Abstract
apply to students with school attendance problems (SAPs). A school counselor adopted the rapid school return approach in a school-based behavioral consultation with parents of a 13-year-old Japanese male student who refused to attend school. After the parents implemented the approach, the student resumed his regular school attendance, which continued until the end of junior high school. The A–B design in a single case study was employed as the research design. Throughout the implementation of the approach, the findings indicated that: (a) school counselors should conduct behavioral consultation sessions with parents periodically; (b) school counselors and parents should discuss who is responsible for the escorting process; (c) school staff and school counselors should collect attendance accurate data of students with SAPs daily until the end of the academic year; and (d) school counselors should view SAPs as a persistent problem for students, which can relapse at certain points during compulsory school. This current case study suggests that behavioral consultation with parents of youth with SAPs can be effective in dealing with students who refuse to attend school and are unwilling to seek specialists’ help.
Highlights
Numerous scholars have discussed school attendance problems (SAPs) as a universal psychosocial issue for a long time (Maeda & Hatada, 2019); and despite the breadth of studies conducted in this field to date (Maeda, 2017), the number of youth with SAPs has been increasing globally (Gren-Landell, 2021)
On the third day, he refused to put on his school uniform and attend school, so his parents escorted him to school as agreed in the consultation
The current case study suggests that behavioral consultation with parents of youth with SAPs can be effective for dealing with school-refusing students who are unwilling to utilize specialist services
Summary
Numerous scholars have discussed school attendance problems (SAPs) as a universal psychosocial issue for a long time (Maeda & Hatada, 2019); and despite the breadth of studies conducted in this field to date (Maeda, 2017), the number of youth with SAPs has been increasing globally (Gren-Landell, 2021). School is a crucial environment for youth development (Heyne, Gren-Landell, Melvin, & Gentle-Genitty, 2019) as it enables them to acquire academic, social, communication, and problem-solving skills, as well as stress tolerance and other abilities. Scholars have highlighted that if conditions surrounding SAPs are prolonged, addressing the problem would become increasingly challenging (King et al, 1998; Okuyama, Okada, Kuribayashi, & Kaneko, 1999; Sonoda, Hashimoto, Ishibashi, & Kamohara, 2008; Terada, 2010; Thambirajah, Grandison, & De-Hayes, 2008).
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