<![CDATA[Runaway behavior among students in Islamic boarding schools is an issue that needs to be understood by considering individual experiences, family conditions, social relationships, and the demands of adjustment to the boarding school environment. This study aimed to identify the factors influencing runaway behavior among boarding school students and to describe its management through individual counseling. This study employed a qualitative approach using a case study method. The subject was a seventh-grade Madrasah Tsanawiyah student who had a history of runaway behavior since kindergarten and lived in an Islamic boarding school. Data were collected through semi-structured interviews, observations, and documentation, and were analyzed through data condensation, data display, and conclusion drawing and verification. Data validity was established through source and technique triangulation. The findings indicated that the subject’s runaway behavior was associated with the interaction of multiple contexts, including developmental experiences, family conditions, emotional needs, social relationships, and the boarding school environment. The intervention was conducted through individual counseling by integrating a humanistic approach, cognitive restructuring within the Cognitive Behavioral Therapy (CBT) approach, and positive reinforcement. During the counseling period, the subject did not exhibit further runaway behavior. These findings highlight the importance of addressing students’ personal and environmental conditions comprehensively. However, the findings should be interpreted contextually, as the study focused on a single subject and a specific observation period.]]>
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