Family Therapy for Child and Adolescent School Refusal

Richardson, Katrina L

doi:10.1002/anzf.1188

Cited by 16 publications

(8 citation statements)

References 21 publications

(89 reference statements)

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“…Clearly, involving the family in the intervention, alongside school staff, is likely to be essential in most cases (Doobay, ). While family therapy has long been advocated for the treatment of school refusal (Bryce & Baird, ; Lask, ; Richardson, ), there continues to be insufficient evidence that such an approach, in isolation, is as effective as individually focused therapies for the treatment of school refusal. Instead, family work is now often seen as more appropriately embedded within a CBT programme (e.g.…”

Section: Treatmentmentioning

confidence: 99%

Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000

Elliott

Place

2017

Child Psychology Psychiatry

100

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While several sound publications are available to guide intervention for school refusal, there is a continuing need for rigorous studies that can provide evidence to support individualised and tailored responses to an incapacitating problem with many causes and manifestations. While a multisystemic response to intervention approach is considered attractive, the practicalities of operating this across disparate professional borders are likely to present a long-term challenge.

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Section: Treatmentmentioning

confidence: 99%

Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000

Elliott

Place

2017

Child Psychology Psychiatry

100

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“…School refusal may be more associated with primary or early secondary grades, whereas truancy may be more associated with later secondary grades (Melvin et al, 2017; Pengpid and Peltzer, 2017). School refusal may be more associated with certain family dynamics such as enmeshment, whereas truancy may be more associated with certain family dynamics such as conflict (McConnell and Kubina Jr, 2014; Richardson, 2016).…”

Section: Categorical Distinctionsmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

et al. 2019

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School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.

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“…During the first consultation session with the mother, confirming the parents' attitudes toward school and their relationship with school staff was an important step for the school counselor. In this regard, relevant studies emphasized that cooperation between the school staff and parents of students with SAPs facilitated the solution to the problem (e.g., Heyne & Rollings, 2002;Kearney & Bates, 2005;Kearney & Bensaheb, 2006;Richardson, 2016).…”

Section: Discussionmentioning

confidence: 99%

An Approach for School Counselors: Behavioral Consultation with Parents of Youth with School Attendance Problems

Maeda¹,

Inoue²

2021

JETS

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apply to students with school attendance problems (SAPs). A school counselor adopted the rapid school return approach in a school-based behavioral consultation with parents of a 13-year-old Japanese male student who refused to attend school. After the parents implemented the approach, the student resumed his regular school attendance, which continued until the end of junior high school. The A–B design in a single case study was employed as the research design. Throughout the implementation of the approach, the findings indicated that: (a) school counselors should conduct behavioral consultation sessions with parents periodically; (b) school counselors and parents should discuss who is responsible for the escorting process; (c) school staff and school counselors should collect attendance accurate data of students with SAPs daily until the end of the academic year; and (d) school counselors should view SAPs as a persistent problem for students, which can relapse at certain points during compulsory school. This current case study suggests that behavioral consultation with parents of youth with SAPs can be effective in dealing with students who refuse to attend school and are unwilling to seek specialists’ help.

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Family Therapy for Child and Adolescent School Refusal

Cited by 16 publications

References 21 publications

Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000

Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

An Approach for School Counselors: Behavioral Consultation with Parents of Youth with School Attendance Problems

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