Indonesian Journal of Guidance and Counseling Studies

Behavioral Change through Cognitive Behavioral Therapy-based Individual Counseling among Adolescents with Alcohol Consumption Behavior: A Qualitative Case Study

Revi Resiyanti — 2026-07-26

Background: Alcohol consumption among adolescents has become a significant psychosocial concern because it is associated with poor self-control, maladaptive emotional regulation, and susceptibility to negative peer influence. Objective: This study aimed to describe the implementation and outcomes of Cognitive Behavioral Therapy (CBT)-based individual counseling in reducing alcohol consumption behavior among adolescents. Methods: A qualitative case study design was employed involving one adolescent participant selected through purposive sampling. Data were collected through in-depth interviews, non-participant observation, counseling documentation, and CBT worksheets, and analyzed using thematic analysis with triangulation and member checking to ensure credibility. Results: The findings revealed that the CBT intervention successfully facilitated cognitive restructuring, strengthened self-control, improved emotional regulation, enhanced the ability to resist negative peer pressure, and reduced alcohol consumption behavior. The participant demonstrated more adaptive coping strategies and healthier decision-making following the intervention. Conclusion: CBT-based individual counseling represents an effective intervention for promoting sustainable behavioral change among adolescents with alcohol consumption behavior. Originality/Value: This case report offers novel empirical insights into the field of guidance, counseling, and adolescent clinical psychology by documenting the individual mechanisms of cognitive restructuring, emotional regulation, and resistance to peer pressure in mitigating adolescent alcohol consumption, an area still underexplored in qualitative literature. This study provides deep contextual perspectives and serves as a strategic reference for designing evidence-based counseling interventions and managing similar behavioral issues among at-risk adolescents.

Students' Perception and Understanding of the Urgency of Guidance and Counseling Services at School: A Study on Students of Islamic Junior High School

Linda Sastina — 2026-07-28

Background: Students’ perceptions of school guidance and counseling services significantly influence their willingness to seek professional support. However, many students continue to perceive school counselors primarily as disciplinary authorities, which limits the effectiveness of counseling services. Objective; This study aimed to explore students’ perceptions, understanding, and expectations regarding the urgency of guidance and counseling services at MTsN Terate Pandian Sumenep. Methods: A qualitative descriptive approach was employed using observations, semi-structured interviews, and document analysis. Participants were purposively selected from Grade VIII students, and the data were analyzed through thematic analysis following the interactive model of Miles and Huberman. Results: Three major themes emerged. First, most students understood guidance and counseling as professional support for personal, social, academic, and behavioral development, although some still associated it with disciplinary functions. Second, perceptions of school counselors were shaped by previous experiences, resulting in both positive views and the persistent “school police” stereotype. Third, students expected counseling services to become more accessible, preventive, developmental, and student-centered through stronger counselor–student relationships. Conclusion: Students’ understanding of and direct experiences with school counselors substantially influence their trust in and utilization of counseling services. Originality/Value: This study offers novel qualitative empirical insights into the field of school guidance and counseling within Islamic secondary education by documenting students' nuanced perceptions, conceptual understanding, and the lingering 'school police' stereotype regarding the urgency and utilization of counseling services, which remain underexplored in contextual literature. This inquiry provides profound contextual perspectives and serves as a strategic reference that contributes to informed educational decision-making, the restructuring of preventive counseling programs, and the cultivation of responsive, student-centered counseling relationships in schools.

Enhancing Self Control among Elementary School Students with Excessive Gadget Use through Classical Guidance and Group counseling

Mumtaz Afridah — 2026-07-26

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. Originality/Value: This study offers significant empirical and practical contributions to the field of elementary school guidance and child developmental counseling by revealing the efficacy of combining classical guidance and group counseling in fostering digital awareness, suppressing behavioral impulses, and stabilizing emotional regulation as well as study habits regarding student self-control enhancement in the context of managing excessive gadget use among primary school children, an area that has remained underexplored. These findings enrich empirical evidence and serve as a strategic reference for implementing multi-tier school-based counseling interventions and developing integrated digital literacy and behavioral regulation programs involving collaborative teacher-parent partnerships.

The Effect of Parental Guidance on Student Personality at the High School Level

Wiliya Novianti — 2026-07-26

Background: The family serves as the primary social institution responsible for shaping character and behavioral traits, yet the extent to which parental guidance influences overall personality development remains inconsistent in existing literature. Objective: This study aims to analyze the effect of parental guidance on student personality at the high school level and determine the strength of the relationship and contribution between the two variables. Methods: Employing a quantitative approach with an ex post facto design, the study involved 27 high school students selected through a saturated sampling technique. Data were gathered via questionnaires and analyzed using normality tests, Pearson correlation, simple linear regression, and t tests. Results: Findings reveal that parental guidance exerts a positive and significant effect on student personality. However, the correlation between the variables is low, with parental guidance contributing 10% to student personality while the remaining 90% is driven by external factors such as social environment and personal experiences. Conclusion: Although parental guidance is an essential factor in fostering student personality, it is not the sole dominant determinant and must be complemented by supportive environmental influences. Originality/Value: This study offers novel empirical contributions to the fields of educational psychology and family counseling by revealing the significant yet low-correlation effect of parental guidance (accounting for a 10% contribution) and the predominant role of external factors regarding student personality development within the context of senior secondary education, an area where specific quantified dynamics remain underexplored. These findings enrich empirical evidence and serve as a strategic reference for developing comprehensive parent-school collaboration programs and formulating student character development policies that holistically integrate broader psychosocial environmental influences.