Referenslista
Referenser som ingått i forskningsöversikten är nedan markerade med *
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*Backlund, Å. & Gren Landell, M. (2017). I Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz (red). Skolsocialt arbete. Skolan som plats för och del i det sociala arbetet. Malmö: Gleerups.
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*Bernstein, G.A. & Garfunkel, B.D. (1992). The visual analogue scale for anxiety – revised. Psychometric properties. Journal of Anxiety Disorders, 6, 223-239.
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*Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): A replication study. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1230-1236.
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*Borg, A. & Kendall Carlsson, G. (2018). Utanförskap i skolan. Förebygg och åtgärda med Nytorpsmodellen. Lund: Studentlitteratur.
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*Brookmeyer, K.A., Fanti, K.A. & Henrich, G.C. (2006). Schools, parents, and youth violence: A multilevel, ecological analysis. Journal of Clinical Child and Adolescent Psychology, 35, 504-514.
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*Carless, B., Melvin, G., Tonge, B.J. & Newman, L.K. (2015). The role of parental self-efficacy in adolescent school refusal. Journal of Family Psychology, 29, 2, 162–170.
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*Chu, B.C., Guarino, D., Mele, C., O’Connor, J. & Coto, P. (2019). Developing an online early detection system for school attendance problems: Results from a research-community partnership. Cognitive and Behavioral Practice, 26, 35–45.
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D-Wester, Y. (2014). Skolsocial utredning som grund för social bedömning. I Åsa Backlund, Sara Högdin & Ylva Spånberger Weitz (red). Skolsocialt arbete. Skolan som plats för och del i det sociala arbetet. Malmö: Gleerups.
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*Elliott, J. G., & Place, M. (2019). Practitioner review: School refusal: Developments in conceptualisation and treatment since 2000. Journal of Child Psychology and Psychiatry, 60, 4-15.
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*Fernandez-Sorgb, A., Inglés, C. J., Sanmartin, R., Gonzálvez, C., Vicent, M. & García-Fernández, J. M. (2018). Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles. International Journal of Clinical Health Psychology, 18, 264-272.
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*Gallé-Tessonneau, M., & Gana, K. (2019). Development and validation of the School Refusal Evaluation Scale for Adolescents, Journal of Pediatric Psychology, 44, 153-163.
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*George, T. (2012). Washington Assessment of the Risks and Needs of Students (WARNS) user manual.
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*Gotch, C.M. & French, B.F. (2020). A validation trajectory for the Washington Assessment of risks and needs of students. Educational Assessment, 25, 65-82.
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*Gregory, I.R. & Purcell, A. (2104). Extended school non-attenders’ views: developing best practice. Educational Psychology in Practice, 30, 37-50.
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Guvå, & Hylander, I. (2017). Elevhälsa som främjar lärande. Om professionellt samarbete i retorik och praktik. Lund: Studentlitteratur.
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*Heyne, D., King, N., Tonge, B. J., Pritchard, M., Young, D., Rollings, S., & Myerson, N. (1998). The Self-Efficacy Questionnaire for School Situations: Development and psychometric evaluation. Behaviour Change, 15, 31-40.
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Heyne, D. & Rollings, S. (2002). School refusal. Oxford: Blackwell Scientific Publications Wiley-Blackwell.
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*Heyne, D., Maric, M., & Westenberg, P.M. (2007). Self-Efficacy Questionnaire for Responding to School Attendance Problems. Unpublished measure. Leiden, the Netherlands: Leiden University.
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*Heyne, D., Gren Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiation between school attendance problems: Why and how? Cognitive and Behavioral Practice, 26, 8-34.
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*Inglés, C. J., Gonzálvez-Maciá, C., García-Fernández, J. M., Vicent, M., & Martínez Monteagudo, M. C. (2015). Current status of research on school refusal. European Journal of Education and Psychology, 8, 37–52.
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*Ingul, J M., Havik, T. & Heyne, D. (2019). Emerging school refusal: a school-based framework for identifying early signs and risk factors. Cognitive and Behavioral Practice, 26, 46-62.
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*Iverson, A., French, B.F., Strand, P., Gotch, C.M. & McNurley, C.M. (2018). Assessment, 25, 978-987.
