NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED334487
Record Type: RIE
Publication Date: 1991-Mar
Pages: 24
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The School Psychologist as a Consultant in Truancy Prevention.
Diebolt, Amy; Herlache, Lisa
School psychologists as consultants can provide valuable services to the school organization by developing interventions for truancy. Traditionally, truancy has been viewed as a discipline referral rather than a psychological referral, with the consequences predominantly punitive in nature and ineffectual. A variety of approaches to improving academic climate have been found to be successful. One program employs an assessment profile which can be completed by everyone involved in the school's operation, from students to secretaries. Another program focuses on student discipline and academic climate. Risk factors associated with truancy include self-esteem and social skills. These programs are easily directed toward children who evidence high risk characteristics of truancy, but may also be implemented as primary preventions. The majority of in-depth interventions directed toward truants have been behavioral. Contingency reinforcement procedures have been successfully employed with large populations. Interventions directed toward parents have also been found to be successful. The school and justice system working in a collaborative manner can effect changes in attendance as well. Alternative schools have been created to support chronic truants judged to be at risk for dropping out of school and have been found effective in reducing absenteeism. Truancy prevention efforts are the collaborative responsibility of educators, law enforcers, parents, and community members. Therefore, a multilevel approach which augments school-based efforts will yield the greatest effects in preventing and reducing truant behavior. (LLL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the National Association of School Psychologists (23rd, Dallas, TX, March 19-23, 1991).