Cognitive Behaviour Therapy Combined Fluoxetine Treatment Superior to Cognitive Behaviour Therapy Alone for School Refusal

Wu, Xin; Liu, Fang; Cai, Hui; Huang, Liying; Liu, Yu; Zhang, Mo; Lin, Jingwei

doi:10.3923/ijp.2013.197.203

Cited by 26 publications

(14 citation statements)

References 12 publications

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“…Replication studies are an often-cited requirement for classifying specific treatments as empirically supported (Chambless & Hollon, 1998;Flay et al, 2005). The Heyne et al (2002), King et al (1998), andWu et al (2013) studies all assessed the effects of CBT based on Heyne and Rollings' (2002) manual, but there was variation in the number of sessions and the duration of treatment, and the same research group conducted two of those studies.…”

Section: Discussion and Application To Practicementioning

confidence: 99%

“…For those studies that assessed effects of medication, the same CBT treatment was applied across treatment and control groups within each study; however, the authors tested different medications. More specifically, fluoxetine was tested against no medication (Wu et al, 2013), and imipramine was tested against a placebo (Bernstein, Borchardt, et al, 2000).…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…Even when full-diagnostic criteria for a particular anxiety disorder are not met, children and adolescents with school refusal may be diagnosed with anxiety disorder not otherwise specified (Heyne et al, 2002;McShane et al, 2001) or may experience fear or anxiety related to school attendance at a level below the diagnostic threshold (Egger et al, 2003). Depression may also be observed among children and adolescents with school refusal, but it is not as prevalent as anxiety (Baker & Wills, 1978;Bools et al, 1990;Buitelaar, van Andel, Duyx, & van Strien, 1994;King, Ollendick, & Tonge, 1995;Walter et al, 2010;Wu et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Various medications have been trialed in studies of youth with school refusal, including tricyclic antidepressants (Berney et al, 1981;Bernstein, Garfinkel, & Borchardt, 1990;Bernstein, Borchardt, et al, 2000;Gittelman-Klein & Klein, 1971), benzodiazepines (Bernstein, Garfinkel, et al, 1990), and selective serotonin reuptake inhibitors (Wu et al, 2013). In all of these trials, medications were combined with psychosocial treatments.…”

Section: Introductionmentioning

confidence: 99%

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Treatment for School Refusal Among Children and Adolescents

Maynard

Heyne

Brendel

et al. 2015

Research on Social Work Practice

106

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Objective: School refusal is a psychosocial problem associated with adverse short-and long-term consequences for children and adolescents. The authors conducted a systematic review and meta-analysis to examine the effects of psychosocial treatments for children and adolescents with school refusal. Method: A comprehensive search process was used to find eligible randomized controlled trials and quasi-experimental studies assessing the effects of psychosocial treatments on anxiety or attendance outcomes. Data were quantitatively synthesized using meta-analytic methods. Results: Eight studies including 435 children and adolescents with school refusal were included in this review. Significant effects were found for attendance but not for anxiety. Conclusions: Evidence indicates that improvements in school attendance occur for children and adolescents with school refusal who receive psychosocial treatment. The lack of evidence of short-term effects on anxiety points to the need for long-term follow-up studies to determine whether increased attendance ultimately leads to reduced anxiety.

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Section: Discussion and Application To Practicementioning

confidence: 99%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Treatment for School Refusal Among Children and Adolescents

Maynard

Heyne

Brendel

et al. 2015

Research on Social Work Practice

106

View full text Add to dashboard Cite

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“…Use of CBT in the treatment of childhood anxiety disorders started with the "Coping Cat" program designed by Kendall in 1990. Effectiveness of this program translated to many languages ("Coping Kuala"-see [21,22]; "Coping Bear"-see [23]), and similar therapy programs based on Coping Cat has been supported with several study findings that have different research designs [24][25][26][27][28][29][30][31][32][33][34][35].…”

Section: Introductionmentioning

confidence: 90%

Cognitive Behavioral Therapy Principles in Children: Treatment of Internalizing Disorders

Tok¹

2018

Cognitive Behavioral Therapy and Clinical Applications

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Cognitive behavioral therapy (CBT) is an effectiveness-proven therapy method in the psychosocial treatment of childhood internalizing disorder. Considering the techniques included, even though anxiety and major depression are two different disorders, they are observed to occupy a quite common pool in terms of their similar nature, symptoms, etiologies, and high comorbidity rates. While these techniques are rationally similar to those in adult CBT, application ways, contents, session structures of the techniques, and styles of homework should be adapted to the developmental characteristics of children. In this book chapter, initially, several CBT programs for childhood internalizing disorders will be mentioned. After than, main points to take into consideration while adapting CBT, which was firstly designed for adults to children, will be emphasized. Lastly, information about main CBT techniques, whose effectiveness has been proven in the treatment of internalizing disorders, will be given.

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