THERAPEUTIC COMMUNICATIONS PHASE IN CHILDREN DOWN SYNDROM: CASE STUDY IN BANTUL, YOGYAKARTA

Therapeutic communication is an attempt at healing through communication. In the case of Down Syndrome child therapy, therapists are required to pay attention to factors that influence the implementation of therapy so that communication is carried out effectively so that healing goals can be achieved. Children with Down syndrome require special attention because they usually experience developmental delays and behavioral problems that affect communication and social interaction. This study intends to describe the therapeutic communication phase of therapists with children with Down syndrome in forming independence in SLBN 1 Bantul, Yogyakarta. This study uses a qualitative descriptive type with 2 (two) pairs of informants, PT and LN . Data obtained through interviews, observations, and documentation. Based on the results of the study, it can be concluded that there are four therapeutic communication phases which include the pre-interaction phase, the orientation phase, the work phase, and the termination phase. In the work phase, the therapist uses YouTube in play therapy. The use of this new media has been proven to improve children's moods and thus speed healing. The four phases of therapeutic communication have been carried out effectively by a therapist informant and it is proven that children with down syndrome can experience changes toward healing in increasing independence, interacting, and building caring attitudes. The other informants did not carry out the four phases of therapeutic communication to the maximum, causing children to be lazy to attend school and slow to develop towards a better direction.

Second, they are always external locus of control so that they can make mistakes (expectancy for filure). Third, children with Down syndrome imitate the correct behavior of others in an effort to overcome the mistakes that the child might do (outerdirectedness). Fourth, having behavior that is not independent or cannot regulate itself. Fifth, have problems relating to social behavior (social behavior) and problems related to the characteristics of learning. Sixth, there are problems in language and pronunciation and problems in physical health. Seventh, it has abnormalities in sensory and motion as well as psychiatric-related problems in the form of depressive symptoms (Khairun Nida, 2013).
Therapy in children with Down syndrome refers more to how children can live with better health and can interact and not depend on others / independently. Independence is a process of growth and development of the attitude of someone who was born from the heart to learn to organize yourself. Growing means growing in all things or the process of maturing a child who adheres to his own principles, not dependent on others (Harini, and Hawani: 2003).
Children with Down Syndrome who are treated are expected to experience advancement in their abilities, both physical and mental. To achieve progress in terms of these abilities, professional therapists are needed. The profession really requires patience and accuracy in its implementation and is an educated person in their field. A professional therapist is also challenged to understand the child so as not to affect the child's mood when doing healing therapy. The therapist must always be ready to express emotional feelings in healing. Obstacles in the process of therapy must be overcome. A teacher at SLB who is also a therapist must have more knowledge about therapeutic methods according to the child's needs. On the other hand, the family is also the main educator for children with Down syndrome and is part of the people they trust. So that sometimes the family becomes a factor for children to be independent and dependent, therefore parents will choose to carry out therapy to children in order to change.
Extraordinary Schools (SLB) are more often chosen by parents of children with Down syndrome because they think that the place has competent, experienced teaching staff and sufficient facilities.
Thus not only mastery of the material is a requirement for SLB teachers, but also a different and trained approach when they teach children.
In the message inserted in "Dear Future Mom", one of the anxiety of parents of children with Down syndrome is related to the education that will be given to him. Some parents choose to place their children in special schools. The school also teaches them how to communicate with others, through predetermined phases. Therefore, researchers will discuss the phases (https://tirto.id/memilihpendidikan-untuk-anak-down-syndrome-cGun, The research is also expected to be able to contribute to the development of science, especially effective therapists for children with Down syndrome. As for practically, this research will be expected to be an evaluation guide for schools in conducting the therapeutic phase with better use of new media. For teachers, the results of this study can be a reference to minimize the inhibiting factors of therapy so that the healing process can run effectively and efficiently.

RESEARCH METHODS
In this study using a qualitative descriptive type, the researcher makes a complex picture, examines words, detailed reports from the respondents' views, and conducts studies in natural situations (Creswell, 2010). With descriptive research the researcher tries to describe an event that is used as the center of attention by not giving special treatment to the event (Juliansyah, 2011 out. The next step, the data is analyzed which will produce conclusions.

RESULTS AND DISCUSSION
The informants of this research are the teachers who also act as therapists. Teachers will try to communicate with children so that children feel comfortable so that the communication process can run smoothly. When the teacher feels that the child feels comfortable, it is easier for him to communicate with the child so that the problems experienced by the Down Syndrome child can achieve independence.

Pre-interaction phase
The pre-interaction phase is the preparation period before contacting and communicating with pediatric patients with Down syndrome. In this phase, the therapist explores feelings by identifying their strengths and weaknesses (Untung. S and Tatik , 2003). At this stage the therapist also looks for the patient's information as opposed to  (Rakhmat, 1988

Orientation Phase
The orientation / introduction phase is carried out every time a patient is met.  (Zulfan, and Sri Wahyuni, 2012). The usual chat when meeting is also conducted by the LN with clients in the orientation phase. Especially the case of LN with the client is very different because the client is very passive. In fact, he never gave any expression so he could not be invited to communicate at all. Therefore LN is actively communicating. At this stage of orientation he acts mediocre and rarely communicates with clients.

Work Phase
This phase will dissect based on what is discovered by the teacher in the initial phase of the  (Damayanti, 2008).

Termination Phase
This phase explains whether the child will continue the therapeutic process he is running or even wants to end it. Activities that can be done are concluding the results and the process, planning follow-up with the child's parents and continuing the contract (Damayanti, 2008 continue. Children are required to continue to get the therapy process until the end of school level.
Every child must be treated differently according to his character. When each phase is run well there will be a change in the child in an effort towards independence. But if the healing is not in accordance with the phases that have been described then the child will be difficult to develop and the child will be lazy to carry out the therapy process.