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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.
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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.
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.
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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.
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/.
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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.
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.
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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.
5
Logan, Katie. "School refusal among students a review of literature /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008logank.pdf.
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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.
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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.
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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.
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.
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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.
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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 acteursAnxiety-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
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.
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11
Liu, Ching-wan Cherry, i 廖靜雲. "Turning refusal to acceptance via IT staff development initiatives". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B4004032X.
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Solberg, Carole. "A case study of the use of hypnosis for school refusal". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28296.
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The intent of this research is to demonstrate the effectiveness of hypnosis as a treatment for school refusal. The research design is a single-case study employing an A-B Follow-up format. The 10 year old male subject completed measures of personality (The Children's Personality Questionnaire), self-concept (The Piers-Harris Children's Self-concept Scale), identified stressors, and anxiety. The baseline period was two weeks and therapy lasted four weeks. Follow-up data was collected on the same measures ten months later. All post-therapy results indicate change in a more adaptive direction. The subject showed increased self-concept, lessened anxiety, greater ability to cope and he returned to school with little or no of the previous psychosomatic complaints evident. The follow-up results show that the subject has maintained his gains. Hypnosis is seen as an effective, fast method of treatment for school refusal, a syndrome which needs to be dealt with quickly since consequences can be severe for the child.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
13
Todd, Barbara, i n/a. "A case studies analysis of the functional model of school refusal behaviour". University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061109.145654.
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School refusal occurs across a broad range of students from the first to the final
years of school, and is of concern to students, parents and teachers alike. This
study uses the perspective of practitioners working at the school level to identify
linkages between the presenting problems, interventions and outcomes of school
refusal. This pattern is then compared to the Functional Model of School Refusal
to establish the relevance of the Model.
A multiple single-case study approach was used with ten case histories with
positive outcomes being matched against the Functional Model. As these
provided some support for the model an additional six case histories with
negative outcomes were then matched against the Model. Two interviews of
practitioners who had worked with school refusal were also analysed.
The Functional Model of School Refusal received some support through this
analysis, but areas were identified which were not adequately addressed by the
Model. The Model was subsequently revised into a broader functional approach
which takes greater account of the role of the family and environmental factors
affecting school refusal. It is recommended that a broader multi-modal approach
to intervention be implemented by practitioners dealing with school refusal.
14
McKenzie, Sharon Amanda. "Exploring the roles of anxiety, sleep and sense of belonging in school attendance and school refusal behaviour". Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/415896/.
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Reductions in school refusal behaviour (SRB), defined as a general difficulty with attending or remaining in school, have been a longstanding strategic priority for schools, local authorities and central government. Research into risk factors associated with SRB is vital for the development of effective assessment and intervention practices to address the problem. A systematic literature review, embedded within a theoretical framework of risk and resilience, was conducted to appraise the research evidence into anxiety as a risk factor for SRB. Twenty-one studies were reviewed, spanning the past three decades. Support was gained for anxiety as a significant risk factor for SRB in some cases, but not as an overall or central explanation for the problem. The need was highlighted in future research for collective commitment towards addressing a range of terminological, methodological and reporting issues in order to improve comparability between studies, and increase the generalisability of findings. The incorporation of physiological measures of anxiety in conjunction with self-report measures was proposed as a potentially fruitful extension for future investigations. The empirical paper presented a pilot study which extended previous research comparing anxious high-attenders with anxious low-attenders. The sample comprised 13 girls in Year 8 (n=9) and Year 9 (n=4) attending an average-sized mainstream secondary school, who reported elevated anxiety. The girls were grouped by attendance: high (n=7, M=99.7%, SD=0.63) and low (n=6, M=92.2%, SD=1.58). Physiological measures of psychological stress (i.e. heart rate variability: HRV) and sleep, assessed using electrocardiogram and wrist actigraphy respectively, were incorporated within an exploration of anxiety, sleep and sense of belonging as factors that may differentiate between the two groups. The groups did not differ on sense of belonging or any indices of psychopathology by self-report, nor on any physiological measures of sleep or psychological stress at the beginning of the week. However, the high attendance group showed non-significant trends towards poorer sleep quality and lower HRV, at the end of the week. The findings tentatively challenge the assumption that anxious students who sustain high attendance in school are demonstrating psychological resilience. Implications for Educational Psychology practice and future research are discussed.
15
Smart, Raechel A. "The Presentation and Impact of School Refusal Behaviour in Children on the Autism Spectrum". Thesis, Griffith University, 2021. http://hdl.handle.net/10072/408943.
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Almost half of all children on the autism spectrum experience school refusal (Totsika et al., 2020), yet very little is known about the presentation of school refusal, the way families support their children, and the impact of this upon families. In this study, seven mothers of children on the autism spectrum with school refusal participated in semistructured interviews exploring the behavioural presentations of school refusal and their experiences supporting their child. Directed content analysis was used to analyse the way school refusal presentations align with neurotypical school refusal presentations; inductive content analysis was used to explore the consequences and impact of school refusal for families.
Results showed that children demonstrated heterogenous presentations of school refusal, between 10 and 30 unique behaviours in six of the seven categories of the continuum of school refusal behaviour in youth (Kearney, 2001). Many behaviours may not be recorded in attendance data, such as physical school attendance with psychological avoidance. Participants experienced reduced capacity to work and negative impacts on their mental wellbeing, as well as changes to parent-school connections and parenting strategies as a result of school refusal.
This is the first study to qualitatively explore the presentation and impact of school refusal in children on the autism spectrum. Findings will be important for planning future research directions and supporting children on the autism spectrum with school refusal and their families.Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
Full Text
16
Nuttall, Clare. "Exploration of successful intervention with children and young people who show school refusal behaviours". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/exploration-of-successful-intervention-with-children-and-young-people-who-show-school-refusal-behaviours(c4eb0aa6-c3ed-4eb6-9e64-1c8e08c3d188).html.
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A certain degree of anxiety amongst children and young people is common given the pressures that children and young people face but it becomes problematic when it starts to affect children’s emotional well being and willingness to go to school. Interventions to support school refusal behaviours have reported success with some individuals, however there are many individuals for whom these interventions are unsuccessful (Lauchlan, 2003). Whilst individualised intervention programmes may be important, the factors associated with successful involvement in cases of school refusal behaviour are unclear.The present study explored factors associated with successful involvement through completing an exploratory case study looking at two successful cases of school refusal behaviour retrospectively. The research sought the perceptions of the young person, their parent, school staff and professionals from health and education to identify what they perceived to be effective, how they understood these factors to be effective and what might have led to more success and why in semi structured interviews. Thematic analysis was completed to identify emerging themes to provide a dynamic and triangulated view about factors which were associated with success.A number of common themes emerged between the two cases and in both cases there were a number of interacting factors which appeared to be associated with successful involvement. These factors have been represented in the ecological model of successful reintegration. This model illustrates the role of psychological factors at the level of the child, factors supporting the psychological factors at the level of the child, factors supporting the family and the role of professionals and systems. In addition, the model recognises the influence of context and how the factors associated with success need to be understood within context. The model is discussed along with the implications of the findings for practice and future research with reflections on the research process made.
17
Nelson, Lorna. "Understanding and examining the different views and perspectives of educational professionals on school refusal". Thesis, University of East London, 2013. http://roar.uel.ac.uk/4000/.
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This study explored the views and perspectives of twelve educational professionals on the topic of school refusal. These educational professionals were from different backgrounds, including Educational Psychologists, Teachers, Educational Welfare Officers, a Senior Outreach Worker, a Senior Manager and a Learning Support Assistant. This was an exploratory study which used an inductive reasoning approach. An amended version of grounded theory was used to analyse the data. The findings suggest that educational professionals identify a number of causes and reasons for school refusal. These were the young people’s special educational needs, their experiences at school and social relationships with peers and adults, as well as emotional well-being issues. The educational professionals also referred to other contributory factor for school refusal, such as socio-economic markers and poor parenting skills.
18
Honjo, Shuji, Takanori Nishide, Sachiko Niwa, Yasuko Sasaki, Hitoshi Kaneko, Kayo Inoko i Yumie Nishide. "School refusal and depression with school inattendance in children and adolescents: Comparative assessment between the Children's Depression Inventory and somatic complaints". Blackwell, 2001. http://hdl.handle.net/2237/7211.
