Relevant bibliographies by topics / School phobia - Case studies

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Academic literature on the topic 'School phobia - Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "School phobia - Case studies"

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CHARTIER, M. J., J. R. WALKER, and M. B. STEIN. "Social phobia and potential childhood risk factors in a community sample." Psychological Medicine 31, no. 2 (February 2001): 307–15. http://dx.doi.org/10.1017/s0033291701003348.

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Background. This study examined the relationship between potential childhood risk factors and social phobia in an epidemiological sample. Identifying risk factors such as childhood adversities can often uncover important clues as to the aetiology of a disorder. This information also enables health care providers to predict which individuals are most likely to develop the disorder.Methods. Data came from the Mental Health Supplement to the Ontario Health Survey of a survey of 8116 Canadian respondents, aged 15–64. Social phobia was diagnosed using the Composite International Diagnostic Interview (CIDI). Childhood risk factors were assessed by a series of standardized questions.Results. A positive relationship was observed between social phobia and lack of close relationship with an adult, not being first born (in males only), marital conflict in the family of origin, parental history of mental disorder, moving more than three times as a child, juvenile justice and child welfare involvement, running away from home, childhood physical and sexual abuse, failing a grade, requirement of special education before age 9 and dropping out of high school. Many of these variables remained significant after controlling for phobias, major depressive disorder and alcohol abuse. The data also suggest that some childhood risk factors may interact with gender to influence the development of social phobia.Conclusions. Although an association was detected between social phobia and childhood risk factors, naturalistic prospective studies are needed to clarify the aetiological importance of these and other potential risk factors for the disorder.
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Jahan, Sultana, and Sailaja Bysani. "189 Emetophobia: The Specific Phobia of Vomiting: 2 Case Studies With 1-Year Follow-up." CNS Spectrums 23, no. 1 (February 2018): 108. http://dx.doi.org/10.1017/s1092852918000706.

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AbstractEDUCATIONAL OBJECTIVESAt the conclusion of the session, the participant should be able: 1) To recognize emetophobia & how it can lead to significant impairment & reduce quality of life; 2) To appreciate the prevalence of emetophobia among the general population, 3) To learn that the selective serotonin reuptake inhibitor sertraline can be effective for emetophobia; 4)Need for more research.INTRODUCTIONEmetophobia is an intense, irrational fear of vomiting. The prevalence rate of emetophobia in a community sample has been estimated to 8.8 % with a female to male ratio 4:1: It can occur at any age and can have a chronic course affecting one’s academic/career, family, and social life.METHODSCase 1: B. was a 7 year old female referred by her pediatrician for psychiatric evaluation for her intense fear ofvomiting. Mother shared that B’s overwhelming fear of vomiting started when she was 6 years old and it may have stemmed from an incident when one of B’s cousins threw up inside their van. At school, B constantly monitored whether or not anybody was getting sick around her. If she found out, someone was sick she began screaming and crying. B’s academic performance was negatively affected due to her intense irrational fear.Case 2: P was a 12 year male patient referred by his pediatrician for psychiatric evaluation after receiving 4 days inpatient treatment on the pediatric unit for dehydration. Patient reported that he was afraid of vomiting and gradually stopped eating and drinking & became so dehydrated that he was hospitalized. Several months prior to his hospitalization he had suffered from theflu & during that time he had intense vomiting and since then he has been fearful of a recurrence of the vomiting.After a complete psychiatric evaluation, a diagnosis of emetophobia was established for each patient. Both patients were treated with sertraline.RESULTSB and P both started with initial dose of sertraline 12.5mg daily and then increased gradually over a period of next few months. They responded well with sertraline. B and P continued sertraline 50mg daily and 25mg daily as a maintenance treatment respectively. At 1 year follow up visit both of them were symptoms free.CONCLUSIONSEmetophobia is a common and chronic debilitating mental illness. Still there are no treatment protocols and randomized controlled trials for the treatment of emetophobia. CBT/Exposure-based therapies are the most commonly used approaches for emetophobia per literature. More studies are needed for a better understanding of eremophobia, which is relatively deserted illness although it can cause as much suffering as other major psychiatric disorders do and any patient presenting with these symptoms deserve to be evaluated an managed with scientific understanding and guideline.Funding AcknowledgementsNo funding.
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McNamara, E. "The Self-Management of School Phobia: A Case Study." Behavioural and Cognitive Psychotherapy 16, no. 3 (July 1988): 217–29. http://dx.doi.org/10.1017/s0141347300013665.

