https://counsedu.iicet.org/index.php/counsedu/issue/feedCOUNS-EDU: The International Journal of Counseling and Education2025-05-29T08:35:15+07:00Aldo Prayoga Putrapp@konselor.orgOpen Journal Systems<p><strong>COUNS-EDU: The International Journal of Counseling and Education</strong> (E-ISSN <a title="ISSN: 2548-3498 (Electronic)" href="https://portal.issn.org/resource/issn/2548-3498" target="_blank" rel="noopener">2548-3498</a>) is a peer-reviewed scientific journal published by the Indonesian Counselor Association (IKI) in collaboration with the Research Departement of Indonesian Institute for Counseling, Education, and Therapy</p> <p>Established in 2016, this journal is committed to publishing articles that cover a wide array of topics in counseling, education, psychology, and mental health. It aims to highlight the latest and most significant developments in these fields across various settings, including school and mental health counseling, assessment techniques, supervision strategies, issues related to sexual abuse, violence addiction, multicultural and crisis intervention, trauma management, and the use of Information, Technology, and Communication. The journal also explores various aspects of psychotherapy such as career counseling, spiritual guidance, marriage and family therapy, and more. In the realm of education, it welcomes contributions on teaching methodologies, curriculum development, instructional strategies, innovative educational projects, learning methodologies, new technologies in education and learning, and assessment techniques. Additionally, the journal extends its focus to the intersection of mental health with medical and sports science, serving as a platform for sharing and disseminating high-quality academic research.</p> <p><strong>Citation Analysis </strong>| Dimensions - <a href="https://app.dimensions.ai/discover/publication?search_mode=content&search_text=2548-3498%20&search_type=kws&search_field=full_search&and_facet_journal=jour.1292890&and_facet_source_title=jour.1292890" target="_blank" rel="noopener">156 Citations</a> | Scopus - <a href="https://www.scopus.com/results/results.uri?sort=plf-f&src=dm&st1=Couns+Edu&sid=051e28c4e7035fa3bcf585b82630747e&sot=b&sdt=b&sl=19&s=SRCTITLE%28Couns+Edu%29&origin=searchbasic&editSaveSearch=&sessionSearchId=051e28c4e7035fa3bcf585b82630747e&limit=100" target="_blank" rel="noopener">111 Citations</a></p> <p><strong>Our Content</strong><br />2023 | Vol 8 No 1<br />2022 | Vol 7 No 1 | Vol 7 No 2 | Vol 7 No 3 | Vol 7 No 4<br />2021 | Vol 6 No 1 | Vol 6 No 2 | Vol 6 No 3 | Vol 6 No 4<br />2020 | Vol 5 No 1 | Vol 5 No 2 | Vol 5 No 3 | Vol 5 No 4<br />2019 | Vol 4 No 1 | Vol 4 No 2 | Vol 4 No 3 | Vol 4 No 4<br /><a href="https://counsedu.iicet.org/index.php/counsedu/issue/archive" target="_blank" rel="noopener">See all...</a></p>https://counsedu.iicet.org/index.php/counsedu/article/view/491“What is ‘Privilege’?”: A Counseling Curriculum Tool to Operationalize American Counseling Association’s Multicultural and Social Justice Counseling Competency Framework for Counselor Trainees2025-05-13T12:00:36+07:00Sheri Castro-AtwaterSheri.Atwater@lmu.edu<p>This article describes the rationale and design of a “What is Privilege?” tool designed to help counselor trainees become aware of the privileges they hold and the role these may play in their personal and professional lives. This tool serves as a critical self-awareness assessment instrument that can be used to operationalize the American Counseling Association’s Multicultural and Social Justice Counseling Competency (MSJCC) framework within counselor education programs, particularly the domain of “counselor self-awareness”. It also serves as a critical training tool that defines the term of “privilege” within three pillars: <em>powers</em>, <em>resources</em> and <em>freedoms</em>, using probing prompts to identify how counselor trainees have experienced these, and/or from which they have benefitted.</p>2025-05-29T00:00:00+07:00Copyright (c) 2025 Sheri Castro-Atwaterhttps://counsedu.iicet.org/index.php/counsedu/article/view/496A Systematic Review of the Mechanisms and Outcomes of Compassionate Mind Training2025-05-29T08:35:15+07:00Eni Rindi Antikaeni.rindi.2401119@students.um.ac.idHenny Indreswarihenny.indreswari.fip@um.ac.idNur Hidayahnur.hidayah.fip@um.ac.idMuslihati Muslihatimuslihati.fip@um.ac.idAdi Atmokoadi.atmoko.fip@um.ac.idYuliati Hotifahyuliati.hotifah.fip@um.ac.idAbi Fa'izzarahman Prabawaabiprabawa@uinsalatiga.ac.idShania Dea Menany Soputannie24.sdms@e.ntu.edu.sg<p>Mental health has become a growing global concern, reflected in the increasing prevalence of psychological disorders worldwide. Compassionate Mind Training (CMT) has gained recognition as an effective intervention to promote psychological well-being. This article investigates the efficacy of CMT, its underlying psychological paradigms, and the limitations of its implementation through a Systematic Literature Review (SLR) based on the PRISMA flow diagram. A total of 96 documents were initially retrieved from the Scopus database, with 12 articles selected following rigorous inclusion and exclusion criteria related to publication year, document type, language, access, population, and context. Findings indicate that CMT significantly enhances self-compassion, reduces stress, anxiety, and burnout, and improves emotional and social functioning. CMT is primarily grounded in a psychological within-paradigm, which emphasizes the integration of internal and external emotion regulation processes. However, several limitations persist, including the absence of a standardized curriculum and difficulties in implementation across diverse cultural and institutional settings. Challenges include fragmented program design and the lack of integration strategies within educational and professional frameworks. The study recommends further research to support cultural adaptation and the development of flexible, evidence-based training models to improve contextual applicability and long-term effectiveness.