Re-defining and Managing School Refusal in the Era of COVID: An Evolving Resource Guide

The initial, ongoing, and returning spread of COVID-19 has forced substantial changes in all domains of life. Perhaps no domain of life has been impacted as much as the schooling and education of our youth. Schools have had to make difficult and creative decisions to meet the demands of an ever-evolving health climate and uncertain information about risk, protections, and community preferences. Within this context, school attendance, student engagement, and student supports require quick but thoughtful reconceptualization. How is attendance conceptualized in remote, in-person, and hybrid form...Read moreats? How is engagement monitored and encouraged in each variation? The current workshop will focus on understanding traditional definitions of School Refusal and adaptations that need to be made in the context of COVID-19. Assessment and triage systems (e.g., the National Association of School Psychologists, COVID-19 School Adjustment Risk Matrix) will be described to help identify students at risk for school attendance and engagement. Evidence-based strategies, such as motivational interviewing, functional assessment, parent management, and reward planning will be discussed within the context of families and schools. Case studies will be presented to stimulate discussion and questions. Participants will be encouraged to bring forth case examples for personalized discussion. Less...

Learning Objectives

  • Recite changes to school structures related to COVID-19 and how they impact school attendance metrics for school-age youth.
  • Describe the the NASP COVID-19 School Adjustment Risk Matrix and its implications for triage of at-risk students.
  • Apply functional assessment strategies to help identify maintaining functions of school refusal behavior.
  • Apply decisional analysis to help youth and schools find motivating reasons to increase engagement and attendance at school.
  • Plan “daily renewable reward” plans with caregivers to reinforce youth approach behaviors.

Friday, February 12, 2021

Live Interactive Webinar

08:30 AM EST - 11:30 AM EST

Register for this Webinar
EARN 3 CE Credit Hours

About the speaker

Brian Chu, PhD

Brian Chu, PhD

Associate Professor, Department of Clinical Psychology, GSAPP, Rutgers University
Brian C. Chu, Ph.D., is Associate Professor in, and Program Chair of the Department of Clinical Psychology in the Graduate School of Applied and Professional Psychology at Rutgers University. He is a recent recipient of the Klingenstein Third Generation Foundation Young Investigator Award to support development of behavioral activation and exposure programs in middle schools. He has co-edited a book, Transdiagnostic Treatments for Children and Adolescents: Principles and Practice (Guilford, 2013) reviewing the science and treatment of universal processes that cut across youth pathology. He is co-authoring a practitioner-oriented book designed to guide clinicians in everyday evidence-based practice: Treatment Plans and Interventions: Child and Adolescent Mood and Anxiety Disorders (Translating Evidence-Based Treatments into Personalized Therapies). He is Associate Editor and Editor Elect of Cognitive & Behavioral Practice, the practice-oriented journal of the Association for Behavioral and Cognitive Therapies, and he serves on the Editorial Board for several scientific journals, including Behaviour Research and Therapy, Journal of Clinical Child and Adolescent Psychology, and Clinical Psychology: Science and Practice. Dr. Chu's areas of interest include the assessment and treatment of anxiety and depression disorders in youth, with a special emphasis on the dissemination of evidence-based practice, mechanisms of change, and transdiagnostic approaches to understanding youth disorders. He has a developing interest in understanding multicultural issues that impact help-seeking behavior and access to mental health services. He is a committed teacher and mentor to undergraduate and graduate trainees learning to appreciate and become competent in evidence-based psychological practice.

CE Information - Earn 3 CE Credit Hours

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