Skip to main content Skip to main navigation menu Skip to site footer
Articles
DOI: 10.32806/jkpi.v7i3.1609
Submitted: 24-02-2026
Published: 03-11-2026

DEVELOPING “MIND CONTROL ROOM”: A WEBSITE-BASED SCHOOL COUNSELING RESOURCE FOR THE PREVENTION OF VERBAL AGGRESSION AMONG JUNIOR HIGH SCHOOL STUDENTS

Universitas Negeri Makassar
Universitas Negeri Makassar
Universitas Negeri Makassar
school counseling, verbal aggression, cognitive behavioral therapy, digital intervention, educational design research, adolescents

Abstract

Verbal aggression among students can undermine psychological safety, peer relationships, and school engagement. This study reports the development of “Mind Control Room,” a website-based guidance and counseling resource designed to support the prevention of verbal aggression among eighth-grade students at UPT SPF SMP Negeri 8 Makassar, Indonesia. The study used a research-and-development approach involving needs analysis, product design and prototyping, expert review, and a preliminary practicality assessment. The intervention concept draws on cognitive behavioral therapy (CBT), particularly the identification and reappraisal of maladaptive automatic thoughts, and translates these principles into three website components: Verbal Check-Up, Change Your Mind, and My Action. The source manuscript reports that expert appraisal placed the product in the “very valid” category and that user responses indicated “very practical” usability. However, numerical scores, sample sizes, validator characteristics, instrument properties, and detailed implementation procedures were not reported in the available manuscript. Accordingly, the findings are interpreted as preliminary evidence of perceived content/design suitability and usability, not as evidence that the website reduces the incidence of verbal aggression. The article discusses the product’s design rationale, potential contribution to technology-supported school counseling, implementation safeguards, and the need for controlled outcome evaluation. A subsequent study should report transparent development procedures and test behavioral outcomes using validated measures and an appropriate comparison design.

