ABSTRACT
Schoolrefusalischaracterizedbyrefusaltoattend school,resultinginprolongedabsence,remaining homeduringschoolhourswithparentalknowledge, severeemotionaldistressattheprospectofgoingto
5school,absenceofantisocialbehavior,andreasonable butineffectiveparentaleffortstoenforceschoolattendance(Berg,1997).Schoolrefusaldiffersfromtruancy wherethechildattemptstoconcealnonattendanceand oftenhasapatternofbehaviorproblems.Arelated
10term,schoolphobia,mayapplywhenthechildhasa specificphobiaofschool(Kearney,2008).Theprevalenceofschoolrefusalisapproximately1%to5%in childrenandadolescents(Egger,Costello,&Angold, 2003;King&Bemstein,2001),anditisatleast5%in
15psychiatric-clinic-referredchildren(Last&Strauss, 1990).Itisequallyprevalentinboysandgirlsandis reportedtopeakat5to6yearsofageandagainatI0 tollyearsofage(Kingetal.,1996).Schoolrefusalis associatedwithnegativeoutcomesbothintheshort
20andlongterms-disruptingemotional,social,family, andeducationaldevelopmentaswellaspredicting
problemsrelatedtoeducation,employment,andsocial andmentalhealthinlateradolescenceandadulthood (Eggeretal.,2003;Flakierska-Praquin,Lindstrom,&
25Gillberg,1997;Kearney&Silverman,1995;McCune &Hynes,2005).
