Behavior among College Students ]]>
<![CDATA[Mehdi Mehri Shahabadi]]>;
<![CDATA[Megha Uplane]]>;
<![CDATA[Vibhawari B. Nikam]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.496
<![CDATA[Background: The increasing academic demands in higher education often lead to declines in performance and maladaptive behaviours among college students, underscoring the need for effective psychological interventions. Objective: This study aims to examine the effect of self-monitoring therapy on improving academic achievement and behaviour among college students. Method: An experimental one-group pretest–posttest design was employed. The participants were 10 Department of Education and Extension students selected as research subjects. Data were collected using validated academic achievement and behaviour scales, along with structured treatment guidelines. The data were analysed using the nonparametric Wilcoxon Signed Rank Test to assess differences before and after the intervention. Result: The findings indicate a statistically significant improvement in both academic achievement and student behaviour following the implementation of self-monitoring therapy. These findings demonstrate that self-monitoring therapy is effective in enhancing college students’ academic performance and promoting positive behavioural changes. Conclusion: Self-monitoring therapy can be considered a practical intervention strategy in educational settings. Originality/Value: This study contributes to the fields of Educational and Counseling Psychology by demonstrating the empirical efficacy of self-monitoring therapy in enhancing academic achievement and fostering positive behavioral changes among college students, an intervention area that remains underexplored in higher education settings. These findings enrich evidence-based psychological literature and serve as a strategic reference for university counselors, academic advisors, and institutional administrators in developing and implementing structured self-regulation intervention programs to support student academic success.]]>
<![CDATA[Resilience and Peer Social Support as Predictors of Students’ Psychological Well-Being during the War in Ukraine ]]>
<![CDATA[Halyna Meshko]]>;
<![CDATA[Oleksandr Meshko]]>;
<![CDATA[Sergii Mamychenko]]>;
<![CDATA[Natalia Dievochkina]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.500
<![CDATA[Background: The ongoing war in Ukraine has significantly disrupted students’ educational experiences and increased their vulnerability to psychological distress, highlighting the need to identify protective factors that sustain well-being. Objective: This study examines the influence of resilience and peer social support on students’ psychological well-being in a war-affected context. Method: A quantitative correlational design was employed involving 120 high school students selected through proportionate stratified random sampling. Data were collected using validated self-report scales and analysed using multiple linear regression. Results: Both resilience and peer social support significantly predict psychological well-being, with resilience emerging as the stronger predictor. Descriptive findings indicate high levels of resilience and peer support, while psychological well-being remains moderate, reflecting the persistent impact of wartime stressors. Conclusion: These findings suggest that internal adaptive capacity and interpersonal support function as complementary protective systems that help students cope with prolonged adversity. Originality/Value: This study contributes significantly to the fields of educational psychology and trauma or conflict psychology by empirically establishing that individual resilience and peer social support serve as complementary protective systems for psychological well-being, with internal resilience emerging as the stronger predictor amidst the severe adversity of active warfare. It addresses the psychological adaptation of high school students directly affected by the ongoing war in Ukraine, a context where structured empirical data on protective factors remains scarce. These findings expand the empirical literature and provide actionable evidence for educators, school psychologists, humanitarian agencies, and policymakers to design and implement integrated psychosocial interventions and resilience-building frameworks tailored for educational settings in conflict zones.]]>
<![CDATA[Subjective Well-Being Profile of University Students and Its Influencing Factors ]]>
<![CDATA[Luna Nuranis Zakiah]]>;
<![CDATA[Maya Masyita Suherman]]>;
<![CDATA[Tb. Moh. Irma Ari Irawan]]>;
<![CDATA[Rina Marlina]]>;
<![CDATA[Muhammad Amirullah]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.506
<![CDATA[Background: Subjective well-being is an important indicator of psychological health and life satisfaction among university students. Understanding students’ well-being is essential because academic demands, social adjustment, and developmental transitions during university life can significantly affect their psychological condition. Objective: This study aims to examine the profile of subjective well-being among university students and to identify the factors influencing it. Method: A quantitative survey design was employed, involving undergraduate students from several academic programs. Data were collected using a structured questionnaire that measured dimensions of subjective well-being, including life satisfaction, positive and negative affect, along with several potential influencing factors, such as academic stress, social support, and personal motivation. Descriptive statistics were used to describe the profile of students’ subjective well-being, while inferential analysis was applied to determine the factors associated with variations in well-being levels. Results: Students demonstrate varying levels of subjective well-being across different dimensions, with several factors showing significant relationships with overall well-being. Conclusion: These findings highlight the importance of academic and psychosocial environments in supporting students’ psychological health. Originality/Value: This study enriches empirical literature in the fields of Educational and Developmental Psychology by documenting the multifaceted profiles of life satisfaction and the concurrent impact of psychosocial determinants (academic stress, social support, and personal motivation) on university students' subjective well being, a dynamic that remains underexplored comprehensively. These findings provide deep contextual insights and serve as a strategic reference for higher education administrators, academic advisors, and campus counselors in decision making and developing institutional support programs aimed at enhancing student psychological well being.]]>
