The Effect of a Counseling Program Using the Integrative and Transactional Interaction Approach on Enhancing Self-Disclosure Among Fourth-Year High School Female Students
Main Article Content
Abstract
The present research aims to examine the effect of a counseling program based on the integrative and transactional interaction approach in enhancing self-disclosure among fourth-year high school female students. To achieve the research objectives, the researcher adopted a self-disclosure scale developed by Saleh (2022) based on the Social Penetration Theory by Guard (1971). The scale consists of 45 items distributed across three dimensions. The researcher then designed a counseling program consisting of ten sessions, conducted twice a week, utilizing Berne’s techniques. The results indicated that the integrative and transactional interaction approach significantly contributed to enhancing self-disclosure among the experimental group, as demonstrated by the post-test results.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.