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

Question time: The researcher asked the students to ask questions and she tried to answer their questions to their satisfaction.
Closure: To bring this session to an end, the researcher thanked the students for coming to the programme on time and being open. She told them to keep it up and assured them that they will gain much as they continue to come for the programme.
The students shook themselves and the researcher before calling it a day.
Week 2
Day 3 (3rd session) Monday
Objective: interpreting the reasons for lateness.
Step 1: The researcher welcomed the students, asked them about their wellbeing and then praised them for their steadfastness and punctually. She asked the students how they felt in the last session. As the students responded, she listened to their responses.
Step 2:    Exploring clients’ thoughts and lateness. Here the researcher started reading out the reasons clients (students) mentioned earlier in the previous sessions. After reading them out, she called the attention of the students on the need to examine their possible thoughts on each of the reasons. The she told the students that they should be aware of thought distortions that were causing them to be late to school. She told them that it was not these reasons per se that were fundamental bur what the think about lateness, the reason for it and how they react to them.
Every-person has a different set of belief about him or herself and issues of life. These different believes act as filters, causing each person to draw different conclusions or ideas about issues of life.
We would now take the reasons one after the other and then examine how the thoughts we have about them affect our regards for lateness.
Step 3: Examining the thoughts. Here the researcher taught the students how to carefully examine and critique their thoughts and beliefs so as to remove the irrational thoughts and believes they have acquired about lateness and replace them with more honest, rational and rightful thought pattern associated with right behaviour leading to a change in their lateness behaviour.
After examining and criticizing thoughts on lateness and some reasons for it, the researcher told them to work on other reasons for lateness and see how they could come up with better thought and action as to have positive attitude and behaviour about lateness and start coming to school on time.
Question time: The researcher asked the students to ask questions. She made effort to answer their questions to their satisfaction.
Closure: before this session ended, the researcher told the clients to remember that they was they think affect their behaviour towards any issue. The students shook themselves and the researcher before leaving.

Day 4 (4th session) Wednesday
Objective: Exposing and explaining the dangers of lateness.
Step 1: As students arrive and gathered for the day’s session, the researcher welcomed them by saying:
Wonderful and excellent students, welcome to the day’s episode in our programme. I am happy to have students like you. You are already exhibiting the desired behaviour – punctuality to school and even in other areas of life.
Step 2: Then the researcher asked   the   students questions on the assignments given them. She told them to mention some other reasons on their lateness to school and the positive thoughts about them that could result to the desired behaviour. As the students did so, the researcher was nodding her head to what they were saying.
Step 3: The researcher then began to mention and explain to the students the dangers in lateness. For instance, lateness could earn them
derogatory names, which are capable of keeping the, moody each time they are in school. This may result to more serious psychological and social problems in life as students. They may start disliking their teachers, fellow students and the school environment generally.   Coming late to school often make you miss morning assembly where vital information are given and this has serious adverse effect on you.
Question time: The researcher told the students to ask questions after asking them few questions in the form of evaluation on the issues discussed. While the students were asking questions, she listened and made effort to answer their questions to their satisfaction.
Closure: The session was brought to a close with the researcher telling them to find out the adverse effect of missing morning assembly when they got home. They did the usual hand shaking and dispersed.