KARAKTERISTIK KONSELOR PADA CALON KONSELOR BERDASARKAN PERBEDAAN KELOMPOK GENDER

ABSTRACT: COUNSELOR CHARACTERISTIC AMONG CANDIDATED COUNSELOR BASED ON GENDER GROUP DIFFERENCES A qualified counselor will determine the success of the counseling process. Three characteristics are needed and determine the quality of a counselor, namely: (1) congruence (authentic), (2) unconditional positive regard (acceptance), and (3) empathy (empathy). This study aims to describe the characteristics of counselors based on gender groups. The research sample consisted of 68 prospective counselor students who were divided into gender groups. The measuring instrument uses a counselor characteristic test developed using controversial statements with alternative Likert scale answers. The results of the study found that there were significant differences in the characteristics of counselors among students of the guidance and counseling study program based on differences in gender groups. There is a significant difference between the need to develop educational programs and effective counselor training for male and female students. The development of congruence characteristics is more needed for male students, while female students on the characteristics of unconditional positive regard. A larger sample size is needed to increase heterogeneity, and additional interviews are conducted individually to deepen the discussion. Key words: counselor characteristics, gender, measurement of emphaty, psychological instrument. Konselor yang berkualitas akan menentukan keberhasilan proses konseling. Tiga karakteristik yang diperlukan dan menentukan kualitas konselor, yaitu: (1) congruence (otentik), (2) unconditional positive regard (penerimaan), dan (3) empathy (empati). Penelitian ini bertujuan untuk melihat gambaran karakteristik konselor berdasarkan kelompok gender. Sampel penelitian merupakan 68 mahasiswa calon konselor yang dibagi berdasarkan kelompok gender. Alat ukur menggunakan tes karakteristik konselor yang dikembangkan dengan menggunakan pernyataan kontroversial dengan alternatif jawaban skala Likert. Hasil penelitian menemukan ada perbedaan yang signifikan dalam karakteristik konselor pada mahasiswa program studi bimbingan dan konseling berdasarkan perbedaan kelompok gender. Ada perbedaan yang signifikan antara kebutuhan pengembangan program pendidikan dan pelatihan konselor yang efektif bagi mahasiswa laki-laki dan perempuan. Pengembangan karakteristik congruence lebih dibutuhkan untuk mahasiswa laki-laki, sementara mahasiswa perempuan pada karakteristik unconditional positive regard. Jumlah sampel yang lebih besar diperlukan untuk meningkatkan heterogenitas, dan melakukan wawancara tambahan secara individual untuk memperdalam diskusi. Kata kunci: karakteristik konselor, gender, pengukuran empati, instrumen psikologi.

Exploring Variation in College Counselor Effectiveness

Several recent studies have investigated the impact of college advising on whether students enter and succeed in postsecondary education. These papers generally find positive impacts from advising, yet few explore the extent of heterogeneity in impacts between program counselors. We take advantage of quasi-random counselor assignment to explore variation and correlates of college counselor effectiveness using rich administrative data on adviser-advisee interactions from a multisite randomized control trial of a college advising program. Large overall effects on college enrollment from the advising intervention are consistent across counselors; there is little relationship between counselor characteristics or behaviors and student outcomes.

Rampes: counselor characteristics in Sanghyang Siksakandang Karesian manuscript

The aim of this study is a description of counselor characters obtained from the values of Sanghyang Siksakandang Karesian (SSK) manuscript. Qualitative approach was used in which the data, analysis, and interpretation conformed to the principles of hermeneutics. As a method, hermeneutics was employed to interpret the text meaning within the SSK. The research procedure comprised: 1) selection of texts source, 2) dialogic process involving negotiation and re-negotiation of texts interpretation until the full understanding of the texts was gained, and 3) concept writing. The results suggest that in the SSK, there are three focal aspects supporting the counselor’s personal quality; that are: 1) religious, submissive and obidient to The Most Supernatural Power of God (Batara Seda Niskala); 2) being wastu siwong, a human being having good attitudes, excel at science, and knowledgable about the value of life; and 3) comprehensive about pangimbuh ning twah, the complementary thing toward the success of life in society. These three aspects in this study form a Rampes counselor.

Inescapable Self-Disclosure: The Lived Experiences of Pregnant Counselors Working With Sexual Offenders

This phenomenological study examined the lived experiences of female counselors (N = 13) who provided sex offender counseling services throughout their pregnancies. Through analysis of individual interviews, the authors identified five themes: (a) self-disclosure, (b) desire to hide pregnancy, (c) visible counselor characteristics, (d) differential treatment from clients, and (e) remaining objective through consultation. Implications for counselors working with sexual offenders and recommendations for future practice and research are also provided.

Diabetes Camp Counselors: An Exploration of Counselor Characteristics and Quality of Life Outcomes

Purpose The purpose of this study is to investigate the effect of volunteering at a diabetes camp on emerging adults with and without type 1 diabetes mellitus (T1DM). Methods Thirty counselors with and 22 without T1DM (19.07 ± 2.71 years old) volunteered at a 1-week T1DM camp in the northeastern United States. Counselors with T1DM had a range of self-reported A1C scores (5.8% or 39.9 mmol/mol to 14.0% or 129.5 mmol/mol). Self-report measures of quality of life, hope, and well-being were completed pre- and postcamp at 4 time points: 1 month before camp, arrival at camp, final day of camp, and 2 months postcamp. Open-ended questions regarding counselor experiences were analyzed to understand camp effect. Results There were significant differences between counselors’ levels of trait hope in comparison to published norms. There were few clear differences in psychosocial outcomes pre- and postcamp; however, some increases in well-being were revealed in anticipation of camp. Major reasons for volunteering included assisting others and reciprocating or continuing a perceived positive experience as a camper. Conclusion No changes in psychosocial outcomes pre- to postcamp were observed. However, measures used in this study may be poorly defined for a counselor population. Further research on the characteristics of emerging adults who choose to be camp counselors is needed. By understanding the demographics of this population, health professionals can help target individuals to become camp counselors as well as enhance the camp experience to fit their developmental needs.

Mindfulness, Self-Compassion, and Counselor Characteristics and Session Variables

Mindfulness has garnered interest as a counselor development tool for enhancing the therapeutic relationship and increasing counselor trainee effectiveness, yet empirical study of counselor mindfulness is limited. A study of the relationship between mindfulness and client perceived empathy among 55 client-counselor trainee dyads is reported. The relationships between counselor trainee mindfulness, self-compassion and ambiguity tolerance, experiential avoidance, and session depth were also examined in this exploratory study. Counselor trainee mindfulness was associated with client perceived empathy and both mindfulness and self-compassion were associated with lower experiential avoidance and greater session depth as rated by the counselor trainee. Self compassion was positively related to tolerance for ambiguity. Implications for counselors, educators, and supervisors and suggestions for practical application of mindfulness for counselor development are discussed.