Strategies to prevent and / or minimize school rejection from school and family

Abstract

Just the existence of school refusal associated with stress and anxiety disorders in child age should make us  think about the responsibility we have as adults (families, teachers, educators, etc.) to promote healthy, safe and balanced contexts help to: a) prevent these disorders by promoting a comprehensive and harmonious development of children and/or, b) minimize the impact of adverse experiences or contexts may have on the child. This study seeks to highlight the potential benefits of training strategies, joint participation and school-family collaboration based on the Multiple Intelligences’s theory to prevent and/or minimize the stress and anxiety experienced by many children with symptoms of school refusal. The conclusions are based on studies that show the existence of different profiles of intelligence from an early age (Ballester, 2004; Gomis, 2007; Valero, 2007) and are based and complemented from the data study provided by 144 families about the strengths and weaknesses of their children as much in school and at home activities, as well as activities or personality traits that manifest children outside school hours and that could affect performance and behavior in the school environment. The results provide valuable information about the expectations of parents and perceptions of child characteristics that may cause school refusal. Similarly, the study of the application of theory in educational contexts (Del Pozo, 2005, 2009, 2013) shows proposals for action from the school setting mechanisms, procedures and operational standards to work from the center in collaboration with the families to prevent and/or minimize school refusal.