The Psychological Well-Being and Self-Compassion on Malaysian Teachers of Counseling and Guidance

Personality competency is one of the important things a teacher, including guidance and counseling teachers, have. The visible phenomenon is that there are still guidance and counseling teachers who do not have good personalities who support the implementation of guidance and counseling services in schools, which causes various perceptions towards the personality of guidance and counseling teachers. This research aims to reveal and describe students' perceptions of the personality competence of guidance and counseling teachers. This research was carried out at SMA Negeri 10 Medan using descriptive quantitative research with a positivistic paradigm. The population in the research was 210 class Data were collected using a perception scale regarding the personality of guidance and counseling teachers which was analyzed using descriptive analysis techniques. The overall research results of the research indicators obtained a percentage of 73.6% and were in the good category. So it can be concluded that students' perceptions of the personality competence of guidance and counseling teachers at this school are in the good category, meaning that guidance and counseling teachers have personality competence and quality so that it does not give rise to students having bad perceptions of guidance and counseling teachers at this school.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian // TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack// This page is in Indonesian Translate to English AfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBengaliBulgarianCatalanCroatianCzechDanishDutchEnglishEstonianFinnishFrenchGermanGreekGujaratiHaitian CreoleHebrewHindiHungarianIcelandicIndonesianItalianJapaneseKannadaKazakhKhmerKoreanKurdish (Kurmanji)LaoLatvianLithuanianMalagasyMalayMalayalamMalteseMaoriMarathiMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanSimplified ChineseSlovakSlovenianSpanishSwedishTamilTeluguThaiTraditional ChineseTurkishUkrainianUrduVietnameseWelsh Always translate Indonesian to EnglishPRO Never translate Indonesian Never translate ejournal.uin-suska.ac.id

The implementation of comprehensive guidance and counseling in schools still needs improvement. Various factors, such as inadequate resources, can cause this shortage. This research aims to develop the MGBK MAGIC MOODLE management model to increase the professionalism of guidance and counseling teachers. This research uses a research and development methodology with a mixed methods approach. This validation process involves input from two expert validators. A small-scale trial involving 10 guidance and counseling teachers and a large-scale trial involving thirty guidance and counseling teachers. Data collection methods include interviews, questionnaires, and document analysis. The data collection instrument uses a questionnaire sheet. The data analysis techniques used are qualitative descriptive analysis and quantitative descriptive analysis. The research results show that ICT and management experts' validation results are very good. At the limited trial stage, the results showed an average score of 49.79% in the good category and 50.21% in the very good category. In the main field trial, the average score was 54.7% in the very good category, 44.6% in the good category, and 0.7% in the not good category. The results of the main field trial showed that the product effectiveness test provided very positive results. It was concluded that the MGBK MAGIC MOODLE management model successfully provided a practical impact in supporting MGBK management tasks. The MGBK MAGIC MOODLE management model has implications for enhancing the professionalism of counseling teachers through effective technology integration, thereby optimizing the implementation of comprehensive guidance and counseling in schools.

Guidance and counseling teachers have a crucial role in helping students overcome various personal, social, and academic problems and optimally develop their potential. By having appropriate competencies, guidance, and counseling teachers can provide services that are more effective and relevant to student needs, thereby improving overall student welfare and achievement. This article aims to determine the implementation of guidance and counseling in schools according to teacher competency. The method used in writing this article is using the literature review method. The literature review was used to collect information regarding the competency of guidance and counseling teachers and the implementation of guidance and counseling in schools. Implementation of guidance and counseling teacher competencies has enormous benefits in the educational context. Competent guidance and counseling teachers can provide quality guidance and counseling services to students, helping them overcome problems, understand themselves, and develop their potential optimally. Apart from that, implementing guidance and counseling teacher competencies can also improve the overall quality of education, improve relationships between students and teachers, and provide support for students with special needs.

