A review on mindfulness and nursing stress among nurses

COUNS-EDU The International Journal of Counseling and Education Vol.3, No.1, 2018, pp. 1-13 |

p-ISSN: 2548-348X- e-ISSN: 2548-3498http://journal.konselor.or.id/index.php/counsedu

DOI: https://doi.org/10.23916/0020170211740

Received on 08/26/2017; Revised on 10/24/2017; Accepted on 12/30/2017; Published on: 05/23/2018

1

A review on mindfulness and nursing stress among nurses

Zaini Said *)1, Goh Lei Kheng 2 12 Universiti Kebangsaan Malaysia *)Corresponding author, e-mail: [email protected]

Abstract Previous research has been done on mindfulness and nursing stress but no review has been

done to highlight the most up-to-date findings, to justify the recommendation of

mindfulness training for the nursing field. The present paper aims to review the relevant studies, derive conclusions, and discuss future direction of research in this field.A total of 19

research papers were reviewed. The majority was intervention studies on the effects of

mindfulness-training programs on nursing stress. Higher mindfulness is correlated with lower nursing stress. Mindfulness-based training programs were found to have significant

positive effects on nursing stress and psychological well-being. The studies were found to

have non-standardized intervention methods, inadequate research designs, small sample

size, and lack of systematic follow-up on the sustainability of treatment effects, limiting the generalizability of the results. There is also a lack of research investigation into the

underlying mechanism of action of mindfulness on nursing stress. Future research that

addresses these limitations is indicated.

Keywords: mindfulness, nurse, nursing stress

How to Cite: Said, Z., Kheng, GL. (2018). A review on mindfulness and nursing stress among nurses. Couns-Edu: International Journal of Counseling and Education, 3(1): pp. 1-13. DOI:

https://doi.org/10.23916/0020170211740

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and

reproduction in any medium, provided the original work is properly cited. ©2017 by author and Indonesian Counselor Association (IKI).

Introduction

The nature of the nurses’ job is widely recognized as stressful. They have heavy workload juggling between clinical contacts and administrative tasks, time constraint, insufficient number of colleagues to

share the work burden, strained relationship with other healthcare providers, role conflicts, and challenges

in dealing with the patients and the families’ expectations and sufferings (American Holistic Nurses

Association 2012). Nurses in Malaysia also face the similar stressors (IntanNazni&Asri 2003). However, research focusing on the nurses’ stress levels in Malaysia had contradictory outcomes on whether the

prevalence of stress was high (Emilia & Noor Hassim 2007) or moderate (Lua &Imilia 2011; Sharifah

Zainiyah et al. 2011). In fact, the participants in each study reported various levels of stress. This suggests that given similar external stressors, individual nurses’ differential experiences of stress can be explained by

their personal appraisals and coping strategies. The use of self-blame and emotional ventilation among the

nurses predicted a higher level of stress (Emilia & Noor Hassim 2007; Wan Salwina, Raynuha, Ainsyah et

al. 2009).

The issue of nursing stress concerns the society because the nurses play an important role within the

healthcare settings. Ongoing experience of high stress levels contributes to a higher likelihood of burnout,

psychological distress, and physical health but diminished job satisfaction among the nurses (Michie& Williams 2003; Wan Salwina et al. 2009)

http://dx.doi.org/10.23916/0020170211740

COUNS-EDU Vol.3, No.1, 2018 Available online: http://journal.konselor.or.id/index.php/counsedu Said, Z., Kheng, GL

A review on mindfulness and nursing stress among nurses | 2 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020170211740

This contributed to a high turnover rate among the nurses (O’Henley et al. 1997) that would worsen the

problem with lack of manpower within the field. It also impeded healthcare outcomes and patients’

satisfaction (Brady, O’Connor, Burgermeister et al. 2011; Larrabee, Ostrow, Withrow et al. 2004). Without the use of adaptive coping, combined with the alarming negative impacts of nursing stress,

necessitate the implementation of stress-management program as part of the nurses’ training so that they

can learn to cope with stress more effectively.

In recent years, there is an escalating amount of research attention focusing on the effectiveness of mindfulness training programs which include mindfulness-based stress reduction (MBSR; Kabat-

Zinn1990) and mindfulness-based cognitive therapy (MBCT; Segal, Williams & Teasdale, 2002)developed

from MBSR in stress reduction and well-being enhancement(Baer 2003; Grossman, Niemann, Schmidt et al. 2004)across different populationincluding people with cancer, depression, heart disease and healthcare

providers (Beddoe& Murphy 2004; Bruce & Davies 2005; Gazella 2005; Smith, Richardson, Hoffman, &

Pilkington 2005; Tacon et al. 2003 as cited in Praissman 2008).Mindfulness is the receptive awareness and

attention to the present events and experiences which encompass observing, describing, acting with awareness, non-judging, and non-reactivity to private experiences (Baer, Smith, Hopkins et al. 2006;

Brown & Ryan 2003). Mindfulness can be a psychological trait, a state with high awareness of the present

or as a result of meditational practices that cultivate mindfulness (Germer, Siegel &Fullton 2005). The origin of mindfulness can be traced back to the ancient Buddhist tradition of contemplation. However, it is

now widely applied within the secular context without the need of spirituality support because it depends

on universal humans’ ability to be attentive to the present (Coffey & Hartman 2008).

As there is a rise in the number of research investigations on the relationships between mindfulness and nursing stress, it is important to conduct a literature review to highlight the most up-to-date research

findings and justify the need to introduce mindfulness training to the profession. To date, only one review

has been done by Smith (2014) on the studies that investigated the specific effects of MBSR on healthcare providers’ ability to cope with work-related stress. However, no systematic literature review has been

doneon the relationship between mindfulness and nursing stress. The present paper serves to fill in the gap

by reviewing the relevant studies to date to draw conclusions and identify future research directions.

Method

Studies mindfulness and nursing stress were identified after a comprehensive search using three

electronic databases: EBSCO (1997-present), Pro-Quest Health and Medical Complete (1994-present),

PubMed (1999-present), and SCOPUS (2001-present). Google Scholar was used to search for unpublished dissertations. The inclusion criteria are research studies that investigate the effects of training programs

that incorporate mindfulness on nursing stress. The exclusion criteria are research studies that investigate

the effects of other stress management programs on other population’s stress. Keywords used to search for the articles include “mindfulness,” “nurse,” and “nursing.” The generic keywords were used to identify as

many studies as possible. Filters such as “English language” and “peer-reviewed” were used to refine

search. 14 full articles, three unpublished dissertations, noted with an asterisk (*), one abstractof a review

paper, and one abstract of a research whereby the manuscript was under corrected prooffrom the abovementioned databases were identified and included in this review (Figure 1).

COUNS-EDU The International Journal of Counseling and Education Vol.3, No.1, 2018


Figure 1: Flowchart of the reviewing process

Table 1 presents the studies on mindfulness training programs for nursing stress and their relevant

important features (a) authors, (b) participants, (c) location, (d) research design, (e) program, (f) measures

of stress-related outcome, (g) measures of well-being related outcome, and (h) treatment outcomes with significant improvement.

Results and Discussion

A total of 19research papers from the year 1994 till present fulfilled the inclusion criteria to be reviewed in the present paper (see Table 1 and Table 2). 17 of the research papers are intervention studies

on the effects of mindfulness training programs on nursing stress and other well-being measure, one is

survey study, and another one is a review paper. 18.75% of the intervention studies were randomized controlled pre-post studies, 37.5% were nonrandomized controlled, another 37.5% were quasi-

experiments, and the remaining one study was qualitative. There were ten studies that involved only

nurses, three that included other healthcare professionals besides nurses, and four that recruited nursing

students as participants. The study by Horner, Piercy, Eure& Woodard (2013) is under corrected proof thus only the abstract with limited details is made available. Excluding Horner at al.’s (2013) study, there

were a total number of 1460nurses and 197 nursing students that were being studied. Most of the studies

were conducted in U.S. (64.7%), two in South Korea, and the others wereeach carried out in Australia, Canada, China, Japan, and Malaysia.

Of all the intervention studies, eight studies (47%) investigated on the effects of MBSR in alleviating

stress experienced by the nurses.MBSR was developed by Jon Kabat-Zinn from the University of

Massachusetts Medical Center based on the concept of being entirely present to one’s personal experience without resisting or attaching any judgment termed mindfulness. The program was detailed in Kabat-

Zinn’s (1990) textbook entitled “Full Catastrophe Living: Using the Wisdom of YourBody and Mind to

Face Stress, Pain, and Illness.” The original MBSR spans across eight weeks, with at least 2.5 hours of weekly group sessions for formal didactic instruction on topics such as communication skills, stress

reactivity, and self-compassion and experiential exercises and a 6-hour daylong retreat during the 6th or

7th week. The participants would also be instructed to actively practice mindfulness meditation for 6 days

per week facilitated by the audiotaped instructions. They would also be expected to integrate the mindfulness skills and concepts into daily routine.Beddoe and Murphy (2004), Beth Elsa et al. (2007), and

Articles searched from EBSCO, Pro-Quest Health and Medical Complete, PubMed, and SCOPUS with the

keywords of mindfulness, nursing, and nurse

148 citations in EBSCHO, 145 in Pro-Quest Health and Medical Complete, 59 in PubMed, and 57 in SCOPUS

14 articles and 2 abstracts from all the selected databases were included

Combined with 3 unpublished dissertations found using Google Scholar yielded a total of 19 studies for review

COUNS-EDU Vol.xx, No.x, Month 201x Available online: http://journal.konselor.or.id/index.php/counsedu Said, Z., Kheng, GL


Cohenz-Katz,Wiley, Capuano, Baker, and Shapiro’s (2005) studies were based on the traditional Kabat-

Zinn’s (1990) version of MBSR.

Other researchers modified the traditional format and/or contentbut found similar improvement.

Bazarko, Cate, Azocar, and Kreitzer (2013) named the modified MBSR as telephonic MBSR (tMBSR) by

replacing the group meeting sessions with 6 scheduled weekly 1.5-hour group teleconference calls, an

additional in-person retreat day at the beginning of the program, email discussion with the instructor in between sessions, and access to personalized instructions and supports. Brady, O’Connor, Burgermeister

and Hanson (2011) and Mackenzi, Poulin and Sigmund-Carlson’s (2006) adapted the duration to 4 weeks

to cater to the nurses’ heavy job demands. There were weekly 1-hour group sessions focusing on formal meditation and attention to breath, mindfulness in daily activities, total body relaxation, and mindfulness

at workplace and the requirement to practice meditation and mindfulness in daily activities at least 30

minutes daily. On the other hand, Foureur, Besley, Burton, Yu and Crisp (2013) modified the contentinto

only a 1-day workshop to psychoeducate the nurses’ on the relationships among body, mind, emotion, and behavior and strategies for moment-to-moment mindfulness and the assignment to meditate daily for 8

weeks. Hee, Subramaniam, Rahmat andPhang (2014) devised a 5-week program constituting 2-hour

weekly sessions and daily mindfulness practice, named brief-MBCT by integrating MBSR and MBCT approaches.b-MBCT seeks to train the participants in cultivating meta-mindfulness so that by being more

aware of their private experiences, they assume a detached perspective to defuse from the negative internal

events (Phang&Ooi 2012; Segal et al. 2002).b-MBCT also consists of the elements of compassion and

gratitude in addition to mindfulness. In O’Brien et al.’s (2013) study where exposure to humor was incorporated to 7-minute daily meditation for 4 weeks, there was also significant improvement in terms of

the nursing students’ anxiety and well-being.

There were four intervention studies that concluded the positive effects of mere daily mindfulness meditation practice across a variety of duration on nursing stress and well-being. The participants in Kang,

Choi and Ryu’s (2009) 8-week mindfulness meditation program learned and practiced walking mindfully

and body scan and breathing meditation as daily routine. On the other hand, in Pipe, Bortz, Dueck et al.’s

(2009) study, the participants underwent a 4-week daily meditation program. Ando, Natsume, Kukihara, Shibata and Ito (2011) investigated on 2-week daily 30-to-60 minute cyclic meditation whereby the

participants moved their hands or legs while meditating to focus their attention on mind and body. The

program with the shortest duration is Chen, Yang, Wang and Zhang’s (2013) that involved nursing students to meditate for 30 minutes daily for only a week.

There were two other intervention studies that had also shown positive effects of spirituality

program that incorporated important elements of mindfulness on nurses’ stress and well-being. Borrman,

Becker, Gershwin et al. (2006) and Yong, Kim, Park, Sweo and Swinton’s (2013) 5-week, 90-minute weekly sessions of spirituality program was based on The Mantram Handbook (Easwaran 1998), that

includes practicing Mantram as a form of meditation,cultivating one-pointed attention, slowing down, and

repeating mantram during daily activities.

There is only one qualitative study (Beth Elisa et al. 2007) and two quantitative studies that had

included some qualitative findings (Cohen-Katz et al. 2005; Foureur et al. 2013). The participants reported

that they found the program helpful in managing stress and instilling calmness but having difficulty in

following routine meditation and doubted the feasibility of such program to be conducted in the hectic settings.

Twelve intervention studies (70.5%) measured both nursing stress-related and well-being outcomes.

