Gotowe bibliografie tematyczne / School refusal

Gotowa bibliografia na temat „School refusal”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „School refusal”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "School refusal"

1

Schmitt, B. D. "School Refusal". Pediatrics in Review 8, nr 4 (1.10.1986): 99–105. http://dx.doi.org/10.1542/pir.8-4-99.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Schmitt, Barton D. "School Refusal". Pediatrics In Review 8, nr 4 (1.10.1986): 99–105. http://dx.doi.org/10.1542/pir.8.4.99.

Pełny tekst źródła
Streszczenie:
School refusal is one of the major school problems with which health professionals need to become involved. In general, parents will only accept this diagnosis from a physician they consider an expert in physical disease. Often this disorder is not included among the differential diagnoses of physical symptoms. We should ask about school attendance whenever we evaluate a child for a vague chief complaint. Once considered, this diagnosis is easy to confirm. Intervention is also straight forward. The physician should be decisive about physical health, insist on an immediate return to school, and monitor the patient's progress.
Style APA, Harvard, Vancouver, ISO itp.
3

Soddy, Andrew. "School refusal". Medical Journal of Australia 154, nr 3 (luty 1991): 190–93. http://dx.doi.org/10.5694/j.1326-5377.1991.tb121028.x.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

SANDLER, ADRIAN D. "SCHOOL REFUSAL". Journal of Developmental & Behavioral Pediatrics 23, nr 6 (grudzień 2002): 467. http://dx.doi.org/10.1097/00004703-200212000-00029.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Heyne, David, Neville J. King, Bruce J. Tonge i Howard Cooper. "School Refusal". Paediatric Drugs 3, nr 10 (2001): 719–32. http://dx.doi.org/10.2165/00128072-200103100-00002.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

KING, N. J., i B. J. TONGE. "School refusal". Journal of Paediatrics and Child Health 28, nr 6 (grudzień 1992): 411–13. http://dx.doi.org/10.1111/j.1440-1754.1992.tb02705.x.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Watters, J. "School refusal." BMJ 298, nr 6666 (14.01.1989): 66–67. http://dx.doi.org/10.1136/bmj.298.6666.66.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Gonzálvez, Carolina, Mariola Giménez, María Vicent, Ricardo Sanmartín, María José Quiles i José Manuel García-Fernández. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature". Sustainability 13, nr 13 (5.07.2021): 7512. http://dx.doi.org/10.3390/su13137512.

Pełny tekst źródła
Streszczenie:
School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 (M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment.
Style APA, Harvard, Vancouver, ISO itp.
9

Srivastava, Mayank, Dipanjan Bhattacharjee i Vinod Kumar Sinha. "Socio-demographic correlates of school refusal among primary school students in Ranchi City". Indian Journal of Psychiatric Social Work 11, nr 1 (19.02.2020): 24. http://dx.doi.org/10.29120/ijpsw.2020.v11.i1.205.

Pełny tekst źródła
Streszczenie:
Introduction: School refusal has some distinctive features and it can affect the academic achievement of the students very negatively. Several socio-demographic factors are responsible for school refusal. This study intends to see the role of some socio-demographic factors in school refusal among primary grade students of five private schools of the city of Ranchi. Methodology: It was a Cross-sectional school-based study on five private schools of Ranchi city. Total students approached were 1640, out of which 52 students were selected purposively as per the study criteria. Socio-demographic Data Sheet and School Refusal Assessment Scale-Revised (SRAS-R) were used and descriptive statistics, independent samples t-test, one way ANOVA and Bonferroni post hoc test were used. Results: Factors like the gender of the students, parental education, monthly family income and family type have a significant impact on school refusal behaviour of selected students. Conclusion: School refusal is a complicated problem and it has been influenced by various factors. Keywords: School refusal, demographic variables, parents, family, absenteeism
Style APA, Harvard, Vancouver, ISO itp.
10

Lingenfelter, Nannette, i Sheila Hartung. "School Refusal Behavior". NASN School Nurse 30, nr 5 (9.03.2015): 269–73. http://dx.doi.org/10.1177/1942602x15570115.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "School refusal"

1

Rennie, Robert W., i res cand@acu edu au. "School Refusal: a Case study". Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp40.29082005.

