急症护理入院前青少年拒学行为的描述

IF 1.7 3区 心理学 Q2 EDUCATION, SPECIAL
Stephanie N. Rohrig, S. Bennett, P. Desai, Elaina A. Zendegui, Angela W. Chiu
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引用次数: 1

摘要

本研究采用一种新颖的测量方法来描述91名13至18岁的青少年在部分住院治疗计划(PHP)入院前一个月的拒学行为。青少年表现出一系列的社会责任行为。四分之三(77%)的学生报告至少缺课两天,近三分之一(29%)的学生报告在PHP入学前一个月都缺课。在报告上学的青少年中,36%的人报告提前离开学校,55%的人报告离开教室,59%的人报告在PHP入学前一个月至少迟到了“一点”或2天。年轻人很少分享他们在旷课期间花时间和朋友在一起或做作业。此外,照顾者和青少年之间就青少年在上学问题上的挣扎程度以及青少年如何度过他们的校外时间达成的共识从低到中等(r = 0.14 - 0.52)。结果表明,学校干预问卷(SIQ)可以通过识别潜在的正强化因素和负强化因素,补充现有的社会干预工具,提供关于社会干预行为的频率和类型、感知影响和干预目标的描述性信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Description of School Refusal Behavior in Adolescents Prior to Acute Care Admission
This study uses a novel measure to describe school refusal (SR) behavior among 91 adolescents ages 13 to 18 years old in the month leading up to a partial hospitalization program (PHP) admission. Youth exhibit a range of SR behaviors. Three fourths (77%) reported missing at least two full days of school and nearly one third (29%) reported being absent from school the entire month before PHP admission. Among youth who reported attending school, 36% reported leaving school early, 55% reported leaving the classroom, and 59% reported arriving late to school at least “a little” or 2 days in the month prior to PHP admission. Youth rarely shared that they spend time with friends or doing homework while absent from school. In addition, agreement between caregivers and youth on the extent to which youth are struggling with school attendance and how youth spend their time while out of school was low to moderate ( r = .14–.52). Results suggest that the School Interference Questionnaire (SIQ) can complement existing SR instruments to offer descriptive information about the frequency and type of SR behavior, perceived impact, and targets of intervention by identifying potential positive and negative reinforcers.
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来源期刊
CiteScore
4.10
自引率
10.50%
发文量
29
期刊介绍: The Journal of Emotional and Behavioral Disorders publishes quality scholarship related to individuals with emotional and behavioral disorders. Articles represent a wide range of disciplines, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, and special education. Articles on characteristics, assessment, prevention, intervention, treatment, legal or policy issues, and evaluation are welcome.
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