Artykuły w czasopismach: „School refusal”

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

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

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

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

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

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

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

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

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

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

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

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

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

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Woods, Mary C., i John R. Burns. "School Camp Refusal and Reluctance: The Role of the School Psychologist". Journal of Psychologists and Counsellors in Schools 28, nr 2 (10.07.2018): 235–47. http://dx.doi.org/10.1017/jgc.2018.11.

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Attendance at overnight school camp is an integral component of the Australian educational landscape. However, some students are reluctant to attend camp, while others refuse to attend at all. School psychologists play an important part in supporting these students and their families, and teachers. While much is published about general school refusal, there is surprisingly little attention given to the specific management of school camp refusal and reluctance. This article summarises the contribution of the related theoretical areas of childhood anxiety, school refusal, and homesickness. It then outlines, through a case study example, a management approach for school psychologists, from presentation of the problem to assessment, through to informed intervention, including a suite of strategies to support the student, parents and teachers, who have duty of care during camps.

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Gonzálvez, Carolina, Ricardo Sanmartín, María Vicent i José Manuel García-Fernández. "Exploring different types of school refusers through latent profile analysis and school-related stress associations". Science Progress 104, nr 3 (lipiec 2021): 003685042110294. http://dx.doi.org/10.1177/00368504211029464.

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Children experience significant number of stressful situations at school during their academic years. The aims of this study were to identify school refusers groups of children through latent profile analysis and to test their associations with school-related sources and manifestation of stress. Data were obtained from 755 schoolchildren (8–11 years) from public and private schools of Alicante and Murcia (Spain), using the School Refusal Assessment Scale-Revised (SRAS-R) and the School Situation Survey (SSS). In general, positive and statistically significant correlations were identified between school refusal behavior and school-related sources and manifestations of stress. School refusers groups were derived from the combination of high and low scores in the four functional conditions assessed by the SRAS-R. “Low School Refusal Behavior Profile,”“School Refusal Behavior by Positive Reinforcement Profile” and “Mixed School Refusal Behavior Profile” were identified. The percentages of children within these profiles were 47.7%, 46.6%, and 5.7%, respectively. The Mixed School Refusal Behavior Profile was the group with the highest average scores in the school-related stress factors. In contrast, the group with the lowest mean scores was the Low School Refusal Behavior Profile. By comparing the Low School Refusal Behavior Profile with the Mixed School Refusal Behavior Profile, the largest effect sizes were found. Findings are discussed from a socio-ecological perspective considering the school context conditions as key elements in the development of school refusal behaviors.

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Balakrishnan, Rukmani Devi, i Hari Krishnan Andi. "FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS". Muallim Journal of Social Science and Humanities 3, nr 1 (2.01.2019): 1–13. http://dx.doi.org/10.33306/2590-3691/3/1/1.

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The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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Mahmood, Iram, Attiya Inam i Muhammad Abiodullah. "Factors Contributing to School Refusal among School Children". NURTURE 9, nr 1 (31.12.2015): 19–29. http://dx.doi.org/10.55951/nurture.v9i1.75.

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School refusal is critical problem for students' academic success. For some students, going to school is their biggest fear, which has become a growing concern over the years, not only for parents, but school personnel as well. The present study was aimed to find out the prevalence and causes of school refusal among school children. 120 students of grade 7 and 8 and their parents were taken as sample from the Sadiq Memorial and District Public School, Kasur through simple random sampling. School refusal assessment scale revised (SRAS-R) was used to evaluate the functional conditions of school refusal. Data was analyzed through frequency, percentage tables, analysis of variance (ANOVA) and independent sample t- test. The results indicated that boys experienced more refusal than boys. Major cause of school refusal was found to be more due to pursue attention from significant others. It is recommended that further research should be conducted to see the factors contributing to school refusal among school children.

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Hilt, Robert J. "School Refusal and Online High School". Pediatric Annals 43, nr 11 (1.11.2014): 428. http://dx.doi.org/10.3928/00904481-20141022-02.

