Refusal Behavior Research Articles

When enough is enough! Alcohol servers’ refusal styles and key antecedents

While alcohol servers’ play a critical role in managing customers’ intoxication in hospitality settings, there is little research that investigates actual server refusal behaviors within hedonic interactions. This study is an in-depth exploration of the key styles alcohol servers use to refuse alcohol service and the determinants of these behaviors. Fourteen interviews conducted with service staff reveal four styles of alcohol refusal behaviors: assertive, hedonic, avoiding, and compromising refusal. Four determinants of supervisory/organizational support, efficacy in enacting behavior, perceived responsibility, and perceived customer characteristics and behaviors appear to relate to these refusal behaviors. The paper addresses marketing and policy implications for hospitality managers, and concludes with limitations and future research directions.

Comment comprendre les phobies scolaires ?

L’objectif de ce travail est de présenter la prise en charge en thérapie comportementale et cognitive (TCC) d’une enfant souffrant d’anxiété de séparation se manifestant par un refus scolaire anxieux à travers une étude de cas. Les données épidémiologiques semblent indiquer que le trouble anxiété de séparation chez les enfants pré-pubères est de l’ordre de 4 à 5 % dans la population générale (Massi et al., 2001). En ce qui concerne les facteurs de risque identifiés, ils incluent notamment l’attachement (Brumariu et Kerns, 2010) ou encore les pratiques parentales comme la surprotection (Mofrad et al., 2009). D’autre part, en ce qui concerne l’âge de début, il semble exister un pic vers 5–7 ans, lors de l’entrée au cours préparatoire (Doerfler et al., 2008). Les chercheuses et cliniciennes Blatter-Meunier et Schneider (2011) ont créé le programme familial contre l’anxiété de séparation (PFAS) qui est un programme thérapeutique comportemental du traitement de l’anxiété de séparation vérifié empiriquement. Ce programme a été suivi dans la prise en charge de Maeva âgée de 7 ans et de sa famille. Ce cas clinique est également l’occasion de souligner la place centrale de l’intégration de la famille et de l’environnement de l’enfant dans la conceptualisation de cas, l’analyse fonctionnelle et dans la prise en charge d’enfants en TCC.The aim of this study was to present the cognitive-behavioral therapy of a child with a separation anxiety disorder and severe school refusal behavior. Epidemiologic studies suggest that anxiety separation disorder in pre-pubescent children affects between 4 to 5% of the general population (Massi et al., 2001). The identified risk factors include attachment (Brumariu and Kerns, 2010) or parental practices such as overprotection (Mofrad et al., 2009). The researchers and clinicians Blatter-Meunier and Schneider (2011) created the family program against separation anxiety (PFAS) which is an empirically verified behavioral treatment of separation anxiety. The first four sessions contain psychoeducation about the difference between normal anxiety, pathological anxiety and anxiety during child growth. The child begins to develop positive thoughts against fear and anxiety. It also provides the opportunity to explore the child's personal experiences about the disappearance of fear, to talk about other situations and to identify avoidant behaviors and parental dysfunctional thoughts which could maintain fear of separation. Then, the child and their family choose anxiety exposition situations and the active phase of the therapy begins. This program was followed in cognitive-behavioral therapy with Maeva, a 7-year-old girl and her family. Maeva was a smiling and joyful girl when she was with her mother. As soon as her mother left the room, she became anxious, bit her nails, asked the time and pretended to have something to find in her mother's handbag. According to her mother, Maeva never slept alone. She used to sleep with her parents and she had slept with her grandmother since her grandfather had died. Severe separation anxiety began at the same time as her parent's separation. For six weeks, Maeva had cried every morning in front of the school and entered the classroom late. Crying fits lasted longer and longer and Maeva was unable to participate in learning and class activities. The psychotherapist used the Screen for Child Anxiety Related Emotional Disorders (SCARED; Birmaher, 1997), the Children Depression Inventory (CDI; Kovacs, 1981, 1992), the Schedule for Affective Disorders and Schizophrenia for School-Age-Children Present and Lifetime version (Kiddie-SADS-PL; Puig-Antich and Chambers, 1978), behavioral observations from Maeva's mother and teacher and the Situations Émotions Cognitions Comportements Anticipations (SECCA; Cottraux, 1990) to assess psychopathological disorders and to do the functional analysis and case conceptualization. Maeva and her mother quickly and actively adhered to this program. The girl no longer worried about separation and going to school. She gained autonomy and maturity. Indicators used to assess symptoms and behaviors before, after and two months after the therapy decreased considerably. The overall improvement in total anxiety was 55% and 66% about separation anxiety. Social interactions were no longer a problem. The main difficulty was to plan sessions with Maeva's grandmother who was constantly unavailable. Maeva's parents were asked to become mediators between therapy and the grandmother. They had to include the grandmother in exercises at home and to teach her psychoeducation elements they had seen in sessions. This case also provided an opportunity to highlight the importance of including family members and the child's environment in case conceptualization, functional analysis and the child's individual care in cognitive-behavioral therapy.

