The Working Framework of Religious Conseling Services to Strengthen Undergraduate Gifted Students Mental: as a Powerful Alternative Strategy for Achieveng Academic Success

Year 2019, , 273 - 298, 27.06.2019

Yusmansyah Yusmansyah Diah Utaminingsih , Muswardi Rosra Redi Eka Ardiyanto Citra Abriani Maharani Novinta Nurulsari

https://doi.org/10.17478/jegys.521433

Cited By: 1

Abstract

Students'
mental in higher education plays a very important role in academic success,
especially for gifted student. Many findings indicate that there were not a few
gifted students who had troubles. This research was conducted to produce a
counseling service strategy by combining religious aspects with aspects that
are always used in human daily life in displaying certain behaviors. The
strategy developed was applied to the final year gifted students who had
non-technical problems related to student motivation and emotions. Treatment
was done to help strengthen the mental of gifted students in achieving academic
success in the form of completing studies in a timely manner. Student’s mental
strength was observed from several indicators which were part of the content of
the strategy developed. The development of mental strength of students after
being given treatment was reviewed using the results of the questionnaire
interpretation that had been filled by students, which were then analyzed
qualitatively. The results showed that religious counseling services with
strategies developed could help gifted students to have aspects of behavior
that were very important to themselves, so that there were no obstacles that
arise in themselves to achieve academic success through the completion of
timely studies with satisfactory results.

Keywords

Gifted student, religius counseling, mental, counseling strategy, academic success

