Mindfulness-Based Group Counseling and Its Role in Managing Students’ Academic Stress
Abstract
This study aims to explore the dynamics of mindfulness-based group counseling in managing academic stress among students. Academic stress is understood as a psychological response to various academic demands, including achievement pressure, parental expectations, peer competition, and learning-related fatigue. This study employed a qualitative approach with a descriptive design. The participants were students experiencing academic stress who took part in mindfulness-based group counseling sessions. The counseling process was conducted across multiple sessions integrating mindfulness techniques such as deep breathing, guided imagery, and progressive muscle relaxation. Data were collected through observation, students’ reflective responses, and documentation, and were analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that mindfulness-based group counseling promotes positive dynamics in managing academic stress, as evidenced by increased self-awareness of stress sources, reduced physical and emotional tension, and enhanced emotional regulation skills. Furthermore, group interactions provided students with social support and facilitated the construction of new meanings regarding their academic stress experiences. These results suggest that mindfulness-based group counseling constitutes a relevant and contextually appropriate guidance and counseling service for supporting students in managing academic stress within school settings.
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