Pełny tekst źródła
Streszczenie:
According to the literature school refusal is a complex disorder. Whilst the condition only occurs in 2% of the general school population, more interestingly the problem accounts for about 8% of clinically referred children (Burke & Silverman, 1987). This study focuses on the school refusal of a young adolescent male. This thesis has examined the degree to which school refusal can be minimised through employing a whole school approach underpinned by effective pastoral care (WSNPC intervention program). The research questions were as follows: To investigate the effects the WSNPC intervention program has on the: minimisation of school refusal; replacement of the motherlfigurehead in the mother-child relationship relative to separation anxiety; and = improved emotional, social and intellectual wellbeing of the school refuser. The methodology adopted for the study of school refusal regarding a young adolescent male was based on a grounded theory approach and also included a combination of action research and case study methods. Qualitative paradigms measured the degree of the participant's school refusal. A variety of instruments were employed to measure the participant's perceptions of school refusal. The implementation of multiple strategies were based upon data collected and evaluated, both as a result of intentional efforts, or as an unintentional by-product of the study with the expressed aim of maximising the participant's school attendance. The evidence presented in this study indicates the strategies employed via the WSA/PC intervention program were helpful in improving the participant's attendance at school. The results give an insight into the level of comprehension for the sample of school refusal and its response in terms of understanding the reasons for such thinking. The limitations of single case methodology are acknowledged in the study and suggestions for further research discussed.
Style APA, Harvard, Vancouver, ISO itp.
2

Rennie, Robert W. "School refusal: A case study". Thesis, Australian Catholic University, 2003. https://acuresearchbank.acu.edu.au/download/3b94821c62498af979c25e074b1ca46f14b8056a9efcc18b6e576f025df54389/6450111/65065_downloaded_stream_290.pdf.

Pełny tekst źródła
Streszczenie:
According to the literature school refusal is a complex disorder. Whilst the condition only occurs in 2% of the general school population, more interestingly the problem accounts for about 8% of clinically referred children (Burke & Silverman, 1987). This study focuses on the school refusal of a young adolescent male. This thesis has examined the degree to which school refusal can be minimised through employing a whole school approach underpinned by effective pastoral care (WSNPC intervention program). The research questions were as follows: To investigate the effects the WSNPC intervention program has on the: minimisation of school refusal; replacement of the mother/figurehead in the mother-child relationship relative to separation anxiety; and improved emotional, social and intellectual wellbeing of the school refuser. The methodology adopted for the study of school refusal regarding a young adolescent male was based on a grounded theory approach and also included a combination of action research and case study methods. Qualitative paradigms measured the degree of the participant's school refusal. A variety of instruments were employed to measure the participant's perceptions of school refusal. The implementation of multiple strategies were based upon data collected and evaluated, both as a result of intentional efforts, or as an unintentional by-product of the study with the expressed aim of maximising the participant's school attendance. The evidence presented in this study indicates the strategies employed via the WSA/PC intervention program were helpful in improving the participant's attendance at school. The results give an insight into the level of comprehension for the sample of school refusal and its response in terms of understanding the reasons for such thinking. The limitations of single case methodology are acknowledged in the study and suggestions for further research discussed.
Style APA, Harvard, Vancouver, ISO itp.
3

Grandison, Karen Joy. "School refusal : from short stay school to mainstream". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1517/.

Pełny tekst źródła
Streszczenie:
School attendance is a high profile issue at both national and local levels, and links have been made between poor attendance and low attainment, poor employment outcomes and antisocial behaviour (Reid 1999, 2002). This small scale research study focuses on a group of young people referred to as school refusers, who experience difficulties attending school associated with anxiety and emotion. This small scale, case study based research revolves around five young people who have been reintegrated into mainstream school following a period at a Short Stay School (PRU) for key stage 3 and 4 pupils with mental health and medical needs. In addition to the young people, participants include their mothers, the learning mentor from the Short Stay School and a mentor from the receiving mainstream school. Findings underline the heterogeneous nature of cases and an experience of school refusal associated with intense emotions for the young people and their parents. Change associated with school and home factors are implicated in school refusal as are factors including social anxiety, bullying, the child/parent dynamic and characteristics of the young person. School refusal is a long term matter requiring ongoing support even after reintegration.
Style APA, Harvard, Vancouver, ISO itp.
4

Engelbrecht, Leon Anton. "School refusal : clinical characteristics, treatment and outcome". Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/25829.

