Browsing by Author "Haniza Rais, Ph.D"

Doing practicum is required in counseling training. Practicum counselor will meet client for the first time at a real setting. It is the beginning of one’s professional journey. A qualitative study was conducted to explore the journey of a group practicum counselor. The experiences were shared using creative art during their weekly supervision. With the use of creative activities (drawing, play dough and play therapy tools), guided journal, reflective journal and focus group discussion, their challenges were explored and shared. The narratives from FGD and personal reflections or process journals were analyzed together with the products created. All thirty practicum counselors in the third year program of Bachelor of Education Guidance and Counseling who went through 7-week counseling practicum in the Klang Valley were involved in the study. Researcher used qualitative software, ATLAS.ti version 7. Throughout the process, the researcher generated and grouped the verbatim into categories, themes and subthemes and patterns reflecting on the research questions in a coding template. The data analysis processes required the researcher to be involved in description and interpretation of the data. For the journal, researcher used content analysis to get the gist and theme of the content. From the finding of the study, researcher divided the data into three phases. For the first phase ( pre- practicum), data revealed about the feeling of practicum counselor before going to the practicum site, challenges that they faced and sources of support they get at that time. For the second phase (during practicum) data represent for the seven week of practicum journey. Data revealed that practicum counselor have various kinds of challenges such as are interpersonal relationship, lack of counseling skills, contact hours, documentation of the counseling file and service. Although practicum counselor faced many challenges during the seven weeks of practicum, they adopted various kinds of coping strategies to deal with their personal and professional issues. Communicating with friends and university supervisor seem to be important source of information to cope better. The third phase (post –practicum) data revealed that practicum counselors expressed their challenges during practicum through the use of creative arts. The study manage to capture various feeling related to their experiences at different phases of the practicum journey (pre, during and post practicum). They found themselves to be more at ease and objective in sharing their issues based on their drawings and creations. They found that creative art and journal writing help them express their issues related to practicum and evaluate their coping reactions. The weekly meeting acted as a constant stress releaser to practicum counselor. The study also confirms the need for continuous support from supervisor and the platform to share their experiences during supervision. It will be interesting to find out how the practicum experience prepare them in fulfilling the bigger task of internship at the end of the programme as well as how relevant it is in their process of becoming a professional counselor

This study aims at developing a diagnostic scale to screening students with ADHD. The sample consists of Cycle one students’ in The Sultanate of Oman, using the RASCH model according to the fifth diagnostic and statistical manual of mental Disorders (DSM-5) . The researcher implemented the Cross-sectional Analytical research design. The research sample consisted of 211students with ADHD, and 302 ordinary students whose ages ranged between 6-10 Years. The following research methods were used to collect the data: interviews, the developed scale, and Vanderbilt Scale. The analysis was conducted using Winsteps and SPSS software, and the results revealed that the indicators of ADHD disorder are consistent with the diagnostic criteria mentioned in the Fifth Diagnostic Manual (DSM-5). Also, the results agree with previous studies and theoretical frameworks. The results also showed an increase in the reliability and separation index for items and persons for the developed ADHD scale and the Vanderbilt scale. Also, the infit and outfit mean-square statistics showed that most of the items in the developed scale and the Vanderbilt scale are within the recommended range (0.5-1.5), The items in the two scales were kept because they are close to the recommended index (0.5-1.5) and have positive point-measures correlation coefficients which are higher than (0.3). Also, they cover well all components in the theoretical framework, as well as the infit and outfit mean-square statistics for persons in the two scales in all their dimensions indicated that most participants are within the recommended range (0.5-1.5). Accordingly, the researcher kept all the sample participants because the value of the reliability of persons is high, and the separation index of persons exceeds (2). Uni-dimensionality results indicated that the two measures had acceptable levels. Likewise, the results of items-ordering of the two scales indicated their dimensions. As the difficulty level of the item increases, it measures a much higher level of ADHD symptoms. Also, the results of the efficiency of the scale functioning indicated an acceptable level in the efficiency of the response categories of the developed scale, and in the Vanderbilt scale. Furthermore, the results of the ROC curve showed that the value of the area under the curve (0.972), which means the scale has a high discriminatory ability to classify the ADHD and the normal student. The cut of points was determined (0.0050) for the ADHD student, and it was determined (-0.9750) for the normal student. The T-test results showed the ability of the scale to distinguish between the ADHD student and the normal student, and the results of the concurrent validity indicated that the developed scale had good concurrent validity indications with the Vanderbilt scale. Thus, the research recommended that teachers of Cycle One apply the developed attention deficit hyperactivity scale, and the researcher proposes to reexplore the psychometric properties of the ADHD Scale using the two and three models for Cycle one students.

treatment. The program consisted of 17 sessions within eight weeks, with two guiding sessions per week, the duration of each session lasted for 50-90 minutes. In order to verify the equivalence of the two study groups, the T-test was used in the pre-test, to test the hypotheses of the study, the means, and standard deviations of the experimental and control group scores were calculated In the Scale of return to Crime and in each of its three fields for the post-test. The multivariate analysis (MANOVA) results showed that there were statistically significant differences at the level of (α ≤ 0.05) between the experimental group and the control group in the overall degree of the post- test in the scale of return to the crime and in all its fields for the favor of the experimental group. Where (Wilks' Lambda) value approached (0.195) reached at the level of less than (0.001); this indicates that the guidance program is effective in reducing the level of return to crime. Furthermore, the results showed that the impact of the guidance program on the experimental group reached (3, 82); according to Cohen's standard, the effect is significant. The results also showed that there were statistically significant differences in the degree of return to crime among the experimental group in the both pre and post- tests at the level of (α ≤ 0.05) In favor of the post- test due to the guidance program used in the study. The results also showed no statistically significant differences at the level of (α ≤ 05) for the experimental group on the total score of the scale and for each field in both pre and post - test, indicating that the guidance program used in this study will still be effective after a period of sufficient time.