Truancy Interventions
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Transcript of Truancy Interventions
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8/13/2019 Truancy Interventions
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Jacqueline Tan, Alli Allagoo, Chelvi Suppayan
Abstract
Truancy is a common behavioural problem that affects secondary schools in
Singapore. There are multiple reasons that can lead to truancy, which can range from
academic, emotional and behavioural issues to lack of family support. Any
intervention to be effective may depend upon an individual pupils particular needs
and his specific reasons for refusing to go to school but also the importance of
involving school and family in responding to the problem is outlined as a potentially
key factor ! "auchlan,#$$%&'.
There are thus % levels of interventions to respond to truancy. At secondary level, %
types of intervention are deployed as in the primary level. At secondary and tertiary
levels of intervention, more individualised programmes need to be catered to tackle a
pupils particular needs and to adopt a multi(system approach. An individual)group
management and treatment plan will provide the child and their parents with timely
and appropriate intervention. Self(management and Self(control *rograms are to be
administered to these students. Contingency +anagement System must be in place to
reinforce appropriate and desired outcomes.
hen primary and secondary interventions fail, the tertiary intervention sets in. At
this level, parents, schools, educational psychologist, enforcement law and courts are
deemed to play a pivotal role in eradicating chronic truancy among adolescents.
Studies have indicated that successful truancy intervention requires a multisystemic
approach by different stakeholders. This paper focuses on a school(wide multi(tieredtruancy intervention programme with researched components and strategies. The
following approaches have been found to be successful in dealing with truancy.
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Primary Level Intervention for all students
School
The school can provide a good platform for all students in social and emotional
cognitive training. Time can be set aside to teach them optimistic thinking, positive
affirmations, set goals and sub(goals which can improve self(efficacy and self(
motivation#. -rom the beginning of the school term, students should be paired with
mentors or buddies who are good influence who can help them increase their sense of
affiliation to the school%. The school can also arrange additional tutoring and class
work monitoring for students who are academically weak . /n addition to school
handbook, the school can make use of technology to post information on attendance
policies and non(adherence consequences as a form of communication with parents
and students0.
Parent
Close communication between teachers and parents will facilitate school(parent
relationship. 1esides encouraging regular attendance of parent(teacher meets,
workshops will be facilitated on how to positively interact, communicate and
discipline their children. These workshops are conducted with series on parenting
principles, interactive role plays, videos, charting of behaviours at home2. The parents
will also be given ideas on problem solving, using reinforcements and consequences,
presenting their e3pectations of their childrens behaviours and house rules clearly,
monitoring their childrens e3ternal influence such as peers4.
Teacher
5ffective staff development and workshops can help teachers improve their classroom
management skills6 these include learning to use rewards and punishments,
incorporating lessons on good behaviour, and instilling discipline 7. Teachers need to
practice consistency in the enforcement of attendance policies and show concern and
timely response to the students by following up on their absence8. They need to make
lessons interesting, and build rapport with students. Setting cooperative climate in the
classroom, instead of one steeped in competition is also important '$.
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Jacqueline Tan, Alli Allagoo, Chelvi Suppayan
Secondary level interventions
School
*arents who need e3ternal help, will be introduced to the +ST !+ultisystemic
Therapy& system, where they can tap on school and community resources if required.
-or e3ample, school can tap on e3isting school funds to help in transport
arrangements for select students with financial difficulties.
School can utili9e technology system to inform parents through e(mail, te3t message
and voicemail alerts if their children has not reached school. Technology can also aid
in establishing a system whereby frequent report cards inform parents of the students
progress in terms of attendance, behavior and academic performance''.
Parent
*arent and the school authorities meet periodically to have feedback on the school
programmes. +ore focused workshops or individuali9ed counseling by the school or
family service centres can be conducted to help specific parents handle issues of their
child and the family. 1ehavioural parent training programmes which focuses on
positive affective, behavioural and cognitive transformations in the parents andchildren will help parents transform and break bad habits and cognitive(behavioural
patterns. -ormation of *arent( Support group with parents of similar problems and
background give opportunities for parents to share their e3periences.
Teacher
orkshop for teachers on the understanding and treatment of adolescence behaviors
will give them practical points on how to handle the more difficult students. There can
be Teacher to Teacher Sharing sessions where teachers can share their e3periences
and workable strategies they have tried'#.
