Introduction. Discipline is a form of behaviour reflecting responsibility in a person and is essential to be applied to students. However, in reality, many students commit disciplinary violations at school. Therefore, social care teachers must provide innovative services to eliminate disciplinary violations. One such example is the narrative storytelling model presented in the form of healing stories, which can be applied to develop knowledge, feeling, social skills, and appreciation. Storytelling can play a very helpful role in counselling because stories reflect cultural laws, ethics, as well as in governing daily rules behaviour and guide decision-making.Aim. The current research is aimed to demonstrate group healing storytelling model in multicultural counselling services in schools for disciplinary case management.Methodology and research methods. This research methodology is based on the ADDIE (Analysis Design Development Implementation Evaluations) model. The participants of this study were 60 students at Muhammadiyah Palangkaraya Senior High School (Palangkaraya, Indonesia). The research instruments for the verification of group healing storytelling model in multicultural counselling services involved front group discussion (FGD), questionnaires, and Likert scale to examine student discipline data.Results and scientific novelty. The present research provides group healing storytelling model based in multicultural counselling services by applying aspects of local culture in Indonesia, namely ‘Huma Betang' (local culture in central Kalimantan, Indonesia). The authors developed a narrative storytelling model consisting of objectives and intervention stages. The strengths and weaknesses of this model were analysed. Based on the data analysis, this model can be used to improve disciplinary behaviour. The results of statistical analysis show that disciplinary behaviour has increased after the provision of healing storytelling services.Practical significance. Based on the research results, the authors recommend this model for disciplinary case handlers. This model is also effective to integrate the components of socio-cultural context in curriculum planning. The present model is easily to accept because it has the uniformity with the culture of counsellee. However, it is limited to a cultural context, so it will be complicated to implement it in a different cultural environment.
