Islamic Guidance and Counseling-Based Assertive CBT for Students with Dyslexia Who Are Victims of Bullying

Kasmayani Kasmayani, Wiesmayani Salma, Anggitiadi Anggitiadi

Abstract


Islamic Guidance and Counseling-Based Assertive CBT for Students with Dyslexia Who Are Victims of Bullying. Dyslexia may interact with bullying experiences and contribute to secondary psychological distress, including learned helplessness, low self-efficacy, and social withdrawal. This study described the implementation of Assertiveness Training within Cognitive Behavior Therapy (CBT), integrated with Islamic Guidance and Counseling values of shabr and izzah, for a student with dyslexia who experienced bullying. A qualitative single-case study involved a 14-year-old female student identified as having dyslexia and experiencing verbal, physical, and social bullying. Six counseling sessions combined cognitive restructuring, modeling, role-playing, behavioral rehearsal, visual support, and assertive communication practice. Data were collected through observation, semi-structured interviews, documentation, and counseling notes. The findings indicated behavioral development reflecting stronger self-efficacy and assertiveness, particularly in rejecting negative treatment, seeking help, defending personal rights, and engaging more actively. The CBT-assertiveness integration with shabr-izzah values may support adaptive coping among students with special educational needs.

Keywords: Dyslexia; Bullying Victimization; Cognitive Behavior Therapy; Assertiveness Training; Self-Efficacy.

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References


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DOI: http://dx.doi.org/10.21043/konseling.v10i2.39279

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