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José M. García-fernández - One of the best experts on this subject based on the ideXlab platform.
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Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety.
Frontiers in public health, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, José M. García-fernándezAbstract:Students with School attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of School anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15-18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five School Refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on School anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in School anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed School Refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent School attendance problems in adolescents and younger ages.
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School Refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms
Current Psychology, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems are a serious issue for educators, psychologists and physicians. Nonattendance is a key risk factor for academic failure, violence, psychiatric disorders or economic deprivation. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on several psychopathological symptoms (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). The participants were 1894 Spanish adolescents (53% boys) aged 15–18 years ( M = 16.84, SD = 1.03). The School Refusal Assessment Scale-Revised (SRAS-R) and the Symptom Assessment-45 Questionnaire (SA-45) were administered. Latent class analysis revealed four School Refusal behavior profiles: Non-School Refusal Behavior, High School Refusal Behavior, Moderately Low School Refusal Behavior and Moderately High School Refusal Behavior. The results indicated that the High School Refusal Behavior and Moderately High School Refusal Behavior groups were the most maladaptive profiles and revealed the highest mean scores on the psychopathological symptoms. These findings highlight the importance of promoting good mental health to prevent School Refusal behaviors.
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Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:Not all adolescents with School attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject School and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General School). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four School Refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of School Refusal in students with low self-concept are discussed.
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Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems negatively affect students’ development. This study attempted to identify different School Refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15–18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale—Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four School Refusal behavior profiles: non-School Refusal behavior, high School Refusal behavior, moderately low School Refusal behavior, and moderately high School Refusal behavior. Analyses of variance (ANOVA) indicated that adolescents’ with the profile of high School Refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-School Refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high School Refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject School are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing School Refusal behaviors.
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Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety
Educational Psychology, 2018Co-Authors: Carolina Gonzálvez, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, Cándido J. Inglés, José M. García-fernándezAbstract:Anxiety is a common mental health factor associated with School Refusal behaviour. This study aims to identify different School Refusal behaviour profiles and to determine whether or not these prof...
Christopher A. Kearney - One of the best experts on this subject based on the ideXlab platform.
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Functional profiles of School Refusal behavior and their relationship with depression, anxiety, and stress
Psychiatry research, 2018Co-Authors: Carolina Gonzálvez, Christopher A. Kearney, María Vicent, Ricardo Sanmartín, Carlos E. Jiménez-ayala, Cándido J. Inglés, José M. García-fernándezAbstract:Abstract Negative emotional states are common among youth with problematic School absenteeism, but little is known about their presence across different School Refusal behavior profiles. The aim of this study was twofold: to identify different cluster solutions across functional profiles of School Refusal behavior (I. Avoidance of Negative Affectivity, II. Escape from Social and/or Evaluative Situations, III. Pursuit of Attention, and IV. Pursuit of Tangible Reinforcement) and to determine whether these profiles differ from each other based on dimensions of depression, anxiety, and stress. The sample consisted of 1582 Ecuadorian adolescents aged 12–18 years (M = 14.83; SD = 1.86) who completed the School Refusal Assessment Scale-Revised (SRAS-R) and the Depression, Anxiety and Stress Scale-21 (DASS-21). Latent class analysis revealed three School Refusal profiles: non-School Refusal behavior, School Refusal behavior by tangible reinforcements, and School Refusal behavior by multiple reinforcements. The last group displayed the most maladaptive profile and revealed highest mean scores on the three dimensions of the DASS-21 compared to other groups. To promote mental health in this group it is a necessary goal due to their link with these negative emotional states. Prevention measures to strengthen emotional self-regulation should be considered in these cases.
