scholarly journals Absent on Absenteeism: Academic Silence on Student Absenteeism in Canadian Education

2021 ◽  
Vol 44 (3) ◽  
pp. 718-731
Author(s):  
Anton Birioukov
Keyword(s):  
School Attendance ◽  
School Refusal ◽  
Empirical Knowledge ◽  
Call To Action ◽  
Educational Discourse ◽  
Canadian Education ◽  
School Anxiety ◽  
Educational Issue ◽  
Student Absenteeism ◽  
Attendance Policies

Despite mandatory school attendance policies, many students in Canada are frequently absent from school. Absenteeism is linked to numerous negative educational outcomes and is a growing educational issue internationally. This has lead universities in many countries to study the factors associated with absenteeism in order to reduce it. However, the Canadian educational discourse is largely absent on absenteeism. A review of faculty profiles revealed that no Canadian educational scholar investigates absenteeism as their primary area of research. The lack of empirical knowledge concerning student absenteeism is a contributing factor to the high levels of absenteeism evident in Canada. This article serves as a call to action for Canadian academics to research student absenteeism in order to alleviate the behaviour. Keywords: school attendance, student absenteeism, truancy, school refusal, school anxiety, school withdrawal

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 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.

Taxonomic Systems for School Refusal Behaviour

1998 ◽  
Vol 15 (2) ◽  
pp. 74-86 ◽  
Author(s):  
Melinda Pritchard ◽  
Neville King ◽  
Bruce J. Tonge ◽  
David Heyne ◽  
Sandra Lancaster
Keyword(s):  
School Attendance ◽  
School Refusal ◽  
Family Characteristics ◽  
Current Paper ◽  
Future Research ◽  
Factor Analyses ◽  
Heterogeneous Nature ◽  
Methodological Procedures ◽  
Taxonomic System

The heterogeneous nature of school refusal has led to much confusion surrounding the conceptualisation of this phenomenon. A number of researchers have developed taxonomic systems in an effort to enhance our understanding of school refusal and to facilitate communication among professionals working in the field. The current paper explores the evolution of these systems and outlines the limitations of each. Non-empirical classificatory systems are reviewed first, followed by empirical systems based on factor analyses and diagnostic profiles. A functional taxonomic system for problematic school attendance is then reviewed. Future research based on sound methodological procedures should aim to examine a broad range of child and family characteristics in order to develop reliable, homogenous subtypes for this population.

Cognitive-behavioural Intervention with a Depressed Adolescent Experiencing School Attendance Difficulties

1998 ◽  
Vol 15 (2) ◽  
pp. 87-97 ◽  
Author(s):  
Stephanie Rollings ◽  
Neville King ◽  
Bruce Tonge ◽  
David Heyne ◽  
Dawn Young
Keyword(s):  
School Attendance ◽  
School Refusal ◽  
Behavioural Intervention ◽  
Full Time ◽  
Cognitive Behavioural ◽  
Depressed Adolescent ◽  
Positive Treatment ◽  
Cognitive Behavioural Intervention ◽  
Treatment Gains

This article describes a cognitive-behavioural intervention implemented over 10 sessions with an adolescent girl experiencing school refusal and depression. Treatment focused on the learning of various coping skills to deal with stressful situations at home and school. Following a decision to change schools, a rapid school return was employed. A multimethod, multisource evaluation was used at pretreatment, posttreatment, and follow-up assessments. The data indicated positive treatment outcomes: the adolescent returned to full-time attendance at school and exhibited decreased levels of emotional distress. The treatment gains were maintained at a 3-month follow-up.

Rethinking Welfare School‐Attendance Policies

2005 ◽  
Vol 79 (1) ◽  
pp. 2-28 ◽  
Author(s):  
David Campbell ◽  
Joan Wright
Keyword(s):  
School Attendance ◽  
Attendance Policies

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.

Management of school phobia

1969 ◽  
Vol 7 (22) ◽  
pp. 86-88
Keyword(s):  
School Attendance ◽  
School Refusal ◽  
Neurotic Disorder ◽  
Compulsory School ◽  
School Phobia ◽  
Severe Anxiety ◽  
Causes Of Failure

School phobia, or school refusal, is relatively uncommon. It can be distinguished from other causes of failure to attend school, such as simple reluctance or truancy, in that going to school or being in school evokes severe anxiety in the child. School phobia is a manifestation of a neurotic disorder, and is specifically evoked by compulsory school attendance.

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