<![CDATA[The Effect of a Self-Management Intervention on Reducing TikTok Addiction Behavior among Students ]]>
<![CDATA[Kenechukwu Chinenye Osakwe]]>;
<![CDATA[Benedicta Ndidi Agu]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.508
<![CDATA[Background: The increasing use of social media platforms, particularly TikTok, among adolescents has raised concerns regarding excessive engagement and its impact on academic performance and daily functioning. Objective: This study aims to examine the effectiveness of self-management techniques implemented through group counseling in reducing TikTok addiction behaviour among students. Method: A mixed-method approach with a sequential explanatory design was employed. The study was conducted in 2025 at Oru West LGA, Imo State, involving 15 students selected through simple random sampling. Data were collected using questionnaires, interviews, observation, and documentation. Quantitative data were analysed using a paired sample t-test, while qualitative data were used to support the interpretation of behavioural changes. Result: The findings indicated a significant reduction in TikTok addiction levels, as evidenced by lower posttest scores compared to pretest results (p < 0.05). Qualitative findings also revealed increased self-awareness and improved self-regulation among participants. Conclusion: Self-management techniques delivered through group counseling are effective in reducing maladaptive digital behaviour. Originality/Value: This study makes a significant contribution to the fields of school counseling and educational psychology by empirically demonstrating the effectiveness of group-based self-management techniques in mitigating TikTok addiction and fostering self-regulation. It addresses maladaptive digital behavior specifically within the context of secondary students in Oru West LGA, Imo State, an area where mixed-method sequential explanatory investigations remain limited. These findings enrich the existing empirical literature and provide strategic guidance for school counselors, educators, and educational policymakers in designing, integrating, and implementing self-regulation intervention programs to tackle adolescent social media addiction.]]>
<![CDATA[Person-Centered Therapy for the Recovery of Social Alienation in a Student with Internalized Conditions of Worth: A Case Study ]]>
<![CDATA[Reza Pahlevi]]>;
<![CDATA[Dona Fitri Annisa]]>;
<![CDATA[Yusi Riksa]]>;
<![CDATA[Nur Sholehah Dian Saputri]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.509
<![CDATA[Background: Intense academic pressure and parental expectations often lead students to tie personal worth to achievement, creating real-ideal self incongruence that triggers anxiety, perfectionism, low self-esteem, and social withdrawal. Objective: This study aims to examine the formation of in-ternalised conditions of worth and to analyze how Person-Centred Therapy (PCT) facili-tates psychological recovery and self-concept reconstruction. Method: The study emplo-yed a qualitative, single-case study design with a high school student experiencing social alienation and achievement-contingent self-worth. Data were collected through semi-structured counseling interviews, classroom observations, and psychological assessments, and analysed using thematic analysis to identify patterns related to self-concept and family expectations. Result: The findings revealed that conditional acceptance related to acade-mic achievement contributed to a fragile self-concept and social withdrawal. Through em-pathy, congruence, and unconditional positive regard, PCT supported emotional openness and reduced self-criticism. Conclusion: Person-Centred Therapy effectively facilitated self-acceptance and reduced social alienation. Originality/Value: This case report offers significant insight into the fields of School Counseling and Adolescent Clinical Psychology by documenting the manifestation of social alienation, self incongruence, and perfectio-nism linked to internalized conditions of worth from academic expectations, an area that remains scarcely reported in single case literature. This examination provides profound contextual understanding and serves as a strategic reference for school counselors, psy-chologists, and mental health practitioners in clinical decision making and managing similar cases through Person Centered Therapy to foster self acceptance and psychological recovery.]]>
<![CDATA[Cognitive Biases in Digital Gambling: Insights from the South African Context ]]>
<![CDATA[Michael Mncedisi Willie]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i1.513
