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Howard S. Adelman - One of the best experts on this subject based on the ideXlab platform.
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School Avoidance behavior: Motivational bases and implications for intervention
Child Psychiatry and Human Development, 1990Co-Authors: Linda Taylor, Howard S. AdelmanAbstract:Intrinsic motivational constructs relevant to understanding and ameliorating School Avoidance are discussed. Specifically, the concepts of self-determination, competence, and relatedness are highlighted in differentiating proactive and reactive Avoidance behavior. From this perspective, five groups are described. Intervention implications are illustrated for proactive and reactive School avoiders, with special attention to strategies for the crucial period of transition back to School.
Johannes Hebebrand - One of the best experts on this subject based on the ideXlab platform.
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The Treatment of School Avoidance in Children and Adolescents With Psychiatric Illness.
Deutsches Aerzteblatt Online, 2015Co-Authors: Volker Reissner, Martin Knollmann, Diana Jost, Ulrike Krahn, Ann-kathrin Weschenfelder, Anja Neumann, Jürgen Wasem, Johannes HebebrandAbstract:Absenteeism from School is associated with the risk of stopping one’s educational career (1) and is accompanied by an increased risk for failing School, unemployment, and mental disorders (2, 3). Five to 10% of German School students are absent from School to a substantial extent (>5 times unexcused absence/School year) (4, 5). School absenteeism that is accompanied by psychiatric symptoms is defined as School avoiding behavior (6– 8). All these factors contribute to the need to evaluate effective treatment strategies. Two longitudinal studies reported successful outcomes for inpatient or outpatient cognitive behavioral therapy (CBT) with regard to psychopathology and School attendance. Walter et al. ([9], Germany) showed an increase in the proportion of regular School attenders to 87.1% subsequent to inpatient CBT. Heyne et al. ([10], Australia) achieved a School attendance rate of 40.5% in the outpatient setting. The patients primarily had anxiety and/or depressive disorders. According to Maric et al. (11), the improvements in the study reported by Heyne et al. (10) can partly be explained by the mediating effect of self-efficacy, which is associated with improved School performance (12). To date, three randomized controlled trials (RCTs) have investigated the effects of CBT on School attendance. King et al. (13) showed that for patients with anxiety disorders, CBT was superior to waiting list conditions as regards School attendance (n=2×17 patients). Last et al. (14), however, found overall improvements in School attendance for patients with School phobia (separation anxiety), who were randomized to either CBT or psychoeducation treatment (n=32 and n=24), but they observed no differences between groups. A comparison between groups showed significantly stronger improvements in anxiety symptoms in patients in the psychoeducation group; depressive symptoms reduced significantly in the CBT group. A comparison of CBT, parent–teacher training, and a combination of both approaches for patients with primary anxiety disorder was undertaken by Heyne and colleagues in Australia (15) (n = 21 versus n = 20 versus n = 20; RCT). Differences between groups did not reach significance at 4.5 months after the end of the treatment. The present study evaluated a multimodal, multiprofessional behavioral therapeutic treatment strategy (manual-based multimodal treatment [experimental group]) compared with treatment administered by child and adolescent psychiatrists in private practice in the regular mental health care system (treatment as usual [control group]). Before the start of treatment as well as at six and 12 months’ follow-ups we reviewed: Primary outcome: proportion of School lessons attended within the five preceding School days (classified into no School attendance, partial School attendance, or regular School attendance) Additional outcome variables: severity of the psychopathology, self-efficacy.
