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This study aims to obtain empirical data and ensure the effectiveness of life design career counseling techniques on students' career adaptability abilities. The research design used is a true experimental research design with a sample of 24 students selected using random assignment techniques. Data collection using the Career Adapt-Ability Scale (CAAS) instrument which was adapted through a counseling assessment translation procedure. The hypothesis analysis technique used the T-Test and One Way ANOVA method with 95% probability which was analyzed using SPSS Statistic version 26 software. The results showed that life design career counseling was able to improve students' career adaptability. The conclusion is that life design career counseling is effective in increasing students' career adaptability.

Self-Confidence is a person's belief in all aspects of the advantages he has and that belief makes him feel able to achieve various goals in his life. This study aims to examine the effectiveness of CBT group counseling with symbolic modeling techniques and role play techniques on increasing students' self-confidence. This study used a pretest and multiple posttest designs. Purposive sampling technique was used to select 21 experimental subjects who were placed into three groups randomly so that each group consisted of seven students. The results of the mixed repeated measure ANOVA test showed that the CBT group counseling with symbolic modeling and role play techniques was effective in increasing students' self-confidence. This study found that the combination of symbolic modeling techniques and role play techniques shows interesting implications, so the implications of using this combination of techniques in group counseling practice are recommended in the implementation of CBT counseling.

The purpose of the study was to test the effectiveness of self management counseling in reducing students' problematic smartphone use. A quantitative experimental method with a pretest posttest design using repeated actions is applied in this study. There are 6 students who perform as test subject, which was taken from their characteristic of highest problematic smartphone use that analyzed by using mixed ancova repeated measures. The instrument is Problematic Smartphone Use Scale (PSUS) (Kwon et al., 2013). Self management Counseling is conducted in 7 sessions for each counselee in the form of individual counseling. The results showed the average T1 value of 56,17 (SD = 3,37) which then arrived at the T4 measurement obtained with an average of 42,50 (SD = 32,27). As in general, the self management counseling is effective in reducing students' problematic smartphone use. Based on the results of this study, a self management approach can be recommended for guidance and counseling teachers to be able to apply this method as an effort to reduce students' problematic smartphone use at school.

This research aims to analyze the relationship of self-esteem with social loafing through academic honesty as a mediator variable. We involved 232 junior high school students in Banda Aceh which selected using cluster random sampling. This study uses a scale of psychological adaptation and questionnaire as instruments. The results showed that self-esteem had a significant association with social loafing with a value of (β = -0.436 and significantly at the level of p < 0.05). Academic honesty also has a significant relationship with social loafing with values (β = -0.264 and significantly at the level of p < 0.05). Self-esteem is significantly related to academic honesty with values (β = 0.992 and significantly at the level of p < 0.05). Research indicates that academic honesty is a mediator in the relationship between self-esteem and social loafing. Students with high self-esteem tend to have high academic honesty. This is expected to reduce social loafing behavior in students.