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King, Neville, Thomas H. Ollendick, Bruce J. Tonge, David Heyne, Melinda Pritchard, Stephanie Rollings, Dawn Young i Nicole Myerson. "School Refusal: An Overview". Behaviour Change 15, nr 1 (marzec 1998): 5–15. http://dx.doi.org/10.1017/s0813483900005866.

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Traditionally, mental health professionals and school authorities have found school refusal to be a perplexing and challenging problem. Relevant to an understanding of school refusal, we initially review some important developmental-normative considerations. The clinical features, epidemiology, and etiology of school refusal are also briefly discussed. We then describe a number of behavioural strategies that have been used in the management of school refusal. Finally, we review the research support for the efficacy and acceptability of behavioural strategies in the treatment of school refusal.

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Hodas, Steven. "Technology Refusal". education policy analysis archives 1 (14.09.1993): 10. http://dx.doi.org/10.14507/epaa.v1n10.1993.

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Analyses of the deployment of technology in schools usually note its lack of impact on the day-to-day values and practices of teachers, administrators, and students. This is generally construed as an implementation failure, or as resulting from a temperamental shortcoming on the part of teachers or technologists. It is predicated on the tacit assumption that the technology itself is value-free. This paper proposes that technology is never neutral: that its values and practices must always either support or subvert those of the organization into which it is placed; and that the failures of technology to alter the look-and-feel of schools more generally results from a mismatch between the values of school organization and those embedded within the contested technology.

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BERG, I. "School refusal and truancy". Archives of Disease in Childhood 76, nr 2 (1.02.1997): 90–91. http://dx.doi.org/10.1136/adc.76.2.90.

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Berg, I. "Management of school refusal." Archives of Disease in Childhood 60, nr 5 (1.05.1985): 486–88. http://dx.doi.org/10.1136/adc.60.5.486.

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Plapp, Jon M. "Tourettes and School Refusal". Journal of the American Academy of Child & Adolescent Psychiatry 29, nr 1 (styczeń 1990): 149–50. http://dx.doi.org/10.1097/00004583-199001000-00025.

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Tonge, Bruce J. "Pharmacotherapy of School Refusal". Behaviour Change 15, nr 2 (czerwiec 1998): 98–106. http://dx.doi.org/10.1017/s0813483900003211.

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This paper reviews the role and indications for pharmacotherapy of children with school refusal. The psychopharmacological treatment of school refusal is based mainly on evidence of the effectiveness of certain drugs in the treatment of adult disorders. There is some evidence that tricyclic antidepressants and benzobiazepines may be specifically useful in the treatment of school refusal, but further research is warranted. Potentially serious side effects mean that drugs are best confined to cases where psychological treatments have not been effective or where drugs are used briefly as an adjunct to a broader psychological treatment plan. Drugs may also have a role in the specific treatment of comorbid conditions associated with school refusal. Any use of drugs should involve regular reviews to monitor response, compliance, and side effects.

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George, M., A. Khan, J. Nicholls i M. S. Thambirajah. "P01-202 - School refusal". European Psychiatry 25 (2010): 412. http://dx.doi.org/10.1016/s0924-9338(10)70408-9.

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Kearney, Christopher A., i Wendy K. Silverman. "Measuring the Function of School Refusal Behavior: The School Refusal Assessment Scale". Journal of Clinical Child Psychology 22, nr 1 (marzec 1993): 85–96. http://dx.doi.org/10.1207/s15374424jccp2201_9.

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Woodruff, Bradley A., Lisa Unti, Karin Coyle i Lynda Boyer-Chuanroong. "Parents' Attitudes Toward School-based Hepatitis B Vaccination of Their Children". Pediatrics 98, nr 3 (1.09.1996): 410–13. http://dx.doi.org/10.1542/peds.98.3.410.

