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.
Highlights
Counseling is the core of the implementation of guidance and counseling services at the school as a whole
If students intensively attend counseling, they have a greater chance of being free from the complexity of the problems they face and helping students in self-development efforts
Not many students are interested in utilizing counseling services
Summary
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). 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). 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). More specific counseling is defined as the application of the principles of mental health, psychology or human development through cognitive, affective, behavioral or systemic
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: COUNS-EDU: The International Journal of Counseling and Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
