Addressing Truancy in an Adolescent Client

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Sociology

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Nov 24, 2024

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1 Addressing Truancy in an Adolescent Client Student’s Name Institutional Affiliation

2 The formulation of the problem: addressing truancy in a client who is an adolescent James, a male student aged 15 who has been displaying a continuous pattern of truancy from school, is the identified client in this single-subject case study. James has been skipping school on a regular basis. The data that was used for the development of this formulation originated from a wide variety of sources, some of which include case records, process recordings, and direct observations gathered while doing fieldwork. James, a high school sophomore, lives in a family with just one parent and has little financial means. He is dealing with a number of difficult problems as a result of these circumstances. In spite of the fact that he has the capacity to do well academically, he has problems with attendance, which causes him to miss a variety of courses on a regular basis. According to the school records and comments made by teachers, James has been absent from about twenty percent of the school year owing to truancy. Targeted Behavior: The behavior that will be changed via this intervention is truancy, which may be described as the intentional act of missing school without the appropriate permission ( Knage, 2021) . Truancy is a difficult problem. Because of the possible negative consequences that truancy may have on a student's academic achievement as well as their general wellbeing, addressing this habit is considered very necessary for James' overall growth and development. Aspects of Truancy  The number of days that James is away from school during a given week is one way to measure the frequency of his absences.  Time of Day: Recognizing trends that are connected to certain periods of the day when absenteeism is more likely to occur in the classroom.

3  Reasons for Truancy: Investigating the underlying reasons, such as James' truant conduct being triggered by scholastic difficulty, social obstacles, or familial concerns.  Class Topics Ignored: Investigating whether or if students have a predilection for skipping certain courses when they participate in truant activities.  The Role of Peer Influence in developing James' Truant conduct and Decision-Making This section will examine the role that James' peers played in developing James' truant conduct and decisions.  Assessing the Quality and Frequency of James' Communication with instructors Regarding His Absences The sixth item on the agenda is to evaluate the quality and frequency of James' communication with instructors regarding his absences.  Investigating the degree to which James' parents or guardians are involved in and aware of his truancy is the seventh item on the list.  Academic Performance: Establishing a correlation between James' occurrences of truancy and the changes that may be seen in his overall academic performance.  Emotional Well-Being: Investigating the markers of emotional well-being on days when truancy occurs in order to have a better understanding of the emotional context of the situation.  Evaluation of James' Participation in School Activities and Extracurricular This section will evaluate James' overall participation in school activities and extracurricular, offering a holistic perspective of his activity. Information from the Fieldwork Observations indicated that James regularly exhibited indicators of disengagement while the class was in session. The responses from the teachers underlined worries over unfinished tasks,

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4 indicating that there may be a connection between absenteeism and academic difficulties. In addition, conversations with James revealed a feeling of alienation from his contemporaries, which was a crucial factor in the truant conduct he displayed. Intervention Justification The purpose of the intervention plan is to take a comprehensive approach to addressing the factors that led to James' chronic absence from school. This multidimensional strategy involves parental participation measures to promote a supportive home environment, individual therapy sessions to analyze and mitigate emotional and psychological concerns, and school-based support networks with the goal of improving James' overall well-being ( Provenzi et al. 2021) . By focusing on the identified factors of truancy, the intervention intends to enhance James' school attendance, academic achievement, as well as his general mental and emotional health in a synergistic manner. Citing relevant sources from the assigned readings helps to ensure that evidence-based practices are included into the design of the intervention.

5 References Knage, F. S. (2021). Beyond the school refusal/truancy binary: engaging with the complexities of extended school non-attendance. International Studies in Sociology of Education , 1- 25. Provenzi, L., Grumi, S., Rinaldi, E., & Giusti, L. (2021). The porridge-like framework: A multidimensional guidance to support parents of children with developmental disabilities. Research in Developmental Disabilities , 117 , 104048.

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