Indonesian Journal of Communication and Social

Self-Efficacy And Continuous Professional Development: Challenges For Young Counselors In Dealing With Gen Z

Putri Natasya, Asbi, Restiana Syahfitri, Winda Muliani — Fri, 19 Jun 2026 00:00:00 +0700

Generation Z, known as digital natives, brings new dynamics to the counseling landscape. Young counselors face unique challenges in understanding the characteristics of Gen Z, who are prone to mental health issues such as anxiety and stress, and expect flexible, technology-based services. This article examines the role of self-efficacy and continuous professional development as essential foundations for young counselors to address these challenges. Strong self-efficacy enables counselors to believe in their ability to provide effective services, while continuous professional development ensures the relevance of counselors' competencies with changing times. Through a literature review, this article discusses the characteristics of Gen Z, the challenges faced by young counselors, the importance of self-efficacy, and implementable strategies for continuous professional development. The aim is to provide guidance for young counselors to deliver relevant and effective guidance and counseling services for Generation Z.

The Dynamics Of Students' Self-Confidence Through A Combination Of Self-Monitoring And Role-Playing Tecniques In Group Counseling

Nur Zain Aulia, Uli Makmun Hasibuan, Keysah Ramadian, Yolanda Ayu Kirana — Wed, 10 Jun 2026 00:00:00 +0700

This study examines the dynamics of self-confidence among secondary school students by applying a combination of self-monitoring techniques and role-play in group counselling sessions. Low self-confidence among adolescents is a problem that has a significant impact on the quality of their social interactions and academic achievement. This study was conducted at Pertiwi Secondary School in Medan during the second semester of the 2025/2026 academic year, involving four students from Years 7 and 8. A descriptive qualitative method was used, with data collected through observation, self-monitoring sheets, and transcripts of the group counselling process. The results indicate that the combination of self-monitoring techniques and role-play within a group counselling framework encouraged students to identify situations that trigger low self-confidence, develop greater self-awareness, and directly practise self-assured behaviour through simulated real-life scenarios. The group dynamics process strengthened motivation and a sense of security among participants, thereby enabling the organic internalisation of self-confidence values. This research makes a practical contribution to school guidance and counselling services, particularly to the design of effective, context-specific interventions based on behavioural techniques for adolescents.

The Aceh Tamiang Regency Government’s Public Relations Crisis Communication Strategy for Restoring Its Public Image Following the Flood Disaster

syarifah ismaraynita, sigit hardiyanto — Sat, 20 Jun 2026 00:00:00 +0700

This study aims to analyze the crisis communication strategies implemented by the Public Relations Office of the Aceh Tamiang Regency Government in restoring its public image following the 2025 flood disaster. The hydrometeorological disaster caused physical damage, communication disruptions, and a crisis of public trust in the local government due to delays in aid distribution and a lack of information provided to the public. This study employs a descriptive qualitative approach using the Situational Crisis Communication Theory (SCCT) as its analytical framework. Research data were collected through in-depth interviews, observations, and documentation of the communication activities of the Aceh Tamiang Regency Government’s Public Relations Office. Research informants consisted of the Head of the Public Relations Division and disaster-affected residents selected using purposive sampling. Data analysis employed the Miles and Huberman model through data reduction, data presentation, and drawing conclusions. The results indicate that the Public Relations Office of the Aceh Tamiang Regency Government implemented crisis communication strategies specifically the diminish strategy, rebuild strategy, and bolstering strategy through information clarification, the use of social media, the establishment of a media center, and the publication of recovery efforts and humanitarian aid activities. These strategies have helped rebuild public trust, although challenges remain, such as limited communication networks and public dissatisfaction with the distribution of aid.

The Role Of BK In Supporting The Social Integration Of Individuals Of Special Populations In The Educational Environment

nurzainaulia, windywitria, gusmanlesmana — Fri, 22 May 2026 00:00:00 +0700

Inclusive education requires a comprehensive support system for students with special needs, including tailored and collaborative guidance and support services. The aim of this article is to critically analyse the role of guidance and support in promoting social inclusion and the optimal development of students with special needs in inclusive schools. Based on a systematic literature review of recent studies, this article identifies four main dimensions of the role of counselling and support: (1) the management and implementation of needs-oriented counselling and support programmes; (2) group counselling techniques to develop students' social competencies; (3) the cooperative role of counsellors with teachers, parents, and other educational staff; (4) Strengthening students' resilience through counsellor support. Research findings indicate that the effectiveness of guidance and support services depends heavily on counsellors' competence in understanding the characteristics of children with special needs, their ability to adapt their guidance approaches, and the strength of interprofessional collaborative networks within the school environment. Meaningful social inclusion for children with special needs cannot be achieved solely through physical integration into mainstream classes, but requires planned interventions that actively involve school counsellors. This article recommends the development of an inclusive counselling and support model integrated into the school curriculum and programmes, as well as the strengthening of school counsellors' competencies through competency-based training in the field of inclusion.