Journal articles: 'In-school truants'

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Haddon, Richard. "Reasons for truancy: a literature review for school counsellors." Australian Journal of Guidance and Counselling 6, no. 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, and 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, no. 1 (February 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, and 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, no. 1 (January 31, 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, and 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, no. 4 (April 29, 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, no. 2 (February 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, and Philip Mike Jones. "The Role of Radical Economic Restructuring in Truancy from School and Engagement in Crime." British Journal of Criminology 60, no. 1 (July 28, 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, no. 1 (December 20, 2017): 83. http://dx.doi.org/10.22158/wjer.v4n1p83.

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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.

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Henry, Kimberly L. "Who's Skipping School: Characteristics of Truants in 8th and 10th Grade." Journal of School Health 77, no. 1 (January 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, and Ralph McGuire. "Are Interim Care Orders Necessary to Improve School Attendance in Truants Taken to Juvenile Court?" Educational Review 42, no. 3 (January 1990): 231–45. http://dx.doi.org/10.1080/0013191900420302.

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Kaiser, Steffen, and Gisela C. Schulze. "Between Inclusion and Participation: Young Carers Who Are Absent From School." Journal of Cognitive Education and Psychology 14, no. 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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Aboagye, Richard Gyan, Abdul-Aziz Seidu, Samuel Adolf Bosoka, John Elvis Hagan, and Bright Opoku Ahinkorah. "Prevalence and Correlates of Unintentional Injuries among In-School Adolescents in Ghana." International Journal of Environmental Research and Public Health 18, no. 13 (June 24, 2021): 6800. http://dx.doi.org/10.3390/ijerph18136800.

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Injuries among adolescents pose significant public health problems. Unintentional injuries are the leading cause of adolescents’ mortality and disability with the largest burden in low-and middle-income countries. Yet, there is paucity of data in Ghana on adolescent injuries. The present study aimed to determine the prevalence and correlates of unintentional injuries among in-school adolescents in Ghana using data from the Global School-Based Health Survey. Cross-sectional data on 2058 adolescents in junior and senior high schools who randomly participated in the 2012 Global School-Based Health Survey were analyzed. Descriptive statistics were performed to determine the prevalence of unintentional injuriesacross the background characteristics of in-school adolescents. Binary logistic regression was employed to determine the factors associated with unintentional injuries. The results were presented as crude and adjusted odds ratios at a 95% confidence interval. The prevalence of one or more serious injuries in the past 12 months was 57.0%. The most commonly reported type and cause of injuries were “I had a cut or stab wound” (15.2%) and “I fell” (13.1%), respectively. In the adjusted regression, in-school adolescents aged 14–16 (aOR = 1.60, CI = 1.12–2.28) were more likely to report one or more serious injuries compared to their counterparts aged 13 or younger. In-school adolescents who participated in physical education (aOR = 1.27, CI = 1.03–1.58) had higher odds of reporting one or more serious injuries. The odds of being injured was higher among adolescents who were truant at school compared to those who were not truant (aOR = 1.42, CI = 1.14–1.77) In-school adolescents who were bullied were more likely to report being injured one or multiple times compared to their counterparts who were not bullied (aOR = 2.16, CI = 1.75–2.65). In addition, the odds of being injured once or multiple times were higher among adolescents who were physically attacked (aOR = 2.21, CI = 1.78–2.75), those that engaged in physical fighting (aOR = 1.94, CI = 1.54–2.45), and those who reported high psychological distress (aOR = 2.00, CI = 1.52–2.63) compared to their counterparts who were not. Conversely, adolescents in senior high schools were 39% less likely to be injured once or multiple times compared to those in junior high schools (aOR = 0.61, CI = 0.47–0.79). A relatively high prevalence of unintentional injuries was found among in-school adolescents in the study. The numerous factors identified in this study could be integrated into health promotion and injury prevention activities to help reduce the occurrence of injuries among in-school adolescents. Moreover, students who are susceptible to unintended injuries such as older adolescents, victims of bullying, those who participate in physical education, those who are often involved in fights, truants, and those who have psychological distress should be sensitized to take measures that will reduce their level of susceptibility. First aid treatment services should also be made available in schools to treat victims of unintended injuries.

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Aqeel, Muhammad, and Tasnim Rehna. "Association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents: a multilevel analysis." International Journal of Human Rights in Healthcare 13, no. 5 (October 6, 2020): 385–404. http://dx.doi.org/10.1108/ijhrh-06-2020-0041.

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Purpose The purpose of this study is to examine the prevalence and association among school refusal behavior, self-esteem, parental school involvement and aggression in punctual and truant school-going adolescents. Design/methodology/approach A purposive sampling technique and cross-sectional design were used in the current study. Participants comprised three heterogeneous sub-groups: school truant students, park truant students and punctual students. Findings This study’s findings indicated that father and mother’s school involvement was related to more elevated level of self-esteem for school truant students. Results also indicated that male truant students had more significant probability to school refusal behavior and physical aggression as compared to female truant students. Moreover, results revealed that physical aggression fully mediated among mother’s school involvement, academic self and school refusal behavior in punctual students and school truant students. Originality/value There is more need to develop indigenous school-based preventions and interventions aimed at decreasing school truancy in Pakistani context by tackling the predisposing vulnerable factors and supporting and encouraging the protective family and internal factors.

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Seidu, Abdul-Aziz. "Prevalence and Correlates of Truancy among School-Going Adolescents in Mozambique: Evidence from the 2015 Global School-Based Health Survey." Scientific World Journal 2019 (May 23, 2019): 1–8. http://dx.doi.org/10.1155/2019/9863890.

