School refusal occurs across a broad range of students from the first to the final
years of school, and is of concern to students, parents and teachers alike. This
study uses the perspective of practitioners working at the school level to identify
linkages between the presenting problems, interventions and outcomes of school
refusal. This pattern is then compared to the Functional Model of School Refusal
to establish the relevance of the Model.
A multiple single-case study approach was used with ten case histories with
positive outcomes being matched against the Functional Model. As these
provided some support for the model an additional six case histories with
negative outcomes were then matched against the Model. Two interviews of
practitioners who had worked with school refusal were also analysed.
The Functional Model of School Refusal received some support through this
analysis, but areas were identified which were not adequately addressed by the
Model. The Model was subsequently revised into a broader functional approach
which takes greater account of the role of the family and environmental factors
affecting school refusal. It is recommended that a broader multi-modal approach
to intervention be implemented by practitioners dealing with school refusal.
| Identifer | oai:union.ndltd.org:ADTP/219397 |
| Date | January 1995 |
| Creators | Todd, Barbara, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Barbara Todd |
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