Cognitive-behavioral treatment of school-refusing children: a controlled evaluation.

Abstract:

OBJECTIVE:To evaluate the efficacy of a 4-week cognitive-behavioral treatment program for children who refuse to go to school. METHOD:Thirty-four school-refusing children (aged 5 to 15 years) were randomly assigned to a cognitive-behavioral treatment condition or a waiting-list control condition. Treatment consisted of individual child cognitive-behavioral therapy plus parent/teacher training in child behavior management skills. Measures taken before and after treatment included school attendance, child self-report of emotional distress and coping, caregiver reports on emotional and behavioral problems, and clinician ratings of global functioning. RESULTS:Relative to waiting-list controls, children who received cognitive-behavioral therapy exhibited a significant improvement in school attendance. These children also improved on self-reports of fear, anxiety, depression, and coping. Significant improvements also occurred in relation to caregiver reports and clinician ratings. Maintenance of therapeutic gains was demonstrated at a 3-month follow-up assessment. CONCLUSIONS:Cognitive-behavioral treatment of school refusal was efficacious and acceptable. The relative contributions of child therapy and parent/teacher training require further study.

authors

King NJ,Tonge BJ,Heyne D,Pritchard M,Rollings S,Young D,Myerson N,Ollendick TH

doi

10.1097/00004583-199804000-00017

subject

Has Abstract

pub_date

1998-04-01 00:00:00

pages

395-403

issue

4

eissn

0890-8567

issn

1527-5418

pii

S0890-8567(09)63047-1

journal_volume

37

pub_type

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