Empathic Connection in School Counseling: A Sequential Explanatory Mixed Methods Study among Junior High School Counselors in Semarang Regency, Indonesia
Abstract
This study investigates the development of empathic connection in school counseling practices among junior high school counselors in Semarang Regency, Indonesia. Empathic connection plays a crucial role in fostering supportive relationships between counselors and students. However, little is known about how this dynamic unfolds in real educational settings. Using a sequential explanatory mixed-methods design, this study integrates quantitative data from 30 counselors selected through proportionate stratified random sampling and qualitative data from in-depth interviews and a focus group discussion. The findings reveal that empathic connection is established through active listening, mutual respect, and the counselor’s ability to understand students’ cognitive and emotional states. Disconnection may occur due to factors such as limited time, inadequate facilities, and overlapping responsibilities. In such cases, counselors employ reconnection strategies including asking open-ended questions, rescheduling sessions, and understanding students’ psychosocial backgrounds. Both internal factors (e.g., emotional strain, fear of failure) and external factors (e.g., workload, environment) affect empathy continuity. These findings suggest that empathy in school counseling is not static but requires continuous adaptation and regulation. Institutional support and empathy-focused training are therefore essential to help school counselors maintain effective engagement and promote student well-being.
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