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Thematische Bibliographien / In-school truants

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Zeitschriftenartikel
Dissertationen
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Auswahl der wissenschaftlichen Literatur zum Thema „In-school truants“

Autor: Grafiati

Veröffentlicht am 29. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "In-school truants"

1

Haddon, Richard. „Reasons for truancy: a literature review for school counsellors“. Australian Journal of Guidance and Counselling 6, Nr. 1 (November 1996): 107–14. http://dx.doi.org/10.1017/s1037291100001540.

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Students who are truant from school are frequently referred to a guidance officer or school psychologist in the hope of improving their school attendance. This presents a difficult task as little is known about the effectiveness of counselling with such students. This paper reviews the literature to identify reasons for truancy and to suggest some ways in which this knowledge may be of assistance in developing appropriate counselling strategies. This paper is concerned with truanting students of compulsory high school age. A definition of the various types of truancy is presented and a number of possible causes are identified. Two concepts which offer possibilities for developing counselling strategies with truanting students are discussed. These are, firstly, the feeling of alienation and disaffection from school experienced by many truants and, secondly, the individual psychology theory of Psychological Reversals proposed by Apter (1982).

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Bools, Christopher, Janet Foster, Imogen Brown und Ian Berg. „The identification of psychiatric disorders in children who fail to attend school: a cluster analysis of a non-clinical population“. Psychological Medicine 20, Nr. 1 (Februar 1990): 171–81. http://dx.doi.org/10.1017/s0033291700013350.

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SYNOPSISInterviews were conducted with parents of 100 children taken to a ‘School attendance committee’, because of persistent failture to attend School. Clinical assessmen t of the attendance problem was carried out so that children were categorized as ‘School refusers’ (N = 24), ‘truants’ (N =53), ‘both refusers and truants’ (N =9), or as ‘neither’ (N =14). Any ICD-9 psychiatirc disorder was separately identified. Cluster analysis of information collected in a standard way indicated that there was a group of children with the features of ‘School refusal’ who often had genralized neurotic disorders as well and who were mostly girls, another group with the feature of ‘truancy’ all of whom had conduct disorders who were mainly boys, and a third cluster of childrsen who were usually ‘truants’ but less often psychiatrically disturbed. The study provided evidence for the existence of School refusal with and without generalized neurotic disturbance in a non-clinical population.

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Sulaiman, Afolasade Airat, und Stella Ihuoma Uhuegbu. „Impact of Cognitive Restructuring and Token Economy Techniques on Truancy Reduction among Secondary School Students in Lagos State, Nigeria“. Islamic Guidance and Counseling Journal 4, Nr. 1 (31.01.2021): 21–32. http://dx.doi.org/10.25217/igcj.v4i1.1081.

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This study examined the impact of cognitive restructuring and token economy techniques on the reduction of truancy among secondary school students in Lagos State, Nigeria. The study adopted a pre-test, post-test, control group design with a multistage sampling technique as the sampling method. Judgmental sampling technique was used to select two from the six Education Districts in Lagos State, simple random sampling technique was adopted to select six schools; three schools from each of the two Education Districts and 170 truants out of the 216 randomly selected based on the class attendance register completed the study. Truancy Behaviour Questionnaire (TBQ) with a reliability index of .87 was the instrument for the study. Data were analysed and presented with descriptive and ANOVA statistics at .05 level of significance. Findings showed that the two techniques were effective for the reduction of truancy but the token economy technique had a better effect. Sex had no significant effect on the reduction of truancy but females play truants more than males. Based on the findings, the token economy therapy was recommended as an ideal technique for counselling and guiding students against truancy.

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Veenstra, René, Siegwart Lindenberg, Frank Tinga und Johan Ormel. „Truancy in late elementary and early secondary education: The influence of social bonds and self-control— the TRAILS study“. International Journal of Behavioral Development 34, Nr. 4 (29.04.2010): 302–10. http://dx.doi.org/10.1177/0165025409347987.