<![CDATA[Background: The rapid growth of digital gambling platforms has transformed consumer engagement while increasing psychological vulnerabilities, particularly cognitive biases that distort decision-making and risk perception. Objective: This study aims to analyse how cognitive biases influence consumer behaviour in digital gambling environments in the South African context, focusing on the interactions among cognition, platform design, and socio-economic factors. Method: A qualitative document analysis was employed, synthesising multidisciplinary literature from cognitive psychology, behavioural economics, and digital marketing to identify patterns of bias activation and reinforcement. Results: The findings reveal that overconfidence, the illusion of control, and the availability heuristic are systematically exploited through gamification, personalised marketing, and algorithmic targeting, leading to increased engagement and risk-taking behaviour. Socio-economic pressures and cultural narratives of financial mobility further intensify these effects. Conclusion: Cognitive biases operate within a socio-technical system where digital environments actively reinforce irrational decision-making, requiring more comprehensive intervention approaches. Originality/Value: This review article makes a significant conceptual contribution to the fields of Cognitive Psychology and Behavioural Economics by synthesising multidisciplinary literature on the interplay among cognitive biases, digital platform architectures, and socioeconomic vulnerabilities in digital gambling within the South African context, an area that remains underexplored. This study maps current sociotechnical dynamics and serves as a strategic reference for policymakers, consumer protection authorities, and digital system designers in establishing responsible gambling frameworks, engineering ethical platforms, and guiding future empirical research agendas.]]>
<![CDATA[How Cognitive Bias Shapes Gambling Behaviour and Consumer Vulnerability ]]>
<![CDATA[Michael Mncedisi Willie]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 2 (2026): International Journal of Counseling and Psychotherapy, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i2.521
<![CDATA[Background: The rapid expansion of digital gambling platforms significantly amplifies consumer vulnerability and gambling related harm, yet interdisciplinary literature synthe-sizing cognitive distortions, AI driven marketing personalization, and regulatory gover-nance gaps remains limited. Objective: This study aims to synthesize empirical and theo-retical evidence on how cognitive biases shape gambling behavior and consumer vulnera-bility across psychological, technological, socioeconomic, and regulatory dimensions. Methods: A qualitative literature review combining narrative and scoping review designs was conducted, examining 37 eligible studies selected via the PRISMA framework and ana-lyzed using thematic synthesis. Results: The findings demonstrate that cognitive biases, including the illusion of control, overconfidence bias, gambler's fallacy, and heuristic thin-king, interact with AI driven marketing personalization to reinforce persistent high-risk betting. These dynamics disproportionately harm vulnerable populations, culminating in acute psychological distress, severe debt accumulation, and broader socioeconomic insta-bility exacerbated by cross border regulatory deficits. Conclusion: Mitigating digital gam-bling harm requires an integrated framework combining ethical AI governance, transpa-rent marketing standards, public health interventions, and robust regulatory enforcement. Originality/Value: This review article advances scientific knowledge in the fields of beha-vioral economics, consumer psychology, and public health by synthesizing the evolving literature regarding cognitive biases and predictive digital marketing that has remained underexplored. It maps theoretical and methodological gaps while serving as a strategic reference for regulatory bodies and policymakers in formulating responsible gambling frameworks.]]>
<![CDATA[The Predictive Role of Spiritual Intelligence and Religious Coping in Muslim Students' Psychological Well-Being: A Multiple Linear Regression Analysis ]]>
<![CDATA[Muhammad Hisyam Syafii]]>;
<![CDATA[Husain Azhari]]>;
<![CDATA[Hariya Toni]]>;
<![CDATA[Rudyn Alaldaya]]>
<![CDATA[ International Journal of Counseling and Psychotherapy Vol. 3 No. 2 (2026): International Journal of Counseling and Psychotherapy, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijcp.v3i2.570
<![CDATA[Background: University students face academic pressures triggering psychological distress, yet empirical research examining the joint predictive role of spiritual intelligence and religious coping among Muslim undergraduates remains scarce. Objective: This study aims to examine the partial and simultaneous effects of spiritual intelligence and religious coping on psychological well-being among Muslim undergraduate students at Universitas Muhammadiyah Yogyakarta. Methods: A quantitative correlational design was employed, involving 90 active Muslim students selected via total sampling. Data were collected using the Spiritual Intelligence Scale, the Religious Coping Scale, and the Psychological Well-Being Scale, and were subsequently analyzed using multiple linear regression. Results: Spiritual intelligence and religious coping simultaneously significantly predicted psychological well-being (F = 7.341, p = .002, R2 = .211). Partially, both variables significantly predicted well-being, with religious coping (β = .287, p = .007) exerting a stronger effect than spiritual intelligence ((β = .214, p = .038). Conclusion: Spiritual intelligence and adaptive religious coping act as synergistic internal psychospiritual anchors that enhance meaning-making, emotional regulation, and psychological well-being in Muslim undergraduates facing academic stress. Universities and campus counseling services should incorporate these spiritual resources into institutional support to provide comprehensive mental health interventions. Originality/Value: This study contributes to Islamic Educational Psychology by uncovering the simultaneous predictive dynamics of spiritual intelligence and religious coping regarding psychological well-being in Muslim undergraduates, which has remained underexplored. These findings enrich empirical evidence while serving as a strategic reference for campus counselors and university administrators in developing holistic, psycho-spiritually integrated mental health interventions.]]>
