Indonesian Journal of Guidance and Counseling: Theory and Application p-ISSN 2252-6374 | e-ISSN 2597-6133

Vol. 13, No. 1 (2024) 93-106 [Link]

Need Assessment the Online Counseling Services at School:

A Pre-Eliminary Study

Rohmatus Naini1*, Mungin Eddy Wibowo2, Edy Purwanto3, Mulawarman

Mulawarman4, Abdan Syakuro Sugandi5
1
Guidance and Counseling Departement, Universitas Ahmad Dahlan
234
Guidance and Counseling of Education Departement, Universitas Negeri Semarang
5
SMA Negeri 2 Yogyakarta

*email korespondensi: rohmatusnaini31@[Link]

Submitted: 2024-11-11. Revised: 2024-11-30. Accepted: 2024-12-16

Abstrak. Perkembangan teknologi dalam bidang konseling merupakan peluang dan tantangan bagi
konselor di sekolah dalam memberikan layanan konseling. Tujuan dari penelitian ini adalah untuk
menganalisis hasil need assessment siswa dalam proses evaluasi dan tindak lanjut layanan. Survei ini
melibatkan 167 siswa sekolah menengah atas dengan menyebarkan kuesioner secara online. Hasil
survei menunjukkan bahwa hampir 61,1% siswa memiliki pengalaman menerima layanan bimbingan
dan konseling dari konselor sekolah. Jenis layanan yang diberikan berupa layanan online, offline, dan
juga campuran, dengan mayoritas berupa sesi offline. Hanya 11,4% siswa yang memiliki pengalaman
konseling online, sisanya melakukannya secara offline. Beberapa kendala dalam proses konseling
adalah takut data tersebar, malu, keterbatasan waktu dan kondisi, minder, kurang pengalaman, tidak
bisa terbuka, dan jaringan. Evaluasi yang dilakukan oleh siswa adalah pelaksanaan layanan
bimbingan dan konseling perlu ditingkatkan, perlu adanya aplikasi interaksi lain dan terkadang
kurang maksimal. Siswa menyukai konseling online dalam bentuk teks, situs web, panggilan telepon,
dan panggilan video. Seringkali konselor sekolah memiliki kecepatan respon yang bervariasi, yaitu
lambat, sedang, dan lambat. Hampir 79,1% merasa nyaman selama konseling kelompok online dengan
fitur-fitur seperti video, artikel, teks online, grafik, telepon, audio, konferensi video, virtual reality,
dan artikel pendukung. Hampir 63,5% mengetahui tentang realitas virtual dan memiliki minat yang
tinggi. Implikasi untuk bimbingan dan konseling dan rekomendasi penelitian di masa depan akan
dibahas di bagian inti dari makalah ini.

Abstract. The development of technology in the field of counselling is an opportunity and challenge for
counsellors in schools in providing counselling services. The purpose of this study was to analyse the results of
students' need assessment in the process of evaluation and follow-up services. This survey involved 167 high
school students by distributing questionnaires online. The survey results showed that almost 61.1% of students
had experience of receiving guidance and counselling services from school counsellors. The types of services are
online, offline and also blended, with the majority being offline sessions. Only 11.4% of students have online
counselling experience, the rest do it offline. Some of the obstacles in the counselling process are fear of data being
spread, embarrassment, time constraints and conditions, mistruts, inexperience, and not being able to open up,
and networks. The evaluation done by students is that the implementation of guidance and counselling services
needs to be improved, there is a need for other interaction applications and sometimes it is not optimal. Students
like online counselling in the form of texts, websites, phone calls, and video calls. Often the school counsellor has
a varied response speed, namely slow, medium and slow. Almost 79.1% felt comfortable during online group
counselling with features such as video, articles, online text, graphics, phone, audio, video conference, virtual
reality and supporting articles. Almost 63.5% were aware of virtual reality and had high interest. Implications
for guidance and counselling and future research recommendations will be discussed in the core of the paper.

