Vol. 2 No. 2 (2025): Journal of Counseling and Educational Research

Children with mild intellectual disability are particularly vulnerable to online exploitation, cyberbullying, and excessive screen exposure due to limitations in critical reasoning and social comprehension. This descriptive correlational study explored parental mediation patterns among families whose children regularly use digital devices. A culturally adapted 25 item questionnaire (20 mediation items + 4 parental self efficacy items) was used. This research was analyzed using ANOVA. The findings indicate significant differences in parental mediation, with restrictive strategies more pronounced among families with longer gadget use and active mediation more prevalent among parents with higher education and greater self-efficacy. Overall, parental belief in their ability to manage technology, combined with educational factors and children's device-use habits, shaped the form and intensity of mediation. The findings underscore the need for digital parenting interventions that reinforce parental confidence and encourage a more balanced shift from restrictive control toward supportive, communicative, and proactive mediation strategies.

This research aims to examine the effectiveness of content mastery services in improving student social relationship at SMK Dinamika Pembangunan 2 East Jakarta. The research method used in this research is quantitative, utilizing a survey and a pre-test and post-test quasi experimental design. The population in this research was 996 people, with a sample of 68 people, 32 students in the experimental class, 31 students in the control class, 3 guidance and counseling teachers, and 2 class teachers. A quasi experimental research design was used with the aim of investigating cause and effect relationship. This research used data collection instruments, namely questionnaires, interviews, behavioral observations, and documents. In the questionnaire, respondents (students) filled out statement on paper. At the beginning, respondents filled out the pre-test questionnaire, then the researchers conducted the treatment, and finally, respondents were asked to fill out the final post-test used to obtain data or information about student’s social relationship. This research used information services and content mastery services as its treatment media. Pre-test and post-test data were analyzed using the Paired Sample t-Test. The results of the analysis showed that there was a significant difference between the pre-test and post-test scores (p < 0.05). In the experimental class, there was an increase in student’s social relationship after being given content mastery services, while in the control class, there was a decrease. This research provides an empirical basis for the development of structured content mastery services that are useful for supporting student’s social relationships in the community.

The global phenomenon of father absence significantly affects children's psychological, academic, and social development. This study employs a Systematic Literature Review (SLR) approach to pinpoint and consolidate the patterns and causes of father absence worldwide. We searched four primary databases Scopus, Web of Science, ERIC, Google Scholar and found 253 articles. Following a screening process based on the PRISMA inclusion and exclusion criteria, we selected ten articles for detailed analysis. The synthesis reveals that factors such as labor migration, marital conflict, patriarchal cultural standards, and unsupportive social policies contribute to father absence. The impacts include children's reduced emotional well-being, lower academic achievement, and poorer social adjustment. These results support the idea that father absence is a multifaceted issue influenced not just by individual factors but also by structural and cultural elements. As such, inclusive policies and societal changes that promote fathers' emotional engagement and equal parenting duties are essential.

Resilience is a crucial psychological construct that enables university students to navigate academic and social challenges effectively. Despite its significance, gender-based differences in resilience remain underexplored in the context of Indonesian higher education. This study aimed to identify differences in resilience between male and female students using a psychometric approach based on the Rasch Model. A total of 1,046 students from public and private universities across 19 provinces in Indonesia participated in the study by completing a 20-item resilience scale tailored to academic settings. The Rasch analysis was used to assess item reliability, unidimensionality, and differential item functioning (DIF) across gender groups. The results indicated strong psychometric performance, with person reliability of 0.89 and item reliability of 0.99. The scale was confirmed to be unidimensional, and item difficulty ranged from −0.99 to 1.33 logits. Although the raw scores of male and female students were similar, DIF analysis revealed a statistically significant difference in resilience levels (F = 8.79, p = 0.003), with male students scoring higher (mean logit = 2.16) than female students (mean logit = 1.86). These findings highlight the presence of gender-based differences in resilience and emphasize the need for culturally sensitive interventions tailored to the psychological needs of each gender in higher education settings. The Rasch Model proved to be a robust method for detecting subtle psychological variations in diverse student populations.

The phenomenon of students working while attending college is growing, including involvement in informal night work such as the entertainment industry and covert prostitution. The purpose of this study is to gain an in-depth understanding of how students who become commercial sex workers (CSWs) interpret their self-concept, as well as the social, economic, family, and psychological factors that shape this experience. The data analysis technique in this study uses a qualitative approach with the Interpretative Phenomenological Analysis (IPA) method, involving three female participants aged 22–25 who are active students and have experience working as “campus prostitutes”. The results show that involvement in this work is influenced by economic factors, broken home conditions, peer pressure, and the search for self-identity. The students experienced psychological conflicts in the form of guilt, moral dilemmas, efforts to maintain their identity, and strategies to balance their roles as students and night workers. Themes such as becoming a sex worker, time management, contraceptive use, worship, stigma, and economic change were recurring findings. This study confirms that informal night work has a significant impact on the formation of students' self-concept and psychosocial well-being.