Structural and strategic approach to school phobia/school refusal

Different theoretical approaches to school phobia/school refusal are reviewed briefly. A structural and strategic approach is presented in which school phobia and school refusal are viewed as two ends of a continuum of progression from “involuntary” symptoms on one end to “willful” refusal on the other. In later stages of school phobia/school refusal, the symptom becomes no longer a fear response, but takes on a protective function for the entire family. A treatment case is reported to demonstrate the strategies of reestablishing the proper parent-child hierarchy, strengthening the sibling subsystem within the family and increasing the involvement of peripheral family members, and establishing positive links with the school system, as well as the principles of effective case management. A vigorous and intensive treatment of school phobia/school refusal is advocated.     

Functional school refusal subtypes: Anxiety,avoidance, and malingering

Chronic school refusal has traditionally been classified under broad categories such as school phobia and truancy. However, the need for improved recognition and treatment of school refusal has heightened efforts to identify subtypes of school refusal behavior. Recent efforts have focused on functional subtypes of school refusal. This article purposes to extend recent efforts by showing that the three basic subtypes of anxiety, avoidance, and malingering are not only functional, but consistent with refusal characteristics, empirical evidence from factor analysis and clinical diagnosis over the past decade, and treatment approaches. Such extension is intended to aid practitioners in further understanding and using functional subtypes. © 2000 John Wiley & Sons, Inc.     

Toward reduced bias and increased utility in the assessment of school refusal behavior: The case for diverse samples and evaluations of context

The current article reviews the literature on school refusal behavior. Definitional inconsistencies, the effects of biased assessment processes, and the consequences of the lack of ethnic, racial, and economic diversity in school refusal research samples are highlighted. An increase in the use of low‐income, ethnic minority, community samples in school refusal research is proposed in order to create a more representative and useful literature. Concerns regarding artificial and impractical divisions between the commonly used labels of school refusal and truancy are also discussed. Suggestions are proposed for a new pragmatic framework of school refusal assessment for research and clinical work that utilizes and enhances Kearney's functional approach. The framework has the potential to incorporate the influences of multiple cultural contexts in order to aid professionals from different disciplines in both prevention and early intervention for school refusal in low‐income, ethnic minority populations. Additional suggestions for future direction in school refusal research are also discussed. © 2007 Wiley Periodicals, Inc.     

Academic self‐attributions for success and failure in mathematics and school refusal

The aim of this research is twofold: to analyze the mean differences scores in mathematic self‐attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale‐Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high‐school refusal. Results are discussed considering more adaptive attributional styles.     

Cognitive Style and School Refusal

The degree to which truancy may contribute to delinquency, social disorder and educational failure has led to continued political and public interest in the problem of school non‐attendance or refusal. There is, however, a notable lack of empirical research into the phenomenon of truancy and school refusal. This paper investigated the learning style of 17 students aged 15‐17 years identified as school refusers and compared their style distribution to that of 850 students in regular attendance in mainstream secondary schools. The Cognitive Styles Analysis was administered individually to students in the Refusal Group at their Centre during the period of one term. The results indicated that, compared to the comparison group, the learning style of the school refusers was skewed to the Wholist end of the Wholist‐Analytic style dimension. An implication of this research is that a particular learning style was associated with school refusal and research is merited particularly to (a) develop further research into the learning characteristics of students who refuse school and (b) inform a developing school response to refusal.     

Student Discourse on Tokokyohi (School Phobia/Refusal) in Japan: Burnout or empowerment?

Tokokyohi (school phobia/refusal) has been steadily increasing in Japan since the 1980s. It is causing an exodus of students from schools, thus creating a legitimation crisis of the education system. This paper examines this phenomenon by focusing on its various discourses. Four types of adult discourse are discussed: the psychiatric (tokokyohi as mental illness); the behavioural (tokokyohi as laziness); citizens' (tokokyohi as resistance to school); and socio-medical (tokokyohi as physical and psychological burnout). These are compared with the student discourse drawn from autobiographical accounts of tokokyohi. This paper argues that tokokyohi is a process in which students who burn out in the extremely demanding and alienating school system try to empower themselves in their search for subjectivity.     

