P01-202 - School refusal

The aim of this study was to explore parents’ perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers’ support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR.

School refusal is a problem area that can turn into difficult trouble for the family, school, and students by affecting children and adolescents' academic and psychosocial development. This scoping review aims to examine the effectiveness of interventions based on the cognitive behavioral therapy approach on children and adolescents experiencing school refusal. The study was carried out following the "Standards Used in Reporting of Systematic Compilation and Meta-Analysis Results." For this purpose, the databases of DergiPark, Google Scholar, PsycARTICLES, PubMed, TR Index, and Web of Science were searched without any year restriction. As a result of the search, 233 studies were reached, and according to the inclusion criteria, ten research articles were evaluated. According to the findings, cognitive-behavioral interventions applied to children with school refusal: cognitive restructuring (n = 10, 100%), exposure (n = 10, 100%), psychoeducation (n = 6, 60%), social skills training (n = 6, 60%), problem solving training (n = 4, 40%), relaxation training (n = 4, 40%) and homework (n = 4, 40%) are predominantly used techniques. In 80% of the studies, it was determined that interventions based on the cognitive behavioral therapy approach to school refusal were effective. Parental involvement was also included in 80% (n = 8) of the studies, and 100% had effective results. Cognitive behavioral interventions are effective on school refusal as a result of the studies reviewed.

ABSTRACTThis study examines the impact of bullying victimization on school avoidance by proposing the following hypotheses: (1) Net of other factors, students who have experienced bullying victimization are more likely to engage in school avoidance behaviors; (2) There are protective factors that will decrease this relationship between bullying victimization and avoidance behaviors; and (3) There are aggravating factors that will increase this relationship between bullying victimization and avoidance behaviors. Binary logistic regression models are estimated, using data from the 2011 National Crime Victimization Survey: School Crime Supplement, with a nationally representative sample of 6,547 middle and high school students. Findings provide strong support for the effect of bullying victimization on school avoidance, such that students who have experienced bullying are more likely to avoid places in school. Additionally, results suggest that participation in school activities and fear can influence the relationship between bullying victimization and school avoidance.

School has an important role in determining the quality and students’ indication as well as the success factors of a student. Students who achieve high success in academic fields are led by teachers with effective leadership and learning skills. Indeed, the success of a student requires the cooperation of various special needs parties with good and superior characters. Selection and intervention procedures of a school should follow a verified method. The whole process needs to go through the phase of validity and reliability to ensure the quality and height of the quality of any interventions given towards outstanding academic and personality of a person. Punishments directly according to absenteeism data, warning letters and parental consultations are very helpful and improved in terms of the requirements of counselling guidance units to provide early prevention to prevent chronic and alarming conditions. Numerous studies have shown that, apart from school factors, teachers or credibility counsellors, parents, peers should also be together in providing cooperation towards achieving this school refusal or truancy challenges. This paper will discuss in terms of the needs and interventions of school refusal or truancy who are effective as well as a more objective mechanism framework through the interventions that can be applied to teachers or counsellors who will help spearhead the personality development of student towards later.

The article is devoted to the analysis of differences in the psychosocial functioning of adolescents in families with different attitudes to school responsibilities. Modern school education provides a lot of space for creativity, the choice of methods of mastering the program, which, at the same time, is becoming more demanding. It can be difficult for parents to determine the extent to which they give their children homework responsibility. This is especially true for adolescents (9-12 years old), who no longer seem to need help and control in the school process. At the same time, complete lack of control can cause alarm on the part of all participants in this complex process. 
 An experimental study found that adolescents whose parents do not consider it appropriate to interfere in the school process, show a low level of psychosocial development. This result may mean that these children lack the ability to perform daily activities and enter into relationships with people in a way that satisfies both parties. Most middle school students with low levels of psychosocial functioning usually have internalization problems. That is, it is difficult for them to show themselves and be socially active. Whereas externalized (external) symptoms of psychosocial development disorders are not expressed in both groups.
 An additional study of the level of anxiety revealed differences between the groups on the scales "separation anxiety", "social phobia" and "school phobia". In families where parents have dropped out of school for their children, starting in middle school, the level of anxiety on these scales is higher. On the scales "somatic symptoms of anxiety", "generalized anxiety disorder" there are no significant differences between the samples - in both groups, the indicators on these scales do not exceed an acceptable level. Thus, it can be assumed that the complete non-interference of parents in the school process of children in middle school can be perceived by them as a lack of parental attention, which affects the confidence in support in school activities, which, nevertheless, occupies a large place in children's daily lives. school age.

