Forms and functions of school refusal behavior in youth: an empirical analysis of absenteeism severity
Abstract
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.
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Considerable diagnostic heterogeneity is a hallmark of youth with school attendance problems.
“Diagnostic groupings are appealing to many researchers and clinicians, but considerable diagnostic heterogeneity is a hallmark of youth with school attendance problems (Kearney, 2007; Nayak et al., 2018).”
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, 2007
Functions of school refusal behavior may be superior to forms of behavior in predicting absenteeism severity.
“In addition, functions of school refusal behavior may be superior to forms of behavior in predicting absenteeism severity (Kearney, 2007).”
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, 2007
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- Authors
- Kearney, C. A.
- Affiliations
- University of Nevada, Las Vegas (US)
- Corresponding author
- Kearney, Christopher A.
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2006-05-16
- Volume
- 48
- Issue
- 1
- Pages
- 53-61
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2096644785
- Cited by
- 162
- References
- 40
- Citations by year
- 2026: 6 · 2025: 11 · 2024: 7 · 2023: 7 · 2022: 6 · 2021: 7 · 2020: 10 · 2019: 7 · 2018: 13 · 2017: 9 · 2016: 7 · 2015: 8 · 2014: 12 · 2013: 11 · 2012: 9
- FWCI
- 19.01
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- school refusal, school absenteeism, functional model, youth, parent report, child self-report, treatment decision-making
- MeSH terms
- Absenteeism, Adolescent, Anxiety Disorders, Child, Child Behavior, Child, Preschool, Depression, Female, Humans, Male, Surveys and Questionnaires, Schools, Students, Observer Variation, Prevalence, Empirical Research, Refusal to Participate
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