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This study examined the prevalence of truancy and its associated factors among 1500 school-going adolescents using the 2015 Mozambique Global School-based Student Health Survey data. The association was assessed using bivariate (Chi square) and multivariate (logistic regression) analysis. The prevalence of truancy was 36.6% (38.4% of males and 35.1% of females). It was found that adolescents aged 15 years and older [OR=1.460,95% CI=1.153,1.848], experiencing hunger [OR=1.613 95% CI= 1.051,2.475], current tobacco use [OR=1.613 95%CI=1.051,2.475], being bullied [OR=1.314, 95% CI=1.027,1.681], facing an attack, smoking [OR= 1.893, 95% CI=1.293,2.771], having 1-2 close friends [OR=1.656, 95% CI=1.276,2.14], and feeling lonely [OR=1.295, 95% CI=1.019,1.646] were the factors that predisposed adolescents to truant behaviour. Conversely, parental supervision [OR=0.53, 95% CI=0.232,0.791] was a protective factor against truancy. There is the need to design school-based interventions aimed at reducing truancy in Mozambique by tackling the predisposing factors and encouraging the protective factors.

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Busmayaril, Busmayaril, and Arfa Havilla. "Konseling Kelompok Menggunakan Teknik Behavioral Contract Sebagai Layanan pada Peserta Didik yang Memiliki Perilaku Membolos." KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) 5, no. 2 (December 30, 2018): 131. http://dx.doi.org/10.24042/kons.v5i2.3605.

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Truant habits will have a negative impact. Behavioral contract is one of the techniques to reduce truant behavior that is a written agreement between two individuals or more agree to be involved in a target behavior. The technique was carried out so that the truancy behavior of students could be reduced. This study was quantitative in the form of a quasi exprimental design with the design used in this study, namely: non-equitable control group design. There were two research groups, namely: the experimental group and the control group which were both pretest and posttest. the results of the treatment that has been given, there appears to be a change in behavior in the truant class to be lower, thus it can be stated that the behavioral contract technique can reduce truancy behavior of class XI students at Bandar Lampung Muhammadiyah 2 High School.

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Sari, Utari Mayang, A. Muri Yusuf, and Alwen Bentri. "Truancy and Implications in Guidance and Counseling." Konselor 5, no. 3 (September 30, 2016): 151. http://dx.doi.org/10.24036/02016536551-0-00.

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Truancy is an act of stay away from school without permission. . This study was conducted in SMPN 1 Nan Sabaris to ward students’ truant behavior. The purpose of this study describes the concept of the school, and the behavior which were shown, the causal factor truant behavior and the effort of guidance and counseling teacher in helping students who have truant behavior. This research was conducted under qualitative in term of case studies research. The purposive and snowball sampling techniques were used to take the sample. Thus the data were obtained from student, parents, friends of the sample student and subject teachers and guidance and counseling teacher. Interview, observation and document analysis were used to collect the data were analyzed through data reduction, presentation and conclusion or verification.

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van den Toren, van Grieken, Mulder, Vanneste, Lugtenberg, de Kroon, Tan, and Raat. "School Absenteeism, Health-Related Quality of Life [HRQOL] and Happiness among Young Adults Aged 16–26 Years." International Journal of Environmental Research and Public Health 16, no. 18 (September 9, 2019): 3321. http://dx.doi.org/10.3390/ijerph16183321.

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This study examines the association between school absenteeism, health-related quality of life (HRQOL) and happiness among young adults aged 16–26 years attending vocational education. Cross-sectional data from a survey among 676 young adults were analyzed. School absenteeism was measured by the self-reported number of sick days in the past eight weeks and hours of truancy in the past four weeks. HRQOL was measured by the 12-item Short Form Health Survey; physical and mental component summary scores were calculated. General happiness was assessed on a scale of 0–10, higher scores indicating greater happiness. Linear regression analyses were performed. The study population had a mean age of 18.5 years (SD 2.2); 26.1% were boys. Young adults with ≥5 sick days or ≥6 h of truancy reported lower mental HRQOL compared to young adults without sickness absence or truancy (p < 0.05). Young adults with 1–4 and ≥5 sick days reported lower physical HRQOL compared to young adults who had not reported to be sick (p < 0.05). Young adults with 1–5 h and ≥6 h of truancy reported higher physical HRQOL compared to young adults who were not truant (p < 0.05). No associations were observed between school absence and happiness. Lower self-reported mental HRQOL was observed among young adults with more school absenteeism due to sickness or truancy. Sickness absence was additionally associated with lower physical HRQOL.

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Bashir, Isiaku Wada, Adama Grace Ngozi, Nwankwo Benedict Chimezie, Abida Ahmad Baba, Ali Tamasi Muaz, Onu, Victoria Chikodi, and Nweke Prince Onyemaechi. "Effect of Bibliotherapy on Truant Behaviour of Schooling Adolescents in North West Nigeria." Journal of Social Sciences Research, no. 64 (April 20, 2020): 425–35. http://dx.doi.org/10.32861/jssr.64.425.435.

