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2007 | 7 | 2 | 76-83
Article title

Identyfikacja podłoża odmowy uczęszczania do szkoły w opinii dzieci i ich rodziców

Content
Title variants
EN
Basic reasons for school refusal behaviour by school children and their parents
Languages of publication
EN PL
Abstracts
EN
School refusal behaviour is a serious problem, compromising lives of many children and their families and leading to several immediate and long-term sequels. According to the functional model, school refusal behaviour is usually a result of one or more factors: 1. Avoidance of school-associated places which evoke anxiety or depressive mood; 2. Escape from unpleasant and/or evaluating social situations; 3. Desire to focus parental attention on self or separation anxiety; 4. Rewarding extrascholar experiences. These four causative factors of school refusal behaviour were evaluated using a revised version of the School Refusal Assessment Scale (SRAS-R), including distinct subscales for children and their parents. This questionnaire serves to assess four functional conditions for school refusal as seen by children and parents. The study revealed significant difference between children and parents in identifying causes underlying school refusal behaviour.
PL
Odmowa chodzenia do szkoły jest poważnym problemem rzutującym na życie wielu dzieci oraz ich rodzin. Prowadzi do następstw zarówno natychmiastowych, jak i dalekosiężnych. Zgodnie z modelem funkcjonalnym zachowania unikające szkoły są uwarunkowane przez jeden lub więcej czynników: 1. Unikanie specyficznych miejsc w szkole budzących strach lub przygnębienie; 2. Ucieczka od nieprzyjemnych i/lub oceniających sytuacji społecznych; 3. Skupienie uwagi na sobie lub lęk przed rozstaniem (lęk separacyjny); 4. Nagradzające doświadczenia pozaszkolne. Czynniki te oceniano za pomocą wersji rewidowanej kwestionariusza School Refusal Assessment Scale-Revised (SRAS-R), osobnymi formularzami dla dzieci i rodziców. Kwestionariusz ten ocenia nasilenie czterech funkcjonalnych uwarunkowań unikania szkoły w opinii dziecka i rodziców. Zanotowano istotną różnicę w identyfikacji kategorii, które leżą u podłoża zachowań unikających szkoły, przez dziecko i rodzica.
Discipline
Year
Volume
7
Issue
2
Pages
76-83
Physical description
References
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Document Type
article
Publication order reference
YADDA identifier
bwmeta1.element.psjd-4fdab6bf-031a-40d5-84f7-ed5b122ec172
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