Harnessing the power of personality assessment: subjective assessment predicts behaviour in horses

Objective assessment of animal personality is typically time consuming, requiring the repeated measure of behavioural responses. By contrast, subjective assessment of personality allows information to be collected quickly by experienced caregivers. However, subjective assessment must predict behaviour to be valid. Comparisons of subjective assessments and behaviour have been made but often with methodological weaknesses and thus, limited success. Here we test the validity of a subjective assessment against a battery of behaviour tests in 146 horses (Equus caballus). Our first aim was to determine if subjective personality assessment could predict behaviour during behaviour testing. We made specific a priori predictions for how subjectively measured personality should relate to behaviour testing. We found that Extroversion predicted time to complete a handling test and refusal behaviour during this test. It also predicted minimum distance to a novel object. Neuroticism predicted how reactive an individual was to a sudden visual stimulus but not how quickly it recovered from this. Agreeableness did not predict any behaviour during testing. There were several unpredicted correlations between subjective measures and behaviour tests which we explore further. Our second aim was to combine data from the subjective assessment and behaviour tests to gain a more comprehensive understanding of personality. We found that the combination of methods provides new insights into horse behaviour. Furthermore, our data are consistent with the idea of horses showing different coping styles, a novel finding for this species.

Factors Associated with Childhood Depression in Saskatoon Students: A Multilevel Analysis

This study examined links between depression and multilevel factors among children from Saskatoon elementary schools. A total of 4,200 students participated in the Saskatoon Student Health Survey conducted in 2008–9. Covariates included demographics and family structure, relationships, physical activity, bullying experiences, and school refusal behaviours. A multilevel logistic regression model was used to examine the impact of individual-level and school-level (contextual) factors. The study revealed that depression disparity existed among schools, and students’ school refusal behaviours such as skipping or being suspended from school were among the main factors contributing to the disparity between schools.

Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

PROTOCOL: Psychosocial Interventions for School Refusal Behavior With Elementary and Secondary School Students

Comparison of Self-Efficacy and Self-Regulation between Students with School Refusal Behaviour (SRB) and Students without SRB, and the Relationships of these Variables with Academic Performance

This paper compared the self-efficacy and self-regulation of students with school refusal behaviour (SRB) and students without SRB (NSRB), and also the relationships of these variables with academic performance among girl high-school students. Using a random stratified sampling technique, 60 girl students who had SRB and 60 of students with NSRB were selected from 8 high schools. The general self-efficacy scale (GSES; Schwarzer and Jerusalem, 1995), the Kearney, Cook, and Chapman, 2007’s School Refusal Criterions; Self-Regulation Inventory (Kanlapan and Velasco, 2009), and the student's current academic performance scores as a measure of academic performance were used for collecting data. Independent t-test showed that there are significant differences between self-efficacy, self-regulation and academic performance among two groups (p=%5). Furthermore, results showed that self-efficacy and self-regulation have simple and multiple significant correlations with academic performance in two groups (p<%5).

