Page 262 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 262
ear ly school leaving: contempor ary european perspectives
Diagnostics and intervention
Recognition of the early markers of psychological difficulties and dis-
tress and therefore compromised school functioning (with a higher risk of
ESL) could prompt the delivery of mental health promotion and preven-
tion activities to avert the development or further disability and disorders
(DeSocio & Hootman, 2004). Internalisation problems are especially prob-
lematic when it comes to diagnostics since they often go unnoticed. For in-
stance, frequent school absence based on non-specific health problems (so-
matisations, frequent reporting of aches, pains and medically unexplained
medical symptoms) may be related to students’ underlying emotional prob-
lems (DeSocio & Hootman, 2004). Early recognition (by school counsel-
lors and classroom teachers) and high quality diagnostic tools (e.g. screen-
ing tools) as well as continuous observations are essential. As far as anxiety
is concerned in the classroom, some characteristics of anxious students can
be of help when trying to identify students with anxiety problems. For in-
stance: (i) anxious students can be worried most of the time; (ii) are usual-
ly tense (unable to relax); (iii) will try to avoid school work due to the fear it
will not be perfect; (iv) can be extremely well behaved (always following the
rules); (v) can become lost in details and therefore not finish school work
on time; and (vi) can often look for constant reassurance from their peers
or teachers. Regarding depression, longer periods of bad mood, sleepiness,
pessimism and signs of learned helplessness should cause educational staff
to take a better look.
When addressing anxiety or depression we can use three levels of in-
tervention: universal programmes cover the entire population, selective
programmes are geared towards groups with a higher probability of in-
creased anxiety or depression and other problems, and individual pro-
grammes are aimed at treating individuals in whom higher levels of anx-
iety or other problems have been observed (Silverman & Treffers, 2001).
At the school level, universal prevention is the best option as it can cov-
er the largest number of children. Schools are particularly suitable for
universal programmes as they encompass the majority of students, with-
out further exposing individuals who are faced with multiple problems
(Masten & Motti-Stefanidi, 2009). These programmes are focused on stu-
dents who would otherwise not seek professional treatment, even though
they would certainly need it. In fact, studies (Mifsud & Rapee, 2005) have
revealed that anxiety, for instance, is commonly overlooked and that stu-
dents who suffer from such disorders rarely receive professional treatment.
262
Diagnostics and intervention
Recognition of the early markers of psychological difficulties and dis-
tress and therefore compromised school functioning (with a higher risk of
ESL) could prompt the delivery of mental health promotion and preven-
tion activities to avert the development or further disability and disorders
(DeSocio & Hootman, 2004). Internalisation problems are especially prob-
lematic when it comes to diagnostics since they often go unnoticed. For in-
stance, frequent school absence based on non-specific health problems (so-
matisations, frequent reporting of aches, pains and medically unexplained
medical symptoms) may be related to students’ underlying emotional prob-
lems (DeSocio & Hootman, 2004). Early recognition (by school counsel-
lors and classroom teachers) and high quality diagnostic tools (e.g. screen-
ing tools) as well as continuous observations are essential. As far as anxiety
is concerned in the classroom, some characteristics of anxious students can
be of help when trying to identify students with anxiety problems. For in-
stance: (i) anxious students can be worried most of the time; (ii) are usual-
ly tense (unable to relax); (iii) will try to avoid school work due to the fear it
will not be perfect; (iv) can be extremely well behaved (always following the
rules); (v) can become lost in details and therefore not finish school work
on time; and (vi) can often look for constant reassurance from their peers
or teachers. Regarding depression, longer periods of bad mood, sleepiness,
pessimism and signs of learned helplessness should cause educational staff
to take a better look.
When addressing anxiety or depression we can use three levels of in-
tervention: universal programmes cover the entire population, selective
programmes are geared towards groups with a higher probability of in-
creased anxiety or depression and other problems, and individual pro-
grammes are aimed at treating individuals in whom higher levels of anx-
iety or other problems have been observed (Silverman & Treffers, 2001).
At the school level, universal prevention is the best option as it can cov-
er the largest number of children. Schools are particularly suitable for
universal programmes as they encompass the majority of students, with-
out further exposing individuals who are faced with multiple problems
(Masten & Motti-Stefanidi, 2009). These programmes are focused on stu-
dents who would otherwise not seek professional treatment, even though
they would certainly need it. In fact, studies (Mifsud & Rapee, 2005) have
revealed that anxiety, for instance, is commonly overlooked and that stu-
dents who suffer from such disorders rarely receive professional treatment.
262