Three (17.6%) measured only stress-related findings whereas two (11.7%) measured only psychological well-being at post intervention. To measure stress-related outcomes including perceived stress, burnout

symptoms, emotional distress, and job satisfaction, different instruments were used across studies. Three

studies used Perceived Stress Scale (PSS) (Bazarko et al. 2013; Borrman et al. 2006; Hee et al. 2014), one

study used Derogatis Stress Profile (DSP) (Beddoe& Murphy 2004) and Mental Health Professionals Stress Scale (MHPSS) (Brady et al. 2011).Five studies used Maslach Burnout Inventory (MBI) (Brady et

al. 2011; Cohen-Katz et al. 2005; Mackenzi et al. 2006; Penque et al. 2009; Yong et al.2011) and one used

Copenhagen Burnout Inventory (CBI) (Bazarko et al. 2013) to measure their burnout symptoms. Certain studies also measured depression, anxiety, stress, and anger using respective questionnaires such as

Depression Anxiety Stress Scale (DASS) (Fourer at al. 2013), State/Trait Anxiety Anger Inventory



(STAA) (Borrman et al. 2006), Beck Depression Inventory (BDI) (Kang et al. 2009). Chen at al. (2013)

adopted Self-rated Anxiety and Depression Scale and physiological measures. Other instruments used were Brief Symptom Inventory (BSI) and Emotional Exhaustion Subscale (EES) (Cohen-Katz et al. 2005).

The studies that include work satisfaction measures used Index of Work Satisfaction (Penque et al. 2009)

and Job Satisfaction Scale (Yong et al. 2011).

In line with the review done by Smith (2014) which concluded that the healthcare providers

including the nurses’ ability to cope with job stress was improved after the MBSR, all the nurses or nursing

students who had undergone the mindfulness training program regardless format and content differences,

experienced significant reduction in terms of stress-related symptoms including perceived stress, burnout symptoms, anxiety, and anger. The only exception is that Brady et al. (2013) did not find significant

improvement in the participants’ burnout symptoms despite the significant improvement in stress levels

with MBSR. Also, mindfulness training programs were found to have no impact on depressive symptoms (Chen et al. 2013; Fourer et al. 2013; Kang et al. 2009). In terms of job satisfaction, the findings by two

studies were contradictory whereby the nurses in Penque et al. (2009) but not Yong et al.’s (2011) reported

higher job satisfaction at post-intervention. This might be due to other individual and environmental

differences in addition to stress that also affect to what extent that they could derive contentment from their job.

Besides stress-related outcomes, most intervention studies also assess the effects of mindfulness

training programs on different well-being related outcomes, including mindfulness, sense of coherence, sense of self, quality of life, spiritual well-being, empathy, self-compassion, happiness, and satisfaction

with life. 66.7% studies included a combination of different measures in attempt to capture the totality of

psychological well-being. This is in line with the general consensusthat the definition of well-being is

multifaceted (Ryff& Keyes 1995). The most widely used instrument is Mindfulness Attention Awareness Scale (MAAS) (Beth Elisa at a., 2007; Cohen-Katz et al. 2005, Hee et al. 2014; O’Brien et al. 2013),

followed by General Health Questionnaire (GHQ-12) (Ando et al. 2011; Foureur et al.2013), Sense of

Coherence Scale (SOC) (Ando et al. 2011; Foureur et al. 2013), and Interpersonal Reactivity Index (Beddoe& Murphy 2004; Penque et al. 2009). Others are listed in Table 1.

In the studies that also measured the treatment outcomes at 1, 2, 3, and 4 months respectively after

post-intervention, the positive effects of mindfulness training programs on nursing stress and psychological

well-being sustained overtime (Bazarko et al. 2013; Beth Elisa et al. 2007; Cohen-Katz et al. 2005; Mackenzi et al. 2006; Penque et al. 2009).

The survey study done by Heard (2010) showed that the nurses who reported higher level of

dispositional mindfulness also had lower propensity to burn out. This implied that without mindfulness training program, individuals’ trait mindfulness is also likely to buffer against stress.Based on Taylor,

White andMuncer’s (1999) findings, facing with the challenge of consistently inadequate number of

colleagues to share the workload, the working nurses perceived a lack of resources and support that

negatively affected their self-efficacy in managing the job demands. Therefore, trait mindfulness or mindfulness cultivated via training programs assist the nurses to focus while fulfilling their roles, without

attaching negative judgment on personal capability and the inevitable stressful job demands. While the

training programs also engaged them to develop the habit of being mindful in daily activities, it also improved their general well-being.



Table 1: Studies of mindfulness training programs on nursing stress

Study Participan

ts

Location Design Program Measures

of stress-

related

outcome

Measures of

well-being

related

outcome

Significant

improveme

nt

Ando et

al. (2011)

N=28

nurses

Treatment-

15;

Control-13

Elderly

ward,

Japan

Nonrandomiz

ed controlled

pre-post

intervention

study

2-week of daily

cyclic meditation

for 30-to-60

minutes

N/A General Health

Questionnaire

(GHQ-12), Sense

of Coherence

(SOC),

Functional

Assessment of

Chronic Illness

Therapy-Spiritual

Well-being Scale

(FACIT-Sp)

GHQ-12,

SOC

Bazarkoe

t al.

(2013)

N=36

29 clinical

nurses, 7

staff nurses

Midwest

&

Southwes

t

Healthcar

e

Company

, U.S.

Quasi-

experimental,

single group,

pre-post

intervention

study

8-week tMBSR

with additional 1

retreat day at the

beginning, 2 and

4-month follow-

up

Perceived

Stress Scale

(PSS),

Copenhage

n Burnout

Inventory

(CBI)

Brief Serenity

Scale, SF-12v2

Health

Survey,Self-

Compassion

Scale,

Jefferson Scale

of Physician

Empathy

All

Beddoe&

Murphy

(2004)

23 nursing

students

U.S. Quasi-

experimental,

single group,

pre-post

intervention

study

8-week MBSR Derogatis

Stress

Profile

(DSP)

Interpersonal

Reactivity

Index (IRI)

All

Beth

Elisa et

al. (2007)

4 nurses Wisconsi

n, U.S.

Qualitative 8-week MBSR,

3-month

follow‑up

N/A Self‑developme

nt, Mindfulness

Attention

Awareness

Scale (MAAS)

MAAS

Brady et

al. (2011)

N=16

7

psychiatric

nurses

Inpatient

behaviora

l health

unit in

Midwest

hospital,

Quasi-

experimental,

single group,

pre-post

intervention

4-week brief

MBSR, 1-hour

weekly sessions,

without retreat

day

Mental

Health

Professiona

ls Stress

Scale

(MHPSS),

Sense of Self

Scale, the

Toronto

Mindfulness

Scale

All except

burnout



U.S. study Maslach

Burnout

Inventory

(MBI)

Borrman

et al.

(2006)

N=62

31 nurses

31 staffs

Veterans

Affairs

San

Diego

Healthcar

e System,

U.S.

Quasi-

experimental,

single group,

pre-post

intervention

study

5-week

Mantramrepetiti

on

PSS,

Spielberger

State/Trait

Anxiety

Inventory

(STAI) and

Anger

Inventory

(STAA)

Endicott’s

Quality of Life

Enjoyment and

Satisfaction

Short Form,

Spiritual Well-

being Scale

All

Table 1: Continued

Study Participa

nts

Location Design Program Measur

es of

stress-

related

outcom

e

Measures of

well-being

related

outcome

Significant

improvemen

t

Chen

et al.

(2013)

N=60

nursing

students

Treatmen

t – 30;

Control -

30

Medical

Universit

y in

Guangzh

ou, China

Randomized

controlled

pre-post

intervention

study

1-week of

daily 30-

minute

mindfulness

meditation

Self-

rated

Anxiety

Scale,

Self-

rated

Depress

ion

Scale,

heart

rate,

blood

pressure

N/A anxiety,

systolic

blood

pressure

Cohen

-Katz

et al.

(2005)

N=25

nurses

Treatmen

t-12;

Control-

13

Lehigh

Valley

Hospital

& Health

Network,

U.S.

Randomized

controlled

pre-post

intervention

study

8-week MBSR,

3-month

follow-up

MBI,

Brief

Sympto

m

Invento

ry

(BSI),

Emotio

nal

Exhaust

ion

Subscal

MAAS All



e (EES)

Foure

uret

al.

(2013)

N=40

20 nurses,

20

midwives

2

teaching

hospitals

in New

South

Wales,

Australia

Nonrandomi

zed

controlled

pre-post

intervention

study

Modified 8-

week MBSR:

1-day

workshop,

without retreat

day

Depress

ion,

Anxiety

and

Stress

Scale

(DASS)

GHQ-12,

SOC

All

Hee et

al.

(2014)

N=37

critical

care

nurses

Hospital

Serdang,

Malaysia

Quasi-

experimental

, single

group, pre-

post

intervention

study

5-week brief

MBCT, 2

hours/week

DASS,

PSS

MAAS,

Subjective

Happiness

Scale (SHS)

All

Horne

r et al.

(2013)

In press,

corrected

proof

U.S. Nonrandomi

zed

controlled

pre-post

intervention

study

10-week

mindfulness

training

program

- - All: stress,

burnout,

mindfulness,

compassion

Kang

et al.

(2009)

N=41

nursing

students

Treatmen

t- 20;

Control-

21

South

Korea

Nonrandomi

zed

controlled

pre-post

intervention

study

8-week

mindfulness

meditation

stress coping

program

Psychos

ocial

Well-

being

Index-

Short

Form

(PWI-

SF),

STAI,

Beck

Depress

ion

Invento

ry

N/A Stress,

anxiety



Table 1: Continued

Study Participant

s

Location Design Program Measures

of stress-

related

outcome

Measures of

well-being

related

outcome

Significant

improvemen

t

Mackenz

i et al.

(2006)

N=30

nurses and

nurse-aides

Treatment-

16;

Control-

14

Canada Nonrandomize

d controlled

pre-post

intervention

study

4-week

MBSR, 1

month

follow-up

MBI Satisfaction

With Life Scale

(SWLS)

burnout

symptoms,

relaxation,

and life

satisfaction

O’Brien

et al.

(2013)*

N=73

Junior and

Senior

nursing

students

Treatment-

36;

Control-37

Capella

University,

U.S.

Nonrandomize

d controlled

pre-post

intervention

study

4-week

daily 7-

minute

guided

mindfulnes

s

meditation

+ humor

STAI MAAS STAI,

MAAS

Penque

et al.

(2009)*

N=61

nurses

Abbott

Northwester

n Hospital

in

Minnesota,

U.S.

Quasi-

experimental,

single group,

pre-post

intervention

study

8-week

MBSR, 3

months

follow-up

MBI,

Index of

Work

Satisfactio

n

Brief Freiburg

Mindfulness

Inventory

(BFMI),

Self‑Compassio

n Scale, BSS,

IRI

MAAS, self-

compassion,

serenity,

work

satisfaction,

job burnout

Pipe et

al.

(2009)

N=33

nurse

leaders

U.S. Randomized

controlled pre-

post

intervention

study

4-week

brief

mindfulnes

s

meditation

course

Symptom

Checklist

90-

Revised

N/A Stress

Yong et

al.

(2013)

N=51

manager

nurses

Treatment-

24;

Control-27

Hospital in

Seoul, South

Korea

Nonrandomize

d controlled

pre-post

intervention

study

5-week

spirituality

program

MBI, Job

Satisfactio

n Scale

Spiritual Well-

being, Spiritual

Integrity

Burnout,

spiritual

well-being,

integrity,

leadership

practice

Table 2: Other non-intervention studies paper



It is indicated from this review that research on mindfulness and nursing stress is limited in the

aspects of research design, research participants, generalizability of results, measures of treatment outcomes,intervention content and dosage, comparisons with other stress-buffering factors, and the

underlying explanation of the positive effects of mindfulness on nursing stress.

In terms of research design, there are only a limited number of randomized controlled trials (RCTs)

for the intervention studies, though RCT is widely recognized as the gold standard in evaluating the efficacy and effectiveness of a treatment (Akobeng 2005). For the single-group pre-post intervention studies

where there is no controlled or comparison group, it is difficult to determine the validity of the significance

of improvement. Out of 17 intervention studies, 12 did not assess the long term effects of mindfulness training program, thus weakening the justification to incorporate mindfulness training in the nursing field.

Moreover, there is no standardized treatment component except daily meditation that is required in

all programs. Across studies, the participants self-monitored and self-reported on their assignments to carry

out daily meditation; thus, without an objective monitoring method, it is uncertain whether they actually perform the assignments. The duration of different adaptations of the programs ranges from 1-to-10 week.

The method of delivery such as classroom or telecommunication-based and content such as didactic

presentations, group sharing sessions, retreat day, and self-directed meditative practices also vary by studies. There is no specific research to determine which treatment components have the largest positive

effects (Penque et al. 2009). There is also no investigation to determine the format and dosage that is the

most cost and time effective.

Although there are many other stress-reduction programs such as relaxation therapy, assertiveness training, and peer support groups (Lee & Ellis 1990) that were found to be effective, to date, there is no

study that compares mindfulness training programs against other stress-management programs for nurses

to determine the best intervention option.

There is a wide range of measures of treatment outcome which makes comparisons among studies difficult. In fact, nursing stress was not assessed directly and specifically using work-stress instruments.

Although it is shown that mindfulness training programs effectively reduce stress, it is necessary to

pinpoint whether the reduced stress is pertaining to the job demands in order to further justify the need to incorporate mindfulness training in the field.

