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Related Concept Videos

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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Related Experiment Video

Updated: Sep 8, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Teachers' experiences with the Back2School intervention-a pilot study addressing problematic school absenteeism.

Elisabeth Valmyr Bania1, Toril Sørheim Nilsen2, Mikael Thastum3

  • 1The Regional Centre for Child and Youth Mental Health and Child Welfare - Central Norway, RKBU Midt-Norge, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.

Frontiers in Psychology
|August 20, 2025
PubMed
Summary

Teachers reported varied experiences with the Back2School (B2S) intervention for school absenteeism. Some felt more confident, while others did not, highlighting a need for clearer teacher roles in future programs.

Keywords:
Back2SchoolCBT interventionschool absenteeismteacher experiencesteacher involvement

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Area of Science:

  • Education
  • Psychology
  • Public Health

Background:

  • School absenteeism is a significant concern for students, educators, and parents.
  • Teacher involvement is crucial for effective absenteeism interventions.
  • Limited research exists on teachers' perspectives of manual-based interventions for school attendance.

Purpose of the Study:

  • To explore teachers' experiences with the manual-based Back2School (B2S) intervention.
  • To understand teachers' perspectives on participating in indicated interventions for school attendance.

Main Methods:

  • Individual interviews were conducted with seven primary and lower secondary school teachers.
  • Teachers had participated in various aspects of the Back2School intervention.

Main Results:

  • Some teachers reported increased competence and self-efficacy in addressing school absenteeism post-intervention.
  • Other teachers did not experience this increase in competence or self-efficacy.

Conclusions:

  • Future Back2School interventions require greater clarity regarding teacher roles.
  • Enhanced teacher involvement is recommended for future school absenteeism programs.