Pełny tekst źródła
Streszczenie:
Clinical characteristics, methods of treatment and outcome in School Refusal have been investigated. School refusal/phobia has been reported in the literature not to be a true clinical entity with a uniform aetiology, psychopathology, course, prognosis and treatment, but rather a collection of symptoms or a syndrome occurring against the background of a variety of psychiatric disorders. Aetiological and precipitating factors also vary with age, psychosocial level of development and personality factors in the individual child, family structure and function, and the school setting. Data were collected retrospectively from 20 cases treated at the Child and Family Unit, Red Cross War Memorial Children's Hospital, Cape Town during a specific time period. Analysis of the data revealed a gender distribution of 11 boys and 9 girls; 1 girl, 5 - 8 years old and 11 boys and 8 girls 9 - 13 years old. One Asian, no Black, 13 Coloured and 6 White children were represented. A large section of the sample population represented the lower socio-economic group as determined by parental qualification and occupation. Most of the families tended to consist of more than 2 children (5 member families). Family dysfunction was recorded in all but one case, with evidence of a recognizable psychiatric disorder also recorded quite frequently in the nuclear family members. Educational difficulties were recorded in a third of the sample together with below average total IQ scores in virtually all the subjects evaluated. The bulk of referrals were from medical practitioners and relatively few from schools. Refusal to attend school was of relatively short duration in three-quarters of the sample. Most of the cases were first time school refusers. Accompanying symptoms or problems were mainly anxiety or depression - related whereas significant associated events were mainly family - oriented. Psychiatric disorders diagnosed most often were anxiety and affective disorders with overlap of the 2 conditions recorded in half the sample. Response to treatment was positive in two thirds of the sample and a combination of treatment methods proved to be the most successful treatment plan. School refusal as investigated in this study, was well represented in a population of children treated at a Child Psychiatric Out-Patient Unit. A high rate of resemblance on various aspects of school refusal was recorded between the study sample and reports in the literature reviewed.
Style APA, Harvard, Vancouver, ISO itp.
5

Logan, Katie. "School refusal among students a review of literature /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008logank.pdf.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Rogers, Sarah. "School refusal : the roles of anxiety and cognition". Thesis, University of Southampton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412266.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Wilson, Maria Elizabeth. "School refusal behaviour : how can we support pupils back to school?" Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/1609.

Pełny tekst źródła
Streszczenie:
The systematic review and empirical research presented in this thesis, as part of the required work for the Doctorate in Applied Educational Psychology, investigates school refusal behaviour, or, more specifically, the non-attendance component of school refusal behaviour. The systematic review examines the effectiveness of various interventions on improving attendance patterns, whereas the empirical research focuses on the experiences of looked after children who exhibit school refusal behaviour. The pieces are linked through the focus of how to support the development of improved attendance patterns of school refusers. The systematic review explores what type of psycho-social interventions are efficacious in supporting pupils exhibiting school refusal behaviour back to school. Cognitive behavioural therapy interventions, informed by the function of school refusal, were found to be marginally more effective than other designs. Interventions that were delivered to both young people and their parents/school were more effective than interventions solely targeting individuals. Results were inconclusive regarding the most effective interventions over time. The empirical study reports the findings of a small-scale qualitative study that explored the accounts of looked after children who had exhibited school refusal behaviour. Grounded theory was used to analyse the transcripts of semi-structured interviews with four Looked After young people in the North East of England. The emergent theory tells us that when a Looked After young person is faced with instability during adolescence they are at risk of school attendance difficulties. The factors that contributed to continued attendance difficulties related to unresolved precipitating factors, school, people who mattered to the individual and the individual being ready for change.
Style APA, Harvard, Vancouver, ISO itp.
8

Liu, Ching-wan Cherry. "Turning refusal to acceptance via IT staff development initiatives". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B4004032X.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Gallé-Tessonneau, Marie. "Création et validation d'un questionnaire de repérage du refus scolaire anxieux au collège : la SChool REfusal EvaluatioN (SCREEN)". Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0317.

