Wilfulness in School-Phobic Adolescents

1974 ◽  
Vol 125 (588) ◽  
pp. 468-469 ◽  
Author(s):  
Ian Berg ◽  
Tony Collins
Keyword(s):  
Young People ◽  
General Population ◽  
Secondary School ◽  
Early Adolescence ◽  
School Refusal ◽  
School Phobia ◽  
Family Situation ◽  
The Family ◽  
Emotional Upset

School-phobic youngsters have sometimes been described as wilful and stubborn in the family situation (Hersov, 1960), and this tendency has been invoked to explain the particular occurrence of school phobia in early adolescence (Leventhal and Sills, 1964). The emotional upset shown by these young people when faced with the prospect of going to school (Berg, Nichols and Pritchard, 1969), may occasionally appear to be more in the nature of anger, defiance and temper than either fearfulness or misery (Smith, 1970). The fact that in the general population dislike of school is reflected in actual absence only during the secondary school years (Mitchell and Shepherd, 1967) supports the view that assertiveness, which presumably becomes more effective as the child reaches the teens, plays some part in school refusal.

Birth Order and Family Size of School-Phobic Adolescents

1972 ◽  
Vol 121 (564) ◽  
pp. 509-514 ◽  
Author(s):  
Ian Berg ◽  
Alan Butler ◽  
Ralph McGuire
Keyword(s):  
Young People ◽  
Secondary School ◽  
School Children ◽  
Conduct Disorders ◽  
Point Of View ◽  
School Age ◽  
Hospital Unit ◽  
School Phobia ◽  
Younger Child ◽  
The Family

It has been found that young people suffering from school phobia, particularly those of secondary school age in Britain, tend to be the youngest in their family (Hersov, 1960; Smith, 1970). This paper reports an investigation carried out in an attempt to confirm and extend this observation. A hundred school-phobic youngsters admitted to Highlands, a psychiatric in-patient unit for adolescents, were looked at from the point of view of order in the sibship; in this respect they were compared with 91 non-school-phobic children suffering from neurotic or conduct disorders admitted to the same hospital unit and with 127 randomly selected normal secondary school children stratified for age, sex and social class. The state of excessive dependency which appears to exist between mothers and their children in school phobia, even in early adolescence (Berg and McGuire, 1971) may be partly due to the circumstance of the affected individual being a younger child in the family.

The Outcome of Adolescent School Phobia

1976 ◽  
Vol 128 (1) ◽  
pp. 80-85 ◽  
Author(s):  
Ian Berg ◽  
Alan Butler ◽  
Gabrielle Hall
Keyword(s):  
Secondary School ◽  
Emotional Disturbance ◽  
Early Adolescence ◽  
Affective Disorders ◽  
School Attendance ◽  
Social Impairment ◽  
Clinical State ◽  
School Age ◽  
School Phobia ◽  
High Intelligence

SummaryA hundred-and-twenty-five school phobic youngsters had been treated in a psychiatric in-patient unit for young adolescents of secondary school age over a seven-year period; a hundred of them were reviewed on average three years after discharge. About a third of cases were found to have improved little; they had persistent severe symptoms of emotional disturbance and continuing social impairment. Another third had improved appreciably and were affected by neurotic symptoms rather than social impairment. The remaining third had improved substantially or completely. School attendance difficulties had remained in about half of all cases. Subsequent difficulties in going to work were less pronounced. The best predictor of outcome was clinical state on discharge. High intelligence also emerged as a significant predictor of poor outcome. Five girls and a boy had already developed severe and persistent agoraphobic difficulties when reviewed. It was found that severe school phobia in early adolescence resembled adult affective disorders in some clinical features and in outcome.

scholarly journals “If He/She Had Been Like the Rest of Us”. How Do Young People Describe Their Schoolmates Who Are Different from Others in the Group?

2018 ◽  
Vol 7 (6) ◽  
pp. 1
Author(s):  
Minna Saarinen ◽  
Satu Mattila
Keyword(s):  
Young People ◽  
Secondary School ◽  
Peer Interactions ◽  
Leisure Activities ◽  
Technical Institute ◽  
School Year ◽  
The Social ◽  
Upper Secondary ◽  
The Family ◽  
Upper Secondary Schools

The article examines issues related to peer interactions and group joining in upper secondary schools in Finland. The study elaborates on how young people describe students who are left out/excluded or who remain outside the social networks. The study also elucidates on how a student can join the group. The research is motivated by the current educational ethos, which emphasizes inclusion and tolerance. The data were collected from an upper secondary school and vocational and technical institute. The students were asked to recall the prior high school year and write an essay on the topic. A total of 49 students wrote about their memories. The data were analyzed using inductive content analysis, and the study found that students are either excluded or included due to the social skills they possess. Those who do not exhibit the same approach to being in a group will stay on the sidelines. The essays also described factors that connect students, such as hobbies and leisure activities. Similarity in many external factors (e.g., the family’s economic situation) unites students. Contrary to expectations, young people described themselves, and not just others, as outsiders.

