School Refusal

and, David A. Heyne; Sauter, Floor M.

doi:10.1002/9781118315088.ch21

Cited by 51 publications

(58 citation statements)

References 122 publications

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“…Systematic reviews have concluded that behavioural family therapy leads to recovery for more than two‐thirds of cases, and this improvement rate is significantly higher than that found for individual therapy (Elliott, ; Heyne et al . ; Kearney and Sheldon, ; King and Bernstein, ; King et al ., ; Pina et al ., ). Effective therapy begins with a careful systemic assessment to identify anxiety triggers and obstacles to anxiety control and school attendance.…”

Section: Emotional Problemsmentioning

confidence: 99%

Family therapy and systemic interventions for child‐focused problems: the current evidence base

Carr

2018

Journal of Family Therapy

209

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This review updates previous similar papers published in JFT in 2000, 2009 and 2014. It presents evidence from meta‐analyses, systematic literature reviews, narrative literature reviews and controlled trials for the effectiveness of systemic interventions for families of children and adolescents with common mental health problems and other difficulties. In this context, systemic interventions include both family therapy and other family‐based approaches such as parent training, or parent implemented behavioural programmes. The evidence supports the effectiveness of systemic interventions either alone or as part of multimodal programmes for sleep, feeding and attachment problems in infancy; recovery from child abuse and neglect; conduct problems, emotional problems, eating disorders, somatic problems, and first episode psychosis.

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Section: Emotional Problemsmentioning

confidence: 99%

Family therapy and systemic interventions for child‐focused problems: the current evidence base

Carr

2018

Journal of Family Therapy

209

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“…Standard CBT manuals developed for the treatment of anxiety or depressive disorders may not be appropriate for tackling school refusal, given its highly heterogeneous nature (Heyne & Sauter, ), and this may explain the high dropout following their use (Beidas, Crawley, & Mychailyszyn, ). Maynard, Heyne et al.…”

Section: Treatmentmentioning

confidence: 99%

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

Elliott

Place

2017

Child Psychology Psychiatry

101

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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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“…As is highlighted in the literature, paternal absence, socioeconomic disadvantage and genetic vulnerability can place children and adolescents at risk of developing separation anxiety. Cases of separation anxiety are typically referred when the child refuses to attend school (Heyne, King, & Ollendick, ). The ‘FRIENDS for Life’ programme is a cost‐effective, efficient, school‐based intervention that could be implemented in this particular clinical situation.…”

Section: Implications For Practicementioning

confidence: 99%

A controlled evaluation of the ‘FRIENDS for Life’ emotional resiliency programme on overall anxiety levels, anxiety subtype levels and school adjustment

Rodgers¹,

Dunsmuir

2013

Child Adoles Ment Health

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Background Anxiety constitutes the most common form of psychopathology in childhood and adolescence. Methods This randomised controlled study evaluated the ‘FRIENDS for Life’ school‐based Cognitive Behavioural Therapy programme on overall anxiety, anxiety subtypes and school adjustment. Sixty‐two students aged 12–13 completed measures of anxiety and school adjustment before, immediately after and 4 months after completing the programme. Parents and teachers also rated the students on overall anxiety levels and school adjustment respectively. Results The intervention group's ‘overall anxiety’ and specifically ‘separation anxiety’ reduced significantly during the programme and continued to decrease at the 4‐month follow‐up. Conclusions A significant negative correlation was found between anxiety and school adjustment. The professional implications of these findings are discussed.

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School Refusal

Cited by 51 publications

References 122 publications

Family therapy and systemic interventions for child‐focused problems: the current evidence base

Family therapy and systemic interventions for child‐focused problems: the current evidence base

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

A controlled evaluation of the ‘FRIENDS for Life’ emotional resiliency programme on overall anxiety levels, anxiety subtype levels and school adjustment

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