TRUANCY AMONG SCHOOL CHILDREN: REASONS AND COUNSELLING EXPERIENCES

Background and Purpose: Truancy is one of the top discipline problems in Malaysia and the national prevalence of truancy indicates a significant number of students are truant. Counselling at school aims at helping schoolchildren in personality development and discipline. This qualitative study aims to research the experiences of counselling on schoolchildren who were reported for truancy. Methodology: The research participants involved ten schoolchildren who had played truant and were required to participate in counselling sessions. Data were gathered through semi-structured interviews, non-participant observations, and diary entries on two occasions for each participant. The data were analysed using thematic analysis to identify themes related to the participants’ experiences. Findings: The findings showed that the reasons for truancy among the school children involve self and relationship with others. After being in sessions with school counsellors, the children reported being more responsible, which included behavioural, emotional and goal-based changes. The relationship with the school counsellor allowed them to experience belongingness, which supported them in choosing positive behaviour, emotions and goals, which is related to having a sense of responsibility. Contributions: This paper argues that engaging in counselling with a school counsellor helped the schoolchildren to make responsible decisions about their behaviour, emotions and goals. The most important factor is the “relearning experience” in promoting responsibility among schoolchildren. Keywords: Qualitative research, truancy, belongingness, school counselling, responsibility. Cite as: Mat Min, R., Brahim, S. S., Mohd Yusoff, R. A., & Ramley, F. (2022). Truancy among school children: Reasons and counselling experiences. Journal of Nusantara Studies, 7(1), 79-99. http://dx.doi.org/10.24200/jonus.vol7iss1pp79-99

Positive Education: The Key Role of the School Counsellor

As the field of Positive Education gains traction globally, there is a recognised concern around sustainability. Many schools utilise external providers to engage and educate schools on ‘wellbeing science’, which in the main is comprised of research from the field of Positive Psychology. This often involves a significant financial and time investment, and while most schools have good intentions for their desired end states, often the initial motivation for change is impacted by the many competing responsibilities occurring within a school setting. Those schools that have successfully implemented strategic and sustainable approaches often continue to work with an external consultant who guides the school to successfully apply their learnings. Many schools, however, are unable to fund ongoing consultancy and are required to utilise their own internal resources. In many cases, this is the inspired and motivated educators who are keen to support the initiative, yet who are generally time-poor, often with other learning and extra-curricular responsibilities. More often than not, the school counsellor has not been consulted or included in these initiatives. We explore the potential role of the school counsellor in providing guidance on the implementation of a Positive Education approach aimed at improving mental health and wellbeing and performance.

The change over time of the perceptions of school counsellor candidates related to students with learning disabilities

The purpose of this study was to examine the impact of training on learning disabilities (LD) on school counsellor candidates’ perceptions related to students with LD. The study group was comprised of 51 students in the Counselling and Psychological Guidance Department. The participants responded to an open-ended question: ‘Students with learning disabilities are like … Because …’. A content analysis technique was used in the analysis of the data. Based on the study results, it was determined that before being trained on LD, the majority of the participants considered students with LD as problematic or never progressing. Following the training, a majority of the participants started using metaphors indicating that students with LD may progress and learn.

Importance of Teaching Counselling Skills to Teachers

The Intent Of This Paper Is Not To Equip Teachers With The Background Or The Skills To Act As The School Counsellor Or Psychologist But, To Make Everyone Aware That In India Only A Limited Number Of Schools Have Counsellors. The Knowledge Of Counselling Skills Is Essential For Teachers To Promote Student Learning And Well-being. Teachers Can Play A Key Role In Resolving Student Issues And Concerns. The Classroom Teacher Spends More Time With Students Than Any Other Professional In The School And Is Thus Most Likely To Influence Students. They Are The Ones, After All, Who Interact With Children On A Daily Basis. If A Child Is Going To Approach An Adult For Assistance Or Advice, It Will Probably Be The Teacher Whom He/she Has Come To Trust Over Many Hours Of Work And Play Together. The Major Skills Of Counselling That Can Be Included Are Competence, Acceptance And Flexibility, Integrity, Sensitivity, Listening, Empathy, Confidentiality And Understanding.