School phobia: understanding a complex behavioural response

School phobia affects about 5% of the school-age population. If left untreated, school phobia can have devastating long-term consequences in children challenged by this condition. Various treatment approaches have been used to explore this complex behavioural response, major among them being the psychoanalytic, psychodynamic, pharmacological and behavioural approaches. Different therapeutic interventions have developed as outgrowths of these approaches; however, the utility of most of these approaches is still controversial. This paper explores current research on school phobia in a North American context and these writers propose extending research on the application of positive behaviour supports (PBS) as a treatment modality for addressing the behavioural support needs of children affected by school phobia.     

Out of school: a phenomenological exploration of extended non-attendance

The concept of “extended non-attendance” (“school phobia” or “school refusal”) was distinguished from truancy early in the twentieth century, and refers to children who fear school and avoid attending. Despite much subsequent research, outcomes for those affected remain poor, and their voices remain largely absent from the evidence base. The current study sought to address this by examining the experiences of four secondary-age children with extended attendance difficulties. Data consisted of semi-structured interviews conducted in participants’ homes, subsequently analysed using Interpretative Phenomenological Analysis. Although participants differed markedly in their perception of the causes of their non-attendance, their support experiences appear remarkably similar. Emergent themes include being disbelieved, experiencing fragmented support, and feeling blamed and punished. Implications for practitioners include the importance of ensuring early intervention, the need to consider the individual child, and the importance of making sure that local intervention practices are informed by the evidence base.     

Observing Leadership Roles in Shared Decision Making: A Preliminary Analysis of Three Teams

Despite recent attention to shared decision making as an approach to school reform, relatively little research has been conducted on the topic, and much of that research has relied on interviews and field notes, rather than systematic observation of team functioning. This investigation integrated systematic observations and interviews. The purpose of this study was to describe the leadership behaviors exhibited by principals, team leaders, and other team members (teachers, parents, students). We defined leadership according to team member contributions to decisions (decision content, decision-making processes, and statement function, such as initiating topics and making suggestions). This investigation used a comparative case study approach to examine the shared decision-making teams from three schools during the teams' first year. Results revealed variability in leadership across the three teams. Two teams were characterized by positive group process procedures with active involvement from a number of team members. A third team was dominated by the building principal with minimal input from most team members. This team appeared to be less productive than the other two. These findings are viewed in relationship to prior research literature concerning the ambiguity of team members' roles, lack of clarity concerning the power of shared decision-making teams, and the impact of school vision. Suggestions are made for future research.     

同伴关系对青少年心理健康的影响

回顾近10年来国内外关于同伴关系对青少年心理健康影响的研究进展,研究领域涉及同伴关系与学校适应、问题行为及情绪感受等心理健康的不同层面.消极的同伴关系不仅与学校适应不良、高危行为及行为障碍有关,而且可能导致社会焦虑、社会抑郁和社会恐怖症状及孤独症等情绪问题.未来的研究应围绕同伴关系对心理健康的影响问题,建立起涵盖人口统计学变量的理论模型和预测模型.     

Treatment integrity and acceptability with families: A case study of a child with school refusal

This article describes a graduated re-entry behavioral intervention implemented over an eight week period to treat a child with school refusal who would run away from school if taken there against his will. A multi-method evaluation procedure was used. Baseline data were collected over a five day period documenting school attendance and running away behaviors. In addition, a comprehensive psychological test battery was administered to the child, and clinical interviews conducted with the child's parents and teacher were used to develop the most appropriate treatment program. Based on these data, an initial graduated exposure to school combined with positive reinforcement for staying in school was chosen. As the intervention proceeded the greatest concern became the need to minimize the reinforcing impact of the child's mother on the child's school refusal. The intervention was eventually changed to a rapid exposure to school. By the third week of the intervention, the child was attending school all day for five consecutive days. He maintained this attendance record for the remainder of the treatment program. Follow-up data collected at bi-weekly intervals for a seven month time period until the end of the school year and follow-up for the first two months of the next school year showed stable and continued efficacy of the intervention, with no reoccurrence of refusal to attend or remain at school once he had arrived. © 1996 John Wiley & Sons, Inc.     

