Guidelines for implementing group counseling using a gestalt counseling approach to reduce student aggressivity

Zikry Latupasjana; Firman Firman

doi:10.29210/3003647000

Guidelines for implementing group counseling using a gestalt counseling approach to reduce student aggressivity

Zikry Latupasjana

⁽¹⁾, Firman Firman ⁽²⁾,
(1) Universitas Negeri Padang
(2) Universitas Negeri Padang

Indonesia

Corresponding Author
Copyright (c) 2020 Zikry Latupasjana

DOI : https://doi.org/10.29210/3003647000

Full Text:

Language : en

Abstract

Aggressiveness among adolescents in Vocational High Schools has increased significantly. Group counseling services in schools are rarely used to prevent drug abuse. Most group counseling is used to solve several problems, such as learning, personal, social, and career problems. This study aims to produce simple, valid, and effective guidelines for guidance and counseling teachers / counselors to reduce student aggressiveness. This research is a development (Research and Development) with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The subjects of this study were students and supervisors at the Vocational High School in the city of Padang. The validity of this study was carried out by six experts associated with this study and the appearance of guidelines. The usability test was carried out by three supervisors. Data analysis is descriptive and inferential analysis with the Kendals coefficient statistical test. The results showed that: (1) The level of material suitability was very acceptable with a percentage of 93 percent and the appearance of the guidelines was also in the proper category with a percentage of 90.4 percent, (2) The use of group guidance guides using the gestalt counseling approach to reduce student aggressiveness was included in the category. The best with a percentage of 87. It can be concluded that this guideline is appropriate for use by supervisors / counselors as an effort to reduce student aggressiveness in vocational high schools in Padang city

References

Ansary, N. S., Elias, M. J., Greene, M. B., & Green, S. (2015). Guidance for schools selecting antibullying approaches: Translating evidence-based strategies to contemporary implementation realities. Educational Researcher, 44(1), 27-36.

Askari, I. (2019). The role of the belief system for anger management of couples with anger and aggression: A cognitive-behavioral perspective. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 37(3), 223-240.

Bobga, T. N. J. (2016). An Appraisal of Effective Provision of Guidance and Counseling Services in Cameroon State Universities: Trends and Challenges. IJHSSE: International Journal of Humanities Social Sciences and Education, 3(9), 75-90.

Bransfield, R. C. (2018). Aggressiveness, violence, homicidality, homicide, and Lyme disease. Neuropsychiatric disease and treatment, 14, 693.

Bushman, B. J., Gollwitzer, M., & Cruz, C. (2015). There is broad consensus: Media researchers agree that violent media increase aggression in children, and pediatricians and parents concur. Psychology of Popular Media Culture, 4(3), 200.

Caraka, P. B., Nindiya, E. S., & Fuad, A. R. (2016). Improving Quality Of Education Through Collaboration System In The Perspective Of Comprehensive Guidance And Counseling.

Copley, L., & Carney, J. (2020). Using Gestalt Techniques to Promote Meaning Making in Trauma Survivors. The Journal of Humanistic Counseling, 59(3), 201-218.

Davis, E. S., Flick, S., Mendez, P., & Urbina, B. (2018). Aggression in Sessions: Strategies and Interventions for School Counselors. Journal of School Counseling, 16(16), n16.

Farrington, D. P., Gaffney, H., Lösel, F., & Ttofi, M. M. (2017). Systematic reviews of the effectiveness of developmental prevention programs in reducing delinquency, aggression, and bullying. Aggression and Violent Behavior, 33, 91-106.

Fidiawati, L., Firman, F., & Solfema, S. (2020). Development of Group Counseling Guidelines for Student Self Control Improvement in Prevention of Drug Abuse. Jurnal Aplikasi IPTEK Indonesia, 4(1), 24-31.

Hiemstra, W., De Castro, B. O., & Thomaes, S. (2019). Reducing aggressive children’s hostile attributions: A cognitive bias modification procedure. Cognitive therapy and research, 43(2), 387-398.

Molenda, M. (2015). In search of the elusive ADDIE model. Performance Improvement, 54(2), 40-42.

Olszewski‐Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015). Conceptualizations of giftedness and the development of talent: Implications for counselors. Journal of counseling & development, 93(2), 143-152.

Pappa, I., St Pourcain, B., Benke, K., Cavadino, A., Hakulinen, C., Nivard, M. G., ... & Evans, D. M. (2016). A genome‐wide approach to children's aggressive behavior: The EAGLE consortium. American Journal of Medical Genetics Part B: Neuropsychiatric Genetics, 171(5), 562-572.

Peterson, J. S. (2015). School counselors and gifted kids: Respecting both cognitive and affective. Journal of Counseling & Development, 93(2), 153-162.

Putri, R. D. (2019). Group Guidance Based on Gestalt Theory to Develop Creativity in Learning. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal), 6(2), 149-156.

Santone, E., Crothers, L. M., Kolbert, J. B., & Miravalle, J. (2020). Using Social Information Processing Theory to Counsel Aggressive Youth. Journal of School Counseling, 18.

Siahaan, D. N. A., & Zunidar, Z. (2020). Group Guidance with Gestalt Support Based on Ukhuwah Islamiyah in Madrasah Aliyah, UIN Laboratory, North Sumatra, Medan. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal), 7(1), 23-30.

Simons, J. D., Brian, H., & Bahr, M. W. (2017). School counselor advocacy for lesbian, gay, and bisexual students: Intentions and practice. Professional School Counseling, 20(1a), 1096-2409.

Splett, J. D., Maras, M. A., & Brooks, C. M. (2015). GIRLSS: A randomized, pilot study of a multisystemic, school-based intervention to reduce relational aggression. Journal of Child and Family Studies, 24(8), 2250-2261.

Stiensmeier-Pelster, J., & Heckhausen, H. (2018). Causal attribution of behavior and achievement. In Motivation and action (pp. 623-678). Springer, Cham.