Abstract:This study aims to develop a training guide in emotion management skills to prevent bullying behavior for junior high school students. The method used is the research and development model. The trial subjects in this study included guidance and counseling experts, psychology experts, educational technology expert, and school counselors. Instruments used are the scale of emotion management skills for students, expert assessment instruments and counselors assessment instruments. Data from the assessment of guidance and counseling experts, psychology experts, educational technology expert, and three school counselors from three different schools in Malang showed that the developed product is acceptable and feasible to be used for the improvement of emotion management skills as a preventative effort of bullying behavior for junior high school students.Keywords: training guides; emotion management skills; bullying; junior high school Abstrak: Penelitian ini bertujuan untuk mengembangkan panduan pelatihan keterampilan mengelola emosi sebagai upaya preventif perilaku bullying siswa Sekolah Menengah Pertama (SMP). Metode yang digunakan dalam penelitian ini ialah model penelitian dan pengembangan. Subjek uji coba pada penelitian ini melibatkan ahli bimbingan dan konseling (BK), ahli psikologi, ahli teknologi pendidikan (TEP) dan konselor sekolah. Instrumen yang digunakan adalah skala keterampilan mengelola emosi untuk siswa, instrumen penilaian ahli dan instrumen penilaian konselor. Data hasil penilaian dari ahli BK, ahli psikologi, ahli TEP dan tiga konselor sekolah di tiga sekolah berbeda Kota Malang menunjukkan bahwa produk yang dikembangkan dapat diterima dan layak digunakan untuk peningkatan keterampilan mengelola emosi sebagai upaya preventif perilaku bullying siswa SMP.Kata kunci: panduan pelatihan; keterampilan mengelola emosi; bullying; SMP Salah satu dari berbagai faktor yang memengaruhi kegagalan ketercapaian tujuan pendidikan adalah masih banyak kasus penyimpangan perilaku yang mayoritas dilakukan oleh siswa. Rendahnya kontrol dan kurangnya kemampuan guru dalam memberi keterampilan pribadi siswa juga menjadi faktor yang berpengaruh (Djuwita, 2006). Salah satu bentuk perilaku menyimpang atau maladaptif siswa yang terlihat di sekolah adalah bullying. Bullying telah dikenal sebagai masalah sosial dalam kalangan anak-anak sekolah (Krahe, 2005). Hasil survei yang dilakukan lembaga swadaya masyarakat Plan International dan International Center for Research on Women (ICRW) yang dirilis awal maret 2015 memaparkan 84% anak Indonesia mengalami kekerasan di sekolah (Qodar, 2015), bahkan 91% anak Indonesia tahu tentang cyberbullying (Michaud, 2012).

<p><strong>Abstract:</strong> The aim of our study was to find out the children of divorced couples’s self-concept and self-disclosure who raised by their grandmother (grand parenting). This study used a qualitative approach - a case study. Subjects were two adolescents who live in the Village of Blitar City with an age range of 12—14 years. We use in-depth interviews, observations and document studies to collect data. Results show that subject’s saw themselves as a bad individual, bad influence, and being underestimated. Subject’s self-disclosure shows that they have lack of self-disclosure, easily offended by critiscm, lack of trust in others, and rigid.</p><strong>Abstrak:</strong><em> </em>Penulisan artikel bertujuan untuk mengetahui gambaran konsep diri dan keterbukaan diri remaja <em>broken home</em> yang diasuh nenek (<em>grand parenting). </em>Penelitian ini menggunakan<em> </em>pendekatan kualitatif dengan studi kasus. Subjek ialah dua remaja yang tinggal di desa Rembang, Kota Blitar dengan rentang usia 12—14 tahun. Teknik pengumpulan data menggunakan wawancara mendalam, observasi, dan studi dokumen. Hasil menunjukkan konsep diri subjek memiliki karakteristik menganggap diri sebagai individu yang tidak baik, pembawa pengaruh buruk, dipandang rendah orang lain. Keterbukaan diri subjek menunjukkan gambaran sikap yang cenderung tertutup pada orang lain, mudah tersinggung ketika menerima kritik orang lain, kurang bisa mempercayai orang lain, dan kaku.

Character education is now a necessity for students. The character characteristics in question are the character values of sholeh and sholekhah, the value of the Pancasilais character, and the character values contained in the objectives of national education. Student character education through guidance and counseling services can be done through two strategies, namely through basic services and responsive services. Basic services are services provided to all students to achieve an optimal self-development process through activities that prepare for classically structured experiences or groups that are systematically presented. Basic services are designed to internalize and develop character values in students and can help prevent behaviors that deviate from character values. Guidance and counseling teachers are required to be creative in designing innovative and diverse basic services.

The success of counseling is influenced by the ability of the counselor to implement it. Among the basic abilities of a counselor are mind skills. These help the counselor to construct and control their thoughts in providing excellent counseling services to the counselee. This research employed a cross-sectional survey design with an ex post-facto quantitative approach, which was intended to determine the level of mind skills of students of the Guidance and Counseling Department. The population of this research was the students of the Guidance and Counseling Department, with a total of 114 students. Proportionate random sampling was employed, and a counselor mind skills scale was used to collect the data. The results showed that the students had what can be considered ‘good’ skills in relation to mind skills. Thus, it is necessary to strive to further internalize and optimize the mind skills in the counseling class. Keywords: mind skills, counselor, counseling