Key word: “need assessment, counselling services, school counsellor, students”

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INTRODUCTION
The impact of the COVID-19 pandemic has accelerated the adoption of online

counseling services in schools, emphasizing the urgency of implementing digital

solutions to support students' mental health and well-being (Akgül & Ergin, 2022). The

flexibility and accessibility offered by online counseling platforms have become essential

in ensuring continuity of care and support for students, especially during times of crisis.

Additionally, the urgency of online counseling lies in its ability to provide timely

interventions and support to students experiencing mental health challenges, thereby

contributing to improved academic outcomes and overall well-being (Supriyanto et al.,

2020).

Research has shown that the urgency of online counseling in schools is further

underscored by the need to address students' diverse needs and provide accessible

mental health support (Syukur et al., 2022). By conducting need assessments and

tailoring counseling interventions to meet specific student requirements, schools can

enhance the effectiveness and relevance of their support services. Moreover, the urgency

of online counseling is evident in the potential to reach students who may face barriers

to accessing traditional face-to-face counseling services (Yuca et al., 2017). The literature

underscores the critical need for timely and effective interventions to support students'

well-being and mental health during challenging times (Ramli & Saputra, 2023). The

rapid shift towards online platforms for counseling services has highlighted the

importance of leveraging technology to reach and engage students in a virtual

environment (Suranata et al., 2020).

Moreover, online counseling offers a high level of convenience that is highly valued

by students. The flexibility of scheduling online counseling sessions enables students to

seek help at times that best suit them, accommodating counseling sessions within their

busy academic schedules (Ristianti, 2022). This flexibility can lead to increased

engagement with counseling services, as students are more likely to participate when it

aligns with their availability and preferences. Additionally, the convenience of online

counseling eliminates the need for students to travel to a physical location, saving time

and reducing logistical challenges. Privacy and confidentiality are crucial in counseling,

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and online counseling provides a level of anonymity that can be particularly appealing

to students.

Engaging in counseling sessions from the privacy of their own space can help

students feel more comfortable and open up about their concerns. This sense of

anonymity can reduce the stigma associated with seeking counseling services and

encourage students to seek the help they need without fear of judgment. By creating a

safe and confidential environment, online counseling promotes openness and honesty

in the counseling process. The ability to deliver counseling services remotely ensures

that students can access mental health support even during challenging times when in-

person services may be limited. Online counseling interventions have been proven

effective in addressing issues such as academic burnout and stress, providing students

with timely assistance and coping strategies (Eseadi, 2022). This underscores the

significance of online counseling in promoting student resilience and well-being,

especially in times of crisis.

Furthermore, online counseling can accommodate the diverse learning preferences

and technological fluency of today's students. By integrating technology into counseling

practices, school counselors can engage students through mediums that resonate with

their digital lifestyles (Foon et al., 2020). This alignment with students' preferences can

enhance the effectiveness of counseling interventions and improve student engagement

with the counseling process. Additionally, the use of digital platforms for counseling can

facilitate interactive and multimedia-rich interventions that cater to varied learning

styles and preferences.

Limitations of online counseling in school settings encompass various challenges

that need to be addressed to optimize the effectiveness and accessibility of counseling

services. One significant limitation highlighted in the literature is the inadequacy of

current human and material resources in educational institutions, which can hinder the

successful implementation of online counseling programs Adebowale & Popoola (2011).

Insufficient resources, such as trained personnel and technological infrastructure, may

impede the delivery of quality online counseling services, emphasizing the need for

investments in training and technology to overcome these limitations.

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Moreover, the conditional support for the introduction of online counseling into

school settings, as indicated by a survey of school guidance counselors, underscores the

existence of reservations and challenges associated with transitioning to online

counseling platforms (Glasheen et al., 2013). Concerns regarding the efficacy, privacy,

and technical skills required for online counseling may pose barriers to the widespread

adoption of online counseling services in schools. Addressing these concerns and

providing adequate training and support to counselors are essential steps in mitigating

these limitations.

