This study focuses on Counseling Practicum students' feelings and experiences during the Bachelor in Education program at International Islamic University. The students, who were in Guidance and Counseling specialization, had to go through two phases of training; practicum for seven weeks and internship for fourteen weeks. These training periods provide them an opportunity to apply related theories and techniques that they had learnt during three to four years of their studies. The participants for this study consisted of ten third year students from Guidance and Counseling course. This qualitative research adopted students' journals, group counseling supervision, documentations, case presentation and interviews as the data resources to reveal rich description of the students' feelings and experiences. The findings indicate five main themes derived for discussion which include nervousness, ability and counseling skills, negotiating students' or clients' perceptions, lack of confidence in application of theories, and task completion. Further, this study provides an insight for supervisors to highlight issues and challenges in assisting future trainee counselors.
Studies have indicated that there is a positive correlation between disruptive behaviors and low academic achievement which resulted in other problems such as absenteeism, school drop-out and delinquent behaviors. Lack of knowledge and skills and failure in managing classroom disruptive behaviors have caused frustration, stress and burnout among teachers which pushed teachers to leave the profession especially novice teachers. The pervasiveness of classroom disruptive behaviors implied that strategies employed by teachers to manage disruptive behaviors are not effective. This requires immediate attention and action to find effective solutions. Therefore, this exploratory study attempts to discover the common classroom disruptive behaviors; to identify strategies used by teachers in managing misbehaviors; and to find out to what extent the strategies used by teachers were actually effective in managing classroom disruptive behaviors. This is especially critical in religious schools since the majority of teachers teaching in religious schools in the state of Selangor had no formal training in education; and they were not trained in classroom management, thus have no exposure on handling student classroom disruptive behaviors. Participants of this study were 14 teachers from a religious school in the district of Rawang, Selangor. Data collected using self-constructed instrument and semi-structured interviews were analyzed using descriptive statistics and qualitative analysis. Findings of this study revealed that majority of classroom disruptive behaviors were low-level disruptions; nonetheless they were burdensome to teachers which led to teacher frustration. Majority of teachers used ineffective punitive measures to handle student misbehaviors. Implications from the study were discussed.
Differences between cultures force some psychological variables to differ. Self-control has been found to be an important and significant factor in a person's life, thus it needs to be enriched with plenty of research in order to put its usefulness and efficacy in motion. However it has been found that the Islamic concept of self-control is in some ways different from that of Western concept. This acted as a drive to come up with studies on the Islamic perspective of self-control. Just like any psychological variable, it needs to be measured in order to monitor it. The current study aims to conduct an exploratory factor analysis to a newly developed self-control scale from an Islamic perspective. After the authors distributed the preliminary item pool of the scale to a sample of 201 undergraduate and postgraduate students, and performed the pilot study, they ran the EFA process with the 55 original scale items, and resulted in 4 dimensions scale with 19 items. The rationalization of the new constructs and the implications of findings are discussed.
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