includes sick time off, injured time off, special circumstances, and absence without permission. Unplanned absences indicate an important factor of the health of the workplace, including employee satisfaction and commitment. Sources Bullying Nearly every workplace that has a bully in charge will have elevated staff turnover and absenteeism. Narcissism and psychopathy According to Thomas, there tends to be a higher level of stress with people who work or interact with a narcissist, which in turn increases absenteeism and staff turnover. Boddy finds the same dynamic where there is a corporate psychopath in the organization. In school While occasional school absenteeism may not be problematic, excessive absenteeism has shown to have a negative impact. Students with poor attendance records are found to be at a disadvantage both academically and socially. Compared to their peers, these students are more at risk of academic under-performance and early school leaving. They are also at risk of having more restricted opportunities in terms of further education and employment, and are likely to experience social and emotional problems in adulthood. Missing school can be a habit-forming behavior and can be challenging to deal with despite growing awareness of the causes of absenteeism. Research evidence suggests that early interventions are six times more likely to be successful than those after students' non-attendance has reached the persistent stage. Equally, there is normally one initial reason, referred to as "the trigger point", for the students' non-attendance. By the time students' absences have reached the persistent stage, there are at least several more reasons used to justify the action. There are positive and negative reinforcements regarding student absenteeism. A positive reinforcement meaning that the student will receive either more attention from their parent or guardian, or receive tangible benefits from not going to school. A negative reinforcement meaning that the student is avoiding school. Dube and Orpinas conducted a study by surveying 99 upper-elementary and middle schools, targeting students with attendance problems. Three major profiles were identified from these students. Dube and Orpinas found that 17.2 percent missed school to avoid fear, anxiety problems, or escape from social or evaluative situations; 60.6 percent missed school to gain parental attention or tangible benefits; and 22.2 percent had no profile. All three groups significantly differed in mean scores for behavioral difficulties. Children who fit within multiple profiles had the highest level of behavioral problems, and children in the no-profile group had the