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The study investigated the effect of bibliotherapy on the truant behaviour of schooling adolescents in North West Nigeria. Two research questions were posed to guide the study. The study adopted a Quasi-experimental design. The population for the study comprised of 824 identified SSII schooling adolescents with truancy behavioural problems drawn from the four selected schools in the North West Nigeria. The sample size used for the study was 296 SS II schooling adolescents with truant behaviour. The study adopted a structured questionnaire which was developed by the researchers for data collection. The instrument was validated by three experts drawn from Department of Educational Foundations (Special Education Unit), University of Nigeria, Nsukka; Department of Educational Psychology and Counselling, Aminu Kano College of Islamic and Legal Studies, Kano State and Department of Psychology, Ebonyi State University, Abakaliki, Nigeria. The reliability of the instruments was subjected to Cronbach Alpha Statistics and reliability coefficient of 0.91 was obtained. Mean score and standard deviation were used to analyze the data. The findings of the study revealed that school location is not a significant factor in the mean truancy behaviour of schooling adolescents; though urban schooling adolescents had a reduced mean truancy behaviour compared to their rural counterpart. The findings of the study with respect to the interaction effect of treatments and gender on schooling adolescents’ truancy behaviours revealed no significant interaction effect of treatments and gender. Based on the findings of the study, it was recommended among others that special educators, guidance counsellors, educational psychologists, and curriculum planners should plan a programme of intervention based on the bibliotherapy techniques for schooling adolescents.

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Miner, Joshua. "Indigenous Surveillance Cinema: Indian Education and the Truant On-Screen." Surveillance & Society 18, no. 4 (November 30, 2020): 467–80. http://dx.doi.org/10.24908/ss.v18i4.13431.

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Recent Indigenous boarding school movies have emphasized representations of surveillance together with the “living dead” as a central motif. After a brief review of surveillance in Indian education, this essay examines a cycle of films—The Only Good Indian (2009), Savage (2009), The Dead Can’t Dance (2010), Rhymes for Young Ghouls (2013), and SNIP (2016)—wherein the practices and technologies of surveillance mediate a dynamic interplay between settler educational institutions and the Native runaway or truant. These films converge a popular undead motif with this longstanding genre figure of resistance by Native/First Nations children to settler systems of administration, drawing on its literary formation that extends back to the first Indigenous writing on federal Indian education. Within this larger field of what we may call Indigenous surveillance cinema, discourses of bureaucratic rationality frame the figure of the truant. These films articulate the ways that representational practices ranging from literacy to cinema uphold systems of identification by which administrative surveillance of Indigenous people continues. Cinematic representations of the supervision of Indigenous bodies recall settler-colonialism’s mobilization of an array of early surveillance technologies for the assimilation of Native children. In this context, the watchful eye of the teacher—a proxy for administrative media—suggests a deeper embedding in settler systems of control. A visual poetics of truancy emerges in Indigenous surveillance cinema, as the truant figure operates dialectically with settler surveillance. The truant spatializes settler management and surveillance in her desire to escape cultural conversion at the hands of these proliferating technologies of representation.

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Shute, Jonathan W., and Bruce S. Cooper. "Understanding in-school truancy." Phi Delta Kappan 96, no. 6 (February 23, 2015): 65–68. http://dx.doi.org/10.1177/0031721715575303.

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Fatchurahman, M., Dina Fariza Triyani Syarif, and Siti Turohmi. "Efektivitas Layanan Konseling Kelompok Menggunakan Teknik Problem Solving dalam Menurunkan Perilaku Membolos Siswa." Indonesian Journal of Educational Counseling 2, no. 1 (January 2, 2018): 55–68. http://dx.doi.org/10.30653/001.201821.18.

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THE EFFECTIVENESS OF GROUP COUNSELING SERVICES USING PROBLEM SOLVING TECHNIQUES IN REDUCING STUDENTS TRUANT BEHAVIOR. Various problems faced by the student counselor at school. One of the problem is truant during the school hours. Truant behavior of the student with a wide variety of reasons as a form of defending himself in order not to get a penalty. This research was conducted in order to determine the effectiveness of group counseling services to problem solving techniques in reducing truant behavior among students of class X SMAN 2 Palangkaraya. This type of research is the approach of the Pre-Experiment without any form of class control with One-group pretest-posttest design. Subjects were students of class XI in High School Mathematics 2 Palangkaraya of 8 people identified as having truant. Research data collection using a scale. Data analysis using Paired Samples T Test with rocky SPSS software version 20.00. The results showed that the group counseling services to problem solving technique was effective in reducing the truant behavior of students at SMA Negeri 2 Palangkaraya.

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Nnajiofor, Francisca N., and Joseph C. Onyilagha. "Online Learning as a Panacea for Dealing with School Truancy." Journal of Education and Training 3, no. 2 (April 14, 2016): 1. http://dx.doi.org/10.5296/jet.v3i2.8983.

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School truancy has been identified as one of the causes of students’ low school achievement, leading to school dropout. Although the problem of school truancy is not new, yet, many school authorities or Governments have no rules on how to deal with this problem. In some arears, there is apparently no database or information, and educators are at a loss as to whether school truancy exists, and at what level if it does. There is no coordinated action against school truancy in many school districts. Consequently, each school district takes decision on how it approaches the problem. This study is designed to have a conversation directly with the student clientele and to determine what they know about school truancy, and from their perspective offer suggestion(s) or strategies that would help to reduce or prevent school truancy. Results suggest for a distinction between “school truancy” and “class truancy” in order to help school managers to adequately focus on each group rather than treating “skipping school” and “skipping classes” with the same amount of resources. The study suggests giving incentives to good students, providing adequate school bus services, insisting on “no 12th grade, no drivers license”, and putting several classes online would be good prevention strategies. The above excerpt forms the basis of the research results presented in this paper.