近十年国内英汉拒绝言语行为研究的元分析

通过检索近十年国内英汉拒绝语的研究文献,从理论、模式、策略、教学和应用五个主题对纳入文献进行探讨分析,发现国内拒绝言语行为的研究存在着研究方法单一、受试身份单一、研究类型比例失调和纵向研究缺失等不足。     

Minority parental involvement and school barriers: Moving the focus away from deficiencies of parents

There has been an alarming imbalance in recent research on minority parental involvement because it has focused on parents’ variables to identify groups for effective interventions without searching for broader contextual variables. This literature review provides available research findings on the school barriers that prevent minority parents’ participation in their children's school in the United States. The following school barriers were identified: (a) teachers’ perception about the efficacy of minority parents, (b) teachers’ perception concerning the capacity of minority parents, (c) teachers’ beliefs in the effectiveness of parental involvement and developmental philosophy, (d) teachers’ self-efficacy in teaching effectiveness, (e) school friendliness and positive communication, (f) diversity of parental involvement programs, (g) school policies, and (h) school leadership. Increased understanding about the nature of minority parental involvement in their children's school will lead to a more collaborative home–school partnership and ensure the long-term success of parental involvement.     

The attuned representation model for the primary prevention of eating disorders: An overview for school psychologists

The Attuned Representation Model of eating‐disorder etiology and symptom maintenance is a comprehensive model that can effectively guide prevention and treatment efforts by addressing individual, cultural, and interactive issues. The model integrates the risk factors related to the onset of eating‐disordered behaviors (i.e., biological, psychological, and social) as well as addresses ongoing systemic discordance that plays a significant role in the risk, etiology, and maintenance of eating disorders. To clarify the structure of the model, it is explicated in terms of its fit with the current state of empirical etiological research. After the model is detailed, it is described within the context of the role of the school psychologist in the prevention of eating disorders. Finally, implications for future research are briefly described. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 223–230, 2006.     

The Role of Demographics,Personality Variables and School Stress on Predicting School Satisfaction/Dissatisfaction: Review of the literature and research findings

The importance in studying Quality of School Life (QSL) lies predominantly on research findings concerning its relationship with educational outcome. Although some studies have focused on factors affecting QSL, no study so far has assessed various factors of QSL simultaneously, with regard to secondary education, in order to construct a QSL model and establish its best predictors. The present research has attempted to study correlates of QSL including demographic, personality variables and school stress, and construct a consistent model of QSL, using data derived from pupils in two Scottish secondary pupils (n = 425). The model constructed was found able to account for 56% of the QSL variance. Overall results indicated that QSL is predominantly associated with personality factors, in particular school self-esteem. Results are discussed in relation to the 'trait' character of QSL and the educational implications of the model.     

学校恐惧倾向儿童的情绪识别能力

本研究采用内隐联想测试来区分儿童是否具有学校恐惧倾向,进而考察他们的情绪识别能力.本研究采用内隐联想测试和学校恐惧分量表将儿童分组,并使用表情判断任务测试表情识别能力.结果表明,使用内隐联想测验分组的儿童在学校恐惧分量表的得分上有显著差异.具有学校恐惧倾向的儿童对恐惧表情的识别正确率显著低于普通儿童,对悲伤面孔的反应时也显著长于普通儿童.因此可以得出如下结论:学校恐惧倾向儿童在表情识别上与普通儿童存在差异.     

