Play therapy in Malaysia is still in the early stages of development. This study investigated the effectiveness of Child-Centered Play Therapy by conducting 3-day training sessions in different part of Malaysia for a total of 116 participants including mental health students and practitioners. Four research questions guided this study in exploring the differences on the three subscales: attitude, knowledge, and skills in play therapy. A repeated measure design was used for the pre-test and post-test instruments. Results indicated statistically significantly differences between pre and post tests on the all subscales. In comparing students and practitioners, result indicated no statistically significantly differences for all subscales on the pre and post tests. However, there was a statistically significantly difference between participants with and without previous play therapy experiences on the knowledge and skills subscales for the pre and post tests. In addition, a correlation design show there was statistical significance between the relationships among the subscales. For future research, a design incorporating random assignment and a control group as well as differencing lengths of training session are planned.
Most gifted students love to study, work hard to complete cognitive tasks, and wanted to have more difficult subjects for enhancing their intellectual capability. However, they are unable to do so in their regular classes even in their special gifted group. Some of the challenges faced by gifted and talented students are teachers’ stigma, negative peer attitudes, difficulty understanding others, problems related to perfectionism, as well as impatience and intolerance. Thus, there is a dire need to cater the social and emotional issues of these students. Counselors may be unaware and unable to respond to these concerns because they are not well-trained to counsel this unique population. Therefore, this study aims to investigate the characteristics of gifted and talented students, challenges that they face and the need for counseling approaches to address all these issues to unleash the learning and development of gifted students.
Awareness of the victims to understand the purpose of bullying, why they are being bullied and the importance of increasing selfefficacy was found to help the victims to cope with the phenomenon of bullying. An experimental study applying the counseling group cognitive behavioral therapy to eight students who have been victims of bullying which have carried out have shown positive effects. Qualitative data from the interviews, pre and post, using semi-structured questionnaires, have shown an increase in the level of knowledge about bullying and why they are being bullied. Too measure self-efficacy, The Peer Aggression Coping Self-Efficacy Scale (PACSES) have been translated and used in the pre and postinterviews. The study found an increase in the self-efficacy score among respondents who had attended cognitive behavioral group counseling. This study has demonstrated the use of cognitive behavioral therapy, which focuses on the field of knowledge about bullying, understand the reason oneself being bullied and the important of self-efficacy of bully victim. This is important for school counselors to help victims of bullying, and empower themselves (victims of bullying) when facing bullying situations.
Purpose: The purpose of the study was to determine the effect of the implementation of Contingency Management (CM) intervention in a mandatory treatment center in Malaysia. Treatment engagement within psycho social sessions and treat- ment motivation were monitored in a randomized controlled trial study. Methodology: A total of 44 patients were chosen as participants and randomly assigned into two groups namely the experimental group of treatment as usual + contingency management (TAU+CM) (n=22) and the controlled group of treatment as usual (TAU) (n=22). The TAU+CM group followed a 12-week CM intervention and 4-week maintenance period without CM reinforcement. Meanwhile, the TAU group went through 16 weeks of usual psychosocial session implemented in the center. Measurements: The main outcome of the research was the effect of CM toward treatment engagement within treatment session and a secondary analysis to measure the patients’ treatment motivation using Treatment Motivation Questionnaire (TMQ) during pre, post, maintenance phase and follow up after four months. CM reinforcement using reward stickers with monetary value were contingent with every achieved treatment engagement behavior. No reward was given to the TAU group. Findings: CM found to be effective on treatment engagement of the patient and has a significant effect on motivation especially toward internal motivation. Conclusion: CM proven to be effective in improving patients’ treatment engagement and patients’ motivation internally compared to the usual program.
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