All case study documents should be kept confidential and not be discussed or shared with anyone out of the

classroom.

SMP CASE

1. Case Identity
1.1. Client
Name :D
Gender : Male
Place/Date of birth : Surabaya, 24 February 2010
Age : 13 Years
Education : SMP
Child to : 2 of 2 siblings
Religion : Islam
Tribe : Javanese
Address : Surabaya

1.2. Family Structure

Table 1. Client's Family Makeup
Mother Father Older sibling Younger sibling
Name I AG A D
Gender PR LK PR LK
Age 41 47 18 5
Religion Islam Islam Islam Islam
Marital Married Married Unmarried Unmarried
status
Tribe Javanese Javanese Javanese Javanese
Education SMA SMA SMA KINDERGARTEN
Work Merchant Drive Student -
motorcycle
taxi online

2. Problems
2.1. Complaints
D is a student at one of the Junior High Schools (SMP) in Surabaya and is 13 years old,
D is a recommendation from the homeroom teacher who is also a BK teacher at the school. D
is considered to have difficulty in maintaining focus during the learning process, D often walks
around in class even though the teacher explains in front, often disturbs his friends who are
sitting on the bench, takes friends' things forcibly and does not ask permission, rarely does
homework, often forgets to bring school supplies and must be constantly reminded, rarely
All case study documents should be kept confidential and not be discussed or shared with anyone out of the classroom.

writes learning material, D must also be given more direction than his other friends in order to
understand.
2.2. History/ Symptoms
According to the BK teacher, D is a student who is not active in participating in
classroom learning, rarely records learning and often does not collect school assignments. For
example, the task of recording taushia morning and often not doing the assignments given in
each subject. It is not uncommon for D to also do assignments in class just before the lesson
starts. This causes D to collect makeshift assignments, sometimes even the tasks cannot be
completed because class hours have started. Furthermore, D often does not bring books and
other school supplies. During the learning process, D does not seem to focus on following the
learning and is busy with his own activities, D also invites his friends to talk and joke so as to
make his other friends feel distracted and unfocused while studying. This makes the teacher
instruct D to move seats to the front in the hope that D can focus more on the learning process.
The information conveyed by the class leader stated that D was a child who was difficult
to remind. If D is reminded not to disturb and not to make a fuss in class, D just stays for a
while and then will repeat it again. D also often goes around the class approaching friends who
are sitting on other benches and then borrowing a polpen but by directly grabbing his friend's
pen, regardless of whether his friend is in need or not.
When working on group assignments or during discussion activities, D prefers to disturb
his friends by poking at friends' ears and taking friends' belongings. The class teacher has
repeatedly reminded D to take notes, do assignments and focus on learning, but D ignores him.
This made the class teacher feel annoyed with D and conveyed these behaviors to the BK
teacher in the hope that BK could overcome the problem. According to the BK teacher's
assessment, D could not carry out his duties and responsibilities properly, so the BK teacher
had to remind him to do assignments, prepare homework, uniforms and school equipment that
must be brought on that day, but D often did not do the assignments even though he had been
given directions.
Based on the results of initial observations made by the author on August 3, 2022, in the
science lesson, several client behaviors were seen, namely not carrying stationery such as
pencils, erasers and pencil sharpeners. As a result, this makes him has to go around to borrow
stationery from his friends. During the process of working on tasks about plant cell drawings,
the client was approached several times by the teacher and given directions and instructions
directly, but after that the client forgot to do some things that had been instructed such as the
theme of the task and the name of each cell part. D also asked if he could color the task even
All case study documents should be kept confidential and not be discussed or shared with anyone out of the classroom.

though at the time of the initial instruction, the teacher had allowed the students if they wanted
to color the plant cells. During the break, D was seen pushing and directly crushing his friends
who were sitting. In addition, D is also seen twirling his hands above his head shortly after
finishing his meal. During Bahasa Indonesia class, D was reprimanded by his teacher for not
using hasduk, D reasoned that his hasduk faded and had no hasduk anymore. The Indonesian
teacher who is also a counseling guidance teacher told D to come to the BK room to take hasduk
and warn D to always be disciplined in dressing. When the practitioner tries to communicate
with D, he looks shy and tries to stay away from the practice, but after the practitioner tries to
introduce himself D responds quite well. When communicating with the writer, D looks
unfocused when answering questions, it can be seen that D does not make eye contact and
answers in a small voice.
Some time ago, BK teachers conducted a home visit to communicate with parents about
problems and obstacles that occurred to D while at school. But according to his parents, they
can't do much when at home. This is because D is a closed figure and rarely tells stories, so
parents leave full handling to the teachers. D's family comes from middle to lower economic
conditions, so it makes both parents have to work full days which causes parents to rarely
interact with D. Parental communication with D is limited because D is also a child who tends
to be closed person, and does not tell much about his daily activities to his parents.
Briefly, complaints or symptoms that appear in D are as follows:
1. Blah
2. Blah
3. Blah
4. Blah
5. Blah
6. Etc

2.3. Initial hypothesis

2.4. Recommended Assessment
2.5. Recommended Intervention