Poor posture has been shown to decrease both visceral and respiratory/circulatory function as well as to increase neuro-musculoskeletal system stress. Improper postures of children at school and in ...daily life can affect their physical and psychological development. In particular, many children who refuse to go to school or who have experienced school refusal have physical and mental problems. Given that posture is closely related to one’s psychological state, modifying one’s posture can improve both physical and psychological health problems. This study examined the changes to school-refusing students’ physical and psychological condition after attending an intervention to improve their posture. The participants were 65 high school students who have experienced school refusal and were attending a program to modify their posture for 2 months. Their posture and psychological states were recorded both pre- and post-intervention with the following measurements: postural alignment and spinal curve according to a sagittal plane, the General Health Questionnaire 30 (GHQ), and the Subjective Adjustment Scale (SAS). Post-intervention, most of the participants saw improvement in their postural alignment (e.g., trunk inclination in standing position,
P
< 0.001, 95%CI 2.00, 4.00). Participants with improved standing posture post-intervention had higher SAS scores (e.g., feeling of acceptance and trust,
P
< 0.05, 95%CI −3.00, −0.00). We found that easy-to-implement postural interventions have a positive effect on students’ mental health. Furthermore, it was suggested that their adjustment to school would also improve as their posture improved. The contribution of this study shows that it is possible to care for the physical and mental health of students without using special facilities and techniques. It is hoped that the findings of this study will lead to an improved adjustment to both school or novel environments, as well as prevent health-based school refusal.
The present study explored the links between the quality of adolescents' attachment to their mother and their father, separation anxiety and suicidal ideation. Self-report questionnaires were ...completed by French adolescents (n = 455; M
age
= 15.78 years, SD = 1.61) to probe their attachment styles, separation anxiety (related to school phobia, a secure base, and family members), and suicidal ideation. Avoidantly attached adolescents displayed greater school phobia than securely attached adolescents. Female adolescents with an avoidant attachment to their father tended to report less fear related to family members than their secure counterparts. Male adolescents who were insecurely attached to their mother reported more separation anxiety than securely attached males. The structural models were significant for both boys and girls (R
2
= .38 and .44, p < .001) with good fit indices. Mediation analyses revealed that separation anxiety partially mediated the negative effect of attachment to mother (especially alienation) on suicidal ideation for both girls and boys, and partially mediated the negative effect of attachment to father (especially alienation) on suicidal ideation for boys. These results support an individuated conception of attachment patterns, with a differential influence of dyadic relationships, and could provide a better understanding of adolescents' suicidal ideation.
Amid record levels of teacher burnout and declining student engagement, revitalising the foundational bonds of schooling demands a fresh perspective, Katie Fotheringham writes.
The article shows the benefits of educational projects at the stage of early school education: „I work with ozobots – I program perfectly”. The aim of the course was to introduce programming elements ...into classes using ozobots – educational robots. Research was carried out in order to help the students overcome developmental difficulties. The evaluation of the project proves that the additional activities that were carried out enhanced the motivation to learn, fostered children’s curiosity, improved the self-esteem of students with educational difficulties and, as a consequence, reduced the risk of anxiety disorders and child phobia at the stage of early school education.
Nous interrogeons l’articulation entre deux troubles des conduites qui parfois se superposent et pourtant ne se confondent pas, la phobie de l’école et la réclusion à domicile autrement appelée ...Hikikomori. La négativité organise ces deux retraits, retrait de l’école et retrait chez soi. La littérature concernant le syndrome Hikikomori mentionne souvent une interruption du lien scolaire, un décrochage. La dimension d’angoisse n’est pas manifeste contrairement à l’expression de la phobie scolaire. Cette dernière est tout de même citée par le gouvernement japonais comme appartenant au trouble Hikikomori. En revanche, la littérature sur la phobie scolaire s’attarde rarement sur la question de l’enfermement, qui constitue pourtant un frein majeur à la prise en charge. Nous discutons l’évolution des deux dimensions, la phobie et la réclusion, chez deux adolescents que nous avons suivis plusieurs années. La phobie paraît la plus résistante au traitement psychothérapique et nécessite impérativement une prise en compte du degré d’enfermement qui l’accompagne. Mettre l’accent sur la remise en mouvement, d’abord physique et spatio-temporel, est un préalable à toute préoccupation concernant un réinvestissement du monde interne et une reprise de scolarité.
