A Preliminary Study of the Effects of Group Solution-Focused Guided Imagery on Recurring Individual Problems

Sklare, Gerald; Sabella, Russell A.; Petrosko, Joseph M.

doi:10.1177/01933922030284009

Cited by 12 publications

(5 citation statements)

References 10 publications

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“…There are many principles and assumptions of the SFA, which have been listed by many researchers (Quick, 2008;Sklare, Sabella, & Petrosko, 2003;Lipchik, 2011;Nicholas, 2014). From the perspective of schools, the most important aspects of SFA is to help students to learn skills concerning how they can manage their own lives.…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Niu¹,

Niemi²

2020

EJSBS

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Increasing importance is being attached to support students' learning of social-emotional and self-management skills as they may experience all kinds of difficulties and problems at school. How can teachers support students to learn useful skills to overcome these problems? The purpose of this study is to assess the effectiveness of the Skillful-Class method, which teachers can use in their classrooms to support students learn social-emotional and self-management skills in a supportive and collaborative learning environment. A Skillful-Class project was conducted in 22 Finnish and 18 Chinese primary school classes. Data was collected by pre-and post-questionnaires from autumn 2018 -spring 2019. Qualitative data was collected using a post questionnaire with open-ended questions, interviews, and discussions on webpages, which were reviewed by content analysis. There is clear evidence showing that students' skills improved significantly; further, the relationships among students, teachers, and parents also improved. The students became more supportive of and collaborative with each other. The teachers' responses also show that their work became easier at school when students learned many social-emotional and self-management skills. Based on these findings, we can conclude that the Skillful-Class method is an effective tool for teachers to help students learn skills. Further, it improves the collaboration among teachers, students, and parents, and builds a supportive and collaborative learning community.

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Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Niu¹,

Niemi²

2020

EJSBS

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“…Sumber: Schraw, Wadkins & Olafson (2007) Konseling Ringkas Berfokus Solusi dapat mereduksi perilaku negatif siswa seperti prokrastinasi akademik (Sklare, Sabella & Petrosko, 2003). Pada penelitian tersebut berusaha menggabungkan antara Konseling Ringkas Berfokus Solusi dengan teknik guided imagery dan diterapkan tahap demi tahap untuk mereduksi prokrastinasi akademik yang dialami siswa.…”

Section: Gambar 2 Model Paradigma Prokrastinasi Akademikunclassified

Tingkat Prokrastinasi Akademik Siswa Sekolah Menengah Pertama Muhammadiyah 9 Yogyakarta

Munawaroh

Alhadi

Saputra

2017

JKBK

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Academic procrastination is one of problems that may occur among junior high school students. This study aims to describe the level of academic procrastination of junior high school students in Sekolah Menengah Pertama Muhammadiyah 9 Yogyakarta. This research uses descriptive quantitative research. The results of this study showed that 17,2% of subjects have high academic procrastination, 77,1% of them have the moderate one, and 5,7% of them have the low one. Based on those results, it is recommended for the next researcher to use Solution-Focused Brief Counseling in reducing academic procrastination in SMP Muhammadiyah 9 Yogyakarta.Keywords: academic procrastination; junior high school students; counseling Abstrak: Prokrastinasi akademik merupakan salah satu permasalahan yang terjadi di kalangan pelajar Sekolah Menengah Pertama (SMP). Penelitian ini bertujuan untuk mendeskripsikan tingkat prokrastinasi akademik siswa SMP Muhammadiyah 9 Yogyakarta. Penelitian ini menggunakan jenis penelitian deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa 17,2% pelajar SMP Muhammadiyah 9 Yogyakarta memiliki prokrastinasi akademik tinggi, 77,1% sedang, dan 5,7% rendah. Berdasarkan hasil penelitian tersebut, direkomendasikan agar peneliti selanjutnya menggunakan Konseling Ringkas Berfokus Solusi untuk mereduksi perilaku prokrastinasi akademik siswa SMP Muhammadiyah 9 Yogyakarta. Kata kunci: prokrastinasi akademik; siswa sekolah menengah pertama; konseling Dewasa ini, teknologi berkembang dengan sangat pesat. Perkembangan tersebut memiliki dampak positif dan negatif yang besar terhadap kehidupan manusia. Salah satu dampak negatif dimaksud adalah meningkatnya kecenderungan siswa menunda-nunda pekerjaan dengan melakukan kegiatan yang kurang bermanfaat di luar kegiatan akademik. Fenomena tersebut ditunjukkan dengan kebiasaan siswa yang menghabiskan waktu berjam-jam menonton televisi, mengakses jejaring sosial, bermain game online, dan mengakses situs-situs dewasa sebelum mereka belajar. Siswa lebih senang melakukan kegiatan-kegiatan di luar akademik yang kurang bermanfaat daripada mengerjakan tugas-tugas sekolah, mengulang pelajaran yang telah diberikan dan belajar untuk persiapan pelajaran esok hari.Fenomena penundaan terhadap kegiatan yang seharusnya dikerjakan tepat waktu seperti disebutkan di atas dikenal dengan prokrastinasi. Menurut Knaus (2010) Procrastination berasal dari bahasa latin "pro" yang berarti mendorong maju atau bergerak maju dan akhiran "crastinus" yang berarti keputusan hari esok. Salah satu persamaan kata prokrastinasi ialah "cunctation" yakni menangguhkan atau menunda pekerjaan untuk dikerjakan di waktu yang lain. Knaus (2010) mendefinisikan prokrastinasi sebagai: "an automatic problem habit of putting off an important and

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“…KKPTBS merupakan integrasi konseling berfokus solusi (solution-focussed counseling) dan teknik pembayangan berbimbing (guided imagery). KKPTBS terdiri dari proses penemuan solusi oleh siswa sendiri terhadap masalah yang dihadapi langkah demi langkah dengan arahan konselor secara imajinatif (Hall, Hall, Stradling, & Young, 2006;G. B. Sklare, Sabella, & Petrosko, 2003).…”

Section: Pendahuluanunclassified

Pelatihan Konseling Kelompok Pembayangan Terbimbing Berfokus Solusi pada Guru BK SMP di Kota Batu

Ramli

Hidayah

Rahman

et al. 2022

kjpkm

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The low group counseling skills at the Guidance and Counseling Teacher Consultation (MGBK) in Batu City is indicated by the intensity of conducting group counseling services. In fact, the more complex the problems faced by students require steps and innovations for counselors in the implementation of services. The purpose of the training is to develop the competence of counselors in understanding and applying the skills of solution-focused guided imagery group counseling. The training implementation method uses structured learning with stages of preparation, assessment, implementation, and evaluation (3PE). The results of the training showed that the trainees were enthusiastic about the implementation of the training and the evaluation of the results showed an increase in the application of solution-focused guided imagery group counseling.

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A Preliminary Study of the Effects of Group Solution-Focused Guided Imagery on Recurring Individual Problems

Cited by 12 publications

References 10 publications

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Tingkat Prokrastinasi Akademik Siswa Sekolah Menengah Pertama Muhammadiyah 9 Yogyakarta

Pelatihan Konseling Kelompok Pembayangan Terbimbing Berfokus Solusi pada Guru BK SMP di Kota Batu

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