The generalizability of the findings is limited because of the intervention studies that involved small

sample size (Cohen-Katz et al. 2005; Mackenzie et al. 2006; Yong et al. 2011) making it difficult to obtain

conclusive findings. Brady et al. (2013) explained that small sample size might have resulted in insignificant improvement in the participants’ burnout symptoms. There is also a lack of investigation on

Study Participants Design Program Measures of stress-related

outcome

Measures of well-being

related outcome

Heard

(2010)

*

N=1186

registered

nurses from

4 hospitals in

South

Mississippi,

U.S.

Survey N/A MBI, Index of Work Satisfaction,

Nurse Comfort Questionnaire

MAAS, Langer

Mindfulness scale,

Mindfulness-Based Self

Efficacy Scale,

Smith

(2014)

- Review

paper

MBSR - -


A review on mindfulness and nursing stress among nurses | 11

Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020170211740

the impact of gender. Among the participating nurses across studies, there was only three male nurses were involved in the Penque et al.’s (2009) study. However, this is inevitable as it is in line with the fact that

male is always the underrepresented group within the nursing field (Penn State School of Nursing, 2007).

Mindfulness has been proven effective as a mean by which nurses can empower themselves to combat various stressors and comfort themselves through mindfulness meditation. However, there is no

research in the underlying mechanism of the positive effects.

These limitations of current studies done on mindfulness training programs and nursing stress

inform the direction of future research. Future studies are needed to compare mindfulness training programs against controlled and comparisons group using other stress management programs using RCT.

The sustainability of positive effects needs to be accessed via long term follow-ups. It is also important to

devise the program so that the participants’ daily meditation can be measured objectively. The investigations should also aim to produce a manualized protocol that details standardized format, content,

and dosage that is deemed most cost and time effective, in order to cater to the nurses’ busy schedule. This

can be done by researching on specific efficacy and effectiveness of the therapeutic components. The

measure of stress can be specified to be job-related. To improve the generalizability of the findings, the sample size needs to be larger and the sample should be representative of nurses across departments,

genders, and other cultural groups. Further research is indicated to explore the mechanism of action

underlying the positive effects mindfulness has on the nursing stress by using mediator or path analysis studies.

Conclusions

Mindfulness has been proven to be effective in reducing nursing stress and improving psychological well-being. However, future research is necessary to include larger sample size that is randomized and

representative of the nursing population, compare mindfulness to other training programs, examine the

long-term benefits, and explore the underlying mechanism of action to allow more conclusive findings and

produce manualized protocol that is most cost and time effective that justify adoption of mindfulness-based training program in the nursing field.

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p-ISSN: 2548-348X- e-ISSN: 2548-3498 http://journal.konselor.or.id/index.php/counsedu

DOI: https://doi.org/10.23916/0020180312210


14

Are high school students motivated to attend counseling ? Rezki Hariko*)

Universitas Negeri Padang

*)Corresponding author, e-mail: [email protected]

Abstract Counseling is the core of the implementation of guidance and counseling services at the

school as a whole. The success of counseling is a guarantee for the success of different types

of guidance and counseling services. Unfortunately, not many students who voluntarily went to a counselor for help through the implementation of counseling. This research aims

to describe the motivation of students to attend counseling. The research used survey

method with 316 students of High School students. The results show that most students

have not been motivated to follow counseling. Based on these findings, further research is needed on the factors that influence student motivation, as well as the efforts should be

done by counselors and other stakeholders to increase students' motivation to attend

counseling.

Keywords: school, student, adolescent,motivation, counseling.

How to Cite: Hariko, R. (2018). Are high school student motivated to attend counseling?. Couns-Edu:

International Journal of Counseling and Education, 3(1): pp. 14-21. DOI:

https://doi.org/10.23916/0020180312210

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and Indonesian Counselor Association (IKI).

Introduction

The need for guidance and counseling in schools is increasing from time to time(Hariko & Ifdil,

2017).Counselors as implementers of services are authorized to provide guidance and counseling services

in educational and non-educational institutions(Andriani, Taufik, & Hariko, 2017).Some examples of guidance and counseling services that school counselors can do include student inventory services,

information, individual counseling, placement, follow-up and evaluation, group counseling and group

guidance, consultation, advocacy, mediation and orientation(Corey, 2015; Gibson & Mitchell, 2003; Gladding, 2012; Prayitno, 2017; Prayitno & Amti, 2004).Implementation of guidance and counseling

services in schools includes a steady integration of the goals, functions, and principles of guidance and

counseling, service areas, service types, support activities and service formats, and is implemented in

various service formats: individual, group, classical, and collaborative(Prayitno, 2004, 2017; Prayitno & Amti, 2004).

One type of guidance and counseling services and implemented in an individual format is individual

counseling (Kamaluddin, 2011; Prayitno, 2017; Prayitno & Amti, 2004). In many references, and also in this article, the term individual counseling is commonly referred to as counseling. Counseling is defined as

a counselor relation to a client focused on personal growth and adjustment and the fulfillment of the need

for problem solving, decision making and behavioral change (Gibson & Mitchell, 2003; Hansen, Stevic, &

Warner, 1982; Hariko, 2017; Lesmana, 2008; Prayitno, 2017). Counseling is a type of counselor and client-specific relationship that can be in the form of face-to-face relationships, by phone, by letter, or with

the help of electronic devices, and has a specific purpose (Alleman, 2002; Geldard & Geldard, 2005; Ifdil,

2013; Sudrajat, 2008). More specific counseling is also defined as the application of the principles of mental health, psychology or human development through cognitive, affective, behavioral or systemic


Are high school student motivated to attend counseling? | 15


intervention,strategies that pay attention to wellness, personal growth, career, personal development and pathology, implemented to people who are still functioning normally,theory-based and takes place in a

structured sequence, a container for clients to learn and development processes as well as

interventions(Corey, 2015; Cottone, 1992; Gladding, 2012; Hariko, 2016; Lesmana, 2008).

Counseling has, since the early days of the movement into both school and non-school setting, been

identified as the heart of any program of guidance and counseling services (Gibson & Mitchell, 2003).

Counseling is the core activity of the overall guidance and counseling services in order to provide

understanding and completion of student problems. If the counseling of individuals able to give good results, then the implementation of guidance and counseling services as a whole will go well(Gibson &

Mitchell, 2003).Through counseling, students and counselors conduct interaction and communication

processes to solve student problems(Luddin, 2010; Shanty & Christiana, 2013).

Implementation of effective counseling is expected to create students who are independent,

successful and able to carry out their daily activities effectively(Prayitno & Amti, 2004). Counseling

focuses its efforts on solving individual problems characterized by the formation of independence on the

individual (Gibson & Mitchell, 2003; Gladding, 2012; Prayitno, 2017; Prayitno & Amti, 2004). Individual independence is characterized by the presence of several indicators, namely: understanding and acceptance

of self and the environment in a positive, dynamic, and objective, able to take decisions appropriately, able

to direct themselves according to the decisions that have been taken, and able to actualize themselves optimally (Prayitno & Amti, 2004). Estuary of the counseling process is expected to give birth to

individuals who have constructive personality and able to formulate new ways to behave, feel and

think(Lesmana, 2008; Truax & Carkhuff, 2007).

Considering the magnitude of potential benefits of counseling, this service should be utilized by all students in the school.The implementation of guidance and counseling in schools is guided by educational

objectives taking into account individual specifications at each school level (Gibson & Mitchell, 2003;

Gladding, 2012; Lesmana, 2008; Prayitno, 2017; Prayitno & Amti, 2004). Each student based on the type

of problem, age and level of education served with careful attention to the specificity and needs.

Counselors working inHigh Schools, implementing counseling and guidance services to a number

of clients who are in the period of adolescence(Gladding, 2012; Lesmana, 2008; Prayitno, 2004). Based on

age ranges, High School students are at the age of 16-20 years which is equivalent to the period of adolescent age (Fudyartanta, 2011; Lesmana, 2008; Santrock, 2014; Sarwono, 2012).This period is often

referred to as a turbulent and rebellious period(Lesmana, 2008). In adolescence, individuals experience

changes as a result of a significant and simultaneous transition of physical, personality, cognitive, mental

and social development, from the period of the child to an adult period, impacting major changes on the emotional aspect(Lesmana, 2008; Santrock, 2014; Sarwono, 2012). Counseling services at High School are

expected to contribute positively to adolescents in responding to various changes appropriately.

The success of counseling in schools needs to get support from all sides, especially from students. Active participation of students to utilize counseling services provides a number of important benefits for

students, both in terms of problem solving and self-development. Unfortunately, students at some schools

have no encouragementand are not interested in participating in the implementation of counseling

services.In addition, student expectations are not too high on the outcomes that can be obtained from counseling. Related to this, the motivation of students to voluntarily attend counseling is very important in

the effort to create a more productive daily living.

Method

This research used survey method. The research population is high school students in Padang, Indonesia. The number of respondents is 316 students, obtained by simple random sampling technique

with 95% accuracy value.The data were collected using Students Motivation to Counseling Scale

(SMOCS).Data analysis using descriptive statistical techniques and then categorized proportionally into five interval classes(Iskandar, 2009; Sudjana, 2002).

COUNS-EDU Vol.3, No.1, 2018 Available online: http://journal.konselor.or.id/index.php/counsedu Hariko, R

Are high school student motivated to attend counseling?| 16 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020180312210

Results and Discussions

Student motivation to attend counseling as measured in this research includes: (1) desire to attend counseling, (2) encouragement to attend counseling, and (3) expectations of counseling. The description of

students' motivation to attend counseling based on research data can be seen in the following table.

Tabel 1. Description of Student Motivation to Attend Counseling (N = 316)

Aspect

Category

Very Low Low Medium High Very

High

f % f % f % f % f %

Desire to attend counseling 51 16.1 52 16.5 125 39.6 76 24.1 12 3.8

Encouragement to attend counseling 65 20.6 77 24.4 110 34.8 55 17.4 9 2.8

Expectations of counseling 11 3.5 42 13.3 140 44.3 93 29.4 30 9.5

Total 29 9.2 63 19.9 152 48.1 70 22.2 3 0.9

Referring to Table 1. it can be presented about the description of the student's motivation to attend

counseling on the aspects reviewed. In the aspect of students' desire to attend counseling, 228 respondents

(72.2%) have medium until very low motivation, and 88 respondents (27.8%) had high and very high motivation. In the aspect of encouragement to attend counseling, 252 respondents (79.9%) had medium

until very low motivation, and 64 respondents (20.3%) had high and very high motivation. In the aspect of

expectation of counseling, 193 respondents (61.1%) had medium until very low motivation, and 123

respondents (38.9%) had high and very high motivation. Then, overall 244 respondents (77.2%) had medium until very low motivation, and 73 respondents (23.1%) had a high to very high motivation.

The results of the data analysis show that the overall percentage of student motivation to attend

counseling is mostly in the medium, low and very low category. Likewise, if observed further on each aspect under research. From these findings it can be interpreted that students are not very motivated to

utilize counseling services. This data is of course a matter of great concern for the existence of counseling

and guidance services in schools in the effort of self-development and solving student problems.

Motivation is one of the internal conditions that each individual possesses, influences the direction of behavioral choice and becomes the power supplier to act in a directional way(Ahmadi, 1991; Huitt,

2001; Sardiman, 2008; Syah, 2003; Uno, 2007). The individual's need for something can generate his

motivation to perform an activity. Individual motivation can be known from its behavior, for example from what it says and what it does (Ahmadi, 1991; Walgito, 2010). Motivation is an impulse in a person

that is indicated by the desire and interest, encouragement and need, and hope (Uno, 2007). Motivation

begins with a change of energy within the individual characterized by the emergence of feelings of pleasure

and interest in something (Sardiman, 2008; Sujanto, 2004). Thus, the motivation of the individual is an important internal component of the individual that can be observed from the description of his desire and

encouragement to perform certain actions and expectations of the action. The needs of the individual will

generate his motivation to perform a certain action.

Students' need for counseling will have an effect on the desire and encouragement to follow their

counseling and expectations on counseling. Student motivation to attend counseling can be viewed from

desire, interest and encouragement to attend counseling and expectation of counseling. The low

motivation of students to attend counseling can be caused by various factors, both from students, counselors, and overall counseling. Gladding(2012)argues that the counseling process is influenced by

several factors, namely: the type of problem, the structure of counseling, initiative, the quality of the client

and the quality of the counselor.

Essentially everyone needs counseling services. Individuals whose lives are satisfactory and affluent

even will experience emotional disturbance at certain times and need help (Geldard & Geldard, 2005).




Likewise with students in High School. Various conditions that always faced by students related to aspect of personal aspects, social, education, career, religious understanding, preparation of family, and others,

often cause various problems. Students deal with not only the various targets of learning outcomes, but

also the various potential problems that will arise as a consequence of interaction with the social environment.

As individuals who are in the period of adolescence, students are particularly vulnerable to various

problems. Some research data reveal a number of problems faced by students, that is, related to adjustment

to the environment, physical and psychological changes (Murdani, 2017; Rahmah, Ilyas, & Nurfahanah, 2016; Suryani, 2013), negative emotions and low emotional intelligence (Fefriawati, 2010; Yuliani, 2013),

premarital sex behavior, heavy-risk sexual behavior, and pornography (Hanifah, 2013; Hariyani,

Mudjiran, & Syukur, 2012; Nursal, 2008), aggressive behavior (Fefriawati, 2010; Hidayat, Yusri, & Ilyas, 2013; Restu, 2013), career planning, learning readiness and learning achievement (Mulyani, 2013;

Permadi, 2016), smoking and drug use(Rahayu & Pratiwi, 2013), addicted to internet and games(Jannah,

Mudjiran, & Nirwana, 2015; Kusumawati, Aviani, & Molina, 2017; Lilimiwirdi & Nelfira, 2016). Based

on the findings of this study, it is illustrative of a small portion of the complexity of the problems faced by students.