Pełny tekst źródła
Streszczenie:
Le refus scolaire anxieux est un phénomène complexe et multiforme qui peut avoir des conséquences graves au niveau familial, professionnel et sur le fonctionnement psychique de l’adolescent. La reconnaissance précoce est importante car le pronostic dépend en partie de la rapidité de l’intervention. Cependant, le refus scolaire anxieux est un objet encore mal défini, ce qui entrave sa prise en charge et la reconnaissance du phénomène par l’ensemble des partenaires. A ce jour, il n’existe pas d’outil commun aux différents professionnels pour aider au repérage précoce. L’objectif général de cette recherche était de créer et de valider un auto-questionnaire de repérage du refus scolaire anxieux au collège. Trois études ont été menées successivement en utilisant une approche intégrative et une méthodologie mixte (qualitative pour l’étude 1 et quantitative pour les études 2 et 3). L’étude 1 a été l’occasion, à l’aide d’entretiens (N = 42), de recenser et d’organiser les différentes manifestations du refus scolaire anxieux au collège de façon à pouvoir créer ensuite les items du questionnaire. L’analyse de contenu a mis en évidence un modèle de description du refus scolaire en quatre grands thèmes. L’étude 2 (N = 22) a permis d’élaborer la version pilote du questionnaire (SChool REfusal EvaluatioN ; SCREEN). Cette étude portait sur les étapes de création et de sélection des items et sur la création de la structure du questionnaire. L’étude 3 (N = 584) a porté sur la validation de la SCREEN auprès de collégiens et de patients et la mise en évidence de scores seuils pour le repérage du refus scolaire anxieux. Les analyses factorielles indiquent que la SCREEN est composée de 18 items repartis en 4 facteurs. Une analyse en courbe ROC et une standardisation des résultats ont déterminé des scores seuils. Les résultats indiquent de bonnes qualités psychométriques de la SCREEN (sensibilité de .88 et spécificité de .89 ; alpha de Cronbach de .84). Le modèle issu de l’étude 1, ainsi que le questionnaire, peuvent être utilisés dans les établissements scolaires comme dans les services de soins, à des fins de recherche ou dans le cadre d’une pratique clinique. La SCREEN peut contribuer à l’orientation plus rapide des adolescents, aider au développement des études empiriques sur le refus scolaire anxieux et favoriser le travail de partenariat entre les différents acteurs
Anxiety-based school refusal is a complex, ill-defined phenomenon related to several dimensions social, family, school, psychological…). This anxious absenteeism is a clinical reality with consequences on the adolescent’s family and professional perspectives and on his/her psychological functioning. As the prognosis depends to a large extent on early clinical care, early diagnosis is crucial. While a specific assessment is required, there is still no common tool that school professionals and health care professionals may use.The goal of this research was the creation and the validation of a self-reported screening tool for assessing school refusal.Three studies were carried out successively using an integrative approach and qualitative method (Study 1) or a quantitative method (Studies 2 and 3). The first study, with interviews (N = 42), aimed at a conceptual and operational definition of this construct. The content analysis revealed a descriptive model of school refusal comprising four different themes. The second study (N = 22) concerned the creation of the pilot version of the questionnaire (SChool REfusal EvaluatioN; SCREEN): generation of items, selection of items and creation of the questionnaire. The last study (n = 584) involved the validation of the SCREEN with a community sample of teenagers and a clinical sample. Analyses revealed a 4-factor model structure with 18 items. ROC analyses and standardization revealed a cut-off for screening school refusal. Results suggested that the tool has good psychometric properties (sensitivity .88; specificity .89; Cronbach’s alpha .84).The SCREEN and the descriptive model of school refusal can be helpful both at school and in health care services, for research and clinical practice. The SCREEN is useful for early clinical care, empirical studies, and for developing partnerships between school educators and health care professionals
Style APA, Harvard, Vancouver, ISO itp.
10

Salemi, Anna Marie Torrens. "The social construction of school refusal : an exploratory study of school personnel's perceptions". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001445.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "School refusal"

1

H, Ollendick Thomas, i Tonge Bruce J, red. School refusal: Assessment and treatment. Boston: Allyn & Bacon, 1995.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