Student engagement as a function of environmental complexity in high school classrooms

The purpose of this study was to investigate the linkage between the quality of the learning environment and the quality of students' experience in seven high school classrooms in six different subject areas. The quality of the learning environment was conceptualized in terms of environmental complexity, or the simultaneous presence of environmental challenge and environmental support. The students (N = 108) in each class participated in the Experience Sampling Method (ESM) measuring their engagement and related experiential variables. Concurrently, environmental complexity and its subdimensions were observed and rated from video with a new observational instrument, The Optimal Learning Environments – Observational Log and Assessment (OLE-OLA). Using two-level HLM regression models, ratings from the OLE-OLA were utilized to predict student engagement and experiential variables as measured by the ESM. Results showed that environmental complexity predicted student engagement and sense of classroom self-esteem. Implications for research, theory and practice are discussed.     

初中生关系性关心的识别与营造

关心是一种关系,关心品质的培养应注重关系的再认识以及再营造。而初中生认识到的关心主要是"单行道式"的付出,对关心意义的理解主要还是"单向度"的树立榜样、传播美德。所以,本研究以诺丁斯的学校关心理论做支撑,采用问卷、访谈、现象学等方法探寻初中生对关心本质的把握。通过调查我们发现,学生以实用的态度对待关心;他们专注与动机替代能力强,但行动能力明显不足;他们接受关心后感触不一,普遍缺失及时反馈的行为。最后,借鉴现象学方法与理论提出营造关系性关心的新策略:借助明见性直观的方法召唤初中生的关心意识;运用描述方法揭示关心中的教育关系;从课程、榜样与媒介三个方面营造关系性关心栖居的生活世界。     

小学儿童对“仁慈”概念和行为的理解及教育建议

对小学儿童关于“仁慈”概念和行为的理解进行考察,结果表明：大部分小学儿童习得“仁慈”概念的时间是在二、三年级。小学儿童对“仁慈”概念的掌握表现出了阶段特征,随年级升高,他们对“仁慈”概念的理解逐步深刻化,但其思维活动仍局限于具体的事物及日常经验,缺乏抽象性。小学儿童对“仁慈”概念理解不存在明显的性别差异,但女生的表达优于男生。低年级小学儿童在理解仁慈行为时主要依赖情境故事,自我中心严重;中、高年级小学儿童逐渐摆脱自我中心。部分高年级小学儿童能理解仁慈行为的发生不受义务驱动,而低、中年级小学儿童则较难判断。在仁慈行为判断上,小学儿童不存在明显的性别和年级差异。根据研究结果,就如何培养小学儿童的仁慈之心提出教育建议。     

Teacher and principal perceptions of student victimization and the schools’ response to violence: The contributions of context on staff congruence

Consistency in staff awareness and response is a key programmatic centerpiece in most school violence prevention and intervention programs. Staff consensus on the definition of violence, the behaviors that constitute violence, the extent of the problem, and how to deal with violent situations are often the cornerstone of evidence-based programs. Nevertheless, little is known theoretically or empirically about the staff and school variables that shape principal and teacher consensus in recognition of the problem or the response to violence. To explore these issues, this study drew on a nested national sample of Israeli schools (1352 teachers; 186 principals and schools) to explore staff and school correlates of the extent of congruence in staff reports of awareness of and response to school violence and victimization. We drew on Rasch analytic techniques to measure the extent of staff congruence about frequency of student victimization, risky behaviors and school response. Overall, student-reported risky behavior accounted for congruence in staff reports of student victimization and risky behavior and was consistent across Jewish and Arab school systems. Staff reports of student victimization and risk shaped the school's response violent events, but important differences were observed across Jewish and Arab school systems. For example, the findings suggest that above and beyond all the school contextual factors, staff in religious Jewish and Arab schools reported less student victimization and less school response to violent situations. Implications for practice, theory, and future research in the school violence literature are discussed.