The description of the research findings that have been put forward signals the need for immediate

settlement efforts, especially by the counselor as the guidance and counseling service at the school. School counselors should be able to play their roles in implementing counseling services and other types of

services, to all students at school (Ahmadi, 1991; Gibson & Mitchell, 2003; Gladding, 2012; Gysbers,

2001; Prayitno, 2017; Prayitno & Amti, 2004; Schmidt, 2003). Students need to be intensively involved in

counseling, not only for the solve of personal and group issues, but also for student self-development purposes.

Guidance and counseling in schools should receive more attention from all parties, so that it is

socialized and implemented well.Unfortunately, various misconceptions about counseling are still

common, especially with regard to definitions, objectives, functions and processes of implementation. The term counseling that is used with too broad and clutter, resulted in a blurring of understanding about the

real meaning (Palmer, 2000). For example, counseling is often equated with ordinary conversation in

everyday life or counseling is considered a mere process of advice(Geldard & Geldard, 2005; Palmer, 2000). Even most people who are not familiar with the counseling process come to the counselor with the

thought that they will be immediately advised and told what exactly they will do (Geldard & Geldard,

2005). When in fact advice is only one of the special techniques proposed by one of the counseling theories

used in the counseling process with certain preconditions and contains some weaknesses when used improperly. Counseling is not just about giving advice, it is very different from ordinary conversation in

everyday life and through a series of systematic processes.

The effectiveness of counseling can be obtained when the client realizes that he / she is in trouble, need the help of others to solve the problem, and try to find the party who can provide assistance that is

counselor (Gladding, 2012; Prayitno, 2017). The view that seeking outside help to overcome the problem

is one indication of one's weaknesses, can decrease the individual's interest in utilizing counseling services

(Geldard & Geldard, 2005). Counseling is often only the last choice of most individuals, because they do not know what they will gain from the process (Gladding, 2012). Related to this, the research results of

Vogel, Wade, & Hackler (2007) found that perceptions about the stigma of others about counseling

contribute to the stigma of self and affect attitudes to seek help. Students who have negative experiences with counseling are unlikely to be motivated to attend counseling, although in principle have a number of

problems that need help to solve them. Negative experiences can be gained from individual self-counseling

experience in the past, or the result of conclusions about other people's negative experiences about

counseling.

Various internal factors of students should be of concern in relation to the low motivation of

students to attend counseling. One of these factors is related to students' self-disclosure. Student self

disclosure to express problems is needed in counseling processes (Gladding, 2012; Prayitno, 2017; Prayitno & Amti, 2004). The results of research conducted by Nirwana (2013) revealed that High School

students' self-disclosure rates are low, especially in attitude, financial, personality, and physical aspects.

Various factors can be a factor of low self-disclosure of students, one of which is the cultural factor.



According to Gainau (2009) self-disclosure is strongly influenced by culture, which includes values, rules,

perspective, and attitudes towards the environment. Low student self-disclosure is related to collective culture, where in the culture since childhood the child has been educated not to be open to others,

educated not to tell others something that will embarrass themselves, family, and society (Nirwana, 2013).

Things as mentioned will certainly be an inhibiting factor for students in deciding to seek help through counseling services, even though they are in desperate need of help.

Students 'concern about the application of confidentiality by counselors in the counseling process is

also one of the factors that might influence the students' motivation to attend counseling. In principle, as a

professional activity, the counselor in carrying out his professional activities is required to always apply the principle of confidentiality (Geldard & Geldard, 2005; Gibson & Mitchell, 2003; Gladding, 2012; Glosoff

& Pate Jr, 2002; Prayitno, 2017). Students who doubt the application of confidentiality by counselors will

most likely decide not to attend counseling. How not, most of the topics that will be discussed by students in counseling are the things that are really kept secret from anyone. Related to this, the research findings of

Purwanti, Firman, & Sano (2013) revealed that there is a significant relationship between students'

perceptions of the implementation of the principle of confidentiality by the counselor with the interest of

students following counseling. Consistency of counselor in applying of confidentiality principle will trigger the emergence of student interest to attend in counseling service.

The counseling process involves interpersonal relationships between two parties, where the

personality of the counselor is a very important thing to achieve counseling goals (Brammer & Shostrom, 1982; Geldard & Geldard, 2005; Gladding, 2012; Gunarsa, 2001; Hariko, 2017; Lesmana, 2008; Rogers,

1971). Personal factors of counselor, client's view of counselor, and counselor-client relationship are

crucial to the process and outcomes of the counseling(Zulfikar, Hariko, Muwakhidah, & Aritonang,

2017).Factors that come from the counselor into the main consideration of students in deciding whether or not to use counseling services. The personality of the counselor in the interaction in everyday life and in

the counseling process, becomes the focus of student consideration. Students who have negative

perceptions about the personality of the counselor tend to try to minimize the interaction and communication with counselor, both in daily activities and in the utilization of counseling services.

Counselors who have a good personality tend to be the students' choice in the implementation of

counseling. The empathy, friendliness and modest attitude shown by the counselor can be an early

antidote to the complexity of student perceived problems. Students' expectations of the acquisition of insights, knowledge and mastery of life skills will be gained more easily in an atmosphere of friendly,

understanding and non-threatening interaction. This is also confirmed by Griffith & Frieden (2000) that

new insights can be gained as counselors and clients collaborate in a non-threatening atmosphere.

In addition to the aspect of personality, professional counselors must also have to master the theory

and skills of counseling and skilled in practicing those skills. In the counseling process, theory is something

that is absolute, because counseling is a special way to help others that involve certain skills for specific

purposes by utilizing certain skills based on validated approaches and theories (Burks & Stefflre, 1979; Corey, 2015; Cottone, 1992; Geldard & Geldard, 2005; Gibson & Mitchell, 2003). These approaches and

theories are formulated by the counselor dynamically in accordance with the needs and types of student

problems. Each counselor must develop a personal theory of counseling (Hansen et al., 1982). Skilled counselors with broad insights and knowledge will increase the desire and encouragement of students to

attend counseling.

Unfortunately, the use of theory in counseling practice is often ignored by some counselors. Some

experienced counselors are cynical about the theory and question the value of the theory (Burks & Stefflre, 1979). This can be one of the triggers of students' disinterest in utilizing counseling services. Effective

counseling implementation utilizes a number of appropriate skills with needs specifications and student

problems (Hariko, 2017). The use of counseling skills by counselors aims to give the client a feeling of being understood and affirmed, managing problem situations, managing problems, changing the bad skills

of the problem-creating students, and bringing about changes in the philosophy of life (Nelson-Jones,

2013). Mastery of counseling theories and skills by counselors will encourage students to benefit

counseling services for self-development and solving problems.

Various other factors sourced from clients and counselors as well as the overall process will affect

students' motivation to attend counseling. Motivation is an important aspect that students must have, to




stimulate voluntarily to attend counseling for self-development and / or problem-solving. Students need to voluntarily refer themselves to counselors. Thus, the goals of counseling as mentioned can be achieved

more easily. Some aspects that can cause or inhibit the emergence of student motivation to follow

counseling, need further research by the parties associated with the profession of counseling. Thus, students are expected to be more motivated to utilize counseling services to achieve effective daily living.

Conclusion

Counseling is the core of the implementation of guidance and counseling services at the school as a

whole. If students intensively attend counseling, then they have a greater chance of being free from the

complexity of the problems they face and helping students in self-development efforts. Unfortunately, not many students are interested in utilizing counseling services. Research data reveal that most students are

not yet motivated to attend counseling. This condition can be caused by a number of factors that come

from students and counselors or the overall counseling process. Some aspects that may be factors of incurring and / or inhibiting the emergence of student motivation to attend counseling, for example, views

about the importance of seeking help from counselors to solve problems, the understanding about

counseling, the level and condition of self-disclosure, belief and doubts about the application of the

principle of confidentiality by counselors, perceptions about the personality of the counselor, mastery of theory by counselors, and proficiency of counselor in applying counseling skills.However, counselors and

all stakeholders should take systematic and sustainable steps, so that students' motivation to attend

counseling is increasing.

Acknowledgments

Acknowledgmentsto the lecturers of Guidance and Counseling, Universitas Negeri Padang, for

support to the author in preparing the initial framework of this article. The authors are also grateful to the team of COUNS-EDU: International Journal of Counseling and Education, which provides an

opportunity for the publication of this article.

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DOI: https://doi.org/10.23916/0020180312310


22

Improving learning skills of college student through mastery

content service in technique counseling courses

Sisca Folastri1*), Itsar Bolo Rangka2, Ayu Rahmaniah3

123 Universitas Indraprasta PGRI *)Corresponding author, e-mail: [email protected]

Abstract Counseling skills is one component of the expertise that must be possessed by prospective counselors who study in university. It requires adequate student learning skills to succeed in

mastering counseling skills. This study aimed to improve students' learning skills through

content services over the course of counseling techniques. The study involved 61 students

used the one group pretest-posttest design. The result from the research showed that there is influenced of delivering masterycontent service to student's learning skill in a course of

counseling technique.

Keywords: learning skills, mastery content service, technique counseling courses

How to Cite: Folastri, S., Rangka, IB., Rahmaniah, A. (2017). Improving learning skill of college

student through mastery content service in technique counseling courses. Couns-Edu: International

Journal of Counseling and Education, 3(1): pp. 22-27. DOI: https://doi.org/10.23916/0020180312310


Introduction

One of the curriculums in the department of Guidance and Counseling Study, which has a high

level of complexity, which is learning the technique of counseling (Helner & Jessell, 1974). The learned

counseling practice includes basic techniques or specific techniques of counseling(Suwandi et al., 2014),

and ethics in counseling practices(Patrick, 1989)to have a positive impact on clients (Cormier, Hackney, & Segrist, 1974). The objective is to provide competencies for prospective counselors in order to carry out

their duties and responsibilities professionally (Aman & Ahmad, 2010; Jaafar, 2011).Competence is a skill

that can be observed, measured, and is part of the overall ability for the individual to perform a specific task (Sabella, Poynton, & Isaacs, 2010).To achieve this, students' learning skills are required(Hattie, Biggs,

& Purdie, 1996), and lecturers' responsibility to create conditions that motivate and inspire students to

devote their time and energy to learning activities(Astin et al., 2008). Unfortunately, students need

adequate transitional time before they can adapt to the new learning environment (Kamarudin et al., 2012), especially in relation with the learning process in the glorious university has a fairly high complexity

(Chappell, 2000).

Learning as a long-term change in mental representations or associations as a result of experience(Ormrod, 2013).The normal context of teaching is teaching where it essentially focuses on the

content that students will be informed and learned(Hattie et al., 1996). However, it is important to note

that not all students are equally skilled in learning. For that, the lecturers need to seek a suitable method so

that students can quickly absorb the learning materials, especially counseling techniques. This is very important considering the performance and skills of counselors in providing counseling services directly

related to the effectiveness of counseling conducted (Jaafar, 2011). To strengthen the learning materials of

http://dx.doi.org/10.23916/0020180312310


Improving learning skill of college student through mastery content service in technique counseling courses | 23


counseling techniques, researchers try to use masterycontent services so that students have adequate learning skills.

The purpose of masterycontent services is to increase insight and understanding, guide judgment

and attitude, master learning ways or habits and improve learning skills, and solve learning problems (Prayitno, 2012).Some studies show that mastery contentservices are effective in enhancing the individual

aspects; such as the ability of social interaction (Hantoro, 2010), learning responsibility (Sartono, 2014),

public speaking (Gutara, Rangka, & Prasetyaningtyas, 2017), self-efficacy (Sadewi, 2012), and learning

motivation(Hantoro, 2010). Practically these results provide the foundation for the implementation of a similar implementation in the practice of learning, especially in college.

The purpose of this study, precisely to know the students' learning skills before being given a

mastery content services on lectures of Laboratory Techniques Counseling. The hypothesis of this study, for instance, there is a difference in the improvement of student learning skills through mastery content

services on the Techniques and laboratory counseling course.

Method

The type of research used is pre-experimental research into the design of the one group pretest - posttest design, by giving treatment to one group (there is no control group) by looking at the difference of

pretest and posttest as a result of treatment. This research involved students of semester V (five) who take

the subjects of Technique and Laboratory Counseling, which amounted to 61 students. The age of respondents has an age between 19 to 22 years from various regions in Jakarta, Bogor, Depok, Tangerang

and Bekasi. The content of the informed consent was given before the respondents participated in the

study, and no respondents refused to attend the study.

Implementation of content mastery service is given for the students as much as 12 times each meeting for two hours of a lesson that is 90 minutes. Materials to be given are:

Table1An outline of the service materials provided in the content mastery service

No. Meetings Materials

1.

2.

3.

4.

5.

6.