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Some pupils already show unexcused, illegal, surreptitious absences in elementary education or the first years of secondary education. Are weak social bonds (see also Hirschi, 1969) and a lack of self-control (Gottfredson & Hirschi, 1990) indicative of truancy at an early age? Of the children in our sample, 5% were persistent truants in late elementary education and early secondary education. Using multivariate analyses the influence of various predictors on persistent truancy was examined. Lack of attachment to norm-relevant significant others (parents and teachers) and lack of prosocial orientation were indicative of truancy. Social bonds with classmates had no effect on truancy. Other risk factors for truancy were: being a boy, early pubertal development, family breakup, and low socio-economic status. The effect of self-control on truancy was partially mediated by social bonds. The impact of social bonds to norm-relevant significant others suggests that early truancy can partly be prevented by focusing on children’s relations with parents at home and with teachers at school. Prevention of truancy is desirable because the likelihood of involvement in other deviant behavior increases for truants.

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Schultz, Robert M. „Truancy: Issues and Interventions“. Behavioral Disorders 12, Nr. 2 (Februar 1987): 117–30. http://dx.doi.org/10.1177/019874298701200207.

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Truancy is a serious problem which demands the attention of teachers and other individuals who work with behaviorally disordered children and youth. Chronic absenteeism precludes the delivery of school-based treatment for maladaptive behavior, and may exacerbate personal and social maladjustment. This paper summarizes definitions of truancy, differentiates between truants and other nonattenders, and provides perspectives on truancy from the point of view of students, administrators, and social service providers. In addition, studies of truancy interventions are reviewed including methodological limitations and research suggestions.

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Farrall, Stephen, Emily Gray und Philip Mike Jones. „The Role of Radical Economic Restructuring in Truancy from School and Engagement in Crime“. British Journal of Criminology 60, Nr. 1 (28.07.2019): 118–40. http://dx.doi.org/10.1093/bjc/azz040.

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Abstract Of late, criminologists have become acutely aware of the relationship between school outcomes and engagement in crime as an adult. This phenomenon—which has come to be known as the ‘school-to-prison-pipeline’—has been studied in North America and the United Kingdom, and requires longitudinal data sets. Typically, these studies approach the phenomenon from an individualist perspective and examine truancy in terms of the truants’ attitudes, academic achievement or their home life. What remains unclear, however, is a consideration of (1) how macro-level social and economic processes may influence the incidence of truancy, and (2) how structural processes fluctuate over time, and in so doing produce variations in truancy rates or the causal processes associated with truancy. Using longitudinal data from two birth cohort studies, we empirically address these blind spots and test the role of social-structural processes in truancy, and how these may change over time.

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Onoyase, Ph.D, Anna. „Incidence of Truancy among Senior Secondary School Students in Epe Local Government Area, Lagos State, Nigeria: Implications for Counselling“. World Journal of Educational Research 4, Nr. 1 (20.12.2017): 83. http://dx.doi.org/10.22158/wjer.v4n1p83.

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<em>This paper examined the incidence of truancy among senior secondary school students in Epe Local Government Area of Lagos State and suggests ways counselling can be used to curb the problem. Three hypotheses were formulated to guide the study and the design was Ex-post Facto. The sample size was 119 Senior Secondary II students randomly selected from 5 out of the 22 public secondary schools in the local government area. An instrument titled “Incidence of Truancy among Secondary School Students” was used to collect data from the respondents. It had face and content validity through expert judgement and the reliability coefficient was 0.73. The data obtained was analyzed with the Z-test statistics. The results indicated that there is no significant difference between male and female students; urban and rural students and students from high and low socio-economic status homes in their indulgence in truancy. It was recommended that Form Masters/Mistresses should be more objective in taking class attendance and refer truants to guidance counsellors.</em>

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Henry, Kimberly L. „Who's Skipping School: Characteristics of Truants in 8th and 10th Grade“. Journal of School Health 77, Nr. 1 (Januar 2007): 29–35. http://dx.doi.org/10.1111/j.1746-1561.2007.00159.x.

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Brown, Imogen, Ian Berg, Roy Hullin und Ralph McGuire. „Are Interim Care Orders Necessary to Improve School Attendance in Truants Taken to Juvenile Court?“ Educational Review 42, Nr. 3 (Januar 1990): 231–45. http://dx.doi.org/10.1080/0013191900420302.

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Kaiser, Steffen, und Gisela C. Schulze. „Between Inclusion and Participation: Young Carers Who Are Absent From School“. Journal of Cognitive Education and Psychology 14, Nr. 3 (2015): 314–28. http://dx.doi.org/10.1891/1945-8959.14.3.314.