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School Refusal Behavior
The Wiley Handbook of Cognitive Behavioral Therapy, 2013Co-Authors: Christopher A. Kearney, Rachele DilibertoAbstract: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. Keywords: School Refusal behavior; problematic absenteeism; children; adolescents; cognitive behavioral therapy
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The Wiley Handbook of Cognitive Behavioral Therapy - School Refusal Behavior
The Corsini Encyclopedia of Psychology, 2010Co-Authors: Christopher A. Kearney, Dio K. Turner, Marisa GaugerAbstract:School Refusal behavior refers to a child's Refusal to attend School, as well as difficulties with remaining in classes for an entire day. The behavior refers to School-age youth who miss entire or partial School days, skip classes, or arrive late to School for unjustified reasons. School Refusal behavior also includes youth who display morning behavior problems to stay home from School and youth who attend School under great duress that precipitates pleas for future nonattendance. The behavior is differentiated from parents who deliberately withdraw their child from School and from youths with significant exigent circumstances such as homelessness that prevent adequate School attendance. Keywords: School Refusal behavior; youth; absenteeism
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School Stress and School Refusal Behavior
Encyclopedia of Stress, 2007Co-Authors: Christopher A. Kearney, L. Caitlin Cook, Gillian ChapmanAbstract:School stress refers to unpleasant physical and cognitive symptoms in response to global and specific School-related stressors. School Refusal behavior refers to substantial child-motivated Refusal to attend School and⧸or difficulties remaining in classes for an entire day. School stress is an integral part of School Refusal behavior and requires detailed assessment and treatment processes.
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Forms and functions of School Refusal behavior in youth: an empirical analysis of absenteeism severity
Journal of child psychology and psychiatry and allied disciplines, 2007Co-Authors: Christopher A. KearneyAbstract: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.
Carolina Gonzálvez - One of the best experts on this subject based on the ideXlab platform.
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Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety.
Frontiers in public health, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, José M. García-fernándezAbstract:Students with School attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of School anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15-18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five School Refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on School anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in School anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed School Refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent School attendance problems in adolescents and younger ages.
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School Refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms
Current Psychology, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems are a serious issue for educators, psychologists and physicians. Nonattendance is a key risk factor for academic failure, violence, psychiatric disorders or economic deprivation. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on several psychopathological symptoms (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). The participants were 1894 Spanish adolescents (53% boys) aged 15–18 years ( M = 16.84, SD = 1.03). The School Refusal Assessment Scale-Revised (SRAS-R) and the Symptom Assessment-45 Questionnaire (SA-45) were administered. Latent class analysis revealed four School Refusal behavior profiles: Non-School Refusal Behavior, High School Refusal Behavior, Moderately Low School Refusal Behavior and Moderately High School Refusal Behavior. The results indicated that the High School Refusal Behavior and Moderately High School Refusal Behavior groups were the most maladaptive profiles and revealed the highest mean scores on the psychopathological symptoms. These findings highlight the importance of promoting good mental health to prevent School Refusal behaviors.
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Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:Not all adolescents with School attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject School and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General School). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four School Refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of School Refusal in students with low self-concept are discussed.
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Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems negatively affect students’ development. This study attempted to identify different School Refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15–18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale—Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four School Refusal behavior profiles: non-School Refusal behavior, high School Refusal behavior, moderately low School Refusal behavior, and moderately high School Refusal behavior. Analyses of variance (ANOVA) indicated that adolescents’ with the profile of high School Refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-School Refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high School Refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject School are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing School Refusal behaviors.
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Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety
Educational Psychology, 2018Co-Authors: Carolina Gonzálvez, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, Cándido J. Inglés, José M. García-fernándezAbstract:Anxiety is a common mental health factor associated with School Refusal behaviour. This study aims to identify different School Refusal behaviour profiles and to determine whether or not these prof...
María Vicent - One of the best experts on this subject based on the ideXlab platform.
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Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety.
Frontiers in public health, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, José M. García-fernándezAbstract:Students with School attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of School anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15-18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five School Refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on School anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in School anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed School Refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent School attendance problems in adolescents and younger ages.
