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School Refusal Behavior: Effective Techniques to Help Children Who Can't or Won't Go to School
By: George Haarman
Single 2 to 4 5 or More
$159.00 $149.00 $139.00
 
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Program Details
Description What will you learn? Audience
Speaker's Bio Testimonials  

School refusal is a problem that is stressful for children, for their families and for school personnel. Failing to attend school has significant long-term and short-term effects on children's social, emotional and educational development. School refusal is often the result of, or associated with, co-morbid disorders such as anxiety or depression. Careful assessment, treatment planning and management of school refusal are critical to a successful and quick return to school. Treatment may include educational support, cognitive therapy, behavior modification, parent/teacher interventions and pharmacotherapy.

This one-day seminar will break down the distinction between truancy and school refusal. Completing the seminar will assist participants in performing a functional analysis of school refusal to determine the motivation and particular reinforcement systems that support the behavior. The course will examine a number of psychological disorders that may be causing or be co-morbid with school refusal, including separation anxiety, generalized anxiety, social phobia, panic attacks, major depression, dysthymia, ADHD and oppositional defiant disorder. The latest treatment approaches will be reviewed with a focus on tailoring and adapting standard approaches to specific situations. Lastly, participants will be given the opportunity to review several case studies and develop a sample treatment plan for cases of school refusal.

  • Identify the unique behavioral features of school refusing children
  • Distinguish between truancy and school refusal
  • Learn to analyze the functional purposes that school refusal behavior serves
  • Review co-morbid psychological disorders that may underlie school refusal
  • Examine individual, family and pharmacological treatment approaches to school refusal
  • Recognize the behavioral and clinical features of school refusers
  • Analyze the functional purpose of school refusal behavior
  • Differentiate between school refusal and truancy
  • Identify co-morbid psychological disorders associated with school refusal
  • Design treatment plans for school refusers
  • Determine the four significant factors in school refusal behavior
  • Examine individual, family and pharmacological approaches to treatment of school refusers
  • Psychologists
  • Psychiatrists
  • Marriage and Family Therapists
  • Licensed Professional Counselors
  • Licensed Clinical Social Workers
  • School Psychologists
  • School Counselors
  • Educators
  • School Administrators
  • School Nurses
  • Juvenile Justice Personnel
  • Probation Officers
  • Case Managers
  • Clergy/Pastoral Counselors
George B. Haarman, Psy.D., LMFT, is a Licensed Clinical Psychologist and a Licensed Marriage and Family Therapist with over 40 years of experience in private practice, working with youth detention centers, juvenile group homes, child protective services, and juvenile probation. Dr. Haarman is currently in private practice, and also serves as a consultant to several school systems regarding the assessment of children. Prior to being in private practice, from 1984-1994 he was the Deputy Director for Jefferson County Department for Human Services in Louisville, KY. He received his doctorate in clinical psychology from Spalding University in 1989 and is a member of the American Psychological Association. Dr. Haarman has been an instructor at Jefferson Community College, Bellarmine University, and Spalding University. He has presented seminars regionally and nationally on psychopathology, depression, and emotional disorders in children and adolescents.
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