Meeting 1 and 2

Meeting3and4

Meeting5and6

Meeting7and8

Meeting9and10

Meeting 11and12

Take notes briefly (practice writing down keywords and abbreviating

words)

Write lecture material (practice writing material into special card)

Recalling the subject matter (exercises with encoding, storage and

retrieval processes)

Take notes carefully and precisely (practice of making mind map /

mind mapping)

Ask questions appropriately and effectively (clear and concise

disclosure practice)

Complete the lesson record and follow up the lesson notes (practice

completing the note a n with cross- examination)

The stages and processes of content delivery service in this research are: (1) administration of students, (2) provision of information on the method / technique for each service material discussed at

each meeting; (3) trained the technique / way, discussed, (4) evaluates service materials / conducts

immediate assessment, (5) establishes student commitment to apply the material discussed in each

meeting.

Data collected using an the Learning SkillsInventory. Data were analyzed using Mann-Whitney

Test. Statistical test and statistical value stability (Faul, Erdfelder, Buchner, & Lang, 2009; Faul, Erdfelder,

Lang, & Buchner, 2007)in estimating the parameter value in this research for .9047971, which means very strong.

COUNS-EDU Vol.3, No.1, 2018 Available online: http://journal.konselor.or.id/index.php/counsedu Folastri, S., Rangka, IB., Rahmaniah, A.

Improving learning skill of college student through mastery content service in technique counseling courses | 24 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020180312310

Figure 1. Stability of statistical value at efect size d 1.906; a err prob .05, power (1- b err prob) .85.

Results and Discussions

The research begins by giving a questionnaire to students to know the quality of learning skills

owned by students. Student's overall learning skills before being given content mastery service had the highest ideal score of 224 and the lowest ideal score of 50, and a mean value of 140.80.

Table2Description of Learning Skills Data Before Giving Content Mastery Service (N = 61)

No. Category Score Range F %

1. Excellent 182< X 0 0

2. Very good 155< X ≤ 182 9 14.75

3. Good 127< X ≤ 154 41 67.21

4. Fair 99< X ≤ 126 11 18.03

5. Poor X ≤ 98 0 0

Total 61 100

Based on Table 1, it is known that students' learning skill in the excellence category has a frequency

of 9 (14.75%). Furthermore, the good category has a frequency of 41 (67.21%). Equally important, for the

fair category has a frequency of 11 (18.03%). Thus, it can be concluded that the students' learning skills are in the medium category. In addition, students' learning skill after being given content mastery service as

follows:

Table3Description of Learning Skills Data After being awarded Content Mastery Service (N = 61)

No. Category Score Range F %

1. Excellent 182< X 2 3.28

2. Very good 155< X ≤ 182 55 90.16

3. Good 127< X ≤ 154 4 6.56

4. Fair 99< X ≤ 126 0 0

5. Poor X ≤ 98 0 0

Total 61 100

In Table 2 it is recognized that Student Skills in excellent category has a frequency of 2 (3.28%).

Furthermore, the very good category of 55 (90.16%) and in the good, category has a frequency of 4 (6.56%). Thus, it can be concluded that students' learning skills are in excellent category.

The test requirement of the previous analysis found that the scores' data collected in this study, are

normal distribution (p> .1) and not homogeneous (p <.05). In this connection, the use of parametric

methods is unacceptable to test the hypothesis for this study. To be able to test the research hypothesis then used non-parametric method, with Mann-Whitney test(Siegal, 1956).




Concerning the basis of decision making and statistical tests in the Mann-Whitney test, it is known that p <.05. This shows that Hypothesis (Ha) is accepted. Thus, it can be concluded that the provision of

content mastery service affects the score of student's learning skill, or in other words, there is the influence

on the service of mastery of content related to student's learning skill in lecturing technique and laboratory counseling.

Student learning skills before being given content mastery services are in the medium category.

Therefore, the quality of this learning skill needs to be improved again, considering that there are still

students who have the quality of learning skills in the low or poor category. Having been given mastery contentservice, the quality of students' learning skill has increased.

Through learning activities of subject matter that must be mastered by students discussed by

lecturers with students, trained various skills, doing various tasks so that students do learning activities in order to understand and master the subject matter. Skill is the ability to perform a specific task that is

obtained by practicing continuously, because the skill does not come automatically but is deliberately

programmed through continuous practice. When associated with the meaning of learning, learning skills

are skills acquired by an individual through a continuous training process and include aspects of optimizing the ways of learning in either the cognitive, affective or psychomotor domains (Budiardjo,

2007:19).

Learning skills basically must be owned by every student to support success in the lecture. Students who are trained learn well such as recording aptitudes then directly the lecture material will be more

complete and easy to understand. The ability to record lessons is an important part of the teaching and

learning process (Gulo, 2008).

In making notes a lot of things that need to be understood by the students for lecture notes to be good. Most of the students just make lecture notes at most without considering the accuracy of the

contents of lecture notes. Therefore, many students are confused in understanding their own lecture notes,

whereas for students the ability to record effectively is a skill that must be had so that the learning

outcomes can be improved.

Briefly representation the intent is the student's skill in using the right time to make notes of what

the lecturer explains. Most of the students have an incomplete record one of them is due to miss in

recording the lesson explained by the lecturer(Satgasus 3SCPD, 2002). Making notes is to improve the memory of the learner(Djamarah & Zain, 2006).

The act of developing the skills possessed by the students is necessary, seeing that the importance of

mastering the skills of making notes for the students, so that the students are skilled in making the notes

well. Among which can be done by lecturers as an effort to maintain and improve the ability of students is to train students to be able to make notes with a summary and quality. This can be done by lecturers

through content mastery services. Content mastery services include brief recording of lessons, writing

lecture materials, recalling lecture materials, taking careful and precise lessons, asking precise and effective, and completing lesson notes and following notes(Prayitno, 2012).

After students attend the content mastery service program 12 meetings, it is expected that they

follow the lecturers' suggestions given every meeting and practice them in daily learning activities, on

various occasions, on campus or at home. By understanding himself especially in the learning achievement, students can improve the effective way of learning especially the skills of record a good

record will greatly support students' understanding of the course material and also indirectly improve the

self-concept(Folastri & Prasetyaningtyas, 2017). With the mastery of the subject matter is good then the direct learning achievement will increase.

Conclusions

There are improvements in the quality of students' learning skills after being given mastery content

services. This increase shows that mastery content services can improve student learning skills. Lecturers are expected to be able to improve and develop guidance and counseling services, especially in the field of

learning skills, particularly the skills of taking notes lessons. Not only provide understanding and

COUNS-EDU Vol.3, No.1, 2018 Available online: http://journal.konselor.or.id/index.php/counsedu Folastri, S., Rangka, IB., Rahmaniah, A.

Improving learning skill of college student through mastery content service in technique counseling courses | 26 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020180312310

knowledge of the skills of taking notes lessons, but it is necessary to provide training on programmed

taking notes skills so that students are expected to really understand and be skilled in taking notes.

Acknowledgments

We would like to thank Universitas Indraprasta PGRI and Directorate General of Higher Education (DIKTI) for the financial assistant under the Fundamental Research Grant.

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DOI: https://doi.org/10.23916/0020180311210


28

Psychoeducation group for parents who raise a child with

autism spectrum disorder

Desvi Yanti Mukhtar*)1, T. Dicky Hastjarjo2, Amitya Kumara3, M. G. Adiyanti4 1Universitas Sumatera Utara, Medan,234Universitas Gajah Mada


Abstract The aim of the research is to know how the impact of psychoeducation group to the level of

parenting stress of parents who raise a child with autism spectrum disorder. This research

used quasi experimental method with the design of the untreated control group with dependent pretest and posttest samples. This research involved 25 parents (20 mothers and

5 fathers) who raise a child with autism spectrum disorder divided into two groups,

experimental group and the control group. The experimental group has received psychoeducation treatment with ecological approach for two months (8 meetings,

conducted once a week). This research used Scale of Parenting Stress, observation, test of

knowledge about parenting of children with autism spectrum disorder, and sheet of

evaluation of psychoeducationactivities in collecting the data. The result of the analysis with mixed anovahave shown that psychoeducation group has no effect to the level of

parenting stress (F = 0,697 p > 0,05). The result of check manipulation have shown that the

knowledge of subject on parenting of children with autism increase after join in the psychoeducation group.

Keywords: psychoeducation, autism spectrum disorder

How to Cite: Mukhtar, DY., Hastjarjo, TD., Kumara, A., Adiyanti, MG. (2018).

Psychoeducation group for parents who raise a child with autism spectrum disorder. Couns-

Edu: International Journal of Counseling and Education, 3(1): pp. 28-33. DOI: https://doi.org/10.23916/0020180311210

This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and

reproduction in any medium, provided the original work is properly cited. ©2017 by author and Indonesian Counselor Association (IKI).

Introduction

Parenting is a difficult and complex task, especially if the child is a child with special needs (Berns, 2007). On the parents who raise children with autism spectrum disorders, Lee et al (2008) found that

childrearing is considered more difficult and lead to a heavy burden for parents and family. Reviewing

base on ecological approach, parents experience difficulties in all existing subsystem. At the level of

microsystem, parents experience difficulties encountering children with autism spectrum disorders directly, such as overcoming behavioral problems experienced by children (Brobst et al., 2009). At the level of

mesosystem and exosystem, the difficulties experienced by parents such as having to face the jealousy of

siblings of autistic children and often having conflict with spouses or other family members such as grandmother and grandfather (Mukhtar et al., 2016), job disruption (Scott, 2010; Stoner & Stoner, 2014;

Syeda, Weiss, &Lunsky, 2011), and limited interaction with the surrounding due to need more time to

spend in parenting (Lee et al., 2008; Mukhtar, 2014; Sander & Morgan, 1997). At the level of

macrosystem, parents often get stigma or negative response from common people because less of information about autism spectrum disorder so parents feel isolated (Ha et al., 2014;

Hoogsteen&Woodgate, 2013).

http://dx.doi.org/10.23916/0020180311210


Psychoeducation group for parents who raise a child with autism spectrum disorder| 29


Various difficulties that faced by parents in raising a child with autism cause stress of parenting, which is negative reaction that experienced by parents as an effort to adapt to the demands of roles and

responsibilities as parents (Deater-Deckard, 2004). Many studies show that parents who raise a child with

autism spectrum disorders experience higher levels of stress than parents with normal child or child with other developmental disorders (ex. Hayes & Watson, 2013; McConnell, Savage, &Breitkreuz, 2014;

Samadi, McConkey, & Bunting, 2014; Serrata, 2012; Wang, Michaels, & Day, 2011).

As the main factor that determines function of family, parents that experience stress need to be

supported in order to increase resource they have (Swick& Williams, 2006). According to Perry (2004), resources that owned by individual, both of personal and from family, are important factors that determine

their psychological condition as parents of child with autism. Patterson (2002) emphasizes that resources

owned by that parents would help them to adapt positively with the condition they face as parents.

One of ways that can be used to increase resource in order to be able to adapt positively is

establishing psychoeducation group. By giving intervention in group setting, there will be benefits rather

than individual setting. According to the professionals, the application of group setting is more efficient,

both of time and material (Masson et al., 2012; Nichols &Jenkinson, 2006; Schultz et al., 2011). In the case of parents, group approach has some therapeutic factors, for instance chance to be open and learn,

establish cohesiveness and universal feeling (Corey et al., 2014); Forsyth, 2014. Those things can decrease

isolated feeling that experienced by parents and find hope in order to solve their problems so they will be happy psychologically (Corey et al. 2014; Forsyth, 2014; Nichols &Jenkinson, 2006).

Method

This research used a quasi experimental method with the design of the untreated control group with dependent pretest and posttest samples (Shadish, Cook, & Campbell, 2002). Subjects that involved in this

research were 25 parents who cared for children with autism spectrum disorders. Subjects were divided

into two groups, 14 parents (11 mothers, 3 fathers) were in the experimental group and 11 parents (9

mothers, 2 fathers) were in the control group.

Experimental group received treatment in the form of psychoeducation for two months conducted

in eight meetings (once a week). Each meeting lasts for two hours (120 minutes). The material coveredare

organized by using an ecological approach and adjusted with the results of the need assessment of the problems faced by parents which have done before. There were eight topics discussed: introduction to

autism spectrum disorders, strengthening the parents personally strengthening family, obstacles of social

communication in child with autism spectrum disorder, emotional and behavior problem in child with

autism spectrum disorder, train independency in daily activities, the handling of children with autism spectrum disorder, and advocacy for children. Psychoeducation implementation used several variations of

methods: lectures, discussions, watching the short videos, role playing, and doing the exercises. The

control group did not receive any treatment during the study and only received psychoeducation after the follow-up measurements were completed.

Data collection in this research has been done by using scale, observation of the process in the

group, test of knowledge about parenting of children with autism spectrum disorder, and the sheet of

evaluation of psychoeducationactivities . The scale used is the Scale of Parenting Stress, given three times, before treatment, after treatment, and at follow-up (two months after treatment). This scale is prepared by

the researchers based on the theory presented by Deater-Deckard (2004). The Scale of Parenting Stress

consists of 35 items and has a Cronbach Alpha coefficient of 0.930 and the item-total correlation coefficient ranges from 0.327 to 0.669. There are two aspects that are revealed in the Scale of Parenting

Stress, physiological aspects and psychological aspects. The psychological aspect is broken down into three

sub-aspects: cognitive, behavioral, and emotional. Observation of the process in the group and the test of

knowledge about parenting of children with autism spectrum disorder are used as a tool to check the manipulation of the treatment given.The sheet of evaluation of psychoeducationactivities is used to

evaluate the activity of psychoeducation and to know the subject's opinion about the process of the

psychoeducation group that have been done.

