{"id":5455,"date":"2022-08-31T15:35:40","date_gmt":"2022-08-31T14:35:40","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/?p=5455"},"modified":"2022-08-31T15:35:52","modified_gmt":"2022-08-31T14:35:52","slug":"current-status-of-research-on-school-refusal","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/current-status-of-research-on-school-refusal\/","title":{"rendered":"Current Status of Research on School Refusal"},"content":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative<\/span>\u00a0<\/span><\/p>\n

Attendance Focus: August -October 2022<\/span>\u00a0<\/span><\/p>\n

Research Summary\u00a0<\/span>\u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
Research reference (with link)<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
\u2018Current status of research on school refusal\u2019, <\/span><\/b>European Journal of Education and Psychology, Eur. j. educ. psychol. (2015) Vol. 8, N\u00ba1 (Pages. 37-52) <\/span>C\u00e1ndido J. Ingl\u00e9sa, Carolina Gonz\u00e1lvez-Maci\u00e1b, Jos\u00e9 M. Garc\u00eda-Fern\u00e1ndezb, Mar\u00eda Vicentb, M. Carmen Mart\u00ednez-Monteagudob <\/span><\/b>Article can be accessed here: <\/span>https:\/\/daneshyari.com\/article\/preview\/318655.pdf<\/span><\/a>\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
Research methodology \/ Data Collection methods<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
Review of the scientific literature on attendance to identify gaps in research, looking at progress in addressing school absenteeism in Spain compared to international findings. Research looked at associated risk factors and commonly used assessment methods & recommended treatment proposals based on Cognitive Behavioural Therapy (CBT).<\/span>\u00a0<\/span><\/p>\n

The driving question for this functional model: Why does my child not want to go to school?.\u00a0\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Key relevant findings\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
School refusal behaviour refers to the avoidance of a child attending school and\/or persistent difficulty staying in the classroom throughout the school day.\u00a0<\/span>\u00a0<\/span><\/p>\n

Academic disagreement if we should <\/span>differentiate over reasons for absenteeism<\/span><\/b> \u2013 leave with parental consent, with social anxiety and those who truant. Recommend using the term \u2018school refusal\u2019.\u00a0<\/span>\u00a0<\/span><\/p>\n

School refusal may be linked to diverse mental health disorders <\/span><\/b>\u2013 separation anxiety disorder (SAD), generalised anxiety disorder (GAD), oppositional defiant disorder (ODD), schooling-related events (ridiculed, criticised in front of others, sent to HT) or depression<\/span>\u00a0<\/span><\/p>\n

4 main reasons that justify school refusal (Kearney & Spear 2014):<\/span><\/b>\u00a0<\/span><\/p>\n

    \n
  1. Avoiding negative affect provoked by school stimuli (negatively reinforced)<\/span><\/b> -avoid school because when you do you feel sad\/depressed? Do you have negative feelings towards school thinking about it at the weekends?<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
      \n
    1. Escaping social aversion situations (negatively reinforced)<\/span><\/b> – if easier to make new friends, would it be easier to go to school? How often do you avoid people from school, compared to others your age?<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
        \n
      1. Seeking significant others\u2019 attention (positively reinforced) <\/span><\/b>– would you prefer if your parents went to school with you?\u00a0 Would you prefer being taught by parents at home than teachers in school?<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
          \n
        1. Seeking tangible reinforcements outside of school setting<\/span><\/b>.<\/span> (positively reinforced) <\/span><\/b>– how often refuse to go as want to have fun outside of school? Prefer to do things out of school than most boys & girls your age?<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

          PISA<\/span><\/b> \u2013 student attitude towards educational centre. <\/span>(PISA \u2013 student satisfaction)<\/span><\/b>\u00a0<\/span><\/p>\n

          School refusal for children –\u00a0 SAD, GAD, school phobia. Adolescents \u2013 also related to depression<\/span>\u00a0<\/span><\/p>\n