School refusal reason inventory for children and adolescents: development, reliability and validity

Objective To develop school refusal reason inventory(SRRI)for children and adolescents in China and assess its reliability and validity. Methods The primary SSRI was made based on clinical interviews and literatures. Pretest was carried out in a small sample from a clinic. Then the final SSRI was developed after qualitative analysis and item analysis. SRRI, the Screen for Child Anxiety Related Emotional Disorders(SCARED) and Child Depression Inventory(CDI) were administered to school refusers from 7 schools in Shenyang. All the schools were selected from Shenyang City and its countryside by cluster sampling. Some of the students were retested after one month. Descriptive statistics and exploratory factor analysis were carried out to examine the reliability and validity of SRRI based on all the data. Results Item analysis indicated correlation coefficients between all the items and the total marks were higher than 0.3, and they were significant. All the critical ratios of the items were higher than 0.3. The 43 items were divided into six factors (educational modality, factor of teachers, relationship with classmates, separated anxiety, study attitude and study environment) by exploratory factor analysis. The factor loading values were 0.372~0.848. The cronbach's α of each factor was 0.827, 0.831, 0.759, 0.623, 0.821 and 0.808. Retest reliability was 0.644(P<0.01). Its correlation coefficient with SCARED was 0.452 and 0.548 with CDI. Conclusion According to Chinese cultural back ground, the SSRI corresponds with psychometric indexes. There are good reliability and validity. It is helpful to understand the reasons of school refusal behavior in children and adolescents. Key words: School refusal; Children and adolescent; Development; Reliability; Validity

AN EVALUATION OF A PROGRESSIVE HIGH‐PROBABILITY INSTRUCTIONAL SEQUENCE COMBINED WITH LOW‐PROBABILITY DEMAND FADING IN THE TREATMENT OF FOOD SELECTIVITY

Few studies have examined the effects of the high-probability instructional sequence in the treatment of food selectivity, and results of these studies have been mixed (e.g., Dawson et al., 2003; Patel et al., 2007). The present study extended previous research on the high-probability instructional sequence by combining this procedure with low-probability demand fading with 2 boys with autism (9 and 10 years old) who had a history of food selectivity and engaged in active food refusal behaviors when presented with novel foods. Response requirements were faded gradually from responses the child would tolerate (e.g., touching the food) to the final requirement of chewing and swallowing the food. The antecedent-based intervention was implemented in the absence of escape extinction and was effective in increasing food consumption for both participants. Possible mechanisms responsible for the effectiveness of the intervention are discussed along with directions for future research.

Relationship between factors as sensation seeking, general self-efficacy and deviant peers with refusal skills among middle school students

To explore the relationship of sensation seeking, self-efficacy, deviant peers and refusal skills related to strategy on drugs among middle school students. A total of 502 students from two high schools and two vocational schools in Baise city were recruited with age distribution between 14 and 20 years. The study objects were asked to fill the sensation seeking scale, the general self-efficacy scale questionnaire on drug refusal strategies and behavior among peers. (1) Adolescents were more likely to use the Refuse (78.29%) and Leave strategy (77.89%) for initial drug offers and follow-up drug offers; (2) The general self-efficacy was negatively associated with the Explain and Leave strategies for initial drug offers and Explain strategy for follow-up drug offers. Sensation seeking was negatively related to the strategies on Explain and Leave for initial drug offers and follow-up drug offers. Peer influence was positively associated with both Refuse and Leave strategies for initial drug offers and follow-up drug offers; (3) from the logistic regression analysis showed that self-efficacy and sensation seeking were significant variables that could predict the results from the use of Explain strategy (β = -0.055 and -0.029) for both initial drug refusals and follow-up drug refusals and the use of Leave strategy (β = -0.057 and -0.041) for initial drug refusals. There were significant effects of sensation seeking and self-efficacy in predicting Explain or Leave strategies for drug refusals among middle students.

School-Based Intensive Exposure Therapy for School Refusal Behavior

Although previous studies have demonstrated the effectiveness of intensive exposure therapy for school refusal behavior, there have been few recent case studies on this subject. This article discusses the successful treatment of a 14-year-old student with school refusal behavior using intensive exposure therapy. In consultation sessions, the school counselor provided psychoeducation about the mechanism of school refusal behavior from a behavioral point of view, and developed the plan for intensive exposure therapy. The parents, school officials, and school counselor consecutively escorted the school refusal child from home to school. Through a series of treatments, the student was able to return to classes on a daily basis. This case study suggests that intensive exposure might be applied as an effective school-based approach for treating school refusal behavior.

