Efforts to Improve Academic Resilience in Blind Students through Group Counseling using Self-Talk Techniques

Abstract

This study examines the effectiveness of group counseling using self-talk techniques in improving academic resilience among blind students. The research involved seven Grade IX students from SMPLB YPAB Surabaya who had visual impairments. Utilizing a quantitative experimental design with a one-group pre-test and post-test format, the findings demonstrate that the intervention significantly enhances students' academic resilience. The use of self-talk enables students to replace negative internal dialogue with positive affirmations, fostering self-confidence, emotional regulation, and problem-solving skills. Group counseling further provides a supportive social environment, encouraging peer interaction and shared experiences. The study highlights significant improvements in all dimensions of academic resilience, including self-adjustment, perseverance, intelligence in facing difficulties, and problem-solving abilities. These results underscore the importance of integrating self-talk techniques in counseling practices to empower blind students to overcome academic and social challenges, develop resilience, and enhance their educational outcomes. The findings suggest that self-talk strategies, when combined with group counseling, offer a practical and effective approach to addressing the unique needs of students with special needs, particularly in fostering academic resilience.

Keywords

• Academic Resilience
• Group Counseling
• Self-Talk
• Blind Students

References

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