The Effect of Family Counseling Services on the Relationship Between Parents and Problematic Elementary School Students

Sisilia Prima Yanuaria Buka (1), Rashid Rahman (2), Faisal Razak (3), Arif Muzayin Shofwan (4)
(1) Universitas Gunadarma, Indonesia,
(2) Universiti Putra, Malaysia,
(3) Universiti Malaya, Malaysia,
(4) Universitas Nahdlatul Ulama Blitar, Indonesia

Abstract

Family dynamics play a crucial role in shaping children's behavior and academic success. Conflicts between parents and children can disrupt these dynamics, particularly for elementary school students with behavioral challenges. This study examines the effect of family counseling services on improving the relationship between parents and problematic elementary school students. The research aims to evaluate whether structured family counseling can enhance communication, mutual understanding, and collaboration between parents and their children. A quasi-experimental research design was employed, utilizing pre-test and post-test measures with a control group. The sample consisted of 50 families selected through purposive sampling, divided equally into experimental and control groups. Data were collected using relationship quality questionnaires, observational records, and structured interviews. The results indicate a significant improvement in the parent-child relationship within the experimental group compared to the control group. Participants reported enhanced communication, reduced conflict, and increased emotional bonding after engaging in the family counseling sessions. These findings suggest that family counseling is an effective intervention for addressing relational issues and fostering a supportive environment for elementary school students with behavioral difficulties.

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Authors

Sisilia Prima Yanuaria Buka
sisiliaprima.gunad@gmail.com (Primary Contact)
Rashid Rahman
Faisal Razak
Arif Muzayin Shofwan
Buka, S. P. Y., Rahman, R., Razak, F., & Shofwan, A. M. (2025). The Effect of Family Counseling Services on the Relationship Between Parents and Problematic Elementary School Students. International Journal of Educatio Elementaria and Psychologia, 2(2), 68–78. https://doi.org/10.70177/ijeep.v2i2.1882

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