An Intercultural Communication Study of Chinese and Malaysian University Students’ Refusal to Invitation

One of the challenges brought about by intercultural communication is the cross-cultural understanding of what is meant by what is said in another culture. Performing a given communicative act in a different cultural background than the speakers’ own requires taking into consideration several issues in order not to be perceived as impolite, rude, or even offensive in the host community. The present study aims to investigate the pragmatic behavior of refusal to invitation by Chinese international university students and Malaysian university students in Malaysia. The second aim is to seek the respondents’ perception in the process of refusing an invitation regarding their cognition, language of thought, and perception of insistence after refusing an invitation. The subjects were selected from forty Chinese international students and forty Malaysian students at University Sains Malaysia, Malaysia. Data were collected through a written discourse completion task and an immediate structured post-interview.An analysis of the data demonstrated that both Chinese and Malaysian respondents used similar type of strategies when refusing an invitation; however, they were different in terms of the number of strategies (i.e. frequency) used in each situation. It is hoped that the present research will not only make contributions to the studies of refusal behavior in the intercultural communication in general but to the pragmatic behavior of refusal to invitation between Chinese international students and Malaysian students in particular.

School refusal by patients with gender identity disorder

ObjectiveThe accumulating evidence suggests that school refusal behavior is associated with severe negative outcomes. However, previous research has not addressed school refusal by patients with gender identity disorder (GID). In this study, we tried to clarify the prevalence of school refusal among GID patients and the relationship of school refusal to demographic characteristics. MethodsA total of 579 consecutive Japanese GID patients at the outpatient GID Clinic of Okayama University Hospital between April 1997 and October 2005 were evaluated. ResultsThe prevalence of school refusal was 29.2% of the total sample. School refusal was more frequent among GID patients with divorced parents than those with intact families. Multiple logistic regression analysis showed that younger age at consultation and divorce of parents were significantly associated with school refusal among the male-to-female GID patients. ConclusionThe rate of school refusal among GID patients is high, and school refusal is closely related with a low level of education and current unemployment. We should pay more attention to GID patients of school age to prevent their school refusal, which results in low educational achievement.

School-based Behavioural Approach to School Refusal Behaviour : A Case Study of a Junior High School Student Who Returned to Classroom with Behavioural Psycho-education and Active Paternal Intervention

School-based Behavioural Approach to School Refusal Behaviour : A Case Study of a Junior High School Student Who Returned to Classroom with Behavioural Psycho-education and Active Paternal Intervention

An Exploration of the Relationship Between Trait Anxiety and School Attendance in Young People

Previous research has consistently found an association between elevated anxiety and school refusal behaviour (SRB) in children and young people. Kearney (J Child Psychol Psychiatry 48:53–61, 2007) suggested that this relationship is best understood by exploring motivations underlying SRB. The present study aimed to establish whether motivating factors associated with non-attendance could explain the relationship between trait anxiety and school attendance in a community sample of 162 12–13-year-old young people. We measured motivating factors using the School Refusal Assessment Scale-Revised (SRAS-R; Kearney in J Psychopathol Behav Assess 24:235–245, 2002). In addition, we assessed the factor structure of the SRAS-R using confirmatory factor analysis. Goodness-of-fit indices supported a three-factor model highlighting motivational factors related to negative affect, social avoidance and attention-seeking. The results showed a negative relationship between trait anxiety and school attendance that was mediated by social avoidance and attention-seeking. We suggested that a consideration of motivating factors is important to understand and address anxiety-related non-attendance in young people.

Confirmatory Analyses of the School Refusal Assessment Scale-Revised: Replication and Extension to a Truancy Sample

School absenteeism and school refusal behavior are prevalent and serious issues for youth, but few measures have been developed specifically for this population. The School Refusal Assessment Scale-Revised (child and parent versions) provides clinicians with a profile of the relative strength of four functions or maintaining variables regarding school refusal behavior. The scales have been previously tested largely on clinical samples in outpatient treatment settings, however. This study examined 216 youth with primary school refusal behavior and their parent/guardian referred to a community-based truancy court or truancy diversion setting for problematic absenteeism. The four-factor structure of the scales (Kearney Journal of Psychopathology and Behavioral Assessment 24:235–245, 2002a; Journal of Psychopathology and Behavioral Assessment 28:139–144, 2006) was supported via confirmatory factor analysis and specific functions were associated with specific symptom sets as predicted. The results help extend the generalizability of the scales to youths and their families who are more ethnically diverse and referred to a legal process.