As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co‐morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi‐professional identification, assessment and management of the disorder; the need for and nature of the training schools require.

Introduction Family focused practice is thought to lead to positive outcomes for all family members. However, there are multiple barriers and enablers in adult mental health services to practitioners undertaking these actions. Aim The aim of this study was to examine the relative importance of worker, workforce and family factors to predict family focused practices (FFPs) in adult mental health services. Method Three hundred and seven adult mental health workers completed a 45 items family focused practice measure of 16 family focused practices. Thesis It was found that worker skill and knowledge about family work and an ability to assess the degree of parental insight into the child's connections to other family members and the community were important predictors of FFP, along with the closely related-worker confidence. While aspects of the worker, workplace and family each contribute to FFPs, this study highlighted the importance of worker skill, knowledge and confidence as central issues for adult mental health workers. Implications for practice Study implications include the need for training in specific FFPs, the provision of time to engage with clients on parenting issues and the need 5 to ensure that there are adequate services for workers to refer family members to.

International policy trends point to an increased focus on student achievement, teaching quality, and school outcomes. Attention to Swedish students’ poor academic achievement over the past two decades has resulted in an increased emphasis on the responsibility of municipalities and schools to create a better educational atmosphere through building quality control systems at the local level. The purpose of this study is to contribute in-depth knowledge of not only how local education authorities (LEAs) support and control schools through quality management systems but also how these local governance strategies are conditioned and obtain legitimacy in relation to the national governance of schools. Based on interviews with LEA actors in one large municipality in Sweden, as well as observations of meetings within the quality management system, this paper uses an organizational theory to explore what appears to be important in a LEA quality management system and the tensions between the state, the municipality, and the school. The results show that the LEAs’ quality management system is based on three specific strategies: (a) data use, (b) leadership, and (c) different forms of dialogues, which, in turn, contribute to relatively close system connections. The exception is the LEAs’ ability to sustainably contribute to equity in outcomes and quality, where different tensions become clear. There is some support for the LEAs’ potential to contribute to stability and coherence in relation to national governance and to the local schools.

ABSTRACTIn England and Wales, local authorities have a duty under the 1989 Children Act to protect children from significant harm. This study builds on a previous paper that considered patterns of re‐referral in cases that were not allocated; it considers re‐referrals involving serious concerns about a child. File studies were carried out on 400 consecutive referrals to three local authorities in London that were closed rather than being allocated for long‐term work in early 2000. Information on the presence and nature of re‐referrals involving concerns about actual or potential ‘significant harm’ in the 27 months after closure (i.e. up to 2002) was noted. Such re‐referrals were rare (2.75%). The factors that were statistically associated with them were: previous involvement with Social Services, physical abuse and parental alcohol misuse in the closed referral. These factors were also identified in a descriptive analysis of the re‐referrals, though in addition issues not present in the original referral were identified as important, namely parental mental illness and sexual abuse. The findings were encouraging about the effectiveness of initial child protection assessment processes at the time of referral closure. The potential for the factors identified in the analyses to be used in initial risk assessment and their applicability to current policy and practice is considered.

Drawing upon research undertaken in two local education authorities in England, this article assesses the degree to which large-scale initiatives to reorganize schooling may encompass elements of what is widely conceived as a school improvement intervention. While some areas of activity promoted improvement in conditions surrounding teaching and learning, they were subject to a variety of constraints and impacted indirectly on the teaching and learning process which lies at the heart of conventional school improvement efforts. It is suggested that, in planning such initiatives, policymakers and practitioners could valuably seek to maximize the potential of reorganization as a means of contributing towards school improvement.

Primary and secondary newly qualified teachers (NQTs) beginning their teaching careers in one Local Education Authority in England responded to two questionnaires that were designed to elicit their views about the extent that they felt that their training had prepared them for their first post and the nature of the demands that they experienced 20 weeks into it. Primary NQTs in general felt that they had been more effectively prepared for teaching than did their secondary counterparts. However, after 20 weeks in post it was the primary teachers who reported the greater levels of demand being placed on them. They also reported experiencing greater levels of stress. A multiple analysis of variance of the responses revealed a wide range of differences between the perceptions of the two groups. These differences are considered both to reflect some deficiencies in initial training and to indicate the need for structured in‐service support in induction programmes.

