Persistent School Non- Attendance. Aims and Outcomes Participants will have an understanding of...
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Persistent School Non- Attendance
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Aims and Outcomes
Participants will have an understanding of persistent school non attendance and the associated risk factors
Participants will develop an understanding of Kearney’s four functions of school non-attendance
Participants will explore phases of identification, planning and intervention within a staged intervention approach
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Why school non attendance?
The problem In 2008 – 2009 rate of non attendance was 8.8% Equates to every pupil missing 34 half days
Costs Linked to delinquency Linked to levels of attainment Effect on future mental health Effect on future employment options
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Activity 1: Risk Factors
In small groups generate some risk factors related to the following headings:
Institutional
Family
Individual
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Examples of Institutional Risk Factors Size of school Structure of school day Disruption and instability of school staff Authoritarian management styles Hostile pupil teacher relationships Specific areas of school are hotspots for
bullying
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Examples of Family Risk Factors
Views of education and value of full attendance Domestic violence Atypical parental working patterns Inadequate or poor parenting Birth of a new child Parental separation Practical problems bringing child to school
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Examples of Individual Risk Factors Social isolation/few friends Bullying Peer pressure Children having to be carers Sudden traumatic event Moving house or school Parental illness Ethnic language issues
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Activity 2: Physical Signs or Symptoms In small groups consider what physical signs
or symptoms a child or young person might present with
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School non attendance: definition Past terms: truancy vs school phobia
Focus on within child deficit
Present terms: persistent school non attendance Focus on why child is not attending Looks at the function of non attendance
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Four Functions of Non-Attendance Avoidance of stimuli that provoke general
negative affectivity Avoidance of aversive social or evaluative
situations at school Attention seeking behaviour Pursuit of tangible reinforcement outside of
school
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Activity 3: Four Functions
The worksheet for this activity outlines some possible scenarios for school non attendance. From the information given discuss a) the most probable function of the non attendance and b) what other information you would need to gain more evidence for your hypothesis.
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Function One: Avoidance of stimuli that provoke general negative affectivity The negative stimuli may not be identified Child may experience feelings such as:
Being sick Headaches Stomach pains Poor sleeping patterns Difficulty in concentrating Restless Emotional trembling, shaking, crying
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Function Two: Avoidance of aversive social or evaluative situations at school Negative stimulus tends to be more specific
For example Poor peer relationships Possible learning difficulties separation anxiety
Signs/symptoms are similar to Function One
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Function Three: Attention seeking behaviour Tends to be younger children who display
this behaviour (mean age of 9.5)
Behaviours can be manipulative & controlling
Signs & symptoms are similar to Function One
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Function Four: Pursuit of tangible reinforcement outside of school Common reinforcers can be:
Peer group Using or abusing drugs and/or alcohol Wanting to stay at home
Attention problems & more delinquent/ aggressive behaviour are more common than in the other groups
Difficulties are less anxiety based
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Activity 4: Current Practice
In small groups discuss what preventative measures you have in place to deal with persistent school non attendance
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Preventative approaches within school
Monitoring attendance patterns Establishment of safe areas Monitoring of ‘hot spots’ Clear anti-bullying policy Pastoral support systems Engaging families Social skills development Circle time
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Staged Intervention
Schools should be able to effectively assess and support the majority of pupils’ support needs
CDOs and teachers have a central role in the identification of additional support needs
SI allows for a comprehensive approach to gathering information
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Staged Intervention: Stage 1
If patterns of non-attendance are consistent and fall below 90% a staged approach should be considered
Refer to possible risk factors Refer to the four functions and address any
points as necessary Progress and strategies should be reviewed
and tracked according to establishment procedures
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Staged Intervention: Stage 2
When resources within the establishment are necessary move to Stage 2
Staff to continue to consider risk factors and the four functions of non attendance
Direct communication and active planning (documentation) to take place with school, parent/carer/child outlining ASN and outcomes
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Activity 5: Staged Intervention 2 Discuss one strategy on the activity sheet
and carry out a Strengths Weaknesses Opportunities Barriers analysis (SWOB)
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Staged Intervention: Stage 2
Encourage parents/carers to take their child to school
Be aware that staying at home can increase the child’s anxiety
Explore factors such as curricular demands, home situation
Engage with family by whatever means necessary
Explore possibility of restricted timetable & gradual integration
Encourage use of basic coping strategies such as relaxation and positive self-talk
Consultations through the JST could take place at this stage
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Staged Intervention: Stage 3 and 4 Prior to moving to stage 3 and 4 consultation
should take place at the JST
Persistent non-attendance may require multi-agency input taking account of the evidence of school intervention
Further assessment might be necessary to identify appropriate intervention
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Multi-Agency Approach
School should be the central focus for any coordinated level of input
Importance of each agency having clear roles and responsibilities
Importance of shared definition of persistent school non attendance
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Assessment
Assessment should ascertain if: Non attendance is the primary problem
It is related to or subsumed by another difficulty such as anxiety, depression or a learning difficulty
There are any other existing medical conditions
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Assessment
Assessment should be collaborative & may include: Structured interviews, exploring functions of
behaviour
Self report measures
Parent/teacher questionnaires or checklists
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Interventions
No single intervention strategy has proven to be effective
Intervention should be related to the identified function of non attendance
Intervention should be related to the individual’s needs
A multi-stranded approach is key for success, working at levels of individual, class & school
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Research evidence
Function One: Direct input with child – feelings, thoughts,
behaviour Desensitisation Cognitive Behavioural Therapy (CBT) In vivo flooding
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Research evidence
Function Two Similar to Function One Cognitive approaches may help to develop social
skills Graded behavioural exposures CBT
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Research Evidence
Function Three Restructuring parents’ commands Ignoring simple inappropriate behaviours Establishing fixed routines and ensure
children keep to these Punishments Reward systems Forced school attendance
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Research Evidence
Function Four Family Therapy Contracts Communication skills training Escorting to school & classes Peer refusal skills training
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Activity 6: Next Steps
Pupils must have access to some form of education.
In order to become successful learners, confident individuals, responsible citizens and effective contributors, identify two aspects that may help to improve attendance and build capacity within your school.