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Honjo, Shuji, Yasuko Sasaki, Hitoshi Kaneko, Kota Tachibana, Satomi Murase, Takashi Ishii, Yumie Nishide i Takanori Nishide. "Study on feelings of school avoidance, depression, and character tendencies among general junior high and high school students". Blackwell, 2003. http://hdl.handle.net/2237/7210.
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Smith, Claire Susan. "Investigating the impact of parental constructs of school and school related elements on their children’s constructs of school and school related elements and their subsequent emotionally based school refusal behaviour". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2915/.
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The aim of the current study was to investigate the impact of parental constructs of school upon their children’s constructs of school and their emotionally based school refusing (EBSR) behaviour. The literature review explores the range of definitions surrounding EBSR, examines the existing research conducted to date and explores the lack of research around parental constructs and the potential role parental constructs may have upon EBSR. Using a Personal Construct Psychology (PCP) (Kelly, 1955) methodology called the Repertory Grid Technique (RGT), 5 parents and their children’s (who present with EBSR) constructs were elicited around school and school related elements. Thematic analysis was used to analyse the data collected from the RGT interviews and also the shared themes between the constructs elicited from the parents and children and also between the parent-child dyads. In addition, a chi-square methodology was used to examine whether any of the parent-child repertory grids could be identified as being significantly similar. The results are discussed in relation to PCP and the impact the findings may have upon interventions for the child and their family and also the practice of professionals around the family. Methodological challenges with the study are examined and opportunities for future studies are illustrated.
21
Orme-Stapleton, Charlotte. "A qualitative exploration of persistent non-attendance in a south west local authority area". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29898.
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This research qualitatively explores persistent non-attendance (PN) in a southwest local authority area. Part 1 explores professionals’ conceptualisations of PN, language use and approaches to support. Part 2 explores the lived experience of non-attendance for children and families; how they make sense of the issue, the support they received and the characteristics of support that they found effective. Part 1 findings suggested no one explanation was used to make sense of PN, instead an individualistic approach was used to make sense of cases, using an ecological/systemic framework. This approach therefore influenced the support that was provided by schools. There was consistency in the language used by professionals, influenced by governmental policy and recommendations, with ‘persistent absence’ being the most prevalent term used. Part 2 findings exploration of the lived experiences of families found that PN had had an impacted on all families, in a variety of ways. In line with part 1, no one explanation was put forward for why the PN had occurred, however themes of anxiety and ASD were prevalent. Part 1’s recommendations for practice focus the use of individualised approaches to understanding and support, using an ecological/systemic model. Part 2’s recommendations related to the importance of communication between school and home, and responding to the families individual needs.
22
Shine, Tara J. "A mixed methods feasibility study exploring the impact of introducing mindfulness to adolescents referred for anxiety based school refusal". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711902.
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'School refusal’ is a psychosocial problem characterised by a student’s difficulty attending school over an extended period of time. Left unaddressed, school refusal can lead to serious problems such as emotional distress, academic decline and isolation from peers. Effective intervention is thus required to support psychological well-being and prevent future negative consequences. Mindfulness is one intervention approach that is progressively being used in school settings to enhance well-being, reduce stress and improve coping for students, including those with social and emotional difficulties. A systematic review, carried out as part of this study, provides tentative yet encouraging evidence for the potential effectiveness of mindfulness interventions for adolescents experiencing internalising difficulties, showing improvements in a range of psychological outcomes. However, outcomes are yet to be established for students experiencing school refusal, thus providing a rationale for the current study. This study employed a mixed-method, sequential explanatory design with two phases, quantitative followed by qualitative. Eight 15 to 16 year-olds referred for anxiety-based school refusal (ABSR) participated in the 9-week '.b' mindfulness intervention. Quantitative findings post-intervention and at 5-month follow-up showed; significant reductions in emotional distress, as rated by parents and students, significant improvements in teachers' ratings of peer problems and significant increases in students' ratings of mindfulness. Increases in well-being were also apparent, yet this trend did not reach statistical significance and no significant changes in psychological flexibility were found. The qualitative phase involved semi-structured interviews, post-course and 5-month follow-up, with data analysed using Thematic Analysis. Findings suggested that students* experience of positive change, attributed to training in mindfulness, was facilitated by their experience of relaxation during ‘me time', their development of present moment awareness and their application of mindfulness in everyday activities, stressful situations and future challenges. Findings are compared to the wider literature regarding school refusal and mindfulness, and implications for future research and the practice of Educational Psychologists are considered.
23
Griffiths, Debra. "Agreeing on a way forward management of patient refusal of treatment decisions in Victorian hospitals /". full-text, 2008. http://eprints.vu.edu.au/2036/1/griffiths_debra_thesis.pdf.
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The purpose of this study is to investigate and develop a substantive theory, of the processes adopted by nurses and medical practitioners when patients with serious illness refuse medical treatment. The study seeks to identify the main constraints confronting nurses and medical practitioners and to explain the key factors that moderate the processes of dealing with refusal decisions. Using a grounded theory method, a sample of 18 nurses and 6 medical practitioners from two public hospitals in Melbourne were interviewed. In addition, observations and documentary evidence were utilised. The basic social psychological problem shared by nurses and medical practitioners is conceptualized as Competing Perspectives: Encountering Refusal of Treatment, which reflects the diverse perceptions and beliefs that confront participants when patients decide to forgo therapy. In utilizing the grounded theory method of analysis, it is recognised that participants deal with this problem through a basic social psychological process conceptualized as Endeavouring to Understand Refusal: Agreeing on a Way Forward. This core variable represents the manner in which participants, to varying extents, deal with the situations they face and it incorporates the various influences which moderate their activities. Endeavouring to Understand Refusal: Agreeing on a Way Forward comprises a series of three transitions. The first involves a struggle for participants to come to terms with, or even recognize that patients are rejecting treatment. The second transition illustrates the varied responses of participants as they interact with patients, relatives and each other, in order to clarify and validate decisions made during episodes of care. The third transition reflects the degree to which patients and family members are incorporated into treatment decisions, and highlights a shift in emphasis, from a focus on the disease state, to the patient as a person with individualistic thoughts and wishes. The remaining social processes evident in the study consist of four categories. The first, Seeking Clarification, embodies exploration undertaken by participants and their recognition that treatment is actually being refused. The second category, Responding to Patients and Families, demonstrates the level of expertise of participants communicating, and their ability to encourage reciprocity in the professional-patient relationship. The third category, Advocating, highlights the extent and manner in which patient and family wishes are promoted to members of the treating team. The fourth category, Influencing, reveals the ability of participants to utilize a degree of authority or power in order to shape particular outcomes. The findings also indicate that over arching the core variable and categories are various contextual determinants that moderate the way nurses and medical practitioners deal with patient refusal of treatment. These determinants are categorized into three main influences: The Context of Work, describes the of the environment and organisational factors pertinent to public hospitals; Beliefs and Behaviours, illustrates the perceptions of, and values held, by four key groups involved in decisions, namely, nurses, medical practitioners, patients, and family members; and Legal and Ethical Frameworks, examines the existing principles that support or guide professional practice in situations where patients with serious illness refuse medical treatment.
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Griffiths, Debra. "Agreeing on a way forward: management of patient refusal of treatment decisions in Victorian hospitals". Thesis, full-text, 2008. https://vuir.vu.edu.au/2036/.
Pełny tekst źródłaStreszczenie:
The purpose of this study is to investigate and develop a substantive theory, of the processes adopted by nurses and medical practitioners when patients with serious illness refuse medical treatment. The study seeks to identify the main constraints confronting nurses and medical practitioners and to explain the key factors that moderate the processes of dealing with refusal decisions. Using a grounded theory method, a sample of 18 nurses and 6 medical practitioners from two public hospitals in Melbourne were interviewed. In addition, observations and documentary evidence were utilised.
The basic social psychological problem shared by nurses and medical practitioners is conceptualized as Competing Perspectives: Encountering Refusal of Treatment, which reflects the diverse perceptions and beliefs that confront participants when patients decide to forgo therapy. In utilizing the grounded theory method of analysis, it is recognised that participants deal with this problem through a basic social psychological process conceptualized as Endeavouring to Understand Refusal: Agreeing on a Way Forward. This core variable represents the manner in which
participants, to varying extents, deal with the situations they face and it incorporates the various influences which moderate their activities. Endeavouring to Understand
Refusal: Agreeing on a Way Forward comprises a series of three transitions. The first involves a struggle for participants to come to terms with, or even recognize that
patients are rejecting treatment. The second transition illustrates the varied responses of participants as they interact with patients, relatives and each other, in order to clarify and validate decisions made during episodes of care. The third transition reflects the degree to which patients and family members are incorporated into
treatment decisions, and highlights a shift in emphasis, from a focus on the disease state, to the patient as a person with individualistic thoughts and wishes.
