COUNS-EDU: The International Journal of Counseling and Education https://counsedu.iicet.org/index.php/counsedu <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&amp;search_text=2548-3498%20&amp;search_type=kws&amp;search_field=full_search&amp;and_facet_journal=jour.1292890&amp;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&amp;src=dm&amp;st1=Couns+Edu&amp;sid=051e28c4e7035fa3bcf585b82630747e&amp;sot=b&amp;sdt=b&amp;sl=19&amp;s=SRCTITLE%28Couns+Edu%29&amp;origin=searchbasic&amp;editSaveSearch=&amp;sessionSearchId=051e28c4e7035fa3bcf585b82630747e&amp;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> Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association en-US COUNS-EDU: The International Journal of Counseling and Education 2548-348X <p align="justify">Counse-Edu Journal is an Open Access Journal. The authors who publish the manuscript in this journal agree to the following terms:</p><p align="justify"> <img src="https://licensebuttons.net/l/by/4.0/88x31.png" alt="" /></p><p align="justify">Couns-Edu Journal is licensed under a <a title="CC-BY" href="https://creativecommons.org/licenses/by/4.0/" target="_blank">Creative Commons Attribution 4.0 International License</a>. This permits anyone to copy, redistribute, remix, transmit and adapt the work provided the original work and source is appropriately cited.</p><p align="justify">This means:<br />(1) Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in Counse-edu Journal in whole or in part provided that the original work is properly cited. Users (redistributors) of Couns-edu Journal are required to cite the original source, including the author's names, Couns-Edu Journal as the initial source of publication, year of publication, volume number, issue, and Digital Object Identifier (DOI); (2) Authors grant Counsedu Journal the right of first publication. Although authors remain the copyright owner.</p> The Relationship Between Fear, Loneliness, and Depression Among University Students: A Structural Equation Model https://counsedu.iicet.org/index.php/counsedu/article/view/375 <p>The aim of this study was to test the causal relationship among fear of Covid-19, loneliness, and depression from Covid-19. The study sample consisted of 605 undergraduate students recruited from a public university. They completed three scales: fear of Covid-19, depression from Covid-19, and loneliness. The results revealed a good fit index for the proposed path model. The fear of Covid-19 predicted two types of loneliness emotional and social negatively. A positive association between depression and emotional as well as social loneliness was found. A total of 43% of the variance in depression was explained by loneliness. Depression was potentially a mediating factor between a fear of pandemic and the feeling of loneliness. A counseling intervention can be designed based on these results.</p> Yousef Abdelqader Abu Shind Muna Abdullah Al-Bahrani Hussain Ali Alkharusi Copyright (c) 2023 Yousef Abdelqader Abu Shind, Muna Abdullah Al-Bahrani, Hussain Ali Alkharusi https://creativecommons.org/licenses/by/4.0 2023-08-25 2023-08-25 8 1 1 9 10.23916/0020230837510 Internal Locus of Control and Academic Self-Efficacy Influence on Academic Adjustment among College Students https://counsedu.iicet.org/index.php/counsedu/article/view/418 <p>Academic adjustment is a critical experience for university students in an educational setting. Students' ability to adjust with academic pressures will determine their level of success in reaching educational goals and academic development. As a result, it is critical to comprehend the psychological aspects that can influence a student's academic adjustment. This study examined the influence of internal locus of control and academic self-efficacy on academic adjustment among students at the Faculty of Psychology UIN Raden Fatah Palembang. This study involved (n=228) students selected using simple random sampling. The data was analyzed with IBM SPSS version 26 and M<em>plus</em> version 7. Internal locus of control and academic self-efficacy significantly contribute to academic adjustment (R<sup>2</sup> = 0.975). The increase in one point on internal locus of control and academic self-efficacy will impact academic adjustment. To improve students' academic adjustment, universities, especially academic departments, should focus on student locus of control and academic self-efficacy. They can approach learning problems better equipped and achieve their academic goals if they improve their internal locus of control and academic self-efficacy.</p> Nabilla Nur Auliya Zaharuddin Zaharuddin Kusumasari Kartika Hima Darmayanti Copyright (c) 2023 Nabilla Nur Auliya, Zaharuddin Zaharuddin, Kusumasari Kartika Hima Darmayanti https://creativecommons.org/licenses/by/4.0 2023-08-25 2023-08-25 8 1 10 19 10.23916/0020230841810 The Developmental Trajectory of Teachers: A Theoretical Synthesis and Application to Counselor Education https://counsedu.iicet.org/index.php/counsedu/article/view/412 <p>Teaching is an important component of counselor education. However, there is a lack of literature exploring the developmental progress of counselor educators as teachers. In the following article, we review the research on doctoral-level teaching preparation in counselor education, present a synthesized model of teacher development informed from thirteen historic teacher developmental models, discuss our model in the context of counselor education, and provide limitations and recommendations for future research. Through this manuscript, counselor educators will learn the developmental trajectory of doctoral students and counselor educators. This will lead to a better understanding of the ways we facilitate and strengthen counselor educators development as teachers.