| Title |
Developmentally Sensitive Cognitive Behavioral Therapy for Adolescent School Refusal: Rationale and Case Illustration
|
|---|---|
| Published in |
Clinical Child and Family Psychology Review, December 2013
|
| DOI | 10.1007/s10567-013-0160-0 |
| Pubmed ID | |
| Authors |
David Heyne, Floor M. Sauter, Thomas H. Ollendick, Brigit M. Van Widenfelt, P. Michiel Westenberg |
| Abstract |
School refusal can be difficult to treat and the poorest treatment response is observed among older school refusers. This poor response may be explained, in part, by the impact of developmental transitions and tasks upon the young person, their family, and the treatment process. This paper describes and illustrates the @school program, a cognitive behavioral therapy (CBT) designed to promote developmental sensitivity when planning and delivering treatment for adolescent school refusal. Treatment is modularized and it incorporates progress reviews, fostering a planned yet flexible approach to CBT. The treatment is illustrated in the case of Allison, a 16-year-old female presenting with major depressive disorder and generalized anxiety disorder. A case formulation guided the selection, sequencing, and pacing of modules targeting predisposing, precipitating, perpetuating, and protective factors. Treatment comprised 16 sessions with Allison (interventions addressing depression, anxiety, and school attendance) and 15 concurrent sessions with her mother (strategies to facilitate an adolescent's school attendance), including two sessions with Allison and mother together (family communication and problem solving to reduce parent-adolescent conflict). Two treatment-related consultations were also conducted with Allison's homeroom teacher. Allison's school attendance improved during the course of treatment. By post-treatment, there was a decrease in internalizing behavior, an increase in self-efficacy, and remission of depressive disorder and anxiety disorder. Clinically significant treatment gains were maintained at 2-month follow-up. Factors influencing outcome may include those inherent to the @school program together with less specific factors. Special consideration is given to parents' use of both authoritative and autonomy-granting approaches when helping an adolescent to attend school. |
X Demographics
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Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Japan | 1 | 20% |
| United States | 1 | 20% |
| Unknown | 3 | 60% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 60% |
| Practitioners (doctors, other healthcare professionals) | 1 | 20% |
| Science communicators (journalists, bloggers, editors) | 1 | 20% |
Mendeley readers
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Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Malaysia | 1 | <1% |
| United States | 1 | <1% |
| Unknown | 186 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 43 | 23% |
| Student > Ph. D. Student | 34 | 18% |
| Student > Doctoral Student | 18 | 10% |
| Student > Bachelor | 14 | 7% |
| Researcher | 13 | 7% |
| Other | 26 | 14% |
| Unknown | 40 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 96 | 51% |
| Social Sciences | 16 | 9% |
| Medicine and Dentistry | 11 | 6% |
| Nursing and Health Professions | 7 | 4% |
| Arts and Humanities | 5 | 3% |
| Other | 7 | 4% |
| Unknown | 46 | 24% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 09 February 2022.
All research outputs
#13,428,001
of 23,854,458 outputs
Outputs from Clinical Child and Family Psychology Review
#290
of 376 outputs
Outputs of similar age
#164,078
of 314,448 outputs
Outputs of similar age from Clinical Child and Family Psychology Review
#3
of 6 outputs
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