School Refusal Behavior

Abstract

School refusal behavior refers to a child‐motivated refusal to attend school and/or difficulties remaining in classes for an entire day. Cognitive behavioral treatment approaches for anxiety‐based school refusal behavior involve key components such as psychoeducation, somatic control exercises, cognitive therapy, coping skills training, and gradual exposure to the school setting. Youths who refuse school for positive reinforcement receive several cognitive behavioral treatment strategies that are targeted primarily toward parents and/or family members. These strategies include contingency management and contingency contracting as well as related practices such as forced school attendance, communication skills training, peer refusal skills training, attendance journals, and escorts to school and class. Broader strategies to address problematic absenteeism have also incorporated cognitive behavioral components and include school‐based truancy courts, alternative school‐based programs, and mental health and related initiatives.

Aggression Profiles in the Spanish Child Population: Differences in Perfectionism, School Refusal and Affect

“…School refusal refers to the “avoidance of a child attending school and/or persistent difficulty staying in the classroom throughout the school day” (Inglés et al, 2015 , p. 37). According to the functional model of Kearney and Diliberto ( 2014 ), the school refusal behavior may be explained based upon four reasons or factors which are not mutually exclusive: FI. To Avoid Negative Affectivity (associated with younger students who refuse to attend school and have difficulties identifying the cause of their discomfort); FII.…”