1) The document provides an overview of a presentation on understanding school avoidance, refusal, and truancy.
2) It defines these terms and explains their functions. School avoidance stems from negative reinforcement and escaping situations, while refusal provides positive reinforcement or rewards.
3) The presentation outlines the procedures a school, referred to as LT, follows in responding to these issues, including assessments, interventions, accommodations and consequences depending on the situation.
Criticism is part of our lives because everybody has an opinion, some are jealous of you, some want to drag you down, and some want to help you. Criticism does hurt! When somebody verbally lashes out at you, it feels as if you are under attack. You will certainly never have the ability to silence each of your doubters, so it is better you develop a strategy to handle criticism.
ADJUSTMENT
🠶Adjustment is the process of getting along with once own self and with others. It is a process by which the person varies his behavior to produce a more harmonious relationship between himself and his environment.
DEFINITION
🠶According to Shaffer, Adjustment is a process by which an individual maintains a balance between his needs and circumstances that influence the satisfaction of those needs.
🠶Webster considers adjustment as the establishment of a satisfactory relationship as representing harmony, conformance, adaptation or the like.
🠶Good defines adjustment as the process of finding and adopting modes of behavior suitable to the environment or the change in the environment.
NATURE OF ADJUSTMENT
•It is an achievement
•It is the process need reduction
•States relationship between person and his environment
•It brings happiness, efficiency and some degree of social feelings
•It depends on external and internal demands
•It refers both to a process and to a state
•It involves psychological and physiological adaptation
NEED & IMPORTANCE OF ADJUSTMENT
•To reducing frustration and tensions to the lowest minimum.
•Helps to lead a happy and well contented life
•Helps in balance between our needs and capacity
•Leads way of life according to the demands of the situations
•Gives strength and ability to bring desirable changes in the conditions of our environment.
CHARACTERISTICS OF A WELL ADJUSTED PERSON
🠶 He knows his strength and limitations
🠶 Has an adequate level of aspiration
🠶 His basic needs like organic, emotional and social needs are fully satisfied
🠶 He does not possess critical or fault finding attitude
🠶 His behavior is flexible
🠶 He is capable of struggling with odd circumstances
🠶 He has got a realistic perception of world
🠶 He has his own philosophy of life.
CHARACTERISTICS OF A WELL ADJUSTED STUDENT IN CLASS
🠶Has good physical health
🠶Psychologically comfort
🠶Has work efficiency
🠶Social acceptance
ADJUSTMENT PROCESS
🠶The adjustment process occurs when conflict occurs.
🠶Conflicts occurs between internal needs and external demand, in such condition there are three alternatives
1.The individual may inhibits or modify his internal need or demand
2.He can alter the environment and can satisfy his demands
3.He can use some mental mechanism to escape from conflicting situation and may able to maintain the balance the personality
MALADJUSTMENT
🠶 Maladjustment literally means faulty or unsatisfactory adjustment
🠶 In psychology, the term is used to mention the inability to adjust to the demand of
interpersonal relationship and the stresses of daily living.
🠶 It refers to the degree of disharmony between the person and his environment
🠶 It results in frustration and conflicts.
FRUSTATION AND CONFLICT
🠶FRUSTATION
It means emotional tension resulting from the blocking of a desire. It is an individual’s goal-seeking activity is obstructed. It results in mental tension.
Learn about adolescent anxiety, including risks, warning signs, how anxiety can affect the body and well-being, and how cognitive behavioral therapy (CBT) can help your child better cope with life's stresses.
Dealing with post traumatic experience during covid 19sojan47
Prepared by
Dr Sojan Antony
Department of Psychiatric Social Work
National Institute of Mental Health Care and Nero Sciences (NIMHANS), Bangalore, India
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
Criticism is part of our lives because everybody has an opinion, some are jealous of you, some want to drag you down, and some want to help you. Criticism does hurt! When somebody verbally lashes out at you, it feels as if you are under attack. You will certainly never have the ability to silence each of your doubters, so it is better you develop a strategy to handle criticism.
ADJUSTMENT
🠶Adjustment is the process of getting along with once own self and with others. It is a process by which the person varies his behavior to produce a more harmonious relationship between himself and his environment.