The remaining social processes evident in the study consist of four categories. The first, Seeking Clarification, embodies exploration undertaken by participants and
their recognition that treatment is actually being refused. The second category, Responding to Patients and Families, demonstrates the level of expertise of participants communicating, and their ability to encourage reciprocity in the professional-patient relationship. The third category, Advocating, highlights the extent and manner in which patient and family wishes are promoted to members of
the treating team. The fourth category, Influencing, reveals the ability of participants to utilize a degree of authority or power in order to shape particular outcomes.
The findings also indicate that over arching the core variable and categories are various contextual determinants that moderate the way nurses and medical practitioners deal with patient refusal of treatment. These determinants are
categorized into three main influences: The Context of Work, describes the of the environment and organisational factors pertinent to public hospitals; Beliefs and
Behaviours, illustrates the perceptions of, and values held, by four key groups involved in decisions, namely, nurses, medical practitioners, patients, and family
members; and Legal and Ethical Frameworks, examines the existing principles that support or guide professional practice in situations where patients with serious
illness refuse medical treatment.
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Myrkrans, Johanna, i Ida Tellestedt. "" De vet nog inte riktigt vad de ska göra" : Hur föräldrar talar om skolans arbete med deras hemmasittande barn". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157393.
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Det är idag många barn i Sverige som inte går i skolan. Trots skolplikt och skolans ansvar över att eleven ska fullgöra sin skolgång, blir fler och fler barn så kallade “hemmasittare”. Föreliggande studie vill undersöka hur föräldrar talar om sina erfarenheter av skolans arbete med deras hemmasittande barn. För detta har kvalitativa intervjuer med tio föräldrar som alla har barn med problematisk skolfrånvaro genomförts. Vi har arbetat utifrån en diskursanalytisk metod och teori. Vi har inte analyserat vem det är som säger något, utan hur föräldrarna positionerar sig i tal och handling i en relation till något annat, skolan. I studien framkom att föräldrarna tar ett stort ansvar för barnens skolgång. Resultaten visar att de intervjuade föräldrarna är, eller tidigare har varit, besvikna på deras barns skolor. De upplever att skolan inte tagit dem på allvar, eller gjort tillräckliga anpassningar för att deras barn ska ges möjlighet att fullgöra sin skolgång. Föräldrarna menar att skolan saknar kunskap och att faktorer till frånvaron inte upptäckts i tid.In Sweden, there are many children today who do not attend school. Despite the duty of school attendance and the school's responsibility for the student to complete its schooling, more and more children are called "hemmasittare". The present study wants to investigate how parents talk about their experiences of the school's work with their home-based children. For this, qualitative interviews with ten parents with children with problematic school absence have been conducted. We have worked with a discourse analysis method and theory. We have not analyzed who is saying something, but how the parents position themselves in speech and action in a relationship with something else, the school. The study found that parents take great responsibility for the children's schooling. The results of the study show we that the interviewed parents are, or have previously been, disappointed in their children's schools. They feel that their school has not taken them seriously, or made adequate adjustments to allow their children to complete their schooling. The parents mean that the school lacks knowledge and that factors to problematic school absenteeism are not detected in time.
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Egli, Rosalie, i Isabelle Roos. "Jag vill inte gå till skolan! : En kvalitativ studie om elevhälsans arbete med hemmasittare i Karlstad". Thesis, Mittuniversitetet, Avdelningen för socialt arbete, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-30476.
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Introduction: The number of students with school refusal has remained at a constant level in Sweden since measurements began in 2006. School health service resources has been reduced since municipalisation which makes it difficult to intercept these students in time. Objective: To identify the tools of school health services, resources and professional skills with unauthorized absence, and the measures applied preventively. Method: A qualitative study based on seven semi-structured interviews with all professions within the school health services. Results: The school's responsibility affect both student health organization and the student's school structure. The new grades and subject schemes introduced in 2011 make higher requirements on today's students. It´s important that all of the school personell are aware of the problem and pursue the same objectives, for a good interaction. Discussion: School health services shared experiences around the concept school refusal behavior reflects the complexity of the problem. Knowledge and skills are important components. The school teams experience that they are self-taught regarding the subject but want further education and increased resources to be more preventive and relationship-building. Conclusion: Further Swedish research and knowledge is needed, as well as an improved definition of the concept in order to improve school health service’s work with school refusal students in student.Keywords:
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Klan, Amy. "Exploring the Educational Context Surrounding the School Attendance Problems of Children Seeking Mental Health Services". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41168.
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School attendance problems experienced by children are a concern across Canadian educational systems. Higher rates of attendance issues exist among children who experience emotional and behavioural difficulties, which places them at heightened risk for poor educational outcomes. Frequently explored in educational research are variables related to school attendance problems among the general child population, however, a shortage of literature exists that explores these elements among children with emotional and behavioral difficulties. To address this void, this mixed-methods study explored child and educational elements that surrounded the school attendance problems of a sample of children receiving mental health services at a community clinic. Together, analyses of data gathered from the CANS, SDQ, and client files indicated that dynamic and reciprocal relationships existed among children’s emotional, behavioural, social, and academic difficulties which contributed to their attendance and overall educational experiences. These results corroborate existing research related to school attendance problems, however, provide unique insights into the profiles of this particular population and how their needs can be better met to promote more positive school experiences.
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Passmore, Jan. "Exploring the perceptions of parents and young people with emotionally based school refusal and those who support them in the context of changing services". Thesis, University of East London, 2009. http://roar.uel.ac.uk/3145/.
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This qualitative study aimed to explore the experiences of parents and young people who are demonstrating emotionally based school refusal behaviour (EBSR) in terms of the sense that they make of their difficulties and their views about the helpfulness or otherwise of the support they have received. In addition it sought the views of those practitioners, schools and agencies supporting such children and parents, to identify what is helpful currently and what could be done to improve support. Semi-structured interviews were undertaken with six young people and their parents and the views of practitioners, schools and agencies supporting these families were analysed using Thematic Analysis. All the participants identified positive and negative experiences, but were in agreement that more needs to be done to effectively support pupils with emotionally based school refusal. Practitioners, schools and agencies were conscious of pitfalls in the system which sometimes meant school refusing behaviour becomes more entrenched and difficult to resolve than it needs to be. All identified that EBSR is complex, puzzling and very frustrating for all involved. All were in agreement that better communication between schools, professionals, children, young people and their parents would be helpful, as would thinking about and responding to each case individually, empathetically and creatively. All observed that a greater coherence between agencies was needed with a quicker response. It was acknowledged that EBSR is often poorly understood and inadequately responded to. Parents and young people are keen to be involved and to be pro-active in finding ways forward to ensure that they do achieve, obtain qualifications and have the opportunity to move on. The implications from these results suggest that schools and professionals supporting children, young people and their parents need to reflect upon their current working practices and look for quicker and more effective ways of supporting the families to get the child back into school or into a suitable learning environment, if they are to promote achievement and well being in this group of pupils. Rather than viewing this group of pupils as dysfunctional, they could be seen to be displaying behaviour that demonstrates their discomfort in functioning in large scale secondary school environments, so shifting attention from a within child model to the wider system. If basic human needs are not met, such as the need to feel safe, secure and included and if those around are unable to adequately respond by containing and helping the child to address and deal with their anxieties, school refusal may be the consequence. The challenge is to consider how to meet the needs of the individual pupil within the large environment of a secondary school.
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Falkestav, Fredrika, i Hanna Matsson. "Saknad men inte försvunnen : En litteraturstudie om hemmasittande elever". Thesis, Malmö universitet, Malmö högskola, Institutionen för socialt arbete (SA), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43154.
