School refusal and depression with school inattendance in children and adolescents: Comparative assessment between the Children’s Depression Inventory and somatic complaints

Abstract

School refusal has become a relatively common problem of increasing magnitude in Japan.Although clarification of the relationship between 'school refusal' and 'depression with school inattendance' is crucial in light of the difference in treatment modalities involved, it is not clear whether the two are to be regarded along the same tangent or as disparate entities. For clarification, a comparison was made between clinical diagnosis, Children's Depression Inventory (CDI) scores, and scores for the three subordinate scales of the CDI in 34 cases of school refusal, 10 cases of depression with school inattendance, and normal students. Significant difference in CDI score was noted between the three groups: highest among depression cases, followed by school refusers, and lowest in normal students. A larger proportion of school refusers expressed somatic complaints together with low CDI scores. The typical case of school refusal appears to exhibit somatic complaints in the foreground rather than depression, both clinical characteristics and CDI scores indicate school refusal and depression to be separate entities. Although many approaches are being taken in the treatment of school refusal, the results appear to justify primacy of the psychotherapeutic approach with the possible adjuvant use of pharmacological agents, for the phenomenon as it presents in Japan.

Prevalence of depressive symptoms in Turkish adolescents

“…Son and Kirchner (12) and Toros et al (15) have declared that there is a relationship between poor school performance and depression in children and adolescents. CDI score is also high in school refuses (29) and in school problems. Maladaptive attributional patterns are also significantly associated with depressive symptoms in children and adolescents (24,27,30).…”

An Interdisciplinary Model of School Absenteeism in Youth to Inform Professional Practice and Public Policy

“…Pertinent child symptoms include anxiety, depression, fear, perfectionism, and manipulativeness (Atkinson et al 1989;Berg et al 1985;Garfinkel 1986, 1988;Bools et al 1990;Egger et al 2003;Honjo et al 2001Honjo et al , 2003Kearney and Albano 2004;Kolvin et al 1984). Key personality traits and attributional styles linked to absenteeism include introversion and low openness, agreeableness, conscientiousness, and emotional stability (Kee 2001;Lounsbury et al 2004;Okuyama et al 1999).…”

Atención selectiva, ansiedad, sintomatología depresiva y rendimiento académico en adolescentes

“…Por contra unos niveles moderados de ansiedad producirían en la persona un estado de alerta o tensión que mejoraría su rendimiento en cualquier tarea que lo requiera (Victor y Rooper, 2002). Esta última circunstancia podría ser beneficiosa para el funcionamiento académico, máxime cuando el alumno posee mecanismos para hacer frente a la ansiedad, cuando su autoestima no se ve amenazada y cuando la tarea no es muy significativa (Contreras et al, 2005 Los alumnos que padecen el desorden de ansiedad, además evitan las actividades a realizar en el aula y por ello visitan con mayor frecuencia la enfermería del centro escolar, informando de una variedad de quejas somáticas o incluso negándose a asistir a la escuela (Honjo, Nishide, Niwa, Sasaki, Kaneko, Inoko y Nishide, 2001). Debido a esto, la escasa asistencia a la escuela y la conducta negativa que suelen manifestar en ella, podría estar asociada con el pobre rendimiento académico (Hughes, Lourea-Waddell y Kendall, 2008).…”