With the proliferation of social media platforms, adolescents have increasingly

turned to online spaces to seek guidance and support for various psychosocial

challenges. The familiarity and comfort that teenagers have with online platforms,

including social media, may contribute to their preference for online counseling (Asare,

2023). Studies have shown that university students are less likely to prefer face-to-face

counseling over online counseling. This preference may extend to teenagers as well,

indicating that the convenience and accessibility of online counseling services may be

more appealing to this age group (Shahim, 2021). Research has explored men's

perceptions of online versus face-to-face counseling. This study may shed light on how

individuals, including teenagers, who may struggle with expressing emotions in

traditional settings, find online counseling more comfortable and preferable for seeking

support (Rochlen et al., 2004).

Preliminary results suggest that young people report a greater sense of control and

comfort in their net-based interaction with a counsellor. This sense of control and

comfort may be a significant factor in why teenagers prefer online counseling over face-

to-face sessions Beattie et al. (2006).

Among the references provided, the following studies shed light on why teenagers

may prefer online counseling over face-to-face counseling:

a. Foon et al., (2020) explores the demand for e-counseling among students,

indicating that teenagers may be more inclined to seek counseling help online

due to stigma issues associated with face-to-face counseling. The anonymity and

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privacy afforded by online platforms may appeal to teenagers who are concerned

about judgment or stigma related to seeking mental health support.

b. Cruz et al. (2022) delves into the preference for online counseling among

Filipinos, highlighting the technological benefits, such as anonymity and

disinhibition, that contribute to increased openness in discussing personal

matters online. For teenagers bound by cultural barriers or privacy concerns,

online counseling may offer a more comfortable and secure environment to share

their thoughts and feelings.

c. Genç & Kara (2021) discusses the impact of social stigma on perceptions of online

psychological counseling, suggesting that teenagers may view online counseling

as more advantageous than face-to-face counseling due to concerns about social

judgment. The ability to disclose personal information and engage in counseling

sessions online may alleviate discomfort associated with seeking help in

traditional settings.

d. Beattie et al. (2006) presents preliminary results indicating that young people

report a greater sense of control and comfort in their interactions with counselors

in online settings. This sense of empowerment and autonomy may resonate with

teenagers who value independence and privacy in their counseling experiences.

e. Shahim (2021) suggests that university students in Malaysia are less likely to

prefer face-to-face counseling over online counseling, indicating a positive

perception of online counseling services. This preference may stem from the

convenience, accessibility, and perceived effectiveness of online counseling for

addressing their mental health needs.

In conclusion, the integration of online counseling into school-based need

assessment processes represents a promising avenue for enhancing student well-being

and mental health outcomes. By leveraging technology, conducting thorough need

assessments, addressing counselors' concerns, and fostering collaboration among

stakeholders, schools can effectively deliver online counseling services that meet the

diverse needs of students. As the field of online counseling continues to evolve, ongoing

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research and professional development efforts will be essential in maximizing the

potential of online interventions to support students in educational settings.

METHODS
This study was conducted using an online survey method. The students who became

respondents in this survey were 167 senior high school students aged 15-18 years. This

data collection technique used open and close question questionnaires. Data analysis for

closed questionnaires, researchers only looked at the percentage of survey answers.

While for open questionnaire data analysis, researchers observed the answers, classified

them, and then coded them before presenting the data..

RESULT AND DISCUSSION

Result

Based on the research findings, students' experiences with counseling are

significantly influenced by their participation in both online and face-to-face counseling

(Figure 1).

Figure 1. Experiences Counseling Face to Face and Online

Students need several support tools (Figure 2), with the majority still requiring

counseling through message exchanges, followed by recommendations for using

websites, and complemented by telephone and video conference options.

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Figure 2. Type of online counseling who students' need

Figure 3. Fiture of online counseling who students' need

Referring to Figure 3, students are also interested in comprehensive features that

support successful online counseling, such as video, articles, text, images, telephone,

audio, video conferencing, and virtual reality. Additionally, students show a strong

interest in counseling services using websites (71.9% responded "yes," and 28.1% "no").