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The successful resolution of a problem of school phobia using self-management strategies is reported. The clinical report is prefaced by the observation that differences of emphasis are apparent when authorative reviews of the field of self-management are considered—and the conclusion drawn is that the successful outcome could be used to lend support to Kanfer's two-stage model of self-regulation. The client, Anne, was a pupil in the first year of comprehensive schooling. She attended school on only four days during the first term. Problem analyses in terms of operant and classical learning theories are described, and intervention strategies were generated which were accommodated within Kanfer's two-stage model of self regulation. Anne self-recorded school attendance, lesson attendance and self-confidence. School attendance was immediately achieved and progress towards full lesson attendance was made over a seven-week period. Affective state (self-confidence) as assessed by self-report was observed to increase as lesson attendance improved but a temporal lag was observed. The report concludes with some observations of a theoretical nature and justification for the intervention to warrant the descriptor “self-management”.
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Ahrens-Eipper, Sabine, and Jürgen Hoyer. "Applying the Clark-Wells Model of Social Phobia to Children: The Case of a “Dictation Phobia”." Behavioural and Cognitive Psychotherapy 34, no. 1 (November 22, 2005): 103–6. http://dx.doi.org/10.1017/s1352465805002523.

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A specific type of social phobia – dictation phobia – was the main and unusual treatment problem in the cognitive-behavioural therapy for an 11-year-old schoolboy. For case formulation and treatment rationale, the social phobia model by Clark and Wells was used. The posttreatment assessment revealed clear positive treatment effects with respect to school grades, social anxiety and overall functioning. The model's applicability for children and adolescents is discussed.
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Townend, Michael. "Cognitive Therapy For Driving Phobia: Two Single Case Studies." Behavioural and Cognitive Psychotherapy 31, no. 3 (July 2003): 369–75. http://dx.doi.org/10.1017/s1352465803003114.

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Ball, Susan G., and Michael W. Otto. "Cognitive-Behavioral Treatment of Choking Phobia: 3 Case Studies." Psychotherapy and Psychosomatics 62, no. 3-4 (1994): 207–11. http://dx.doi.org/10.1159/000288925.

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Mądry-Kupiec, Małgorzata. "Multidimensionality of school phobia for the example of Matusz’s case study." Problemy Opiekuńczo-Wychowawcze 594, no. 9 (November 30, 2020): 31–40. http://dx.doi.org/10.5604/01.3001.0014.4867.

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The article deals with the problem of multidimensionality of the symptoms occurring in school phobia ‒ a disorder in relation to which a different, sometimes wrong diagnosis is made. The symptom appearing in a child is symbolic. It is often a signal that must be well recognised to find out its meaning, purpose and causes. Through the symptom, the child speaks about himself in the language that is available to him, because the symptom always communicates something. The article proposes different, general approach to the symptom in which the structure, time, emotions and types of symptoms are important. These issues are illustrated in an individual case study of a teenage Mateusz. The conclusion that arises after an in-depth case analysis allows us to believe, that effective psychological and pedagogical help requires following the child and what the child communicates consciously and unconsciously.
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Proskuryakova, L. A., and T. A. Nalimova. "Pedagogical Correction of Reading Phobia in Primary School Pupils: Methodical and Neurophysiological Aspects." Bulletin of Kemerovo State University 21, no. 4 (December 31, 2019): 1014–20. http://dx.doi.org/10.21603/2078-8975-2019-21-4-1014-1020.

