Indonesian culture has influenced the way people perceive counselling, which shows the tendency towards avoidance attitudes. The situation presents a challenge towards the feasibility of person-centred counselling to be applied in Indonesia, as the counselling approach tends to come across with Indonesian culture. This paper aims to critically discuss the potential challenges of working with the Indonesian client from a cultural point of view and the readiness of a counsellor in terms of knowledge about non-directive counselling by reviewing some literature in depth. The exploration of the challenges shows that the biggest obstacle to applying the non-directive attitude in Indonesia is the factor of the difficulty to obtain a comprehensive understanding of the non-directive concept rather than the factor of cultural difference. However, this challenge can be handled by understanding the concept of principled and instrumental non-directiveness which gives a view of flexibility and the broaden meaning of the non-directive attitude. Conclusively, there are no exclusions, limitations or boundaries from the person-centred approach that can convince the impossibility of becoming a non-directive counsellor in the Indonesian culture. The presence of inevitable challenges arising from the culture of Indonesia will not significantly affect the counsellor, if the non-directive attitudes have become part of the counsellor’s self-concept.
Congruence is a condition in therapeutic relationship that refers to accurate matching of a person’s experience with awareness. In person-centred counselling, counsellor’s congruence is believed as one of helpful and significant aspects that facilitates clients’ growth in counselling. However, this term is quite difficult to understand as a single condition as it interrelated to the other conditions such as empathy and unconditional positive regard. Understanding congruence theoretically and practically is intriguing as well as challenging especially for a trainee counsellor that is still learning to apply theory on practice. This paper aims to critically explore congruence from person-centred counselling theory and to demonstrate some evidences of the development of congruence in practice based on the author’s counselling practice as a trainee counsellor. There are three main discussions in this paper that is to explain congruence from the theoretical point of view, to understand the relation between congruence and acceptance and to explore congruence in person-centred practice. The exploration found that trainee counsellor’s cultural background including condition of worth and language barrier is one of challenges in experiencing congruence within person-centred counselling practice.Keywords: congruence, person-centred counselling, unconditional positive regard, ontological standpoint
School bullying is a critical issue among students that can promote some mental health issues. Some studies had found that severe or frequent bullying can lead to the development of post-traumatic stress symptoms such as avoidance behaviours and anxious feelings. However, school bullying is difficult to observe due to the complexity factors such as cultural background, peer pressure and academic problems. The study aimed to investigate the symptoms of post-traumatic stress among victims of school bullying. The study employed a descriptive qualitative research design. The data was collected by using a questionnaire to 42 students from two vocational high schools in Yogyakarta who had severe or frequent experience of school bullying. The results revealed that 40 per cent of participants showed one or more symptoms of post-traumatic stress such as feeling persistently avoiding to the perpetrators and feeling extremely anxious about the potential being bullied again. Meanwhile, 60 per cent participants experienced some other difficult emotions such as anger, revenge, disappointment, and sadness. The results also showed that the two biggest changes experienced by students after bullying were becoming more silent and being frequently anxious compared to before being bullied. The study suggests the need for further research to investigate the level of post-traumatic stress experienced by the students and the urge for anti-bullying curriculum in both schools to prevent the serious consequences of bullying.
This study aimed at evaluating the implementation of a five-day working program at vocational high schools. This study described the implementation, strengths, and weaknesses of the five-day working program in vocational high schools using a descriptive evaluative method with the model of Contex, Input, Process, and Product. This study was conducted in Vocational High Schools also known as Sekolah Menengah Kejuruan Negeri 2 Karanganyar. The sample of this study consisted of 126 students selected with a quota sampling technique and 10 teachers selected with a purposive sampling technique. Data were collected through observation, questionnaires, interviews, and documentation. The validity of the questionnaire item used logical validation. The results showed that the implementation of the five-day school program was sufficient but not fully achieved. The program can improve students' knowledge and skills and students’ activities are easier to be controlled. In the other hand, the school’ readiness to implement the five-day school program is not optimal indicated by not all teachers use interesting learning media and methods, and the teachers’ teaching performance during the day is decreased.
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