Self‐identity in Adolescent School Refusers and Truants

Abstract

Self‐identity dimensions of 22 adolescent school refusers and 45 adolescent disruptive truants are described and compared. Self‐perceptions are found to relate closely to objective evaluations of school refusers and truants reported elsewhere in the literature. What is important is the way these absentees perceive parents and teachers and more importantly how they feel these individuals report to others. It is these perceptions which may well influence any successful management of school absenteeism.