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School refusal: the heterogeneity of a concept
L Atkinson1, B Quarrington1, J J Cyr1
1Psychology Department.
The American Journal of Orthopsychiatry
|January 1, 1985
Summary
This study clarifies school refusal syndrome by identifying key factors that differentiate between students who refuse school. Understanding these differences can improve diagnosis and treatment for school refusal behavior.
Area of Science:
- Child and Adolescent Psychiatry
- Educational Psychology
- Behavioral Science
Background:
- School refusal syndrome is a complex issue with unclear diagnostic criteria.
- Existing literature lacks a clear differentiation among students exhibiting school refusal behavior.
Purpose of the Study:
- To review etiological theories related to school refusal.
- To address the heterogeneity of the school refusal concept.
- To identify and interrelate variables that discriminate among school refusers.
Main Methods:
- Literature review of etiological theories.
- Analysis of studies addressing the heterogeneity of school refusal.
- Identification of consistent discriminating variables.
Main Results:
- Several variables consistently emerge as potential discriminators among school refusers.
- The interrelationships among these discriminating variables are explored.
Conclusions:
- Finer discrimination among school refusers is crucial for understanding and managing school refusal syndrome.
- Identifying specific differentiating factors can lead to more targeted interventions.