This study aims to produce an individual counselling guide for assertive training techniques in State Senior High Schools in Yogyakarta. This research is research and development using the Borg & Gall development model, which was conducted through seven stages: preliminary research and data collection, planning, initial product development, early-stage trial, revision of early-stage trial, field trial, and field trial revision. Data collection methods used a questionnaire on the feasibility of assessing material experts, media experts, guidance and counselling teachers, and students' assertive behaviour scale. The data analysis technique used in this research is descriptive quantitative. This study resulted in (1) individual counselling guidelines, which consisted of an introduction, behavioristic approach, assertive nature, assertive training, implementation of assertive training techniques, conclusions, references, and attachments. (2) Assertive training technique guidebook can be categorized as “very good” with a final percentage value of 84.6%, 78% by material experts, and 88,3% by media experts. (3) The results of the field trial of three guidance and counselling teachers got a percentage value of 85.3%, which included the “very good” category, and the results of the main field trial of ten guidance and counselling teachers got a percentage value of 87.1% in “very good” category.

This study aimed to determine the needs of "AD" as a student who is disliked by his friends in the class by using the McClelland's theory of needs at the State Senior High School of 8 Yogyakarta. This research uses the qualitative approach to analyze "AD" needs according to McClelland's theory of needs. The method of the research is how the solution will be informed according to the recent data. The subject was obtained through sociogram results from sociometry in class X Social Sciences 1. There are some steps in this research. First, draw the hypothesis based on the field data. Second, search and determine the informations required through interviews, observations and instruments in the form of rating scale. Furthermore, the needs of "AD" are compiled using the rating scale and analyzed using McClelland's theory of needs. Then, there are 20 indicators of needs that can prove "AD" is a disliked student. According to McClelland theory of needs, there are three needs that "AD" craved for: Needs for Affiliation 72%, Needs for Achievement 68%, Needs for Power 48%. Based on the results of the study on the analysis of needs of students disliked by their friends using McClelland's theory of needs at the State Senior High School of 8 Yogyakarta, it can be concluded that "AD" is the most disliked student. The main cause is the bad label of "AD" so that there is a gap between "AD" and his group who is his own classmate.

This study aimed to implement and describe individual counseling services with rational emotive therapy used with a student at Al Azhar Junior High School in Yogyakarta named “FS” who experienced low self-esteem. A qualitative descriptive approach was used with a single participant. Data were collected through observation, interviews, and triangulation. The results showed that after being treated with a process of individual counseling using rational emotive therapy, there was an improvement in the behavior of student “FS” who become more confident. This increase was seen when researchers carried out direct observations of “FS” in class after one week of the counseling process; information was also obtained from the counseling teacher and classmates of “FS” who observed that “FS” started to participate in group work, ask for help from other classmates, and try to familiarize themself with friends in class. Therefore, it can be concluded that individual counseling using rational emotive therapy can be utilized for students with low self-confidence at Al Azhar Junior High School in Yogyakarta. Keywords: individual counseling, rational emotive, self-confidence