COUNS-EDU Vol.3, No.1, 2018 Available online: http://journal.konselor.or.id/index.php/counsedu Mukhtar, DY., Hastjarjo, TD., Kumara, A., & Adiyanti, MG.

Psychoeducation group for parents who raise a child with autism spectrum disorder | 30 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020180311210


The results of descriptive analysis as shown in Table 2,show that at the time of pre-test, the mean

score of parenting stress on group psychoeducation is lower than the control group but the standard deviation is higher. This suggests that the level of parenting stress of subject in the psychoeducation group

is lower but has greater variation than the control group. At post-test, the mean score of parenting stress in

both groups was similar, but the standard deviation in the control group was greater. At follow-up, the mean score of parenting stress in the psychoeducation group was also lower than the control group but the

standard deviation in both groups was relatively similar.

Table 2. Description of Score of Parenting Stress

Group N

Pre-test Post-test Follow-up

Mean SD Mean SD Mean SD

Psychoeducation 14 76,21 15,22 79,14 12,87 80,00 13,60

Control 11 81,36 11,47 80,55 15,36 84,27 13,63

The results of data analysis by using mixed anova shows that there is no interaction between the time of measurement of parenting stress with groups (F = 0,697 p > 0.05). Its means that the

psychoeducation group has no affect or can not decrease the level of parenting stress. The result of this

research is different with meta-analysis result to 48 researches on parents group training that conducted by Barlow et al. (2012), but in the same line with research that conducted by Farrar (2005) and Gattuso

(2013). Possibly some factors cause the failure of psychoeducation group in decreasing level of parenting

stress. Firstly, possibly individual from psychoeducation group also needs help and emotional support so

need chance to tell more in order to decrease psychological stress they feel. According to Yoak et al. (1985), parents who need help and emotional support like this will not feel satisfied when join a group that

focus on education and sharing information.

Second factor is the involvement in psychoeducation group possibly increases personal stress among individual. Krauss, Upshur, Shonkoff, and Hauser-Cram (1993) assert that the involvement in parents

group has positive yet negative influence to the parents psychological function and their perception to

social support. Participation in a group relate to the increase of perception to social support acceptance

from friend who has the same age can be classified as positive influence. In contrast, negative influence of this thing is the involvement in parents group relates to the increase of personal stress and it can create

conflict in family or social relationship.

Through observation, there are some conditions that relate to the increase of individual stress during process of psychoeducation. Firstly, there is duty and requirement to practice material that has been

discussed. Secondly, during process of psychoeducation, group leader mostly shares information. That can

help parents to get proper information, but on the other hand that information or material becomes a

burden for parents. Research conducted by Jones and Passey (2004) also shows that interaction with professional is one of sources of stress for parents who has child with development disorder. This condition

is not the same with condition in parents support group. Subjects get more suggestion or information that

told by other participants and information from group leader is merely additional information. Based on research conducted by Solomon, Pistrang, and Barker (2011), information from other participants is easier

to understood because based on personal experience (Solomon et al., 2001) and consists of practical advice

(Mueller, Milian, and Lopez, 2010).

Although the group psychoeducationcan notreduced the level of parenting stress, the result of manipulation check shows that the subjects in psychoeducation group have increased knowledge about

parenting a child with autism spectrum disorder. This is confirmed by the results of subject evaluation

which stated that the main benefits they experienced from participation in a group psychoeducation was increasing knowledge about the parenting of children with autism spectrum disorder.




The second benefit is making friend, especially between parents who has child with autism spectrum disorder. Other benefits are feeling peace, increasing confidence in parenting, more patience, instance

optimism and excitement in parenting and facing the future, be grateful for the condition of the children,

realize role and responsibility in parenting child with autism and feel get support from professionals, especially psychologist. The results of the observation indicate that the subject actually has a fairly high

openness, but the opportunity to talk openly is not much because the time allocation is more used for

lectures and role-playing or exercises.

These findings are in the same line with some researches on group for parents who has child with special need. Thurston (2007) finds that support program for parents can increase confidence and decrease

worry, Barlow et al. (2008) and Keen et al. (2010) find that training for parent can increase self-efficacy

and Gattuso (2013) find that psychoeducation for parent can increase ability to problem solving.

Conclusion

Psychoeducation group does not have any influence to the level of parenting stress. The failure of

psychoeducation group in decreasing the level of parenting stress can be caused by some factors, for

instance the low chance to be open and the risk to experience personal conflict due to group process. Although it does not decrease the level of parenting stress, but group of psychoeducationis considered able

to give benefits, for instance the increaseof knowledge about parenting of child with autism spectrum

disorder, make friend, be optimistic for the future of the child, be grateful with the condition of the child, realize the role and responsibility of parents, and get support from professional, especially psychologist.

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DOI: https://doi.org/10.23916/0020180313810


34

Optimization of achievement motivation to improve long jump

performance

Tjung Hauw Sin*)1, Budi Indra Ruslin2

12Universitas Negeri Padang


Abstract This study aims to reveal the achievement motivation of the athlete's long jump ability. This

is so motivated by the observations of the athlete's performance is still not under the reality.

Achievement of an athlete long jump is still lower than the previous year and declines. One

reason is the low motivation of athlete achievement. This phenomenon is an attraction for writers to examine related to the optimization of achievement motivation to improve the

performance of long jump athletes. This research is the quasi-experiment. Sampling is done

by purposive random sampling. The sample size was 32 people out of 58 athletes. Achievement motivation data got through the use of instruments in the form of a

questionnaire. Validity analysis is to test used product-moment correlation SPSS version

20.00 and data analysis with T-Test. The results showed that there was a significant

difference in ability of long jump athletes with high achievement motivation compared to low achievement motivation.

Keywords: motivation, long jump, athlete, achievement

How to Cite: Sin, TH., Ruslin, BI., (2018). Optimization of achievement motivation to improve long

jump performance. Couns-Edu: International Journal of Counseling and Education, 3(1): pp. 34-40. DOI:

https://doi.org/10.23916/0020180313810


Introduction

The long jump is one of the jumping numbers in an athletic branch which of consist the jumping

jump, high jump and high pole jump (Abbas, 2017; Muhajir, 2007b; Purba, 2014; Septianto, 2015). The

goal of the long jump is to jump as far as by moving the whole body from the points certain to another

point by running as fast as possible and then refusing, floating through the air and landing. Long jump is a form of jumping foot movement upward to bring the weight as long as possible on the air or fly on the air

that is done and by doing repulsion on one foot to reach the far distance (Syafruddin, 2011). The long

jump is an athletic number where the athlete combines speed, power and agility in an effort to land as far as from the point of repulsion (Ho & Chang, 2013; Kamnardsiria et al., 2015; Pradon et al., 2014; Yadav,

2015).

Prefix is a start movement in the form of running to get the speed at which time will perform

repulsion or leap. The purpose of the prefix is to gradually accelerate to a maximum controlled speed at take-off. The higher the speed outcurve, the more jumping distance that will be achieved (Yadav, 2015).

The speed obtained from the prefix is called the horizontal velocity, which is very useful to help the force

at the time of repulsion upwards.

Cultivation or support is a rapid movement between running, prefix and hovering. According to

Muhajir, footstool or foot, repulsion must be strong to achieve high enough leaps without losing speed

http://dx.doi.org/10.23916/0020180313810


Optimization of achievement motivation to improve long jump | 35


forward (Muhajir, 2007a). The aim of repulsion is to create vertical impulses through the athlete's center of gravity while maintaining balance and control (Yadav, 2015). Placing your legs with your knees bent to do

repulsion with straight legs. This process is enhanced by lifting the arms and legs swing (Seyfarth,

Friedrichs, Wank, & Blickhan, 1999). In addition Wakai, distance repulsion is the horizontal distance between the starting line and the rejection board the power of the jumper at the time of hiking (Wakai &

Linthorne, 2005). The distance from the flight is horizontal. The distance of the center jumper moves from

the moment of take-off to Direct landing.

In a squat style, while floating through the air, there are things to be noticed by the athlete. First, the body bounces forward, then the arms straight ahead, and the last two feet meet in front. The purpose at

this stage is to resist the body's natural rotation from taking off while maintaining an effective landing

position (Yadav, 2015). At the time of landing the jumper should be able to cultivate his arm extending far forward by not losing the balance within the body (Adisasmita, 1992). On landing, the primary purpose of

the jumper is not to fall back on the landing pit (Yadav, 2015). The jump is measured from the location

where the body contacts the sand closest to the takeoff point. When jumping at a low takeoff angle, the

athlete has a high horizontal speed on landing, and therefore, he can land with his feet deep in front of his body without risking falling back after landing (Linthorne, Guzman, & Bridgett, 2005). At this moment,

the feeling arises that the body will fall backward. To prevent it, the weight should be carried forward by

bending the body, so that the body and knees are almost docked also assisted with a hand forward. Based on observations of athletes long jump performance is still not under a reality. Achievement of a long jump

athlete is still low even tends to decline from year to future years. One cause is a low motivation of athlete

achievement. This is an attraction to be studied.

The long jump is one sport who aims to jump as far as by moving the whole body from a certain point to another, whose execution begins by running as fast as possible and then refusing, floating through

the air and landing. State Junior High School 3 Batang Kapas is one of the official educational institutions

that have a role in fostering and developing sports in education from an early age. In the effort of

developing and enhancing the ability of the long jump. There are several factors that affect the ability of a long jump. One of the factors to achieve achievement in sports, long jumps to watch out for is the speed,

explosive power over the leg muscles, the shape and coordination of motion (Yani, 2015). To improve the

performance of long jump should also pay attention to the method of exercise used, motivation of athlete achievement.

Motivation is one of the factors needed by athletes in the training process. Motivation comes from

the Latin word "Movere" which means to move (Satiadarma, 2000). Alderman in Satiadarma defines

motivation as a tendency to behave selectively to a certain direction that is controlled by certain consequences, and that behavior will persist until the objectives of behavior can be achieved (Satiadarma,

2000). Meanwhile, according to Setyobroto, motivation is the process of actualizing the source of the

driving force, and the driving behavior of individuals meet the need to achieve certain goals (Setyobroto, 2005).

Motivation is a fundamental mental skill that must be possessed by the athlete. Motivation that

must be owned by athlete is achievement motivation. According to Komarudin, achievement, motivation

is essentially a desire, desire, and willingness, and the impetus to excel is to surpass the achievements that have been achieved on their own or achievements that have been achieved by others (Komarudin, 2013).

Furthermore, explained Husdarta, achievement motivation is an impulse that occurs within the individual

to always improve a certain quality with the best or more than usual (Husdarta, 2011). Athletes with achievement motivation will pace with excellence either self-superiority, other's excellence, even to achieve

excellence in performing tasks within the process of training and in the process of competition

(Komarudin, 2013).

The phenomenon in the field that the research findings explain that the decrease in achievement motivation one of which is caused by the factor where the athlete lacks the belief in his ability, in other

words, low self-efficacy athletes (Choirul Anam, 2007). Anwar's study found that direct evaluation affected

increasing athlete's motivation (Anwar, 2015). Factors that affect the athlete's long jump speed are one of the motivation (Yunus, Saripin, & Agust, 2018).

Based on the above opinion can be explained that the motivation of achievement is the

encouragement that comes from the individual self to achieve the goals that have been determined and

COUNS-EDU Vol.3, No.1, 2018 Available online: http://journal.konselor.or.id/index.php/counsedu Sin, TH., Ruslin, BI

Optimization of achievement motivation to improve long jump | 36 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020180313810

always improve certain qualities of the best or more than usual. Thus one form of encouragement by

individuals in achieving a goal in an activity is called a strong motivation foundation. In addition, motivation is the impetus in a person to try to make changes in behavior better. In the process of

motivational exercise is needed by an athlete, the stronger motivation or encouragement that occurs from

within the self-will be the greater the likelihood of success in achieving a goal.

The impulse coming from outside is usually given by the closest people, such as coach, family, or

girlfriend. Besides that, encouragement can also come from existing facilities and infrastructure, or it could

be a stimulus provided by the trainer such as bonuses if able to reach the target or punishment if not reach

the target. Based on some theories above can be concluded that achievement motivation is an impulse that exists in the individuals associated with achievement, namely the drive to master, manipulate and regulate

the social and physical environment, overcome barriers and maintain high-quality work, an attempt to

create an action that is more than the deed done before and outperforms the actions of others.

According to Mc Clelland factors that affect the achievement motivation is to have self-confidence,

have responsibilities in situations that can be controlled, choosing goals to achieve goals that challenge

maximum effort, there are feelings of anxiety because pressed time, which is faster when compared to

individuals who have low achievement motivation, trying to get feedback from the work and never give up (Subowo, Martiarini, & Budi, 2009). In addition, Martaniah mentions that achievement motivation

consists of aspects such as Likes to try to work hard, Anticipate against failure, Enterprises surpass

achievements ever achieved, Competence to surpass the achievements of others, Perfection in completing tasks, Belief in self-own (Martaniah & Monks, 1982).

Based on the description above can be concluded that many factors support one's motivation to

excel. Therefore, as an educator, a coach should understand every background tofor the problem, so when

accompanying someone less motivated to perform the trainer can make the treatment and make someone eager to do better. The hope of everyone who in doing an exercise wants to achieve a goal of training and

bring results that maximize and satisfy even achieveRepeated Stem high achievement.Repeated Stem

However, not everyone who can do and achieve results as expected, all of which will depend upon everyone. The results of maximum practice will be realized well if the motivation achievement exists and

arises from a person.

