The DOI matches its Crossref record.
Assessing youth with school refusal behavior.
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Claims the paper makes
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Parents or other caregivers may deliberately keep a child home from school for reasons including employment or child care, concealing maltreatment, protecting from perceived harm, punishment, or mitigating parental separation anxiety or psychopathology.
“Parents or other caregivers may deliberately keep a child home from school for employment or child care purposes, to conceal maltreatment, to protect a child from perceived harm (e.g., school violence or victimization, kidnapping by an ex-spouse), to punish a child, or to mitigate a parent’s separation anxiety or psychopathology due to anxiety, depression, substance use, or other problem, among”
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, 2001
Historical efforts to conceptualize SA/A began with categorical terms, dichotomies, and distinctions to sort youth with school attendance problems into defined groups to better understand mechanisms underlying such behaviors.
“Historical efforts to conceptualize SA/A began with categorical terms, dichotomies, and distinctions to try to sort youth with school attendance problems into defined groups in an effort to better understand the mechanisms underlying such behaviors”
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, 2001
Research in SA/A has been conducted for over a century, making SA/A among the longest-investigated issues among children and adolescents.
“Research in this area has been conducted for over a century, making SA/A among the longest-investigated issues among children and adolescents”
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, 2001
An acute-chronic distinction is sometimes associated with other historical dichotomies such as Type 1-Type 2, common-induced, and neurotic-characterological.
“As such, an acute-chronic distinction is sometimes associated with other historical dichotomies such as Type 1-Type 2, common-induced, and neurotic-characterological (Kearney, 2001).”
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, 2001
Citations
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Sorted by citations
Kearney, C. A., Gonzálvez, C., Graczyk, P. A., & Fornander, M. J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02222 · Cited by 130
Self-citation
Metadata
- Authors
- Kearney, C. A.
- Corresponding author
- Kearney, Christopher A.
- Venue
- School refusal behavior in youth: A functional approach to assessment and treatment.
- Publisher
- American Psychological Association
- Published
- 2001
- Pages
- 99-132
- OpenAlex
- W2477374593
- Cited by
- 0
- References
- 0
- FWCI
- 0.00
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- American Psychological Association eBooks (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Keywords
- school refusal, youth, assessment, child and adolescent mental health
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