School Refusal Behavior: Children Who Can't or Won't Go To School
Author: George B. Haarman, Psy.D., LMFT
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Course Created: 2013
Practice Level: Intermediate
George B. Haarman, Psy.D., LMFT
George B. Haarman, Psy.D., LMFT, is a Licensed Clinical Psychologist and a Licensed Marriage and Family Therapist with over 30 years of experience in private practice, working with youth detention centers, juvenile group homes, child protective services, and juvenile probation. Dr. Haarman is currently in private practice, and also serves as a consultant to several school systems regarding the assessment of children. Prior to being in private practice, he was the Deputy Director for Jefferson County Department for Human Services in Louisville, KY. He received his doctorate in clinical psychology from Spalding University and is a member of the American Psychological Association. Dr. Haarman has been an instructor at Jefferson Community College, Bellarmine University, and Spalding University. He has presented seminars regionally and nationally on clinical supervision, psychopathology, depression, and emotional disorders in children and adolescents. Dr. Haarman is the author of two books: School Refusal: Children Who Can't or Won't Go to School and Clinical Supervision: Legal, Ethical, and Risk Management Issues.
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Duration:
4
hours
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Course Summary
School refusal is a problem which is stressful for children, for their families, and for school personnel. Failing to attend school has significant long-term and short-term effects on children’s social, emotional, and educational development. School refusal is often the result of, or associated with, comorbid disorders such as anxiety or depression. Careful assessment, treatment planning, interventions, and management of school refusal are critical to a successful return to school as quickly as possible. Interventions may include educational support, cognitive therapy, behavior modification, parent/teacher interventions, and pharmacotherapy. The book breaks down the distinction between truancy and school refusal, allows for a functional analysis of school refusal to determine the motivation and particular reinforcement systems which support the behavior. The latest intervention strategies are reviewed with a focus on tailoring and adapting standard approaches to specific situations. Case studies and sample intervention plans for cases of school refusal allow you to implement these strategies immediately.
Course Format
This course contains downloadable online lessons (PDF) and a practice test. When you're ready, purchase the course by clicking the "Add To Cart" button. This will let you take the test, complete the course evaluation and receive your certificate for CE credits.
Learning Objectives
- Describe the characteristics of school refusers
- List underlying psychological and comorbid conditions
- Compare diagnostic and assessment issues for school refusers
- Apply techniques to intervene with children with school refusal issues
- Implement strategies with parents and educators
Course Syllabus
- Truancy versus School Refusal
- Characteristics of School Refusers
- The Functional Model of School Refusal
- Underlying Psychological Disorders and Comorbid Conditions
- Diagnostic and Assessment Issues
- General Treatment Approaches and Treatment Planning
- Techniques to Intervene with Children who Refuse School to Avoid Negative Affect Situations
- Techniques to Intervene with Children who Refuse School to Escape Aversive Social and Evaluative Situations
- Techniques to Intervene with Children who Refuse School for Attention Seeking
- Techniques to Intervene with Children who Refuse School to Pursue Tangible Reinforcements
- Practical Strategies for Educators and Parents
- Bibliography and Case Studies
s:
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