Jacqueline Tan, Alli Allagoo, Chelvi Suppayan

Abstract Truancy is a common behavioural problem that affects secondary schools in Singapore. There are multiple reasons that can lead to truancy, which can range from academic, emotional and behavioural issues to lack of family support. Any intervention to be effective may depend upon an individual pupil s particular needs and his specific reasons for refusing to go to school but also the importance of involving school and family in responding to the problem is outlined as a potentially key factor ! "auchlan,#$$%&'. There are thus % levels of interventions to respond to truancy. At secondary level, % types of intervention are deployed as in the primary level. At secondary and tertiary levels of intervention, more individualised programmes need to be catered to tackle a pupil s particular needs and to adopt a multi(system approach. An individual)group management and treatment plan will provide the child and their parents with timely and appropriate intervention. Self(management and Self(control *rograms are to be administered to these students. Contingency +anagement System must be in place to reinforce appropriate and desired outcomes. ,hen primary and secondary interventions fail, the tertiary intervention sets in. At this level, parents, schools, educational psychologist, enforcement law and courts are deemed to play a pivotal role in eradicating chronic truancy among adolescents. Studies have indicated that successful truancy intervention requires a multisystemic approach by different stakeholders. This paper focuses on a school(wide multi(tiered truancy intervention programme with researched components and strategies. The following approaches have been found to be successful in dealing with truancy.

Jacqueline Tan, Alli Allagoo, Chelvi Suppayan Primary Level Intervention for all students School The school can provide a good platform for all students in social and emotional cognitive training. Time can be set aside to teach them optimistic thinking, positive affirmations, set goals and sub(goals which can improve self(efficacy and self( motivation#. -rom the beginning of the school term, students should be paired with mentors or buddies who are good influence who can help them increase their sense of affiliation to the school%. The school can also arrange additional tutoring and class work monitoring for students who are academically weak .. /n addition to school handbook, the school can make use of technology to post information on attendance policies and non(adherence consequences as a form of communication with parents and students0. Parent Close communication between teachers and parents will facilitate school(parent relationship. 1esides encouraging regular attendance of parent(teacher meets, workshops will be facilitated on how to positively interact, communicate and discipline their children. These workshops are conducted with series on parenting principles, interactive role plays, videos, charting of behaviours at home 2. The parents will also be given ideas on problem solving, using reinforcements and consequences, presenting their e3pectations of their children s behaviours and house rules clearly, monitoring their children s e3ternal influence such as peers4. Teacher 5ffective staff development and workshops can help teachers improve their classroom management skills6 these include learning to use rewards and punishments, incorporating lessons on good behaviour, and instilling discipline 7. Teachers need to practice consistency in the enforcement of attendance policies and show concern and timely response to the students by following up on their absence8. They need to make lessons interesting, and build rapport with students. Setting cooperative climate in the classroom, instead of one steeped in competition is also important '$.

Jacqueline Tan, Alli Allagoo, Chelvi Suppayan Secondary level interventions School *arents who need e3ternal help, will be introduced to the +ST !+ultisystemic Therapy& system, where they can tap on school and community resources if required. -or e3ample, school can tap on e3isting school funds to help in transport arrangements for select students with financial difficulties. School can utili9e technology system to inform parents through e(mail, te3t message and voicemail alerts if their children has not reached school. Technology can also aid in establishing a system whereby frequent report cards inform parents of the students progress in terms of attendance, behavior and academic performance''. Parent *arent and the school authorities meet periodically to have feedback on the school programmes. +ore focused workshops or individuali9ed counseling by the school or family service centres can be conducted to help specific parents handle issues of their child and the family. 1ehavioural parent training programmes which focuses on positive affective, behavioural and cognitive transformations in the parents and children will help parents transform and break bad habits and cognitive(behavioural patterns. -ormation of *arent( Support group with parents of similar problems and background give opportunities for parents to share their e3periences. Teacher ,orkshop for teachers on the understanding and treatment of adolescence behaviors will give them practical points on how to handle the more difficult students. There can be Teacher to Teacher Sharing sessions where teachers can share their e3periences and workable strategies they have tried'#. -orming interest groups for select students to participate in, for e3ample, value(based dance and drama performances will provide a sense of belonging and aid in character development. 1ooster sessions once a month with teacher(student bonding activities create a friendly environment in the school which will enhance their academic performances. :aried and interactive teaching methods such as teaching outdoors,

Jacqueline Tan, Alli Allagoo, Chelvi Suppayan overnight camps and role(plays can enhance teenagers affiliation and awareness of how they can cope with difficult issues in their lives'%. Age appropriate incentives are given periodically in recognition of students improvements with attendance, such as certificates, trips to popular places like ;niversal Studios.'.

Tertiary Level Interventions Clinical Assessment by Educational Psychologist *rior to the Cognitive 1ehavioural Techniques, it is important to refer students for clinical assessment to eliminate other conduct disorders such as separation an3iety etc. The psychologist should then rate the individual s overall psychological well( being and school functioning. The psychologist needs to perform a functional analysis whereby he may conduct clinical behavioural interviews, reports from significant others and self( monitoring report by asking the individual to complete a daily diary. Cognitive Restructuring +otivational interviewing and ob<ective, solution oriented counselling can be used by counsellors or psychologists from schools or e3ternal agencies to solicit response from students and increase intrinsic motivation and self(efficacy. The pupil is asked to analyse his non(attendance, and strategies are discussed to help him deal with his cognitive behaviour and causes of truancy. *ositive reaffirmations through verbalisations are used to boost the pupil s morale. 53trinsic motivation like successive appro3imation of behaviour, reinforcements to condition behaviours and assertiveness training !learning to cope under group pressure& will be good coupling to the above methods'0. Gradual integration into the school system 1egin by merely driving the young person to the school gates but not entering the school. The ne3t visit is to go into the school, but not to the pupil s form class. The teacher can bring the pupil to a quieter environment such as the library. Thereafter the follow up visits will be attending school normally for an agreed number of mornings or afternoons per week, finally, full return to school. This should be drawn up with a

Jacqueline Tan, Alli Allagoo, Chelvi Suppayan behavioural contract between the pupil, school and family, reinforcing his behaviour with positive reward and praises. Electronic Monitoring 5lectronic +onitoring or =lobal *ositioning System !=*S& is attached either as a standalone unit or to chronic truant s ankles to track their whereabouts by parents, counselors and teachers16. Truancy Court ,ithin school conte3t, truancy court can be formed. This may be managed by a panel of student councillors or adult volunteers. They will provide mentor support and try to identify solutions to encourage attendance. The offending students are assigned mentors !matched on interest& who closely monitor their progress. The students sign written agreements and meet them periodically to report their progress. These mentors can tutor the offenders in sub<ects that they have missed.

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