Faeze Hezardastan; Hossein Salimi Bajestani; Atousa Kalantar Hormozi; Mohammad Asgari
Abstract
The aim of this study was to identify the characteristics of school refusal and the components contribute to develop it and to present a conceptual model of school refusal for of elementary school students. This research data was collected and analyzed through qualitative approach and grounded theory. ...
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The aim of this study was to identify the characteristics of school refusal and the components contribute to develop it and to present a conceptual model of school refusal for of elementary school students. This research data was collected and analyzed through qualitative approach and grounded theory. The study population included all the parents, educators and specialist of school refusal in the year of 2018-2019. In pursuit of this goal, 7 child Specialist and 10 parents and educators of student with school refusal meeting the criteria to enter the research were chosen according to the targeted sampling. After semi-structured in-depth interviews was conducted, the obtained findings were as follows: in the characteristics section, a main category and 7 subcategories were obtained. Also, in the section of effective components, 12 subcategories and finally 4 categories was extracted. After comparing the data obtained from the three groups of interviewees, we tried to design a conceptual model.As school refusal behavior in many cases in the coming years will lead to antisocial behavior and eventually dropping out of school, provide a conceptual model of school refusal behavior in schools, cultural and counseling centers in order to identify this phenomenon better is suggested to use therapeutic methods and prevent the occurrence of several disorders at the same time.