PELATIHAN PENYUSUNAN PENELITIAN TINDAKAN UNTUK GURU BIMBINGAN DAN BIMBINGAN

Kompetensi konselor sekolah untuk menemukan pengetahuan baru dalam bimbingan dan konseling disebut kemampuan penelitian. Seorang konselor sekolah di Indonesia sangat paham akan kompetensinya melakukan penelitian. Faktanya, konselor sekolah meneliti tanpa merancang proposal karena memenuhi akreditasi sekolah. Pelatihan konselor sekolah membuat proposal penelitian merupakan salah satu caranya. Metode tersebut menggunakan pemberian informasi, pelatihan, pendampingan, dan brainstorming dalam merancang proposal penelitian. Proses pengabdian masyarakat melalui kegiatan pelatihan agar guru BK memiliki kemampuan merancang latar belakang, identifikasi masalah, batasan masalah, rumusan masalah, tujuan penelitian, manfaat penelitian, kajian pustaka, kerangka berpikir, dan metode penelitian tindakan di bidangnya. bimbingan dan konseling. Proses mengembangkan metode penelitian dengan menentukan subjek penelitian, menyusun instrumen penelitian, dan pengetahuan yang berkaitan dengan validitas, reliabilitas, dan analisis data. Guru Bimbingan dan Konseling dapat menggunakan kutipan yang benar dan menyusun bibliografi dengan aplikasi Zotero dengan google scholar. Hasil dari kegiatan pengabdian kepada masyarakat terdapat fenomena yang dapat diciptakan dalam penelitian bimbingan dan konseling serta mengembangkan kemampuan guru bimbingan dan konseling dalam menyusun penelitian tindakan bimbingan dan konseling. Bank proposal penelitian dengan cara online untuk mengumpulkan desain proposal penelitian bimbingan dan konseling. Kata kunci: Penelitian Tindakan, Bimbingan dan Konseling, Pelatihan ABSTRACT School counsellor competencies to find new knowledge in guidance and counselling called research ability. A school counsellor in Indonesia understands well about their competence to do research. The fact is that school counsellors research without designing proposals because they meet school accreditation. School counsellors training to create research proposals is one way. The method uses the provision of information, training, mentoring, and brainstorming in designing research proposals. The process community service through training activity so that guidance and counselling teachers have the ability in designed of background, problem identification, problem boundaries, problem formulation, research objectives, research benefits, literature review, thinking framework, and action research methods in the field of guidance and counselling. Process develop research methods by determining research subjects, compiling research instruments, and knowledge related to validity, reliability, and data analysis. Guidance and counselling teachers can use correct citations and compile a bibliography with the Zotero application with google scholar. The result of community service the activity is that there are phenomena that can be created in guidance and counselling research and develop guidance and counselling teacher ability in drafting action research guidance and counselling. Research proposal banks in a way online to collect design of guidance and counselling research proposals. Keywords: Action research, Guidance and counseling, Training

First-year school counsellor in training professional experience in NSW: A qualitative study

The professional experience of school counsellors in training in Australia is subject to different supervisor-supervisee relationships and school settings. The current study explored the first-year New South Wales school counsellor in training professional experience via an adapted qualitative content and framework analysis approach. Participants were students undertaking their first professional experience as part of the Master of Teaching (School Counselling) at the University of Sydney. The most common descriptive reflections explored professional psychological learning, followed by system- and process-related knowledge of the school setting. Emergent themes highlighted that professional experience prepared students for the role, which varied based on supervisor and school setting, and helped the students form professional identities via observing rich ethical and professional practice. Future professional experiences may be enriched with explicit reflections, peer-to-peer learning and support to foster working supervisor-supervisee relationships.

A Qualitative Approach to School Counsellor Self-Efficacy: Sources and Enhancement Strategies

In the current study, the source of self-efficacy beliefs of school counsellors and enhancement strategies were investigated using a qualitative approach. A phenomenological research design was used in the current study. Nineteen school counsellors from Turkey participated in the study (11 of them female). For data collection, a semistructured interview technique was used, and for data analysis, thematic and content analyses were undertaken, resulting in particular themes and categories. Sources of school counsellor self-efficacy and likely enhancement strategies were collected under five themes: counselling skills, management of group behaviour, working with resistant students, consultation, and assessment techniques by using content analysis. Results were discussed in line with the literature and suggestions were given.