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Emotionally-based school avoidance (EBSA): A multi-systemic cognitive behaviour therapy (CBT) approach to problematic attendance
Discover a multi-systemic CBT approach to help children and adolescents overcome EBSA and improve attendance through collaboration with families and schools.
“Some of the best professional trainings on interventions for EBSA I’ve ever participated in. This framework allows us to match interventions to the causes of school refusal, using a tiered response. This webinar captured the reality of how difficult it is to respond to school avoidance while providing clear interventions to can create progress for students. We will be implementing much of what we learned today.”
-Peter T. Smith, CD, MA, MEd, LCT, CCC, High School Principal & Licensed Counselling Therapist, Emotionally-based school avoidance: A multi-systemic cognitive behaviour therapy (CBT) approach to problematic attendance, facilitated by Dr. Daniel Chorney. Spring 2026.
The emotionally-based school avoidance (EBSA): A multi-systemic and cognitive behaviour therapy (CBT)-based approach to problematic attendance’ webinar provides a comprehensive and practical framework for understanding, assessing, and treating school avoidance behaviours and attendance-related challenges in children and adolescents.
School avoidance is a complex, multi-faceted issue that requires an integrated approach addressing mental health, family dynamics, educational systems, and broader social factors. This workshop explores the four primary functions of school avoidance (anxiety-based, social/evaluative distress, attention-seeking, and tangible rewards) and introduces a tiered intervention model to support students at various levels of absenteeism severity.
“Daniel is a great trainer and shared some great, useful information through the use of teaching, real-life relevant examples and humor. Thank you!!”
-Attendee, Emotionally-based school avoidance: A multi-systemic cognitive behaviour therapy (CBT) approach to problematic attendance, facilitated by Dr. Daniel Chorney. Winter 2026.
Learning objectives:
- Understand the complexities of emotionally-based school avoidance (EBSA)
- Define EBSA and distinguish it from truancy and other attendance issues.
- Explore the four key functions of school avoidance and their behavioural patterns.
- Examine post-pandemic trends in school absenteeism and their implications.
- Assess and identify the underlying causes of school refusal
- Utilize structured assessment tools (e.g., school refusal assessment scale – revised).
- Differentiate between anxiety-driven school refusal and oppositional behaviour.
- Recognize systemic and family-based factors contributing to avoidance.
- Implement effective, evidence-based interventions
- Apply CBT strategies for anxiety-driven avoidance.
- Develop exposure-based hierarchies to gradually reintegrate students into school.
- Use motivational and values-based approaches to enhance student engagement.
- Develop and apply a multi-tiered model of support
- Implement Tier 1 universal interventions for school-wide prevention.
- Apply Tier 2 targeted interventions for students at risk of chronic absenteeism.
- Use Tier 3 intensive interventions for students with severe school avoidance.
- Engage parents and school staff in a collaborative process
- Address family accommodation behaviours that reinforce avoidance.
- Guide parents in building distress tolerance and school readiness at home.
- Train educators on creating a supportive and structured school environment.
Register now to build your expertise in CBT for school avoidance/refusal and help children overcome attendance challenges with confidence and collaboration.
Please note: This webinar is module 5 of our Certificate in cognitive behavioural therapy (CBT) for children level 2: Clinical applications to specific cases program. However, participants can also register for it as a stand-alone training to enhance their therapeutic skills.
The Canadian Psychological Association recognizes this training for 6 hours of continuing education. These hours are also applicable towards the required 40 hours of formal training in CBT as part of the CACBT certification process.
