Strength-Based School Counseling in Addressing School Bullying Issue in Indonesia
Abstract
As the school bullying issues rates have been increasing in the past decade, further comprehesinve actions from professionals in educarion are needed, mainly from school counselors. This paper aims to provide information and highlight key principles of strengths-based school counseling approach that would be compatible to deal with the issues. Using this contemporary approach, school counselors are highly recommended to work with other school stakeholders to create a positive environment and climate for students to prevent them from being both bullies and victims, including actions to identify students’ positive qualities, assign parents to enhance positive communications and relationships with their children, establish appropriate classroom guidance, and involve related communities in specific decision making regarding students’ needs and development.
References
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Borualogo, I. S., Kusdiyati, S., & Wahyudi, H. (2022). Lesson learned from the Olweus Bullying Prevention Program and KiVa: A narrative review. Buletin Psikologi, 30(1). https://doi.org/10.22146/buletinpsikologi.64929
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Bryan, J., Griffin, D., Kim, J., Griffin, D. M., & Young, A. (2019). School counselor leadership in school-family-community partnerships. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school, and community relationships in education. Hoboken, USA: Wiley-Blackwell.
Dwipayanti, I., & Indrawati, K. (2014). Hubungan antara tindakan bullying dengan prestasi belajar anak korban bullying pada tingkat sekolah dasar. Jurnal Psikologi Udayana, 1(2). https://doi.org/10.24843/JPU.2014.v01.i02.p04
Epstein, J. L., & Van Voorhis, F. L. (2010). School counselors’ roles in developing partnerships with families and communities for student success. Professional School Counseling, 14(1), 1–14. https://doi.org/10.1177/2156759X1001400102
Espelage, D. L., Hong, J. S., Rao, M. A., & Low, S. (2013). Associations between peer victimization and academic performance. Theory Into Practice, 52(4), 233–240. https://doi.org/10.1080/00405841.2013.829724
Eyuboglu, M., Eyuboglu, D., Pala, S. C., Oktar, D., Demirtas, Z., Arslantas, D., & Unsal, A. (2021). Traditional school bullying and cyberbullying: Prevalence, the effect on mental health problems and self-harm behavior. Psychiatry Research, 297, 1–10. https://doi.org/10.1016/j.psychres.2021.113730
Ford, R., King, T., Priest, N., & Kavanagh, A. (2017). Bullying and mental health and suicidal behaviour among 14- to 15-year-olds in a representative sample of Australian children. Australian & New Zealand Journal of Psychiatry, 51(9), 897–908. https://doi.org/10.1177/0004867417700275
Galassi, J. P., & Akos, P. (2015). Strength-based school counseling: Promoting student development and achievement. New York, USA: Routledge.
Gladding, S. T. (2018). Counseling: A comprehensive profession. New York, USA: Pearson.
Griffin, D., & Stern, S. (2011). A social justice approach to school counseling. Journal for Social Action in Counseling & Psychology, 3(1), 74–85. https://doi.org/10.33043/JSACP.3.1.74-85
Hager, A. D., & Leadbeater, B. J. (2016). The longitudinal effects of peer victimization on physical health from adolescence to young adulthood. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 58(3), 330–336. https://doi.org/10.1016/j.jadohealth.2015.10.014
Harzer, C., & Ruch, W. (2015). The relationships of character strengths with coping, work-related stress, and job satisfaction. Frontiers in Psychology, 6, 165. https://doi.org/10.3389/fpsyg.2015.00165
Hendricks, E. A., & Tanga, P. T. (2019). Effects of bullying on the psychological functioning of victims. Southern African Journal of Social Work and Social Development, 31(1), 1–17. https://doi.org/10.25159/2415-5829/3939
Idriyani, N. (2021). Religiosity as a mediator variable influence between character strength and parent attachment on the resilience of adolescent victims of earthquake and tsunami living on the coastal, Banten. Psikis, 7(1), 71–78. https://doi.org/10.19109/psikis.v7i1.7911
Ivey, A., Ivey, M. B., & Zalaquett, C. P. (2017). Intentional interviewing and counseling: Facilitating client development in a multicultural society (9th ed.). Belmont, USA: Cengage Learning.
