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- W146946162 abstract "School Refusal: Assessment and Treatment. Neville J. King,Thomas H. Ollendick, and Bruce J.Tonge; Boston: Allyn and Bacon; 1995;178 pages; $34.50. School attendance difficulties have been well documented in education literature for many years (Blagg, 1977; Broadwin, 1932; Ollendick & Mayer, 1984). School counselors, like other school personnel, are often frustrated by students who avoid and/or refuse to go to school. In fact, early discussions regarding school attendance problems mainly focused on delinquent or truant students. Later, the term school phobia was coined to describe the behavior of students who displayed excessive absenteeism (i.e., truant) but also exhibited anxiety. School phobia denoted a psychodynamic orientation in which fear and anxiety were the foundation of the child's behavior. Johnson, Falstein, Szurek, and Svendsen (1941) contended that school phobia was primarily due to deep-seated neurosis of the obsessional type, and the mothers of these children were thought to be unconsciously supporting their children's fears by strongly sympathizing with their complaints about school. In recent literature (e.g., Kearney & Silverman, 1995), school phobia is referred to as a form of separation anxiety. King, Ollendick, and Tonge (1995) write that they prefer using the term school refusal in their book to describe school phobic behavior. In their opinion, the term is more descriptive and recognizes the heterogeneity of the problem.The authors explain extensively the characteristics of school refusers such as prolonged absenteeism, severe emotional upset, parent's knowledge of absenteeism, and absence of antisocial behaviors (e.g., stealing, lying). Although King et al. stress the flexibility of these characteristics, they emphasize their importance regarding treatment. School refusers require treatment associated with anxiety whereas school truants require treatment associated with conduct disorders. The book consists of an in-depth and concise literature review documenting changes in the conceptualization of school refusal. This is helpful for those school counselors who are unfamiliar with the history and differences between the terms school phobia, truancy, and school refusal. In addition, the authors provide profiles of children who illustrate the characteristics typical of school refusers. Interestingly, there is a section that specifically focuses on the relationship between school refusal behaviors and later adult psychopathology. The remainder of the book includes practical guidelines for assessment and treatment. Emphasis is placed on implementing behavioral assessment strategies as well as the numerous instruments that are available to assess characteristics of school refusal. Copies of actual instruments are given in the book (e.g., Fear Survey Schedule for Children, School Refusal Assessment Scale). …" @default.
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- W146946162 date "1998-02-01" @default.
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- W146946162 title "School Refusal: Interventions for School Counselors" @default.
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