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Objective. As part of a larger hepatitis B vaccination program in San Francisco, hepatitis B vaccine is offered to seventh-grade students in selected middle schools. We investigated attitudes and beliefs about hepatitis B, hepatitis B vaccine, and school-based vaccination among parents of eligible students. Methods. A survey was conducted of random samples of parents who consented, refused, or did not respond to a request for vaccination consent. Results. A larger proportion of persons who signed a vaccination consent or refusal form were biological parents and were Asian or white than parents who did not return a signed form. The most common reason for refusing vaccination, given by 84% of refusing parents, was that their children had already been vaccinated against hepatitis B. These parents recognized the severity and duration of hepatitis B virus infection as much as parents consenting to vaccination. About one third of parents who refused vaccination did not agree that schools were good places to vaccinate children. Overall, 116 parents (40%) consulted someone before deciding to consent or refuse; 95 (33%) spoke with a health professional. Most parents not returning signed consent or refusal forms reported that they never received forms from their children or that they returned signed forms to their children, who never delivered them to school. Conclusions. Most parents accepted school-based vaccination, and obtaining parental consent for schoolbased vaccination was possible. Nonetheless, new approaches may be needed for those students and parents who do not comply with the consent process.

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Gonzálvez, Carolina, Cándido J. Inglés, Christopher A. Kearney, Ricardo Sanmartín, María Vicent i José M. García-Fernández. "Relationship between school refusal behavior and social functioning: a cluster analysis approach". European Journal of Education and Psychology 12, nr 1 (17.04.2019): 17. http://dx.doi.org/10.30552/ejep.v12i1.238.

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On the basis of the heterogeneous casuistry that characterizes the students who refuse going to school, it is useful to have a classification of this population in homogeneous groups. For this, the aim of this study was, first, to identify by cluster analysis the profiles of school refusal behavior based on the functional model evaluated through the School Refusal Assessment Scale-Revised (SRAS-S). Secondly, it is intended to analyze if there are differences in social functioning scores according to the school refusal profiles identified. This study involved 1212 Spanish children between 8 and 11 years old (M=9.12, SD=1.05) who completed the SRAS-R to evaluate the school refusal behavior and the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) to assess social functioning. Four profiles were identified: Non-school refusers, School refusers by mixed reinforcements, School refusers by tangible reinforcements and School refusers by negative reinforcements. The profile of Non-school refusers achieved the highest average scores in social functioning, while School refusers by mixed reinforcements group obtained the lowest average scores in social functioning. In general, the profiles found support the clusters identified in previous studies. The implications of social functioning on school refusal behavior are discussed.

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Devenney, Roisin, i Catriona O'Toole. "‘What Kind of Education System are We Offering’: The Views of Education Professionals on School Refusal". International Journal of Educational Psychology 10, nr 1 (24.02.2021): 27. http://dx.doi.org/10.17583/ijep.2021.7304.

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In recent years, there has been a growing concern about the issue of school refusal, particularly given the adverse effects on young people’s social, emotional and educational development. School refusal is understood differently within contemporary literature; as a symptom of an underlying mental illness or disorder, or alternatively, as a signal that all is not well in the young person’s world. These varying construal’s have important implications for education responses to school refusal. This study explores education professionals' views and experiences of school refusal within second level schools in Ireland. The findings from seventeen in-depth interviews highlight the complex nature of school refusal and unique challenges it presents for professionals, young people and parents. Key themes include emotional and psychological distress experienced by young people and their exposure to adverse childhood experiences and trauma; the influence of family socio economic status and unequal access to support services and resources; the pressures for academic achievement and resulting conflictual relationships within the school environment and between home and school. This study highlights the need for trauma-informed approaches in schools and urges future research to consider school refusal within wider debates on social justice and the goals and purposes of education.

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Ebrahimzadeh, Khoshdavi, Farhad Ghadiri Sourman Abadi, Soraya Anvari Anbi i Karim Abdolmohamadi. "Psychometric Properties of School Refusal Assessment Scale-Revised: Parent Version in Iranian Population". Practice in Clinical Psychology 8, nr 2 (1.04.2020): 123–32. http://dx.doi.org/10.32598/jpcp.8.2.194.4.

