The purpose of this research is to determine the effectiveness of Strength based group counseling to increase academic hardiness of students. The research method is an experiment using the design of one group pre-test and post-test by involving 7 students of SMAN 5 Kota Semarang who had low academic hardiness. The data collection used was academic hardiness scale. The results of this research indicate the students' academic hardiness before being given Strength based group counseling, average academic hardiness of  32,71 (SD = 1.380), then increased after Strength based group counseling was 51,29 (SD =1.799). Paired sample t-test results showed that Strength based group counseling was effective to increase academic hardiness of senior high school students (t =-19,598 p < 0.01). This research confirms that Strength based group counseling can be applied to increase academic hardiness of students and asserts that Strength based group counseling has an implication toward the optimization of counselors’ roles and professionalism in the utilization of Strength based group counseling for the development of positive behaviors.

The Disruptive classroom behaviors are considered the most commonly reported behavioral problems during early adolescence. The purpose of this study is to determine the effectiveness of group counseling with self-management to reduce disruptive classroom behaviors. The research method is an experiment using the design of one group pre-test and post-test. The data collection used was statistical disruptive classroom behaviors. Paired sample t-test results showed that the self-management was effective to reduce disruptive classroom behaviors of junior high school students (t=10.390, p<0.01). The research found that group counseling with self-management decreased disruptive classroom behaviors of students. The contribution in this study lies in a unique framework that is in the process of providing assistance in trying and being responsible for changing and developing their own behavior using group counseling with self-management.

The purpose of this research is to determine the effectiveness of group counseling motivational interviewing as a strength based approach to reduce disruptive classroom behaviors of students. The research method is an experiment using the design of one group pre-test and post-test by involving 7 students of MTS An-Nur Tangkit Muaro Jambi who had hight disruptive classroom behaviors. The data collection used was disruptive classroom behaviors scale. The results of this research indicate the students' disruptive classroom behaviors before being given group counseling motivational interviewing as a strength based approach, average disruptive classroom behaviors of 81.57 (SD = .976), then decline after group counseling was 63.57 (SD = 3.309). Paired sample ttest results showed that motivational interviewing as a strength based approach was effective to reduce disruptive classroom behaviors of junior high school students (t =12.579 p < 0.01). This research confirms that group counseling motivational interviewing as a strength based approach can be applied to reduce disruptive classroom behaviors of students and asserts that group counseling motivational interviewing as a strength based approach has an implication toward the optimization of counselors' roles and professionalism in the utilization of motivational interviewing as a strength based approach for the development of positive behaviors.

Teenagers can’t be separated from several conditions that occur in the development period, one of which is the search for identity, in this context students are often involved with various problems. Individual behavior will same with the views of himself. This means that self-concepts both positive and negative, will determine the behavior displayed by individuals. With Islamic Cognitive Restructuring to solve problems, help, and direct clients in solving problems so that the self concept by the counselee can be realized. This study uses a qualitative approach with a type of case study research. The technique in this study uses interview and observation guidelines. The results of this study show that cognitive modification with Islamic Cognitive Restructuring can provide positive changes to the counselee such as being able to identify negative thoughts and rearrange negative thoughts to be realistic. Meanwhile, behavior modification by improving self-appearance can make counselees to understand the usefulness of these modifications in everyday situations.

The goal of this study was to examine the effect of ekphrasis of emotional writing (ETE) on emotional regulation skills. The research method is quasi experiment with a non-parametric counterbalanced design. Participants were 27 students of PGMI Islamic State University of Sunan Ampel Surabaya (with 8 students put in A group, 11 students put in B group, and 8 students put in C group) who completed emotion regulation questionnaire (ERQ). Each group received neutral ETE treatment (ETE0), positive ETE (ETE1) and negative ETE (ETE2) in different order. The results of this research indicate that ETE Neutral, ETE Positive, ETE Negative treatment had an effect on the regulation of emotions in groups B and C, while in group A it did not significantly influence. This research confirms that can be applied ekphrasis of emotional writing to improve emotional regulation skill of PGMI Islamic State University of Sunan Ampel Surabaya students.