Truancy and Dropout Implications for School Psychologists today

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Truancy and Dropout Implications for School Psychologists today Misty Sommers-Tackett

Truancy and Dropout Implications for School Psychologists today Misty Sommers-Tackett

Truancy Overview n n n n What is Truancy? Why are we concerned? Truancy

Truancy Overview n n n n What is Truancy? Why are we concerned? Truancy Types Attendance Patterns in Ohio Why is truancy difficult to resolve? What is our duty? Prevention, and Intervention Discussion

What is Truancy? n n n Also called: skipping cutting hooky AWOL …and on…

What is Truancy? n n n Also called: skipping cutting hooky AWOL …and on… Looked at differently in different cultures and areas Rarer in areas where education is not as readily available

What is Truancy? Definition(s): n Webster n l n The act or condition of

What is Truancy? Definition(s): n Webster n l n The act or condition of being absent without permission This is a textual definition. Not what the law uses as a basis for court referral.

What is Truancy? n Definition(s): l l Section 2151. 01: a HABITUAL truant is

What is Truancy? n Definition(s): l l Section 2151. 01: a HABITUAL truant is “any child of compulsory school age who is absent without legitimate excuse for absence from the public school the child is supposed to attend for five or more consecutive school days, seven or more school days in one school month, or twelve or more school days in a school year. ” Section 2152. 02: a CHRONIC truant is “any child of compulsory school age who is absent without legitimate excuse for absence from the public school the child is supposed to attend for seven or more consecutive school days, ten or more school days in one school month, or fifteen or more school days in a school year. ”

What is Dropout? When a student completely withdraws from school. n When a student

What is Dropout? When a student completely withdraws from school. n When a student turns 18 and has been truant, and can be dismissed by the school. n Leaving school without substitution schooling (homeschooling, private schools, etc. ) n

Why are we concerned? n n n 44 percent of juvenile crime occurs between

Why are we concerned? n n n 44 percent of juvenile crime occurs between 8: 30 am and 1: 30 pm Gangs, daytime crime, violence, drugs and/or alcohol It is our duty to create responsible members of our society There is a higher correlation between dropping out and ending up in prison, than there is between smoking and getting lung cancer!

Why are we concerned? JUVENILE ARRESTS IN KENT - 2003 n n n n

Why are we concerned? JUVENILE ARRESTS IN KENT - 2003 n n n n Abduction 1 Assault 8 Assault on a Police Officer 1 Carrying a Concealed Weapon 1 Certain Acts Prohibited 2 Criminal Mischief 3 Criminal Trespass 12 Curfew 47 Disorderly Conduct 12 Domestic Violence 4 Flee & Elude 1 Give False Information to a Police Officer 1 Housed for Liquor Control 1 Inducing Panic 1 Littering 3 n n n n Menacing 2 Obstruct Official Business 10 Possess Criminal Tools 2 Possess Drug Paraph. 7 Possess Marijuana 9 Prohibitions 44 Receiving Stolen Property 4 Resisting Arrest 6 Runaway 10 Sexual Imposition 1 Theft 4 Trafficking in Marijuana 1 Unruly 7 Warrant- JDC 2 Warrant-Akron PD 1 Warrant-PCSO 2 http: //www. kentohio. org/dep/2003 -report. pdf

Truancy Types So what does a truant look like? Possibly… n Weak readers n

Truancy Types So what does a truant look like? Possibly… n Weak readers n Anxious about schoolwork n Bullied (victims) n Teasing and prejudice n Dislike a teacher n Dislike a student n See class/subject as irrelevant n Have unreasonable/reasonable fears n Physical problems n Bored with class n Peer pressure n Depressed n ‘at the end of their rope’

Truancy Types So what DOES a truant look like? Some say there are 3

Truancy Types So what DOES a truant look like? Some say there are 3 types: Traditional n Psychological n Institutional n Some say there are 2 types: Those who miss class n Those who miss full days n

Truancy Types n Traditional l l Introverted Shy Generally pleasant Unsupportive home Comprise up

Truancy Types n Traditional l l Introverted Shy Generally pleasant Unsupportive home Comprise up to 25% of all truants

Truancy Types n Psychological l l Avoidance Psychological basis Fear of something or Illness

Truancy Types n Psychological l l Avoidance Psychological basis Fear of something or Illness or psychosomatic complaint Make up between 210% of all truants

Truancy Types n Institutional l l l Extroverts Disregard for authority and consequences Many

