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Gian Sugiana Sugara
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Journal of Mental Health and Well-Being in Counseling
Published by Edupotensia
ISSN : -     EISSN : 31101585     DOI : https://doi.org/10.65067/jmhwbc
Core Subject :
Journal of Mental Health and Well-Being in Counseling is a peer-reviewed, scientific journal published by the Edupotensia Foundation. The aim of this journal is to publish high-quality articles dedicated to all aspects of the latest outstanding developments in the field of guidance and counseling. Its scope encompasses Innovation and Creativity in Counseling, Mental Health Counseling, Family Counseling, School Counseling, Human Service Counseling, Group Work Model : Psychoeducational & Counseling, Multicultural Issue in Counseling, and Educational Psychology. It was first published in 2024. It is published once every 3 months. In the months of January, April, July, and October.
Arjuna Subject : -
Articles 14 Documents
 1   2 
Wounded Inner Child Experiences and Mental Well-Being Among University Students: A Correlational Study Tasya Aprilya; Gian Sugiana Sugara; Anandha Putri Rahimsyah
Journal of Mental Health and Well-Being in Counseling Vol. 2 No. 1 (2026): January
Publisher : Edupotensia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/essgpd25

Abstract

Wounded inner child and mental well-being are two salient components of psychological health among university students that influence their capacity to adapt to academic demands and the developmental challenges of emerging adulthood. This study aimed to describe the prevalence of wounded inner child experiences among students and to examine their relationship with levels of mental well-being. Employing a correlational quantitative design, the research sampled 272 undergraduates and assessed childhood-derived wounds and mental well-being using standardized instruments. Results indicate a significant negative association between wounded inner child scores and mental well-being (r = –0.469), with the dimensions of shame/low self-worth, suppressed anger, and feelings of unlovability contributing most strongly to reduced well-being. These findings suggest that higher levels of wounded inner child experiences are associated with lower emotional and psychological well-being. Overall, the study underscores the importance of counseling interventions that target emotional wound repair and the strengthening of adaptive capacities to promote student mental-health in higher education settings.
The Relationship Between Psychological Well-Being and Bullying Among Junior High School Students Nabiela Nurkhaliza Rahmany; Gian Sugiana Sugara; Anandha Putri Rahimsyah
Journal of Mental Health and Well-Being in Counseling Vol. 2 No. 1 (2026): January
Publisher : Edupotensia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/1c8jnc08

Abstract

Psychological well-being is one of the essential indicators in adolescent mental development, which determines their ability to function adaptively within social environments, particularly at school. This study aims to analyze the description of psychological well-being and the correlation between psychological well-being and bullying among junior high school students who are victims of bullying. This research employed a quantitative approach with a descriptive correlational design, involving 209 students of SMPN 6 Tasikmalaya selected using purposive sampling. The instruments used included the Adolescent Peer Relations Instrument (APRI) to measure bullying and the Brief Scale of Psychological Well-Being for Adolescents (BSPWB-A) to measure psychological well-being. The findings indicated that among 71 students identified as bullying victims, the majority fell into the moderate category of psychological well-being (69.0%), followed by 21.1% in the low category and 9.9% in the high category. Correlation analysis revealed a negative relationship between psychological well-being and bullying, meaning that the higher the students’ psychological well-being, the lower the level of bullying experienced. The dimension of positive relation with others demonstrated the strongest negative correlation, whereas autonomy was the lowest-scoring dimension among bullying victims. These findings emphasize the importance of emotional support–based interventions and school counseling services to strengthen students’ psychological well-being, thus minimizing the impact of bullying.
A General Description of Hardiness among Islamic Senior High School Students at Miftahul Ulum Islamic Boarding School Maya Nurhasanah; Muhammad Muhajirin; Agung Nugraha
Journal of Mental Health and Well-Being in Counseling Vol. 2 No. 1 (2026): January
Publisher : Edupotensia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/1ddsra08

Abstract

This study aims to provide an overview of the level of hardiness among senior high school students (santri) at islamic boarding school miftahul ulum ciamis. Hardiness is understood as a personality characteristic that helps individuals remain stable and adaptive when facing pressure. The research employed a descriptive quantitative approach involving one hundred senior high school students using a saturated sampling technique. Data were collected through the fifteen-item Dispositional Resilience Scale, which assesses three dimensions of hardiness: commitment, control, and challenge. The findings indicate that most students fall into the high and moderate hardiness categories, while a smaller portion belongs to the low category. In the commitment dimension, the majority of students are classified in the moderate category, whereas in the control and challenge dimensions, more students are categorized as high. The study concludes that the adaptive ability of students in responding to pressure is relatively good, although the commitment dimension still requires strengthening to maintain motivation and engagement during pesantren activities. 
Understanding Assertive Behavior in Junior High School Students: A Descriptive Perspective Dias Fahmi Ilham; Agung Nugraha
Journal of Mental Health and Well-Being in Counseling Vol. 2 No. 1 (2026): January
Publisher : Edupotensia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/qedxpt06

Abstract

Assertive behavior is an important social skill that adolescents need to possess in facing the demands of their social environment, particularly at school. This study aims to determine the general description of assertive behavior among students at SMP Negeri 21 Tasikmalaya and its implications for guidance and counseling services at the school. This study used a quantitative approach with descriptive methods. The research subjects were 279 students in grades VIII and IX selected using a total sampling technique. Data were collected through an assertive behavior scale that covers cognitive, affective, and psychomotor aspects and has met validity and reliability tests. Data analysis was conducted using descriptive statistics and independent difference tests. sample t- test with the help of the SPSS program. The results of the study indicate that students' assertive behavior is generally in the moderate category with an average score of 122 and a standard deviation of 12. This finding indicates that students have basic abilities in expressing opinions, feelings, and defending their rights appropriately, but have not been displayed consistently in various social situations. This condition reflects that students' assertive behavior is still in the development and strengthening stage. Overall, the results of the study indicate that students have quite good assertive potential and can be developed more optimally through a conducive educational environment.

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