Document Type : Research Paper
Authors
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Guidance and Counseling, Faculty of education, State University of Malang, Malang, Indonesia
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Department of Guidance and Counseling, Faculty of Education, State University of Malang, Malang,Indonesia
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Department of Guidance and Counseling, Faculty of Education, State University of Malang, Malang, Indonesia
4
Department of Early Childhood Education, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Perak, Malaysia
Abstract
Objective: This study investigated the implementation of Cognitive Behavioral Counseling (CBC) in secondary schools by integrating empirical and philosophical perspectives to examine implementation practices, contextual barriers, culturally responsive adaptations, and the epistemological, ontological, and axiological foundations of evidence-based counseling.
Methods: A convergent mixed-methods implementation design was employed. Thirty purposively selected secondary school counselors completed a structured implementation survey analyzed using descriptive statistics, while six counselors participated in semi-structured interviews analyzed using thematic analysis. Quantitative and qualitative findings were integrated through methodological triangulation.
Results: Among participants, 50.0% identified CBC as their primary counseling approach, 33.3% combined it with other approaches, and 16.7% primarily used SFBC. Four qualitative themes emerged: implementation practices, contextual barriers, implementation opportunities, and future directions. Counselors reported using cognitive restructuring, behavioral assignments, and structured problem-solving, while limited training, workload, and institutional support constrained implementation. Integrated findings suggest that CBC implementation involves balancing evidence-based fidelity with cultural and contextual adaptation: ontologically, students are viewed as reflective and agentic individuals capable of cognitive and behavioral change; epistemologically, evidence-based principles are interpreted through counselors’ contextual and professional judgment; and axiologically, implementation is guided by autonomy, cultural identity, human dignity, and ethical responsibility.
Conclusions: The implementation of CBC reflects not only evidence-based practice but also a philosophical commitment to viewing students as reflective and rational individuals capable of cognitive and behavioral change. This study proposes a contextual implementation framework that integrates empirical evidence, professional judgment, and philosophical principles to strengthen counselor education, school counseling practice, and educational policy.
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