The Analysis of Solution Focused Brief Counseling Contribution in Reducing First-Year Students Academic Stress Symptoms

DOI

10.2991/assehr.k.210618.071How to use a DOI?

Keywords

Academic stress, first-year student, SFBC

Abstract

Various contributing factors influence the success of the learning process. Stress is one of the big problems experienced by students, especially first-year students. Students in the first year who live separately from parents tend to experience stress resulting in stressful conditions. Life changes to career decisions in the form of majors will also affect students’ stress levels. Furthermore, these stress conditions are also compounded by changes in educational patterns at the educational level. An approach considered capable of being a strategic step in reducing these conditions is Solution Focused Brief Counseling (SFBC). This approach can help clients strengthen self-autonomy, strengthen thinking that focuses on solutions, formulating responsibilities, develop independence, increase self-control, and increase clients’ quality of positive resources. This research aims to analyze the contribution of SFBC in reducing the academic stress conditions of first-year students. This study involved five students with high academic stress levels using the Student Academic Stress Scale (SASS). The research results show that SFBC is effective in reducing the academic stress level of first-year students.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zadrian Ardi
AU  - Daharnis
AU  - Neviyarni
AU  - Ifdil
PY  - 2021
DA  - 2021/06/21
TI  - The Analysis of Solution Focused Brief Counseling Contribution in Reducing First-Year Students Academic Stress Symptoms
BT  - Proceedings of the 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020)
PB  - Atlantis Press
SP  - 382
EP  - 386
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210618.071
DO  - 10.2991/assehr.k.210618.071
ID  - Ardi2021
ER  -