scholarly journals How to Understand School Refusal

2021 ◽  
Vol 6 ◽  
Author(s):  
Trude Havik ◽  
Jo Magne Ingul
Keyword(s):  
School Attendance ◽  
Early Stage ◽  
School Refusal ◽  
Cognitive Approach ◽  
School Refusal Behavior ◽  
Social And Emotional ◽  
Theoretical Perspectives ◽  
Narrow Definition ◽  
Definition Of ◽  
Common Understanding

Attending school is usually seen as a precondition for academic, social, and emotional learning. However, school absenteeism is a problem in many countries and covers different types of authorized or unauthorized absences and a myriad of reasons. An authorized absence is when there is a satisfactory explanation for the youth’s absence, while unauthorized absence is usually understood as school attendance problems (SAPs). The main aim of this article is first to investigate define, describe, and discuss school refusal (SR) and how SR differs from other concepts of SAPs, and the secondary aim is to understand SR using different theoretical perspectives. The article outlines this aim based upon a review of international research in this field and uses the systemic integrated cognitive approach and school alienation theories to explain how SR might emerge and develop. The review indicates that SAPs involve many types, concepts, definitions, and reasons. The most frequently used concepts are school refusal behavior, truancy, school refusal, and school withdrawal. Based on the review, the article argues for a common understanding of these concepts among all stakeholders. We suggest a narrow definition of SR to enhance clarity and agreement and propose that the systemic integrated cognitive approach and school alienation theory are relevant to the understanding of SR. A common understanding among all stakeholders is the importance of identifying and intervening in specific types of SAPs. By using a systemic integrated cognitive approach and school alienation theory, identification and interventions can be targeted at an early stage of the development process of SR.

scholarly journals School Refusal Behavior and Aggression in Spanish Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Miriam Martín ◽  
María Vicent ◽  
Ricardo Sanmartín
Keyword(s):  
Physical Aggression ◽  
School Attendance ◽  
Verbal Aggression ◽  
School Refusal ◽  
School Students ◽  
Predictive Capacity ◽  
School Refusal Behavior ◽  
Aggression Questionnaire ◽  
Mean Differences ◽  
Tangible Reinforcement

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

Introductory Information for Therapists

2018 ◽  
pp. 1-20
Author(s):  
Christopher A. Kearney ◽  
Anne Marie Albano
Keyword(s):  
Treatment Program ◽  
School Attendance ◽  
Functional Model ◽  
Evidence Base ◽  
School Refusal ◽  
Developmental Level ◽  
School Refusal Behavior ◽  
Age Appropriate ◽  
Primary Focus

Chapter 1 introduces the primary focus of this treatment program—problematic school absenteeism. The authors use the term “school refusal behavior” as an overarching construct to represent an inability to maintain age-appropriate functioning vis-à-vis school attendance and/or to adaptively cope with school-related stressors that contribute to nonattendance. School refusal behavior refers to school-aged youths (5–17 years). The treatment program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. The procedures are generally cognitive-behavioral in nature. The interventions are sensitive to age and cognitive developmental level as well as key developmental milestones that children and adolescents must achieve. The development of this treatment program and its evidence base, benefits, and risks are presented.

scholarly journals Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept

2019 ◽  
Vol 16 (23) ◽  
pp. 4780 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Antonio M. Pérez-Sánchez ◽  
...  
Keyword(s):  
Latent Class ◽  
School Attendance ◽  
Short Form ◽  
School Refusal ◽  
Self Concept ◽  
School Refusal Behavior ◽  
Physical Abilities ◽  
General School ◽  
New Variables ◽  
Behavior Profiles

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.

scholarly journals Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Aitana Fernández-Sogorb ◽  
...  
Keyword(s):  
Latent Profile Analysis ◽  
School Attendance ◽  
Profile Analysis ◽  
Short Form ◽  
School Refusal ◽  
The Self ◽  
Average Score ◽  
School Refusal Behavior ◽  
Two Factors ◽  
Latent Profile

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.

