Journal of Counseling, Education and Society
Journal of Counseling, Education and Society ISSN: 2716-4896 (Print) , ISSN 2716-4888 (Electronic) is a peer-reviewed journal and scientific journal managed by the ELORA Center for Research & Innovation. Journal of Counseling, Education and Society a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning and social sciences. Papers for publication in this journal are selected through precise peer-review to ensure quality, originality, appropriateness, significance and readability. The journal encompasses a variety of topics of education and learning, including but not limited to child development, curriculum, reading comprehension, philosophies of education, STEM education, instructional technology, technology education, inquiry-based learning, project-based learning, problem-based learning, simulation-based learning, pedagogic and educational approaches, learning management, language teaching researches, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, gender and education, theories of education, educational research and methodologies, educational psychology (emotional, social, and cognitive learning processes), e-learning, Computer supported collaborative Work, emerging technologies in education, educational software & serious games, e-content management and development, general issues in education and learning, contributions to current debates in teacher education throughout the world, generally or on specific issues, and Social Sciences
Articles
144 Documents
<![CDATA[Trauma-informed leadership: a systematic literature review of leadership behaviours, employee well-being, organizational resilience, and psychological recovery ]]>
<![CDATA[Nilma Zola]]>;
<![CDATA[Ifdil Ifdil]]>;
<![CDATA[M. Fahli Zatrahadi]]>;
<![CDATA[Nur Adila Wafiqoh Zulvi]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces693700
<![CDATA[Trauma is practically built into modern work now. Employees in healthcare, education, child welfare, policing, and social care routinely face stress, vicarious traumatization, and outright adversity. This review pulls together the evidence on what trauma-informed leadership actually does to leader behaviours, staff well-being, organizational resilience, and psychological recovery. The search followed PRISMA 2020, and Scopus was queried across trauma-informed practice, leadership, and workforce outcomes. That search returned 101 records. Once duplicates were removed and the full screening was done, 15 studies made it through. Four findings came out of the synthesis. First, trauma-informed leadership works as a relational, self-regulating practice rooted in trauma neurobiology, not as some managerial technique you can just bolt on. Second, when leadership is built on safety, trustworthiness, choice, collaboration, and empowerment, well-being improves, affective commitment goes up, and burnout drops. Third, that kind of leadership strengthened resilience during crises, COVID-19 being the clearest case. Fourth, psychological recovery turns out to be a collective process, one that leadership enables rather than directs. The review extends servant and transformational leadership theory, and it gives a practical foundation for trauma-informed leadership development, policy, and workforce mental-health strategies. What is still missing is longitudinal, multi-sector, causal research, and that is where future work should point.]]>
<![CDATA[Digital grief and bereavement in the social media era: a systematic literature review of psychological adaptation, online mourning, and counseling interventions ]]>
<![CDATA[Nilma Zola]]>;
<![CDATA[Ifdil Ifdil]]>;
<![CDATA[M. Fahli Zatrahadi]]>;
<![CDATA[Nur Adila Wafiqoh Zulvi]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces693800
<![CDATA[Death, loss, and mourning are universal experiences, yet contexts of grief have been transformed by social media and digital technologies. This systematic literature review synthesized evidence on digital grief and bereavement, focusing on online mourning, adaptation, and technology-mediated counseling. Following PRISMA 2020, a Scopus search identified 633 records; 622 were screened after exclusions, 61 full texts assessed, and 10 studies retained for synthesis, supported by 50 sources. Thematic synthesis addressed three research questions and bibliometric analysis. Three findings emerged. First, online spaces offer accessible, anonymous, and asynchronous support for stigmatized losses such as suicide, perinatal loss, and infertility-related grief. Second, digital mourning has ambivalent effects, providing social support and continuing bonds while potentially exposing mourners to distress contagion, harmful content, and isolation. Third, internet-based self-help, cognitive therapy, and co-designed resources show acceptability and feasibility, although effectiveness evidence remains limited. Future research should emphasize controlled trials, longitudinal designs, diversity, and safeguarding.]]>
<![CDATA[Effectiveness of multi-session mindfulness-based interventions on sport performance and competitive anxiety in competitive athletes: a systematic review of controlled trials ]]>
<![CDATA[Ifdil Ifdil]]>;
<![CDATA[Nur Adila Wafiqoh Zulvi]]>;
<![CDATA[M. Fahli Zatrahadi]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 6 No. 2 (2025): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces693900
<![CDATA[Competitive athletes perform under evaluative pressure, and competitive anxiety threatens sport performance. Mindfulness-based interventions (MBIs) are increasingly adopted in applied sport psychology, yet controlled evidence on their effects on performance and anxiety remains fragmented. This review synthesised controlled trials examining whether structured multi-session MBIs improve performance and reduce competitive anxiety in competitive athletes, and which programme characteristics accompany favourable outcomes. The review followed the PRISMA 2020 statement and a PICOS framework. Scopus was searched with a Boolean string combining mindfulness, athlete or sport, and performance or competitive anxiety terms, limited to English-language open-access journal articles published between 2016 and 2025, yielding 521 records. Eligible studies were randomised or non-randomised controlled trials of multi-session MBIs reporting objective or observer-rated sport performance or competitive or sport anxiety; single-session, uncontrolled, and non-athlete studies were excluded. Seventeen studies met the criteria. Most reported performance gains, particularly in precision and endurance tasks such as free throws, shooting, and rowing, whereas anxiety effects were less consistent and sometimes matched by psychological skills training. Sport-specific programmes lasting six to eight weeks appeared most promising. The findings support MBIs as a complementary performance tool, while larger preregistered trials with follow-up and objective outcomes are needed.]]>
<![CDATA[Developing a cognitive-based module for problem-focused coping skills: a research and development feasibility study among university students ]]>
<![CDATA[Julia Eva Putri]]>;
<![CDATA[Rismar Julia Utami]]>;
<![CDATA[Edisa Oktonika]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces694400
<![CDATA[University students encounter various academic and non-academic stressors that require effective coping strategies. This study aimed to develop and examine the feasibility of a cognitive approach-based problem-focused coping skill module grounded in Lazarus and Folkman’s transactional model and Beck’s cognitive model. A Research and Development design using the ADDIE model was employed. The module was evaluated through content-expert validation, design-expert validation, and field practicality testing, followed by a single-group pretest–posttest involving 60 university students. Content-expert validation yielded 96.7% (Aiken’s V = 0.94–0.98), design-expert validation 89.3% (Aiken’s V = 0.71–0.98), and field practicality 95.7%, all categorized as highly feasible. Descriptively, the proportion of students with high problem-focused coping increased from 35% to 80%, while high emotion-focused coping increased from 25% to 67%. No inferential statistical analysis was conducted, and the absence of a control group limits causal interpretation. The findings indicate that the module is feasible and practical and is associated with an increase in problem-focused coping. Its effectiveness in reducing academic stress should be examined in future controlled studies using validated stress measures.]]>