Köse, A. (2017a). Conducting needs assessments to identify necessary school-based counseling services. In J. Carey, B. Harris, S. Lee, & O. Aluede (Eds.), International handbook for policy research on school-based counseling. Cham, Switzerland: Springer.
Köse, A. (2017b). School-based counseling, policy, policy research, and implications in Turkey and other Middle Eastern countries. In J. Carey, B. Harris, S. Lee, & O. Aluede (Eds.), International handbook for policy research on school-based counseling. Cham, Switzerland: Springer.
Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement, and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 1–8. https://doi.org/10.1016/j.childyouth.2020.104946
Limberg, D., Starrett, A., Ohrt, J. H., Irvin, M. J., Lotter, C., & Roy, G. J. (2021). School counselor and teacher collaboration to enhance students’ career development using project-based learning. Professional School Counseling, 24(1), 1–11. https://doi.org/10.1177/2156759X211011908
Mohan, T. M., & Bakar, A. Y. B. (2021). A systematic literature review on the effects of bullying at school. Schoulid, 6(1), 35–39. http://dx.doi.org/10.23916/08747011.
Muluk, S., Habiburrahim, Dahliana, S., & Akmal, S. (2021). The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia. Englisia, 8(2), 120–137. http://dx.doi.org/10.22373/ej.v8i2.8996.
Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495–510. https://doi.org/10.1007/BF03172807
Organisation for Economic Cooperation and Development. (2023). PISA 2022 results: Factsheets (Indonesia). https://www.oecd.org/publication/pisa-2022-results/country-notes/indonesia-c2e1ae0e/
Peterson, C., & Seligman, M. E. (2004). Character strength and virtues: A handbook and classification. Washington, DC: American Psychological Association; New York, NY: Oxford University Press.
Ramadhoni, S. R., Azizah, N., Wibowo, M. E., & Purwanto, E. (2019). Strength-based group counseling untuk meningkatkan academic hardiness siswa. Jurnal Bimbingan dan Konseling Islam, 9(2), 181–189. https://doi.org/10.29080/jbki.2019.9.2.181-189.
Ramadhoni, S. R., Azizah, N., Wibowo, M. E., & Purwanto, E. (2020). Effectiveness of strength-based group counselling to improve students’ resiliency. International Journal of Scientific & Technology Research, 9(2), 118–121.
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747–759. https://doi.org/10.1901/jaba.2009.42-747
Roziqi, M. (2018). Perlawanan siswa disabilitas korban bullying: Sebuah studi fenomenologi. Jurnal Psikoedukasi dan Konseling, 2(2), 23–38. http://dx.doi.org/10.20961/jpk.v2i2.15438
Shore, M. E. (2018). Implementing an anti-bullying program in Sekolahku-Myschool, Yogyakarta, Indonesia: Years 2005–2009. In B. Hinitz (Ed.), Impeding bullying among young children in international group contexts (pp. xx–xx). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-47280-5_3.
Sigurdson, J. F., Undheim, A. M., Wallander, J. L., Lydersen, S., & Sunf, A. M. (2015). The long-term effects of being bullied or a bully in adolescence on externalizing and internalizing mental health problems in adulthood. Child and Adolescent Psychiatry and Mental Health, 9(42), 1–13. http://dx.doi.org/10.1186/s13034-015-0075-2.
Strøm, I. F., Thoresen, S., Wentzel-Larsen, T., & Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. Child Abuse & Neglect, 37(4), 243–251. https://doi.org/10.1016/j.chiabu.2012.10.010.
Suranata, K., Dharsana, I. K., Paramatha, W. E., Dwiarwati, K. A., & Ifdil, I. (2021). Pengaruh model strength-based counseling dalam LMS Schoology untuk meningkatkan kesehatan mental dan kesejahteraan psikologis siswa. Jurnal Penelitian Pendidikan Indonesia, 7(1), 137–146. http://dx.doi.org/10.29210/020211142.