References

• Babamiri, M., Zahiri, A., NEISSI, A., Arshadi, N., & SHAHROEE, S. (2015). Job Stressors as predictors of psychosomatic symptoms.
• Ball, A., Rittner, B., Chen, Y. L., & Maguin, E. (2018). Impact of individualized education plans on academic success of youth with early onset schizophrenia. Journal of evidence-informed social work, 15(5), 534-549.
• Beaulac, C., & Rosenthal, J. S. (2019). Predicting University Students’ Academic Success and Major Using Random Forests. Research in Higher Education, 1-17.
• Bédard-Thom, C., & Guay, F. (2018). Mental toughness among high school students: a test of its multidimensionality and nomological validity with academic achievement and preference for difficult tasks. Social Psychology of Education, 21(4), 827-848.
• Berger, H., Franke, G. H., Hofmann, F. H., Sperth, M., & Holm-Hadulla, R. M. (2015). Mental health of students and its development between 1994 and 2012. Mental Health & Prevention, 3(1-2), 48-56.
• Biebel, K., Ryder-Burge, A., Alikhan, S., Ringeisen, H., & Ellison, M. (2018). Strategies to Support the Education Goals of Youth and Young Adults with Serious Mental Health Conditions: A Case Study. Administration and Policy in Mental Health and Mental Health Services Research, 45(4), 661-671.
• Bracken, B. A., & Brown, E. F. (2006). Behavioral identification and assessment of gifted and talented students. Journal of Psychoeducational assessment, 24(2), 112-122.
• Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). Springer Science & Business Media.
• Broda, M., Yun, J., Schneider, B., Yeager, D. S., Walton, G. M., & Diemer, M. (2018). Reducing inequality in academic success for incoming college students: A randomized trial of growth mindset and belonging interventions. Journal of Research on Educational Effectiveness, 1-22.
• Cao, H., Sun, Y., Wan, Y., Hao, J., & Tao, F. (2011). Problematic Internet use in Chinese adolescents and its relation to psychosomatic symptoms and life satisfaction. BMC public health, 11(1), 802.
• Chan, D. W. (2000). Exploring identification procedures of gifted students by teacher ratings: Parent ratings and student self-reports in Hong Kong. High Ability Studies, 11(1), 69-82.
• Cholewa, B., & Ramaswami, S. (2015). The effects of counseling on the retention and academic performance of underprepared freshmen. Journal of College Student Retention: Research, Theory & Practice, 17(2), 204-225.
• Gladding, S. T. (2015). Drama and counseling. The Creative Arts in Counseling, 135-154.
• Glozah, F. N., & Pevalin, D. J. (2017). Association between psychosomatic health symptoms and common mental illness in Ghanaian adolescents: Age and gender as potential moderators. Journal of health psychology, 22(11), 1376-1386.
• Hasan, H., Sugiharto, D. Y. P., & Sunawan, S. (2019). Group Counseling of Cognitive Behavior with Self Instruction Technique On Self Efficacy and Academic Burnout. Jurnal Bimbingan Konseling, 8(1), 44-49.
• Kennedy, K., & Farley, J. (2018). Counseling Gifted Students: School-Based Considerations and Strategies. International Electronic Journal of Elementary Education, 10(3), 361-367.
• Ketchen Lipson, S., Gaddis, S. M., Heinze, J., Beck, K., & Eisenberg, D. (2015). Variations in student mental health and treatment utilization across US colleges and universities. Journal of American College Health, 63(6), 388-396.
• Kitzrow, M. A. (2003). The mental health needs of today's college students: Challenges and recommendations. NASPA journal, 41(1), 167-181.Lee, D., Olson, E. A., Locke, B., Michelson, S. T., & Odes, E. (2009). The effects of college counseling services on academic performance and retention. Journal of College Student Development, 50(3), 305-319.
• Mattebo, M., Tydén, T., Häggström-Nordin, E., Nilsson, K. W., & Larsson, M. (2018). Pornography consumption and psychosomatic and depressive symptoms among Swedish adolescents: a longitudinal study. Upsala journal of medical sciences, 1-10.Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Press.
• Moon, T. R., & Brighton, C. M. (2008). Primary teachers' conceptions of giftedness. Journal for the Education of the Gifted, 31(4), 447-480.
• Mowbray, C. T., Megivern, D., Mandiberg, J. M., Strauss, S., Stein, C. H., Collins, K., ... & Lett, R. (2006). Campus mental health services: recommendations for change. American Journal of Orthopsychiatry, 76(2), 226.
• Nachatar Singh, J. K. (2018). What are the factors that contribute to postgraduate international students’ academic success? A Malaysian qualitative study. Higher Education Research & Development, 37(5), 1035-1049.
• Natvig, G. K., Albrektsen, G., Anderssen, N., & Qvarnstrøm, U. (1999). School‐related stress and psychosomatic symptoms among school adolescents. Journal of school health, 69(9), 362-368.
• Ngoi, M., & Vondracek, M. (2004). Working with gifted science students in a public high school environment: one school's approach. Journal of Secondary Gifted Education, 15(4), 141-147.
• Parker, J. D., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and individual differences, 36(1), 163-172.
• Passow, A. H. (1981). The nature of giftedness and talent. Gifted child quarterly, 25(1), 5-10.
• Peng, K., & Akutsu, S. (2001). A mentality theory of knowledge creation and transfer: why some smart people resist new ideas and some don’t. Managing Industrial Knowledge Creation, Transfer and Utilization, 105-124.
• Persson, R. S. (1998). Paragons of virtue: Teachers’ conceptual understanding of high ability in an egalitarian school system. High Ability Studies, 9(2), 181-196.
• Pfeiffer, S. I., & Prado, R. M. (2018). Counseling the Gifted: Current Status and Future Prospects. In Handbook of Giftedness in Children (pp. 299-313). Springer, Cham.
• Pfeiffer, S. I., & Prado, R. M. (2018). Counseling the Gifted: Current Status and Future Prospects. In Handbook of Giftedness in Children (pp. 299-313). Springer, Cham.
• Prayitno, P., Mungin Eddy, W., Marjohan, M., Heru, M., & Ifdil, I. (2015). Pembelajaran Melalui Pelayanan BK di Satuan Pendidikan: Paramitra Publishing.
• Rauch, S. (2018). Integrating Developmental Academic Advising into College Mental Health Counseling Services: A Phenomenological Study (Doctoral dissertation, Northeastern University).
• Richards, P. S., & Bergin, A. E. (1997). A spiritual strategy for counseling and psychotherapy.
• Roessler, R. T., & Rubin, S. E. (2006). Case management and rehabilitation counseling: Procedures and techniques. PRO-ED, Inc. 8700 Shoal Creek Blvd, Austin, TX 78757.
• Roksa, J., & Kinsley, P. (2018). The Role of Family Support in Facilitating Academic Success of Low-Income Students. Research in Higher Education, 1-22.
• Schwitzer, A. M., Grogan, K., Kaddoura, K., & Ochoa, L. (1993). Effects of brief mandatory counseling on help-seeking and academic success among at-risk college students. Journal of College Student Development.
• Schwitzer, A. M., Moss, C. B., Pribesh, S. L., John, D. J. S., Burnett, D. D., Thompson, L. H., & Foss, J. J. (2018). Students With Mental Health Needs: College Counseling Experiences and Academic Success. Journal of College Student Development, 59(1), 3-20.
• Siegle, D., Moore, M., Mann, R. L., & Wilson, H. E. (2010). Factors that influence in-service and preservice teachers' nominations of students for gifted and talented programs. Journal for the Education of the Gifted, 33(3), 337-360.
• Sperry, J., & Sperry, L. (2017). Cognitive Behavior Therapy in Counseling Practice. Routledge.
• Steinberg, L., Elmen, J. D., & Mounts, N. S. (1989). Authoritative parenting, psychosocial maturity, and academic success among adolescents. Child development, 1424-1436.
• VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217.
• Wajdi, M. B. N. (2016). Spiritual Counseling As An Alternative Problem Solving. Educatio: Journal of Education, 1(2), 11-28.
• Webber, M., McKinley, E., & Rubie-Davies, C. M. (2016). Making it personal: Academic counseling with Māori students and their families. Contemporary Educational Psychology, 47, 51-60.
• Wellisch, M., & Brown, J. (2012). An integrated identification and intervention model for intellectually gifted children. Journal of Advanced Academics, 23(2), 145-167.
• Wilson, C. A., & Saklofske, D. H. (2018). The relationship between trait emotional intelligence, resiliency, and mental health in older adults: the mediating role of savouring. Aging & mental health, 22(5), 646-654.
• Zimmerman, B. J., & Zimmerman, B. J. (2006). Enhancing students’ academic responsibility and achievement. Optimizing student success in school with the other three Rs: Reasoning, resilience, and responsibility, 179.