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The research featured the phenomenon of the so-called reading phobia, which is characterized by an irrational obsessive fear of reading that interferes with the normal psycho-emotional development of the child, thus affecting their entire life. The paper introduces a new method of pedagogical correction of reading phobia in children of primary school age. The experiment involved six first-graders (four boys and two girls). They received correctional 40-minute classes twice a week for 3–6 months, depending on the complexity of each particular case of reading phobia. The authors developed six consecutive teaching methods: teamwork of the teacher, the psychologist, and the parents in a friendly atmosphere; face-toface work with the child; use of specially selected texts and methods of involving the child in the reading process; individual approach to the duration of classes, etc. The paper focuses on the neurophysiological characteristics and etiology of reading phobia. Reading phobia is described as a fear of reading instilled by adults, which often affects primary schoolers. The article also contains a list of negative effects of mental development and socialization that children with reading phobia are bound to face if they receive no special therapy. The developed method can be used by primary school teachers and psychologists.
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Berezina, K., S. Kotenko, and A. Malysheva. "PSYCHOSOCIAL FUNCTIONING OF PRE-ADOLESCENT CHILDREN IN FAMILIES WITH DIFFERENT ATTITUDES TOWARDS SCHOOLING." Psychology and Personality, no. 2 (September 14, 2021): 46–57. http://dx.doi.org/10.33989/2226-4078.2021.2.239955.

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The article is devoted to the analysis of differences in the psychosocial functioning of adolescents in families with different attitudes to school responsibilities. Modern school education provides a lot of space for creativity, the choice of methods of mastering the program, which, at the same time, is becoming more demanding. It can be difficult for parents to determine the extent to which they give their children homework responsibility. This is especially true for adolescents (9-12 years old), who no longer seem to need help and control in the school process. At the same time, complete lack of control can cause alarm on the part of all participants in this complex process. An experimental study found that adolescents whose parents do not consider it appropriate to interfere in the school process, show a low level of psychosocial development. This result may mean that these children lack the ability to perform daily activities and enter into relationships with people in a way that satisfies both parties. Most middle school students with low levels of psychosocial functioning usually have internalization problems. That is, it is difficult for them to show themselves and be socially active. Whereas externalized (external) symptoms of psychosocial development disorders are not expressed in both groups. An additional study of the level of anxiety revealed differences between the groups on the scales "separation anxiety", "social phobia" and "school phobia". In families where parents have dropped out of school for their children, starting in middle school, the level of anxiety on these scales is higher. On the scales "somatic symptoms of anxiety", "generalized anxiety disorder" there are no significant differences between the samples - in both groups, the indicators on these scales do not exceed an acceptable level. Thus, it can be assumed that the complete non-interference of parents in the school process of children in middle school can be perceived by them as a lack of parental attention, which affects the confidence in support in school activities, which, nevertheless, occupies a large place in children's daily lives. school age.
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Kuz, I. O., and O. V. Sheshukova. "ORAL CARE AND CHOICE OF MEDICINES FOR TREATING GINGIVITIS AND PERIODONTITIS IN CHILDREN WITH TYPE 1 DIABETES MELLITUS." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 20, no. 1 (April 9, 2020): 199–204. http://dx.doi.org/10.31718/2077-1096.20.1.199.

