Guidance and Counseling Psychoeducation and Peer-Counselor Training in a Junior Secondary School Without a School Counselor

Abstrak

The absence of a Guidance and Counseling (GC) teacher at SMP Swasta Kristen 1 Amarasi Selatan has prevented the school from providing formal GC services, leaving students with very limited understanding of the nature, functions, and benefits of such services. At the same time, students feel more comfortable sharing personal concerns with peers who have not been equipped with the knowledge and skills needed to provide appropriate initial support. This community engagement program aimed to optimize the role of peers through GC psychoeducation and peer-counselor training. Conducted in July 2026, the program consisted of five stages: need assessment, preparation, GC psychoeducation through classroom guidance involving 26 eighth- and ninth-grade students in one 90-minute session, peer-counselor training for 12 students across three sessions comprising material delivery, simulation, and individual counseling practice, and evaluation and reflection. Evaluation used two non-test instruments: an indicator-based achievement checklist for the psychoeducation session and an observation rubric covering eight basic counseling skills with three rating categories. All seven psychoeducation indicators were achieved, including students' understanding of the definition, objectives, functions, principles, service areas, and stages of GC, accompanied by a good level of participation. In the peer-counselor training, five skills were rated good building rapport, attending, active listening, empathy, and closing counseling whereas three skills remained in the fair category: exploring problems, providing feedback, and helping counselees formulate solutions. The program made an initial contribution by establishing a trained peer-support system that functions as a source of first-line assistance and a referral link rather than as a substitute for professional GC services.