Truancy Interventions

8/13/2019 Truancy Interventions

1/7

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.


2/7


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 '$.


3/7


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,


4/7


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


5/7


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


6/7


>eferences


7/7

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.

Truancy Interventions

Documents

Transcript of Truancy Interventions