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Teuscher, Selina, and Elena Makarova. "Students’ School Engagement and Their Truant Behavior: Do Relationships with Classmates and Teachers Matter?" Journal of Education and Learning 7, no. 6 (September 27, 2018): 124. http://dx.doi.org/10.5539/jel.v7n6p124.

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Research on school dropout suggests that the decision to drop out of school is not a sudden or immediate one, but rather the result of a long-term process of withdrawal from school. While school engagement and truancy are among the most prominent constructs to be associated as precursors of school dropout, the relationship between these two constructs needs further analysis. Our study establishes more comprehensive understanding of school engagement and truancy by focusing on students’ individual characteristics and their relationships in school, particularly the student-teacher relationship and relationships with peers. It demonstrates that among the individual characteristics the migration background is crucial for school engagement, while the student age is important for truancy. Furthermore, peer-relationships are positively related to students’ school engagement, but not to their truancy. Furthermore, a good student-teacher relationship not only has positive impacts on students’ school engagement, but is also negatively associated with truancy, while school engagement mediates this path.

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Zińczuk, Monika. "Truancy as an educational wilderness area." Problemy Opiekuńczo-Wychowawcze 582, no. 7 (September 30, 2019): 62–76. http://dx.doi.org/10.5604/01.3001.0013.5412.

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The problem of truancy of students in a modern school is a frequent phenomenon that leads to student failures in learnin g. Truancy contributes not only to lowering the student’s performance at school, but also to deepening the existing diffi culties. The article presents related terms of truancy, their typology, determinants and consequences. Based on the results of the research, the scale of this phenomenon was discussed. Methods of preventing school truancy were also proposed.

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Berg, Ian, Geraldine Casswell, Alison Goodwin, Roy Hullin, Ralph McGuire, and Gill Tagg. "Classification of severe school attendance problems." Psychological Medicine 15, no. 1 (February 1985): 157–65. http://dx.doi.org/10.1017/s0033291700021024.

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SynopsisSixty-four children taken to court for failure to attend school were reliably classified into 4 groups, according to whether they exhibited the features of ‘school refusal’ and/or ‘truancy’. About a fifth of them were found to exhibit ‘school refusal’; a third showed ‘truancy’; less than a sixth exhibited both ‘school refusal’ and ‘truancy’ combined; and over a third had the characteristics of neither condition. Differences between these categories were found in manifestations of psychiatric disturbance and in responsiveness to a court adjournment procedure.

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Lázaro, Santa, Belén Urosa, Rosalía Mota, and Eva Rubio. "Primary Education Truancy and School Performance in Social Exclusion Settings: The Case of Students in Cañada Real Galiana." Sustainability 12, no. 20 (October 14, 2020): 8464. http://dx.doi.org/10.3390/su12208464.

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Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types of truancy in a population of students with high social risk in Madrid city, studying the relationship between truancy and their school performance. A questionnaire was answered by mentor teachers of students at the preschool and primary stages (N = 120), who reported information from a total of 433 students from 12 different schools. Results showed a high level of prevalence in the different types of truancy (Active and Passive). Among these behaviours, 46.86% of students skipped entire days without a valid excuse and 42.51% did not usually do their homework. Overall, 60% showed underachievement and great rates of curricular gap. In 6th grade, the last year of primary school, 74.42% of students had repeated one grade and 27.91% more than one. Moreover, significant correlations were found between truancy and school performance. The detection and early action against truancy in primary education with this type of student will reduce early dropouts and make school a key actor for the development of these students.

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Johari, Siti Hajar, Dharatun Nissa Fuad Mohd Karim, Siti Nor Aisyah Akhwan, Restu Nabila, and Jeffery Apdal. "COUNSELOR’S ROLE IN TRUANCY." International Journal of Education, Psychology and Counseling 4, no. 32 (September 20, 2019): 367–78. http://dx.doi.org/10.35631/ijepc.4320031.

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The problem of truancy is a serious problem in the world of education, and it requires a counselor to address this problem at the school. Therefore, this study aims to understand the role of counselor to address truancy among secondary school students and identifying factors that the dominant factor among the four factors of truancy among secondary school students. This study used a qualitative case study approach. Study participants consisted of three counselors from three schools who had experienced over 10 years and had handling the session to address the issue of truancy. Study data were obtained through a semi-structured interview technique. The results indicated that the issue of the role of the counselor in delinquency counseling service is run professionally with students skipping and diversifying counseling programs that are appropriate to student truancy. Environmental factors such as family and student residence of students and teachers between the dominant factor contributing subjects the issue of truancy among secondary school students. In conclusion, the relationship between a counselor, teacher and student absenteeism is essential to curb the issue of protracted. The study provides implications for the field of science and practice of counseling and implications for future research. Information from this study can be used by school counselors, whether at the primary and secondary schools as a measure to curb the culture of school absenteeism.

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Rocque, Michael, Wesley G. Jennings, Alex R. Piquero, Turgut Ozkan, and David P. Farrington. "The Importance of School Attendance: Findings From the Cambridge Study in Delinquent Development on the Life-Course Effects of Truancy." Crime & Delinquency 63, no. 5 (July 26, 2016): 592–612. http://dx.doi.org/10.1177/0011128716660520.

