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- Keyword
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- Absenteeism; Nonattendence; School attendance; School attendance – Psychological aspects; School phobia; School refusal behavior (1)
- Anxiety in children; Behavior disorders in children; Educational psychology; Oppositional defiant disorder in children; School attendance; School phobia; Separation anxiety in children; Social phobia in children (1)
Articles 1 - 2 of 2
Full-Text Articles in Child Psychology
The Relationship Of Ethnicity And Familial Factors In The Expression Of School Refusal Behavior In Clinical And Community Samples, Courtney Marie Haight
The Relationship Of Ethnicity And Familial Factors In The Expression Of School Refusal Behavior In Clinical And Community Samples, Courtney Marie Haight
UNLV Theses, Dissertations, Professional Papers, and Capstones
Failure to attend school can have a devastating impact on a child’s social, emotional, academic, and later career development. Psychologists, educators, and researchers from other disciplines have produced large bodies of literature regarding problematic absenteeism. This has led to varying terminology, divergent approaches, assessment, and treatment of nonattendance. Additional research on contextual, proximal, and distal variables, such as culture and family, has been encouraged. The present study involved contextual variables related to school refusal behavior and contained a more representative sample of youth with attendance difficulties than previous studies. Contextual variables included youth and parent ethnic identity, family environment, school …
School Refusal Behavior: The Relationship Between Functions And Symptom Sets, Marisa Charlene Hendron
School Refusal Behavior: The Relationship Between Functions And Symptom Sets, Marisa Charlene Hendron
UNLV Theses, Dissertations, Professional Papers, and Capstones
The current study examined the relationship between functions of school refusal behavior and internalizing and externalizing symptom sets in a community sample of 200 youth and parents recruited from two truancy settings. The first hypothesis was that youth who endorsed refusing school primarily to avoid stimuli that provoke negative affectivity (function 1) would report more symptoms of generalized anxiety and depression. The second hypothesis was that youth who endorsed refusing school primarily to escape from aversive social or evaluative situations (function 2) would report more symptoms of social anxiety. The third hypothesis was that youth who endorsed refusing school primarily …