Oxytocin changes primate paternal tolerance to offspring in food transfer

Oxytocin facilitates social recognition in rats and mice, onset of maternal behavior in virgin mice and formation of pair bonds without copulation in prairie voles. However, the relationship between this peptide and paternal behavior in primates remains largely unknown. We investigated whether oxytocin affects paternal behavior in common marmosets. In these primates, fathers as well as mothers take care of their infants, and transferring food to the infants is one of their more obvious caretaking behaviors. We tested whether oxytocin and an oxytocin receptor antagonist affect the transfer of food to offspirng by fathers. After intracerebroventricular infusion of the vehicle, oxytocin, or the oxytocin receptor antagonist, the fathers' behavior, including picking up food, transferring food to the offspring, and refusing to transfer food to the offspring, was analyzed. Compared with the vehicle, oxytocin reduced the frequency of refusal. This was not caused by reduction of appetite. Although the oxytocin receptor antagonist did not change the frequency of refusal behavior of the fathers statistically significant manner, these observations suggest that the tolerance of the adult male marmoset toward its offspring as shown by the transfer of food is increased by oxytocin administered into the central nervous system.

Exploration of factors to child and adolescent with school refusal behavior

Objective To explore the related factors of school refusal behavior in child and adolescent.Methods Investigated 141 students who had school refusal behavior in the department of psychiatry as the case group. 109 students were chosen randomly from 3 different grades in different schools as the control group. Two experienced psychiatrists made diagnosis according to DSM-Ⅳ criteria, the case group completed the direct factor investigation of School Refusal and the general condition questionnaires. The control group completed the general condition questionnaire only. Results 61 (43.7%) of the case group were diagnosed mental disorder according to DSM-Ⅳ ,17(28.91% ) of them were diagnosed mood disorder, which was the most in all kinds of mental disorder in case group. The results showed that age (P = 0.0003 ), location (P = 0. 035 ) and family income (P ＜ 0. 01 )were the most important factors for school refusal behavior in child and adolescent. The opinions of child and parent on the school refusal factors were quite different (P ＜ 0. 05 ). The former three direct reasons of school refusal were study pressure (6.47%) ,much more examinations and homework( 6.03% ) ,and willing to stay at home only (5.63%). Conclusion Mental disorder is the main causation of school refusal behavior. Age, location and family income are related closely to school refusal behavior. Study pressure, peer difficulty and poor parent-child relationship are direct factors of school refusal behavior. Key words: Child and adolescent; School refusal behavior; Mental disorder

The First Man in Her Life: Father Emotional Responsiveness During Adolescence and College Women's Sexual Refusal Behaviors

Few empirical studies have examined how fathers influence daughters’ sexual interactions with male peers. We hypothesized that paternal emotional responsiveness would empower daughters to refuse unwanted sex. Female undergraduates (N = 144) and their fathers completed measures of paternal responsiveness during adolescence; daughters also reported their global self-worth, acceptance of male partner dominance, and sexual refusal behaviors. As expected, paternal responsiveness promoted daughters’ refusals of unwanted sex. Paternal responsiveness predicted daughters’ self-worth, partially explaining daughters’ increased sexual assertiveness. Perceived paternal responsiveness also negatively predicted daughters’ acceptance of male dominance. These results suggest that positive paternal relationships promote daughters’ sexual agency.

A structured account of short‐term psychodynamic psychotherapy with a man with learning disabilities

This article describes a short‐term psychodynamic treatment of a learning disabled adult male, referred to a community psychology service with social withdrawal and refusal behaviours. It explains the nature of the intervention, progression through the therapeutic process, development of hypotheses and the emergent formulation, and therapeutic outcomes for the client.The article identifies the suitability of short‐term individual psychodynamic psychotherapy for cases such as this, and demonstrates how such interventions can be documented through structured accounts of treatments, which link theory to practice.