Gidien Ryaan Amri is a Substance Use Disorder counselor with an ICAP II credential. Implement evidence-based SUD therapy and evidence-based SUD Prevention practice at Kapeta Foundation, Indonesia. Regularly creates content on information and education about SUD and HIV issues through social media platforms to improve public awareness and knowledge towards the issues. "Addiction is a disease that is treatable and can be recovered.
Since 2014, Gidien Ryaan Amri has been a Clinical Counsellor of SUbstance Use Disorder Therapy and Rehabilitation at KAPETA Foundation. KAPETA Foundation provides therapy and treatment to clients on substance use disorders within the framework of its standard and procedure. Responsible to conduct intakes, orientations, screening and assessment. Developed treatment plan, conducts individual counselling, group counselling, case management. Utilizes community resources for referrals and assistance. Conducts educational classes and group meetings. Participate in development of treatment services and programming. Responsible to developed organization’s website and its content; news, article and infographic and managing organization’s social media to communicate, inform and educate key population and audiences within Substance Use Disorder and HIV issues.
Abstract
The Good Behavior Game (GBG) For Reducing Aggressive Behavior as Contributing Factors for Drugs Abuse in Middle Childhood
The Good Behavior Game (GBG) For Reducing Aggressive Behavior as Contributing Factors for Drugs Abuse in Middle Childhood implemented by KAPETA Foundation from November 2018 to June 2019, with support and assistance from the United Nations on Drugs and Crime. GBG is an evidence-based practice, works by positive peer pressure amongst pupils consist of 2-5 groups in a classroom. It consists sets of rules developed by teachers and pupils on appropriate behaviors and prominent rewards for winners. Groups of pupils with lower rates of disturbing, disruptive, destructive, or inattentive behaviors win the game. This approach aimed to improve self-regulation, peer-regulation, and pro-social behavior among pupils in a classroom. After GBG intervention, the Teacher Observation Instrument for Class Adaptation - Checklist (TOCA-C), showed improvement results across both genders: before intervention, an average of 2.3 declined to 1.9 after intervention; disruptive behaviors were slightly reduced from 1.5 to 1.4 and pro-social behaviors reduced from 1.8 to 1.6 (meaning less anti-social behavior). Significant improvement is seen in male pupils in regards to concentration difficulty, which reduced by 19.5%, whereas disruptive behavior reduced by 7.0%. Overall, the project had a positive impact on pupils, improvement towards pro-social behavior, as well as improved classroom management.