The predictors of school refusal: Depression, anxiety, cognitive distortion and attachment

Authors

  • Işıl Tekin Istanbul Medeniyet University
  • Seval Erden Marmara University
  • Asiye Büşra Şirin Ayva M:E:B.
  • Engin Büyüköksüz Okan University

Keywords:

school refusal, anxiety, depression, cognitive distortion, attachment

Abstract

School refusal is one of the main problems observed in almost all levels of education in Turkey. This problem is characterized by difficulties in going to school, staying at school for an entire day or not feeling well at school. School refusal is commonly associated with cognitive evaluations and emotional   problems, and it may also be a source for various other problems. The purpose of this study is to do a research about the predictor power of depression, negative thoughts and attachment styles in school refusal through the sample of Turkish students. Furthermore, the school refusal behavior has also been analysed in terms of some demographical variables such as gender, perceived socio-economic level, and parents’ educational level. The study group consisted of 340 secondary school students studying in Istanbul. School Refusal Assessment Scale-R, The Revised Child Anxiety and Depression Scale-Short Version, The Experiences in Close Relationships Middle Childhood, and Three Dimensions of Cognitive Scale were used as measurements. Results have indicated that school refusal is predicted by anxiety, depression and negative thoughts but is not predicted by attachment styles such as avoidance and anxiety attachment. The results have been presented and discussed in the light of the literature.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

Işıl Tekin, Istanbul Medeniyet University

Ph.D., Res. Ass., İstanbul Medeniyet University, Faculty of Educational Sciences

Seval Erden, Marmara University

Assoc. Prof. Dr., Marmara University, Atatürk Education Faculty

Asiye Büşra Şirin Ayva, M:E:B.

Ph.D.

Engin Büyüköksüz, Okan University

Instructor, Okan University, Faculty of Education

References

Bahalı, K. Tahiroğlu, A.Y., Avcı, A. & Seydaoğlu, G. (2011). Parental psychological symptoms and family risk factors of children and adolescents who exhibit school refusal. East Asian Arch. Psychiatry, 21, 164-169.

Bahalı, K., Tahiroğlu, A. Y., & Avcı, A. (2009). Okul reddi olan çocuk ve ergenlerin klinik özellikleri. Anatolian Journal of Psychiatry, 10, 310-317.

Bagnell, A. L. (2011). Anxiety and separation disorders. Pediatric Review, 32(10), 440–445. doi:10.1542

Bagnell, A. L. (2011). Anxiety and separation disorders. Pediatric Review, 32(10), 440–445. doi:10.1542

Barth, R. P. (1984). Reducing nonattendance in elementry schools. Social Work in Education. 6, 151-166.

Beidas, R. S., Crawley, S. A., Mychailyszn, M. P., Comer, J. S. & Kendall, P. C. (2010). Cognitive-Behavioral Treatment of anxious youth with comorbid school refusal: Clinical presentation and treatment response. Psychological Topics, 19 (2), 255-271.

Bilgin, M. (2004). Bilişsel Üçlü Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları. Türk Psikolojik Danışma ve Rehberlik Dergisi. 21 (3), 35-41.

Brenning, K., Soenens, B., Braet, C. ve Bosmans, G. (2011). An adaptation of the experiences in close relationships scale revised for use with children and adolescent. Journal of Social and Personal Relationships, 28, 1048-1072

Chorpita, B. F., Yim, L., Moffitt, C., Umemoto, L. A., & Francis, S. E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: A revised child anxiety and depression scale. Behavior Research and Therapy, 38, 835–855. doi:10.1016/S0005 7967(99)00130-8

Christogiorgos, S. & Giannakopoulos, G. (2014). School refusal and the parent-child relationship: A psychodynamic perspective. Journal of Infant, Child, and Adolescent Psychotherapy, 13, 182–192, DOI: 10.1080/15289168.2014.937976

Ebesutani, C., Reise, S. P., Chorpita, B. F., Ale, C., Regan, J., Young, J., Higa-McMillan, C. & Weisz J.R. (2012). The Revised Child Anxiety and Depression Scale-Short Version: Scale Reduction via Exploratory Bifactor Modelling of the Broad Anxiety Factor. Psychological Assessment, 24, (4) 833–845.

Egger, H., Castello, E. J., & Angold, A. (2003). School refusal and psychiatric disorders: A community study. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 797 807.

Fraley, R. C., Waller, N. G. and Brennan, K. A. (2000). An item response theory analysis of self report measures of adult attachment. Journal of Personality and Social Psychology, 78, 350 365.

Fremont, W. P. (2003). School refusal in children and adolescents. American Family Physician,68(8), 1555–1560.

Haight, Kearney, Hendron & Schafer (2011). Confirmatory Analyses of School Refusal Assessment Scale-Revised: Replication and Extension to a Truancy Sample. Psychopathology Behavioral Assessment, (33), 196-204.

Hanna, G. L., Fischer, D. J., & Fluent, T. E. (2006). Separation anxiety disorder and school refusal in children and adolescents. Pediatrics in Review, 27, 56-63.

