THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES
School refusal is a concept that encompasses a child motivated refusal to attend or remain at school, or a clear and apparent difficulty in doing so. All absenteeism are called as school refusal except for the absences due to family conditions, chronic ilness, etc. School refusal may cause students...
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| Autores principales: | , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/4e3189d9aca54f7fabe34895a325b957 |
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| Sumario: | School refusal is a concept that encompasses a child motivated refusal to attend or remain at school, or a clear and apparent difficulty in doing so. All absenteeism are called as school refusal except for the absences due to family conditions, chronic ilness, etc. School refusal may cause students to keep away from school (fall behind in the class) and accordingly decreases on academic success as well as consequences such as students’ being receptive to risk factors by keeping away from school. The aim of this study is decreasing two students’ (one from primary, one secondary school) problems related to coming school by utilizing- via cognitive behavioral therapy. The aim is to help clients to define the automatic thoughts and cognitive distortion, to construct alternative proper thoughts in the line with this main aim. eight sessions were planned and were carried out by researchers. Each of sessions were about 40 minutes. Information about the process is recieved from students, teachers and parents via interviews following the termination of the sessions. As a result of in |
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