Suranata, K., Ifdil, I., Rangka, I. B., Bakar, A. Y., & Subramaniam, T. S. (2022). Strength-based counselling as self-help method to overcome nomophobia and FOMO among students. International Journal of Research in Counseling and Education, 6(2), 107–114. https://doi.org/10.24036/00546za0002.
Tim KPAI. (2020, February 10). Sejumlah kasus bullying sudah warnai catatan masalah anak di awal 2020, begini kata komisioner KPAI. KPAI. Retrieved from https://www.kpai.go.id/publikasi/sejumlah-kasus-bullying-sudah-warnai-catatan-masalah-anak-di-awal-2020-begini-kata-komisioner-kpai.
Waliyanti, E., & Kamilah, F. (2019). Bullying of adolescent in Yogyakarta: Responses and impacts. JKKI: Jurnal Kedokteran dan Kesehatan Indonesia, 10(3), 265–270. https://doi.org/10.20885/JKKI.Vol10.Iss3.art9.
Walker, J. M. T., Shenker, S. S., & Hoover-Dempsey, K. V. (2010). Why do parents become involved in their children’s education? Implications for school counselors. Professional School Counseling, 14(1), 27–41. https://doi.org/10.1177/2156759X1001400104.
Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., & Hymel, S. (2014). School climate, peer victimization, and academic achievement: Results from a multi-informant study. School Psychology Quarterly, 29(3), 360–377. https://doi.org/10.1037/spq0000084.
Waters, L. (2017). The strength switch: How the new science of strength-based parenting can help your children and teen to flourish. New York, NY: Avery.
Zaneva, M., Minnick, E., & Nahar, et al. (2023). Social norms predict bullying: Evidence from an anti-bullying intervention trial in Indonesia. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00176-8.
Asiah, N., Rusmana, N., & Saripah, I. (2022). Strength-based counseling: Alternative counseling to increase student hope during the COVID-19 pandemic. Bisma The Journal of Counseling, 6(1), 1–7. https://doi.org/10.23887/bisma.v6i1.45347
Borualogo, I. S., Kusdiyati, S., & Wahyudi, H. (2022). Lesson learned from the Olweus Bullying Prevention Program and KiVa: A narrative review. Buletin Psikologi, 30(1). https://doi.org/10.22146/buletinpsikologi.64929
Borualogo, I. S., & Casas, F. (2022). Understanding bullying cases in Indonesia. In H. Tiliouine, D. Benatuil, & M. K. W. Lau (Eds.), Handbook of children’s risk, vulnerability, and quality of life. Cham, Switzerland: Springer.
Bryan, J., Griffin, D., Kim, J., Griffin, D. M., & Young, A. (2019). School counselor leadership in school-family-community partnerships. In S. B. Sheldon & T. A. Turner-Vorbeck (Eds.), The Wiley handbook of family, school, and community relationships in education. Hoboken, USA: Wiley-Blackwell.
Dwipayanti, I., & Indrawati, K. (2014). Hubungan antara tindakan bullying dengan prestasi belajar anak korban bullying pada tingkat sekolah dasar. Jurnal Psikologi Udayana, 1(2). https://doi.org/10.24843/JPU.2014.v01.i02.p04
Epstein, J. L., & Van Voorhis, F. L. (2010). School counselors’ roles in developing partnerships with families and communities for student success. Professional School Counseling, 14(1), 1–14. https://doi.org/10.1177/2156759X1001400102
Espelage, D. L., Hong, J. S., Rao, M. A., & Low, S. (2013). Associations between peer victimization and academic performance. Theory Into Practice, 52(4), 233–240. https://doi.org/10.1080/00405841.2013.829724
Eyuboglu, M., Eyuboglu, D., Pala, S. C., Oktar, D., Demirtas, Z., Arslantas, D., & Unsal, A. (2021). Traditional school bullying and cyberbullying: Prevalence, the effect on mental health problems and self-harm behavior. Psychiatry Research, 297, 1–10. https://doi.org/10.1016/j.psychres.2021.113730
Ford, R., King, T., Priest, N., & Kavanagh, A. (2017). Bullying and mental health and suicidal behaviour among 14- to 15-year-olds in a representative sample of Australian children. Australian & New Zealand Journal of Psychiatry, 51(9), 897–908. https://doi.org/10.1177/0004867417700275
Galassi, J. P., & Akos, P. (2015). Strength-based school counseling: Promoting student development and achievement. New York, USA: Routledge.
