Date of Award

9-24-2009

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Mary Ann Rafoth, Ph.D.

Second Advisor

Victoria B. Damiani, Ed.D.

Third Advisor

Joseph Kovaleski, D.Ed.

Fourth Advisor

Edward M. Levinson, Ed.D.

Abstract

The purpose of this study was to expand on the work of Mitchner (1998) by gaining a better understanding of school psychologists’ knowledge of school refusal behavior and the interventions used to address school refusal. Participants included 500 practicing school psychologists who were randomly selected from the National Association of School Psychologists membership database. Results indicated that school psychologists maintained a traditional, anxiety-based definition of school refusal behavior that was derived from their professional experience. While participants were not familiar with Kearney and Silverman’s research in the area of school refusal, similarities in their conceptualization of characteristics and interventions were identified. Implications for school psychologists’ training in this area were discussed.

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