</p>2025-05-29T00:00:00+07:00Copyright (c) 2025 Eni Rindi Antika, Henny Indreswari, Nur Hidayah, Muslihati Muslihati, Adi Atmoko, Yuliati Hotifah, Abi Fa'izzarahman Prabawa, Shania Dea Menany Soputanhttps://counsedu.iicet.org/index.php/counsedu/article/view/492Etnoparenting Influences the Moral and Religious Development of Early Childhood among Transmigrant Community2025-05-15T06:32:02+07:00Leli Fertiliana Dealeli.f.dea@gmail.comZulkipli Lessyleli.f.dea@gmail.comSigit Purnamaleli.f.dea@gmail.com<p>This study examines ethnoparenting and its role in the moral and religious development of early childhood in the Sundanese transmigrant community in East Lampung. Using a qualitative case study approach, data were collected through participatory observation, in-depth interviews, and document analysis in Sukadana Baru Village, Gerem Cempaka Hamlet. Findings reveal that Sundanese cultural values—such as hospitality, cooperation, and respect for elders—are deeply embedded in daily parenting practices. Ethnoparenting significantly shapes children's morality and religiosity, fostering respect for parents and active participation in religious activities. However, modernization and social changes present challenges to maintaining these values. Despite these obstacles, the community continues to integrate cultural traditions into parenting to ensure their preservation for future generations.</p>2025-05-29T00:00:00+07:00Copyright (c) 2025 Leli Fertiliana Dea, Zulkipli Lessy, Sigit Purnamahttps://counsedu.iicet.org/index.php/counsedu/article/view/487Yoga as a Trauma-Informed Approach to Working with Clients2025-05-12T06:05:01+07:00Amanda Dossajiamanda.dossaji@ucumberlands.eduKristen N. Dickenskdickens@georgiasouthern.eduKathryn Leachmank.leachman@thetherapycollective.orgLyndsay Deallbd0023@auburn.edu<p>The practice of yoga has a long history of being used by practitioners for desired mental and physical benefits. The authors focused on the duality of this psychological and physical benefit when combining yoga with a traditional talk therapy group for individuals to process traumatic experiences. Group curriculum, procedures, and rationale are provided and reviewed. Yoga practices were implemented in this format as a form of expressive arts therapy for clients. This article outlines a therapeutic tool combining principles of yoga and talk therapy based on past research. This is not intended to be an empirical article; however, the information contributes to the current body of literature on yoga as a form of expressive arts therapy for clients with trauma-related presenting issues. The authors share anecdotal evidence of a counselor’s use of yoga in combination with group talk therapy and its perceived effectiveness on participants.</p>2025-05-12T00:00:00+07:00Copyright (c) 2025 Amanda Dossaji, Kristen N. Dickens, Kathryn Leachman, Lyndsay Dealhttps://counsedu.iicet.org/index.php/counsedu/article/view/495Achievement emotions for mathematics questionnaire in senior high school: Validity and reliability for Indonesian students2025-05-29T07:52:31+07:00Suparmanarman95@upi.eduDadang Juandidadang.juandi@upi.eduTurmuditurmudi@upi.eduBambang Avip Priatna Martadiputrabambangavip@upi.edu<p>Achievement emotions are recognized as key factors influencing students' success in mathematics. However, no Achievement Emotions Questionnaire for Mathematics (AEQ-M) specifically tailored for Indonesian senior high school students has been developed. This study aims to translate the 68-item AEQ-M into Indonesian and validate its use for senior high school students in Indonesia, termed AEQ-M-SHS-I. A purposive cluster sampling method was used to select 198 tenth and eleventh-grade students in West Java, Indonesia. Data analysis included descriptive statistics, item analysis, and reliability testing. Structural, convergent, and discriminant validity were assessed using confirmatory factor analysis (CFA). All of data analyses were supported by SPSS 26.0 and AMOS 26.0. The Indonesian AEQ-M-SHS-I consists of ten factors and 68 items, all demonstrating good discriminant validity. CFA showed good structural model fit indices (e.g., <em>X</em>²/<em>df</em> = 2.245, CFI = 0.937, TLI = 0.950, SRMR = 0.059, RMSEA = 0.079). Moreover, all of ten emotions in the AEQ-M-SHS-I had ideal convergent validity. Additionally, the tool exhibited high internal consistency (? = 0.868). These results indicate that the AEQ-M-SHS-I is a valid and reliable instrument for assessing achievement emotions in mathematics among Indonesian senior high school students.</p>2025-05-29T00:00:00+07:00Copyright (c) 2025 Suparman, Dadang Juandi, Turmudi, Bambang Avip Priatna Martadiputra