The concept of "extended non-attendance" ("school phobia" or "school refusal") was distinguished from truancy early in the twentieth century, and refers to children who fear school and avoid attending. Despite much subsequent research, outcomes for those affected remain poor, and their voices remain largely absent…

To date, most studies about English language learners (ELLs) in Structured English Immersion (SEI) classrooms in the state of Arizona have focused on ELLs' lack of English acquisition in one year, a time frame expected by Arizona policymakers, as well as their lagging academic progress. While these studies almost uniformly have surfaced…

Explores common clinical childhood fears (separation anxiety disorder, social phobia, and generalized anxiety disorder) and suggests balancing treatment with input from psychologists, teachers, and parents. (Author/JOW)

The author offers a program for a group of irresponsible, uncommitted, unproductive, and generally maladjusted boys. The program aims at increased school attendance, improved grades, increased peer acceptance, decreased school suspension, increased willingness to accept legitimate authority and increased educational and vocational aspirations.…

The purpose of this pamphlet is to increase teachers' comprehension of anxiety and its relation to children's thinking and forgetting, to their problem solving ability and their sense of competence. The pamphlet describes four parts of the anxiety experience: 1) the anxiety cue, the particular thought, memory, or sensation which precipitates the…

This article reviews the two main causes of phobia and presents a series of case studies, from Toronto school files, which were satisfactorily handled by psychiatric help, either in or outside the school setting. (CJ)

Signs of school anxiety are described, and parents are advised about ways to help their children with this problem. Anxiety may arise when children start to school, change schools, or enter college and may also be triggered by a physical illness or family problem. (PP)

Focuses on the differentiation between acute and chronic school-phobic adolescents. Discusses incidence, classification systems, case descriptions, and distinctive features of acute and chronic school phobia. Identification of appropriate treatment strategies is stressed. (Author)

School phobia is the pronounced fear reaction of a child who is experiencing significant anxiety and suffering. A warm accepting teacher is required. He must be one who can set firm and consistent yet reasonable limits for the child. Therapy is recommended for the child and his parents. (Author)

This case study presents an example of how one school psychologist helped a child and an entire class solve a problem. Although the techniques used are not unique to school psychological practice, the problems presented by their use are. The procedure consisted of a desensitization process lasting ten weeks. (Author)

School refusal behavior is a common problem seen by mental health professionals and by educators but little consensus is available as to its classification, assessment, and treatment. This study assessed 143 youth with primary school refusal behavior and their parents to examine diagnoses that are most commonly associated with proposed functions…

In working with truants, worker must remember that these youngsters need to experience adults who, unlike their parents, neither fool themselves nor are conned by a child's false promises. Fo an attendance worker to use a mental health consultant reveals mature thinking designed to make a difficult job more manageable. (Author)

Reports the results of interviews with three-, four-, and five-year-old children at various child care centers in Columbia, South Carolina, concerning their fears. The fear of "monsters" was most often reported. Suggests what parents and teachers can do to help children cope with their fears. (BB)

The confusion surrounding all aspects of school refusal may rest partly on the misguided assumption that the disturbance represents a single syndrome. Five consistently emerging variables which may help distinguish among school phobic types were abstracted from the literature: extensiveness of disturbance, mode of onset, age, fear source, and…