Eni Rindi Antika, Henny Indreswari, Nur Hidayah, Muslihati Muslihati, Adi Atmoko, Arbin Janu, Abi Fa’izzarahman Prabawa, Shania Dea Menany Soputan
Self-compassion has emerged as a critical psychological resource for sustaining counselors’ mental health and professional effectiveness, as low self-compassion has been linked to reduced counseling quality and heightened burnout risk. This study examines the self-compassion levels of 362 guidance and counseling students or counselors in training, analyzing differences by gender and institutional type (public, private, and Islamic-affiliated universities). Using a quantitative descriptive approach with a cross-sectional survey design, data were gathered purposively from students who had completed or were enrolled in practicum courses. The 23-item self-compassion scale employed measured three positive dimensions-self-kindness, common humanity, mindfulness-and three negative dimensions-self-criticism, isolation, overidentification-with satisfactory construct validity (0.236-0.551) and high reliability (Cronbach’s alpha = 0.833). Results indicated that positive aspects were generally high, while negative aspects such as self-criticism, isolation, and overidentification were very high across all groups. Gender differences were minimal, though female students tended to show slightly higher isolation, and males showed slightly higher overidentification. Institutionally, public university students reported the highest isolation, whereas Islamic university students had marginally lower negative aspects, potentially reflecting the moderating influence of spiritual values integrated into academic life. Despite these minor variations, patterns across groups revealed a duality in self-compassion: well-developed positive elements coexisting with elevated negative tendencies that could undermine psychological well-being and counseling performance. These findings underscore the importance of embedding targeted interventions within counselor education curricula to enhance positive self-compassion dimensions while reducing harmful self-critical and isolative patterns. Such interventions might integrate mindfulness-based practices, compassion-focused training, and contextually adapted strategies sensitive to gender and institutional culture. By addressing both strengths and vulnerabilities in self-compassion, counselor education can better prepare future professionals to navigate the emotional demands of their role, safeguard their mental health, and deliver higher-quality counseling services. This research contributes empirical evidence to inform curriculum design and policy in counselor preparation programs, emphasizing the strategic role of self-compassion in fostering resilience, sustaining professional commitment, and enhancing client outcomes. Copyright (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Department of Guidance and Counseling, Faculty of Science Education, Universitas Negeri Malang, Malang, Indonesia; Universitas Islam Negeri Salatiga, Salatiga, Indonesia; National Institute of Education, Nanyang Technological University, Singapore