Furthermore, 63.5% of students are aware of virtual reality, while 36.5% are not. Nearly

85% of students are interested in counseling services that utilize virtual reality. Almost

90% of students feel comfortable participating in online counseling. Students expect

online counseling services to provide data privacy, maintain confidentiality, offer free

talk or openness, be flexible and accessible, and include features like fast response,

interactivity, enjoyment, and comprehensive functionality.

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Discussion

Online counseling tailored to adolescents is a valuable approach that considers their

unique needs and characteristics to effectively support their mental health and well-

being. Adolescents often seek autonomy and privacy, finding the anonymity provided

by online counseling platforms appealing Lekič et al. (2014). Anonymity can reduce fear

of judgment and stigma, creating a safe space for adolescents to express their concerns

openly and empowering them to address their mental health needs. The flexibility and

convenience of online counseling align well with adolescents' preferences and lifestyle

(King et al., 2006). This flexibility allows adolescents to access support from anywhere,

at any time, enhancing their engagement with counseling services. Interactive and

engaging counseling approaches, incorporating multimedia elements, can cater to

adolescents' preferences for dynamic content. Moreover, the integration of text-mining

and multimedia analysis techniques can enhance security and confidentiality in online

counseling interventions. By leveraging advanced technologies to analyze and secure

data exchanged in online counseling sessions, counselors can strengthen data protection

measures and ensure the privacy of client information.

In online counseling for adolescents, a supportive and non-judgmental counseling

style is crucial, fostering trust and rapport (Rakauskienė & Dumčienė, 2013). Empathy,

active listening, and validation are essential for building a strong therapeutic alliance.

Culturally sensitive and developmentally appropriate interventions are also important

when working with adolescents from diverse backgrounds (Muslihati et al., 2023). By

acknowledging adolescents' desire for autonomy, anonymity, flexibility, interactive

engagement, and cultural sensitivity, counselors can deliver online counseling services

that resonate with adolescents and promote their mental health and well-being

effectively. Ensuring the security of data in online counseling is crucial for maintaining

the confidentiality and trust of clients, especially when considering adolescents seeking

counseling services. Several key considerations from the literature underscore the

importance of addressing security concerns in online counseling to safeguard sensitive

information and promote a safe therapeutic environment.

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Studies have highlighted the significance of integrating security and privacy

elements into online counseling platforms to protect the qualitative and categorical data

gathered from children Pir (2024). By implementing robust security measures, such as

encryption protocols and secure data storage practices, online counseling services can

enhance data protection and mitigate the risk of unauthorized access to confidential

information. Assurance mechanisms and privacy concerns play a crucial role in

influencing online purchase decisions and user trust in online platforms (Mousavizadeh

et al., 2016). By implementing security assurance mechanisms and addressing consumer

concerns related to privacy and security, online counseling services can instill confidence

in clients and alleviate apprehensions about sharing personal information in a virtual

counseling setting. Privacy issues and concerns about data access and confidentiality

have been identified as critical considerations in the development of virtual mental

health clinics for university students (Gulliver et al., 2015). Establishing trust in the

privacy and security of online counseling services is essential for encouraging students

to engage with virtual clinics and share personal information comfortably. Ethical

considerations, such as confidentiality and privacy, are fundamental in the practice of

online counseling, particularly in ensuring the security of client data (Syamila & Marjo,

2022). Counselors must adhere to ethical guidelines and implement measures to protect

the privacy and confidentiality of clients' information in online counseling interactions.

The lack of technical skill training among school counselors for conducting online

counseling effectively has been identified as a significant limitation in the provision of

online counseling services (Glasheen et al., 2015). School counselors may feel ill-

equipped to navigate the technological aspects of online counseling, impacting the

quality and delivery of services to students. Bridging this skills gap through targeted

training and professional development initiatives is crucial in enhancing counselors'

confidence and competence in utilizing online platforms for counseling interventions.