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Increasing attention is being paid to the phenomenon of school refusing behaviour. Schools and other professionals are actively working to improve student attendance however the demand for knowledge of how to work with long term absence is significant. Without proper insight the wrong actions might be taken and make the issue worse. The aim with this study is to investigate how the problems and working methods in regards to school refusal behaviour can be understood. The study is based on a literature review of 16 academic articles and the result present six main themes, central for the purpose of the study. By applying ecological development theory as well as risk and protective factor theory the study concludes that school refusal behaviour is a complex problem and the young person with school refusing behaviour needs to be holistically understood in respect to the specific life situation of the individual and risk factors need to be understood as cumulative. Proper timing and intensity of interventions are of great significance as well as interprofessional cooperation and having a good alliance with the family, all of which is concluded to be of difficulty. It is also found that school refusal behaviour to a greater extent should be considered a societal issue instead of merely an individual problem.
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Jova, Adela, Josefine Olsson i Frida Johansson. "Relationer är viktigare än metoder : En kvalitativ studie om att främja skolnärvaron och förebygga en hemmasittande problematik". Thesis, Högskolan i Halmstad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40500.
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The school is an important actor in creating good future opportunities for children and youths, but despite the school's duty, the school absence is common in the municipal school. The purpose of the study was to illustrate how schools in Halmstad municipality work to promote school attendance and how they work to prevent pupils from ending up in a school refusal problem in elementary school, grade 7-9. The relational perspective, sociocultural perspective and sense of coherence (SOC) has been applied as a theoretical basis to get an understanding of how schools handle the complex situation of absence. The study has used a hermeneutic basis where conclusions have been drawn from an abductive approach. With the qualitative design, empirical data has been collected through four semi-structured interviews. The empirical work has then been analyzed through a qualitative content analysis, which resulted in three main categories that account for how the schools relate to absenteeism and meet pupils with interventions and measures to deal with the problem. The analysis resulted in the categories: Organizational efforts and approaches, Pedagogical efforts and measures for participation and Prerequisites for presence through the social environment. In summary, all schools attempted to maintain preventive and promotional efforts based on an organizational, pedagogical and social level at an early stage, where relationships were seen as the prime condition for promoting presence and preventing absence.
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Lybell, Ann, i Camilla Sjöberg. "En skola för alla? : Skolans och socialtjänstens hjälp till hemmasittare sett ur ett föräldraperspektiv". Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24286.
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The aim of this study was to examine how parents of children who refuse school experience the treatment they received from the school and from social services in regards to their situation, and what they believe that social services can improve in their work with these families. The study was conducted by qualitative phone interviews with six mothers of children with school refusal behavior. The main results show that the mothers were displeased with the help and treatment the school provided, but overall pleased with the help from social services although they also described room for improvements. The respondents also expressed that they had to struggle to receive help and had to make a lot of efforts themselves. Several suggestions for improvements for social services were mentioned, especially that more knowledge about school refusal and neuropsychiatric disabilities is needed in social services, and that collaboration between schools and social services should be improved.Syftet med studien var att undersöka hur föräldrar med s.k. hemmasittande barn, det vill säga som varit frånvarande från skolan utan synbar orsak i minst tre veckor, upplever skolans och socialtjänstens agerande gentemot dem samt vad de anser att socialtjänsten eventuellt kan förbättra i arbetet med dessa familjer. Telefonintervjuer med sex mödrar till hemmasittare genomfördes. Resultaten visade på ett missnöje med skolans bemötande och hjälp medan man överlag var nöjda med socialtjänstens bemötande och hjälp även om de ansåg att det fanns utrymme för förbättringar. Ett annat starkt tema var att man ofta upplevde att deras barn inte togs på allvar utan föräldrarna fick kämpa för att få hjälp och lägga ner mycket arbete själva. Flera förbättringar för socialtjänstens arbete föreslogs, främst nämndes att mer kunskap om hemmasittare och neuropsykiatriska funktionsnedsättningar behövs samt att deras samverkan med skolan behöver förbättras.
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Mantell, Cole. "Love and Refusal: Contrasting Dialectical Interpretations and its Implications in the Works of Erich Fromm and Herbert Marcuse, 1941-1969". Oberlin College Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin156096672701227.
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Eriksson, Martin, i Stefan Lucas. "En riktigt skön comeback : En studie om elevers uppfattningar av omständigheter som leder fram till och upprätthåller skolfrånvaro och skolnärvaro". Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157455.
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The aim for the study is to identify high school students’ perceptions of absenteeism. More specific the aim is to investigate their perceptions of the situations before, during and after the time they were absent. The chosen method for the study is phenomenography which includes qualitative semi-structured interviews. Six students currently in secondary school with a background of absenteeism have been interviewed. The interviews have been analyzed with an eight-step approach. The result of the study presents young students perceptions of circumstances that lead to and sustain their school absence and their return to school attendance. The findings in the analysis show that the informants perceive mental illness as a circumstance with major impact on leading to and sustaining school absence among the students. The mental illness is related to the students’ perceptions of social circumstances in and/or outside school and unmet needs in relation to school success. The perceptions of the circumstances that lead to and sustain attendance were related to a better mental health. Mental health was affected positively mainly by the circumstances related to social relationships and by the adaptations in the learning environment. However, the informants did not perceive better mental health as a key circumstance as explicitly as mental illness.
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Walters, Melissa Penaranda. "Establishing a Functional Analysis Protocol for Examining Behavioral Deficits using Social Withdrawal as an Exemplar". Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3807.
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The purpose of this study was to establish a functional analysis protocol for examining behavioral deficits, using social withdrawal as an exemplar. A review of the Journal of Applied Behavior Analysis over the past 10 years found that although the current behavior analytic literature contains extensive studies that functionally analyze behavioral excesses, there is a limited amount of studies that analyze deficits. The rationale behind this study was the notion that although behavioral deficits are rarely studied, the fact that the participant is capable of the behavior yet fails to engage in it leads to the idea that certain events are functionally maintaining this failure. The method used involved examining two male students identified as socially withdrawn. The approach for functionally analyzing their behavior(s) was based on the conditions described in Iwata et al. (1982/1994). Specifically this study had the following conditions attention, demand/escape, and unstructured play, otherwise known as the control condition. The procedures of this study were predicated on the hypothesis that behavioral deficits respond to social contingencies in a manner similar to many behavioral excesses. Based on the findings of this study, the deficit collectively referred to as "social withdrawal" was responsive to such contingencies. Specifically, social withdrawal appeared to be maintained by adult attention for both participants.
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Benoit, Laelia. "Du refus scolaire au suivi psychiatrique. Trajectoires d’adolescents déscolarisés". Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS506.