Professional guidance and counseling teachers are expected to master the basic knowledge in the field of guidance and counseling, both theoretical and practical. To support the implementation of duties as a guidance and counseling teacher, it is necessary to have understanding and skills related to needs assessment instrumentation to the preparation of guidance and counseling programs. However, sometimes there are limitations in implementing needs assessment instrumentation, so to make it easier for guidance and counseling teachers in implementing needs assessment instrumentation, a needs assessment instrumentation application was created. This service activity aims to provide understanding, knowledge and skills related to instrumentation applications, needs assessments, and program design based on the results of the needs assessment instrumentation. Skills in identifying needs, interpreting the results of needs assessment instrumentation, compiling guidance and counseling programs and using computer-based guidance and counseling need assessment instrumentation applications. The results show that community service activities regarding the use of computer-based guidance and counseling needs assessment instrumentation applications are in demand and have received positive responses from junior high school guidance and counseling teachers in Agam Regency. Apart from that, it is felt that this activity is very necessary to be given to guidance and counseling teachers who have not received this workshop, then this application is also easy to use in carrying out the duties of guidance and counseling teachers and the material provided is also relevant to the needs of guidance and counseling teachers in schools

In the era of globalization and with the emergence of the Industrial Revolution 4.0, Malaysia, as a developing country, put much emphasis in education along with other important sectors. This scenario leads to the increasing role of guidance and counselling teachers in the school in producing great and knowledgeable students. This responsibility causes guidance and counselling teachers to face various challenges that may put pressure on the profession. Guidance and counselling teachers need to prepare themselves with coping strategies in order to maintain psychological well-being which is an important aspect for the development of the services offered. The results of past research found that coping strategies contributed to the psychological well-being of guidance and counselling teachers and improved the quality of guidance and counselling services. Therefore, this paper reviews the factors of coping strategies as contributors to psychological well-being besides identifying the needs in strengthening the coping strategies and psychological well-being of guidance and counselling teachers. It is suggested that future studies should focus on quantitative and qualitative studies in order to have a better understanding of these issues.

This research is motivated by the fact that there are still students who are not ready to become guidance and counseling teachers, students are used as substitute teachers, there are students who do not get guidance from supervisors or tutor teachers as long as students carry out field counseling and guidance practices in schools. This study aims to describe the perceptions of students towards the implementation of field practice guidance and counseling in schools FIP UNP in Padang Semester July-December 2018.This research is a type of descriptive research using quantitative methods. The population of this research is BK students who have participated in Semester July-December 2018 as many as 98 students and the research sample uses saturated sample technique. Data were analyzed using descriptive statistical techniques.The findings of this study as a whole indicate that students 'perceptions of the implementation of PLBKS are in the good category, and perceptions based on each aspect (1) Students' perceptions based on aspects of preparation for implementation of field practice guidance and counseling in schools are in the good category (54.08%). (2) Student perceptions based on aspects of implementation of field practice guidance and counseling students in Schools are in the good category (62.24%). (3) Student perceptions based on aspects of guiding students implementation of field practice guidance and counseling in schools in Schools are in the good category (46.94%). (4) Student perceptions based on evaluation aspects of implementation of field practice guidance and counseling in schools activities in schools are in the good category (56.12%).Based on the results of the study it is recommended that prospective students take part in field practice guidance and counseling to be able to improve their knowledge, competence, and skills so that they can carry out field practice activities properly.

Many Guidance and counseling teachers who cannot carry out guidance and counseling in schools. This issue can be a reminder for universities that organize guidance and counseling programs. Guidance and counseling teaching and learning need to be improved. This study explores the use of transformative learning models in preparing guidance and counseling teacher candidates. This study uses a literature review method with an integrative review approach. The results of this study show that transformative learning can be used in teaching. Implementing transformative learning in teaching guidance and counseling has a goal, so prospective Guidance and counseling teachers can experience transformation. So that the individual becomes a lifelong learner, this learner can direct himself to continue learning, be critical, and think independently. So that prospective guidance and counseling teachers continue to learn to become competent guidance and counseling teachers.

The competency of vocational high school guidance and counseling teachers (SMK BK Teachers) is very important to be improved in facing the challenges of the 4.0 revolution era. It is hoped that the enhancement of the competency of the Vocational School Guidance and Counseling Teachers will be able to help students think analytically, evaluatively, creatively, and in complex ways known as High Order Thinking Skills (HOTs) and develop students' career readiness. Therefore, vocational high school guidance and counseling teachers must have creative and innovative strategies in providing career guidance services. Creative and innovative forms can be seen in the design of career guidance that is oriented towards developing 21st-century skills, namely critical thinking skills, creating thinking skills, collaborative skills, and communications skills (Four C's). The method is to apply a project-based learning model with an “in-on-in” pattern, namely three activities including one synchronous off-line activity, one asynchronous online activity, and one assignment activity. The number of participants is 20 teachers, teachers of vocational high school guidance and counseling in Malang City with a pattern of 32 lesson hours and conducted in four weeks. This training succeeded in adding to the insight and competence of the guidance and counseling teachers of vocational high schools to compile a career guidance design by compiling RPLBK and animated video media with using the powtoon app.

