Truancy, school refusal and anxiety
Abstract
Truancy in French technical secondary schools is a source of considerable concern which has given rise to the present study. However, issues associated with truancy seldom take into account psychological criteria, as it tends to give rise to an immediate institutional reaction. However, truancy may not be solely the re.ection of a lack of motivation or oppositional de.ant disorder. On the contrary, truancy is considered here as a refusal to attend school in relation to different types of anxiety. Positive reinforcement, a category of school refusal de.ned by Kearney and Silverman (1993) was found to be prevalent in the study described here, re.ecting that a form of social desirability tended to hide an admitted and recognized anxiety. It is concluded that a deeper differential study based on psychological criteria is needed. We emphasize the need to conceive truancy, institutionally as well as scienti.cally, as a process that must take into account emotional dimensions.
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Neither pathognomonic nor reliable assident factors associated with school refusal and truancy have been identified, which often leads to interchangeable use of the terms in research and clinical practice.
“Neither pathognomonic nor reliable assident factors associated with the constructs have been identified, which often leads to interchangeable use of the terms in research and clinical practice”
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 Brandibas et al., 2004
The functional model is not necessarily applicable to all countries and cultures, though many have found analogous features in their locales.
“In addition, the model is not necessarily applicable to all countries and cultures, though many have found analogous features in their locales (e.g., Brandibas et al., 2004; Kim, 2010; Secer, 2014).”
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 Brandibas et al., 2004
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References 15 · Cited by 60
- Authors
- Brandibas, G., Jeunier, B., Clanet, C., & Fourasté, R.
- Affiliations
- South Pyrenees University for Teacher‘s Education, Centre of Formation Studies, Toulouse, France
- ORCID
- Brandibas, Gilles
- Venue
- School Psychology International
- Publisher
- SAGE Publications
- Published
- 2004-02
- Volume
- 25
- Issue
- 1
- Pages
- 117-126
- ISSN
- 0143-0343 (ISSN-L)
- 1461-7374
- OpenAlex
- W2149037096
- Cited by
- 60
- References
- 15
- Citations by year
- 2026: 2 · 2024: 2 · 2023: 3 · 2022: 2 · 2021: 2 · 2020: 5 · 2019: 3 · 2018: 4 · 2017: 3 · 2016: 4 · 2015: 5 · 2014: 4 · 2013: 3 · 2012: 2
- FWCI
- 13.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology International (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Keywords
- truancy, school refusal, anxiety, positive reinforcement, social desirability, technical secondary schools
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