-orming interest groups for select students to participate in, for e3ample, value(based
dance and drama performances will provide a sense of belonging and aid in character
development. 1ooster sessions once a month with teacher(student bonding activities
create a friendly environment in the school which will enhance their academic
performances. :aried and interactive teaching methods such as teaching outdoors,
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Jacqueline Tan, Alli Allagoo, Chelvi Suppayan
overnight camps and role(plays can enhance teenagers affiliation and awareness of
how they can cope with difficult issues in their lives '%. Age appropriate incentives are
given periodically in recognition of students improvements with attendance, such as
certificates, trips to popular places like ;niversal Studios.'
Tertiary Level Interventions
Clinical Assessment by Educational Psychologist
*rior to the Cognitive 1ehavioural Techniques, it is important to refer students for
clinical assessment to eliminate other conduct disorders such as separation an3iety
etc. The psychologist should then rate the individuals overall psychological well(
being and school functioning. The psychologist needs to perform a functional analysis
whereby he may conduct clinical behavioural interviews, reports from significant
others and self( monitoring report by asking the individual to complete a daily diary.
Cognitive Restructuring
+otivational interviewing and ob
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Jacqueline Tan, Alli Allagoo, Chelvi Suppayan
behavioural contract between the pupil, school and family, reinforcing his behaviour
with positive reward and praises.
Electronic Monitoring
5lectronic +onitoring or =lobal *ositioning System !=*S& is attached either as a
standalone unit or to chronic truants ankles to track their whereabouts by parents,
counselors and teachers16.
Truancy Court
ithin school conte3t, truancy court can be formed. This may be managed by a panel
of student councillors or adult volunteers. They will provide mentor support and try to
identify solutions to encourage attendance. The offending students are assigned
mentors !matched on interest& who closely monitor their progress. The students sign
written agreements and meet them periodically to report their progress. These mentors
can tutor the offenders in sub
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Jacqueline Tan, Alli Allagoo, Chelvi Suppayan
>eferences
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1 Lauchlan,F.(2003). Responding to Chronic Non-attendance:A reie! o" interention approaches. #ducational $s%cholog% in$ractice,&'(2),&33-&.2 Larson, K. (2007). Changing Hearts and Minds : Drop out Preention. Leadership. Pro!uest "du#ation $ourna%s. 1&.' eno%ds, C. (1*77). +udd ste- -proes /ttendan#e. #le*entar% +chool uidance and Counseling , &&(), '0'06. eg%in, 3. (1**7). Mentoring and tutoring he%p (M/4H) progra- 5ights truan#.he Clearing ouse: A /ournal o" #ducational +trategies,ssues and deas,10 (6), '1*'2.0 i%%ia-s, L. L. tudent /senteeis- and 4ruan#: 4e#hno%ogies and nterentions to edu#e and Preent Chroni# Pro%e-s /-ong#hoo%/ge Chi%dren.2 Ku-p5er, K. L., 8 /%arado, . (200'). 9a-i%strengthening approa#hes 5or the preention o5 outh pro%e- ehaiors. A*erican
$s%chologist , (67), 7.4 Lo#h-an, $. ". (2000). Parent and 5a-i% si%%s training in targeted preention progra-s 5or atris outh. /ournal o" $ri*ar%$reention, 2&(2), 2'26.7 eid, K. (2010). 9inding strategi# so%utions to redu#e truan#. Research in #ducation, (1), 11&.8 i%%ia-s, L. L. +tudent Asenteeis* and ruanc%: echnologies and nterentions to Reduce and $reent Chronic $role*s A*ong+chool-Age Children.10 Classroo* social cli*ate and student asences and grades. 4oos, Rudol" .5 4oos, 6ernice +. /ournal o" #ducational $s%cholog%, 7ol10(2), Apr &'1, 283-28'.
11 eldo" launches truanc% aid. (20&0). he i*es #ducational +upple*ent, (1), 2. Retrieed "ro*http:99search.prouest.co*9docie!920'812&;accountida*phaus, R.?.(&''3). 6ehaior assess*ent s%ste* "or children. Circle $ines, 4N: A*erican uidance +erice.
1' >essler, R. (2000). he soul o" education: elping students "ind connection, co*passion and character at school. [email protected] @urlac, > (&''). $ri*ar% preention progra*s "or children and adolescents are e""ectie, /ournal o" 4ental ealth, 1, : pp83-88
'0 #nea, 7., = @a"inoiu, . (200'). 4B7ABNAL9+BLBN-FBC+#@ N#R7#NBN FBR R#@CN +CBBL RANCD A4BN A@BL#+C#N+. /ournal o" Cognitie = 6ehaioral $s%chotherapies, '(2).16 o cur ruanc%, @allas ries #lectronic 4onitoring, Ne! Dor i*es, 4a% &2, 200.