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Related Experiment Videos

Cognitive-behavioral treatment of school-refusing children: a controlled evaluation

N J King1, B J Tonge, D Heyne

  • 1Faculty of Education, Monash University, Clayton, Victoria, Australia.

Journal of the American Academy of Child and Adolescent Psychiatry
|April 29, 1998
PubMed
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A 4-week cognitive-behavioral treatment program significantly improved school attendance and reduced emotional distress in children with school refusal. Therapeutic gains were maintained at follow-up.

Area of Science:

  • Child and Adolescent Psychiatry
  • Clinical Psychology
  • Educational Psychology

Background:

  • School refusal is a significant problem affecting children's education and well-being.
  • Cognitive-behavioral therapy (CBT) is a promising approach for addressing school refusal.
  • Understanding the efficacy of structured CBT programs is crucial for clinical practice.

Purpose of the Study:

  • To evaluate the efficacy of a 4-week cognitive-behavioral treatment (CBT) program for children experiencing school refusal.
  • To assess improvements in school attendance, emotional distress, and behavioral problems.
  • To determine the maintenance of therapeutic gains over time.

Main Methods:

  • A randomized controlled trial involving 34 children (aged 5-15 years) with school refusal.

Related Experiment Videos

  • Participants were assigned to either a CBT condition or a waiting-list control group.
  • Treatment included individual CBT for the child and behavior management training for parents/teachers; outcomes measured included school attendance, self-reports, caregiver reports, and clinician ratings.

    • Main Results:

    • Children receiving CBT showed significant improvements in school attendance compared to controls.
    • Participants in the CBT group reported reduced fear, anxiety, and depression, and enhanced coping skills.
    • Caregiver reports and clinician ratings also indicated significant improvements, with gains maintained at 3-month follow-up.

    Conclusions:

    • The 4-week cognitive-behavioral treatment program demonstrated efficacy and acceptability for treating school refusal in children.
    • The findings support the use of CBT as a viable intervention for school-refusing children.
    • Further research is needed to elucidate the specific contributions of child therapy versus parent/teacher training.