The DOI matches its Crossref record; 67 of the 69 references it cites were found in a registry or an index.
Bridging the gap among professionals who address youths with school absenteeism: overview and suggestions for consensus
Abstract
Over decades of study, problematic school absenteeism in youths has been associated with diverse terms such as truancy, psychoneurotic truancy, school refusal, school phobia, and separation anxiety. Unfor-tunately, such disparity has led to lack of consensus regarding definition, assessment, and treatment for this population. This is especially problematic given that school absenteeism and dropout remain at crisis proportions. A brief historical overview is presented of the various terms used to define subtypes of absenteeism. Suggestions are then made for building consensus among psychologists, educators, and others who address these youths. These suggestions surround using a common definitional and assessment approach as well as designing treatment strategies that cover all youths with problematic absenteeism. Problematic school absenteeism in youths has been researched and discussed extensively for over a century, receiving attention from psychologists of different theoretical orientations as well as educators, social workers, physicians, and others. A byproduct of this extensive attention, however, has been considerable disparity about fundamental concepts of definition, assessment, and treat-ment. Such disparity has been manifested by the presence of different sets of professionals who often evaluate a particular aspect of problematic school absenteeism at the expense of view-ing the population as a whole. As a result, practitioners, research-ers, and others are often “not on the same page ” when addressing students or clients, examining research samples, or classifying absentees. Such lack of consensus is especially problematic given that 5.5%–20.0 % of youths are absent from school on a given day and that 11.1 % of youths aged 16–24 years have dropped out of
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“Disadvantages to an acute-chronic distinction include variable timelines posed by researchers and the need for more empirical data to support a particular timeline distinction (Kearney, 2003; Balfanz and Byrnes, 2012).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Kearney, 2003
In the citing paper
“A shared understanding of SAPs is needed (Pellegrini, 2007) because inconsistencies and ambiguity are obstacles to the advancement of assessment, intervention, and scientific knowledge surrounding SAPs (Kearney, 2003).”
From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Kearney, 2003
In the citing paper
“Youth reports are important for absences related to distress at school and skipped classes (Kearney, 2003).”
From Differentiation between school attendance problems: why and how? (2019) · cites this paper as Kearney, 2003
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Metadata
- Authors
- Kearney, C. A.
- Affiliations
- University of Nevada, Las Vegas (US)
- Corresponding author
- Kearney, Christopher A.
- Venue
- Professional Psychology: Research and Practice
- Published
- 2003-02
- Volume
- 34
- Issue
- 1
- Pages
- 57-65
- ISSN
- 0735-7028 (ISSN-L)
- 1939-1323
- OpenAlex
- W2093904892
- Cited by
- 142
- References
- 69
- Citations by year
- 2026: 7 · 2025: 4 · 2024: 7 · 2023: 4 · 2022: 7 · 2021: 9 · 2020: 8 · 2019: 6 · 2018: 13 · 2017: 6 · 2016: 5 · 2015: 7 · 2014: 5 · 2013: 10 · 2012: 7
- FWCI
- 25.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Professional Psychology Research and Practice (publishedVersion)
- Funders
- American Academy of Child and Adolescent Psychiatry
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- school absenteeism, truancy, school refusal, school anxiety, separation anxiety, youth, school dropout, terminology, definitions, assessment, treatment, multidisciplinary consensus
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