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*Kearney, C.A. & Silverman, W. (1996). The evolution and reconciliation of taxonomic strategies for school refusal behavior. Clinical Psychology: Science and Practice, 3, 339–354.
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*Kearney, C.A. (2002). Identifying the function of school refusal behavior: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24, 235–245.
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*Kearney, C.A. (2003). Bridging the gap among professionals who address youths with school absenteeism: Overview and suggestions for consensus. Professional Psychology: Research and Practice, 34, 57–65.
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Kearney, C. A., & Albano, A. M. (2007). When children refuse school: A cognitive behavioral therapy approach, Therapist guide (2nd ed.). New York: Oxford University Press.
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*Kearney, C.A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451–471.
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*Kearney, C. A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child Youth Care Forum, 43, 1–25.
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Kearney, C. A. (2016). Managing school absenteeism at multiple tiers: an evidence-based and practical guide for professionals: Oxford University Press.
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Keppens, G., & Spruyt, B. (2020). The impact of interventions to prevent truancy: A review of the research literature. Studies in Educational Evaluation, 65, 100840
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*Kim, H. & Barthelemy, J.J. (2010). A Tool for Assessing Truancy Risk Among School Children: Predictive and Construct Validity of the Risk Indicator Survey. Journal of Social Service Research, 37, 1, 50-60
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Knollman, M., Reissner, V., & Hebebrand, J. (2019). Towards a comprehensive assessment of school absenteeism. Development and initial validation of the Inventory of School Attendance Problems. European Child & Adolescent Psychiatry, 28, 399-414.
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*Lyon, A.R. & Cotler, S. (2007). Toward reduced bias and increased utility in the assessment of school refusal behavior: the case for diverse samples and evaluations of context. Psychology in the Schools, 44, 551-565.
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*Maric, M., Heyne, D. A., de Heus, P., van Widenfelt, B. M., & Westenberg, P. M.
(2012). The role of cognition in school refusal: An investigation of automatic thoughts
and cognitive errors. Behavioural and Cognitive Psychotherapy, 40, 255–269.
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*Place, M., Hulsmeier, J., Davis, S., & Taylor, E. (2002). The coping mechanisms of children with school refusal. Journal of Research in Special Educational Needs, 2.
SFS 2010:800 Skollag
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Skolinspektionen (2011). Mottagande i särskola under lupp. Granskning av handläggning, utredning och information i 58 kommuner.
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Skolinspektionen (2016). Omfattande ogiltig frånvaro i Sveriges grundskolor.
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Skolverket (2008). Rätten till utbildning. Om elever som inte går i skolan, rapport 309:2008.
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Skolverket (2010). Skolfrånvaro och vägen tillbaka. Långvarig ogiltig frånvaro i grundskolan ur elevens, skolans och förvaltningens perspektiv (Skolverkets rapport 341:2010).
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Skolverket (2012). Allmänna råd. Arbetet med att främja närvaro och att uppmärksamma, utreda och åtgärda frånvaro i skolan.
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*SOU 2016:94. Saknad! Uppmärksamma elevers frånvaro och agera. Stockholm: Wolters Kluwer.
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*Strömbeck, J., Heyne, D., Bergström, M., Alanko, K. & Ulriksen, R. (2019). Assessing the outcome of treatment for school refusal. Are we measuring up? Presentation at the first inagural INSA-conference, Oslo Holmenkollen.
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Sveriges Kommuner och Landsting (2013). Vänd frånvaro till närvaro. Guide för systematiskt skolnärvaroarbete i kommuner.
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Sveriges kommuner och Landsting (2016). Plug In. Sveriges största samverkansprojekt för att förhindra studieavbrott.
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Ungdomsstyrelsen (2013). 10 orsaker till avhopp. 379 unga berättar om avhopp från gymnasiet. Skrifter från Temagruppen Unga i arbetslivet. 2013:2. Europeiska unionen, europeiska socialfonden.
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Uppdrag psykisk hälsa och Ifous (2019). Ifous fokuserar skolnärvaro. En forskningsöversikt om att främja alla barn och ungas närvaro i skolan. Ifous rapport 2019:3