Description
TitleEmotionally-based school refusal and school responses
Date Created2019
Other Date2019-08 (degree)
Extent1 online resource (ix, 139 pages)
DescriptionStudents with emotionally-based school refusal (EBSR) experience significant emotional distress surrounding school attendance which represents a challenge to school professionals required to intervene (Berg et al., 1969; Bools et al., 1990; Broadwin, 1932; Heyne et al., 2001; Johnson et al., 1941; King & Bernstein, 2001; King et al., 1995; King et al., 2001). Interventions for EBSR students can be complex, time-consuming and resource-intensive (Blagg & Yule, 1987; Chu et al., 2015; Kearney & Bates, 2005; Kearney & Tiltoson, 1998; Nutall & Woods, 2013;). Yet failure to intervene can result in devastating outcomes (Kearney, 1996). It is not known whether school professionals use interventions with EBSR students that are evidence-based (Wimmer, 2003, 2013). The purpose of this study was to collect data regarding EBSR, specifically school practices and school professional knowledge and intervention perceptions, from two groups of school professionals likely to be involved with EBSR students' principals and school psychologists. Thirty principals and thirty-six school psychologists, working within the same geographic region of New Jersey, participated in this study. Presumably, principals and school psychologists need to work together to address the needs of EBSR students, so convergence between responses was assessed. The results suggested respondents have some knowledge about the types of supports students with EBSR need and share similar perceptions of EBSR interventions. Notably, though, principals perceived behavioral interventions for EBSR students more favorably than school psychologists, and an independent samples t-test revealed this difference was statistically significant. School psychologists perceived themselves competent to address some needs of EBSR students, yet use of evidence-based interventions may be limited. The generalizability of the findings require careful consideration due to the sample size and study design. Implications of the research include the need for additional training for school psychologists. Future research that explores the perspective of parents of EBSR students regarding school responses seems warranted.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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