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In discussions of inclusion and exclusion, one often-neglected group at high risk of exclusion is that of school absentees. Researchers and the public normally focus on truants and school refusers, whereas students absent from school to take care of family members, or young carers, have received little attention so far. Because of the multicausal factors and extensive impacts of the phenomenon, research on both school absentees and young carers suggests a need for interdisciplinary approaches. Yet, these approaches for support do not always succeed. This study investigated the interdisciplinary cooperation of those professionals in education, social work, and health care who work with young carers absent from school. It identified both barriers to and facilitators of this important cooperation. The aim is to create better support for the inclusion of this unnoticed group and to increase awareness of their situation among the professionals working with them.

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Dissertationen zum Thema "In-school truants"

1

Schulz, Jennifer S. „Examining the relationship between day treatment participation and school attendance in truant adolescents and considering the factors that contribute to truancy“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001schulzj.pdf.

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2

Bell, Robert Howard. „An investigation of the effectiveness of a Saturday School Program in reducing the rate of truancy among ninth and tenth grade habitually truant students“. Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3297.

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This study was undertaken as an empirical investigation to determine whether the rate of truancy, grade point averages and attitudes toward school of habitually truant ninth and tenth grade students were affected after the student's participation in a mandatory Saturday School Program. Subjects were habitually truant ninth and tenth grade students chosen from two selected schools within the Whittier Union High School District in Whittier, California. Of the total sample of 130 students, a total of 55 students participated in a traditional (control) Saturday School Program and 75 students participated in an experimental Saturday School Program. Comparisons were drawn between the traditional and experimental groups and between the two grade levels and genders. Analysis of Variance (ANOVA) was the statistical technique used to assess the effect of the Saturday School Program on the variables identified. A researcher designed student opinionnaire was used to assess student attitude toward school. The main findings were: (1) habitually truant ninth and tenth grade students reduce their rate of truancy following participation in Saturday School. Ninth grade students showed a greater reduction in rate of truancy than did tenth grade students. (2) The grade point averages of habitually truant ninth and tenth grade students declined, as much as one-half a grade point in some cases, following participation in Saturday School. (3) The attitude toward school of habitually truant ninth and tenth grade students was not noticeably affected following participation in Saturday School. (4) For the three variables studied, participation in Saturday School was found to have a greater effect on habitually truant male students than on habitually truant female students. (5) For the three variables studied, there was no appreciable difference between the students who participated in the traditional Saturday School Program as compared with the students who participated in the experimental Saturday School Program.

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Stromsnes, Wibecke Linn. „Possible selves and truancy in high school students“. Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2633.

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Traditionally, the “self” has been viewed as a unitary construct that is relatively consistent across time. More recently, however, Markus and Nurius (1986) have characterized the self as being a multifaceted, dynamic construct that includes representations of past selves, current selves, and the possible selves we hope to become or are afraid of becoming. These possible selves are important because they have motivational and cognitive components that serve as guides for present and future behavior. This study examined the relationship between the “possible selves” of high school students and the problem of truancy. Data were collected from 117 female and 52 male 9–12th graders enrolled in the Stockton Unified School District. The participants were given The Possible Selves Measure, The Self-Esteem Scale, and The Life Orientation Test-Revised. Measuring self-efficacy of possible selves could assist schools in “screening” students for potential attendance problems. In this way, schools could prevent students from reaching the point of non-attendance by identifying at-risk students early. (Abstract shortened by UMI.)

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Retzak, Krump Amanda. „A data analysis of senior student truancy data for the Green Bay Area Public School District“. Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005retzakkrumpa.pdf.

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5

Jeter, DeWayne. „Home and school factors associated with high school truancy in a southeastern Virginia urban school district“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39923.

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The purpose of the study was to identify which additional factors that have been related to truancy are perceived by chronic truant students; additionally, the researcher wanted to know how demographic differences among chronic truant students (i.e., gender, socio-economic status, parental education, and their own education aspirations) related to these attitudes. The research questions were: (1) What are chronic truant students' perceptions of student participation in school activities? (2) What are chronic truant students' perceptions of school curriculum? (3) What are chronic truant students' perceptions of relationships with counse1ors? ( 4 ) What are chronic truant students' perceptions of relationships with teachers? (5) What are chronic truant students' perceptions with administrators (6) What are chronic truant students' perceptions of family education expectations and goals? (7) What are chronic truant students' perceptions of parental involvement?
Ed. D.

