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COUNS-EDU: The International Journal of Counseling and Education
Published by Indonesian Counselor Association
ISSN : -     EISSN : 25483498     DOI : https://doi.org/10.23916/00202501050820
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
COUNS-EDU: The International Journal of Counseling and Education Electronic ISSN: 2548-3498 is a peer-reviewed scientific journal published by the Indonesian Institute for Counseling, Education, and Therapy in Collaboration with the Indonesian Counselor Association. Established in 2016, this journal is committed to publishing articles that cover a wide array of topics in counseling, education, psychology, and mental health. It aims to highlight the latest and most significant developments in these fields across various settings, including school and mental health counseling, assessment techniques, supervision strategies, issues related to sexual abuse, violence addiction, multicultural and crisis intervention, trauma management, and the use of Information, Technology, and Communication. The journal also explores various aspects of psychotherapy such as career counseling, spiritual guidance, marriage and family therapy, and more. In the realm of education, it welcomes contributions on teaching methodologies, curriculum development, instructional strategies, innovative educational projects, learning methodologies, new technologies in education and learning, and assessment techniques. Additionally, the journal extends its focus to the intersection of mental health with medical and sports science, serving as a platform for sharing and disseminating high-quality academic research.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 199 Documents
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Navigating Cultural Diversity in Early Childhood Classrooms: The Role of Habitus in Teacher-Child Interactions Astuti, Sriyati Dwi; Lessy, Zulkipli; Sibawaihi, Sibawaihi
COUNS-EDU: The International Journal of Counseling and Education Vol. 10 No. 2 (2025)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202501050920

Abstract

Early Childhood Education (ECE) plays a crucial role in introducing children to the values of cultural diversity through educator-child interactions, particularly within Indonesia’s multiethnic context, where risks of intercultural conflict persist. This study explores how harmonious interactions between educators and children are maintained in culturally diverse settings. Using a qualitative approach grounded in Pierre Bourdieu’s theory of habitus, the research involved 10 educators and 30 children at Fastrack Funschool Yogyakarta. Data were collected through interviews and classroom observations, using the Classroom Assessment Scoring System (CLASS) to evaluate the quality of interactions across three domains: Emotional Support, Classroom Organization, and Instructional Support. Scores ranged from 1 (low) to 7 (high), indicating the extent and quality of positive interaction indicators. The results show that educators at Fastrack Funschool embody culturally aware teaching practices that promote mutual respect and tolerance. These practices are reflected in warm emotional climates, effective classroom management, and supportive instructional strategies. Interactions are characterized by sensitivity to cultural differences, flexibility in accommodating children’s perspectives, and responsiveness to individual needs. Through consistent social practices, children internalize inclusive values, which contribute to forming a culturally sensitive habitus. The study concludes that high-quality educator-child interactions serve as a key mechanism for fostering cultural harmony, building a learning environment that is both inclusive and adaptive to Indonesia’s cultural plurality. These findings emphasize the transformative potential of ECE settings in promoting intercultural understanding and shaping children’s social dispositions for living in a diverse society.
Development of Group Counseling Guideline using Modeling Technique to Enhance Self-Management Loban , Maria Natalia; Naisanu , Merita Florawati; Solle , Lebrina
COUNS-EDU: The International Journal of Counseling and Education Vol. 9 No. 2 (2024)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020240951320

Abstract

This research aims to produce a group counseling guideline using modeling technique to improve self-management. The method used in this research is the research and development method. This guidelines was validated by two expert validators with a background in guidance and counseling and languages, as well as by one practitioner validator with a background in guidance and counseling education. The sampling technique used was purposive sampling which was adapted to the research objectives. The number of samples in this study was 5 people, adjusted to the number of counseling group members, namely 2-8 people. Group counseling using modeling techniques to improve self-management consists of seven counseling sessions. Each session in group counseling uses modeling techniques with live models and symbolic models. Each group counseling session is directed to achieve indicators in self-management namely self motivation, self organization, self control, self development.
The Role of Social Support and Academic Resilience on Students' Academic Stress Basith, Abd; Fitriyadi, Slamat; Suwanto, Insan; Mariana, Dewi; Kamaruddin; Shahinoor Rahman, Md
COUNS-EDU: The International Journal of Counseling and Education Vol. 10 No. 2 (2025)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202501051520

