Abstract
Social anxiety is one of the psychological problems faced by most of students. Several research findings have revealed negative effects that arise due to the high level of social anxiety experienced by students. Based on this phenomenon, schools play a major role in efforts to minimize the level of social anxiety experienced by students through optimizing guidance and counseling services. This research and development aim at testing the acceptability and effectiveness a solution-focused brief counseling guidebook to minimize students' social anxiety. The development procedure using 4D steps, such as, define, design, develop, and desimination of the product. The amount five judgment involve to validating the contents of guidebook. For the piloting, one group pretest-post test experimental procedure involve 15 junior high school students. The data analysis for judgments results show that the counseling guidebook developed in this study has a special content validity index (CVI). Based on the results of the piloting study, counseling guidebook a solution-focused brief counseling guidebook with the miracle question technique was effective in reducing students' social anxiety. The results of this study contribute to the optimization of guidance and counseling services in schools.
Highlights
Student life at school cannot be separated from various interactions, both between peers, teachers, and other people in the school environment
Data of students' social anxiety conditions were obtained through the Social anxiety scale for adolescence (SASA) instrument consisting of 11 statement items that have been adapted into Indonesian and have been tested valid for use (Apriliana & Suranata, 2019)
The limited trial of the counseling guidebook that was carried out through an experimental procedure showed that there was a decrease in the average score of student’s social anxiety after attending solution-focused brief counseling with miracle question technique based on the counseling guidebook developed in this study
Summary
Student life at school cannot be separated from various interactions, both between peers, teachers, and other people in the school environment. When most students are able to face these challenges, it cannot be denied that there are still students who face difficulties both in academic achievement and in interacting with their social environment. This difficulty is often the background for the emergence of psychological problems experienced by students (Brook & Willoughby, 2015). In line with research conducted by Untari, Bahri, & Fajriani (2017) reported that there were many phenomena of students showing social anxiety symptoms, such as difficulty speaking in public, not able to adapt with a new social environment, and other specific symptoms
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