Evaluating the Effectiveness of Online Single-Session SFBC in Reducing Academic Stress and Its Implications for School Psychoeducation

Abstract

Academic stress is a widespread concern among junior high school students, heightened by increasingly rigorous academic demands and the growing prevalence of technology-mediated learning. Without effective coping strategies, sustained stress can impair academic performance, diminish motivation, and affect psychological well-being. This study examined the effectiveness of Single-Session Therapy grounded in Solution-Focused Brief Counseling (SST-SFBC) delivered online as a practical intervention to reduce academic stress, and explored its psychoeducational relevance for schools. Using a qualitative case study design, five students participated in one structured online counseling session via a secure video conferencing platform. Data sources included verbatim session transcripts, counselor notes, and student reflections. Thematic analysis identified the application of core SFBC techniques—miracle question, scaling, and future talk—and tracked shifts in students’ perceptions and emotional responses to academic challenges. Results showed a marked decrease in academic stress scores in the experimental group (mean 120.8 to 101.6), while the control group’s scores increased (128.6 to 131.8). Qualitative narratives reflected greater self-efficacy, improved problem-solving focus, and adoption of adaptive coping strategies rooted in personal strengths. From a psychoeducational perspective, online SST-SFBC functioned both as an efficient short-term intervention and as an empowering tool for fostering resilience and self-directed problem-solving. These findings suggest that SST-SFBC can serve as a scalable, flexible, and resource-efficient counseling approach, particularly valuable where access to extended counseling services is limited.