Children who do not want to go to school and cannot complete their schooling and cannot finish their schooling or in other words do not get a diploma. There are various reasons why children can drop out of school, such as lack of attention from parents, economic problems, low interest in going to school, helping parents at work, being involved in juvenile delinquency cases, low intelligence levels, socialization and also the school zoning system. The purpose of the observation is to obtain information from the consequences of the child leaving school and to help the child to accept himself that he is a child who dropped out of school, so as not to be inferior and lose hope and convince the client (counselee) that the counselee can return to school and achieve his goals. This observation uses a qualitative method, in this case collecting data about events or phenomena that occur, and using a client-focused approach (psychotherapy that focuses on the client to solve his own problems), the counselor's presence is to listen empathetically and be fully present, and a rational-emotive behavioral therapy approach (an approach that aims to help someone overcome emotional disturbances and think rationally). From the results of the study, pastoral counseling assistance with a client-centered approach and rational emotive behavior therapy can help people who drop out of school not lose confidence, if they see their peers going to school, can open up, be more diligent in worship and more eager to prepare themselves to return to school.

Basically, God created His creatures perfectly. On the other hand, it turns out that God also created humans who do not have five senses, or incomplete body functions, such as the blind, deaf, physically disabled, even mentally disabled so that they have limitations in carrying out daily activities and are often considered different from others. A person who has physical or mental limitations due to illness or injury is called a disability. Being a person with a disability not only affects the person themselves, but often their families, especially their parents. The purpose of this study was to determine the application of pastoral care for parents who have children with disabilities. This study uses a qualitative descriptive method. The population and sample of this study were parents, namely the father and mother of a child with disabilities in Pamalian village, Sorkam sub-district, Central Tapanuli district. In an effort to provide pastoral counseling assistance with a Client Centered approach to parents who have children with disabilities, there are several approaches taken by the companion, namely, listening, reflecting, explaining, and being fully present. From the research results, pastoral counseling with a client-centered approach can help parents who have children with disabilities understand that what happened to their child is not a mistake or punishment due to sin so that parents can accept their child's condition.

This research aims to explore the implementation of the policy of prohibiting the use of gadgets at SMK Negeri 1 Sigumpar and its impact on the learning process and students' ethical views in the context of Christian education. The increasingly widespread use of gadgets among students has both positive and negative impacts, including dependence on technology and potential disruption in the learning process. Using qualitative methods, data was collected through interviews with teachers, students and parents, as well as observations of the implementation of these policies in schools. The results of the research show that the policy of banning gadgets at SMK Negeri 1 Sigumpar has had a positive impact, such as increasing student concentration, reducing distractions, and increasing social interaction in the classroom. From an ethical perspective, this policy provides important lessons about managing technology in an educational context, taking into account the balance between the use of technology and the need for healthy interpersonal relationships in the school environment. Therefore, although banning gadgets provides benefits in reducing disruption to learning, schools need to consider improving facilities and teaching methods that support education without ignoring technological developments. This policy should be supported by training for teachers and students as well as parental involvement in the process of monitoring the wise use of technology.