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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Seval ERDEN, Büşra Şirin AYVA, Işıl TEKİN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	school refusal, cognitive behavioral therapy, counseling approach, absence Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/4e3189d9aca54f7fabe34895a325b957
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:4e3189d9aca54f7fabe34895a325b957
record_format	dspace
spelling	oai:doaj.org-article:4e3189d9aca54f7fabe34895a325b9572021-11-24T09:20:53ZTHE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES2148-416310.9761/JASSS3009https://doaj.org/article/4e3189d9aca54f7fabe34895a325b9572019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=207536494_8-Do%C3%A7.%20Dr.%20Seval%20ERDEN.pdf&key=27554https://doaj.org/toc/2148-4163School 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 inSeval ERDENBüşra Şirin AYVAIşıl TEKİNFırat Universityarticleschool refusal, cognitivebehavioral therapy, counseling approach, absenceSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 8, Iss 41, Pp 119-129 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	school refusal, cognitive behavioral therapy, counseling approach, absence Social Sciences H Social sciences (General) H1-99
spellingShingle	school refusal, cognitive behavioral therapy, counseling approach, absence Social Sciences H Social sciences (General) H1-99 Seval ERDEN Büşra Şirin AYVA Işıl TEKİN THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES
description	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
format	article
author	Seval ERDEN Büşra Şirin AYVA Işıl TEKİN
author_facet	Seval ERDEN Büşra Şirin AYVA Işıl TEKİN
author_sort	Seval ERDEN
title	THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES
title_short	THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES
title_full	THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES
title_fullStr	THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES
title_full_unstemmed	THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES
title_sort	use of cognitive-behavioral therapy in school refusal: primary and secondary case studies
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/4e3189d9aca54f7fabe34895a325b957
work_keys_str_mv	AT sevalerden theuseofcognitivebehavioraltherapyinschoolrefusalprimaryandsecondarycasestudies AT busrasirinayva theuseofcognitivebehavioraltherapyinschoolrefusalprimaryandsecondarycasestudies AT isıltekin theuseofcognitivebehavioraltherapyinschoolrefusalprimaryandsecondarycasestudies AT sevalerden useofcognitivebehavioraltherapyinschoolrefusalprimaryandsecondarycasestudies AT busrasirinayva useofcognitivebehavioraltherapyinschoolrefusalprimaryandsecondarycasestudies AT isıltekin useofcognitivebehavioraltherapyinschoolrefusalprimaryandsecondarycasestudies
_version_	1718415419056848896

THE USE OF COGNITIVE-BEHAVIORAL THERAPY IN SCHOOL REFUSAL: PRIMARY AND SECONDARY CASE STUDIES

Ejemplares similares