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The anatomical and physiological characteristics of a growing organism require a specific approach to the prevention and treatment of periodontal diseases. Not enough attention is paid toward improving the oral health of children suffering from diabetes mellitus, as well as therapeutic and prophylactic measures aimed at preserving teeth and preventing exacerbations of the inflammatory process in periodontal tissues. The results of clinical studies indicate a high prevalence of dental diseases in patients with type I diabetes mellitus; there are not enough reliable results of such indicators depending on the age and duration of this endocrine pathology, diabetic complications, hypoglycemic therapy taking into account metabolic control. Diagnosis of periodontal diseases is complicated by the peculiarities of the child’s psychological perception, caused by age-specific characteristics and the influence of common manifestations of inflammatory diseases. Children of primary school age often demonstrate increased motor activity, a hyperergic reaction even to minor negative feelings, the difficulty of adequate behaviour in an unfamiliar environment and a correct assessment of what is happening, being stressed due to the presence of many phobias associated with doctors and medical manipulations, communicative difficulties caused by staying in the spotlight, meeting new people, talking with adults. Teaching children must necessarily be accompanied by educating parents, since within limited time interval of dental appointment a doctor does not have the opportunity to fully monitor and consolidate the knowledge and skills the child has received, and this responsibility falls on parents. In this case, some attention should be paid to issues of skills, motivation as well as on the importance dental care aspects for the development of the dentofacial system, since in the vast majority of cases, parents are not enough aware on these issues. In addition to educating and fostering the motivation, it is necessary to control the level of knowledge, the frequency and quality of tooth brushing. For young children, it is necessary to do complete cleaning up the chewing group of teeth due to the low level of children’s manual skills.
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Dissertations / Theses on the topic "School phobia - Case studies"

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Solberg, Carole. "A case study of the use of hypnosis for school refusal." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28296.

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The intent of this research is to demonstrate the effectiveness of hypnosis as a treatment for school refusal. The research design is a single-case study employing an A-B Follow-up format. The 10 year old male subject completed measures of personality (The Children's Personality Questionnaire), self-concept (The Piers-Harris Children's Self-concept Scale), identified stressors, and anxiety. The baseline period was two weeks and therapy lasted four weeks. Follow-up data was collected on the same measures ten months later. All post-therapy results indicate change in a more adaptive direction. The subject showed increased self-concept, lessened anxiety, greater ability to cope and he returned to school with little or no of the previous psychosomatic complaints evident. The follow-up results show that the subject has maintained his gains. Hypnosis is seen as an effective, fast method of treatment for school refusal, a syndrome which needs to be dealt with quickly since consequences can be severe for the child.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Brown, Boyd A. "Student achievement and school resources twelve school case studies in Wyoming /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1597602431&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Bergstrom, Teresa M. "Gatekeepers for Gifted Social Studies| Case Studies of Middle School Teachers." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739532.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch's (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis.

Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms.

Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs.

Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

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Bergstrom, Teresa Michelle. "Gatekeepers for Gifted Social Studies: Case Studies of Middle School Teachers." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5910.

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This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch’s (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.
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Leung, Moon-chuen, and 梁滿泉. "Perception of school climate on a local newly established secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961101.

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Newman, Mairette T., and n/a. "Practitioners' Meanings of School Leadership: Case Studies of Jamaican High School Principals." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040910.144727.

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Guided by the symbolic interaction premise that meaning is found in the interaction of individuals with their world, this study set out to describe and analyse how selected high school principals in Jamaica understand and practise school leadership by exploring how they view their circumstances, and how their meanings of leadership are modified by the contexts of their work. To gain insight into how Jamaican principals conceptualise and experience leadership the study adopted a qualitative, collective case-study design. A purposeful sampling strategy was used to select four exemplary high school principals such that gender, school location and organization were varied. Data were sourced from semi-structured interviews, non-participant observation sessions and integrative diagrams as well as from school, principal and official Ministry of Education, Youth and Culture documents. Within-case and cross-case analyses were conducted using grounded theory modes of analysis, specifically the systematic processes referred to as open and axial coding. Findings from the within-case analysis are presented as four individual cases that communicate the salient features of each principal's leadership and context. In the first case entitled Mother of the Poor, the principal defines school leadership as the pursuit of excellence within a framework of valuing and caring for students. The principal at the centre of the second case, The Reculturing Principal, portrays leadership as transforming school culture so that it is receptive to change and committed to growth and improvement. The principal featured in the third case understands leadership as a response to students' social problems, diminished self-concept and dysfunctional community relationships - hence the title The Principal as Social Architect. The final case presents The Community Principal who conceptualizes leadership in terms of building caring, co-operative relationships among all involved in the schooling process with a view to developing community connectedness. Findings from the cross-case analysis are presented as two broad themes that characterize the principals' conceptualization and interpretation of school leadership. The first theme - 'Leadership as values-driven' - identified care and respect, social justice and excellence as the common values that defined the principals' leadership, permeating their interactions and informing their decisions. The second theme - 'Leadership as responding to and acting on context' - revealed that dynamics related to personal, school-community and policy contexts also entered into and interacted with their understandings of leadership. While all four principals in this study were guided and informed by common values, they applied them to their leadership in individual ways, modifying their approaches and emphases in response to a range of contextual elements that were both dynamic and unique. Generally, the principals conceptualized leadership as a moral undertaking, and values together with context emerged as powerful influences on how they defined, interpreted and enacted school leadership. Findings from this study contribute to local knowledge about principals and school leadership. Currently, perspectives on what constitutes school leadership depend on frameworks developed for other environments even though the extent to which these are applicable to a Caribbean context is unknown. Furthermore, in the context of recent shifts in policy, it is important to understand what and how principals think about leadership. In this respect, the findings may serve as a guide for future decisions about leadership training and professional development for principals and aspiring principals.
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鄭啓員 and Kai-yuen Cheng. "School guidance in Guangzhou: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196073X.

