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Referenser som ingått i forskningsöversikten är nedan markerade med *

 

  1. *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.

  2. *Bernstein, G.A. & Garfunkel, B.D. (1992). The visual analogue scale for anxiety – revised. Psychometric properties. Journal of Anxiety Disorders, 6, 223-239.

  3. *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.

  4. *Borg, A. & Kendall Carlsson, G. (2018). Utanförskap i skolan. Förebygg och åtgärda med Nytorpsmodellen. Lund: Studentlitteratur.

  5. *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.

  6. *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.

  7. *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.

  8. 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.

  9. *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.

  10. *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.

  11. *Gallé-Tessonneau, M., & Gana, K. (2019). Development and validation of the School Refusal Evaluation Scale for Adolescents, Journal of Pediatric Psychology, 44, 153-163.

  12. *George, T. (2012). Washington Assessment of the Risks and Needs of Students (WARNS) user manual.

  13. *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.

  14. *Gregory, I.R. & Purcell, A. (2104). Extended school non-attenders’ views: developing best practice. Educational Psychology in Practice, 30, 37-50.

  15. Guvå, & Hylander, I. (2017). Elevhälsa som främjar lärande. Om professionellt samarbete i retorik och praktik. Lund: Studentlitteratur.

  16. *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.

  17. Heyne, D. & Rollings, S. (2002). School refusal. Oxford: Blackwell Scientific Publications Wiley-Blackwell.

  18. *Heyne, D., Maric, M., & Westenberg, P.M. (2007). Self-Efficacy Questionnaire for Responding to School Attendance Problems. Unpublished measure. Leiden, the Netherlands: Leiden University.

  19. *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.

  20. *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.

  21. *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.

  22. *Iverson, A., French, B.F., Strand, P., Gotch, C.M. & McNurley, C.M. (2018). Assessment, 25, 978-987.

  23. *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.

  24. *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.

  25. *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.

  26. 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.

  27. *Kearney, C.A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451–471.

  28. *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.

  29. Kearney, C. A. (2016). Managing school absenteeism at multiple tiers: an evidence-based and practical guide for professionals: Oxford University Press.

  30. Keppens, G., & Spruyt, B. (2020). The impact of interventions to prevent truancy: A review of the research literature. Studies in Educational Evaluation, 65, 100840

  31. *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

  32. 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.

  33. *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.

  34. *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.

  35. *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

  36. Skolinspektionen (2011). Mottagande i särskola under lupp. Granskning av handläggning, utredning och information i 58 kommuner.

  37. Skolinspektionen (2016). Omfattande ogiltig frånvaro i Sveriges grundskolor.

  38. Skolverket (2008). Rätten till utbildning. Om elever som inte går i skolan, rapport 309:2008.

  39. Skolverket (2010). Skolfrånvaro och vägen tillbaka. Långvarig ogiltig frånvaro i grundskolan ur elevens, skolans och förvaltningens perspektiv (Skolverkets rapport 341:2010).

  40. Skolverket (2012). Allmänna råd. Arbetet med att främja närvaro och att uppmärksamma, utreda och åtgärda frånvaro i skolan.

  41. *SOU 2016:94. Saknad! Uppmärksamma elevers frånvaro och agera. Stockholm: Wolters Kluwer.

  42. *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.

  43. Sveriges Kommuner och Landsting (2013). Vänd frånvaro till närvaro. Guide för systematiskt skolnärvaroarbete i kommuner.

  44. Sveriges kommuner och Landsting (2016). Plug In. Sveriges största samverkansprojekt för att förhindra studieavbrott.

  45. 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.

  46. 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