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Objective: This study aimed at evaluating the factor validity of the Kearny school refusal assessment scale-revised: parent version among parents of school students in Urmia City, Iran. Methods: The study population comprised students in the first, second, and third grades of elementary schools in Urmia (N=18750). Of them, 351 students from 5 schools were selected using a multistage cluster sampling method. Then, They responded to the Kearny school refusal assessment scale-revised: parent version. To assess the construct validity of this scale, confirmatory factor analysis and internal consistency were used. Results: The goodness of fit index of the confirmatory factor analysis model indicated a relatively good fit of the data with factor structure of the school refusal assessment scale-revised and confirming the existence of four characters of school stimulus, evaluative situations, seeking caregivers’ attention, and tangible reinforcements, as school refusal characters. Also, the Cronbach alpha coefficient values indicate the stability of the measurement of the whole scale as well as its subscales. Conclusion: Based on these results, the school refusal scale has good statistic characters and the 4-factor mentioned model has good construct validity and help clinicians to determine the symptoms and causes of school refusal behavior.

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Munkhaugen, Ellen Kathrine, Tonje Torske, Elen Gjevik, Terje Nærland, Are Hugo Pripp i Trond H. Diseth. "Individual characteristics of students with autism spectrum disorders and school refusal behavior". Autism 23, nr 2 (14.12.2017): 413–23. http://dx.doi.org/10.1177/1362361317748619.

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This study compared social, executive, emotional, and behavioral characteristics of students with autism spectrum disorder who did and did not display school refusal behavior. The participants were 62 students with autism spectrum disorder without intellectual disability aged 9–16 years attending inclusive schools. Parents first completed questionnaires assessing social and executive functioning as well as emotional and behavioral problems. They then documented their child’s school refusal behavior for a period of 20 days. Compared to students without school refusal behavior (n = 29), students with school refusal behavior (n = 33) were significantly less socially motivated; displayed more deficits in initiating tasks or activities, in generating ideas, responses, or problem-solving strategies; and displayed more withdrawn and depressive symptoms. Assessing social and executive functioning, as well as emotional problems, may help professionals provide tailored interventions for students with autism spectrum disorder and school refusal behavior, which will further be valuable in recognizing characteristics associated with school refusal behavior.

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Dewi, I. Ar, D. K. Tantra, L. P. Artini i N. M. Ratminingsih. "Refusal Strategies Used By Multi-Nationality Students". JPI (Jurnal Pendidikan Indonesia) 8, nr 1 (18.06.2019): 40. http://dx.doi.org/10.23887/jpi-undiksha.v8i1.14764.

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This descriptive qualitative study was aimed at exploring refusal strategies used by the students of primary level of Gandhi Memorial Intercontinental School (GMIS) Bali in requesting, offering, inviting, and suggesting. The students being involved as the subject of this study were multi nationality (Indonesian, Indian, Russian, and Japanese) male and female students of the third, fourth and fifth grade which were determined using purposive sampling technique. Data collection was conducted through observation, recording, and note taking employing video recorder, camera, and field note as the instruments of the data collection. Data analysis in this study was done through four concurrent activities covering data collection, data reduction, data display, and conclusion. The result shows that, in context of request across nationalities, view from the frequency (percentage of refusals) it shows direct refusal is highly used by Russian while it is lowest used by Indonesian students. On the contrary indirect strategy is more often used by Indonesian students. while in context of refusing an offer. it reflects that Indonesian is mostly to refuse it in direct way but this is contrast with Russian who perform direct refusal in less frequent. This condition is in context of refusing in indirect way. the data reveals that Russian are more often to refuse the offering in indirect way while Indonesian is the lowest. In context of refusing invitation, nationality which is the highest used of direct refusal is Indian while nationality which was prefer to perform indirect refusal is Russian. In addition, in context of Suggestion, direct refusal is highly performed by Russian whereas indirect refusal is more often used by Japanese students.

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Fukuya, Yoshifumi, Yusuke Matsuyama, Aya Isumi, Satomi Doi, Manami Ochi i Takeo Fujiwara. "Toothbrushing and School Refusal in Elementary School: A Longitudinal Study". International Journal of Environmental Research and Public Health 17, nr 20 (15.10.2020): 7505. http://dx.doi.org/10.3390/ijerph17207505.