Gladding, S. T. (2018). Counseling: A comprehensive profession. New York, USA: Pearson.
Griffin, D., & Stern, S. (2011). A social justice approach to school counseling. Journal for Social Action in Counseling & Psychology, 3(1), 74–85. https://doi.org/10.33043/JSACP.3.1.74-85
Hager, A. D., & Leadbeater, B. J. (2016). The longitudinal effects of peer victimization on physical health from adolescence to young adulthood. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 58(3), 330–336. https://doi.org/10.1016/j.jadohealth.2015.10.014
Harzer, C., & Ruch, W. (2015). The relationships of character strengths with coping, work-related stress, and job satisfaction. Frontiers in Psychology, 6, 165. https://doi.org/10.3389/fpsyg.2015.00165
Hendricks, E. A., & Tanga, P. T. (2019). Effects of bullying on the psychological functioning of victims. Southern African Journal of Social Work and Social Development, 31(1), 1–17. https://doi.org/10.25159/2415-5829/3939
Idriyani, N. (2021). Religiosity as a mediator variable influence between character strength and parent attachment on the resilience of adolescent victims of earthquake and tsunami living on the coastal, Banten. Psikis, 7(1), 71–78. https://doi.org/10.19109/psikis.v7i1.7911
Ivey, A., Ivey, M. B., & Zalaquett, C. P. (2017). Intentional interviewing and counseling: Facilitating client development in a multicultural society (9th ed.). Belmont, USA: Cengage Learning.
Köse, A. (2017a). Conducting needs assessments to identify necessary school-based counseling services. In J. Carey, B. Harris, S. Lee, & O. Aluede (Eds.), International handbook for policy research on school-based counseling. Cham, Switzerland: Springer.
Köse, A. (2017b). School-based counseling, policy, policy research, and implications in Turkey and other Middle Eastern countries. In J. Carey, B. Harris, S. Lee, & O. Aluede (Eds.), International handbook for policy research on school-based counseling. Cham, Switzerland: Springer.
Li, L., Chen, X., & Li, H. (2020). Bullying victimization, school belonging, academic engagement, and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 1–8. https://doi.org/10.1016/j.childyouth.2020.104946
Limberg, D., Starrett, A., Ohrt, J. H., Irvin, M. J., Lotter, C., & Roy, G. J. (2021). School counselor and teacher collaboration to enhance students’ career development using project-based learning. Professional School Counseling, 24(1), 1–11. https://doi.org/10.1177/2156759X211011908
Mohan, T. M., & Bakar, A. Y. B. (2021). A systematic literature review on the effects of bullying at school. Schoulid, 6(1), 35–39. http://dx.doi.org/10.23916/08747011.
Muluk, S., Habiburrahim, Dahliana, S., & Akmal, S. (2021). The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia. Englisia, 8(2), 120–137. http://dx.doi.org/10.22373/ej.v8i2.8996.
Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495–510. https://doi.org/10.1007/BF03172807
Organisation for Economic Cooperation and Development. (2023). PISA 2022 results: Factsheets (Indonesia). https://www.oecd.org/publication/pisa-2022-results/country-notes/indonesia-c2e1ae0e/
Peterson, C., & Seligman, M. E. (2004). Character strength and virtues: A handbook and classification. Washington, DC: American Psychological Association; New York, NY: Oxford University Press.
Ramadhoni, S. R., Azizah, N., Wibowo, M. E., & Purwanto, E. (2019). Strength-based group counseling untuk meningkatkan academic hardiness siswa. Jurnal Bimbingan dan Konseling Islam, 9(2), 181–189. https://doi.org/10.29080/jbki.2019.9.2.181-189.