: This study focuses on the role of guidance and counseling teachers in overcoming student challenges at SMP N 6 Metro. This study uses qualitative research methods, such as interviews and observations, to evaluate the guidance and counseling services provided by these teachers. The results showed that guidance and counseling teachers have an important role in improving students' academic achievement, then they help students overcome mental and emotional health problems, as well as create a better learning environment In addition, this study also found that guidance and counseling teachers can reduce students' level of loss, which is interpreted by their involvement in the learning process. In the context of this study, guidance and counseling teachers play a key role in education. They not only provide academic support, but also help students overcome challenges they face, such as stress, worries, and mental health issues. By conducting individual and group counseling and providing counseling services for the school community, guidance and counseling teachers help students develop social and emotional competencies and prepare them for future challenges. Overall, this study shows that the role of guidance and counseling teachers in overcoming student challenges at SMP N 6 Metro is very important. By understanding and utilizing this role, guidance and counseling teachers can help students achieve their academic and non-academic success. Keyword: Guidance and Counseling, Implementation of Guidance and Counseling, Students

Comprehensive guidance and counseling services are implemented in inclusive education. The aim of this research is to reveal whether and how comprehensive guidance and counseling services are carried out well, using quantitative methods, descriptive strategies to investigate circumstances, conditions or other things that have been mentioned in order to find out the value of independent variables, either one or more variables without making comparisons, or connect it with other variables and the results are described in the form of a research report. The research subjects were: (1) the school principal, (2) subject teachers, (3) guidance and counseling teachers, and (4) all class VII students whose sample was 6 people per group using the standardized random sampling technique. A sampling technique where the population is divided into several homogeneous subgroups based on certain characteristics, then random samples are taken from each stratum, namely a group of 3 smart students per class and a group of 3 low ability students per class. The research location is SMP Negeri 1 Tuhemberua. Research data was collected using closed questionnaires and interviews, the data was in the form of numbers and narratives to answer the research questions that had been asked. The results of the research revealed that 2 students had responses regarding the implementation of comprehensive guidance and counseling in inclusive education with low criteria, 23 people with medium criteria and 5 people with high criteria. The results of interviews with school principals, subject teachers, and guidance and counseling teachers show that the implementation of comprehensive guidance and counseling programs in inclusive education has not been implemented well due to the lack of training of guidance and counseling teachers in dealing with problems faced by students, lack of collaboration between subject teachers and guidance and counseling teachers, and There is no schedule for class attendance, there is a lack of adequate facilities to support guidance and counseling activities and students do not want to open up about the problems they are facing. It can be concluded that the implementation of comprehensive guidance and counseling in inclusive education at SMP Negeri 1 Tuhemberua has not been implemented well. It is recommended that guidance and counseling teachers plan and implement comprehensive guidance and counseling services, and school principals facilitate them and that students follow them well.

This research is motivated by the phenomenon of students who do not have the readiness to become Guidance and Counseling teachers. This is due to the lack of personal qualities that must be possessed by students as prospective Guidance and Counseling teachers. Students as prospective Guidance and Counseling teachers are required to facilitate quality personal development and can be accounted for professionally. This study aims to describe the readiness of students to become guidance and counseling teachers. This research is a descriptive type of research with quantitative methods. The study population consisted of 141 FIP UNP Guidance and Counseling students for the semester of July-December 2019, batch 2016 who had participated in the Guidance and Counseling field practice in schools. The number of research samples 65 students, sampling using techniques purposive sampling. Collecting data using a Likert scale model questionnaire . Data were analyzed using descriptive statistical techniques. This study describes the readiness of students to become teachers of Guidance and Counseling in general in the high category, student readiness based on each aspect (1) the readiness of students based on the aspect of self-understanding is in the high enough category (41.5% ), (2) the readiness of students based on the competent aspect is in the high category (36.9%), (3) the readiness of students based on the aspects of psychological health is in the quite high category (49.2%), (4) the readiness of students based on the aspects of believed to be in the very high category (36.9%), (5) the readiness of students based on the aspect of being able to be warm was in the quite high category (30.8)%.