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School dropout has been extensively studied in the literature as a correlate of negative life outcomes. A precursor to school dropout is truancy, the unexcused or illegitimate student absence from school. Few studies have examined the relationship between truancy and involvement in crime and adjustment more generally over the life-course. This study extends previous work by exploring whether truancy at age 12 to 14 is related to later life outcomes such as crime, aggression, and adjustment using data from the Cambridge Study in Delinquent Development. Results indicate that truancy has long-lasting associations with negative life outcomes, especially for non-violent crime and problem drinking. Importantly, these findings hold for certain outcomes controlling for a comprehensive host of environmental and individual childhood risk factors.

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Cardwell, Stephanie M., Sarah Bennett, and Lorraine Mazerolle. "Bully Victimization, Truancy, and Violent Offending: Evidence From the ASEP Truancy Reduction Experiment." Youth Violence and Juvenile Justice 19, no. 1 (August 7, 2020): 5–26. http://dx.doi.org/10.1177/1541204020940040.

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Research indicates truancy and being bullied (otherwise called bully victimization) are independently linked to violent offending. We examine the associations between truancy, bully victimization, and violent offending in a sample of young people who participated in the Ability School Engagement Program (ASEP) truancy reduction experiment. Pre-intervention, half of the sample reported missing school because they were being bullied. Experiment and control participants both exhibited significant reductions in bully victimization and missing school because of bully victimization. Neither groups exhibited significant reductions in violent offending. Contrasting expectations, participants in the control group had significantly larger reductions in missing school because of bully victimization. Post-intervention measures of bully victimization were significantly related to higher odds of violent offending. Bully victimization is a critical factor in understanding the nexus between truancy and violent offending which, if neglected in an intervention (like ASEP) can lead to backfire effects for young people.

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Mazerolle, Lorraine, Sarah Bennett, Emma Antrobus, and Elizabeth Eggins. "The Coproduction of Truancy Control." Journal of Research in Crime and Delinquency 54, no. 6 (April 26, 2017): 791–823. http://dx.doi.org/10.1177/0022427817705167.

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Objectives: To evaluate, under randomized field trial conditions, the deterrent effects of a police–school partnership, called the Ability School Engagement Program (ASEP). The partnership sought to co-produce truancy reduction by actively engaging parents and their truanting children in a group conference dialogue that was designed to increase parental and child awareness of the truancy laws (and the consequences of noncompliance), and thereby foster students’ willingness to attend school. Methods: Using a randomized field trial design, 102 truanting young people were randomly allocated to a control, business-as-usual condition ( n = 51), or the ASEP experimental condition ( n = 51). In this paper, we use mixed model ANOVA and multiple regression analysis of self-report survey data from both students and their parents to assess differences between the experimental and control group on parental perceptions of prosecution likelihood and student willingness to attend school. We use qualitative analysis of the group conference transcripts to examine how the intervention affected these factors. Results: Our results demonstrate that the police–school partnership intervention increased parental awareness of prosecution likelihood, which moderated students’ self-reported willingness to attend school. Conclusions: We conclude that police–school partnerships that engage parents and their children to better understand the laws pertaining to school attendance are a promising approach for co-producing the reduction of truancy.

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Rahmadhony, Samurya. "The Effectiveness of Token Economy to Reduce Truant Behavior." IJECA (International Journal of Education and Curriculum Application) 2, no. 1 (April 30, 2019): 24. http://dx.doi.org/10.31764/ijeca.v2i1.2038.

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Truant is a behavior caused by a lack of control of behavior. Token economy is a form of positive renforcement where the subject receives a token when they exhibit the desired behavior. Data analysis was carried out in three stages, namely visual analysis, different tests using the Wilcoxon Signed Rank Test and calculating the effest size. Token economy interventions effectively reduce truant behavior in 5th grade elementary school students who have lived in class.

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Wroblewski, Althea P., Erin Dowdy, Jill D. Sharkey, and Eui Kyung Kim. "Social-Emotional Screening to Predict Truancy Severity: Recommendations for Educators." Journal of Positive Behavior Interventions 21, no. 1 (April 27, 2018): 19–29. http://dx.doi.org/10.1177/1098300718768773.

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The present study examined whether high school students’ ( N = 1,658) self-reported social-emotional strengths collected at the beginning of the school year via schoolwide screening could predict student membership in one of three truancy categories (low, moderate, and high to chronic truancy) using discriminant analysis. Results indicated that student self-reported scores for the social-emotional domains belief-in-self and belief-in-others contributed significantly to the discriminant analysis function for predicting students’ truancy severity classification. In addition, multivariate ANOVA was also conducted to identify whether social-emotional strengths differed by gender and ethnicity (Caucasian and Latino/a students) across the three truancy groups. Caucasian students in the low to moderate truancy groups reported higher overall social-emotional strengths than Latino/a students. Gender differences were also found in the low to moderate truancy groups in that females were less likely to report having strengths in the social-emotional domains belief-in-self and engaged living, while males were less likely to report having a strength in emotional competence. Findings demonstrate the utility of schoolwide screening measures to aid in early identification of truancy and an increased need to create truancy prevention and intervention policies that are gender-specific and culturally sensitive.

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Solakoglu, Ozgur, and Ugur Orak. "School truancy among Turkish high school students: A test of General Strain Theory." International Journal of Human Sciences 13, no. 1 (March 12, 2016): 1460. http://dx.doi.org/10.14687/ijhs.v13i1.3670.