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Baleinakorodawa, Leronio. „Causes of truancy from mainstream education for a group of Pasifika students enrolled in alternative education“. Click here to access this resource online, 2009. http://hdl.handle.net/10292/786.

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Research on the causes of truancy from mainstream education suggest that a range of factors such as poverty, ethnicity, the quality of relationship between students and teachers, and the nature of the classroom environment impact on students’ attendance in schools. The majority of the studies on truancy have been carried out with students in alternative education in the U.S.A and Australia. In New Zealand, research has focused on the truancy of Maori students. This study investigates the causes of truancy for Pasifika students in alternative education in New Zealand. Using a qualitative approach, data were collected using questionnaires and three focus group interviews. The findings from this study suggest that a number of factors affected students’ motivation to study. The behaviour of teachers and the school environment were found to affect the Pasifika students’ approach to learning. Some students had negative views of their own ability and lacked perseverance. Other students believed that a lack of parental or family support impacted negatively on their attendance. Consistent with the findings in other studies on truancy, this study found that a range of influences such as a lack of support from community leaders, students’ perceptions of their performance, the nature of the classroom environment, family structure, lifestyle factors and cultural and church activities contributed to Pasifika students’ truanting behaviour. This study suggests that schools that employ teachers who understand and empathize with the cultural aspects of Pasifika students and who can empathize with their situation will be most effective in preventing truancy among these students. Similarly, schools have dedicated programmes that accommodate the academic requirements of Pasifika students foster a more positive learning environment. Finally, schools should look to put in place initiatives to enable Pasifika parents to become effective partners in their children’s education.

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Fairchild, James John. „Truancy Intervention: A Study of Dallas Independent School District Participants in the Dallas Challenge Truancy and Class C Enforcement Center“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4880/.

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This research examines agency data for participants in a truancy intervention program. Previous literature provides mostly descriptive information and fails to examine the effects of truancy intervention efforts. The analysis provides a profile of truant participants referred to the program and factors that correlate to successful completion of the program requirements. The results will be applicable to the study program as evaluation research and will be generalized for application to other truancy programs. Directions for future truancy research will be suggested based on the need to continue to evaluate truancy reduction efforts.

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Evers, Andrea M. „Recent Graduates' Attitudes and Perceptions Regarding Truancy in Cairo School District #1“. Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10130130.

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Cairo School District has a chronic truancy rate that far exceeds the State of Illinois’ average. The purpose of the study was to understand the reasons for truancy at Cairo School District. Through data review and semi-structured interviews, the researcher was able understand recent graduates attitudes and perceptions regarding school attendance. Based on the finding of this research study, implications for practice emerged, and will provide the foundation to establish the necessary structures to improve educational and social emotional practices to improve student attendance.

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Van, Breda Maynard John. „Guidelines for empowering secondary school educators, In loco parentis, in addressing truancy among early adolescent learners“. University of the Western Cape, 2021. http://hdl.handle.net/11394/8372.

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Doctor Educationis
In view of my extensive experience as an educator and currently as an Educational Psychologist serving schools in the eastern Education Management and Development Centre (EMDC) of the Western Cape, I have become acutely aware of the occurrence of truant behaviour particularly among fourteen to fifteen year old secondary school learners. On the one hand I am moved by the plight of many learners particularly in the afore-mentioned age group, for whom the education system appears irrelevant or of little value and is apparently failing them. Some communicate this attitude by their frequent and at times prolonged absence from school. On the other hand, many educators have little sympathy with truants, since as professionals, educators feel that consistent school attendance is essential if learners are to make satisfactory progress. Moreover, it is also my perception that educators' work loads and the organisation of schools, currently ensure that very few educators have the time to become closely acquainted with those individual learners who manifest their displeasure with schools - and them - by truanting. In turn, this breakdown in communication between educators and truants, makes implementing successful reintegration strategies immensely difficult. In fact, such is the pressure on today's educators, that some staff are greatly relieved at the prospect of instructing fewer learners, especially if the absentees are those who may be troublesome, backward, require extra attention in class or behave badly (Reid, 2002:5). Furthermore it has also come to my attention that educators feel that their prime duty and responsibility is to regulate attendees, higher achievers, as well as learners who conform and wish to do well at school. Hence, regular attendance appears to be the best barometer of this conformist attitude.