Ramadhoni, S. R., Azizah, N., Wibowo, M. E., & Purwanto, E. (2020). Effectiveness of strength-based group counselling to improve students’ resiliency. International Journal of Scientific & Technology Research, 9(2), 118–121.
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747–759. https://doi.org/10.1901/jaba.2009.42-747
Roziqi, M. (2018). Perlawanan siswa disabilitas korban bullying: Sebuah studi fenomenologi. Jurnal Psikoedukasi dan Konseling, 2(2), 23–38. http://dx.doi.org/10.20961/jpk.v2i2.15438
Shore, M. E. (2018). Implementing an anti-bullying program in Sekolahku-Myschool, Yogyakarta, Indonesia: Years 2005–2009. In B. Hinitz (Ed.), Impeding bullying among young children in international group contexts (pp. xx–xx). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-47280-5_3.
Sigurdson, J. F., Undheim, A. M., Wallander, J. L., Lydersen, S., & Sunf, A. M. (2015). The long-term effects of being bullied or a bully in adolescence on externalizing and internalizing mental health problems in adulthood. Child and Adolescent Psychiatry and Mental Health, 9(42), 1–13. http://dx.doi.org/10.1186/s13034-015-0075-2.
Strøm, I. F., Thoresen, S., Wentzel-Larsen, T., & Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. Child Abuse & Neglect, 37(4), 243–251. https://doi.org/10.1016/j.chiabu.2012.10.010.
Suranata, K., Dharsana, I. K., Paramatha, W. E., Dwiarwati, K. A., & Ifdil, I. (2021). Pengaruh model strength-based counseling dalam LMS Schoology untuk meningkatkan kesehatan mental dan kesejahteraan psikologis siswa. Jurnal Penelitian Pendidikan Indonesia, 7(1), 137–146. http://dx.doi.org/10.29210/020211142.
Suranata, K., Ifdil, I., Rangka, I. B., Bakar, A. Y., & Subramaniam, T. S. (2022). Strength-based counselling as self-help method to overcome nomophobia and FOMO among students. International Journal of Research in Counseling and Education, 6(2), 107–114. https://doi.org/10.24036/00546za0002.
Tim KPAI. (2020, February 10). Sejumlah kasus bullying sudah warnai catatan masalah anak di awal 2020, begini kata komisioner KPAI. KPAI. Retrieved from https://www.kpai.go.id/publikasi/sejumlah-kasus-bullying-sudah-warnai-catatan-masalah-anak-di-awal-2020-begini-kata-komisioner-kpai.
Waliyanti, E., & Kamilah, F. (2019). Bullying of adolescent in Yogyakarta: Responses and impacts. JKKI: Jurnal Kedokteran dan Kesehatan Indonesia, 10(3), 265–270. https://doi.org/10.20885/JKKI.Vol10.Iss3.art9.
Walker, J. M. T., Shenker, S. S., & Hoover-Dempsey, K. V. (2010). Why do parents become involved in their children’s education? Implications for school counselors. Professional School Counseling, 14(1), 27–41. https://doi.org/10.1177/2156759X1001400104.
Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., & Hymel, S. (2014). School climate, peer victimization, and academic achievement: Results from a multi-informant study. School Psychology Quarterly, 29(3), 360–377. https://doi.org/10.1037/spq0000084.
Waters, L. (2017). The strength switch: How the new science of strength-based parenting can help your children and teen to flourish. New York, NY: Avery.
Zaneva, M., Minnick, E., & Nahar, et al. (2023). Social norms predict bullying: Evidence from an anti-bullying intervention trial in Indonesia. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-023-00176-8.
Authors
Hurun Ein, I., & Idriyani, N. (2024). Strength-Based School Counseling in Addressing School Bullying Issue in Indonesia. Jurnal Kajian Bimbingan Dan Konseling, 9(3), 175–182. https://doi.org/10.17977/um001v9i32024p175-182
Copyright (c) 2025 Indy Hurun Ein, Natris Idriyani
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