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School absenteeism is a complicated problem with a variety of causes. It has been shown to be one of the main predictors of school drop-outs as well as leading to delinquency and criminal behavior in adulthood. This study examines the applicability of General Strain Theory on educational factors by considering truancy as a risk behavior. In this empirical study, we test the explanatory powers of certain kinds of strain, including school strain, economic deprivation, negative life events, anger, college plans, past victimization, and depression on students’ truancy. Data were drawn from the part of 2008 Youth in Europe Survey conducted in Istanbul in 2008. The sample consists of 2445 high school students. Results indicate that school strain, anger, and negative life events are significantly associated with likelihood of truancy while past victimization and economic strain have no effect. College goal and depression, on the other hand, have relatively weaker effects on students’ school absenteeism. Findings revealed that there is a relationship between cutting classes and certain kinds of strain among Turkish adolescents. The study also demonstrates that General Strain Theory is applicable for problematic behaviors in an educational context and generalizable to countries other than the U.S.

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Mireles-Rios, Rebeca, Victor M. Rios, and Augustina Reyes. "Pushed Out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out." Education Sciences 10, no. 4 (April 15, 2020): 108. http://dx.doi.org/10.3390/educsci10040108.

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Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who “dropped out”, or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel–student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out.

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McCauley, Erin. "Beyond the Classroom: The Intergenerational Effect of Incarceration on Children’s Academic and Nonacademic School-Related Outcomes in High School." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312091536. http://dx.doi.org/10.1177/2378023120915369.

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The author uses strategic comparison regression and the Longitudinal Study of Adolescent to Adult Health ( n = 11,767) to explore the effect of parental incarceration on academic and nonacademic outcomes in high school. This method compares youth whose parents were incarcerated before the outcomes are measured with those whose parents will be incarcerated after. The author examines most recent grades and a range of nonacademic outcomes, such as truancy, involvement in school activities, and suspension. Results indicate that the associations between parental incarceration and grades are largely accounted for by selection, but associations between parental incarceration and nonacademic processes persist. Maternal incarceration holds particular importance for behavioral outcomes (fighting and truancy), and paternal incarceration holds particular importance for behavioral, connectedness, and disciplinary outcomes. Researchers examining the intergenerational consequences of incarceration should examine school contexts beyond the classroom and explore the pathways through which this disadvantage occurs.

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McCluskey, Cynthia Perez, Timothy S. Bynum, and Justin W. Patchin. "Reducing Chronic Absenteeism: an Assessment of an Early Truancy Initiative." Crime & Delinquency 50, no. 2 (April 2004): 214–34. http://dx.doi.org/10.1177/0011128703258942.

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Chronic school absenteeism has been identified as a precursor to undesirable outcomes in adolescence, including academic failure, school dropout, and juvenile delinquency. In spite of its effect on adolescent functioning, little research has been conducted to identify effective methods of truancy reduction, particularly among elementary-aged students. This article presents the assessment of an initiative developed to reduce truancy in three elementary schools. Findings suggest that the program was successful in substantially reducing absenteeism among those with chronic attendance problems. Implications for future programs targeting at-risk youth are discussed.

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Khadijah, Khairiyah, Marjohan Marjohan, and Alwen Bentri. "Kontribusi Dukungan Orangtua dan Persepsi Siswa tentang Disiplin Belajar terhadap Perilaku Membolos serta Implikasinya terhadap Layanan Bimbingan dan Konseling." Konselor 5, no. 3 (September 30, 2016): 172. http://dx.doi.org/10.24036/02016536553-0-00.

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Truancy is an action of missing full day school or skipping certain classes during school hours. It is considered as a non-adaptive behaviour that needs serious attention. Truancy is affected by several factors. Some of the factors are (1) family in which parents give lack of support to their children in learning and, (2) individual involving the students’ perception on learning discipline. This research is intended to describe: (1) the parents’ support, (2) the students’ perception toward learning discipline, (3) truancy behaviour, and to test, (4) the contribution of the parents’ support toward truancy behaviour, (5) the contribution of the students’ perception on learning discipline toward truancy behaviour, and (6) the contribution of the parents’ support and the students’ perception on learning discipline simultaneously toward truancy behaviour. This research applied quantitative method and descriptive correlational design. The population of the research was 533 students in class X and XI of SMAN 8 Padang. Of the population, 229 were taken as the sample. They were chosen by using Proportional Stratified Random Sampling technique. The instrument of the research was a scale of Likert model. The data were analyzed by using descriptive statistic, simple regression and multiple regression. The research findings show that: (1) on average, the parents’ support is in high category, (2) the students’ perception on learning discipline is in positive category, (3) the truancy behaviour is in average category, (4) the parents’ support contributed 6,2% (R= 0.249 on significance level 0.000) toward truancy behaviour, (5) the students’ perception on learning discipline contributed 10.9% (R= 0.331 on significance level 0.000) toward truancy behaviour, and (6) simultaneously, the parents’ support and the students’ perception on learning discipline contributed 12.7% (R= 0.356 on significance level 0.000) toward truancy behaviour. The implication of the research findings is expected to be used as an analysis on the students’ need in designing Guidance and Counselling program at SMAN 8 Padang.

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Eastwold, Paul. "Attendance Is Important: Combating Truancy in the Secondary School." NASSP Bulletin 73, no. 516 (April 1989): 28–31. http://dx.doi.org/10.1177/019263658907351606.

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Ahinkorah, Bright Opoku, Richard Gyan Aboagye, Francis Arthur-Holmes, John Elvis Hagan, Joshua Okyere, Eugene Budu, Robert Kokou Dowou, Collins Adu, and Abdul-Aziz Seidu. "A Multi-Country Analysis of Prevalence of Anxiety-Induced Sleep Disturbance and Its Associated Factors among In-School Adolescents in Sub-Saharan Africa Using the Global School-Based Health Survey." Healthcare 9, no. 2 (February 22, 2021): 234. http://dx.doi.org/10.3390/healthcare9020234.