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Ravid, Chagit. "Bible studies in a secular school : a case study." Thesis, University of Liverpool, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343939.

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This study describesB ible studies in one autonomousju nior high school (pupils aged 13 to 15) through an examination of the teaching/learning process, pupil achievement and the implementation of the Bible curriculum. Though Bible teaching in Israel has been the object of intensive discussion, the influence of teaching methods on pupils' attitudes and achievements has not, to date, been examined. The study reviews the changes in curriculum development in Israel, including the trend to autonomous schools and the way Bible studies have been taught, from before the establishment of the State of Israel and in the first three formative decades of statehood. The evolution of the various curricula are described, and the objectives of Bible teaching as they adapted to a changing student population and the different types of schools are discussed. The research questions which drove this study deal with the environment of Bible instruction, the statuso f instruction, pupils' achievementsin Bible studies and the relations betweent he conditions of instruction, the characteristicso f the teaching process and the learning products. The starting point of the study was the desire for change that stemmed from the unhappiness of pupils, teachers and external bodies (the educational authorities, parents, supervisors) with the level of Bible studies in one school. The study records events which took place when introducing change in modes of Bible instruction in ninth grade classes and teaching some classes frontally, some through CRA (Change, Reinforcement, Advancement) and some through the inquiry mode. The study was conducted using naturalistic research methods (observations and interviews) combined with quantitative instruments (tests and attitude questionnaires) that were statistically analysed. A nation-wide achievement test was given to all twelve classes studied, and the scores of pupils in the inquiry mode were found to be consistently higher than those of pupils in the other modes of instruction. The attitude of CRA pupils was more positive perhaps becausele arning was made easier for them by providing gradedt asks on three levels. In general, pupils expressed'a very negative attitude toward learning skills needed for Bible studies, and they felt that they were more beneficial than enjoyable. The teachers were generally optimistic in their assessment of the benefit of the learning strategies in the pupils' eyes, and in their beliefs on how much pupils enjoyed the strategies. The large gap that was found between pupils' reports and teachers' estimates shows that the teachers do not really know how their pupils feel about Bible studies. The major conclusion of the research is that the three modes of instruction should be combined in Bible teaching, not only for the sake of diversity but also because together they address the full range of skills needed by pupils studying the Bible. No single mode of instruction was shown to be the best. Teachers suggested that some topics are better taught in the inquiry or CRA modes and others are more suited to the frontal mode. It is hoped that the combination of modes will provide diversity for teachers and pupils alike, and make Bible studies more creative and motivating.
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Chung, Wing-keung, and 鍾永強. "A study on whole school approach to discipline in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B43893806.

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Chan, Shuk-mei Pearl, and 陳淑薇. "Implementation of whole school approach to guidance in a primary school: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959970.

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Books on the topic "School phobia - Case studies"

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Can't go, won't go: An alternative approach to school refusal. Gwynned: Cinnamon Press, 2007.

