Experiential Learning and Counselling Skill Development among Associate Counselors at Kampoong Hening
Pembelajaran Berbasis Pengalaman dan Pengembangan Keterampilan Konseling di Kalangan Konselor Rekan di Kampoong Hening
DOI:
https://doi.org/10.57032/edukasi.v6i1.422Keywords:
experiential learning, counseling skills, learning transfer, supervision, community-based counselingAbstract
The transfer of skills from training to practice remains an important issue in the development of community-based support providers, as acquiring training content does not necessarily lead to its effective application in real-world settings. This study aims to identify and explain the process of counselling skill development through experiential learning within the Sekolah Happy Counselor programme at Kampoong Hening. A qualitative descriptive approach with a case study design was employed. Data were collected during 2025–2026 through direct interviews with one programme manager and two Associate Counselor alumni, supplemented by programme information documented in the research materials. The data were analysed thematically through the identification of meaning units, initial coding, category development, examination of relationships across categories, and theme construction. Three interrelated patterns were identified. First, learning progressed from structured skill acquisition to simulation, practice-based experience, and the processing of experience. Second, the documented alumni experiences indicated developments in counselling practice, including a shift from advice giving towards listening and exploratory questioning, alongside greater attention to initial assessment, session management, and professional boundaries. Third, the transfer of learning was perceived to be supported by mentoring, supervision, alumni networks, and opportunities for practice, while being constrained by case complexity, readiness to practise, time, and available resources. The study concludes that, within the Sekolah Happy Counselor case, counselling skill development is better understood as an ongoing experiential and supervised learning process rather than as a direct outcome of training content delivery.
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