Abstract

Academic stress is one of the impacts of excessive academic pressure on students, so it is necessary to identify various factors that can contribute to the high or low levels of academic stress. Therefore, the objectives of this research are: 1) to describe the levels of social support, academic resilience, and academic stress; 2) to describe the differences in social support, academic resilience, and academic stress based on gender, major, and year of study; 3) to describe the influence of social support and academic resilience on academic stress both directly and indirectly. This research uses a quantitative approach with a cross-sectional study design. The research location is ISBI Singkawang with a population of 650, from which a sample of 248 was taken using the simple random sampling technique. The data collection technique used was measurement with a psychological scale instrument adopted from previous research. The data analysis technique used descriptive statistics, MANOVA, and regression (Hayes Process Macro). The research results show that students' academic stress is in the low category, while social support and academic resilience are in the high category. There are differences in academic stress, social support, and academic resilience based on the major. Then, social support and academic resilience directly influence academic stress, but indirectly result in an insignificant mediating effect. This study has implications for strategies to reduce academic stress, both in individual and institutional contexts.
Does Work Stress Mediate the Link Between Job Insecurity, Meaningful Work, and Psychological Well-Being? Hakim, Arif Rahman; Mora, Linda; Aisha, Dinda; Sulistiarto, Teguh
COUNS-EDU: The International Journal of Counseling and Education Vol. 10 No. 2 (2025)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202501051720

Abstract

This research explores the impact of job insecurity and meaningful work on psychological well-being, and further investigates whether work stress serves as a mediating factor. The participants in this study were 117 employees. Data collection was conducted using the Indonesian Well-being Scale, Perceived Stress Scale, Job Insecurity Scale, and Work and Meaning Inventory. The research findings indicate that, directly, job insecurity was significantly and negatively linked to psychological well-being. Conversely, meaningful work showed a significant and positive correlation with psychological well-being. Regarding the indirect associations through work stress, neither job insecurity nor meaningful work demonstrated a significant influence on psychological well-being. The findings of this study indicate that organizations need to reduce job insecurity and foster meaningful work as strategies to enhance employees’ psychological well-being. Furthermore, the results highlight that interventions should not only focus on managing work stress but also strengthen intrinsic factors that provide meaning in work.
Guyanese American Mental Wellness: A Phenomenological Study of Rupture and Resilience John J. S. Harrichand; Shainna Ali; Aliya Subhit
COUNS-EDU: The International Journal of Counseling and Education Vol. 11 No. 1 (2026)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202601151810

Abstract

Guyana has one of the highest suicide rates in the Western Hemisphere, yet the mental health experiences of Guyanese Americans remain underexamined. This study employed an interpretative phenomenological analysis and Relational Cultural Theory to explore how Guyanese Americans understand and navigate mental wellness. Thirty participants shared lived experiences through individual interviews and a follow-up focus group. Findings revealed two overarching themes: relational rupture and relational resilience, operating across interconnected personal, familial, and sociocultural levels. Relational rupture reflected experiences of emotional silence, stigma, and disconnection shaped by family dynamics, cultural expectations, and migration contexts. In contrast, relational resilience emerged through increased self-awareness, culturally responsive counseling, community connection, and generational boundary-setting. Implications are discussed for counselors seeking to provide culturally responsive, relationally attuned mental health care for Guyanese American clients.
Effects of Mindfulness-Based Interventions on Burnout: A Systematic Review Lena Marianti; Badeni Badeni; Eko Risdianto
COUNS-EDU: The International Journal of Counseling and Education Vol. 11 No. 1 (2026)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202601151910

Abstract

Burnout is characterized by emotional exhaustion, depersonalization or cynicism, and reduced personal accomplishment and may develop following prolonged exposure to occupational or academic stress. Mindfulness-based interventions have increasingly been examined as an approach to preventing or reducing burnout. However, recent evidence remains fragmented across professional and educational populations, and the consistency of findings and proposed pathways underlying their effects have not been clearly synthesized. This systematic review aimed to evaluate evidence published between 2020 and 2025 on the use of mindfulness-based interventions to address burnout. A literature search was conducted in Scopus using predefined eligibility criteria, including publication within the specified period and explicit examination of a mindfulness-based approach in relation to burnout. Of the 164 records identified, 11 studies met the inclusion criteria and were included in the review. Overall, the included studies generally reported reductions in burnout following mindfulness-based interventions, particularly among health professionals, educators, and students. The findings also suggested that increased present-moment awareness, improved emotion regulation, and nonjudgmental acceptance may contribute to these outcomes, although these pathways were not consistently tested across studies. The available evidence supports the potential use of mindfulness-based programs as preventive or supportive strategies for burnout. Nevertheless, variation in study designs, populations, intervention formats, and outcome measures limits firm conclusions. Further rigorous studies are needed to determine which intervention components are most effective, for whom, and under what conditions.
Effects of a Self-Regulation Counseling Intervention on Ego Depletion Among University Students: A Quasi-Experimental Study Bambang Setiawan; Jaja Suteja; Herny Novianti; Abdul Fikri
COUNS-EDU: The International Journal of Counseling and Education Vol. 11 No. 1 (2026)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202601152010

