Forms and Functions of School Refusal Behavior in Youth: An Empirical Analysis of Absenteeism Severity

Autor/in	Kearney, Christopher A.
Titel	Forms and Functions of School Refusal Behavior in Youth: An Empirical Analysis of Absenteeism Severity
Quelle	In: Journal of Child Psychology and Psychiatry, 48 (2007) 1, S.53-61 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2006.01634.x
Schlagwörter	Structural Equation Models; Severity (of Disability); School Phobia; Symptoms (Individual Disorders); Attendance; Classification; Clinics; Psychological Evaluation; Parent Attitudes; Measures (Individuals); Therapy; Regression (Statistics) + Suchen Sie Ihr Suchwort? Schweregrad; Schulangst; Psychiatrische Symptomatik; Anwesenheit; Classification system; Klassifikation; Klassifikationssystem; Psychosoziale Beurteilung; Elternverhalten; Messdaten; Therapie; Regression; Regressionsanalyse
Abstract	Background: School refusal behavior is a particularly nettlesome problem for mental health and education professionals because of its symptom severity and heterogeneity as well as lack of consensus regarding inclusive classification strategies. Alternatively, a functional model of school refusal behavior may provide a particularly useful way of organizing, assessing, and treating this population. Method: The present study included 222 youths aged 5-17 years (134 males, 88 females) with school refusal behavior and their parents. Participants were assessed at a specialized university-based clinic for youths with school refusal behavior. Child self-report and parent-based measures of forms of behavior related to school refusal as well as functions of school refusal behavior were employed. Results: Hierarchical regression analysis and structural equation modeling revealed that function was a better determinant of degree of school absenteeism than behavior form. Conclusions: Assessing the function of school refusal behavior is likely a key factor in the evaluation of this population and may be linked to informed decisions about choice of treatment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10