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Prijonggo, Constantinus Wahju
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Social Sciences

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Conduct Disorder, ADHD, and Disruptive Behaviour: One and the Same to Manage in the Classroom? Sumargi, Agnes Maria; Prijonggo, Constantinus Wahju
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4488

Abstract

Students with Conduct Disorder (CD), Attention-Deficit/Hyperactivity Disorder (ADHD), and disruptive behaviour need to be managed differently. However, using traditional classroom behaviour management strategies to manage CD, ADHD, and disruptive behaviour do not seem effective. What appear to work well are the classroom behaviour management strategies that take into consideration the individual student's needs. This paper is going to discuss why traditional behaviour management strategies do not work effectively for students with CD, ADHD, and disruptive behaviour. Then, it is going to describe a general approach that teachers need to adopt in order to manage these behaviours effectively. Finally, this paper will present important points that teacher should consider when dealing with CD and ADHD students. Siswa-siswa dengan kelainan perilaku, Attention-Deficit/ Hyperactivity Disorder (ADHD), dan perilaku merusak membutuhkan penanganan berbeda. Namun, penggunaan strategi manajemen perilaku kelas tradisional untuk mengelola kelainan perilaku, ADHD, dan perilaku merusak tampaknya tidak efektif. Apa yang berhasil adalah strategi manajemen perilaku di kelas yang mempertimbangkan kebutuhan-kebutuhan siswa individual. Artikel ini mendiskusikan mengapa strategi manajemen perilaku tradisional tak bekerja efektif untuk siswa-siswa dengan Kelainan Perilaku, ADHD, dan perilaku merusak. Kemudian, diuraikan pendekatan umum yang perlu diadopsi para guru agar dapat mengelola perilaku-perilaku tersebut secara efektif. Akhirnya, artikel ini menyampaikan butir-butir penting yang perlu dipertimbangkan para guru bila menghadapi siswa-siswa dengan kelainan perilaku dan ADHD.
Practical Guidance for Teachers: Overview of Student at Risk Behaviour Prijonggo, Constantinus Wahju; Agnes Maria Sumargi
ANIMA Indonesian Psychological Journal Vol 17 No 2 (2002): ANIMA Indonesian Psychological Journal (Vol. 17, No. 2, 2002)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i2.4502

Abstract

The behaviours of student at risk, such as truancy, vandalism, drug abuse, disruptive behaviour and antisocial behaviour, have been a major concern for teachers. As teachers, we may find it hard to manage students with these behaviours. Our behaviour management strategies do not seem to work effectively with these students. The problem behaviours continue to occur and even increase in frequency. In fact, students at risk, particularly adolescents at risk, have utilised our behaviour management strategies to attract the attention of fellow students (Houghton & Caroll, 1996). This article outlines how the students at risk behaviour utilise behaviour man- agement, why they do it, and how to deal with this problem. Perilaku siswa berisiko, seperti membolos, vandalisme, penyalahgunaan obat, perilaku mengganggu dan antisosial, merupakan masalah besar bagi guru. Sebagai guru, kita mengalami kesulitan mengatasi masalah tersebut. Strategi manajemen perilaku kita rasanya tak berjalan efektif pada siswa-siswa demikian. Perilaku bermasalah demikian itu terus terjadi bahkan meningkat frekuensinya. Nyatanya, siswa berisiko terutama para remaja, memanfaatkan strategi manajemen perilaku kita justru untuk menarik perhatian teman-temannya (Houghton & Caroll, 1996). Artikel ini memaparkan bagaimana para siswa berisiko tersebut memanfaatkan manajemen perilaku, mengapa mereka melakukan itu, dan bagaimana menghadapi masalah ini.
Co-Authors Agnes Maria Sumargi