This study discusses the managerial skills of guidance and counseling (BK) teachers in the implementation of counseling programs in schools. Managerial skills, effective communication, and in-depth counseling skills are the key aspects analyzed in the context of effective counseling service provision. Collaboration with various parties in the school and the utilization of modern technology are also discussed as improvement factors in the management and accessibility of services. This study utilizes a literature study method or commonly referred to as the literature study method. The results of the study on the managerial skills of guidance and counseling (BK) teachers in the implementation of school counseling programs show that managerial, communication, and counseling skills play an important role in the effectiveness of the BK program. This study reveals that guidance and counseling teachers who have strong managerial skills tend to be able to organize guidance and counseling programs more efficiently, plan activities in accordance with student needs, and manage available resources optimally.

This paper discusses the challenges of providing HIV/AIDS counselling to pupils with hearing impairment by guidance and counselling teachers who are not familiar with sign language. The knowledge gaps were; how do guidance teachers who do not know sign language provide HIV/AIDS counseling to pupils who only benefit from the use of sign language? Do the pupils with hearing impairment really get what they communicate to them orally? These questions motivated this study. Since it was a qualitative study, a case study design became appropriate. 25 pupils and 5 teachers formed the study sample. Interviews were used to collect data, which was analysed using thematically. The researchers observed that the guidance teachers did not have any training in sign language meanwhile some schools had over ten pupils with hearing impairment who like other hearing pupils needed to receive HIV/AIDS counseling. Results revealed that pupils did not get what the guidance teachers were communicating to them orally. Similarly, the five guidance and counselling teachers revealed that they had challenges in providing HIV/AIDS counseling services to pupils with hearing impairment because they did not know sign language. Pupils with hearing impairment desired to be counselled in HIV and AIDS and other psychosocial related issues but there was no one to counsel them. Interestingly, deaf pupils were not involved in sex education and HIV/AIDS prevention campaigns in schools, instead they helped themselves through discussion and reading some brochures. This clearly was a handicap to the pupils. As a result, they lamented that District Education Board Secretary (DEBS) should send guidance and counselling teachers trained in sign language to schools where there were pupils with hearing impairment. The study recommends that guidance and counseling teachers in schools should be trained in sign language. Article visualizations:

This article was written because of the increasing cases of bullying in schools, one of the factors being the diversity of each student. Every student should respect each other's diversity so that good social relations can be established and divisions do not occur. This article was prepared with the aim of finding out what bullying is, what factors cause bullying to occur, what impacts will occur from acts of bullying, and how guidance and counseling teachers play a role in preventing bullying cases in schools.Bullying is a serious problem that has the potential to cause trauma to victims in various fields, including psychological, physical, social and academic. There are several factors that are the source of bullying which are generally classified into three aspects: family background, individual personality, and environmental influences, such as the school environment, social environment, and peers. Every individual who has experienced bullying almost always experiences similar psychological impacts. This psychological impact is a negative result that can be experienced by victims of bullying, which is clearly detrimental to themselves. The actions of the bully can have a long-term impact on the victim's psychological condition, and the victim may always remember the action, causing unpleasant memories for the victim. This impact is the most worrying thing for most people, where a person's psychological state is disturbed due to actions they don't want, and the perpetrator becomes a figure who is feared by many people.Guidance and counseling teachers or counselors have a central role in preventing and overcoming bullying at school. Therefore, effective and comprehensive services are needed for all students by utilizing a variety of skills and resources that can support the performance of guidance and counseling (BK) teachers. When cases of bullying occur, guidance and counseling teachers need to play an active role in resolving the problem and taking steps to prevent bullying from happening again. Guidance and guidance teachers or counselors must provide maximum and comprehensive counseling services that suit students' needs, including implementing an effective counseling guidance program to overcome bullying problems at school.

Guidance and counseling teachers are guidance and counseling officers in schools who provide services related to student development and also making them independent. The implementation of guidance and counseling programs needs to be systematic and structured. Guidance and counseling management is needed to achieve the goals that have been created, because it can place the roles of guidance and counseling teachers in fulfilling their obligations to serve counselee, in this case students. Guidance and counseling management includes planning, organizing, actuating or implementation and also controlling and monitoring or what is called supervision, which is the core of management in guidance and counseling in schools. The role of guidance and counseling teachers in guidance and counseling management is very important, sothe expertise of guidance and counseling personnel is needed to carry out good management. Good management carried out by good personnel can facilitate achieving the desired goals.