Pentingnya mengembangkan keterampilan mendengarkan efektif dalam konseling
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Published:
Sep 22, 2023
Keywords:
counselling skills, listening skills
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Abstract
Effective communication skills are crucial in counseling sessions as they play a pivotal role in facilitating the success of counseling. Among the fundamental skills required in counseling, listening skills stand out. These skills enable counselors to not only comprehend and interpret the messages conveyed by those they counsel but also respond appropriately. This, in turn, fosters trust, comfort, and support, encouraging individuals to open up about their challenges. Furthermore, effective listening is instrumental in demonstrating empathy during the counseling process. However, in practice, there are several potential obstacles to listening, such as preconceived notions about clients, anticipating their words instead of truly hearing them, being preoccupied with one's own thoughts, personal issues, strong emotional reactions, or distractions like office noise or hunger. Within the realm of counseling skills, honing the ability to listen effectively is of paramount importance and serves as a foundational skill to nurture throughout the counseling relationship, ultimately enhancing empathy and ensuring appropriate responses.
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Arsini, Y., Aulia, Z., Qulby, T. L. N., & Sari, D. P. (2023). Pentingnya mengembangkan keterampilan mendengarkan efektif dalam konseling. JURNAL EDUKASI NONFORMAL, 4(2), 662-675. Retrieved from https://ummaspul.e-journal.id/JENFOL/article/view/7210
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References
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Andreas Rian Nugroho. 2019. Konsep Creative Counselling Untuk Mengatasi Irrational Belief. Jurnal Selaras. Kajian Bimbingan dan Konseling serta Psikologi Pendidikan. Vol 2, No 1 (75-66).
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Duta, N., Panisoara, G., & Panisoara, I. O. (2015). The Effective communication in teaching: Diagnostic study regarding the academic learning motivation to students. Procedia -Social and Behavioral Sciences, 186, 1007-1012.
Demirkaya, P. N. dan Bakkaloglu, H. (2015).Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory and Practice. 15 (1), 159-175.
Lloyd, K.J., Boer, D., & Voelpel, S.C. (2015). From listening to leading: Toward an understanding of supervisor listening within the framework of LeaderMember Exchange Theory.International Journal of Business Communication, 54(4), 431-451.
Peck N. F., Maude S. P. and Brotherson M. J. (2015). Understanding preschool teachers’ perspectives on empathy: A qualitative inquiry. Early Childhood Education Journal, 43, 169-179.
Pianta, R. C., Downer, Jason., & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children, 26(2),119-137.
Vickery, A. J., Keaton, S. A., dan Bodie G. D. (2015). Intrapersonal communication and listening goals: An examination of attributes and functions of imagined interactions and Active-Empathic Listening Behaviors. Southern Communication Journal, 80(1), 20–38.
Zee, M., de Jong, P. F., Komen, H. M. Y. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: e multilevel investigation. Journal of educational Psychology, 108 (7), 1013–1027.
Titus, Indrajaya. 2015. Pentingnya Keterampilan Mendengarkan Dalam Menciptakan Komunikasi Yang Efektif. Jurnal Administrasi dan Manajemen. Vol. 6, No. 2.
Graham D. Bodie, Andrea J. Vickery, Kaitlin Cannava & Susanne M. Jones 2015 The Role of “Active Listening” in Informal Helping Conversations: Impact on Perceptions of Listener Helpfulness, Sensitivity, and Supportiveness and Discloser Emotional Improvement. Western Journal of Communication. 79:2, 151- 173, DOI: 10.1080/10570314.2014.943429
Lianawati, A. (2017). Implementasi keterampilan konseling dalam layanan konseling individual. In Ifdil, I., Bolo Rangka,I., & Adiputra, S. (Eds.), Seminar & Workshop Nasional Bimbingan dan Konseling: Jambore Konseling 3 (pp. 85–92). Pontianak: Ikatan Konselor Indonesia (IKI).
Mahadhita. (2015). Hubungan antara Ketrampilan Dasar Konseling (KDK) dengan Minat Siswa Mengikuti layanan konseling Individu di SMA Negeri Godog Tahun Ajaran 2014/2015. Universitas Negeri Semarang. (Skripsi).
Ivey, AE & Daniels, T.G. 2016. Systematic Interviewing Microskills and Neuroscience: Developing Bridges between the Fields of Communication and Counseling Psychology. International Journal of Listening. DOI: 10.1080/10904018.2016.1173815.
Ifrah Hifsy, dkk. 2022. Menciptakan Konseling yang Kondusif Melalui Teknik-Teknik Dasar Konseling (Attending, Listening, dan Structuring). Ristekdik: Jurnal Bimbingan dan Konseling.
Sugiyono. 2017. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
Rezki Hariko. 2017. Landasan Filosofis Keterampilan Komunikasi Konseling. Jurnal Kajian Bimbingan dan Konseling. 2(2), 2017, 41-49.
Prayitno. 2021. Landasan dan Arah Konseling Profesional: Konseling adalah Pendidikan. Depok: PT. RajaGrafindo Persada.
Netrawati, dkk. 2018. The Implementation of Basic Counseling Technique in Elementary School For Helping The Development and Alleviating Student's Problems in West Pasaman District Education Office. ISLAMIC COUNSELING: Jurnal Bimbingan dan Konseling Islam, vol. 2, no. 2.
Alya Nurmaya, dkk. 2021. Kemampuan Konselor Dalam Penggunaan Teknik Konseling di SMA Negeri 5 Kota Bima. Jurnal Inovasi dan Riset Akademik. Vol 2. No. 1.
Andreas Rian Nugroho. 2019. Konsep Creative Counselling Untuk Mengatasi Irrational Belief. Jurnal Selaras. Kajian Bimbingan dan Konseling serta Psikologi Pendidikan. Vol 2, No 1 (75-66).
Kourmousi N., Amanaki E., Tzavara C., & Koutras, V. (2017). Active Listening Attitude Scale (ALAS): Reliability and validity in a nationwide sample of Greek educators. Social Sciences.
Duta, N., Panisoara, G., & Panisoara, I. O. (2015). The Effective communication in teaching: Diagnostic study regarding the academic learning motivation to students. Procedia -Social and Behavioral Sciences, 186, 1007-1012.
Demirkaya, P. N. dan Bakkaloglu, H. (2015).Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory and Practice. 15 (1), 159-175.
Lloyd, K.J., Boer, D., & Voelpel, S.C. (2015). From listening to leading: Toward an understanding of supervisor listening within the framework of LeaderMember Exchange Theory.International Journal of Business Communication, 54(4), 431-451.
Peck N. F., Maude S. P. and Brotherson M. J. (2015). Understanding preschool teachers’ perspectives on empathy: A qualitative inquiry. Early Childhood Education Journal, 43, 169-179.
Pianta, R. C., Downer, Jason., & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children, 26(2),119-137.
Vickery, A. J., Keaton, S. A., dan Bodie G. D. (2015). Intrapersonal communication and listening goals: An examination of attributes and functions of imagined interactions and Active-Empathic Listening Behaviors. Southern Communication Journal, 80(1), 20–38.
Zee, M., de Jong, P. F., Komen, H. M. Y. (2016). Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: e multilevel investigation. Journal of educational Psychology, 108 (7), 1013–1027.
Titus, Indrajaya. 2015. Pentingnya Keterampilan Mendengarkan Dalam Menciptakan Komunikasi Yang Efektif. Jurnal Administrasi dan Manajemen. Vol. 6, No. 2.