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Functional outcomes in school refusal

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TitleInfo
Title
Functional outcomes in school refusal
SubTitle
an in-depth examination of youth participating in a pilot study of dialectical behavior therapy for school refusal
Name (type = personal)
NamePart (type = family)
Bonavitacola
NamePart (type = given)
Lauren
NamePart (type = date)
1987-
DisplayForm
Lauren Bonavitacola
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Rizvi
NamePart (type = given)
Shireen L.
DisplayForm
Shireen L. Rizvi
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Chu
NamePart (type = given)
Brian C.
DisplayForm
Brian C. Chu
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
co-chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (qualifier = exact)
2015
DateOther (qualifier = exact); (type = degree)
2015-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2015
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
School refusal (SR), defined as youth-motivated refusal to attend school and/or problems remaining in classes for an entire day, is a psychological problem that accounts for thousands of school-aged children not attending school every day (Kearney & Albano, 2007). School refusal behavior is associated with impairments in several functional domains including academic, familial, and social functioning (e.g., Lambin, 1996; Last and Strauss, 1990; Naylor et al., 1994). Several cognitive and/or behavioral therapies have been researched for the treatment of SR, yet there has been limited research on the effects of treatment on broader functional outcomes. The implementation of a novel approach to treating school refusal behavior meant to address all domains of functioning called Dialectical Behavior Therapy for School Refusal (DBT-SR) was utilized in this research. This paper presents two case studies from this pilot study focusing primarily on identification of, and changes in, the functional outcomes of academic, familial, and social functioning across the course of the study. Qualitative and quantitative data revealed that many constructs within family functioning, such as high conflict and low cohesion, remained relatively constant throughout the course of the study. Other constructs within the domains of social and academic functioning showed improvement, including social withdrawal and class grades. As the main primary outcomes of diagnostic remission and school attendance improved, some but not all functional outcomes improved. These mixed findings imply that youth with SR continue to exhibit some functional impairment despite treatment success. Future controlled studies of SR that address all areas of youths functioning are warranted.
Subject (authority = RUETD)
Topic
Clinical Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_6276
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vi, 109 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
School attendance
Subject (authority = ETD-LCSH)
Topic
Dialectical behavior therapy
Note (type = statement of responsibility)
by Lauren Bonavitacola
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3NK3H06
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Bonavitacola
GivenName
Lauren
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2015-04-07 21:39:44
AssociatedEntity
Name
Lauren Bonavitacola
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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