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(1) Background: Among the health problems affecting adolescents, anxiety disorders are considered among the health-compromising or debilitating outcomes that affect adolescents’ mental health. We examined the prevalence and factors associated with anxiety-induced sleep disturbance among in-school adolescents in sub-Saharan Africa (SSA). (2) Methods: This study involved a cross-sectional analysis of data from the Global School-Based Health Survey (GSHS). We analyzed data on 25,454 in-school adolescents from eleven (11) countries in SSA with a dataset between 2010 and 2017. Two multivariable logistic regression models were built to determine the strength of the association between anxiety-induced sleep disturbance and the explanatory variables. The results of the regression analyses were presented using adjusted odds ratios (aOR) and their respective 95% confidence intervals (CIs). Statistical significance was set at p-value < 0.05. (3) Results: The overall prevalence of anxiety-induced sleep disturbance among in-school adolescents in SSA was 12.2%. The prevalence ranged from 5.1% in Tanzania to 20.5% in Benin. The odds of anxiety-induced sleep disturbance was higher among adolescents aged 15 and above [aOR = 1.26, 95% CI = 1.15, 1.39] compared to those aged 14 or younger. Additionally, the odds of anxiety-induced sleep disturbance was higher among adolescents who were bullied [aOR = 1.54, 95% CI = 1.42, 1.67], those that felt lonely [aOR = 3.85, 95% CI = 3.52, 4.22], those who had suicidal ideations [aOR = 1.70, 95% CI = 1.52, 1.90], those who had suicidal plan [aOR = 1.26, 95% CI = 1.13, 1.41], those who have had suicidal attempt [aOR = 1.21, 95% CI = 1.08, 1.35], those who used marijuana [aOR = 1.27, 95% CI = 1.06, 1.52], and those who were truant at school [aOR = 1.33, 95% CI = 1.22, 1.46]. However, male adolescents had lower odds of anxiety-induced sleep disturbance [aOR = 0.88, 95% CI = 0.81, 0.95], compared to their female counterparts. (4) Conclusions: We found a relatively high prevalence of anxiety-induced sleep disturbance among in-school adolescents in SSA. Higher age, being female, being bullied, loneliness, having suicidal ideations/plan/attempt, use of marijuana and truancy were risk factors for anxiety-induced sleep disturbance. The findings, therefore, highlight the urgency for policies (e.g., early school-based screening) and interventions (e.g., Rational Emotive Behavioral Education (REBE), Social Emotional Learning (SEL) that target in-school adolescents within the most at-risk populations of anxiety-induced sleep disturbance in SSA.

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Rahmat, Candra Prasiska, Herman Nirwana, and Netrawati Netrawati. "Contribution of parental social support and self-control to student truancy behavior." Journal of Counseling and Educational Technology 3, no. 2 (November 8, 2020): 47. http://dx.doi.org/10.32698/01121.

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This study aims to analyze the contribution of parental social support and self-control both individually and collectively on student truancy behavior. This research uses descriptive correlational quantitative method. The study population was vocational high school students Muhammadiyah 1 Padang registered in the odd semester of the school year 2020/2021 as many as 447 students. The research sample was 127 students, who were selected by purposive sampling technique. The instrument uses a parental social support scale, self-control scale and the results of student absenteeism recapitulation. The research data were analyzed using descriptive correlational statistics and multiple regressions. The research findings proved that parental social support and self-control simultaneously contributed to student truancy behavior as much as 44.5%. The implication of the results of this study can be used as input for creating guidance and counseling service programs in preventing and reducing truancy in students.

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Latifah, Leny. "Effectiveness of self management techniques to reduce truant students in middle school." Konselor 8, no. 1 (April 6, 2019): 17. http://dx.doi.org/10.24036/0201981103804-0-00.

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Bonell, Christopher, Matthew Dodd, Elizabeth Allen, Leonardo Bevilacqua, Jennifer McGowan, Charles Opondo, Joanna Sturgess, Diana Elbourne, Emily Warren, and Russell M. Viner. "Broader impacts of an intervention to transform school environments on student behaviour and school functioning: post hoc analyses from the INCLUSIVE cluster randomised controlled trial." BMJ Open 10, no. 5 (May 2020): e031589. http://dx.doi.org/10.1136/bmjopen-2019-031589.

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BackgroundWe have previously reported benefits for reduced bullying, smoking, alcohol and other drug use and mental health from a trial of ‘Learning Together’, an intervention that aimed to modify school environments and implement restorative practice and a social and emotional skill curriculum.ObjectivesTo conduct post hoc theory-driven analyses of broader impacts.DesignCluster randomised trial.Settings40 state secondary schools in southern England.ParticipantsStudents aged 11/12 years at baseline.OutcomesStudent self-reported measures at 24 and 36 months of: cyberbullying victimisation and perpetration; observations of other students perpetrating aggressive behaviours at school; own perpetration of aggressive behaviours in and outside school; perceived lack of safety at school; participation in school disciplinary procedures; truancy and e-cigarette use.ResultsWe found evidence of multiple impacts on other health (reduced e-cigarette use, cyberbullying perpetration, perpetration of aggressive behaviours) and educational (reduced participation in school disciplinary procedures and truancy) outcomes.ConclusionThese analyses suggested that the intervention was effective in bringing about a broader range of beneficial outcomes, adding to the evidence that the intervention is a promising approach to promote adolescent health via an intervention that is attractive to schools.Trial registration numberISRCTN10751359.