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The aim of this study was to examine the association between toothbrushing frequency and school refusal among elementary school children. We used data from the Adachi Child Health Impact of Living Difficulty (A-CHILD) longitudinal study conducted between 2015 and 2016 in Adachi City, Tokyo, Japan. A questionnaire was distributed to all first-grade children aged 6 to 7 years (N = 3697, follow-up rate: 86.2%). Propensity score (PS) matching was applied to collapse the known covariates on toothbrushing frequency in grade 1 on the association with school refusal in grade 2. Among the followed children, 2.4% showed school refusal in grade 2 (89 children) and 23.5% (870 children) brushed their teeth once or less than once daily in grade 1. After propensity score matching, children with toothbrushing once or less than once daily in grade 1 were 2.25 (95% CI: 1.25–4.05) times more likely to show school refusal in grade 2, compared with those with toothbrushing twice or more a day. Our findings suggest that toothbrushing once or less than once daily is an independent risk factor for school refusal among children. Oral health promotion to recommend toothbrushing more than once a day could prevent school refusal. Further intervention studies investigating the mechanism and causality are warranted.

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Gonzálvez, Carolina, Ángela Díaz-Herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-Sánchez i José M. García-Fernández. "Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept". International Journal of Environmental Research and Public Health 16, nr 23 (28.11.2019): 4780. http://dx.doi.org/10.3390/ijerph16234780.

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Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.

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Srivastava, Garima, Deepika Gupta i Manju Mehta. "School Refusal: Presentation and Management". Journal of Indian Association for Child and Adolescent Mental Health 4, nr 2 (kwiecień 2008): 50–51. http://dx.doi.org/10.1177/0973134220080205.

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Rayner, Stephen, i Richard Riding. "Cognitive Style and School Refusal". Educational Psychology 16, nr 4 (grudzień 1996): 445–51. http://dx.doi.org/10.1080/0144341960160409.

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Durkin, James P. "GABAPENTIN IN COMPLICATED SCHOOL REFUSAL". Journal of the American Academy of Child & Adolescent Psychiatry 41, nr 6 (czerwiec 2002): 632–33. http://dx.doi.org/10.1097/00004583-200206000-00003.

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Hella, Bryce, i Gail A. Bernstein. "Panic Disorder and School Refusal". Child and Adolescent Psychiatric Clinics of North America 21, nr 3 (lipiec 2012): 593–606. http://dx.doi.org/10.1016/j.chc.2012.05.012.

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Atkinson, Leslie, Bruce Quarrington, James J. Cyr i Frederick V. Atkinson. "Differential Classification in School Refusal". British Journal of Psychiatry 155, nr 2 (sierpień 1989): 191–95. http://dx.doi.org/10.1192/bjp.155.2.191.

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It has been argued that school refusal may not be a unitary syndrome, but a common presenting symptom founded on differing underlying dynamics. The paper explores this hypothesis empirically. The clinical files of 100 refusers were scored for several variables which could potentially differentiate between school refusal subtypes, and for several commonly accepted beliefs about school refusal. The data were subjected to a variety of analyses, culminating in cluster analysis. Cluster (C) 1 consisted of children who feared separation from dependent, overprotective mothers. C2 youngsters were perfectionistic and depressed. They dominated mothers who had been deprived in childhood. C3 consisted of extensively disturbed children from multiproblem families, who had suffered early separation or loss, and who were fearful and depressed.

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King, Neville J., Thomas H. Ollendick, Bruce J. Tonge, David Heyne, Melinda Pritchard, Stephanie Rollings, Dawn Young i Nicole Myerson. "Behavioural management of school refusal". Scandinavian Journal of Behaviour Therapy 25, nr 1 (styczeń 1996): 3–15. http://dx.doi.org/10.1080/16506079609456002.