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School Refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms
Current Psychology, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems are a serious issue for educators, psychologists and physicians. Nonattendance is a key risk factor for academic failure, violence, psychiatric disorders or economic deprivation. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on several psychopathological symptoms (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). The participants were 1894 Spanish adolescents (53% boys) aged 15–18 years ( M = 16.84, SD = 1.03). The School Refusal Assessment Scale-Revised (SRAS-R) and the Symptom Assessment-45 Questionnaire (SA-45) were administered. Latent class analysis revealed four School Refusal behavior profiles: Non-School Refusal Behavior, High School Refusal Behavior, Moderately Low School Refusal Behavior and Moderately High School Refusal Behavior. The results indicated that the High School Refusal Behavior and Moderately High School Refusal Behavior groups were the most maladaptive profiles and revealed the highest mean scores on the psychopathological symptoms. These findings highlight the importance of promoting good mental health to prevent School Refusal behaviors.
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Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:Not all adolescents with School attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject School and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General School). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four School Refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of School Refusal in students with low self-concept are discussed.
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Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems negatively affect students’ development. This study attempted to identify different School Refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15–18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale—Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four School Refusal behavior profiles: non-School Refusal behavior, high School Refusal behavior, moderately low School Refusal behavior, and moderately high School Refusal behavior. Analyses of variance (ANOVA) indicated that adolescents’ with the profile of high School Refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-School Refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high School Refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject School are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing School Refusal behaviors.
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Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety
Educational Psychology, 2018Co-Authors: Carolina Gonzálvez, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, Cándido J. Inglés, José M. García-fernándezAbstract:Anxiety is a common mental health factor associated with School Refusal behaviour. This study aims to identify different School Refusal behaviour profiles and to determine whether or not these prof...
Ricardo Sanmartín - One of the best experts on this subject based on the ideXlab platform.
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Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety.
Frontiers in public health, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, José M. García-fernándezAbstract:Students with School attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of School anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15-18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five School Refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on School anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in School anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed School Refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent School attendance problems in adolescents and younger ages.
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School Refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms
Current Psychology, 2020Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems are a serious issue for educators, psychologists and physicians. Nonattendance is a key risk factor for academic failure, violence, psychiatric disorders or economic deprivation. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differ from each other based on several psychopathological symptoms (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). The participants were 1894 Spanish adolescents (53% boys) aged 15–18 years ( M = 16.84, SD = 1.03). The School Refusal Assessment Scale-Revised (SRAS-R) and the Symptom Assessment-45 Questionnaire (SA-45) were administered. Latent class analysis revealed four School Refusal behavior profiles: Non-School Refusal Behavior, High School Refusal Behavior, Moderately Low School Refusal Behavior and Moderately High School Refusal Behavior. The results indicated that the High School Refusal Behavior and Moderately High School Refusal Behavior groups were the most maladaptive profiles and revealed the highest mean scores on the psychopathological symptoms. These findings highlight the importance of promoting good mental health to prevent School Refusal behaviors.
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Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:Not all adolescents with School attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject School and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different School Refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General School). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four School Refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of School Refusal in students with low self-concept are discussed.
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Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents.
International journal of environmental research and public health, 2019Co-Authors: Carolina Gonzálvez, Ángela Díaz-herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-sánchez, José M. García-fernándezAbstract:School attendance problems negatively affect students’ development. This study attempted to identify different School Refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15–18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale—Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four School Refusal behavior profiles: non-School Refusal behavior, high School Refusal behavior, moderately low School Refusal behavior, and moderately high School Refusal behavior. Analyses of variance (ANOVA) indicated that adolescents’ with the profile of high School Refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-School Refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high School Refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject School are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing School Refusal behaviors.
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Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety
Educational Psychology, 2018Co-Authors: Carolina Gonzálvez, María Vicent, Ricardo Sanmartín, Aitana Fernández-sogorb, Cándido J. Inglés, José M. García-fernándezAbstract:Anxiety is a common mental health factor associated with School Refusal behaviour. This study aims to identify different School Refusal behaviour profiles and to determine whether or not these prof...
