Effect Of Cognitive Restructuring And Shaping Techniques In Handling Lateness To School Among Secondary School Students

APPENDIX 3
TREATMENT ON LATECOMERS
Treatment Model I
Approach:        Cognitive restructuring Therapy (Technique)
Theory employed:   Cognitive Behavioural Therapy
Skills: Rapport, systematic sensitization, explanation, listening, questioning, reinforcement, clarifying, homework, teaching, etc.
Materials: The researcher, pieces of chalks, chalkboard, duster, student latecomer, exercise book.
Mode:         Group counselling
Recipients: Latecomers in junior secondary schools in Udi Local Government Area of Enugu State.
Duration:     4 weeks of eight sessions of one hour each
General objectives: To help the clients to start coming to school on time.   It was to make the clients have a rethink on their already formed behaviour about lateness to school. It was also to make them realize that lateness to school was a bad behaviour that have negative outcomes on them that they should improve on their late-coming behaviour to school and finally reduce lateness to school or completely stop coming late to school.
Structure: Talks,    discussions,    assignments,    practices    on thoughts, feelings and actions of latecomers.
PROCEDURE:
Week 1
Day 1 (1st session) Monday: Orientation
Objective: Creating    rapport,    enabling    the    latecomer    to understand lateness and appreciate time.
In this session, the researcher received the clients, introduced herself to them and asks them to introduce themselves one after the other. This was followed by questions from the researcher on the past life and background of the clients (late-comers) one by one.
Then the researcher made a short explanation on the problem they have come to discuss and the need to appreciate time by saying:
Lateness is a bad habit, which every human organization, including the school authority frowns at. It is in deed a bad behaviour to be coming late to school. Any that comes late to school does not do so well.
However, you can minimize or stop lateness to school by appreciating time. Always know that there is no perfection in what we do if we do not value time. Always know that time will determine how well or bad you perform in school and even in life outside school.
My dear good students, your habitual lateness behaviour do not just occur. It occurs because you think and feel that there is nothing wrong in coming late to school; otherwise you would not be habitually late to school.
As this programme is going on, I want you to be in every session and to come on time because you have a lot to gain at the end.
Question time:         Here the researcher asked the students to ask questions freely. All the questions that they asked were answered.
Closure:   This session came to an end after the researcher has emphasized on the need for all to be punctual for the next session as very important and interesting aspect of lateness will be discussed. The students had shaked the researcher and one another before departing for the day
Day 2 (2nd session) Wednesday
Objective: Identification of causes of lateness.
Step 1: The researcher once again welcomed every student, made a roll call of the students and asked them about her name. Then she asked them questions to recall what she said about lateness to review the previous day episode.
Step 2:    The researcher asked the students to mention or give reasons why they come late to school. As they were giving the reasons, the researcher wrote them down without writing the names of the clients that said them specifically.
Step 3: The researcher thanked the students for mentioning the reasons. She explained the reasons for listing these causes of their lateness to school by saying that:
These reasons you gave were written down so that when next we gather, these points will be discussed one after the other and find out ways to overcome each so that you can improve in pour lateness to school. There are ways to overcome some of these reasons you gave if you have actually acknowledged that lateness is bad.