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Ce travail décrit les trajectoires des adolescents qui sont amenés à être suivis en psychiatrie parce qu'ils refusent d'aller à l'école en France. Il se propose ainsi d’employer une démarche sociologique de théorie ancrée (Grounded Theory) afin de répondre à une question de santé publique. En 1991, on estimait que les enfants et adolescents refusant d'aller à l'école représentaient 5% des consultations de pédopsychiatrie en France. Depuis 25 ans, il demeure pourtant difficile de quantifier ce phénomène et son évolution, notamment parce que le refus scolaire ne correspond à aucune catégorie de maladie mentale. L'enjeu sociétal et économique est toutefois considérable. Les associations de parents alertent sur le coût élevé de la déscolarisation, la 'phobie scolaire' rencontre un écho médiatique constant, et les jeunes qui achèvent leurs études sans obtenir de diplôme ont un taux de chômage supérieur à la moyenne pour leur tranche d'âge. De plus, une littérature psychiatrique internationale considérable sur le refus scolaire s’adosse à de nombreuses institutions de soin dédiées à la rescolarisation (consultations et hôpitaux de jours) et de manifestations professionnelles à ce sujet. Dans un contexte de contraintes budgétaires du sanitaire et de crise du système éducatif français, la gestion par le champ médical du refus scolaire pose question. Premièrement, une analyse socio-historique de la littérature médicale internationale entre 1941 et 2018 décrit comment le problème du « refus scolaire » s’est développé dans le discours scientifique selon les deux courants distincts de la phobie scolaire (school phobia) et du refus scolaire (school refusal) ; et tend actuellement à s’élargir vers une problématisation médicale de toute absence scolaire. La deuxième et la troisième partie de ce travail explorent les processus décisionnels qui sous-tendent la médicalisation du refus scolaire à l’échelle individuelle. En effet, le diagnostic psychiatrique intervient relativement tard, à l’issue d’une carrière débutée au sein de l’institution scolaire et de la famille. Comment un jeune en vient-il à être désigné par la catégorie de 'phobie scolaire'? Cette approche interactionniste se fonde sur plus de 100 entretiens réalisés auprès de familles et de professionnels de l’école et analyse le travail produit par le jeune et par les acteurs qui l’entourent. On décrit comment les professionnels de l’école repèrent et qualifient ses difficultés de fonctionnement scolaire. Quatre styles de gestion du problème émergent au sein de l’école, selon le degré d’extériorisation du problème hors du champ scolaire, l’usage des pratiques de care et les modes relationnels avec les autres acteurs. Une analyse dite des « carrières » retrace la trajectoire d’adolescents déscolarisés, de l'école à l'hôpital, en partant du récit des jeunes et de leurs parents. Si les enquêtés présentent le refus scolaire comme une prise de décision brutale, celle-ci vient interrompre un processus de longue durée notamment caractérisé par un épuisement lié au travail de représentation de soi en société. Après la décision de refus scolaire, sont analysés le récit de la transformation de soi, le remaniement des relations aux autres (parents, camarades, enseignants, soignants), la déconstruction et la construction de certaines modalités de socialisationSchool refusal is an increasingly common motive for consultation in child psychiatry. According to the psychiatrists, situations leading to school refusal are extremely diverse, from anxiety feelings in the classroom to truancy, and may lead children to miss school occasionally or to give up their studies. This sociological study, uses the grounded theory to describe the career of teenagers who receive psychiatric care in France because they refuse to go to school. More than 100 in-depth interviews with teenagers, parents and school professionals allow to describe their careers from the school to the psychiatric care. First, we provide a socio-history of the medicalization of school absenteeism through the construction of medical categories (school phobia, school refusal, school attendance problems), based on a review of the international psychiatric literature from 1941 to 2018. Second, teachers discourse on school refusal, their daily management of student who refuse school and their involvement in the medicalization of the absenteeism of some pupils is analyzed. Four styles of management are described among school professionals. Third, the narratives of teenagers and of their parents are analyzed. If school refusal appears as an immediate shift, it answers to a process of long duration. For some students, struggling to attend school from day to day required a consuming work: the presentation of self in public places and emotional work towards peers. After refusing school, students ‘illness’ narratives describe their career in deconstructing and reconstructing their socialization and self
36
Chiu, Ya-Wen. "A walking contradiction : teacher as a school refuser". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558092.
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A walking contradiction: teacher as a school refuser is a doctoral dissertation that provides a narrative account of two Taiwanese teachers' use of story to illustrate what our experiences of learning are, how we reposition ourselves in teaching, and how our enactment of social and cultural practices is a result of the way we narrate stories about ourselves both as school refusers and teachers. Our identities are thus woven into our understanding of life stories, and influenced by the discourses by which we retell ourselves. In this dissertation, narrative understandings of identity become part of the social and cultural context of education, by drawing upon voices and interrelations between individuals and environment. The theoretical framework for this research is informed by the work of Mikhail Bakhtin, Dorothy Holland and Lev Vygotsky. I employ life stories and other documents of life to explore theoretical issues that inform and conceptualise the research. Stories in this research perform memories, emotions and unheard voices from marginalised students. As one of the two participants in this study, my auto ethnographic narrative is presented as a scrapbook that retrieves and retells my experiences of schooling in the face of mono logic discourses that I acquired from my parents and teachers. Artifacts of memory in the form' of photographs, letters from my family to the then me and collections of notes from peers, serve as supporting data sources for developing the scrapbook and perform the 'stories I live by'. Stories of the other participant have been collected at distance using narrative interviewing mediated by computers. Our stories are intermingled and represented in the form of an 'agony aunt' column in order to show voices of students in interacting with teachers and their parents regarding fitting into educational settings. Finally, the research discusses how narrative, computing devices and performative forms frame ways of collecting, understanding and representing stories. The research advocates the possibility of teachers' repositioning themselves and reflecting on being a teacher by drawing in students' different voices. I seek to show an awareness of the advantages and limitations of working with personal experiences that arise when dealing with incidents of school maladjustment.
37
Hällsten, Carola. "En fallstudie kring gymnasieskolans kunskapsuppdrag för elever med problematisk skolfrånvaro". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36272.
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Förväntat kunskapsbidragDetta arbete belyser betydelsen av gymnasieskolans kunskapsuppdrag för de gymnasieelever som av olika anledningar befinner sig i en problematisk skolfrånvaro. Tidigare forskning kring skolfrånvaron och arbetet kring detta visar att skolans kunskapsuppdrag inte har varit i fokus. Arbetet belyser avsaknaden av arbetet kring elever som inte kommer till skolan. Syfte och frågeställningarSyftet med detta examensarbete är att visa på vilka sätt gymnasieskolans kunskapsuppdrag hanteras för gymnasieelever med problematisk skolfrånvaro genom följande frågeställningar:* På vilka sätt upplever fem elever med problematisk skolfrånvaro att skolan har varit behjälplig i deras fortsatta kunskapsutveckling mot kunskapskraven?* Hur ser de två rektorerna på skolan på skolans möjlighet att hjälpa elever med problematisk skolfrånvaro i deras fortsatta kunskapsutveckling mot målen?* På vilka sätt arbetar fyra lärare på skolorna med att fortsätta stötta elever med problematisk skolfrånvaro i deras kunskapsutveckling?TeoriI studien används systemteorin tillsammans med Bronfenbrenners ekologiska utvecklingsmodell för att synliggöra och förklara komplexiteten i situationer med problematisk skolfrånvaro i en gymnasieskola. I arbetet synliggörs även specialpedagogiska perspektiv i form av det kompensatoriska samt det relationella perspektivet.MetodDå syftet var att undersöka elevers och olika professioners tankar angående vilka sätt man hanterar gymnasieskolans kunskapsuppdrag för elever med problematisk skolfrånvaro, valdes en kvalitativ fenomenografisk intervjustudie på en gymnasieskola. Studien bygger på svar från 2 biträdande rektorer, 4 lärare och 6 elever. ResultatResultaten visar att frågan kring gymnasieskolans elevers problematiska frånvaro är komplex. Orsaker och konsekvenser går hand i hand. De vanligaste anledningarna till den problematiska skolfrånvaron är brist på stöd, brist på motivation och brist på relation. Sätten att arbeta med skolans kunskapsuppdrag för elever med problematisk skolfrånvaro skiljer sig inom samma skola. Det sammanlagda resultatet visar att gymnasieskolan brister i sitt kunskapsuppdrag mot elever med problematisk skolfrånvaro. Elever får mycket lite individuell hjälp eller ingen alls. Anledningen till detta är att det saknas riktlinjer kring arbetet med elever som inte kommer till skolan. Elevhälsans team av olika professioner utnyttjas inte till fullo i arbetet kring den problematiska skolfrånvaron. Specialpedagogiska implikationerAnalysen i denna fallstudie visar att den specialpedagogiska kompetensen är viktig i samarbetet med lärare och med skolans organisation. För att främja närvaro och arbeta kring arbetet med skolans kunskapsuppdrag för elever med problematisk skolfrånvaro krävs det didaktiska diskussioner såväl på gruppnivå som på organisationsnivå. Elevhälsans arbete kring svårigheten med skolnärvaron behöver ses över för att eleverna ska få ta del av undervisningen trots att de har en problematisk skolfrånvaro.
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Junior, Jorge Luiz de Brito. "Interface entre a proteção à propriedade intelectual e o direito de concorrência no Brasil". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/2/2133/tde-17032015-134535/.
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Embora os direitos de Propriedade Intelectual (PI) sejam supostamente instituídos de forma a fomentar a inovação e o bem-estar em longo prazo, seu uso pode ensejar comportamentos oportunistas e abusivos como os Artigos 8.2 e 40 do TRIPS expressamente admitem. Sempre que tal tipo de comportamento afetar a concorrência em determinado mercado excluindo concorrentes, impondo barreiras à entrada, prejudicando consumidores por meio de aumento de preços ou redução da oferta o Direito de Concorrência será chamado a intervir. Considerando tais questões, o objetivo desse trabalho é identificar um quadro de trabalho brasileiro para tratar de questões envolvendo questões de Direito de Concorrência relacionadas à Propriedade Intelectual. O autor buscou delinear os conceitos de uso abusivo de direitos de Propriedade Intelectual, Dominação de Mercado por meio de uso da Propriedade Intelectual e de abuso de posição dominante, considerando o novo quadro regulatório introduzido pela Lei 12.259/2001.While intellectual property (IP) rights are usually claimed to be designed to foster innovation and welfare in the long run, their use may give rise to opportunistic, abusive behavior - as Articles 8.2 and 40 of TRIPS openly admit. Whenever such sort of behavior affects competition in a given market - whether by dislodging competitors, imposing barriers to entry, harming costumers, raising prices or reducing output - competition law is called to intervene. Considering these issues, the purpose of this paper is to identify a Brazilian legal framework for dealing with IP related competition issues. The author sought to draw the legal concepts of abusive of IP rights, market domination and abuse of dominant position considering the new regulatory framework introduced by Law 12.259/2011.