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The differential classification of School Avoidance- a cluster-analytic investigation
Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 2013Co-Authors: Martin Knollmann, Volker Reissner, Susanne Kiessling, Johannes HebebrandAbstract:OBJECTIVE We investigated subtypes of School-avoiding children and adolescents in a German sample using cluster analysis. METHOD 169 outpatients of a specialized outpatient unit for children and adolescents with School-avoiding behavior were subjected to cluster analysis using factor scores (principal factoring, varimax-rotation: measures of internalizing and externalizing symptoms, e.g., CBCL, YSR, and variables indicating the quality of School avoiding behavior, such as initial parental knowledge of School absence, activities during School absence). The resulting clusters were compared to other variables such as parental mental health problems, parental divorce, bullying in School, class repetition, and IQ. RESULTS Three groups were identified: "School refusers" with low externalizing symptoms who mainly stayed at home with their parents and were informed about their School absence from the beginning. Second, the "truants" with strong externalizing symptoms who spent School time alone or together with peers outside their home and were absent in School without initial parental knowledge. In a third cluster, children showed more externalizing problems than the School refusers and less externalizing problems than the truants. Most of their parents were informed about the School absence from the beginning, although the dominant activity was staying at home alone. Internalizing symptoms had no impact on cluster formation. Comparisons of the three groups, however, showed higher internalizing problems for School refusers and the third cluster, which was then labeled "School Avoidance with mixed symptoms." RESULTS AND CONCLUSIONS In most cases, significant differences regarding potential stressors at home (e.g., parental mental health problems) or in School (e.g., bullying, class repetition) were not obtained.
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School Avoidance from the point of view of child and adolescent psychiatry: symptomatology, development, course, and treatment.
Deutsches Aerzteblatt Online, 2010Co-Authors: Martin Knollmann, Volker Reissner, Susanne Knoll, Jana Metzelaars, Johannes HebebrandAbstract:SUMMARY Background: A considerable percentage of children and adolescents who avoid School have mental illnesses. This article reviews the typical manifestations, classification, development, course, and treatment of School-avoiding behavior. Methods: Based on a selective review of recent literature, we present findings on the psychopathologically relevant features of School-avoid ing children and adolescents, including psychiatric diagnoses, developmental, familiyrelated, and psychological test variables. The emphasis is placed on our own studies of the subject. Results: Although the evidence from the studies that have been performed to date is not definitive, the available findings show that School Avoidance is associated with poor mental health and with unfavorable consequences onward into adulthood. Its causes include a number of individual and social stressors that place excessive demands on the affected children and adolescents and lead them to avoid School as a coping attempt. Conclusions: Many preventive and therapeutic interventions are now available, but the existing measures need to be better coordinated, and more effort needs to be directed to the early recognition and treatment of School-avoiding behavior. Physicians should consider the possibility of mental illness. Rather than writing sick notes or prescribing mother-child treatments at health resorts, which rather tend to sustain the problem, they should refer patients promptly to a child and adolescent psychiatrist.
Gary W. Ladd - One of the best experts on this subject based on the ideXlab platform.
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Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children's classroom engagement and achievement?
Journal of Educational Psychology, 2006Co-Authors: Eric S. Buhs, Gary W. Ladd, Sarah L. HeraldAbstract:Longitudinal data from a study of kindergarten through 5th graders were used to estimate a structural model in which chronic peer exclusion and chronic peer abuse were hypothesized to mediate the link between children's early peer rejection, later classroom engagement, and achievement. Peer exclusion and abuse were expected to predict changes in 2 forms of School engagement (classroom participation and School Avoidance), and changes in both forms of engagement were expected to predict changes in achievement. The model fit the data well and lent support to the premise that distinct forms of peer maltreatment and classroom engagement mediate the link between early peer rejection and changes in children's achievement. Early peer rejection was associated with declining classroom participation and increasing School Avoidance, but different forms of chronic peer maltreatment mediated these relations. Whereas chronic peer exclusion principally mediated the link between peer rejection and classroom participation, chronic peer abuse primarily mediated the link between rejection and School Avoidance. Children's reduced classroom participation, more than gains in School Avoidance, anteceded decrements in children's achievement.
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The Teacher-Child Relationship and Children's Early School Adjustment
Journal of School Psychology, 1997Co-Authors: Sondra H. Birch, Gary W. LaddAbstract:The teacher-child relationship may serve important support functions for young children in their attempts to adjust to the School environment. A sample of kindergarten children (N = 206, mean age = 5.58 years) and their teachers participated in the present study, which was designed to examine how three distinct features of the teacher-child relationship (closeness, dependency, and conflict) were related to various aspects of children's School adjustment. Dependency in the teacher-child relationship emerged as a strong correlate of School adjustment difficulties, including poorer academic performance, more negative School attitudes, and less positive engagement with the School environment. In addition, teacher-rated conflict was associated with teachers' ratings of children's School liking, School Avoidance, self-directedness, and cooperative participation in the classroom. Finally, teacher-child closeness was positively linked with children's academic performance, as well as teachers' ratings of School liking and selfdirectedness. The findings highlight the importance of considering various features of children's relationships with classroom teachers when examining young children's School adjustment. © 1997 Society for the Study of School Psychology
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Peer victimization : Cause or consequence of School maladjustment?