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</p> Jodi Tangen Amy Qvammen Runcorn Brenda Hall Copyright (c) 2023 Jodi Tangen, Amy Qvammen Runcorn, Brenda Hall https://creativecommons.org/licenses/by/4.0 2023-08-25 2023-08-25 8 1 20 27 10.23916/0020230841210 The Aftermath Implications of Teenage Pregnancy on the Girl Child Education https://counsedu.iicet.org/index.php/counsedu/article/view/396 <p>The aim of the study is to investigate: i) impact of teenage pregnancy on the girl child attending government secondary schools ii) the level of academic accomplishment of the pregnant teenagers at the public secondary schools. The research design for this study was a descriptive survey. The study population made up of 800 teen mothers. A sample of 200 teen mothers in Ethiope East Local Government Area of Delta State, Nigeria, who had dropped out of secondary school as a result of teen pregnancies, was chosen through simple random sampling. The instrument utilized to collect the data was questionnaire which was administered to the participants, validated by three experts and its reliability was tested using Cronbach alpha which yielded 0.68. The participants were also interviewed. The data collected were analyzed using simple percentages. The results showed that young women who became pregnant while in school face a variety of difficulties, including early marriage, rejection by the family, disassociation from former classmates, social isolation, frequent absences following pregnancies, poor academic performance, and reasons for dropping out of school. The findings revealed that teen pregnancies affect the relationship of the girl child, family and peer group and also have an impact on young girls' academic performance in public secondary schools. We deduced from the literature review that adolescent pregnancy is a widespread problem that demands attention due to its effects on the education of girls. Some recommendations were also made.</p> Onoshakpokaiye E Odiri Oboawharhe Eloho Anthonia Copyright (c) 2023 Onoshakpokaiye E Odiri, Oboawharhe Eloho Anthonia https://creativecommons.org/licenses/by/4.0 2023-08-26 2023-08-26 8 1 28 35 10.23916/0020230839610 Questioning Turkish Psychological Counselor Trainees’ Prejudices towards Some Clients: Reflections of the Social Context https://counsedu.iicet.org/index.php/counsedu/article/view/419 <p>The purpose of this study was to reveal the prejudices of psychological counselor trainees towards clients and the sources of these prejudices among a group of Turkish undergraduates in the psychological counseling department. The study group consisted of 39 undergraduates who were continuing their education in the third year. The ages of the students varied between 20 and 23. They were from different parts of Anatolia region in Turkey. The qualitative data obtained from 39 participants underwent content analysis. The themes related to the prejudices were found as crime domain, nationalism domain, LGBT people domain, conservative people domain, and personal domain while the themes related to the sources of prejudices were found as interpersonal domain, personal domain, and media domain. The themes and categories were discussed in relation to the literature on prejudice in psychological counseling and the previous studies that have been conducted.</p> Serdar Körük Alper Karababa Ali Ammar Kurt Copyright (c) 2023 Serdar Körük, Alper Karababa, Ali Ammar Kurt https://creativecommons.org/licenses/by/4.0 2023-09-05 2023-09-05 8 1 36 44 10.23916/0020230841910 Vocational Identity in College Students: Path Analysis of Childhood Attachment, Gender, Age, and Socioeconomic Status https://counsedu.iicet.org/index.php/counsedu/article/view/420 <p>The purpose of this study was to explore the effect of gender, age, socioeconomic status, and early childhood parental attachment on vocational identity. Participants included 309 college students who completed a demographic questionnaire, the Adult Scale of Parental Attachment-Short Form (ASPA-SF; Michael &amp; Snow, 2019), and My Vocational Situation (MVS; Holland, Gottfredson, &amp; Power, 1980). Responses were examined through structural equation modeling. Results indicated an overall acceptable model fit and the specific strength of the corresponding variables had on the levels of vocational identity. Implications and areas for future research are proposed.</p> Lara Strate Tony Michael Marie Hammond Copyright (c) 2023 Lara Strate, Tony Michael, Marie Hammond https://creativecommons.org/licenses/by/4.0 2023-09-22 2023-09-22 8 1 45 53 10.23916/0020230842010