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Developmentally sensitive cognitive behavioral therapy for adolescent school refusal: rationale and case illustration
David Heyne1, Floor M Sauter, Thomas H Ollendick
1Developmental Psychology Unit, Leiden University Institute of Psychology, PO Box 9555, 2300 RB, Leiden, The Netherlands, heyne@fsw.leidenuniv.nl.
Clinical Child and Family Psychology Review
|December 17, 2013
Summary
The @school program, a developmental sensitive cognitive behavioral therapy (CBT), effectively treats adolescent school refusal. This approach improved attendance and remission of depression and anxiety in a 16-year-old case study.
Area of Science:
- Psychiatry
- Clinical Psychology
- Developmental Psychology
Background:
- School refusal is challenging to treat, particularly in older adolescents.
- Developmental transitions can complicate treatment for adolescent school refusal.
- Cognitive behavioral therapy (CBT) can be adapted for developmental sensitivity.
Observation:
- Older adolescents often show poorer treatment response for school refusal.
- Developmental tasks impact adolescents, families, and treatment.
- A 16-year-old female with depression and anxiety exhibited school refusal.
Findings:
- The @school program, a modular CBT, demonstrated developmental sensitivity.
- Treatment integrated individual, mother, and family sessions, plus teacher consultations.
- The case study showed improved school attendance, reduced internalizing behaviors, increased self-efficacy, and remission of disorders.
Implications:
- The @school program offers a planned yet flexible CBT approach for adolescent school refusal.
- Parenting strategies, including authoritative and autonomy-granting approaches, are crucial.
- Clinically significant gains were maintained at follow-up, suggesting treatment efficacy.
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