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Emotionally-based school refusal and school responses

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TitleInfo
Title
Emotionally-based school refusal and school responses
Name (type = personal)
NamePart (type = family)
Lodato
NamePart (type = given)
Julie
NamePart (type = date)
1983-
DisplayForm
Julie Lodato
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Forman
NamePart (type = given)
Susan
DisplayForm
Susan Forman
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Shernoff
NamePart (type = given)
Elisa
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Elisa Shernoff
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
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school
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Text
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theses
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2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-08
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
Students 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.
Subject (authority = local)
Topic
School refusal
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
School phobia
Subject (authority = ETD-LCSH)
Topic
Students -- Mental health
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9951
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (ix, 139 pages)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-phzv-d438
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Lodato
GivenName
Julie
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-05-01 15:30:24
AssociatedEntity
Name
Julie Lodato
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

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2019-05-01T15:26:48
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-05-01T15:26:48
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