DEFINITION
🠶According to Shaffer, Adjustment is a process by which an individual maintains a balance between his needs and circumstances that influence the satisfaction of those needs.
🠶Webster considers adjustment as the establishment of a satisfactory relationship as representing harmony, conformance, adaptation or the like.
🠶Good defines adjustment as the process of finding and adopting modes of behavior suitable to the environment or the change in the environment.
NATURE OF ADJUSTMENT
•It is an achievement
•It is the process need reduction
•States relationship between person and his environment
•It brings happiness, efficiency and some degree of social feelings
•It depends on external and internal demands
•It refers both to a process and to a state
•It involves psychological and physiological adaptation
NEED & IMPORTANCE OF ADJUSTMENT
•To reducing frustration and tensions to the lowest minimum.
•Helps to lead a happy and well contented life
•Helps in balance between our needs and capacity
•Leads way of life according to the demands of the situations
•Gives strength and ability to bring desirable changes in the conditions of our environment.
CHARACTERISTICS OF A WELL ADJUSTED PERSON
🠶 He knows his strength and limitations
🠶 Has an adequate level of aspiration
🠶 His basic needs like organic, emotional and social needs are fully satisfied
🠶 He does not possess critical or fault finding attitude
🠶 His behavior is flexible
🠶 He is capable of struggling with odd circumstances
🠶 He has got a realistic perception of world
🠶 He has his own philosophy of life.
CHARACTERISTICS OF A WELL ADJUSTED STUDENT IN CLASS
🠶Has good physical health
🠶Psychologically comfort
🠶Has work efficiency
🠶Social acceptance
ADJUSTMENT PROCESS
🠶The adjustment process occurs when conflict occurs.
🠶Conflicts occurs between internal needs and external demand, in such condition there are three alternatives
1.The individual may inhibits or modify his internal need or demand
2.He can alter the environment and can satisfy his demands
3.He can use some mental mechanism to escape from conflicting situation and may able to maintain the balance the personality
MALADJUSTMENT
🠶 Maladjustment literally means faulty or unsatisfactory adjustment
🠶 In psychology, the term is used to mention the inability to adjust to the demand of
interpersonal relationship and the stresses of daily living.
🠶 It refers to the degree of disharmony between the person and his environment
🠶 It results in frustration and conflicts.
FRUSTATION AND CONFLICT
🠶FRUSTATION
It means emotional tension resulting from the blocking of a desire. It is an individual’s goal-seeking activity is obstructed. It results in mental tension.
Learn about adolescent anxiety, including risks, warning signs, how anxiety can affect the body and well-being, and how cognitive behavioral therapy (CBT) can help your child better cope with life's stresses.
Dealing with post traumatic experience during covid 19sojan47
Prepared by
Dr Sojan Antony
Department of Psychiatric Social Work
National Institute of Mental Health Care and Nero Sciences (NIMHANS), Bangalore, India
Using Bloom's Taxonomy to Foster Critical ThinkingJerold Meadows
A presentation designed to help secondary and collegiate instructors use Bloom's Taxonomy to design curriculum elements and foster critical thinking in learners.
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
What are the fundamentals for building an inclusive school? José Miguel Freitas from Instituto Politécnico de Setúbal speaks about the essential conditions for ensuring access to all students.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
This presentation is designed to provide helpful tips for dealing with stresses associated with the holidays.
It is applicable to everyone, although it was designed primarily as a resource for chaplain usage in a long-term care environment.
Directive counseling
Steps of Directive counseling
Basic Assumptions of Directive Counseling
Advantages of Directive counseling
Limitations of Directive counseling
Topic: Functions & Scope of Guidance & Counselling
Student Name: Numrah
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
What are the fundamentals for building an inclusive school? José Miguel Freitas from Instituto Politécnico de Setúbal speaks about the essential conditions for ensuring access to all students.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
This presentation is designed to provide helpful tips for dealing with stresses associated with the holidays.
It is applicable to everyone, although it was designed primarily as a resource for chaplain usage in a long-term care environment.