Method

This research type is quasi-experiment (Campbell & Stanley, 2015; Cook, 2015; White & Sabarwal, 2014) to see the difference of performance of long jump athletes of SMP Negeri 3 Batang Kapas between a

group with high achievement motivation with a low achievement motivation group. This research was

conducted at the sports field of SMP Negeri 3 Batang Kapas. Population in this study amounted to 58

people, and Samples amounted to 32 people taken by purposive sampling technique. To obtain the preliminary data required for this study is to measure the achievement motivation level of with a long

jump test in accordance to the standard of all Indonesian athletics unity (PASI). Further measured the

level of achievement motivation athletes with a questionnaire motivation achievers. Data analyzed used T-Tes.


Based on the experimental research design undertaken, there are two sets of data that will be

described separately.

After obtaining the data of athlete achievement motivation level, then sequencing the motivation

score from the highest to the lowest. To determine the high and low category a score for both treatment

groups can be done by dividing group members by percentage technique. According Miller, the percentage

technique in question is to set 27% of the upper bound representing the high score group and 27% of the lower bound to represent the low score group (Atmaja & Tomoliyus, 2015). Subsequently, the sample in

each group was obtained from (27% of 58 = 15.66) rounded to 16 people. Subject members whose scores

are above and below that categories are not within in the sample. Overall, the subjects involved as the study sample amounted to 32 people, 16 for for the group with high achievement motivation and 16 for for




the group with low achievement motivation. The data from the research analyzed as a analysis analysis of normality test lilliefors test and homogeneity test of variance with F of of the level of trust α = 0,05.

Table 1. Long Jump Performance Data

No Group N High Scores Lowest Score Average Standard

Deviation

1 High motivation 32 410 350 387,69 18,63

2 Low motivation 32 400 320 361,63 22,94

The result of hypothesis testing showed that the score from the group long jumps ability on high

achievement motivation was significantly different from the group on low achievement motivation so that

the hypothesis for this research was accepted empirically, based on the average calculation then obtained the average ability of the long jump group on achievement motivation high of 387.69, while the average

group on the low achievement motivation of 361.63, so high achievers motivation does give a better

influence upon the ability of long jump athletes than low achievement motivation.

Distribution of performance data long jumps in translate in frequency distribution table below:

Table 2. Distribution of remote jump performance data

Interval Class High motivation P Low motivation P

(320 - 335) 0 0.00% 2 12.50%

(336 - 351) 1 6.25% 5 31.25%

(352 - 367) 2 12.50% 3 18.75%

(368 - 383) 3 18.75% 3 18.75%

(384 - 399) 4 25.00% 2 12.50%

(400 - 415) 6 37.50% 1 6.25%

Total 16 16

Frequency distribution of achievement motivation score can also be seen in the diagram below:

Graph 1. Performance diagram long jump

As a prerequisite test, the analysis performed a normality test, and homogeneity tests data.

Normality test to two groups of high jump performance data of the high motivation group with low

achievement motivation stated all group data analysis was normal distribution. The homogeneity test of all analytical groups states that all homogeneous analysis groups. Hypothesis testing of research using t-test

with α = 0.05. The results of hypothesis testing analysis from this study are:

0

1

2

3

4

5

6

7

(320 - 335) (336 - 351) (352 - 367) (368 - 383) (384 - 399) (400 - 415)

Freq

uen

cy

Jump Interval

High

Low



1) There is a significant difference to the performance of the long jump group of high achievement motivation with low achievement motivation.

2) Performing long jumps athlete with high achievement motivation will be better than low achievement

motivation.

Achievement motivation is an individual orientation to be able to obtain results as much as possible

with the basis to survive and proud to complete tasks that are accounted for him in an activity (Clarasasti

& Jatmika, 2017; Rohsantika & Handayani, 2011). Athletes with low motivation are also caused by

anxious psychological condition before and during the game (Amir, 2014; Kurniawan, 2016; Pramudipta, 2017). Based on the results of research Hutapea found that the motivation of athlete achievement is

influenced by the personality possessed by the athlete such as extrovert personality and introvert (Hutapea,

2010). Achievement motivation is also influenced by self-efficacy and social support for athletes (Anggit Sih Lestari, 2015; Choirul Anam, 2007). The athlete's achievement motivation becomes an important

capital for athletes to encourage maximum performance during the game (Pramudipta, 2017; Satiadarma,

2000).

Athletes with high achieving motivation can achieve the goal of the exercise well, able to run every activity provided by the coach, and continue to discipline and spirit in the process of training so that it also

gives a positive influence upon the ability of long jump. In contrast, athletes with low achievement

motivation tend to show serious attitude in training, no discipline in attendance, and often less careful in running the series of exercises, so that the results achieved are also not optimal. From these findings, it can

be argued that achievement motivation is very influential in improving the ability of long jump. The higher

the achievement motivation of an athlete the ability to jump away will also be better.

In general, motivation consists of motivation from within (intrinsic motivation) and motivation from outside of self (extrinsic motivation). According to Gunarsa motivation can be divided on intrinsic

motivation and extrinsic motivation (Singgih & Gunarsa, 1989). Intrinsic motivation is an impulse that

comes from within a person. This urge is often said to be brought from birth. Athletes with intrinsic motivation will follow skills or skill training or follow the game not because of artificial situations

(outward encouragement), but because of their inner satisfaction. Self-satisfaction is achieved through the

achievement of the goal of the training in accordance with expectations. This person is usually diligent,

hard-working, organized, serious, passionate, and disciplined in training. While extrinsic motivation, is the impetus that emerged from a person because it is influenced by factors from outside himself.

Implementation of long jump across the top of several stages. The long jump comprises four phases:

prefix, cursory, floating and land. In this study, the researcher will discuss the long jump style of squatting (Yadav, 2015). According to Ballesteros explains, the squat style long-jump results from a horizontal

velocity made during the prefix with vertical power generated from the strength at the foot of repel

(Ballesteros, 1993). The squat style long jump is one number in the athletic sports whom the participants

are performing with the start of a sprint and then jumping with the movement to lift the body from a further point to another. Techniques in long jumps are grouped in several stages.

Conclusions

Based on the above description of the researcher in this case draw the following conclusions is: a)

there is a significant difference in long jump performance with high achievement motivation and low achievement motivation; b) performance of long jump athletes after with high achievement motivation will

be better compared with low achievement motivation. From the results of research and conclusion above,

the researcher suggested to: a) for coaches, in an effort to improve long jump performance effectively should use effective training; b) in an effort to improve the performance of long jump also need to be

considered factors that can affect the results from the exercise itself such as motivation, psychology and

support parents; c) for researchers that want to research this problem further, so it can consider various

limitations to this study, such as the number of samples, sex of the sample and so forth. The goal is to benefit the findings obtained.

Acknowledgments




Acknowledge anyone who has helped you with the study, including: Researchers who supplied materials, reagents, or computer programs; anyone who helped with the writing or English, or

offeredcritical comments about the content, or anyone who provided technical help. State why people

have been acknowledged and ask their permission. Acknowledge sources of funding, including any grant or reference numbers. Please avoid apologize for doing a poor job of presenting the manuscript. In this

study, the authors get much help and guidance from various parties. On this occasion, the authors would

like to thank all parties, both individuals and related bodies that have provided assistance and guidance in

the completion of the thesis. In particular, the authors express their gratitude to: a) Dr. Yulkifli, M. Si, Dr. Syahrastani, M. Kes, AIFO, Dr. Willadi Rasyid, M. Pd, as a contributor who has provided input,

suggestion, motivation, thought contribution and direction, which is very meaningful both in writing and

in testing this thesis; b) Dr. Bafirman, M. Kes, AIFO as the Coordinator of Sports Education Studies Program S2 Faculty of Sport Science State University of Padang that has provided ease and optimal

service so that the authors can follow the lecture well until finally complete this thesis; c) Afriyati, S. Pd, as

the Principal of SMPN 3 Batang Kapas that has provided facilities in research activities; d) Amir Faisal, S.

Pd and Andri Syahputra, S.Pd as the extracurricular teacher and trainer of Extracurricular at SMP Negeri 3 Batang Kapas who have participated in the research process.

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COUNS-EDU The International Journal of Counseling and Education Vol.3, No.1, 2018, pp. 41-47|


DOI: https://doi.org/10.23916/0020180313420


41

Guidance and counseling profession: a philosophy and

professional challenges in the future Alfaiz*) 1STKIP PGRI Sumatera Barat *)Corresponding author, e-mail: [email protected]

Abstract As a science, guidance and counseling has become a helping profession that has been approved by

society in the world, especially in academic and practical profession. In the begining, counseling

was growth and developed in America which concern in how to place someone qualified with one work, this focus was to make a career decision through a counseling interview and assessmen, and

also growth to help people to make decision and learn something new about them self in

theraputic process, with psychological threatment and technique. As a multidicipliner science, counseling more flexible than any other dicipline. But in this 21 century counseling as a profession

that has been challenges by something that must admit and counselor must know about this, such

counseling multicultural, indigineous science that become an interesting subject, counseling has a

value contract or not?, and counseling to educate and make client learn something or something that client found by them self? With liberate counseling?. This article will discuss more further

about paradigm of guidance and counseling profession with point of view a philosophy and

professional challenges in the future that must be understanding and face in the future without lose our cultural and religion values.

Keyword: counseling, profession, philosophy, professional challenges and learning

How to Cite: Alfaiz, A. (2018). Guidance and counseling profession: a philosophy and professional

challenges in the future. Couns-Edu: International Journal of Counseling and Education, 3(1): pp. 41-47.

DOI: https://doi.org/10.23916/0020180313420


Introduction

Development of human life that involving of mind, emotional, spiritual and physical ability

determines the changes and behaviors that create human beings as creatures who can mobilize their

activities to achieve their goals. A balance between cognitive, emotional and spiritual is an important factor in the individual's maturity to seek truth in life, the process of seeking truth in life is a process of

thinking using reason in answering every question and solving problems in life (Suriasumantri, 1982).

Thinking that kind of thing is a systematic, critical and causal process of philosophy, so that the

individual who has the ability to think, not only finds the truth, but also anticipates and can even predict the assumption of what events will happen when the individual is doing certain behavior. This thinking

process is called in the science of counseling psychology with metacognitive ability (forethought)

(Bandura, 2006).

http://dx.doi.org/10.23916/0020180313420

COUNS-EDU Vol.3, No.1, 2018

Available online: http://journal.konselor.or.id/index.php/counsedu Alfaiz Alfaiz

Guidance and counseling profession: a philosophy and professional challenges in the future | 42 Indonesian Counselor Association (IKI) | DOI: https://doi.org/10.23916/0020180313420

Such thinking, raises the concept that human beings are able to predict and anticipate from

behaviors that are done and how environmental behavior is otherwise. This process is philosophical

thinking and study in counseling to make people have the behavior as an agent for himself. Counseling in

the present is indispensable and there are many debates to how guidance and counseling as a profession and science? And whether counseling is able to answer today's challenges (postmodernism)? Is the

development of counseling in Indonesia able to change the face of education, social culture, and even the

system in Indonesia ?. So in this paper will explain the position and development of guidance and counseling as a profession and science seen from the point of view of philosophy of science and in the view

of education itself.

Discussion

Philosophy to Guidance and Counseling As a Science Philosophy is the process of seeking the true knowledge of the nature of life and the meaning of life

itself in everyday life. The characteristics of philosophist was comprehensive as knowledgeable. An expert

with his knowledge he will never be satisfied with information, if only seen from the perspective of science

only, but he will seek the truth from the point of view of other sciences to obtain the whole nature of life.

From the perspective of this view explains that the man who has this philosophical nature, has a high openness and scientific solidarity, does not consider a science beyond any other science. The next trait is

fundamental, meaning that a philosophical person no longer believes in accepting the truth just yet, but

will deepen his true question of why the science is true, how the truth criterion is itself, and compile answers that are found from various views. Subsequent trait is speculation, a philosophical person has

curiosity and suspicion of an answer and always starts with a question with the intention of introspecting

the truth already in his mind and looking for more, so as Plato puts it to discover that knowledge begins

with questions of answers given (Suriasumantri, 1985, 2009).

The subject matter studied by philosophy includes three aspects of what is called right and what is

called wrong (such an logic common-sense), then the so-called good and the so-called bad (ethics), and

who examine beautiful and not beautiful studies of (esthetics). This study in its development became widespread in accordance with the needs and development of human scholarship in seeking the truth using

the process of philosophy that is the existence of moral philosophy, philosophy of religion, metaphysical

philosophy, philosophy of mathematics, human philosophy (Suriasumantri, 1985).

All forms of philosophy in its development aims to find answers that match the interest of every science and truth that needs to be tested. As Thomas Kuhn notes, the development of science is not

derived from the deduction of some common epistemology, but is distinguished from the historical fact of

the coming of that knowledge. Although not an epistemology of science, Kuhn describes the significance of epistemology consist of first, it rejects simplisitis and empirical conception of observation. Perception

experience can not be the foundation of knowledgeable, because it is a theoretical value reduction, and

observation, is the process of generalizing scientific data, not a simple perception (French, 2011: 30). So in

that view it explains that every science has its own way of finding answers, though every science in philosophical study equally discovers the truth, but the way to find it differs in epistemology.