Child Development, 1996Co-Authors: Becky J. Kochenderfer, Gary W. LaddAbstract:Past research has shown that peer victimization and School maladjustment are related, but it is unclear whether victimization is a cause or consequence of such difficulties. This study examined whether (a) peer victimization is a precursor of School maladjustment, (b) the effects are limited to the period of victimization, and (c) stable peer victimization experiences compound adjustment difficulties. Toward this end, data were collected on 200 5- and 6-year-old children (105 males, 95 females) in the fall and spring of kindergarten. Findings supported the hypothesis that victimization is a precursor of children's loneliness and School Avoidance. Whereas children's feelings of loneliness were more pronounced while victimization was occurring, delayed effects were found for School Avoidance. Furthermore, the duration of children's victimization experiences was related to the magnitude of their School adjustment problems.
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Having friends, keeping friends, making friends, and being liked by peers in the classroom: predictors of children's early School adjustment?
Child Development, 1990Co-Authors: Gary W. LaddAbstract:The potential role that children's classroom peer relations play in their School adjustment was investigated during the first 2 months of kindergarten and the remainder of the School year. Measures of 125 children's classroom peer relationships were obtained on 3 occasions: at School entrance, after 2 months of School, and at the end of the School year. Measures of School adjustment, including children's School perceptions, anxiety, Avoidance, and performance, were obtained during the second and third assessment occasions. After controlling mental age, sex, and preSchool experience, measures of children's classroom peer relationships were used to forecast later School adjustment. Results indicated that children with a larger number of classroom friends during School entrance developed more favorable School perceptions by the second month, and those who maintained these relationships liked School better as the year progressed. Making new friends in the classroom was associated with gains in School performance, and early peer rejection forecasted less favorable School perceptions, higher levels of School Avoidance, and lower performance levels over the School year.
Linda Taylor - One of the best experts on this subject based on the ideXlab platform.
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School Avoidance behavior: Motivational bases and implications for intervention
Child Psychiatry and Human Development, 1990Co-Authors: Linda Taylor, Howard S. AdelmanAbstract:Intrinsic motivational constructs relevant to understanding and ameliorating School Avoidance are discussed. Specifically, the concepts of self-determination, competence, and relatedness are highlighted in differentiating proactive and reactive Avoidance behavior. From this perspective, five groups are described. Intervention implications are illustrated for proactive and reactive School avoiders, with special attention to strategies for the crucial period of transition back to School.
Mila Kingsbury - One of the best experts on this subject based on the ideXlab platform.
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Bashful Boys and Coy Girls: A Review of Gender Differences in Childhood Shyness
Sex Roles, 2014Co-Authors: Laura Doey, Robert J. Coplan, Mila KingsburyAbstract:Shyness is a temperamental trait characterized by a fear of novel social situations and self-consciousness in situations of perceived social evaluation. From early childhood to adolescence, shyness is associated with a host of negative outcomes including poor peer relationships (e.g., exclusion, victimization), internalizing problems (e.g., anxiety, depression), and School adjustment difficulties (e.g., lack of academic success, School Avoidance). It has been suggested that shyness may be less socially acceptable for boys than for girls because it violates gender norms related to male social assertion and dominance. In the current paper, we review the empirical support for this assertion. More specifically, we examined: (1) possible gender differences in the prevalence of shyness; (2) how important others (i.e., parents, teachers, peers) might respond differentially to shyness in boys compared to girls; and (3) potential gender differences in the implications of shyness across multiple domains. Most of this research has been conducted with School-aged children from Canada and the United States. However, we also explore findings from emerging cross-cultural studies in this area. Possible conceptual mechanisms that may underlie differences in the potential implications of shyness for boys and girls are then discussed, as well as several prospective directions for future research.