Directive counseling
Steps of Directive counseling
Basic Assumptions of Directive Counseling
Advantages of Directive counseling
Limitations of Directive counseling
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
However much we try our best as educators, we are only human. On our bad days, why is it that some students seem to annoy us more than others? Why do we all have those favorite students and those who make us want to tear our hair out? What we think of them may be more of a reflection of our own life and education experiences. This workshop will give practical suggestions on how we can build better relationships with our students and deepen our understanding of their needs.
I held various headships and advisory, consultancy posts in the primary and secondary education systems.
I use this PowerPoint in my whole school training across the UK. In coaching middle managers and leadership teams in establishing positive behaviour in their school.
Some examples of disruptive behavior
Threats to harm or threatens verbally or physically
Distracting and loud noises
Answering mobile phones or making electronic devices beep
Exhibiting erratic, irrational behavior
Speaking on the phone without recognition
Room entrance and exit is out of permission
Engaging in a way that disrupts a class or administration procedure
The presentation is an intellectual output developed within the GAME KA201 project : "UsinG online gAMe to tackle Early school leaving and reducing behavioral difficulties among pupils" 2019-1-PL01-KA201-064865. These theoretical materials concern behavioral disorders among students.
Explain how the Common Core State Standards are structured.
Explain how the CCSS supports and requires disciplinary literacy.
Identify where my discipline-based instructional reading and writing activities fall on the continuum of k-12 CCSS progression and where the CCSS indicates they should fall.
for Anchor Reading Standard #1
for Anchor Writing Standard #2
Determine how to close the gap
1. Understanding the Missing Piece:
School Avoidance, Refusal, and Truancy
Presented by:
Jennifer Fanta, Pamela Locke, Mary Pacejka, Anne Strickland
2. Pre-Assessment
DIRECTIONS:
Please determine whether
each statement is True or
False. Mark T for true or F for
false in the blank next to
each statement.
3. Today’s Objectives:
I will:
1. be able to define school avoidance, school refusal, and truancy.
2. be able to explain LT’s procedure for responding to school avoidance, school
refusal, and truancy.
3. learn strategies for working with students that have exhibited problems
concerning school avoidance, school refusal, and/or truancy.
4. Today’s Agenda:
•Mini assessment concerning the content of the
presentation
•What are the functions of school avoidance, refusal, and
truancy?
•How does LT handle these issues?
•Apply definitions and LT procedures to case studies
•What are strategies for working with students that exhibit
school avoidance, refusal, or truancy?
•Practice using the strategies
•Review of the pre-assessment
•Exit Slip (What questions do you still have?)
5. What is School Refusal and Avoidance?
• Child motivated refusal to attend school or difficulty
remaining in school for the entire day
• Often seen on a continuum of severity and chronicity
1. Self-corrective: absenteeism remits spontaneously
2. Acute: absenteeism lasts from two weeks to one year
3. Chronic: absenteeism lasts longer than one school year
6. What is School Avoidance, School Refusal, and Truancy?
Functions of School Avoidance: Functions of School Refusal:
• Negative reinforcement • Positive reinforcement
• To avoid school-related stimuli • To pursue attention from
that provoke negative significant others
affectivity(symptoms of dread, • To obtain or pursue tangible
anxiety) rewards
• To escape aversive social or
evaluative situations
7. Key Characteristics
School Avoidance and Refusal Truancy
• Severe emotional distress (anxiety, • Lack of emotional distress
depression, somatic issues)
• Parents are aware of absenteeism • Absences often concealed from parents
• Absence of significant behavioral or • Frequent antisocial behavior, often in the
antisocial issues company of antisocial peers
• Child stays home during school hours • Child does not stay home during school hours