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Van, Breda Maynard John. „Guidelines for empowering secondary school educators, in loco parentis, in addressing truancy among early adolescent learners“. Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/8481.

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Doctor Educationis
This study examined the prevalence and the nature of truancy among early adolescent learners attending secondary schools in the Education Management and Development Centre (EMDC) in the eastern metropole of the Western Cape. The main purpose of the study was to answer the following question: How can secondary school educators, in loco parentis, be equipped with the required skills and resources in order to deal with the issue of truant behaviour among early adolescent learners? A comprehensive literature review was conducted to explore the character and extent of truancy. Thereafter, various theories of child development were highlighted, followed by a synopsis comprising different dimensions of the development of the early adolescent learner. The empirical investigation was carried out through quantitative as well as qualitative research methodology. A focus group interview was conducted with six learners, offering them an opportunity to express their perceptions and experiences as truants. Interviews were conducted with principals to obtain their impressions regarding truant behaviour. Thereafter, a questionnaire, which investigated truancy related aspects such as interaction with peers, parents and caregivers' involvement in learners' school activities, educators' influence on learners' school work and learners' self-esteem regarding their schooling, was administered to three hundred learners. The quantitative investigation revealed significant aspects about truant behaviour, indicating that predominantly more male than female learners (173 male and 26 as in the case of the present study) display this type of behaviour, truants generally originate from single parent families, and that they experience their educators and learning environments as extremely negative. Finally, two in-depth case studies were conducted on two learners, one identified as a truant and the other as a non-truant respectively. The purpose of the in-depth studies was to explore possible differences in their experiential worlds. Although the qualitative data is not generalisable, the findings of the case studies have revealed significant differences in the life worlds of the two learners. Comparatively speaking, it appears that non-truant learners are significantly better adjusted on all their functioning levels than truant learners. The results of the empirical investigation were compared with relevant findings which emerged from the literature study. Based on the present investigation, the study was concluded by offering a range of recommendations to secondary school educators, in loco parentis, empowering them in addressing the phenomenon of truancy among early adolescent learners in the Western Cape with its distinctive problems.

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Bücher zum Thema "In-school truants"

1

Jacqueline, Danzberger, Lefkowitz Bernard und Institute for Educational Leadership (Washington, D.C.), Hrsg. Dropouts in America: Enough is known for action : a report for policymakers and grantsmakers : pushouts, stopouts, leftouts, truants, early school leavers, expelled/suspended, intermittent learners. Washington, D.C: Institute for Educational Leadership, 1987.

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2

Roehampton Institute of Higher Education., Hrsg. Why do teenage girls truant?: A study of school absenteeism in two schools on Merseyside. London: Roehampton Institute, 1988.

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3

Aos, Steven. Keeping kids in school: The impact of the truancy provisions in Washington's 1995 "Becca Bill". Olympia, WA: Washington State Institute for Public Policy, 2002.

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4

Pearce, Maureen L. What makes you not want to be in school then?: A case study of truancy amongst fourth year girls in an urban comprehensive school. London: North East London Polytechnic, 1986.

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5

Kitching, Ruth. Violence, truancy and school exclusion in France and Britain: Report of a seminar held in London, 28-29 March 2001. London: British Section, Franco-British Council, 2001.

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6

McConville, Charles. What we can learn about truancy from case studies of year twelve students in a girls secondary school?. [s.l: The author], 2000.

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Avery, Richard S. Increasing school attendance using a behavioral group approach with school truants in a special education program. 1988.

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8

(Editor), Dennis O'Keeffe, und Patricia Stoll (Editor), Hrsg. Issues in School Attendance and Truancy. Financial Times Prentice Hall, 1995.

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9

Washington State Institute for Public Policy., Hrsg. Truancy petitions filed in Washington State: 1995-96 and 1996-97 school years. [Olympia, Wash.?]: Washington State Institute for Public Policy, 1997.