Heyne, D., King, N.J., Tonge, B.J., & Cooper, H. (2001). School refusal: Epidemiology and management. Pediatrics Drugs, 3, 719-32. doi:10.2165/00128072-200103100-00002.

Iwata, M., Hazama, G., & Nakagome, K. (2012). Depressive state due to isolated and adrenocorticotropic hormone deficiency underlines school refusal. Psychiatry and Clinical Neurosciences. 66, 243-244.

Kearney, C. A. (2001). School refusal behaviour in youth: A functional approach to assessment and treatment. Washington DC., American Psychological Association.

Kearney, C. A. (2008a). Helping School Refusing Children and Their Parents: A Guide for School-based Professionals. Oxford University Press, New York.

Kearney, C. A. (2008b). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical psychology review, 28(3), 451-471.

Kearney, C. A. & Bensaheb, A. (2006). School Absenteeism and School Refusal Behavior: A Review and Suggestions for School-Based Health Professionals. The Journal of School Health, 76 (1), 3-8.

Kearney, C. A. & Hugelshofer, D. S. (2000). Systemic and Clinical Strategies for Preventings School Refusal. Journal of Cognitive Psychotherapy: An International Quarterly, 14 (1), 51-66.

Kearney, C. A., Lemos, A. & Silverman, J. (2006). School Refusal Behaviour. In R. B. Mennuti, Christner, R. W.. and A. Freeman, (Eds.), Cognitive Behavioral Interventions in Educational Settings (pp. 161-187).Newyork: Taylor & Francis Group.

Kearney, C. A. & Silverman, W.K. (1993). Measuring the function of school refusal behavior: the school refusal assessment scale. Journal of Clinical Child Psychology, 22 (1), 85-96.

Kırımer, F., Akça, E. & Sümer, N. (2014). Orta çocuklukta anneye kaygılı ve kaçınan bağlanma: Yakın İlişkilerde Yaşantılar Envanteri-II Orta Çocukluk Dönemi Ölçeğinin Türkçeye uyarlanması. Türk Psikoloji Yazıları, 17 (33), 45-57.

Kesebir, S., Kavzoğlu, S. Ö., & Üstündağ, M. F. (2011). Bağlanma ve psikopatoloji. Psikiyatride Güncel Yaklaşımlar, 3(2).

King, N. J. & Bernstein, G. A. (2001). School refusal in children and adolescents: A review of the past 10 years. J. Am. Acad. Child Adolescent Psychiatry, 40,197-205.

Karasar, N. (2006). Bilimsel araştırma yöntemi. (16. bs). Ankara: Nobel Yayınları.

Last, C. & Strauss, C. (1990). School refusal in anxiety disordered children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 31-35.

Maric, M., Heyne, D. A., Heus, P., Widenfelt, B. M. & Westenberg, P. M. (2012). The Role of Cognition in School Refusal: An Investigation of Automatic Thoughts and Cognitive Errors. Behavioural and Cognitive Psychotherapy, 40, 255-269.

Moss, E., & St-Laurent, D. (2001). Attachment at school age and academic performance. Developmental psychology, 37(6), 863.

Nishida, A., Sugiyama, S., Aoki, S., & Kuroda, S. (2004). Characteristics and outcomes of school refusal in Hiroshima, Japan: proposals for network therapy. Acta Med Okayama, 58, 241-9.

Reid, K. (2000). Tackling truancy in school: A practical manual for primary and secondary schools. London, United Kingdom: Routledge.

Seçer, İ. (2014). Okul Ret Ölçeğinin Türkçeye Uyarlanması: Güvenirlik ve geçerlik çalışması. EJER Congress sunulan sözlü bildiri, İstanbul.

Seçer, İ. & Şimşek, M.K. (2015). Revize Edilmiş Çocuklar için Anksiyete ve Depresyon Ölçeği Kısa Formu. Ejer Congres, sözlü bildiri. Ankara

Selçuk, E., Gunaydin, G., Sumer, N. ve Uysal A. (2005). Yetişkin bağlanma boyutları için yeni bir ölçüm: Yakın İlişkilerde Yaşantılar Envanteri-II’nin Türk örnekleminde psikometrik açıdan değerlendirilmesi. Türk Psikoloji Yazıları, 8, 1-11.

Sewell, J. (2008). School refusal. Australian Family Psychian, 37 (6), 406-409.

Wimmer, M. (2008). School refusal. Principal Leadership, 8, (8). 10-15.

Wu, X., Liu, F., Cai, H., Huang, L., Li, Y., Mo, Z. & Lin, J. (2013). Cognitive behavioural therapy combined fluoxetine treatment superior to cognitive behaviour therapy alone for school refusal. International Journal of Pharmacology, 9 (3), 197-203.

Downloads

Published

2018-07-30

How to Cite

Tekin, I., Erden, S., Şirin Ayva, A. B., & Büyüköksüz, E. (2018). The predictors of school refusal: Depression, anxiety, cognitive distortion and attachment. Journal of Human Sciences, 15(3), 1519–1529. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/5084

Issue

Section

Guidance and Psychological Counselling