1958-, Filmer-Sankey Caroline, Fletcher-Campbell Felicity, Local Government Association i National Foundation for Educational Research in England and Wales., red. School phobia and school refusal: Research into causes and remedies. London: NFER, 2003.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Can't go, won't go: An alternative approach to school refusal. Gwynned: Cinnamon Press, 2007.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

McEwan, Elaine K. When kids say no to school: Helping children at risk of failure, refusal, or dropping out. Wheaton, Ill: H. Shaw Publishers, 1998.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Kearney, Christopher A. School refusal behavior in youth: A functional approach to assessment and treatment. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10426-000.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Thambirajah, M. S. Understanding school refusal: A handbook for professionals in education, health and social care. Philadelphia, Pa: Jessica Kingsley Publishers, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Thambirajah, M. S. Understanding school refusal: A handbook for professionals in education, health and social care. Philadelphia, Pa: Jessica Kingsley Publishers, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Kearney, Christopher A. Getting your child to say "yes" to school: A guide for parents of youth with school refusal behavior. Oxford: Oxford University Press, 2007.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Williams, Margaret Ruth. School refusal: An exploration of the range of professional values within an Local Education Authority Psychological Service, and the ways in which these values and beliefs may influence service delivery. Birmingham: University of Birmingham, 2000.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Le refus de l'école, six points de vue. Paris: Harmattan, 2007.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "School refusal"

1

Di Bartolo, Christina A., i Maureen K. Braun. "School Refusal". W Pediatrician's Guide to Discussing Research with Patients, 225–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49547-7_13.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Heyne, David A., i Floor M. Sauter. "School Refusal". W The Wiley-Blackwell Handbook of The Treatment of Childhood and Adolescent Anxiety, 471–517. Chichester, West Sussex, UK: John Wiley & Sons, Ltd., 2012. http://dx.doi.org/10.1002/9781118315088.ch21.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Chandler, E. M. "School Refusal". W Educating Adolescent Girls, 100–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003344216-10.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Ramirez, Sylvia Z. "School refusal." W Encyclopedia of psychology, Vol. 7., 182–83. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-073.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Elliott, Julian, i Maurice Place. "School refusal". W Children in Difficulty, 44–65. Wyd. 4. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003083603-3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Dawson, R. L. "School Refusal (Child)". W Teacher Information Pack 1: Behaviour, 277–88. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_29.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Martens, Heather, J. Arthur Gillaspy i Stephen R. Gillaspy. "School Refusal Behavior". W Principle-Based Stepped Care and Brief Psychotherapy for Integrated Care Settings, 359–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70539-2_32.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Dawson, R. L. "School Refusal (Family Motivated)". W Teacher Information Pack 1: Behaviour, 289–300. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-08997-0_30.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Kearney, Christopher A., Courtney Haight, Marisa Gauger i Rachel Schafer. "School Refusal Behavior and Absenteeism". W Encyclopedia of Adolescence, 2489–93. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_236.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Kearney, Christopher A., i Mirae J. Fornander. "School Refusal Behavior and Absenteeism". W Encyclopedia of Adolescence, 3298–303. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_236.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "School refusal"

1

Høiseth, Marikken, Sindre Holme, Sondre Ek, Charlotte Tendenes Gabrielsen i Ole Andreas Alsos. "Teen evaluations of a game targeting school refusal". W IDC '20: Interaction Design and Children. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3397617.3397835.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Nursalim, Mochamad. "The BESCB Counseling Model to Decrease School Refusal Behavior". W Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.16.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Ishikura, Rikuto, Masahiro Takeda i Shino Iwashita. "Classification of Worries and Consultations with School Refusal Students Using Machine Learning". W 2020 Joint 11th International Conference on Soft Computing and Intelligent Systems and 21st International Symposium on Advanced Intelligent Systems (SCIS-ISIS). IEEE, 2020. http://dx.doi.org/10.1109/scisisis50064.2020.9322709.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Louw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.

Pełny tekst źródła
Streszczenie:
At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.
Style APA, Harvard, Vancouver, ISO itp.
5

Yusniawati, Yustina Ni Putu, i Putu Inge Ruth Suantika. "Analysis of Earthquake Preparedness Measures in Students at Elementary School, Denpasar, Bali". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.24.