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Brandibas, Gilles, BenoÎt Jeunier, Claude Clanet i Raymond Fourasté. "Truancy, School Refusal and Anxiety". School Psychology International 25, nr 1 (luty 2004): 117–26. http://dx.doi.org/10.1177/0143034304036299.

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Flaherty, Lois T. "58.1 OVERVIEW OF SCHOOL REFUSAL". Journal of the American Academy of Child & Adolescent Psychiatry 58, nr 10 (październik 2019): S82—S83. http://dx.doi.org/10.1016/j.jaac.2019.07.476.

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Gonzálvez, Carolina, Ángela Díaz-Herrero, Ricardo Sanmartín, María Vicent, Antonio M. Pérez-Sánchez i José M. García-Fernández. "Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents". International Journal of Environmental Research and Public Health 16, nr 19 (3.10.2019): 3731. http://dx.doi.org/10.3390/ijerph16193731.

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School attendance problems negatively affect students’ development. This study attempted to identify different school refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15–18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale—Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four school refusal behavior profiles: non-school refusal behavior, high school refusal behavior, moderately low school refusal behavior, and moderately high school refusal behavior. Analyses of variance (ANOVA) indicated that adolescents’ with the profile of high school refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-school refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high school refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject school are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing school refusal behaviors.

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Jin, Shan, Nazeem Muhajarine, Jennifer Cushon i Hyun J. Lim. "Factors Associated with Childhood Depression in Saskatoon Students: A Multilevel Analysis". Canadian Journal of Community Mental Health 32, nr 1 (1.03.2013): 29–42. http://dx.doi.org/10.7870/cjcmh-2013-004.

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This study examined links between depression and multilevel factors among children from Saskatoon elementary schools. A total of 4,200 students participated in the Saskatoon Student Health Survey conducted in 2008–9. Covariates included demographics and family structure, relationships, physical activity, bullying experiences, and school refusal behaviours. A multilevel logistic regression model was used to examine the impact of individual-level and school-level (contextual) factors. The study revealed that depression disparity existed among schools, and students’ school refusal behaviours such as skipping or being suspended from school were among the main factors contributing to the disparity between schools.

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Hansen, Ulla Irene, Kenneth Larsen, Hanne Sundberg i Ellen Kathrine Munkhaugen. "Remote teaching and school refusal behavior – lessons learned from the COVID-19 pandemic". Scandinavian Journal of Child and Adolescent Psychiatry and Psychology 10, nr 1 (1.01.2022): 134–43. http://dx.doi.org/10.2478/sjcapp-2022-0014.

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Abstract When the Norwegian government closed down schools and kindergartens in response to the increased spread of COVID-19, the use of homeschooling raised concerns about students with school refusal behavior and the school system’s ability to address their special needs in these circumstances. Six students referred to the school absenteeism team were interviewed about their circumstances, using an author-developed interview. The results indicate that the students rated homeschooling as very satisfactory. Students with school refusal behavior participated in homeschooling and their attendance continued during the initial reopening of schools.

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Maeda, Naoki. "School-Based Behavioural Consultation for School-Refusal Behaviour". International Journal of Psychological Studies 8, nr 1 (17.12.2015): 40. http://dx.doi.org/10.5539/ijps.v8n1p40.

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<p>Through three case reports, the present study explores a school-based behavioural consultation for school-refusal behaviour. A two-part intervention was established in this study. The first part consisted of a school counsellor providing behavioural consultation for school-refusal behaviour to the parents and school staff and the second part used an attendance process which parents and school staff escorted children who are unwilling to engage in treatment process to school. Through a series of intervention, all participants were able to attend school from the first week of intervention, and a school-based behavioural consultation using escorting school attendance was effective in treating these children. In addition, this study found that all the parties involved in this process should spend most of their energy during the first crucial week of intervention.<strong></strong></p>

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Shimizu, Masayuki, Yoshihiro Yasuda i Tetsunori Tanaka. "On Latent School Refusal in Junior High School". Psychiatry and Clinical Neurosciences 40, nr 1 (marzec 1986): 5–12. http://dx.doi.org/10.1111/j.1440-1819.1986.tb01607.x.