Abstract

The transition to higher education places substantial self-regulatory demands on students, which may contribute to ego depletion. Although self-regulation interventions have been widely discussed, evidence regarding counseling-based approaches specifically designed to reduce ego depletion among university students remains limited. This study evaluated the effects of the Self-Regulation Counseling Approach (SRCA) on ego depletion among university students. A quasi-experimental pretest–posttest control-group design was used. From a population of 729 students, 30 participants were selected through systematic random sampling and allocated to an experimental group (n = 15) and a control group (n = 15). Ego depletion was assessed using a 58-item researcher-developed questionnaire. The instrument demonstrated acceptable content validity (CVI = 0.80), satisfactory item validity based on Pearson correlation analysis, and high internal consistency (Cronbach’s ? = 0.955). Posttest differences between groups were examined using analysis of covariance, with pretest scores included as a covariate. After adjustment for baseline scores, the experimental group showed a significantly greater reduction in ego depletion than the control group (p < 0.05). These findings provide preliminary evidence that SRCA may help reduce ego depletion among university students. However, the small sample size and quasi-experimental design limit the generalizability and causal interpretation of the results. Further studies with larger samples, stronger allocation procedures, and longer follow-up periods are needed to confirm the intervention’s effects.
Trauma-Informed Risk Communication for Self-Directed Violence: A Supervision Model for Counselor Education Karen Roller; Rachel Jacoby; Shreya Vaishnav; La Toya Smith; Tasmeer Ali
COUNS-EDU: The International Journal of Counseling and Education Vol. 11 No. 1 (2026)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202601152110

Abstract

This teaching practice brief presents a counselor education supervision model to support counselors-in-training serving clients experiencing self-directed violence, such as non-suicidal self-injury and suicidal ideation. The current model emerged from previously published grounded theory research on counselor-in-training needs for intervening on self-directed violence resulting in two key themes: (1) two forms of supervisory support are needed: logistical and emotional, and (2) supervisors are reported to exhibit a concerning spectrum of skill with both, impacting trainees. This brief is intended to translate these findings into practical supervision recommendations. Supervisors who intentionally provide attuned logistical and emotional support scaffold the clinical competencies necessary for counselors-in-training to both seek timely help for intervening in self-directed violence and protect themselves from compassion fatigue. Therefore, trauma-informed risk communication, informed by relevant research, is described. Limitations and future directions are discussed.
Development and Formative Evaluation of a Flipbook-Based Digital Module for Basic Guidance and Counseling M Fauzi Hasibuan; Sri Ngayomi Yudha Wastuti; Asbi Asbi
COUNS-EDU: The International Journal of Counseling and Education Vol. 11 No. 1 (2026)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/00202601152210

Abstract

Digital teaching materials may provide greater visual support, flexibility, and instructional guidance than conventional materials in counselor education. This study aimed to develop a flipbook-based digital teaching module for the Basic Guidance and Counseling course and obtain preliminary evidence of its content feasibility, instructional appropriateness, and lecturer-perceived usability. The study used an ADDIE-informed development research design comprising analysis, design, development, limited implementation, and formative evaluation. The module included learning outcomes, concept maps, instructional content, summaries, assignments, multimedia-supported explanations, navigation features, and references. Formative evaluation involved three guidance and counseling experts and three lecturers. Data were collected using an expert validation sheet, lecturer usability questionnaire, open-ended questionnaire, and focus group discussion guide. Quantitative ratings were analyzed descriptively using a five-point scale, while qualitative comments were categorized and used to revise the module. The mean expert rating was 3.82, indicating that the module was considered feasible according to the predetermined assessment criteria. Lecturer ratings were 3.72 during individual review and 4.14 during limited usability evaluation, while the structured rating obtained following the focus group discussion was 4.66. Feedback resulted in revisions to the module’s language, illustrations, navigation, and implementation guidance. These findings provide preliminary evidence that the module is feasible in content and instructional organization and is perceived by lecturers as usable for Basic Guidance and Counseling instruction. Further evaluation involving students and classroom implementation is required to assess student usability and learning outcomes.

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