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10

Radley, Keith C., und Evan H. Dart, Hrsg. Handbook of Behavioral Interventions in Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190843229.001.0001.

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Teachers face a number of challenges when educating students. While tasked with providing effective instruction, teachers are also required to manage student behavior. Prevalence of student problem behavior is a strong indicator of failing schools, with problem behavior being correlated with reduced academic achievement, truancy, bullying, and loss of teacher time. Given the increased focus on school and teacher accountability, there also has been an increased demand for intervention programs that may effectively reduce levels of problem behavior in school settings. Though many practices have been found to be effective in modifying behavioral trajectories, researchers have often found that evidence-based practices are underutilized in applied settings. Given that many empirically supported interventions have failed to be widely adopted, this book provides school-based personnel (in training and practice) with a thorough description of the application of behavioral interventions in schools. Interventions are described in terms of a tiered model of service delivery. For intervention strategies described, case examples are provided to illustrate application of the described strategies. Additionally, book chapters have been developed to align with the Behavior Analysis Certification Board Task List (5th ed.). The book walks trainees and practitioners through the entire process of assessment of problem behaviors to intervention and progress monitoring.

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Buchteile zum Thema "In-school truants"

1

Razali, Noraziah Mohd, Ellyana Mohd Muslim Tan, Safrina Muhammad Azmi und Mohd Faizol Haini. „Appropriateness of Animated TV Advertisements in Creating Awareness of Truancy Among Secondary School Students: A Case Study in Klang, Malaysia“. In Proceedings of the 2nd International Colloquium of Art and Design Education Research (i-CADER 2015), 451–58. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0237-3_45.

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2

Pomerantz, Anita. „Investigating Reported Absences: “Neutrally” Catching the Truants“. In Asking and Telling in Conversation, 157–78. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190927431.003.0012.

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The data for the analysis consist of telephone calls initiated by a high school attendance office clerk to the home of students who had been reported absent. The purpose of the calls was to gather information relevant to determining whether the student’s absences were legitimate or not. The clerk’s interactional project was to merely investigate, not to make judgments about the status of the absences. When a parent’s report suggested truancy, the clerk sought and provided information differently than when a parent’s report pointed to a legitimate absence. When she suspected truancy, the clerk adopted a neutral stance. In part the stance involved displaying a cautiousness with respect to knowledge claims. As a side note, when the clerk suspected that the attendance records were inaccurate, she initially avoided detailing the reported absences to the parent.

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3

Bye, Lynn, Michelle E. Alvarez, Janet Haynes und Cindy E. Sweigart. „Best Practice in Truancy Prevention: Tier 1 School-wide Universal Interventions“. In Truancy Prevention and Intervention, 61–78. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195398496.003.0005.

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4

Bye, Lynn, Michelle E. Alvarez, Janet Haynes und Cindy E. Sweigart. „Case Example of the Role of School Social Workers in a Truancy Reduction Program: South Carolina Truancy Pilot“. In Truancy Prevention and Intervention, 95–110. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195398496.003.0007.

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Winnicott, Donald W. „Review: Absent: School Refusal as an Expression of Disturbed Family Relationships“. In The Collected Works of D. W. Winnicott, 405–6. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271398.003.0066.

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In Winnicott’s review of the book Absent: School Refusal as an Expression of Disturbed Family Relationships by Max Clyne, he comments on Clyne’s awareness that school refusal is to be distinguished from truancy in children. The difficulties of children leaving their parents (separation anxieties) is recognised by Winnicott.

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Fisher, Emily S., Kelly S. Kennedy und Brianna Meshke McLay. „Counseling Students to Increase Motivation and School Completion“. In Counseling Special Populations in Schools, 151–68. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199355785.003.0010.

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This chapter reviews strategies for working with students who are at risk for school failure or dropout. Because each of the populations discussed in the earlier chapters may be at risk for dropout or failure, this chapter builds upon previous strategies by providing a framework for targeting motivation and academic enabling skills (e.g., note taking, study skills). It describes risk factors (both membership in certain groups and personal risk factors) that may contribute to school failure or dropout. It also addresses the need to distinguish between skills/acquisitions deficits and performance deficits in identifying the reasons a student is struggling academically, is chronically truant, or is at risk of dropping out. Counseling strategies to address motivation and academic enabling skills include motivational interviewing, solution-focused brief therapy, cognitive-behavioral therapy, and group counseling.