          Defined terminology:<\/span><\/i><\/b>\u00a0<\/span><\/p>\n

          School anxiety <\/span><\/i><\/b>or stress is defined as a set of unpleasant physical and cognitive symptoms that appear as a response to global and specific school stressors.\u00a0<\/span><\/i>\u00a0<\/span><\/p>\n

          School phobia<\/span><\/i><\/b> \u2013 specific situation (educational institution) phobia\u00a0<\/span><\/i>\u00a0<\/span><\/p>\n

          School truancy<\/span><\/i><\/b> \u2013 repeated unjustified absence (not based on anxiety or with parental consent)\u00a0<\/span><\/i>\u00a0<\/span><\/p>\n

          Absenteeism was more prevalent in areas of deprivation.\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n

          \u00a0<\/span><\/p>\n

          Complexity of issues<\/span><\/b> \u2013 <\/span>requires partnership interventions<\/span><\/b> – students, parents, teachers, specialists need to participate in the intervention with the same aim of achieving schooling for all students in the shortest time possible.\u00a0<\/span>\u00a0<\/span><\/p>\n

          Many interventions based on CBT<\/span><\/b> \u2013 gradual exposure, and contingency management. In vivo exposure, social skills training, therapeutic contract, coping skills.\u00a0<\/span>\u00a0<\/span><\/p>\n

          \u00a0<\/span><\/p>\n

          Identify main factors of school refusal<\/span><\/b>: 1) sociodemographic variable, 2) anxiety, 3) depression, 4) academic factors & 5) family factors.<\/span>\u00a0<\/span><\/p>\n

          Suggest further <\/span>exploration of digital<\/span><\/b> in supporting school refusers to access learning.\u00a0<\/span>\u00a0<\/span><\/p>\n

          \u00a0<\/span><\/p>\n

          Recommends the design of a new assessment instrument and an intervention programme.\u00a0<\/span>\u00a0<\/span><\/p>\n

          Looking at 3-5 year olds to catch any absenteeism early and prevent habitual patterns being created.\u00a0<\/span>\u00a0<\/span><\/p>\n

          \u00a0<\/span><\/td>\n<\/tr>\n

Questions research raises<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
There are gaps in the research and areas for further discussion. This would also need reviewed after COVID.\u00a0<\/span>\u00a0<\/span><\/p>\n

How could\/does digital support school refusers?<\/span>\u00a0<\/span><\/p>\n

Have the scales with specific measures to assess school refusal behaviour been updated or is there a prevalent one used in Scotland? (<\/span>SRAS-R-C<\/span><\/b>(main international one) , FSA, SAS, SRPE) p40<\/span>\u00a0<\/span><\/td>\n<\/tr>\n

Follow up reading suggestions\u00a0<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
School Refusal Assessment Scale-Revised <\/span><\/i>(SRAS-R; Kearney, 2002a) assesses school refusal behaviour based on the functional model.\u00a0<\/span>\u00a0<\/span><\/p>\n

PISA student satisfaction data.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Forth Valley and West Lothian Regional Improvement Collaborative\u00a0 Attendance Focus: August -October 2022\u00a0 Research Summary\u00a0\u00a0 Research reference (with link)\u00a0 \u2018Current status of research on school refusal\u2019, European Journal of Education and Psychology, Eur. j. educ. psychol. (2015) Vol. 8, N\u00ba1 (Pages. 37-52) C\u00e1ndido J. Ingl\u00e9sa, Carolina Gonz\u00e1lvez-Maci\u00e1b, Jos\u00e9 M. Garc\u00eda-Fern\u00e1ndezb, Mar\u00eda Vicentb, M. Carmen Mart\u00ednez-Monteagudob …<\/p>\n","protected":false},"author":79351,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[5],"tags":[],"class_list":["post-5455","post","type-post","status-publish","format-standard","hentry","category-news"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5455","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/users\/79351"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/comments?post=5455"}],"version-history":[{"count":1,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5455\/revisions"}],"predecessor-version":[{"id":5456,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/posts\/5455\/revisions\/5456"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/media?parent=5455"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/categories?post=5455"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/fvwlric\/wp-json\/wp\/v2\/tags?post=5455"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}