NCJ Number
149523
Date Published
1991
Length
24 pages
Annotation
Based on a literature review, this paper discusses the factors that must be considered in implementing a truancy prevention program; presents a comprehensive service delivery model that includes primary, secondary, and tertiary prevention interventions; and discusses the role of school psychologists as consultants in this effort.
Abstract
Risk factors associated with truancy include low self- esteem and social skills. Truancy has traditionally been viewed as a discipline problem rather than as a psychological referral. As a result, programs have been mainly punitive and ineffective. However, the school psychologist is an unused resource in truancy prevention. A variety of approaches to improving the academic climate have been found to be successful. One program uses an assessment profile, while another focuses on student discipline and academic climate. Interventions directed toward parents, collaborations between the school and the juvenile justice system, and alternative schools have all been effective. A multilevel approach that augments school-based efforts will produce the greatest effects in preventing and reducing truant behavior. Figure, tables, and 57 references