STUDI KASUS: TERAPI BERMAIN MEMFASILITASI PERUBAHAN PERILAKU MENOLAK SEKOLAH

Main Article Content

Monica Sri Sunaringsih
Linda Wati

Abstract

Perilaku menolak sekolah, adalah perilaku yang umum dialami anak-anak dalam masa sekolah, dengan berbagai alasan. Perilaku ini tidak selalu menjadi diagnosa patologis, tapi pada praktisnya kerap menyebabkan stres dalam keluarga. Saat anak memiliki keinginan untuk tidak hadir di sekolah, mereka cenderung berperilaku maladaptif. Child-Centered Play Therapy (CCPT) dipandang sebagai bentuk intervensi terapetik yang tidak berfokus pada permasalahan anak secara langsung, tetapi memberikan ruang dan kesempatan pada anak untuk memproses masalahnya. CCPT terbukti dapat mengatasi berbagai masalah perilaku dalam perkembangan anak hingga remaja. Namun, belum banyak ulasan mengenai bagaimana CCPT memfasilitasi perubahan perilaku tersebut. Penelitian ini bertujuan memberikan informasi baru mengenai efektivitas CCPT dalam mengubah perilaku anak terhadap sekolah. Subjek penelitian ini adalah anak perempuan berusia 6 tahun. Penelitian qualitative, single case study ini memberikan penjelasan proses perubahan/ transformasi perilaku partisipan secara intensif dan deskriptif dalam 18 sesi terapi individual. Play Therapy Dimensional Model (PTDM) dalam level consiousness-unconsiousness dan directive-nondirectiveness akan mendeskripsikan arah pergerakan dan perubahan perilaku partisipan dalam proses terapi. Hasil penelitian berbentuk laporan observasi peneliti, dokumentasi sesi, dan laporan orangtua menunjukkan keselarasan terhadap perubahan perilaku partisipan. Perubahan perilaku sesuai dengan tujuan CCPT dan sesuai dengan harapan orangtua. Partisipan hadir di sekolah, berani menampilkan dirinya di depan kelas, dan perilaku somatis sirna.

 

School refusal is a behavior commonly found in school age children, with various reasons. This behavior is not always a pathological diagnosis, however, in practice it often causes stress in the family. When children refuse to attend school, they tend to behave maladaptively. Child-Centered Play Therapy (CCPT) is seen as a form of therapeutic intervention that does not focus on children's problems directly, but it gives children space and opportunity to process their problem. CCPT is proven to be able to treat various behavioral problems in the development of children to adolescents. However, there are not many reviews about how CCPT facilitates this behavioral change. This study aims to provide new information about the effectiveness of CCPT in changing children's behavior towards school. The sole subject of this study was a 6-year-old girl. This qualitative, single case study provides an explanation of the process of change / transformation of participant's intensive and descriptive behavior in 18 individual therapy sessions. Play Therapy Dimensional Model (PTDM) at the level of consciousness-unconsiousness and directive-nondirectiveness will describe the direction of movement and changes in participant behavior during the therapy process. The result of the study was in the form of researchers' observation reports, session documentation, and parental reports show conformity with changes in participant behavior. Changes in behavior was in accordance with the goals of the CCPT and with expectations of the parents. Participant attended school, dared to present herself in front of the classroom, and somatic behavior disappeared.

Article Details

Section
Articles
Author Biographies

Monica Sri Sunaringsih, Universitas Tarumanagara

Fakultas psikologi, S2 Klinis

Linda Wati, Universitas Tarumanagara

Fakultas Psikologi

References

Anderson, L, S. (2010). Touching clay, touching what? The use of clay in therapy. England: Archive.

Axline, V. M. (1969). Play therapy. USA:Balantine Books

Busman, R. (2018). When Kids refuse to go to school.childmind.org Retrieved from https://childmind.org/article/ when-kids-refuse-to-go-to-school/

Bean, S. (2018). I hate school! What can I do when my child refuses to go to school?. Retrieved from https://www.empoweringparents.com/article/hate-school-can-child-refuses-go-school/

Cohen, N. H. & Carr. R. (2008). Art therapy and clinical neuroscience. London and Philadelphia: Jessica Kingsley.

Campbell M. (2007). Innovative counselling with anxious children. Counselling, Psychotherapy, and Health,3(1),59-70. Retrieved from https://www.researchgate.net/publication/27469551_I nnovative_counselling_with_anxious_Children

Ehrenfeld,T. (2015). We don’t repress childhood memories. Psychologytoday. Retrieved from https://www.

psychologytoday.com/us/blog/open-gently/201504/we-dont-repress-painful-childhood-memories

Frankel, T, C. (2018). Child’s play: How play therapy works. Kids can’t always put their feelings into words. Psychologytoday.com. Retrieved from https://www.psychologytoday.com/us/

blog/contemporary-psychoanalysis-in-action/201601/child-s-play-how-play-therapy-works

Fleet, R. V., Sywulak, A. E., & Sniscak, C. C. (2010). History, theory, principles, and variations of child- centered Play Therapy. Guilford.

Feist, J., Feist, G, J., & Roberts, T-A. (2009). Theories of personality. New York, NY: McGraw-Hill.

Fremont, W. P. (2003). School refusal in children and adolescents. American Family Physician, 68(8), 1555-1561. Retrieved from https://www.aafp.org/afp/2003/1015/p1555.html

Jennings, S. (1999). Introduction to developmental Playtherapy. UK: Jessica Kingsley.

King, J. L. (2016). Art Therapy, trauma, and neuroscience: Theoritical and practical perspective.

New York, NY: Routledge

Kearney, C, A., & Albano, A, M. (2007). When children refuses school : A Cognitive Behavioral Therapy Approach. Oxford University. Retrieved from http://www.oxfordclinicalpsych.com/view/10.1093/

med:psych/9780195308297.001.0001/med-9780195308297

Kearney, C. A. (2006). Dealing with school refusal behavior: A primer for family physicians. Journal of Family Practice, 55, 685-692.

Kearney, C. A., Chapman, G., & Cook, L. C. (2005). School refusal behavior in young children. International Journal of Behavioral Consultation and Therapy, 1(3), 216-222. http://dx.doi.org/10.1037/h0100746. http://psycnet.apa.org/fulltext/2014-45640-004.html

Kaduson, H, G., & Schaefer, C, E. (2006). 2nd. Short-Term Play Therapy for Children. Guilford. Retrieved from https://www.guilford.com/excerpts/kaduson_old.pdf

Lingenfelter, N., & Hartung, S. (2015). School refusal behavior. NASN School Nurse, 30(5), 269–273. doi:10.1177/1942602x155701

Lok, C. (2016). The efficacy of individual and non-directive play therapy on Chinese children with anxiety disorder. International Journal of Play and Creative Arts Therapies 1(1).

Mullen, J, A., & Rickli, J, M. (2014). Child Centered Play Therapy Workbook. Illinois:ResearchPress

raisingchildren.net.au. (2016). School refusal: Children 5-8 years. The Australian Parenting Retrieved from https://raisingchildren.net.au/school-age/school-learning/school-refusal/school- refusal

Schaefer, C, E. (2003). Foundations of Play Therapy. John Wiley & Sons.

Young, J, L. (2017). Understanding school refusal. Psychologytoday.com. Retrieved fromhttps://www.psychology

today.com/us/blog/when-your-adult-child-breaks-your-heart/201709/understanding-school-refusal

Yasenik, L. & Gardner, K. (2012). Play Therapy Dimensions Model. UK: Jessica Kingsley.