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7

Kearney, Christopher A., und Anne Marie Albano. „Tier 3 Interventions“. In When Children Refuse School, 293–302. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.003.0009.

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Chapter 9 discusses Tier 3 cases, youths who have severe, chronic, and complicated absenteeism. Such students have often exceeded the legal limit for truancy, attend class sporadically when they do go to school, and/or frequently leave school prematurely. Attendance problems have lasted for months or years. Youths with Tier 3 problems have failing grades, few credits, and little knowledge of their current coursework. They are often socially detached and may display anxiety and oppositional behavior about the prospect of returning to school. Tier 3 attendance problems often involve deteriorating relationships between parents and school officials. Interventions include addressing comorbid problems and contextual variables, enhancing academic remediation and integration, establishing school attendance, and increasing parent and family involvement in school attendance. Intervention strategies may involve an expansion of the procedures described in this therapist guide, alternative educational schools and programs, specialized programs, and second-chance programs.

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8

Pritchard, Colin, und Richard Williams. „Social Work Practice Outcomes“. In Social Issues Surrounding Harassment and Assault, 501–21. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7036-3.ch028.

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The key issue in all human services is outcome. The authors report on a series of four mixed methods research studies to conclude that good social work can bring about positive measurable differences to inform policy and practice. The first focuses on how effective Western nations have been in reducing Child Abuse Related Deaths (CARD); the second explores a three-year controlled study of a school-based social work service to reduce truancy, delinquency, and school exclusion; the third examines outcomes of “Looked After Children” (LAC); the forth re-evaluates a decade of child homicide assailants to provide evidence of the importance of the child protection-psychiatric interface in benefiting mentally ill parents and improving the psychosocial development and protection of their children. These studies show that social work has a measurable beneficial impact upon the lives of those who had been served and that social work can be cost-effective, that is, self-funding, over time.

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9

Garron, Kyle S., und Stephanie R. Logan. „Queering the Curriculum“. In Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy, 164–97. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1404-7.ch006.

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Studies show that LGBTQ+-identified students are disproportionately at risk when it comes to factors such as academic success rates, bullying, truancy, suicidality, and more. Multicultural education frameworks are a successful method of combatting these risk factors in other populations. This exploratory study endeavored to gain insight into secondary school English Language Arts (ELA) and Social Studies teachers' perceptions of integrating a multicultural and LGBTQ+ inclusive curriculum as well as the perceived barriers that educators might face when doing so. The results of this study found that secondary ELA and Social Studies teachers in a small New England state are overall willing to integrate an LGBTQ+-inclusive curriculum, but largely feel unprepared to do so. Recommendations include integrating an LGBTQ+ curriculum into educator preparation courses, professional development for practicing teachers, and to continue inquiry into improving pedagogical practice to serve LGBTQ+ students better.

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10

Dean, Rikki, und Moira Wallace. „New Labour and adolescent disadvantage: a retrospective“. In Social Policy Review 30, herausgegeben von Catherine Needham, Elke Heins und James Rees, 269–90. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447349990.003.0013.

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Labour invested significant public expenditure and policy effort in trying to remedy multi-dimensional problems of adolescent disadvantage. The effects were intended to be long-term and multi-faceted. However, individual programmes were evaluated in isolation and over a short time-scale. The generation of children whose life-course coincided with most of these policy and expenditure changes is now making the transition to adulthood. As such, it is a good time to ask what happened to them throughout their adolescence. This paper outlines Labour’s approach to adolescent disadvantage and analyses the data on their key Public Service Agreement targets, namely: child poverty; educational underachievement, school exclusion and truancy, teenage conceptions, NEETs, juvenile crime, and drug and alcohol misuse. The remarkable decline in teenage pregnancy is now well documented. Our analysis shows a similar or greater magnitude in reductions across the other indicators of youth disadvantage for the cohort who experienced these policies.

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Konferenzberichte zum Thema "In-school truants"

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Fahiroh, Siti Atiyyatul. „The Meaning of Truant Behavior for Junior and Senior High School Students in Indonesia“. In 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200529.239.

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