Dietary habits of secondary school young people and the influence of the family on this behavior

2015 ◽  
pp. 50-55
Author(s):  
Aneta Grochowska ◽  
◽  
Iwona Bodys-Cupak ◽  
Małgorzata Kołpa ◽  
Kazimiera Moździerz ◽  
...  
Keyword(s):  
Young People ◽  
Secondary School ◽  
Dietary Habits ◽  
The Family

scholarly journals School Refusal with Anxiety: a Review of Sixty-Three Cases

1970 ◽  
Vol 15 (3) ◽  
pp. 257-264 ◽  
Author(s):  
Stuart L. Smith
Keyword(s):  
Older Patients ◽  
Separation Anxiety ◽  
School Refusal ◽  
Young Age ◽  
Return To School ◽  
Younger Patients ◽  
School Phobia ◽  
Peak Incidence ◽  
The Family

A review of 63 cases of school refusal with anxiety seen at the Maudsley Hospital, London, England, indicates that the disorder has the following features: 1) peak incidence at age 11 or 12, 2) higher proportion of youngest children in the family, 3) presence of three separate syndromes seems indicated (with some intermixtures), namely, a) separation anxiety in the younger patients and in those whose difficulties started at a young age, b) school phobia in the older patients without previous episodes, and c) depression or withdrawal in some adolescents, 4) excellent prognosis as far as return to school is concerned, although somewhat poorer for patients of age 13 or over.

Youth Development in Europe

2009 ◽  
Vol 14 (4) ◽  
pp. 372-375 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Ingrid Schoon
Keyword(s):  
Young People ◽  
Relationship Quality ◽  
Youth Development ◽  
Social Relationships ◽  
Transition To Adulthood ◽  
Cultural Context ◽  
Integrative Framework ◽  
Reciprocal Interactions ◽  
The Family ◽  
Key Players

A series of six papers on “Youth Development in Europe: Transitions and Identities” has now been published in the European Psychologist throughout 2008 and 2009. The papers aim to make a conceptual contribution to the increasingly important area of productive youth development by focusing on variations and changes in the transition to adulthood and emerging identities. The papers address different aspects of an integrative framework for the study of reciprocal multiple person-environment interactions shaping the pathways to adulthood in the contexts of the family, the school, and social relationships with peers and significant others. Interactions between these key players are shaped by their embeddedness in varied neighborhoods and communities, institutional regulations, and social policies, which in turn are influenced by the wider sociohistorical and cultural context. Young people are active agents, and their development is shaped through reciprocal interactions with these contexts; thus, the developing individual both influences and is influenced by those contexts. Relationship quality and engagement in interactions appears to be a fruitful avenue for a better understanding of how young people adjust to and tackle development to productive adulthood.

Dal bambino libero all'uomo autonomo: educare alla scelta attraverso il metodo Montessori

2020 ◽  
pp. 329-341
Author(s):  
Grazia Romanazzi
Keyword(s):  
Young People ◽  
Secondary School ◽  
Modern Society ◽  
Educational Needs ◽  
Educational Process ◽  
School Grades ◽  
The Social ◽  
Montessori Method

Freedom, autonomy and responsibility are the ends of every educational process, especially in the modern society: globalized, rapid, in transformation; society in which each one of us is called to make numerous choices. Therefore, it is urgent to educate to choose and educate to the choice, so that young people can emancipate themselves from possible conditionings. To this end, the Montessori method represents a privileged way: child is free to choose his own activity and learns "to do by himself" soon; the teacher prepares the environment and the materials that allow the student to satisfy the educational needs of each period of inner development. Then, Montessori gives importance to adolescence because it is during this period that grows the social man. Consequently, it is important to reform the secondary school in order to acquire the autonomy that each student will apply to the subsequent school grades and to all areas of life

scholarly journals Determinants of participation and quality of life of young adults with cerebral palsy: longitudinal approach and comparison with the general population – SPARCLE 3 study protocol

BMC Neurology ◽  
2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Catherine Arnaud ◽  
Carine Duffaut ◽  
Jérôme Fauconnier ◽  
Silke Schmidt ◽  
Kate Himmelmann ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Young Adults ◽  
Cerebral Palsy ◽  
Young People ◽  
General Population ◽  
Transition Period ◽  
Well Being ◽  
Personal Factors ◽  
The Impact

Abstract Background Effective inclusion in society for young people with disabilities is increasingly seen as generating opportunities for self-development, and improving well-being. However, significant barriers remain in the vast majority of activities meaningful for young adults. Research argues that various personal (disabilities, health) and environmental (access to the resources needed, accessible environment, discrimination, lack of personal economic independence) factors contribute to limited participation. However, previous studies conducted in young people with cerebral palsy (CP) mainly investigated the transition period to adulthood, and did not fully consider the whole range of impairment severity profiles or environmental barriers. In this study, we will use the follow-up of the SPARCLE cohort and a comparison group from the general population (1) to investigate the impact of the environment on participation and quality of life of young adults with CP, (2) to determine predictors of a successful young adulthood in educational, professional, health and social fields, (3) to compare quality of life and frequency of participation in social, work and recreational activities with the general population, (4) to document on participation and quality of life in those with severe disabilities. Methods The SPARCLE3 study has a combined longitudinal and cross-sectional design. Young adults with CP aged 22 to 27 years in 6 European regions previously enrolled in the SPARCLE cohort or newly recruited will be invited to self-complete a comprehensive set of questionnaires exploring participation (daily life and discretionary activities), health-related quality of life, body function, personal factors (health, personal resources), and contextual factors (availability of needed environmental items, family environment, services provision) during home visits supervised by trained researchers. Proxy-reports or adapted questionnaires will be used for those with the most severe impairments. The recruitment of a large group from the general population (online survey) will enable to identify life areas where the discrepancies between young people with CP and their able-bodied peers are the most significant. Discussion This study will help identify to what extent disabilities and barriers in environment negatively affect participation and quality of life, and how previous valued experiences during childhood or adolescence might modulate these effects.

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