(looking for comfort) • Lack of willingness to meet academic
• Willingness to complete school work expectations
8. How prevalent are these issues?
• Up to 28% of children display some type of school refusal behavior
at one point in their lives
• Equally common among boys and girls
• Peaks at kindergarten, 6th grade, and freshman year
• No relationship to academic or intellectual ability
• Up to 56% of school avoiders have a primary diagnosis of an anxiety
disorder
• At least 31% of school avoiders display a diagnosable depressive
disorder
9. What is LT’s protocol for School Avoidance?
• Social worker meets with student to complete assessment to determine
the function of non-attendance (avoidance or refusal)
• As indicated, completes home visits
• Provides referrals and strategies to family
• SW and SAT involved in ongoing dialogue regarding necessary schedule
modifications, re-entry class, accommodations
• See handout for protocol based on 3 tier system
10. What are LT’s procedures for School Refusal?
• Social worker meets with student to complete assessment to determine the
function of non-attendance (avoidance or refusal)
• Provide resources and strategies to student and family
• As indicated, completes home visits
• SW and SAT involved in ongoing dialogue regarding necessary schedule
modifications, re-entry class, accommodations
• Appropriate consequences from attendance office as determined by individual
situation
• See handout for protocol based on 3 tier system
11. What are LT’s procedures for Truancy?
• Letter from Assistant Principal sent home
• Meeting with parents
• Appropriate referrals given to family
• Student referred to truancy office
12. Case Study
DIRECTIONS:
1) Identify your elbow partner.
2) Read the three cases provided.
3) For each case:
– Determine and then record whether this is an example of school avoidance,
school refusal, or truancy.
– Identify and record the evidence that led you to determine whether the case was
an example of school avoidance, school refusal, or truancy .
14. THINGS TO KNOW & REMEMBER:
• Avoidance and refusal can co-occur, and this
What are strategies requires a combination of treatment strategies, which
involves a longer time frame.
for working with •Reintegration is complicated, there will often be
students that exhibit setbacks.
school avoidance, •Some behaviors may escalate or new behaviors may
surface as a student reintegrates (signs of anxiety,
refusal, or truancy? avoidance, somatic complaints).
• Students do not want to feel this way – they are not
just “blowing off” school.
15. THINGS TO SAY:
What are strategies • How can I help you feel comfortable in my
classroom?
for working with
• Let’s talk about how to best complete the
students that exhibit work.
school avoidance, • I know this is hard for you.
refusal, or truancy? • I am happy to see you.
16. THINGS TO DO:
• Keep counselor, social worker, or parent updated on
What are strategies any changes in behavior.
• Be flexible with required work completion.
for working with
• Allow oral presentations to be given in an alternate
students that exhibit setting, or allow for practice.
school avoidance, • Seat student near the door.
• Communicate questions/concerns with
refusal, or truancy? counselor/SW .
• Send an encouraging note to student about attending
school.
17. Additional Classroom Interventions
• Plan ahead with student to identify coping strategies that student will use in class
• Allow for breaks
• Assist in preventing feelings of being overwhelmed by simplifying instructions or breaking
down assignments
• Write class objectives and schedule on board
• Utilize peers to help student increase connection to class
• Plan for transition
• Address negative peer relationships in classroom such as bullying, etc.
18. Role Play
DIRECTIONS:
1) Identify your elbow partner.
2) Determine who will be the student and who will be the teacher.
3) Read the provided case scenarios again.
4) Act out each situation.
• Student: Return to school after being absent for the indicated reason.
• Teacher: Apply the strategies you just learned in order to respond to the student
in a way that will positively assist them with re-entry into the learning
environment.
19. Anyone willing to repeat As we are watching, please
their performance for the consider:
entire group? •What strategies did the
“teacher” rely upon?
•Did your team utilize any other
Thank you for your strategies? Which ones?
bravery!
22. EXIT SLIP
• Please record your remaining questions on the provided note card.
• Since time did not allow us to address all questions, we will send out a
memo with the answers to your submitted questions within one week.
THANKS FOR YOUR PARTICIPATION!
23. References:
Missing Piece Power Point Template. Retrieved from <http:
www.presentationmagazine.com> .
Haarman, G.B. (2009). School Refusal Behavior: Effective Techniques
to Help Children Who Can’t or Won’t Go To School. Cross Country
Education, Presentation for Professional Development.
Kearney, C.A., & Albano, A.M. (2007). When Children Refuse School: A
cognitive-behavioral therapy approach – Therapists Guide, 2nd Edition.
New York, New York: Oxford University Press.