Pełny tekst źródła
Streszczenie:
ABSTRACT Background: In addition to unsuccessful policies to prepare communities for disaster reduction, the high risk of earthquakes and their harmful consequences indicate that more consideration should be given to social factors in this regard. All community shelters are vulnerable to disasters, especially children, so efforts are needed to determine disaster preparedness factors for elementary school students in Denpasar City. This study aimed to analyzed of earthquake preparedness measures in students at elementary school, Denpasar, Bali. Subjects and Methods: This was a descriptive study conducted at an elementary school in Denpasar from January to September. A sample of 350 elementary school students in Denpasar whose schools have a disaster preparedness school (SSB) program selected by purposive sampling. The inclusion criteria were elementary school students grades 5 and 6 in Denpasar City, who can read fluently and are willing to be research respondents. The exclusion criteria were respondents who refused to be research subjects. The data were collected by 40 questions, where knowledge was 10 items, attitude was 10 items, facilities and infrastructure were 10 items, and IEC was 10 items. The data was analyzed by descriptively Results: The preparedness factors of elementary school students in facing earthquake disasters were still low. There were five earthquake preparedness factors for elementary students in Denpasar, namely (1) experience, (2) knowledge, (3) attitude, (4) facilities and (5) infrastructure, and IEC. The dominant knowledge variable of elementary school students is less than 233 (63.7%), the prevalent attitude variable is negative 244 (64%), the prevalent facilities and infrastructure variable are less than 215 (61.4%), and 300 (85.7%) dominant information and education communication. Conclusion: It is essential to be able to improve these preparedness factors with a variety of continuous education and training for elementary students, and health workers should work together with regional disaster management agency to establish disaster prepared schools in Denpasar City. Keywords: preparedness factors, students, and earthquake Correspondence: Yustina Ni Putu Yusniawati. Institute of Technology and Health, Bali. Jl. Tukad Balian no. 180 Renon Denpasar-Bali. Email: yustinaindrayana@gmail.com. Mobile: 087860000191 DOI: https://doi.org/10.26911/the7thicph.01.24
Style APA, Harvard, Vancouver, ISO itp.
6

Bal, Oğuz. "Theoretical Foundations of Privatization and Results in Turkey". W International Conference on Eurasian Economies. Eurasian Economists Association, 2013. http://dx.doi.org/10.36880/c04.00614.

Pełny tekst źródła
Streszczenie:
Liberal economic order, businesses efficiency, productivity and profitability, competition for work is present in accordance with the principles defended private property order. As sistematical the main foundations of economic liberalism created by Adam Smith. Then, his prenciples developed by evolving Classic School, continued to the sovereignty until the Great Depression of 1929. I.World War took place in an environment dominated by Classical Ekol During, and after the war, from the principles of Classical School had not doubt. In 1936, John Maynard Keynes, the basic assumptions of the classical school refused. Following the II. World War; the 1950s and 1960s,sounds of the proponents of the liberal principles, was not strong as much as Keynesians. In the 1970s, emerged the world's most developed economy ABD, the high unemployment and inflation. Until 1973, wasn’t confronted with a serious crisis. Content of the neo-liberal economic policies between 1975-1980 was adopted. Since the 1980s, heavily affecting the world economy started to implement neoliberal policies. Acceleration of privatization, taxes, discounts for large scale unemployment, increase monetary measures to keep inflation under control was applied. In this article, on eight chapters were created. In the chapters, concept, scope and content, historical background of privatization, investigated material causes that give rise to privatization, the basic bases of privatization, the ideological foundations of privatization. Privatization aims were discussed, and was given examples of countries is characterized by intense privatization. The general results and in Turkey latests cases were discussed.
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "School refusal"

1

Schmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper i Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, czerwiec 2022. http://dx.doi.org/10.19088/ids.2022.039.

Pełny tekst źródła
Streszczenie:
Despite progress in COVID-19 vaccination rates overall in Ealing, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (from ages 12-19) in the London borough of Ealing. While public discourse may label young people as “vaccine hesitant,” we found that there were differences based on social location and place. We found the greatest vaccine refusal among older youth (15+ years old), which in the context of this study were from minoritised communities who have experienced deprivation across the life course. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „School refusal” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii