Engaging Truant Adolescents: Results From a Multifaceted Intervention Pilot

DeSocio, Janiece; VanCura, Maureen; Nelson, Linda; Hewitt, Gary M.; Kitzman, Harriet; Cole, Robert E.

doi:10.3200/psfl.51.3.3-11

Cited by 54 publications

(35 citation statements)

References 8 publications

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“…In other words, students deliberately skip school or cut classes (Barry, Chaney & Chaney, 2011;Darmody, Smyth & McCoy, 2008;DeSocio et al, 2007;Fallis & Opotow, 2003;Hallfors et al, 2002;Henry, 2007Henry, , 2010Kearney, 2006Kearney, , 2007Reid, 2003;Spencer, 2009 Also, what may sometimes be noted as other forms of truancy and absenteeism such as specific lesson absence, parentally condoned absence, near truancy (psychological absence), school refusal, and school phobia (Reid 1999(Reid , 2005(Reid , 2010(Reid , 2014 are in some cases reiterations or the further breaking down of previously noted forms. The motive for skipping school or cutting classes may sometimes be a deliberate act not just to avoid certain courses or lessons but certain people as well (Fallis & Opotow, 2003), such as a particular teacher or a classmate.…”

Section: Sub-categories Of Truancy In the Us And Other Territoriesmentioning

confidence: 99%

Truancy: a look at definitions in the USA and other territories

Gentle-Genitty

Karikari

Chen

et al. 2014

Educational Studies

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There is no shortage of definitions for truancy. One state may house many different definitions and there are a variety of challenges arising from this fact. One of the most important to researchers, policy makers, and educators alike, is that because of the lack of uniformly and consistency, it is difficult to compile and ascertain the totality of the phenomenon. The lack of a consistent definition influences a wide range of outcomes including policy matters, financial resources and definitive responses and intervention strategies. This manuscript attempts to synthesize the literature through the examination of operational definitions of truancy in the US and in other territories. In addition to these operational definitions, expert opinions from focus groups proposed an enhanced definition of truancy. The study is qualitative and uses focus groups and synthesis of the literature to frame the work. Findings are presented. The goal is to synthesize the literature, not in its entirety, but in an attempt to combine and inform the conversation on a definition of truancy, despite initially seeming to be somewhat unachievable.

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Section: Sub-categories Of Truancy In the Us And Other Territoriesmentioning

confidence: 99%

Truancy: a look at definitions in the USA and other territories

Gentle-Genitty

Karikari

Chen

et al. 2014

Educational Studies

View full text Add to dashboard Cite

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“…Student variables that may influence truant behaviour include, but not limited to physical and mental health problems, substance abuse, drug use, perception of self and detachment from school. DeSocio et al (2007) claimed that truancy coexist with student and family mental health disorders and may be an indicator for an existing or emerging mental health disorder, including post-traumatic stress disorder, anxiety, depression and or substance abuse. Henry (2007) explained that students who used alcohol one or more times a month as 26.5% more likely to skip school than peers who do not use alcohol.…”

Section: Individual Influencementioning

confidence: 99%

“…Of equal importance, students that held lower perceptions about themselves were more likely to skip school than students who held higher perceptions of themselves. DeSocio et al (2007) indicated, that as many as 30% of the youth who are absent on a given school day are representative of school disengagement, or detachment. According to Henry (2007), students who exhibit school disengagement, lack commitment to the school, are poor achievers and hold low aspirations for their future.…”

Section: Individual Influencementioning

confidence: 99%

“…According to Harnett (2007) absenting from school without permission is truancy whilst chronic truancy is not that there is no excuse provided but rather the excuse is not a valid one. Baker and Nugent (2001) reported that hundreds of thousands of American students are absent from school without permission each day and this issue is ranked among the top ten problems facing schools across the country (Desocio et al, 2007). It contributes significantly towards the undermining of educational systems.…”

Section: Introductionmentioning

confidence: 99%

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2018

IJEPRR

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The aim of the research was to investigate why many pupils in the Savelugu West Circuit of Education in Ghana, frequently missed classes and to equip teachers to manage the situation. Action research was employed as the research design of the study. Data collection instruments used include, observation, interviews and questionnaires. In all, ninety (90) pupils and fifteen (15) teachers with a total of one hundred and five (105) participants took part in the study. Purposive sampling was used to select 5 teachers each from the three schools of the study and stratified random sampling to select 30 students each from the three schools. The first stage of sampling of students was to get information from sources, such as school attendance registers from all the classes. The data collected was analyzed using tables and charts to find answers to the research questions related to truancy of pupils in the study area. A two -day workshop for teachers on strategies to make classrooms more conducive and involving to sustain the interest of truants was organized. The study revealed that the schools' environment, methods of teaching, punishment and parents' apathy towards their children's education promoted truant behaviours. The study recommended that teachers should improve their teaching methods, provide counseling, reduce punishment, make environments conducive for learning and parents should provide for their wards' school needs and monitor their progress in school. In addition, both parents and students should be sensitized on the importance of education. The study contributes in existing literature and knowledge in matters related to truancy in schools.

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“…A range of interventions have been assessed: warning letters (McCluskey, Bynum, & Patchin, 2004), individual behavioural contracts (Brooks, 2001), counselling (Ford & Sutphen, 1996), and case management (Fantuzzo, Grim, & Hazan, 2005), as well as behavioural support and mentoring (DeSocio et al, 2007). These interventions vary in complexity from simple to multi-modal (Maynard et al, 2013).…”

Section: Schoolmentioning

confidence: 99%

Activating school bonds: a study of truanting young people in the context of the Ability School Engagement Program (ASEP)

Sobolewska¹

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Strong school bonds have three active components: commitment, attachment and belief (Hawkins & Weis, 1985). Young people with strong school commitment engage in learning and consistently participate in various school activities (Catalano, Oesterle, Fleming, & Hawkins, 2004). Strong school attachment also fosters a sense of belonging at school, preventing development of antisocial peer associations outside the institutional setting (Hawkins & Weis, 1985). Young people with strong school belief also internalise institutional values and follow school rules (Hawkins & Weis, 1985). There is a paucity of research however, about how the school bonds of youth at risk can be strengthened (Appleton, Christenson, & Furlong, 2008). Empirical studies have shown that school engagement interventions can enhance prosocial development (Catalano, Oesterle, Fleming, & Hawkins, 2004;Hawkins, Guo, Hill, Battin-Pearson, & Abbott, 2001). Yet less is known about the mechanisms and processes fostering that change (Maynard, McCrea, Pigott, & Kelly, 2013;Mazerolle, 2014).This dissertation explores the mechanisms of a truancy intervention, the Ability School Engagement Program (ASEP), that activate school engagement. ASEP is a police-school partnership intervention delivered in the format of a family group conference. The intervention aims to reduce truancy among youth with histories of problematic school absenteeism. I apply the Social Development Model's (SDM) hypothesis that strengthening school bonding is a social process involving the young person and significant others at home and school (Catalano et al., 2004). I explore the mechanisms of the ASEP process within the SDM's school bond construct comprising of school commitment (investment in doing well in school), attachment (interpersonal relations at school) and belief (attitudes towards school rules). Using 47 transcripts from the ASEP family group conference proceedings, I conduct a thematic analysis of how the ASEP processes can activate school commitment, attachment and belief. In addition, I conduct a case study analysis to unpack how ASEP can activate school belief and how that impacts on school re-engagement and social relations over a two year period. I also examine data from the ASEP exit meetings that were conducted six months after the conference and interviews with the parents that I conducted two years after their recruitment into the project.First, I find that the ASEP process differentially activates participants' readiness for school re-engagement (or school commitment) depending on the young person's willingness and iii presenting capability. Activating the readiness for school re-engagement is a social process that is more complex for some than others. Some young people need more support and resources for school re-engagement than others. I identify five types of truants and find that the focus of the ASEP conference process shifts depending on the truant type. Second, I find that school-based peers can influence truancy through conflict (i.e. fighting and ...

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Engaging Truant Adolescents: Results From a Multifaceted Intervention Pilot

Cited by 54 publications

References 8 publications

Truancy: a look at definitions in the USA and other territories

Truancy: a look at definitions in the USA and other territories

Untitled

Activating school bonds: a study of truanting young people in the context of the Ability School Engagement Program (ASEP)

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