DEVELOPMENT OF GUIDANCE AND COUNSELING SERVICES TO ENHANCE SELF-DISCLOSURE AMONG ELEMENTARY SCHOOL STUDENTS WHO TEND TO BE RESERVED

Abstract

The ability to engage in self-disclosure is an important aspect of development that is often overlooked in the context of elementary education in Indonesia. This study aims to examine the concept of self-disclosure, identify the characteristics and factors contributing to low self-disclosure among elementary school students, analyze its impact on child development, and describe the need to develop Guidance and Counseling (GC) services to enhance students’ self-disclosure. The The approach used was a qualitative study through literature review, observation, and interviews at SDN 195 Isola Bandung. The findings indicate that low self-disclosure among students is influenced by internal factors (temperament, social anxiety, low self-esteem), family factors (parenting styles, parental conflict, insecure attachment), school environmental factors, and socio-cultural factors. The impacts of low self-disclosure encompass psychological, academic, social, and child safety dimensions. The field study identified two students in Class II-A who exhibited indications of very low self-disclosure, compounded by the absence of a dedicated guidance counselor at the school. The findings underscore the urgency of developing structured, holistic, and context-specific guidance services to facilitate increased self-disclosure among elementary school students who tend to be reserved.