Additionally, the challenges associated with privacy and confidentiality in online

counseling settings pose limitations that need to be carefully addressed (Ristianti, 2022).

Ensuring the security of online platforms, protecting students' personal information, and

maintaining confidentiality in virtual counseling sessions are critical considerations for

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safeguarding the well-being and trust of students engaging in online counseling.

Developing robust protocols and guidelines for data protection and privacy in online

counseling is essential to mitigate these limitations.

The reluctance of some school counselors to embrace online counseling as part of

their service delivery to students presents a notable limitation in the widespread

adoption of online counseling services (Campbell & Glasheen, 2012). Overcoming

resistance to change, addressing counselors' concerns about the effectiveness of online

platforms, and promoting the benefits of online counseling are essential steps in

fostering a positive attitude towards integrating technology into counseling practices.

Encouraging counselors to explore the potential of online counseling through training

and experiential learning can help alleviate this limitation. Furthermore, the challenges

associated with providing specialized counseling services, such as those for gifted youth

and their families, highlight the need for tailored approaches to meet the diverse needs

of students in online counseling settings (Moon et al., 1997). Adapting counseling

interventions to address specific populations and their unique requirements requires

careful planning, training, and expertise to ensure the effectiveness of online counseling

services. Tailoring online counseling programs to cater to the individual needs of

students with diverse backgrounds and challenges is essential in overcoming these

limitations.

In the realm of online counseling, the adoption of appropriate counseling styles and

approaches is essential for enhancing the effectiveness of counseling interventions.

Counselors must consider factors such as writing skills, writing style, and attitudes in

writing when conducting text-based online counseling (Prabawa, 2021). By mastering

these competencies, counselors can deliver interventions that are engaging, supportive,

and conducive to fostering positive outcomes for students engaging in online counseling

services. Moreover, the therapeutic approach and counseling style adopted by

counselors can significantly impact the online counseling experience for students (Smith

& Gillon, 2021). Whether counselors employ a directive or non-directive approach, their

therapeutic style can influence the dynamics of online counseling sessions and shape the

outcomes of the counseling process. Understanding how different counseling styles may

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impact the online counseling experience is essential for counselors to tailor their

approach to meet the diverse needs and preferences of students.

In conclusion, the style of online counseling encompasses various elements,

including communication skills, language adaptation, counseling approaches, and

therapeutic styles, all of which are critical for delivering effective and impactful

counseling services in school settings. By developing appropriate communication

strategies, understanding clients' communication styles, mastering counseling

competencies, and adapting counseling approaches to suit students' needs, counselors

can optimize the delivery of online counseling services and support the well-being and

development of students. While online counseling in school settings offers numerous

benefits, it is essential to address the limitations and challenges that may impede its

successful implementation. By investing in resources, training counselors, ensuring

privacy and confidentiality, addressing technical skill gaps, and promoting a positive

attitude towards online counseling, schools can overcome these limitations and

maximize the potential of online counseling services to support student well-being and

academic success.

CONCLUSION
After the COVID-19 pandemic has accelerated the adoption of online counseling

services in schools, emphasizing the urgency of implementing digital solutions to

support students' mental health and well-being. Online counseling offers flexibility,

accessibility, and the ability to provide timely interventions to students experiencing

mental health challenges. It can address students' diverse needs, reach those facing

barriers to traditional face-to-face counseling, and promote openness and honesty

through anonymity. Online counseling aligns with students' digital lifestyles and can

facilitate interactive and multimedia-rich interventions. However, limitations such as

inadequate human and material resources in educational institutions need to be

addressed to optimize the effectiveness and accessibility of online counseling services.

Recommendations for future research include the need for innovations in online

counseling that provide comprehensive features for students, such as creating a website,

incorporating videos, articles, audio, and virtual reality, to enhance client engagement in

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the counseling process at schools. Counselors need to ensure the security of the data

provided by clients, create a comfortable and open environment for sharing, be flexible

in their responses, and maintain a structured approach.

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