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Taylor, Beatrice Dietering. "A study of high school biology students engaged in a Science-Technology-Society (STS) landfill restoration project". Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37429.
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Fransson, André, i Rebecca Berndt. ""We Reserve the Right to Refuse Service to Anyone" : How to Work with Film and Drama with a Thematic Focus to Improve Students' Oral Proficiency". Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33417.
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This essay is based on a previous study we conducted during our last internship in the teacher trainee program. We have conducted a a literature study on alternative and possible usage of movies in classroom environments in upper secondary school. The goal has been to investigate how you can use film to acquire English as a second language, in Grade seven at a school located in the southern part of Sweden. Focus has been on improving students' oral skills, and working with ethical questions, which can be promoted by watching films in school. To do this we have chosen to include drama and role-playing as a part of processing the movies. The films this essay focuses on are Zootopia (2016) and Remember the Titans (2000). In our result and conclusion, we state that including drama together with films in the classroom is a motivating factor for the students and an excellent way to make all the students talk and practice their English oral skills. With the selected themes, racism and xenophobia which are treated in both movies, students are given the chance to discuss and reflect about equality and human rights.
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Podlipski, Marc-Antoine. "Le repas familial thérapeutique auprès des familles et des adolescents présentant un épisode d'anorexie mentale : approches clinique et qualitative Le repas familial thérapeutique : un outil de soin pour les adolescentes anorexiques hospitalisées et leurs familles The experience of psychiatric care of adolescents with anxiety-based school refusal and of their parents : a qualitative study Metasynthesis of the views about treatment of anorexia nervosa in adolescents : perspectives of adolescents, parents, and professionals Manger à l'hôpital et en famille avec les adolescents anorexiques : une lecture anthropologique de repas familial thérapeutique Le repas familial thérapeutique auprès des adolescentes souffrant d'anorexie mentale : quels apports cliniques lors de l'hospitalisation ?" Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR102.
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Le repas familial est un objet d’étude méconnu faisant l’objet de développement dans différents champs scientifiques comme la santé publique, la sociologie ou l’anthropologie. Concernant les troubles du comportement alimentaire, la fréquence du nombre de repas partagé en famille est inversement proportionnelle à l’émergence de tels troubles ainsi que d’autres troubles psychiatriques à l’adolescence comme les troubles violents du comportement, la dépression et les idées suicidaires. Au-delà de sa fréquence, le repas est un temps essentiel dans le développement d’un individu y compris sur un plan psychique. Familialement, c’est un temps de partage et de rencontre rassemblant l’enfant et ceux qui sont ses proches au quotidien. Le repas est un moment d’échange privilégié riche de comportements et d’interactions et vient certes traduire le rapport d’une famille à l’alimentation mais surtout rendre compte des liens entre les individus composant cette famille. La scène de table propose constamment un récit animant les protagonistes partageant le repas. Dans ce contexte, plusieurs auteurs ont introduit un repas familial dans le cadre des soins pédopsychiatriques. Notre travail de thèse s’articulera en trois grandes parties. Une première partie théorique reprendra sur un plan théorique la question de l’anorexie mentale, de sa prise en charge notamment dans le cadre d’une hospitalisation ; nous aborderons sur un plan théorique la place de la famille, de son accompagnement et de sa participation dans le traitement d’un épisode d’anorexie mentale à l’adolescence. Une seconde partie décrira le programme dit du « repas familial thérapeutique » tel qu’il est mis en place dans notre service. Nous décrirons l’utilisation par notre équipe médicale spécialisée dans la prise en charge des adolescentes présentant un épisode d’anorexie mentale, d’un repas familial thérapeutique et dégagerons notre problématique de thèse. Une troisième partie développera une recherche menée auprès des soignants participant à ce programme. Concernant les soignants participant à ce programme, leur vécu, au singulier comme au pluriel, a été l’objet de notre travail de recherche. Selon une méthodologie qualitative issue de la théorisation ancrée et à partir d’entretiens réalisés auprès d’un échantillon raisonné de participants à ce programme, nous développerons, comme résultats, les différents thèmes qui viennent illustrer cette expérience. Notre analyse articulera ces thèmes à travers plusieurs concepts issus de l’interactionnisme symbolique que nous aurons défini au préalable tandis que nous poserons, en dernier lieu, les limites culturelles et méthodologiques de notre approche. A l’issue de cette dernière partie, nous discuterons le concept de proximité paradoxale qui se dégage de la pratique soignante dans ce contexte particuliers. Nous évoquerons également la transition en fin de cette hospitalisation et la mise en place d’un repas familial thérapeutique associant familles et soignants. Cette transmission vient s’inscrire dans un rite de passage que l’hospitalisation va incarner pour l’adolescente malade et sa famille. Cet abord rituel, une réflexion socio-anthropologique, la question du statut de l’adolescent malade, en hospitalisation et dans sa famille, la transition entre l’hôpital et la maison, la nature de la relation soignants-soignés, sont autant de thèmes permettant de comprendre l’intérêt singulier du repas familial thérapeutique. Prenant appui sur deux cas cliniques, et sur nos entretiens menés auprès des soignants, nous discuterons les apports d’ordre psychopathologique de cette pratique et les nouvelles postures soignantes qu’elle impliqueThe family meal is a relatively unknown object of study being developed in different scientific fields such as public health, sociology, or anthropology. Regarding eating disorders, the frequency of the number of meals shared with the family is inversely proportional to the emergence of such disorders as well as other psychiatric disorders in adolescence such as violent behavioral disorders, depression and suicidal thoughts. Notwithstanding its frequency, the meal is an essential moment for the development of an individual – also psychologically. Within the family life, it is a daily time of sharing and meeting which brings together the children and those who are close to them. The meal is a moment of privileged exchange, rich in behaviors and interactions: it certainly mirrors the relationship between a family and food, but it accounts even more for the bonds between the family members. The table scene constantly proposes a narrative animating and featuring those who partake of the meal. In this context, several authors have introduced a family meal as part of children’s psychiatric care. Our thesis work will be divided into three main parts. A first theoretical part will report on the role of family meals in the context of psychiatric care for adolescents. A second part will describe the program called "therapeutic family meal" as it is set up in our ward: we will explain how the therapeutic family meal is used by our medical team specialized in the care of teenagers suffering from anorexia nervosa. A third part will develop on a research conducted among caregivers participating in this program. Concerning the involved caregivers, their experience –both individual and collective– has been the subject of our research work. According to a qualitative methodology resulting from the grounded theory and from interviews made with a reasoned sample of participants in this program, we will develop, as results, the different themes characterizing this experience. Our analysis will articulate these themes through several concepts resulting from the symbolic interactions that we will have defined beforehand. Finally, we will address the cultural and methodological limits of our approach. At the end of this last part, we will discuss the concept of paradoxical proximity that emerges from the caring practice in this particular context. We will also discuss the transition at the end of this hospitalization and the setting of a family therapeutic meal involving families and caregivers. This transmission is part of the passage rite embodied by hospitalization for the sick teenager and her family. The issues concerned by the therapeutic family meal, necessary to better frame it, are the ritual approach, a socio-anthropological reflection, the question about the status of the sick teenager (at the hospital and at home), the transition between the hospital and home, and the nature of the caregiver-receiver relationship. Based on two clinical cases, and on our interviews with caregivers, we will discuss the psychopathological contributions of this practice and the new care standpoints that it implies
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Meddour, Sabrina. "L’enfant et la liberté religieuse à la lumière du droit international, européen et français". Thesis, Lyon 3, 2011. http://www.theses.fr/2011LYO30102.