References

  1. Abela, J. R. Z., & Hankin, B. L. (Eds.). (2008). Handbook of depression in children and adolescents. Guilford Press.
  2. Abura-Meerdink, G. A., & Albright, D. L. (2024). Effectiveness of adolescent school-based digital mental health interventions: A systematic review. Research on Social Work Practice, 34(6), 701–710. https://doi.org/10.1177/10497315231201140
  3. Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142. https://doi.org/10.1177/0013164485451012
  4. American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/Standards-Positions/Ethical-Standards
  5. American School Counselor Association. (2023). The school counselor and student safety with digital technology. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Student-Safety-Digital
  6. Ariani, T. A., Putri, A. R., Firdausi, F. A., & Aini, N. (2025). Global prevalence and psychological impact of bullying among children and adolescents: A meta-analysis. Journal of Affective Disorders, 385, 119446. https://doi.org/10.1016/j.jad.2025.119446
  7. Arseneault, L. (2018). Annual research review: The persistent and pervasive impact of being bullied in childhood and adolescence: Implications for policy and practice. Journal of Child Psychology and Psychiatry, 59(4), 405–421. https://doi.org/10.1111/jcpp.12841
  8. Bandura, A. (1977). Social learning theory. Prentice Hall.
  9. Beck, A. T. (1976). Cognitive therapy and the emotional disorders. International Universities Press.
  10. Beck, A. T., Rush, A. J., Shaw, B. F., & Emery, G. (1979). Cognitive therapy of depression. Guilford Press.
  11. Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2nd ed.). Guilford Press.
  12. Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond (3rd ed.). Guilford Press.
  13. Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332. https://doi.org/10.1037/a0039114
  14. Centers for Disease Control and Prevention. (2019). Preventing bullying. U.S. Department of Health and Human Services. https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/
  15. Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Cengage Learning.
  16. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
  17. DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). SAGE.
  18. Easterday, M. W., Rees Lewis, D. G., & Gerber, E. M. (2018). The logic of design research. Learning: Research and Practice, 4(2), 131–160. https://doi.org/10.1080/23735082.2017.1286367
  19. Ellis, A. (1962). Reason and emotion in psychotherapy. Lyle Stuart.
  20. Espelage, D. L., & Swearer, S. M. (Eds.). (2003). Bullying in American schools: A social-ecological perspective on prevention and intervention. Lawrence Erlbaum Associates.
  21. Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111–133. https://doi.org/10.1016/j.avb.2018.07.001
  22. Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293–299. https://doi.org/10.1037/a0038928
  23. International Organization for Standardization. (2018). Ergonomics of human-system interaction—Part 11: Usability: Definitions and concepts (ISO Standard No. 9241-11:2018). https://www.iso.org/standard/63500.html
  24. Jacobsen, M., & McKenney, S. (2024). Educational design research: Grappling with methodological fit. Educational Technology Research and Development, 72, 2743–2762. https://doi.org/10.1007/s11423-023-10282-5
  25. Kazdin, A. E. (2005). Parent management training: Treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. Oxford University Press.
  26. Kendall, P. C. (Ed.). (2012). Child and adolescent therapy: Cognitive-behavioral procedures (4th ed.). Guilford Press.
  27. Lehtimaki, S., Martic, J., Wahl, B., Foster, K. T., & Schwalbe, N. (2021). Evidence on digital mental health interventions for adolescents and young people: Systematic overview. JMIR Mental Health, 8(4), e25847. https://doi.org/10.2196/25847
  28. Lynn, M. R. (1986). Determination and quantification of content validity. Nursing Research, 35(6), 382–385.
  29. McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge.
  30. McKenney, S., & Reeves, T. C. (2021). Educational design research: Portraying, conducting, and enhancing productive scholarship. Medical Education, 55(1), 82–92. https://doi.org/10.1111/medu.14280
  31. Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., & Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55(5), 602–611. https://doi.org/10.1016/j.jadohealth.2014.06.007
  32. Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60–76. https://doi.org/10.5498/wjp.v7.i1.60
  33. Mullan, V. M. R., Golm, D., Juhl, J., Sajid, S., & Brandt, V. (2023). The relationship between peer victimisation, self-esteem, and internalizing symptoms in adolescents: A systematic review and meta-analysis. PLOS ONE, 18(3), e0282224. https://doi.org/10.1371/journal.pone.0282224
  34. Nielsen, J. (1994). Usability engineering. Morgan Kaufmann.
  35. Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell.
  36. Plomp, T., & Nieveen, N. (Eds.). (2013). Educational design research: Part A—An introduction. SLO.
  37. Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. https://doi.org/10.1002/nur.20147
  38. Rueger, S. Y., & Jenkins, L. N. (2014). Effects of peer victimization on psychological and academic adjustment in early adolescence. School Psychology Quarterly, 29(1), 77–88. https://doi.org/10.1037/spq0000036
  39. Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112–120. https://doi.org/10.1016/j.avb.2009.08.007
  40. Smith, P. K. (2014). Understanding school bullying: Its nature and prevention strategies. SAGE.
  41. Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and Violent Behavior, 9(3), 247–269. https://doi.org/10.1016/j.avb.2003.08.005
  42. Sukhodolsky, D. G., Smith, S. D., McCauley, S. A., Ibrahim, K., & Piasecka, J. B. (2016). Behavioral interventions for anger, irritability, and aggression in children and adolescents. Journal of Child and Adolescent Psychopharmacology, 26(1), 58–64. https://doi.org/10.1089/cap.2015.0120
  43. Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7, 27–56. https://doi.org/10.1007/s11292-010-9109-1
  44. UNESCO. (2019). Behind the numbers: Ending school violence and bullying. UNESCO.
  45. Volk, A. A., Dane, A. V., & Marini, Z. A. (2014). What is bullying? A theoretical redefinition. Developmental Review, 34(4), 327–343. https://doi.org/10.1016/j.dr.2014.09.001
  46. Wang, J., Iannotti, R. J., & Nansel, T. R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45(4), 368–375. https://doi.org/10.1016/j.jadohealth.2009.03.021
  47. World Health Organization. (2021). Violence against children. https://www.who.int/news-room/fact-sheets/detail/violence-against-children
  48. Wright, M., Reitegger, F., Cela, H., Papst, A., & Gasteiger-Klicpera, B. (2023). Interventions with digital tools for mental health promotion among 11–18 year olds: A systematic review and meta-analysis. Journal of Youth and Adolescence, 52, 754–779. https://doi.org/10.1007/s10964-023-01735-4
  49. Ye, Z., Wu, D., He, X., Ma, Q., Peng, J., Mao, G., Feng, L., & Tong, Y. (2023). Meta-analysis of the relationship between bullying and depressive symptoms in children and adolescents. BMC Psychiatry, 23, Article 215. https://doi.org/10.1186/s12888-023-04681-4

How to Cite

M. Arief, A., Pandang, A., & Buchori, S. (2026). DEVELOPING “MIND CONTROL ROOM”: A WEBSITE-BASED SCHOOL COUNSELING RESOURCE FOR THE PREVENTION OF VERBAL AGGRESSION AMONG JUNIOR HIGH SCHOOL STUDENTS. Jurnal Konseling Pendidikan Islam, 7(3). https://doi.org/10.32806/jkpi.v7i3.1609