Adolescence is a critical stage of life when young people experience rapid physical, emotional, cognitive, and social changes. During this period, students are expected to develop confidence, establish a positive self-identity, and build healthy relationships while coping with increasing academic and social pressures. However, many adolescents struggle with low self-esteem, making them reluctant to participate in classroom discussions, express their opinions, or believe in their own abilities.
The growing influence of social media, peer comparison, academic competition, and family expectations has intensified these challenges. Schools are therefore expected to provide not only academic instruction but also effective psychological support that helps students develop resilience, emotional maturity, and confidence. The researchers from Universitas Alwashliyah Medan argue that counseling services should move beyond solving behavioral problems and instead focus on fostering students' overall psychological well-being.
To evaluate one possible solution, the researchers implemented existential-humanistic group counseling, an approach that encourages students to develop self-awareness, accept themselves authentically, take personal responsibility, and discover meaning in their experiences. Unlike counseling methods that primarily focus on changing behavior, this approach emphasizes personal growth through supportive interpersonal interactions.
The study employed a quantitative pre-experimental one-group pretest-posttest design at SMP Pembangun Medan during the 2013/2014 academic year. Eight eighth-grade students identified as having low self-esteem were selected through purposive sampling. Before participating in the counseling sessions, the students completed a validated self-esteem questionnaire. After finishing a structured series of group counseling sessions, they completed the same questionnaire again. The researchers analyzed the results using descriptive statistics and the Wilcoxon Signed-Rank Test to determine whether meaningful changes had occurred.
During the counseling program, students were encouraged to openly discuss their experiences, express emotions, reflect on personal strengths, and provide constructive support to one another. The group sessions emphasized empathy, authentic communication, interpersonal acceptance, freedom of choice, and self-reflection, creating a safe environment where participants could gradually build greater confidence.
The results demonstrated a substantial improvement in students' self-esteem following the intervention.
Key findings include:
- The average pretest self-esteem score was 69.00, categorized as low.
- The average posttest score increased to 106.13, representing an improvement of approximately 53.8%.
- Statistical analysis showed a significant difference between pretest and posttest scores (Z = -2.25; p < 0.05), confirming that the counseling intervention produced meaningful improvements in students' self-esteem.
- Students demonstrated greater confidence, more positive self-evaluation, and healthier psychological adjustment after completing the counseling sessions.
According to Lailan Syafira Putri Lubis and Ishak Ali Muda of Universitas Alwashliyah Medan, the counseling sessions helped students recognize that many of their insecurities were shared by others. Through supportive group interactions, participants learned to accept themselves more positively while strengthening their confidence and interpersonal relationships. Rather than simply reducing negative behaviors, the intervention promoted authentic self-understanding, emotional acceptance, and personal growth.
The findings also reinforce contemporary psychological theories suggesting that self-esteem is not a fixed personality trait but a psychological resource that can be strengthened through supportive social experiences. The researchers explain that adolescents develop healthier self-esteem when they experience acceptance, meaningful relationships, and opportunities for self-reflection. Existential-humanistic group counseling addresses these needs by encouraging autonomy, responsibility, and genuine interpersonal connections.
The implications extend beyond counseling practice. For schools, the study provides evidence that structured group counseling can become an important component of comprehensive student support services. Guidance counselors may integrate existential-humanistic principles into regular counseling programs to improve students' confidence, emotional resilience, and social adjustment alongside academic achievement.
Educational policymakers may also benefit from these findings by strengthening school counseling services as part of broader mental health initiatives. As concerns about adolescent mental health continue to grow worldwide, evidence-based counseling programs such as this may contribute to healthier learning environments and more positive student development.
The researchers acknowledge several limitations. The study involved only eight participants from a single junior high school and did not include a control group, limiting the generalizability of the findings. Future research is recommended to involve larger and more diverse student populations, apply experimental research designs, and compare existential-humanistic counseling with other evidence-based approaches such as Cognitive Behavioral Therapy (CBT), Reality Therapy, and Solution-Focused Brief Counseling.
Despite these limitations, the study provides strong empirical evidence that existential-humanistic group counseling is an effective school-based intervention for strengthening adolescents' self-esteem. By encouraging self-awareness, authenticity, responsibility, and meaningful relationships, the program helps students develop greater confidence and healthier psychological well-being—qualities that are increasingly essential for success both inside and outside the classroom.
Author Profile
Lailan Syafira Putri Lubis is a researcher from Universitas Alwashliyah Medan, Indonesia, specializing in guidance and counseling, particularly school-based psychological interventions and adolescent personal development.
Ishak Ali Muda is an academic at Universitas Alwashliyah Medan, Indonesia, whose expertise includes education, counseling psychology, and student psychological development through evidence-based counseling approaches.
Source
Article Title: The Effectiveness of Existential-Humanistic Group Counseling in Enhancing Self-Esteem among Junior High School Students: A Pre-Experimental Study in Indonesia
Journal: Journal of Social Interactions and Humanities (JSIH)
Publication Year: 2026
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