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Le droit à la liberté de pensée, de conscience et de religion expressément reconnu à l’enfant par l’article 14 de la Convention internationale de New York adoptée en 1989 soulève de nombreuses questions. En raison de l’état de dépendance de l’enfant et de sa vulnérabilité, l’exercice de cette liberté apparaît particulièrement fragilisée. Les droits de l’enfant sont en effet menacés de toute part, tant par l’autorité publique, que par sa famille, ou par des tiers, voire par l’enfant lui-même. Les parents tout en étant les premiers protecteurs et les premiers « guides spirituels » de l’enfant pourront parallèlement représenter les premiers obstacles à l’exercice de sa liberté religieuse pleine et entière suscitant un conflit entre droits parentaux et droits de l’enfant. L’État s’érige d’ailleurs en protecteur lorsque ses parents lui font courir un risque au nom même de leurs convictions religieuses. Le juge pourra aussi connaître de conflits familiaux provoqués par un désaccord religieux. Garant de l’ordre public, l’État sera parfois amené à limiter la liberté religieuse de l’enfant et de ses parents en mettant en avant la primauté d’un intérêt social tel la sauvegarde du principe de laïcité. Il apparaît donc nécessaire de considérer la question de la liberté religieuse de l’enfant à la fois dans la sphère familiale et plus largement dans la société en nous interrogeant notamment quant à l’effectivité réelle du droit de liberté religieuse de l’enfant. Comme pour tout sujet touchant aux droits de l’enfant, la recherche de l’équilibre entre liberté et protection s’inscrit sur un chemin difficile dont témoigne l’étude du droit de l’enfant à la liberté religieuseThe right to freedom of thought, conscience and religion expressly granted to the child under article 14 of the Convention on the Rights of the Child adopted in 1989 raises many questions. Regarding his particular dependence and vulnerability, the exercise of this liberty by the child appears particularly weaken. Children’s rights are indeed threatened from all quarters, so much by public authority as by their family or by third parties, if not by the child himself. Parents, while being his first protectors and first “spiritual guides”, can also represent the first obstacle to the full exercise of the child’s freedom of religion, therefore raising a conflict between parental and children’s rights. It is to be noticed that the State establishes itselfs as the protector of the child whenever parents endanger him even in the name of religious beliefs. The judge might also intervene within family conflicts resulting from religious disagreements. Ensuring public order as well, the State will in some cases subject child’s and parents’ freedom of religion to limitations deemed necessary in regard to the primacy of a particular social interest such as the protection of secularism. It seems therefore essential to consider the question of the child’s religious freedom within the family sphere as well as, to a larger extent, within society, while questioning the effectivity of the right of the child to religious freedom. As for any subject relating to children’s rights, the search for balance between freedom and protection is engaged on a difficult path as evidenced by this study on the right of the child to religious freedom
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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.
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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
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Chiphwanya, Nellie Chimwemwe. "Action competence and waste management: a case study of learner agency in two Grahamstown eco-schools". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1008308.
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There has been a growing need in environmental education to develop students' ability and will to take part in democratic processes that enable them take environmental action in their local environment. This study examined learner action competence in waste management practices in two primary school contexts in the Eastern Cape, South Africa. An interpretive case study design is used to probe how learner participation in Eco-School waste management practices enabled the acquisition of knowledge in purposeful learning and action experiences that developed the vision and agency of informed action. The research was centred on two guiding questions: 1. How informed, purposeful and action-orientated is learner participation in Eco-School waste management activities? 2. What Eco-School waste management activities are fostering active participation towards a learner-led agency? Educators in the two schools were interviewed and Eco-School portfolios were examined for evidence of the learning activities and learner achievement. This provided the contextual data for reviewing focus group interviews to probe what was significant to learners, what they came to know and how they had contributed to the process of developing better waste management in the Eco-School context. The evidence generated in the study was used to identify the roles of the various players, the significant activities and processes that enabled and constrained the emergence of learner-led agency. The main findings in the study were that teacher intentionality and school management ethos were significant in engaging learners in meaningful waste management activities in both cases. The study also revealed that although most of the waste management activities in both cases were teacher-initiated, there were spaces open for learner initiatives. However, it appeared that the activity based waste management practices mostly allowed learners to learn how to do waste management more than allowing them to find out more about the scope and nature of ii the problem of waste. This then resulted in learners talking more about what they were doing with waste than talking about what they knew about waste. There were differences in the way in which learners approached waste in the two cases. In the one case, Kingswood Junior School learners used waste artistically and carried out activities that allowed for better use of waste resources like paper while in the other School, Grahamstown SDA School, learners approached waste as a resource for making money. However, in both cases, learners appeared to enjoy the positive experiences of doing things that contributed to a cleaner environment and were of benefit to others and this gave them a sense of pride to share their experiences with others. This study was significant as it allowed me to probe learner participation and examine the development of their action competence through listening to the voices of the learners themselves and understanding what was important to them about the knowledge they gained and their vision of better waste management.
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Nkala, Zandile Carol. "An analysis of waste minimisation initiatives in the City of Cape Town, South Africa". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71793.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Mounting pressure on waste management has forced the City of Cape Town (CCT) to progressively move towards achieving an integrated waste management system (IWMS). This system presents a holistic approach of dealing with waste issues. The waste management hierarchy indicates that the ‘cradle-to-cradle’ approach of waste management is more ideal as compared to the traditional ‘cradle-to-grave’ approaches of waste management, example landfilling. However the challenges that have transpired in the rollout of waste minimisation initiatives highlight the need to continuously improve the system. This thesis investigates the municipal solid waste (MSW) minimisation programmes initiated by the CCT Solid Waste Management Department. A systems approach that combined both quantitative and qualitative methodologies was employed in the analysis. A material flow analysis (MFA) model was used to trace the flow of waste through the waste management system. The benefit of applying the MFA approach for waste management problems has been highlighted in literature in terms of identifying potential recycling, and other, waste-treatment technologies, and predicting the outcomes of waste treatment and disposal initiatives. The main objective of this study was to apply an adapted MFA method in order to determine the progress of the existing waste minimisation programmes and to also determine the opportunities to utilise biodegradable and other recyclable components of the waste streams; thereby improving the IWMS of the CCT. The MFA provided a conceptual understanding of the flow of waste materials in the CCT. The mass assessment of waste minimisation facilities, such as the Bellville compost plant and Athlone material recovery facility and refuse transfer station, unveiled that there is still a large amount of biodegradable and recyclable municipal solid waste that ends up in landfills regardless of the waste minimisation facilities available. However, it is still immature at this stage to conclude the success of the Think Twice campaign, since this is a fairly new initiative that relies on the response rate of the public. There are challenges associated with the recyclable waste recovery rates such as public awareness, proper advertising, operational problems that still need to be addressed. The MFA results also showed the final sinks of the different waste types that are sent through the different waste minimisation facilities run by the CCT. The current institutional arrangements and legislative environment have been greatly improved but there are still a number of challenges that need to be addressed. The largest, overall challenge is devising a practical plan of ‘closing the loop’ in order to develop a circular economy. The concept of ‘cradle-to-cradle’ seems to be premised on extended producer responsibility and other stringent control mechanisms, which are currently believed, will yield negative consequences in the South African context. A lot more work needs to be done to achieve a genuinely integrated and sustainable solid waste management system.
