Purpose: This study aimed to determine the extent of the influence of gadgets on elementary school children, especially in the aspect of personality, as well as how parents' efforts in providing supervision and direction for their children. Research methodology: This type of research is qualitative with the case study method. The instruments used were observation, interviews, and documentation. Meanwhile, for data analysis, researchers used descriptive-analytic techniques. The data analyzed is then tested for validity using the credibility, transferability, dependability, and confirmability tests. Results: The results of this study indicate that there is an effect of gadgets on children's personalities, including temperament, indifference, a fast-developing mindset without appropriate stages, love to share, and be creative. Limitations: This research is far from perfect; the author realizes that there are limitations in the research process, one of which is that the subject and object of research are only taken within the scope of the family. Contribution: This research is expected to be useful in the world of education, especially educators and the family environment as a reference in implementing digital parenting for their children. Keywords: Gadgets, Personality, Children, Parents
This study was investigating the impact of social anxiety and loneliness toward intention to seek counseling, and loneliness as mediator in the relation of social anxiety towards intention to seek counseling. The participants were selected with cluster random sampling technique. Five hundred and two students from several regions in Indonesia were involved after confirm the participant consent and complete the online instruments of brief scale of loneliness for adolescents (α = 0.709), social anxiety (α = 0.780), and intention to seek counseling (α = 0.746). The analysis data technique was used path analysis with mediation variable. The results of this study showed that, separately social anxiety and loneliness affected the intention to seek counseling, social anxiety affected loneliness, social anxiety with loneliness affected the intention to seek counseling, and the direct effect of social anxiety toward intention to seek counseling is higher than through loneliness as mediator variable.
Negative labeling defined as giving the name to a person or group based on the deficiencies or advantages they have. Labeling often poses negative things to a person when it did not give appropriately. Self-concept related to self-like views, self-evaluation results and self-expectations and these become the shaping factor of self-concept. When child with learning disability labeled as "the slacker" or "the stupid" it is giving negative impact to his or her self-concept. Understanding the harmful of negative labeling could be a preventive strategy to avoiding negative labeling toward the child with learning disability.
<p align="center"><strong>Abstrak</strong></p><p>Kecemasan adalah perasaan tidak menentu yang membuat seseorang merasa takut dan khawatir. Kecemasan pada tingkat tertentu mampu membuat seseorang menjadi lebih produktif, sebaliknya, kecemasan berlebihan dapat merusak. Salah satu upaya yang dapat dilakukan untuk mengurangi kecemasan adalah pemberian layanan bimbingan dan konseling, terutama menggunakan <em>paradoxical intervention</em> yang telah terbukti efektif untuk mengatasi gangguan kecemasan. Melalui artikel ini penulis mencoba menyajikan satu teknik intervensi unik yang bisa menjadi alternatif bagi guru bimbingan dan konseling atau konselor untuk membantu konseli mengatasi kecemasan dan meningkatkan keefektifan layanan bimbingan dan konseling.</p><p><strong>Kata Kunci : Kecemasan, Bimbingan </strong><strong>d</strong><strong>an Konseling, <em>Paradoxical Intervention.</em></strong><strong></strong></p><p align="center"><strong><em> </em></strong></p><p align="center"><strong><em>Abstract</em></strong><strong><em></em></strong></p><p>Anxiety is an uncertain feeling that makes someone fear and worry. Anxiety in a certain level able to makes someone more productive, in opposite, excessive anxiety can be obstructive. An effort that can utilize to reduce anxiety is guidance and counseling, particularly, paradoxical intervention which evidence-based shown highly effective to overcome the anxiety disorder. Through this article author is trying to present an unique intervention technique which can be an alternative for guidance and counseling teacher or counselor in order to help counselee coping with anxiety and promoting the effectiveness of guidance and counseling service.</p><em><strong><em>Keywords : Anxiety, Guidance and Counseling, Paradoxical Intervention.</em></strong><br /></em>
One of the development tasks of adolescence is preparing career choices. Various methods have been carried out by authors in order to create an appropriate method to help adolescents. In this article, the authors will examine the psychoeducational groups with self-instruction techniques in improving career decision-making skills, self-esteem, and self-efficacy. The authors conducted a quasi-experimental of the pretest-posttest with group control to determine the impact of the intervention on these variables. The instrument used to obtain data is the psychological scale of career decision making, self-esteem, and self-efficacy, all of which have been tested for validity and reliability. The data collected was then analyzed with MANOVA and t-test. The results show that career decision making (F = 52.28, p <0.05), self-esteem (F = 28.10, p <0.05), and self-efficacy (F = 34.70, p <0.05) can be improved using psychoeducational groups with self-instruction techniques. The implications for the practice of guidance and counseling will be discussed.
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