Tier 1 and Tier 3 Strategies for Problematic Absenteeism

2018 ◽  
pp. 37-54
Author(s):  
Christopher A. Kearney
Keyword(s):  
School Attendance ◽  
Community Services ◽  
School Refusal ◽  
Team Approach ◽  
Social Emotional ◽  
School Refusal Behavior ◽  
Tier 1 ◽  
Alternative Educational Programs ◽  
Tier 3 ◽  
Antibullying Programs

This chapter begins by covering Tier 1 strategies that refer to school-wide practices designed to reduce overall levels of absenteeism and improve attendance rates. These practices could be implemented in conjunction with existing programs, such as academic or antibullying programs, or they could be implemented as stand-alone techniques to specifically focus on school attendance. Important Tier 1 strategies can focus on improving school climate, enhancing parental involvement, implementing health-based and mental health-based strategies, promoting safety and social-emotional learning, and re-examining district-wide policies. The chapter also covers Tier 3 strategies that are designed to address severe and chronic cases of school refusal behavior. Important Tier 3 strategies can focus on alternative educational programs and schools, mentors, early education, family, and health services, court referral and community services, and a team approach.

scholarly journals Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety

2020 ◽  
Vol 8 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
Ricardo Sanmartín ◽  
María Vicent ◽  
Aitana Fernández-Sogorb ◽  
...  
Keyword(s):  
High School ◽  
Positive Reinforcement ◽  
Latent Profile Analysis ◽  
School Attendance ◽  
School Refusal ◽  
Situational Factors ◽  
School Refusal Behavior ◽  
School Anxiety ◽  
Small Effect Size ◽  
Behavior Profiles

Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.

scholarly journals School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

2021 ◽  
Vol 11 (9) ◽  
pp. 524
Author(s):  
Miriam Martín ◽  
Carolina Gonzálvez ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Aitana Fernández-Sogorb ◽  
...  
Keyword(s):  
Personality Traits ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
School Attendance ◽  
Correlation Coefficients ◽  
School Refusal ◽  
School Refusal Behavior ◽  
Life Orientation Test ◽  
Tangible Reinforcement ◽  
The Relationship

The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.

scholarly journals Current advances on school refusal and other attendance problems: An international perspective. Introduction to the Special Issue.

2019 ◽  
Vol 12 (1) ◽  
pp. 5
Author(s):  
Carolina Golzálvez ◽  
Cándido J. Inglés
Keyword(s):  
Personal Development ◽  
School Attendance ◽  
The United States ◽  
Young Person ◽  
International Perspective ◽  
School Refusal ◽  
Special Issue ◽  
Negative Effects ◽  
School Refusal Behavior ◽  
Personal Level

The school attendance problems affect a larger number of students worldwide than desired. Important negative effects on academic, social and personal development are associated with this phenomenon. The aim of this special issue is to present the most recent advances in this field of research from an international perspective. For this, this special series has six investigations framed in the context of Spain, France, the United States, Japan, Malaysia and the Netherlands. Among the main contributions, the works compiled here have managed to reflect on the school refusal behavior reaching three levels of analysis: (1) legal and political level, (2) personal level of the child or young person affected and (3) family level. Based on the findings obtained, it is concluded that promoting prevention and reducing the school attendance problems are activities that have no limits geographically. It is a purpose shared by all the studies that make up this special issue to encourage reflection and promoting new lines of research.

When Children Refuse School

2018 ◽  
Author(s):  
Christopher A. Kearney ◽  
Anne Marie Albano
Keyword(s):  
Externalizing Behavior ◽  
Juvenile Justice System ◽  
School Attendance ◽  
Behavioral Therapy ◽  
Functional Model ◽  
School Refusal ◽  
Regular Classroom ◽  
Classroom Setting ◽  
School Absenteeism ◽  
School Refusal Behavior

Problematic school absenteeism is the primary focus of When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Therapist Guide. Youths who complete high school are more likely to experience greater success at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, and dropout. The treatment program presented here is designed for youths with primary and acute school refusal behavior. The program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. For children who refuse school to avoid school-based stimuli that provoke negative affectivity, the treatment uses child-based psychoeducation, somatic control exercises, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For children who refuse school to escape aversive social and/or evaluative situations, the treatment uses child-based psychoeducation, somatic control exercises, cognitive restructuring, gradual reintroduction (exposure) to the regular classroom setting, and self-reinforcement. For youths who refuse school to pursue attention from significant others, parent-based treatment includes modifying parent commands, establishing regular daily routines, developing rewards, reducing excessive reassurance-seeking behavior, and engaging in forced school attendance. For youths who refuse school to pursue tangible rewards outside of school, family-based treatment includes contingency contracts, communication skills, escorting the child to school and from class to class, and peer refusal skills.

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.

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