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Rubino, Laura L., Valerie R. Anderson, and Christina A. Campbell. "An Examination of Racial/Ethnic Disparities in Truancy Court." Crime & Delinquency 66, no. 1 (May 8, 2019): 33–58. http://dx.doi.org/10.1177/0011128719847456.

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The purpose of this study was to examine the effect of race/ethnicity on recidivism outcomes with a sample of juveniles involved with a truancy court. Three regression models were conducted to examine the influence of race/ethnicity on receiving any new court petition ( N = 1,206), including petitions for delinquency offenses or any new status offense petition within 2 years of their initial contact with the court. Results suggest that racial/ethnic disparities exist for juveniles involved in truancy court, especially with regard to new delinquency petitions. These findings are important to take into consideration to understand how truancy courts may facilitate the school-to-prison pipeline for non-White youth.

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Attwood, Gaynor, and Paul Croll. "Truancy in secondary school pupils: prevalence, trajectories and pupil perspectives." Research Papers in Education 21, no. 4 (December 2006): 467–84. http://dx.doi.org/10.1080/02671520600942446.

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Cuffe, Harold E., Glen R. Waddell, and Wesley Bignell. "CAN SCHOOL SPORTS REDUCE RACIAL GAPS IN TRUANCY AND ACHIEVEMENT?" Economic Inquiry 55, no. 4 (May 2, 2017): 1966–85. http://dx.doi.org/10.1111/ecin.12452.

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Attwood, Gaynor, and Paul Croll. "Truancy and well-being among secondary school pupils in England." Educational Studies 41, no. 1-2 (September 10, 2014): 14–28. http://dx.doi.org/10.1080/03055698.2014.955725.

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Hunt, Melissa K., and Derek R. Hopko. "Predicting High School Truancy Among Students in the Appalachian South." Journal of Primary Prevention 30, no. 5 (August 13, 2009): 549–67. http://dx.doi.org/10.1007/s10935-009-0187-7.

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Ovink, Sarah M. "“This Ain’t My School!” Criminality, Control, and Contradictions in Institutional Responses to School Truancy." Qualitative Sociology 34, no. 1 (November 16, 2010): 79–99. http://dx.doi.org/10.1007/s11133-010-9181-x.

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Strand, Paul S., Chad M. Gotch, Brian F. French, and Jessica L. Beaver. "Factor Structure and Invariance of an Adolescent Risks and Needs Assessment." Assessment 26, no. 6 (April 22, 2017): 1105–16. http://dx.doi.org/10.1177/1073191117706021.

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The Washington Assessment of Risks and Needs of Students is a youth self-report screening instrument developed for use by high school and juvenile court personnel faced with the legal and practical challenges of high truancy and dropout rates. It purports to measure six facets of risks and needs of youth relevant to improving school outcomes. In this study, a bifactor model measuring a general factor and six specific factors was examined for fit and invariance across different groups defined by sex and race/ethnicity, with a sample of court-petitioned high school students ( N = 937; ages 13-17 years). The results of multigroup confirmatory factor analysis revealed an essentially invariant bifactor structure across the groups. Further analysis of reliability support the use of the general factor to guide decision making for youth at risk for truancy and school failure, and scores deriving from the six specific factors as providing insight on specific areas of risk and need.

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Hascher, Tina, and Gerda Hagenauer. "Swiss adolescents’ well-being in school." Swiss Journal of Educational Research 42, no. 2 (October 14, 2020): 367–90. http://dx.doi.org/10.24452/sjer.42.2.5.

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Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenzen ÜGK 2016” and aimed at contributing to closing this gap by investigating adolescents’ (N = 22,423) well-being in school. An analysis of six well-being in school dimensions revealed the following results: Swiss secondary students report positive attitudes, a good academic self-concept, low physical complaints and low social problems, but also a lack of enjoyment and a prevalence for worries in school. Significant differences across gender, region, migration background, and attended school type as well as associations between well-being in school and school reluctance and truancy were found.

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Elza, Elza, and Dina Fariza Tryani Syarif. "Efektivitas Konseling Kelompok Berbantuan Teknik Problem Solving Untuk Menurunkan Perilaku Membolos Peserta Didik." Suluh: Jurnal Bimbingan dan Konseling 3, no. 1 (August 24, 2017): 1–4. http://dx.doi.org/10.33084/suluh.v3i1.508.

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The purpose of this study was to determine the level of truant behaviour in students and find out the effectiveness of group counselling services assisted by problem-solving methods to decrease missing behaviour in students. The research methodology used is the experiment. The population in this study were two palangkaraya public high school students with sample X SMA Negeri 2 palangkaraya. The results showed that group counselling with practical problem-solving techniques to reduce students' truant behaviour was evidenced by the scale pretest and posttest scores that had been distributed to 8 LA students (148) reduced to 60, EDL (125) reduced to 55, AWN (121) reduced to 73. RFBB (154) reduced to 98, AYS (152) decreased to 131, pns (114) reduced to 57, gesp (132) reduced to 55, and ET (127) reduced to 72 resulting in a decrease in the average pre-test and post- results test. The reduction in the first average was 191.50 to 69.00, with an average decrease of 65.13. So from that group counselling with excellent problem-solving techniques to be applied to the world of education as one form of guidance and counselling services at school.

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Journal articles on the topic 'In-school truants'

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