School Refusal Behaviour: Children Who Can’t or Won’t Go To School - George Haarman




On Demand


Instant Access! — Recorded on 19th March 2021

Approved for 6 CPD/CE credits


TRAINING information

This is an on-demand training event. Watch anytime, anywhere at your convenience.

All course content related to this training will be accessible for 365 days after purchase.

Registration for this event will close on 18th March 2022.


School refusal is a problem that is stressful for children, for their families, and for school personnel. Failing to attend school has significant long-term and short-term effects on children’s social, emotional, and educational development. School refusal is often the result of, or associated with, co-morbid disorders such as anxiety or depression.

Careful assessment, treatment planning, and management of school refusal are critical to a successful return to school as quickly as possible. Treatment may include educational support, cognitive therapy, behavior modification, parent/teacher interventions, and pharmacotherapy.

The one-day seminar will break down the distinction between truancy and school refusal. Completing the seminar will assist participants in performing a functional analysis of school refusal to determine the motivation and particular reinforcement systems that support the behavior. The course will examine a number of psychological disorders that may be causing or be co-morbid with school refusal, including, separation anxiety, generalized anxiety, social phobia, panic attacks, major depression, Autism Spectrum Disorder, ADHD, and oppositional defiant disorder.

The latest treatment approaches will be reviewed with a focus on tailoring and adapting standard approaches to specific situations. Lastly, participants will be given the opportunity to review several case studies and develop a sample treatment plan for cases of school refusal.

Learning Objectives

  • Participants will recognize the behavioral and clinical features of school refusers
  • Participants will analyze the functional purpose of school refusal behavior
  • Participants will differentiate between school refusal and truancy
  • Participants will identify co-morbid psychological disorders associated with school refusal
  • Participants will design treatment plans for school refusers
  • Participants will distinguish the four categories of school refusers
  • Participants will examine individual, family, and pharmacological approaches to treatment of school refusers

Methods: Home study, case studies, post-test evaluation


00:20:06 Truancy Versus School Refusal
00:37:50 Characteristics of School Refusers
01:46:48 Underlying Psychological Disorders and Co-Morbid Conditions
02:32:30 Diagnostic and Assessment of School Refusers
02:54:37 Strategic Interventions with School Refusers
04:16:42 Strategic Intervention and Treatment Approaches
04:53:43 Intervention with a Functional Modal of School Refusal
06:02:01 Case Studies

About the Speaker

George B. Haarman, Psy.D., LMFT, is a Licensed Clinical Psychologist and a Licensed Marriage and Family Therapist with over 30 years of experience. He currently is in private practice in Louisville, KY, and also serves as a consultant to several school systems regarding the assessment of children. His prior experience includes working with youth detention centers, juvenile group homes, child protective services, and juvenile probation. Dr. Haarman received his doctorate in clinical psychology from Spalding University in 1989 and is a member of the American Psychological Association. Dr. Haarman has been an instructor at Jefferson Community College, Bellarmine University, and Spalding University. He has presented seminars regionally and nationally on psychopathology, depression, and emotional disorders in children and adolescents. He is the author of School Refusal: Children Who Can’t or Won’t Go to School and Clinical Supervision: Legal, Ethical, and Risk Management Issues.


CPD & CE credits available: 6

How do I receive these credits?

The participant must pass the multiple-choice test with a minimum score of 80%. There is a maximum of three attempts to achieve this.

The post-test is included in the price of the training.

Does my regulatory body accept the credits?

The CPD & CE credits awarded can be used towards your declaration to any governing regulatory body in your state or country, provided the content is relevant to your discipline.

Our trainings are accredited by:

– The CPD Group, London
– Canadian Counselling and Psychotherapy Association
– Australian Counselling Association


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School Refusal Behaviour: Children Who Can’t or Won’t Go To School - George Haarman

On Demand