Gelişimi Tipik Seyreden Çocuklarda Okul Reddi, Anksiyete ve Duygu Düzenleme Güçlükleri
School Refusal, Anxiety and Emotion Regulation Difficulties in Children with Typical Development

Author(s): Sümeyye Ulaş
Subject(s): Psychology, Educational Psychology, Social psychology and group interaction, Developmental Psychology, Health and medicine and law
Published by: Özgür Yayın Dağıtım Ltd. Şti.
Keywords: education; Anxiety; physiological well-being; WHO; development;
Summary/Abstract: The World Health Organization defines a healthy individual as not only a state of physiological well-being without any disease or disability, but also as a holistic state of well-being that includes social and mental aspects. At this point, it can be evaluated that mental health and mental health problems are at least as crucial as illness or disability in complying with the definition of a healthy individual. Mental health problems can affect individuals at all stages of development. Theorists focus on the impact of early childhood development processes on the rest of life, with an emphasis on early childhood problems and early interventions. In this context, this study aimed to introduce the concepts of school refusal, anxiety, and emotion regulation as early-term emotional problems. The social circle of the child, whose social circle has been limited to her/his family until now, is expanding with processes such as school. This, in particular, can cause situations such as anxiety. It can be said that the emotional problems that are likely to be experienced in the pre-school period, when they expand in various ways, are brought to the reader’s attention. School refusal, an anxiety-based situation, is considered a school attendance problem that can lead to severe consequences such as school dropout. In this context, the similarity between school refusal and separation anxiety symptoms can occasionally make it difficult to recognize these two problems. However, while separation anxiety is seen with more diverse stimuli, anxiety and avoidance reactions are observed against the school- and school-related stimuli in the case of school refusal. Against these situations, it is recommended to focus on children's emotional regulation difficulties and intervene.

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