We question the articulation between two conduct disorders which sometimes overlap and yet are not confused, school phobia and confinement at home otherwise known as Hikikomori. Negativity organizes both withdrawals, withdrawal from school and withdrawal at home. The literature concerning Hikikomori syndrome often mentions an interruption of the school connection, a dropout. The dimension of anxiety is not manifest, unlike the expression of school phobia. The latter is still cited by the Japanese government as belonging to the Hikikomori disorder. On the other hand, the literature on school phobia rarely dwells on the issue of confinement, which nevertheless constitutes a major obstacle to care. We discuss the evolution of the two dimensions, phobia and seclusion, in two adolescents we have followed for several years. Phobia seems to be the most resistant to psychotherapeutic treatment and imperatively requires taking into account the degree of confinement that accompanies it. Emphasizing movement, first of all physical and spatio-temporal, is a prerequisite for any concern about reinvestment in the internal world and resumption of schooling.
Current status of research on school refusal Inglés, Cándido J.; Gonzálvez-Maciá, Carolina; García-Fernández, José M. ...
European journal of education and psychology,
06/2015, Volume:
8, Issue:
1
Journal Article
Peer reviewed
Open access
School refusal behavior refers to the avoidance of a child attending school and/or persistent difficulty staying in the classroom throughout the school day. Based on a review of the scientific ...literature, the aim of this study is to describe the current state of research on school refusal, differentiating between the findings and progress made in Spain from those achieved in the international field. For this purpose, the significance of this phenomenon, in addition to associated risk factors and variables, will be reviewed in the child and youth population. In turn, the commonly used assessment methods and most recommended treatment proposals, mainly based on cognitive behavioral therapy, are discussed. The results reveal several gaps and subjects for debate in some areas of knowledge about school refusal behavior, with differences being found between Spanish and international studies. In conclusion, future studies and challenges in this field are required.
El comportamiento de rechazo a la escuela se refiere a la negativa de un niño a asistir al centro educativo y/o la dificultad persistente para permanecer en el aula durante toda la jornada escolar. A partir de la revisión de la literatura científica, es objeto de este trabajo describir el estado actual de la investigación sobre el rechazo escolar, diferenciando los hallazgos y avances alcanzados en España de aquellos conseguidos en el ámbito internacional. Para ello, se revisará la trascendencia de este fenómeno en población infanto-juvenil y los factores de riesgo y variables asociadas. A su vez, se discutirán los métodos de evaluación generalmente utilizados y las propuestas de tratamiento más recomendadas, basadas, principalmente, en la terapia cognitivo-conductual. Los resultados obtenidos revelan diversas lagunas y debates en algunos campos de conocimiento sobre el rechazo escolar, con diferencias en la investigación española respecto a la internacional. A modo de conclusión, se proponen futuras líneas de investigación y desafíos en este campo.
School refusal (SR) is considered as a clinical form of emotionally based school absenteeism related to the experience of strong negative emotions when attending school. However, there are no ...psychometrically sound measures specifically designed to assess SR. The aim of the present research was to develop and validate a multidimensional self-report measure of SR: the SChool REfusal EvaluatioN Scale (SCREEN) for adolescents.
Two studies were performed to develop this scale. Study 1 used content analysis on 42 semi-directed interviews to identify and organize the indicators of SR and to generate items. The item pool was then reviewed by experts to construct a pilot scale. Study 2 examined the psychometric properties of this pilot scale of the SCREEN in a community sample of 649 French adolescents (age: 10-16 years) and a clinical sample of 31 adolescents.
The initial SCREEN structure was identified via exploratory factor analysis, and the resultant model was validated using confirmatory factor analysis. In its final version (an 18-item, four-factor measurement model), the SCREEN reliably measures four interrelated aspects of SR. Data suggest good reliability and validity of scores on this SR measure. Results of the receiver operating characteristic (ROC) curve analysis indicated good accuracy of the SCREEN (sensitivity = .94 and specificity = .88).
The SCREEN offers a new and valid measure to assess SR in research and clinical settings.
This paper examines identity construction for young people with dyslexia, based on their educational experiences during and after their transition to mainstream secondary education. The study is ...based on interviews with 20 English individuals who contributed their perceptions of how their identity was shaped by their experiences. Some of the most important experiences for dyslexic young people and the main themes discussed here are: experiences of support (or the lack of it), their perceptions around literacy and academic achievement and important others. Symbolic interactionism is used as a theoretical to further understand academic performance in a western society, where this is a highly significant aspect of life for many learners and their parents. In a society where literacy and academic achievement are highly privileged over any other form of achievement, academic identities are 'fractured' a notion explored here, alongside other factors that contribute to that academic identity development process.
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