Donald Naismith describes the destruction of the partnership between central and local government, on which the national system had always rested, which began to take place in the 1960s and the attempts which subsequently gathered pace to replace the country’s ‘national system locally administered’ with a ‘local system nationally administered’. In particular, he focusses on Margaret Thatcher’s education revolution which sought to reorganise the ‘failed’ ‘supply-led’ state system, in which the local education authorities played a pivotal part, along the lines of the ‘successful’ ‘demand-led’ independent sector. Donald Naismith argues that there is no inherent contradiction between the government’s school improvement programme and continued—albeit re-vitalised—local involvement, and that the reasons for such involvement are as valid as they have ever been, if not more so as the shortcomings of the present arrangements become increasingly apparent.

Although there is increasing evidence of a link between adverse family experiences (AFEs) and long-term health outcomes, few studies have investigated the role of educational attainment in the relationship between AFEs and adult health. The data of this study comes from the China Health and Retirement Longitudinal Study (CHARLS). Here, 15,359 samples were analyzed. Ordered logistic regression with interaction terms was used to explore the moderating effect of education on the relationship between AFEs in childhood and adult self-rated health. The self-rated health scores of people with childhood AFEs were significantly lower than of those without them, particularly in the categories of “parents divorced,” “parent died,” “physical abuse,” “domestic conflict,” “parental bias,” “physical and emotional neglect,” “parental physical illness,” ‘parental mental illness,” “family economic hardship,” “experience of starvation,” “lived in an insecure neighborhood,” and “lived in an unhygienic community.” Increases in education level reduced the adverse effects of parental bias and neglect in childhood, but this did not eliminate the negative effect of community’s environment on adult health. This study highlighted the role of the level of education in eliminating health disparities, which can reduce the adverse effects of AFEs on health in adulthood.

Most adult mental health conditions begin in early childhood and adolescence, the most common being anxiety and behavioral disorders. Early intervention can improve outcomes and may reduce the risk of developing a clinical disorder in the future. However, children may not have the communication or understanding to share their symptoms with those around them, leaving pediatric primary care providers responsible for identifying concerning signs. This paper reviews both general symptoms that suggest possible mental health conditions as well as specific correlations between symptoms and psychiatric diagnoses. A literature search utilizing PubMed identified nine relevant articles that were supplemented with additional sources. The findings found that impaired coordination or balance, weakness, paralysis or loss of sensation, seizure-like activity, blindness, double vision, deafness, or one severe symptom, typically pain, were general signs that may indicate a psychiatric illness. More specific associations were also identified. For instance, children who report somatic complaints and school refusal have been linked to anxiety; in addition, reported stress, anger, and worries about family alcohol and drug use have been linked to depression, among many others. Awareness of the somatic and social concerns presented by children to primary care can reduce the delay from the onset of symptoms to diagnosis, leading to earlier identification, treatment, and improved outcomes. Early intervention may delay or prevent symptoms from developing into a diagnosable psychiatric disorder and/or may reduce the severity of symptoms in a child who already has a psychiatric condition.

Key Messages: - The rapid spread of the Covid-19 pandemic has created a disruption in Indonesia’s education sector as around 45 million students are unable to continue their learning activity in schools. - The Ministry of Education and Culture (MOEC) and the Ministry of Religious Affairs (MORA) need to consider distance learning approaches that are adjusted to regional characteristics. Distance learning exacerbates barriers of vulnerable students to access education, so diversification of the delivery medium beyond the Internet should be considered. Options may include radio programs or postal services for regions with low connectivity. - Local governments need to take on a more active role in aiding the schools than initiatives by the central government. In addition to using existing School Operational Assistance (Bantuan Operasional Sekolah/BOS) funds, local education authorities need to provide schools with further financial support and technical assistance, such as access to recording studios and equipment, to accelerate their adoption of distance learning. Such assistance should not neglect private community schools. - Indonesia needs to embark on a large-scale capacity building program to better execute distance learning across regions. This requires updating the strategy and supervision on BOS utilization, upgrading capacities of school principals and allowing them to assume greater autonomy at schools, and equipping teachers with hard and soft skills for distance learning. - The Covid-19 crisis demonstrates a need for large-scale public-private partnerships between relevant ministries (MOEC and MORA) and telecommunication and hardware providers. This builds on existing infrastructure to spread distance learning across the archipelago.