Assertiveness Training to Maintain School Attendance in a Junior High School Student with Prolonged School Non-Attendance

Abstract

The present study examines the efficacy of an intervention program for a junior high school student with prolonged school non-attendance, whose non-attendance had been reinforced by her mother. The student's nonattendance seemed to be due to her lack of social skills, especially assertive behavior. The contents of the intervention sessions included assertiveness training, training in other social skills, physical exercise, and lessons in fundamental academic skills. The therapeutic method was also explained to her parents and her teacher face-to-face and by telephone. After 51 sessions over 7 months, the teenager returned to school. School attendance was maintained after the intervention ended. This integrated approach, involving both the student and her family, seemed effective. The present research suggests the need to gather information regarding the student's strengths, academic abilities, and school attendance behavior as assessment items in a program for the purpose of maintaining school attendance. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)