Truancy Types n Institutional l l l Extroverts Disregard for authority and consequences Many friends Unsupportive home Large family? (used to family squabbles) Usually between 65 – 80% of all truants

Truancy Types n In the past… l n Traditional truants made up greater %

Truancy Types n In the past… l n Traditional truants made up greater % of all truants The present trend… l l Institutional truants are increasingly more prevalent Specific subject truancy more popular Group truancy outnumbers individual cases Age of onset is younger (earlier onset of puberty)

Truancy Types n n n Truancy is considered by the law as missing a

Truancy Types n n n Truancy is considered by the law as missing a full day of school, a number of times within a period. We cannot forget the truants who miss specific classes, even if they show up part of the day. Law does not treat them the same, but we should not consider one less important than the other.

Attendance Patterns in Ohio *** Attendance records do not show excused/unexcused *** School Attendance

Attendance Patterns in Ohio *** Attendance records do not show excused/unexcused *** School Attendance rates in Ohio, by race, 1998 -2002 http: //dev 01. ode. state. oh. us/Default. asp

Why is truancy difficult to resolve? n n n Too many variables – the

Why is truancy difficult to resolve? n n n Too many variables – the one main common factor is non-attendance Every truant and school is unique Unreliable data and statistics from schools and teachers Truancy occurs outside of school grounds, sometimes requiring home visits Every district has different truancy policies, and not every truant is referred to the court Truants are rarely referred to an administrator of the court until they are in middle or high school (after it has become chronic/habitual)

Why is truancy difficult to resolve? n n Thought to ponder… Are we treating

Why is truancy difficult to resolve? n n Thought to ponder… Are we treating the school more like a prison or a program? Are we acting more like a warden or a salesman? When companies loose customers, the ones they work hardest at pleasing are the ones that didn’t come back. Shouldn’t we treat our students as consumers of education?

What is our duty? (or what SHOULD be our duty? ) n A School

What is our duty? (or what SHOULD be our duty? ) n A School Psychologist has a duty to not only intervene, but to work on prevention as well. “…Laws give school personnel responsibility and authority to intervene when children are absent” – (Guare and Cooper, 2003) n n n Developing and encouraging programs that encourage bonding between the school and the student Working with truants to find what they feel would make the school a more welcome place for them. Working harder at preventing truancy from an Elementary school level, before it becomes habitual/chronic.

Prevention and Intervention n Implications for prevention: l l n Difficult until student does

Prevention and Intervention n Implications for prevention: l l n Difficult until student does not show up Monitoring those who miss class before they miss full days Taking action during Elementary years Referring ‘potential’ risk students for mediation Implications for Intervention: l l Requires monitoring of attendance for ‘flagged’ children Mediation with parents Attendance contracts Court intervention – bring the court into the school?

Prevention and Intervention n More good suggestions: l l l Listen to the student.

Prevention and Intervention n More good suggestions: l l l Listen to the student. Keep an open mind and try to understand their perspective. Treat truancy as a universal behavior. Children of all backgrounds cut class. Look at the relationship between student, school, society, etc. Differentiate the different types of truants. Understand difference-“endangered vs. fearful” Start by concentrating on reducing class specific truancy first. Make rules and policies clearer. Seek teacher support. Encourage engaging classroom activities and class monitoring. Taken from Guare and Cooper (2003).

References for more info n n n The U. S. Department of Education- http:

References for more info n n n The U. S. Department of Education- http: //www. ed. gov/. Memphis Shelby Crime Commision; Best Practice Number Eight: Reducing Crime and Supporting Education through a Comprehensive Truancy Reduction Strategy, at http: //www. memphiscrime. org/research/bestpractices/b estpractices-8. html The Ohio Revised Codehttp: //onlinedocs. andersonpublishing. com/ Garry, Eileen M. , (1996, October). Juvenile Justice Bulletin, U. S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention. Guare, Rita E. and Cooper, Bruce S. (2003). Truancy Revisted: Students as School Consumers, Lanham, Maryland: The Scarecrow Press, Inc. Reed, Ken (1999). Truancy and Schools, New York: Routledge.

More Resources n n n Senate Bill 181 Townhall II Truancy Mediation Newsletter (by

More Resources n n n Senate Bill 181 Townhall II Truancy Mediation Newsletter (by Kenzi Axthelm – Mediation Coordinator) Be familiar with your court appointed authorities and police department. We are on the same team!