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The risks of knowing: Developmental impediments to school learning. New York: Plenum Press, 1991.

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Open University. Postgraduate Certificate in Education Course Team. Secondary school case studies. [Milton Keynes]: Open University, 1993.

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Lazenby, Cherry. Secondary school case studies. London: Open U.P., 1993.

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Case studies in school leadership. Lanham, MD: University Press of America, 2004.

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1946-, Quinn Terrence, ed. School leadership: Case studies solving school problems. 2nd ed. Lanham, Md: Rowman & Littlefield Education, 2011.

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Constable, Hilary. Case studies in school development planning. Sunderland: Sunderland Polytechnic, School of Education, Centre for Post experience and Research, 1991.

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Torrance, Harry. Case studies in school-based examining. Southampton: University of Southampton, Departmentof Education, 1985.

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Paris, Marion. Library school closings: Four case studies. Metuchen, N.J: Scarecrow Press, 1988.

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School crisis case studies.: Before another school shooting occurs. Lanham, Md: Rowman & Littlefield Education, 2009.

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Book chapters on the topic "School phobia - Case studies"

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Prescott, Anne, Mary Coupland, Marco Angelini, and Sandra Schuck. "Case Studies." In Making School Maths Engaging, 51–62. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9151-8_6.

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Rosetti, Dewey. "Case Studies." In Parenting Bright Kids Who Struggle in School, 103–17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236993-15.

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Goldsmith, Wendi, Donald Gray, and John McCullah. "Project #3: School Girl’s Glen." In Bioengineering Case Studies, 21–26. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7996-3_4.

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Rahill, Stephanie A., and Lauren T. Kaiser. "School Psychologists as Family, School, and Community Collaborators." In Case Studies in School Psychology, 129–42. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123828-8.

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Alexander, David, Sanjaya Bhatia, Djillali Benouar, Jitendra Kumar Bothara, Omar-Dario Cardona, Amod Mani Dixit, Rebekah Green, et al. "School Seismic Safety: Case Studies." In Encyclopedia of Earthquake Engineering, 1–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-36197-5_406-1.

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Alexander, David, Sanjaya Bhatia, Djillali Benouar, Jitendra Kumar Bothara, Omar-Dario Cardona, Amod Mani Dixit, Rebekah Green, et al. "School Seismic Safety: Case Studies." In Encyclopedia of Earthquake Engineering, 2469–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-35344-4_406.

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Askar, Sally, Danielle Haggerty, Justina Yohannan, Courtney Darr, Allison Siroky, Rachel Korest, and Adrianna Crossing. "Clinical Case Studies: Evaluating Medication Outcomes in Schools." In School Psychopharmacology, 231–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15541-4_14.

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Almeida, Ricardo M. S. F., Vasco Peixoto de Freitas, and João M. P. Q. Delgado. "Indoor Environmental Quality in Classrooms: Case Studies." In School Buildings Rehabilitation, 31–57. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15359-9_4.

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Askar, Sally, Danielle Haggerty, Justina Yohannan, Courtney Darr, Allison Siroky, Rachel Korest, and Adrianna Crossing. "Clinical Case Studies: Failing to Respond to Psychosocial Treatments." In School Psychopharmacology, 29–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15541-4_3.

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Rahill, Stephanie A., and Lauren T. Kaiser. "Providing Services in Mental and Behavioral Health Service." In Case Studies in School Psychology, 80–95. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123828-5.

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Conference papers on the topic "School phobia - Case studies"

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Birchall, David, and Jean-jacques Chanaron. "Business School-Industry Cooperation: Lessons from Case Studies." In 2006 Technology Management for the Global Future - PICMET 2006 Conference. IEEE, 2006. http://dx.doi.org/10.1109/picmet.2006.296577.

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Monteiro, Ana Francisca, Maribel Miranda-Pinto, António José Osório, and Catarina Araújo. "CODING AS LITERACY: CASE STUDIES AT PRE-PRIMARY AND ELEMENTARY SCHOOL." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0718.

