Authors: (including presenting author): :
Lai SM(1), Lai YC(1), Lam HY(1), Yau HK(1), Lau YO(1), Tsui LI(1), Lam SK(1)
Introduction: :
School refusal behaviour is not a DSM diagnosis, but such complicated behaviour is not uncommonly seen in the Child and Adolescent Psychiatry. Clinically, it is mostly associated with social anxiety disorder, generalized anxiety disorder, specific phobia, major depression, oppositional defiant disorder and post-traumatic stress disorder, adjustment disorder (Kawsar, Yilanli & Marwaha, 2022). School refusal behaviour refers to the spectrum of illegitimate absenteeism, including severe morning misbehaviours to attempt to miss school, skipping certain classes, school tardiness, missing school sporadically and even for extended periods of time (Kearney, 2021) and it is detrimental to the growth and development of the youth with possibility to develop somatic complaints, poor academic performance, family conflict, social alienation, school dropout, unemployment, chronic anxiety and depression (Kawsar, Yilanli & Marwaha, 2022; Kearney & Albino, 2004). Early identification and interventions including psychoeducation, behaviour strategies, parental involvement and systematic desensitization and exposure to school have been proved effective for treatment improvement on school refusal behaviours (Kearney, 2021; Kearney, Lemos & Silverman, 2004). In viewing of providing quality interventions and support to the service users with school refusal behaviours and their relatives, the new titled project was implemented.
Methodology: :
The identified practice gap was discussed with doctors, supervisor and the nurses in 12/2022. Working group was form and literatures about interventions on school refusal behaviour were reviewed. The literatures were shared in the academic meeting on 07/02/2023. The supportive program materials were developed. The pilot run of the supportive program was formally announced in the Child and Adolescent management meeting on 11/08/2023.
Result & Outcome: :
The standardized supportive program was developed, and it has been pilot-run in nurse clinic since 09/2023. As at 09/01/2024, 19 cases were recruited, and 8 cases were reintroduced to school for exposure activity.
Nurses were invited to shadow the supportive program for staff training to enhance colleagues' competence in providing supportive interventions to the student with school refusal behaviours.
Staff training workshop would be organized after the pilot run of the program.
