Case Study of the Assessment and Treatment of a Youth With Multifunction School Refusal Behavior

2002 ◽  
Vol 1 (1) ◽  
pp. 67-80 ◽  
Author(s):  
Christopher A. Kearney
Keyword(s):  
School Refusal ◽  
School Refusal Behavior ◽  
Assessment And Treatment

scholarly journals Penerapan Play Therapy untuk Meningkatkan Perilaku Bersekolah pada Anak dengan School Refusal Behavior (SRB)

2015 ◽  
Vol 15 (1) ◽  
pp. 30-38
Author(s):  
Esty Aryani Safithry
Keyword(s):  
Play Therapy ◽  
Single Case ◽  
School Refusal ◽  
Single Case Study ◽  
School Behavior ◽  
School Refusal Behavior ◽  
Pre Treatment ◽  
Therapy Sessions

This research aims to determine whether play therapy can improve the behavior of school children with school refusal behavior. This research used single case study. The subjects used in this research amounts to one person who has school refusal behavior. Methods of data collection using interviews, observation and documentation. Stages ofis divided into10 sessions of therapy sessions plus pre-treatment, post-treatment and follow-up. Results of this research showed improvement in school behavior at the time pre treatment only1 time a week to 6 times on a follow-up session.

scholarly journals STUDI KASUS : PENANGANAN SCHOOL-REFUSAL PADA SISWA SEKOLAH DASAR (SD) BERBASIS KELUARGA

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Titisa Balerina
Keyword(s):  
School Attendance ◽  
School Refusal ◽  
Main Question ◽  
School Interventions ◽  
School Refusal Behavior ◽  
School Settings ◽  
The Subject ◽  
Family Based ◽  
Family Based Interventions

School-refusal behavior is defined as absenteeism in schools, there are barriers to leaving for school or barriers to being in school. Interventions to deal with school-refusal behavior can be done in school settings, families and on children directly. This case study aims to implement family-based school-refusal interventions. The main question in this study is how to improve the presence of children who experience school-refusal? The process has been done are: (1) assess the subject; (2) analyze the problem; (3) arrange interventions for the subject; (4) implementing interventions; (5) evaluating the effect of intervention. The conclusion of this study is that there is an increase in school attendance after family-based interventions. The conclusion of this study is that school-refusal intervention in elementary school children requires cooperation between family and school.

The functional assessment of school refusal behavior.

2004 ◽  
Vol 5 (3) ◽  
pp. 275-283 ◽  
Author(s):  
Christopher A. Kearney ◽  
Amie Lemos ◽  
Jenna Silverman
Keyword(s):  
Functional Assessment ◽  
School Refusal ◽  
School Refusal Behavior

Moving from assessment to treatment of school refusal behavior in youth.

2005 ◽  
Vol 1 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Christopher A. Kearney ◽  
Gillian Chapman ◽  
L. Caitlin Cook
Keyword(s):  
School Refusal ◽  
School Refusal Behavior

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

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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