Abstract：
School refusal (SR) is a form of school attendance problem (SAP) that requires specific mental health care. Despite improvements in the definition of SAPs, the course of SR is not well characterized. To explore three-year patterns of SR course in children, as reported by their parents, we deployed an anonymous web-based survey. We defined SR onset as the absence of ≥ 2 school weeks during one academic year, combined with emotional distress. We defined standard SR trajectories using sequence analysis of parents\' recollection of three consecutive years of school attendance. We obtained 1970 responses, 1328 (67%) completed by a parent and meeting the definition of SR. Of these, 729 (55%) responses included three years of school attendance recollection. We identified five prototypical trajectories of SR: two profiles for children: beaded absences (n = 272), and rapid recovery (n = 132); and three for adolescents: prolonged recovery (n = 93), gradual decline (n = 89), and rapid decline (n = 143). We found five distinct trajectories of retrospective recall of SR course. Through pattern recognition, this typology could help with timely identification of SR and implementation of evidence-based interventions to optimize outcomes. Prospective replication of these findings and their field application is warranted.
摘要：
学校拒绝（SR）是一种上学问题（SAP），需要特定的精神保健。尽管SAP的定义有所改善，SR的过程没有很好地表征。探索儿童三年SR课程的模式，据他们的父母报告，我们部署了一个基于网络的匿名调查。我们将SR发作定义为在一个学年中没有≥2个学校周，加上情绪困扰。我们使用对父母连续三年上学的回忆进行序列分析来定义标准SR轨迹。我们得到了1970年的答复，1328（67%）由父母完成，符合SR的定义。其中,729（55％）的答复包括三年的上学回忆。我们确定了SR的五个原型轨迹：儿童的两个轮廓：串珠缺席（n=272），和快速恢复(n=132)；青少年有三个：长期恢复(n=93)，逐渐下降(n=89)，并迅速下降(n=143)。我们发现了SR课程回顾性回忆的五个不同轨迹。通过模式识别,这种类型有助于及时识别SR并实施循证干预措施以优化结局.这些发现及其现场应用的预期复制是必要的。
