Pub Date : 2019-06-01DOI: 10.1093/MED-PSYCH/9780190912574.003.0005
C. Kearney
This chapter provides an overview of anxious middle/high school adolescents who have difficulty attending school due to substantial anxiety in social and performance situations. The chapter focuses on understanding the feeling, thinking, and doing parts of distress, easing physical feelings of distress through better breathing and relaxation, dealing with the thinking part of distress, and managing the doing part of distress by gradually reintroducing a child to school and increasing his time in the classroom. The chapter is designed to educate parents about these parts of distress and presents strategies for addressing each one. These strategies emphasize cognitive strategies to replace distressing thoughts with more realistic thoughts. The chapter also covers special topics and circumstances that are common to this type of situation.
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Pub Date : 2019-06-01DOI: 10.1093/MED-PSYCH/9780190912574.003.0006
C. Kearney
This chapter provides an overview of disengaged middle/high school teenagers who have difficulty attending school due to a desire to do fun things outside of school during school hours and who may feel disconnected from school. The chapter focuses on helping parents better monitor their child’s whereabouts, setting up regular meetings with their child, developing written agreements for getting ready for school and for going to school, escorting a child to school and from class to class, helping a child know what to do and say to decline offers to miss school, changing what parents say to their child, and helping a child become more engaged at school. The chapter also covers special topics and circumstances that are common to this type of situation.
{"title":"The Disengaged Middle/High School Adolescent","authors":"C. Kearney","doi":"10.1093/MED-PSYCH/9780190912574.003.0006","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190912574.003.0006","url":null,"abstract":"This chapter provides an overview of disengaged middle/high school teenagers who have difficulty attending school due to a desire to do fun things outside of school during school hours and who may feel disconnected from school. The chapter focuses on helping parents better monitor their child’s whereabouts, setting up regular meetings with their child, developing written agreements for getting ready for school and for going to school, escorting a child to school and from class to class, helping a child know what to do and say to decline offers to miss school, changing what parents say to their child, and helping a child become more engaged at school. The chapter also covers special topics and circumstances that are common to this type of situation.","PeriodicalId":143175,"journal":{"name":"Getting Your Child Back to School","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133492371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1093/MED-PSYCH/9780190912574.003.0004
C. Kearney
This chapter provides an overview of attention-seeking elementary schoolchildren who have difficulty attending school due to desires to be with parents at home. The chapter focuses on setting up a regular morning routine; paying attention to appropriate behaviors and ignoring inappropriate behaviors; setting up formal rewards for going to school without behavior problems; setting up formal disincentives for refusing school with behavior problems; changing what parents say to their child and how they say it; handling excessive calls, texts, and questions; dealing with a child who runs away from the school building; and physically bringing a child to school under certain circumstances. The chapter also covers special topics and circumstances that are common to this type of situation.
{"title":"The Attention-Seeking Elementary School Child","authors":"C. Kearney","doi":"10.1093/MED-PSYCH/9780190912574.003.0004","DOIUrl":"https://doi.org/10.1093/MED-PSYCH/9780190912574.003.0004","url":null,"abstract":"This chapter provides an overview of attention-seeking elementary schoolchildren who have difficulty attending school due to desires to be with parents at home. The chapter focuses on setting up a regular morning routine; paying attention to appropriate behaviors and ignoring inappropriate behaviors; setting up formal rewards for going to school without behavior problems; setting up formal disincentives for refusing school with behavior problems; changing what parents say to their child and how they say it; handling excessive calls, texts, and questions; dealing with a child who runs away from the school building; and physically bringing a child to school under certain circumstances. The chapter also covers special topics and circumstances that are common to this type of situation.","PeriodicalId":143175,"journal":{"name":"Getting Your Child Back to School","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121484876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1093/MED-PSYCH/9780190912574.003.0003
C. Kearney
This chapter provides an overview of anxious elementary schoolchildren who have difficulty attending school due to substantial distress while there. The chapter focuses on understanding the feeling, thinking, and doing parts of distress; easing physical feelings of distress through better breathing and relaxation; dealing with the thinking part of distress or when a child says he does not want to go to school; and managing the doing part of distress by gradually reintroducing a child to school and increasing his time in the classroom. The chapter is designed to educate parents about these parts of distress and presents strategies for addressing each one. These strategies include breathing retraining and muscle relaxation training and gradual exposure to the school setting. The chapter also covers special topics and circumstances that are common to this type of situation.
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