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Dube, S. R., i P. Orpinas. "Understanding Excessive School Absenteeism as School Refusal Behavior". Children & Schools 31, nr 2 (1.04.2009): 87–95. http://dx.doi.org/10.1093/cs/31.2.87.

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Fitriami, Elfiza, i Alfianur Alfianur. "HUBUNGAN POLA ASUH DAN MOTIVASI ORANG TUA DENGAN KEJADIAN SCHOOL REFUSAL PADA ANAK TAMAN KANAK-KANAK DI TK NEGERI PEMBINA BANGKINANG". Al-Asalmiya Nursing Jurnal Ilmu Keperawatan (Journal of Nursing Sciences) 9, nr 2 (19.03.2021): 103–11. http://dx.doi.org/10.35328/keperawatan.v9i2.1037.

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ABSTRAK School refusal adalah masalah emosional yang dimanifestasikan ketidakinginan anak untuk menghadiri sekolah dengan menunjukkan simptom fisik, yang disebabkan karena kecemasan berpisah dari orang terdekat, karena pengalaman negatif di sekolah atau karena punya masalah dalam keluarga. Penyebab school refusal cukup bervariasi, diantaranya adalah kecemasan berpisah dari orang yang paling dekat dengannya. Pola asuh dan motivasi orang tua juga dapat menyebabkan terjadinya perilaku school refusal pada anak. Di TK Negeri Pembina Bangkinang, terdapat beberapa murid yang sering tidak memasuki sekolah setiap bulannya. Penelitian ini bertujuan untuk melihat hubungan pola asuh dan motivasi orang tua dengan kejadian school refusal pada anak taman kanak – kanak di TK Negeri Pembina Bangkinang. Jenis penelitian ini bersifat kuantitatif, desain korelasi dengan pendekatan Cross Sectional dan menggunakan Accidental Sampling. Pengumpulan data menggunakan kuesioner School Refusal Assesment Scale (SRAS). Hasil penelitian didapatkan pola asuh orang tua mayoritas otoritatif sebanyak 48 orang (41.7%), mayoritas motivasi tinggi sebanyak 96 orang (83.5%), penyebab school refusal mayoritas kecemasan berpisah sebanyak 73 orang (83.5%). Dari hasil bivariat ada hubungan antara pola asuh orang tua dengan kejadian school refusal. Dari hasil p value = 0,001 < α 0,05, dan ada hubungan antara motivasi orang tua dengan kejadian school refusal. Dari hasil p value = 0,000 < α 0,05. Kesimpulan : ada hubungan signifikan pola asuh dan motivasi orang tua denga kejadian school refusal pada anak taman– kanak di TK Negeri Pembina Bangkinang.

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Winda Nur Hidayanti i Dwi Ridhowati. "PENGGUNAAN KONSELING KELOMPOK RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT) UNTUK MENGURANGI SCHOOL REFUSAL (PENOLAKAN SEKOLAH) SISWA KELAS XII IPA SMAN 1 TONGAS". HELPER : Jurnal Bimbingan dan Konseling 36, nr 1 (7.03.2019): 27–36. http://dx.doi.org/10.36456/helper.vol36.no1.a2820.