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Lissa, I. B. Minarti, N. Subkhi, and Nerih. "Learning Difficulties for Retarded Students: Case Studies on Biology Subjects in High School." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.045.

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Subiyakto, Bambang, and Mutiani. "Learning Motivation In Street Children (Case Study on Street Children Who Attend School in Public Elementary School (Sekolah Dasar Negeri/SDN) Mawar 2 Banjarmasin)." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.033.

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Alves, Gustavo R., Arcelina Marques, Clara Viegas, and Cristina Costa Lobo. "Structuring and moodleing a course: Case studies at the polytechnic of Porto - School of engineering." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201113.

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Wong, Lung-Hsiang, and Chee-Kit Looi. "Mobile-Assisted Vocabulary Learning in Real-Life Setting for Primary School Students: Two Case Studies." In 2010 IEEE 6th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE). IEEE, 2010. http://dx.doi.org/10.1109/wmute.2010.26.

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Gurusamy Naidu, Kribanandan. "Innovative Upgrading of Heritage Buildings: Structural Case Studies." In IABSE Conference, Kuala Lumpur 2018: Engineering the Developing World. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2018. http://dx.doi.org/10.2749/kualalumpur.2018.0435.

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<p>The challenge of integrating old and new in the development of urban spaces is constrained by commercial realities and an ignorance of the value of maintaining historical relevance as society develops. Malaysia has had its fair share of such historical gems being destroyed without much consideration for heritage but there also exists significant projects where proper design and engineering have been applied for conservation and adaptive reuse.</p><p>In this paper innovative options for structural upgrading of masonry buildings is considered using techniques which provide a basis for achieving structural integrity without compromising the visual appearance and historical value. This includes examples of a shop house upgraded following significant settlement due to adjacent construction and an adaptive reuse of a school which was converted into a theatre.</p>
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"Cultural Knowledge Management of the Great Tradition: A Case Study of Royal Traditional Thai Crafts School for Men." In 5th International Conference on Studies in Humanities and Social Sciences. Emirates Research Publishing, 2016. http://dx.doi.org/10.17758/erpub.ea1216028.

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Bo Cheng and Ting Xiong. "Decision-making mechanism of the program created —The school motto DFXY selection of case studies." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974161.

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Nurul Firdaus, Novelinda, Sri Iswati, and Amalia Rizki. "Analysis the Effect of Third Party Funds, Non Performing Financing, Capital Adequacy Ratio, and Bank Indonesia Sharia Certificates toward Financing - Case Studies of Indonesia Islamic Banking Period 2010-2015." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007540102010209.

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Reports on the topic "School phobia - Case studies"

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Karlsson, Jenni, and Jane Onsongo. The things that are giving us problems are the things that we cannot do without : the SA and Kenyan school case studies. Unknown, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii065.

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Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody, and Selina McCoy. Review of the School Completion Programme. ESRI, October 2015. http://dx.doi.org/10.26504/rs44.

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The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
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Osidoma, Japhet, and Ashiru Mohammed Kinkwa. Creatively Improving Agricultural Practices and Productivity: Pro Resilience Action (PROACT) project, Nigeria. Oxfam, February 2021. http://dx.doi.org/10.21201/2021.7260.

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Since April 2016, The European Union and the Oxfam Pro-Resilience Action Project in Kebbi and Adamawa States, Nigeria, have supported poor smallholder rural farmers to improve their agricultural productivity. The project has a specific focus on increasing crop yields per hectare for better land usage, as well as ensuring farmers possess the skills they need to maintain good agricultural practices, such as inputs utilization and climate mitigation strategies, as well as an information-sharing system on weather and market prices. The project uses a Farmer Field School model that continues to serve as a viable platform for rural farmers to access hands-on skills and basic modern farming knowledge and techniques. The case studies presented here demonstrate a significant increase in farmers’ productivity, income and resilience. This approach should be emulated by governments and private sector players to achieve impact at scale in Nigeria’s agricultural sector, which is the country’s top non-oil revenue stream.
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