Enhancing Self Control among Elementary School Students with Excessive Gadget Use through Classical Guidance and Group counseling
DOI:
https://doi.org/10.64420/ijgcs.v3i2.558Keywords:
Classical guidance, Group counseling, Self-control, GadgetAbstract
Background: Excessive gadget use among elementary school students negatively impacts self control, resulting in study time management difficulties, impulsive behavior, and emotional instability. Children at this developmental stage have not yet established optimal self regulatory skills, necessitating targeted support through school guidance and counseling services. Objective: This study aims to describe the implementation of classical guidance and Group counseling in developing self control among elementary students who display excessive gadget engagement. Methods: Employing a qualitative descriptive design, the study involved 20 elementary school students selected based on specific criteria of heavy screen time and impulsive behavioral tendencies. Data collection was conducted through in depth interviews, direct observations, and student self reflections, enriched by collateral information from teachers and parents. The structured intervention combined classical guidance and Group counseling sessions over several stages. Results: Findings indicate that both guidance formats positively improved student self control. This transformation was evidenced by heightened digital awareness, stronger impulse suppression, more stable emotional regulation, and improved study habits. Conclusion: Classical guidance and Group counseling represent effective, practical counseling strategies for enabling elementary students to navigate gadget use in a responsible, balanced, and productive manner.
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