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School refusal (penolakan sekolah) adalah masalah emosional yang dimanifestasikan dengan penolakan anak atau remaja untuk menghadiri sekolah dengan disertai ketakutan yang tidak irasional, yang disebabkan oleh kecemasan berpisah dari orang terdekat, pengalaman negatif disekolah. Peneliti menemukan fenomena school refusal (penolakan sekolah) di kelas XII IPA SMAN 1 Tongas Probolinggo melalui data dokumentasi wali kelas dan guru matapelajaran. Masalah yang terlihat pada school refusal (penolakan sekolah) siswa beberapa kali tidak mengikuti pembelajaran. Penelitian ini bertujuan untuk menguji penggunaan layanan konseling kelompok rational emotive behavior therapy (REBT) dengan teknik disput reinforcement positif yang digunakan untuk mengurangi school refusal (penolakan sekolah) siswa kelas XII IPA SMAN 1 Tongas Probolinggo.Dalam penelitian ini menggunakan pendekatan penelitian tindakan kelas dengan 2 siklus dengan menggunakan analisis data deskriptif kualitatif. Sampel yang digunakan dalam penelitian ini adalah 5 siswa kelas XII IPA yang memiliki school refusal (penolakan sekolah) tinggi. Pada penelitian ini siswa mengalami perubahan positif dengan menurunnya school refusal (penolakan sekolah) yangdialami setelah mengikuti konseling kelompok pada siklus I. Perubahan positif ini semakin mengalami perkembangan untuk penurunan school refusal (penolakan sekolah) setelah dilaksanakan konseling kelompok siklus II. Hal ini menunjukkan bahwa konseling kelompok rational emotif behavior therapy (REBT) dapat menurunkan school refusal (penolakan sekolah) pada siswa kelas XII IPA SMAN 1 Tongas Probolinggo.

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Husain, Maruzairi, i Ng Vi Vien. "The Theoretical Model of School Refusal: The Self-Efficacy Concept". Malaysian Journal of Paediatrics and Child Health 25, nr 2 (29.01.2020): 7–13. http://dx.doi.org/10.51407/mjpch.v25i2.12.

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Introduction: School refusal is a common cause of chronically poor school attendance. The basis of school refusal behaviour can be grouped into the symptomatic and functional models, the operant conditioning model and the cognitive model. Objective: This paper is aimed to discuss the various systems and models which explain the school refusal behaviour. Method: An initial search of published literature in English Language was performed on the online databases including Google Scholar, Science Direct, EBSCOhost, and Proquest with the main keywords were School Refusal and Self–efficacy. Further sources were identified after consulting the original author for recommendations, and references within the literature retrieved in the initial search. Results: Out of 57 articles found, 41 were used in this review. Development and maintenance of school refusal involve heterogeneous risk factors and processes. The existing theoretical basis of school refusal behaviour can be grouped into symptomatic models, the operant conditioning model and the cognitive model. Conclusion: School refusal depicts a symptom, heralding the need for early intervention before development of a more pervasive mental health disorder. Where the problem had persisted for months to years, the child or adolescent would commonly present with coexisting anxiety or depressive disorders.

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King, Neville J., i Thomas H. Ollendick. "School Refusal: Graduated and Rapid Behavioural Treatment Strategies". Australian & New Zealand Journal of Psychiatry 23, nr 2 (czerwiec 1989): 213–23. http://dx.doi.org/10.3109/00048678909062138.

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School refusal is a complex phenomenon that has been subject to definitional and diagnostic confusion. The aetiology of school refusal remains incompletely understood; heterogeneity rather than homogeneity prevails. In the behaviour management of school refusal, the clinician may plan either a gradual or rapid school return. Although a graduated return to school may be necessary in certain cases, secondary complications are minimized by an immediate return to school. Both graduated and rapid treatment require a flexible and integrative approach drawing on classical, operant and vicarious conditioning principles. Little research has been conducted on the effectiveness of the behavioural management of school refusal, as well as psychological adjustment to school.

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Kearney, Christopher A., i Daniela S. Hugelshofer. "Systemic and Clinical Strategies for Preventing School Refusal Behavior in Youth". Journal of Cognitive Psychotherapy 14, nr 1 (styczeń 2000): 51–65. http://dx.doi.org/10.1891/0889-8391.14.1.51.

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This article summarizes clinical aspects of school refusal behavior and school dropout as well as community, school, parent/family, social, personal, and academic success predictors of these problems. In addition, systemic strategies to prevent school refusal behavior and dropout are discussed. These include community-, school-, and parent/family-based strategies that emphasize professional collaboration and support to reduce absenteeism. Furthermore, clinical strategies to prevent school refusal behavior and dropout in individual cases are described. These clinical strategies include photographs, videotaping, structured activities outside the home, booster sessions, and introduction to a new school. Suggestions are also made for youth with chronic school refusal behavior and for addressing full-blown relapse.

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