As one of the practical disciplines, guidance and counseling is a branch of the philosophical tree of

human science that is about the condition of the soul, human behavior and human mind, known as the science of psychology. In the development of guidance and counseling that has had its own method in

scientific practice, as well as the approach of experimental methods, qualitative and quantitative. The

implications of the development guidance and counseling are more practiced in educational institutions.

Educational institutions are institutions of character development for students as a samples of small social systems, before students interact and blend in the social life therefore, the context of self-development and

personal formation is axiology of the scientific process of guidance and counseling. The value of

counseling is to help clients find their own well-being and counseling should be helping profession like "to help the client through the process of find himself, prepare himself and change himself.

To shape the condition for the individual, the human philosophy focuses on how interaction

generates a qualified self condition for communicators and communicants. In this case human philosophy

examines the process of dialogue with existing ethical provisions. In the study of the development of classical philosophy of Socrates, Plato and Aristotle have the view that through dialogue and



communication is the process of forming good thoughts and attitudes in human social life. This dialogue is

known as dialectica, and this activity is called a logical process (Wegmann, 2013: 13). Up to contemporary

philosophy that seeks to reform the old thinking on social issues with an understanding of humanistic and

postmodernism approaches that prioritize the understanding of human beings as positive and well-being creatures (Hanurawan, 2012: 16), although the dialectical logic of reasoning remains empowered to be one

of the approach techniques in counseling psychology.

In the development of human philosophy and become a concept of dialogue counseling that occurs (known by the process of dialectics) is a multidisciplinary that apply the concepts of psychology, sociology,

anthropology, education, and philosophy itself. Counseling with practices the logical process of dialectical

philosophy has a purpose to shape cognitive thinking of human and has disciplinary ties to the field and

especially mental health (Hariko, 2017; Gibson & Mitchell, 2008).

Guidance and counseling into an independent multidisciplinary science begins with the philosophy

of science that is the object of the study of the human being is seen holistically (physical, psychological,

cognitive and social interaction) if formulated personal, social, learning, career, and religious guidance. It is ontologically guidance and counseling, and epistemology guidance and counseling into an independent

multidisciplinary science can be understand from the way and its application in the process of practice that

is using dialectical logic approach to change the mindset and human understanding this is called the

therapeutic process as well as qualitative / quantitative behavioral and axiological assessment of guidance and counseling have values and values of science and culture, as well as the existence of communication

procedures to build a good counseling relationship so as to build the psychological condition of human

(client) to be better and healthier (Hariko, 2017; Suriasumantri, 2009; Geldard & Geldard, 2005).

Guidance and Counseling Profession in Indonesia

Guidance and counseling is a multidisciplinary science, in other words, a person who study a counseling must have a first understanding of science from a psychological view; this is because the

psychological aspects become the key to building attending in receiving assisted individuals, as well as

handling therapy. Second, from a sociological view; this is concerned with building interaction conditions in therapeutic relationships, using language that makes clients comfortable. Third, from an anthropological

view; that is related to the understanding of culture and traditions that must be understood in the process

of counseling interaction. Fourth, related from a philosophical view; although counseling has separated

from philosophy which is a branch from application of psychology in the process of education, philosophy is still coloring the process of counseling, counseling is never separated from logical thinking and invite a

clients to logically choose solutions that might be used as a solution for him. (Brammer, 1982; Brammer,

1985; Gibson, 2008).

Counseling become multidisciplinary science and profession, and it does not mean that counseling

positions as profession have "multipositioning". In this case the existence of counselors in the national

education system is declared as one of the qualifications as educators, like qualifications of teachers,

lecturers, and tutors (Law, Number 20/2003, Article 1, Paragraph 6). As well as the explicit recognition and alignment of positions between the qualifications of educators with one another means every educator

including the same counselor in the view of educational institutions. In this case the area of the counselor

profession is equal to the educator in general and equaled with the qualifications of teachers, lecturers and other educators. Moreover with the guidance and counseling position in the contents of the 2013

Curriculum Educational Standards as self-development for strengthening character education, the

performance of teachers need counseling and guidance to realization the strengthening of character

education for students in addition to the transfer of knowledge but also need transfer of values.



Culture Expertise

Teacher

Counselor

Figure 1. Counseling Position In Circle of Education Standard

This understanding is one of the efforts that need to be practiced in educational institutions in the

process of inheritance of positive values to form the right mindset and procedure in the ethical person of

the nation. Education is a culture that forms a social system that is practiced in a small environment like a school environment that is a small environment / small sample from a large social system. The social

system in education is to shape a students to have a positive and good personal as a personal agent to

change the process of student character, this is called agentic personal for other human beings (Bandura, 1986; Bandura, 2001; Bandura, 2006).

Therefore, the profession of guidance and counseling is a fundamental profession in supporting the

character education of students in schools. So the area of counselors is in the educational institutions like

schools or college. If the constitution says the counselor is an educator, then the counselor should be an example for the students, because the educational institution is a sample of the broad social system of

society. If the counselor fails to become an example and supports the educational process of students, then

the output of the educational institution will be one deviance that can damage the social system of society, so that the younger generation of Indonesia will experience decadence such character and morals.

If the counseling has been a profession called counselor, for educational conditions like this, it is an

improvement. However, it does not mean that counselors can enter other scientific domains, this is clearly

outlined in detail in the law on education system No. 20 year 2003 article 1 verse 6 stating that counselors are educators. This context is developed and equated in educational institutions, not community context.

This is why it needs to be emphasized because based on the findings in the field of moral damage during

the period of 2004-2011 the Ministry of Home Affairs recorded as many as 158 heads of regions were involved in corruption, and 42 members of DPR corruption from 2006-2011 (Kompas, 20 June 2011). As

well as in the educational world of prostitution cases among girls, 87% of junior high school teenagers in

Indonesia are not virgin anymore (KOMNAS Perlindungan Anak research results) and 18 female students

in West Jakarta have attended as Seks Commercial Worker after back from school (Kartini Magazine, edition 2247/2009).

Based on the case, from 2004 to 2011 declared the condition of the nation's character is very gloomy

and dangerous, so the profession of guidance and counseling focuses only in school educational institutions to prevent such behavior, as a character building business. Lack in the shaping of character

education is inseparable from the unbridled intelligence, authority, wisdom, and faith of the model in

education itself, an educator should be a role model in the school environment. To raise a model and

character for students is a necessity, therefore the parents as a model for his son, the teacher as model for his students, lecturers for his students (Alfaiz, 2017: 12). Therefore do not blame the system but start

focusing on self-improvement and obligations in accordance with educational regulations that have been

declared.

Challenges to Prepare for Future of Guidance and Counseling Profession

The challenge that will be faced in every development of science in this world is ready for the existence of "extinction" or annihilation and change with new things that replace the old things. In life, this

Culture Values

Subject Matter

Self Development



term is a process of successive generation, between the old generation and the new generation. At every

time has an figure, every figure there is a civilization that is formed, in every civilization there is the

science. As Karl Popper illustrates, the challenge of every science in his work the logic of scientific

discovery explains that there is a logical process for discovering new konowledge through the process of falsification. In summary, the falsification of Popper's meaning is a science called scientific if it makes a

prediction that has a risk of error (in this case scientific knowledge is from the theory that has and is ready

to do a discounted confirmation again) (Hanurawan, 2012: 80).

So also with the conditions of scientific guidance and counseling in postmodernism now, that the

concept of theory and science of guidance and counseling needs to be prepared in face the challenges and

as a scientific science, it is ready with the occurrence of change and adaptation to the demands of

civilization and time. So in terms of scientific practice of guidance and counseling, it should be noted the position and application of counseling in the postmodernism or in the 21st century which is

1. Counseling as a science and profession must understand that the counseling theory stated to be true

must admit that in this postmodern period as a narrative structure (structure narrative in communication) that helps restore the client experience with a different meaning from the meaning of

previous experience, reorganize the client's understanding and it all depends on how the counselor has

the ability to choose a new narrative in communication. Because the concept of modern theory will

decline in this modernism (Hansen, 2006: 293). 2. The theory of scientific counseling should be defined as a pragmatic utility, in which case the

counseling theory must adapt to the understanding of technological development and even counseling

theory can also adapt to situations that put forward the modern society no longer focuses on theory but on the reality that is always relative and even transcendent , the theory of counseling should be

pragmatic in interpreting the handling of the client situation at any given moment (Hansen, 2006: 294).

In this view it is clear that theoretical of counseling in general must be ready with eclectic concept,

that is not solely theoretical in handling client problem but also can be narrative in interpreting condition of client without base of standard theory to be pragmatic in handling a client problem, it is with the

opinion of Goethe German philosopher who said "theory is gray, and real life are green" which has a

meaning is if too theoretical in facing the problem in this postmodernism, then counseling will be considered a science that can no longer be relied upon as a profession, then counseling must be ready to be

reformed by making modifications in every handling of human problems in this present moment.

In addition about reality that must be prepared in theoretical scholarship, counseling as a science

must prepare a generation of science that must be ready to answer the global challenges of citizen (global society). Competencies that are prepared to address these challenges are cultural competencies, which are

related to cultural awareness, cultural knowledge, and cultural tolerance schemes; these aspects must be

trained for counselor personal (Clarke, 2013: 3). In this view explains the need for empowerment of cross-cultural counseling training that must be understood and personal to counselor to make counseling as a

multidisciplinary science that is able to adapt and highly utilize in every period and civilization that

emerges.

As professionals, counselors as assisting professions should understand that the main focus of counseling is on the educational process within the school environment which is a sample of the social

system of the broad social system of society. In this case, the school is a cultural planting of the Indonesian

nation is loaded with value, culture and religiosity. So by planting these values in the school's social system, students when in a wide social environment, will not experience negative effects on him when

their face a globalization and acculturization.

Globalization, also known as westernization of the world, has the implication that globalization is

related to the invasion of western capitalism into the developing world and influences the world idealism to fit the context of western cultural thinking (Lorelle et al., 2012: 115). It aims to homogenize the concept

of western tradition to all areas of world life, it is also a challenge for counseling science especially for

counselors in Indonesia, if there is acculturization and cultural blending it will be eroded the noble values of the eastern Indonesia that has been since 2010 proclaimed character education and mental revolution by

purified to the value of Pancasila.



In this globalization, there is the concept of liberation counseling formulated by Paulo Freire in

Brazil, whose original idea was simply to practice to free the conditions of the poor and oppressed society

of the time. But in its development, the logic of liberation counseling is interpreted in a broad context as in

education. Freire and colleagues set out the view that in the education the student is the subject in the learning process rather than the object, as they are the subject then their should determine their own

destiny, and convey that the objective of learning as their learning process to free participants from the

external appreciation (teacher and values) as well as the internal appreciation (true desire) and facilitate the students to be able to change their lives and the surrounding community (Freire, 1971).

This concept will be detrimental in the process of education and learning in Indonesia, as a country

that still builds the process of character and noble values of the nation. Freire's opinion will undermine the

educational order and noble values of the nation, when the government regulations on curriculum are established, formulated and applied by educator, there are still found students and educators are not

maximized in teaching and learning and there are many irregularities in education and learning and

deviant behavior, education. With the mindset of liberation, of course the character of the nation can be dilapidated. The concept of liberation is a concept that states and world order are confinement for every

individual to find himself in learning, so that if this concept blending in globalization and homogenize the

world with the concept of non-rules, the true order in character values of Indonesia will distinguish.

These are challenges that must be tackled and faced by counselors. Therefore, the counselor as an educator profession should focus on how to support the educational process with curriculum that have

been based on the value of Pancasila which is the noble value of the nation and helps shape the character

of students through a humanistic and religious approach. In order for students to have a good social life experience in the school environment

Putting aside the thought of counseling outside the school and community, unless there is already a

rule of law that states counselors also have an obligation to support and help shape the character of

society, but it will not be possible. Because every man has his time, and every time there is civilization and every civilization there is a science and every science has its own territory. Therefore none of a science has

overlapping with other areas of science. If it exists then the ontology, epistemology, and axiology must be

explore once more.

Conclussion

Based on the discussion in the previous, we can draw the conclusion which is the core of all our

discussion on the previous page, can be divided into several points:

1. Guidance and counseling not only as an independent and multidisciplinary science, but also as a very

value-filled and adaptive science in the development of the times.

2. Guidance and counseling is a very useful science in education, especially to form logically human

according to what they want. The philosophical view of guidance and counseling is the view that occurs in the therapeutic dialetical process in the counseling process. So guidance and counseling are

loaded with philosophical processes.

3. The profession of guidance and counseling is recognized by the Indonesian government as an educator profession called a counselor. The counselor has the responsibility to support the learning process and

help the government program strengthen the character education of students. Because educational

institutions are a small sample of social systems.

4. The challenge to the profession of counseling as a helping profession is very heavy with the condition of postmodernism, acculturation of culture, the globalization of society and the globalization of

liberation thinking. This should be made by a strategy by counselor to minimize negative influences for

a students and community.

Acknowledgment

This article cannot be separated from the support and collaboration of the all author, that has been give contribution, as well as the authors also thank to the Counsedu Journal and the editorial board, Mr.

Ifdil, SH.I, S.Pd, M.Pd, Ph.D that facilitates in publication of this article as a contribution of the

theoretical concept for counseling profession.



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