AFRIKAANSE OPSOMMING: Die Stad Kaapstad streef na ‘n geïntegreerde afval beheer sisteem (GABS) as gevolg van toenemende druk op die bestuur van afval. Hierdie stelsel bied 'n holistiese benadering tot die hantering van afval-probleme. Die afvalbestuur-klassifikasie wys dat die “wieg-tot-wieg” benadering meer ideaal is as die tradisionele “wieg-tot-graf” benaderings van afvalbestuur, byvoorbeeld die bestaande sorteringsterreine. Die uitdagings wat voor-gekom het in die bekendstelling van afvalbeperkingsinisiatiewe het getoon dat daar ‘n voortdurende behoefte is om die stelsel te verbeter. Hierdie tesis ondersoek die munisipale vaste-afvalbeperkingsprogamme wat deur die Stad Kaapstad se Departement Vaste-Afvalbestuur geïnisieer is. Beide kwantitatiewe en kwalitatiewe metodes is gebruik om die analises uit te voer. ‘n Materiaal vloei-analise model (MVM) is gebruik om die vloei van afval deur die afvalbestuur-sisteem te volg. Die voordeel van die toepassing van die MVM-model word uitgelig in die literatuur in terme van identifisering van potensiële herwinning en ander afvalbehandelings-metodes en die voorspelling van die uitkomste van afval-behandeling en wegdoen-inisiatiewe. Die hoofdoel van die studie was om ‘n aangepaste MVM-metode toe te pas om die vordering van die bestaande afvalbeperkings programme vas te stel asook om die gebruik van bioafbreekbare en ander herwinbare komponente van die afvalstrome beter te kan benut en daardeur ‘n verbetering van die GABS van die Stad Kaapstad teweeg te bring. Die MVM het goeie insig gebied in die vloei van afvalmateriaal in die Stad Kaapstad. Die massa-waardebepaling van afvalverminderings-fasiliteite, soos die Belville kompos-aanleg en die Athlone materiaalherwinningsfasiliteit asook die afval-oordragstasie, het onthul dat daar nog groot hoeveelhede biodegradeerbare munisipale vaste-afval in die stortingsterreine beland ten spyte van die afvalbeperkings-fasiliteite wat beskikbaar is. Dit is egter nog te vroeg om ‘n gevolgtrekking oor die sukses van die “Think Twice” veldtog te maak aangesien dit 'n redelike nuwe inisiatief is wat op die terugvoer van die publiek staatmaak. Daar is uitdagings wat verband hou met die herwinbare afvalhersteltempo’s soos byvoorbeeld: openbare bewustheid, goeie advertering asook operasionele probleme wat nog aangespreek moet word. Die MVM resultate het ook ‘n daling in die verskillende afval-tipes wat deur die verskillende afvalbeperkingsfasiliteite van die Stad Kaapstad gestuur word, getoon. Die huidige institusionele reëlings en wetgewende omgewing het baie verbeter, maar daar is nog 'n aantal skuiwergate wat aangespreek moet word. Die grootste algehele uitdaging tans is die ontwerp van ‘n praktiese plan om die skuiwergate te oorkom en om ‘n kringloop in die ekonomie te ontwikkel. Die "wieg-totwieg" benadering berus op uitgebreide produsente verantwoordelikheid en ander streng beheermaatreëls wat waarskynlik negatiewe gevolge in die Suid-Afrikaanse konteks gaan oplewer. Daar is egter nog baie werk wat gedoen moet word om ‘n geïntegreerde en volhoubare stelsel vir die bestuur van vaste-afval daar te stel.
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Dube, Shanta Rishi. "Understanding school attendance using the conceptual framework of school refusal behavior". 2006. http://purl.galileo.usg.edu/uga%5Fetd/dube%5Fshanta%5Fr%5F200608%5Fphd.
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Chang, Li-Chaio, i 張莉巧. "Exploring school refusal behavior with ecosystem perspective : A case study in elementary school". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/92553082633613384570.
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碩士國立暨南國際大學
輔導與諮商研究所
101
This study focuses on the exploration of the development context and factors of the subject’s school refusal behavior and on the interactions between the subject’s school refusal behavior and the ecosystem. The study adopts a “case study” approach and uses purposeful sampling to select a subject with school refusal behavior. Thereafter, the researcher collects information and data through semi-structured interviews with the subject’s family and school advisor, direct observation, and organization of documents and files relevant to the subject. The data analysis is performed with a “general qualitative analysis,” and the research findings are as follows. 1. The school refusal behavior is not the subject’s individual behavior problems but an interaction co-constructed in the system. This study finds that the factors that influence the subject’s school refusal behavior include “personality traits as latent factors for environmental adaptation,” “the subject’s grandmother’s intervention in disciplining children and the parents’ lack of parenting capacity, resulting in dysfunctional parenting,” “family lifestyle that affects the normal daily routine,” “the influence of teaching beliefs and coping strategies of different teachers on the frequency and intensity of the school refusal behavior,” and “the influence of traditional folk beliefs on the subject’s family’s outlook on life and parenting styles.” 2. The quality of the interactions between the systems influences the development of the subject’s school refusal behavior. The study finds the interactions between the systems are that “parent-teacher communication fails to synchronize,” that “the school refusal behavior, the teacher-student relationship and the peer relationship form negative interaction cycles,” and that “the school refusal behavior worsens when the school refusal behavior becomes the focus of the treatment.” 3. The subject’s school refusal behavior triggers the interactions between the systems to re-adjust and change. The study finds that the changes between the systems include that “the teacher and the parents change the past mode of thinking” and that “the subject’s father’s parenting capacity improves with the intervention of the school counseling system.” In the end, the study provides discussion and suggestions based on the research findings for the reference of counselors, educators, parents, and future researchers.
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Chemane, Bonginkosi Reginald. "Factors related to school refusal of black adolescents in the Impendle area". Diss., 1998. http://hdl.handle.net/10500/16424.
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The specific aim of this research study was to identify, explore, describe and
interpret the factors related to school refusal of black adolescents. An overview of
literature was used to arrive at a broader appreciation of issues pertaining to
school refusal phenomenon and also to black adolescents.
Ten subjects participated in this study. Data were gathered qualitatively using
ethnographic interviews. The following factors were found to be contributory to
the problem of school refusal: School refusers who stay with grandparents
instead of staying with biological parents; fear of something specific at school; lack
of insight into the refusal problem; lover plays a role in refusal behaviour;
protective parents; poor social relationships; fathers that play a marginal role in
the family; parents' worldview; emotional problems and weak or no attempts to
stop behaviour. The emphasis was on the understanding of the refusal
phenomenon rather than on cause and effect.Educational Studies
M. Ed. (with specialisation in Guidance and Counselling)
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CHEN, MEI-YU, i 陳美玉. "The Praxis of Care Ethics on School Refusal for the Lower Grade in Elementary School". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/69864944501798535889.
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碩士華梵大學
哲學系碩士班
105
The purpose of school education is to train students to become balanced and capable ones to solve problems and also become happy, valuable and moral people. But when "school education system" gets into shape, some students would refuse to go to school. But the school was originally designed to provide children with a carefree learning environment, identically an environment to adapt to the epitome of social life. Teachers want children to go to school every day, but not every student can immediately adapt to school life. For those students who feel going to school with fear, they will hate school. So the phenomenon will cause serious distress among these students, their parents and schools and have teacher's class management and teaching activities not proceeded smoothly. In recent years, the number of students who do not want to go to school has climbed high gradually. As a result a phenomenon of "rejection of the disease" has appeared. So the author will quote the moral education methods of care ethics by Noddings, namely, teaching, dialogue, practice, affirmation and its theory of care. The author also will try to find an effective solution to the small and middle school students who do not want to go to school. And then some necessary strategies are needed to help these students go to school. It could only be attained through the cooperation of teachers, school children and parents to explore the reasons why these children refuse to go to school and find the solution, So that these students no longer appear "refusing to learn" as the first step, then let the children from the original care receiver are gradually turned into the care giver. Finally, we may achieve the ultimate goal of letting every junior and junior high school students go to school happily through this study.
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Hsieh, Hsin-Fang, i 謝幸芳. "A study on junior high school guidance teacher's counseling experience for students with school refusal". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/77335006217727213112.
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碩士臺北市立大學
心理與諮商學系
104
The aim of this study is to investigate junior high school guidance teachers’ counseling experience in the student with school refusal. The research adopted qualitative research methods to examine the behaviours of school refusal students in junior high school and its relevant factors and the guidance teachers’ experience about counseling the student who is school refusal and working in the counseling system. The results of this study could demonstrate as follows. First, in the guidance teachers’ aspect with regard to the behaviours and issues of school refusal, it is obvious that most cases are with psychological or psychotic symptoms. As well as, there are various internal and external factors hidden behind school refusal behaviours resulting in complicated forms and appearances of school refusal. Therefore, counseling works need to intervene from the perspective of the individual and the system at the same time. Second, according to guidance teachers’ counseling experience with school refusal students, teachers should put aside the role of the burden and build up the trust relationship with the case at the beginning. Guidance teachers have to clarify the causes, to arrange the adaptive counseling program, to coordinate the pace of the case, and to evaluate the effect of counseling from diverse aspects. In the counseling procedure, guidance teachers should actively seek peers’ supports and professional supervisions in order to maintain their stabilities. The third finding is about guidance teachers’ experience in processing school refusal issues and the cooperation system. Guidance teachers play the role of a case manager in counseling school refusal cases. They frequently cooperate with the homeroom teacher and the school administration. Moreover, they provide parent advisor and combine medical resources out of school. Depending on the result of this study, the researcher summarized some concrete recommendations for all teachers in schools, guidance teachers and researchers as a reference in the further research.