Social Work Intervention Paper

Social Work Intervention

Social Work Intervention
Introduction
School refusal is a “staid emotional issue that is connected with considerable short- and long-term consequences. (Finch, 2012) In the early 1940s the apprehension of going to school was actually termed as school phobia. School refusal, as an alternative term, was utilized especially in Great Britain and the United States to define similar issues in kids who essentially did not go to school because they were distressed emotionally. In general, children with school refusal differ in some ways from kids who are truant, even though the behaviors are not mutually exclusive. This paper will explore a group or family social work intervention
For instance, if a child who has been missing school comes with his or her parents to a treatment program, responsible parties will basically identify the issue as the presenting problem. Initially, at least, group therapists will see the key goal as first arresting the habit of missing school (Sturmey, 2008). On the other hand, a family therapist will see the system of family—which could actually be the parents—as a key component of the school refusal problem. Usually, the key goals of the family intervention group will be much broader compared to the school refusal counselor’s, emphasizing improvement of relational patterns across the family system. Since, families change their interaction patterns over the recovery course; they are actually believed to need assistance that is continuous in order to avoid developing another pattern that is
If not identified in advance and treated effectively, school refusal behavior has consequences both in the short- as well as long-term basis. Some of the consequences of this issue in the short-term include considerable deteriorating school performance, child stress, social isolation, as well as family conflict and tension. Consequences in the long term include impaired social functioning affecting professional and personal goals, decreased likelihood of attending college, and increased risk of drug abuse, depression and anxiety in adulthood. This is premised on the fact that the longer the child refuses to go to school, the higher the possibility of these problems enhancing. In terms of additional research, it is critical that parents, kids, school personnel, and mental health professionals act as a group to understand school refusal further. In terms of this research informing evidence-based practice, it helps unravel this issue of school refusal behavior as it still remains both a prevalent and potentially severe issue that is under-investigated specifically empirically-based treatment and