Management of school phobia

1969 ◽  
Vol 7 (22) ◽  
pp. 86-88
Keyword(s):  
School Attendance ◽  
School Refusal ◽  
Neurotic Disorder ◽  
Compulsory School ◽  
School Phobia ◽  
Severe Anxiety ◽  
Causes Of Failure

School phobia, or school refusal, is relatively uncommon. It can be distinguished from other causes of failure to attend school, such as simple reluctance or truancy, in that going to school or being in school evokes severe anxiety in the child. School phobia is a manifestation of a neurotic disorder, and is specifically evoked by compulsory school attendance.

School Phobia: A Therapeutic Trial with Clomipramine and Short-Term Outcome

1981 ◽  
Vol 138 (2) ◽  
pp. 110-118 ◽  
Author(s):  
T. Berney ◽  
I. Kolvin ◽  
S. R. Bhate ◽  
R. F. Garside ◽  
J. Jeans ◽  
...  
Keyword(s):  
School Refusal ◽  
Therapeutic Trial ◽  
Short Term ◽  
Neurotic Disorder ◽  
Double Blind ◽  
Term Outcome ◽  
School Phobia ◽  
Short Term Outcome ◽  
Rapid Relief ◽  
Better Than

SummaryA double-blind trial failed to demonstrate any significant short-term effects of clomipramine in doses recommended for use in general practice (in addition to the usual range of psychotherapeutic help) in the treatment of children with school refusal and neurotic disorder. Patterns of improvement were also studied for the sample as a whole irrespective of treatment. Neither age nor sex were significantly related to improvement, except on one behavioural measure where girls initially did better than boys. In addition, it was found that there was a rapid relief of depression but neurotic symptomatology tended to persist.

Children Refusing School to Avoid School-Related Stimuli That Provoke Negative Affectivity

2018 ◽  
pp. 89-138
Author(s):  
Christopher A. Kearney ◽  
Anne Marie Albano
Keyword(s):  
Avoidance Behavior ◽  
School Attendance ◽  
Negative Affectivity ◽  
School Refusal ◽  
Deep Breathing ◽  
School Refusal Behavior ◽  
Case Vignettes ◽  
Treatment Procedures ◽  
Severe Anxiety

Chapter 4 describes treatment procedures for children whose school refusal behavior is motivated by a desire to avoid symptoms of dread, anxiety, panic, or depression associated with certain school-related stimuli. For these children, the main goal of treatment is to change avoidance behavior and build coping and active school attendance behaviors. Detailed descriptions of each session are provided, along with homework assignments. The child is taught skills such as relaxation and deep breathing. The use of medications for children with severe anxiety is discussed. Case vignettes and sample dialogues are included.

scholarly journals School Refusal Behavior and Aggression in Spanish Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Miriam Martín ◽  
María Vicent ◽  
Ricardo Sanmartín
Keyword(s):  
Physical Aggression ◽  
School Attendance ◽  
Verbal Aggression ◽  
School Refusal ◽  
School Students ◽  
Predictive Capacity ◽  
School Refusal Behavior ◽  
Aggression Questionnaire ◽  
Mean Differences ◽  
Tangible Reinforcement

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

Introductory Information for Therapists

2018 ◽  
pp. 1-20
Author(s):  
Christopher A. Kearney ◽  
Anne Marie Albano
Keyword(s):  
Treatment Program ◽  
School Attendance ◽  
Functional Model ◽  
Evidence Base ◽  
School Refusal ◽  
Developmental Level ◽  
School Refusal Behavior ◽  
Age Appropriate ◽  
Primary Focus

Chapter 1 introduces the primary focus of this treatment program—problematic school absenteeism. The authors use the term “school refusal behavior” as an overarching construct to represent an inability to maintain age-appropriate functioning vis-à-vis school attendance and/or to adaptively cope with school-related stressors that contribute to nonattendance. School refusal behavior refers to school-aged youths (5–17 years). The treatment program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. The procedures are generally cognitive-behavioral in nature. The interventions are sensitive to age and cognitive developmental level as well as key developmental milestones that children and adolescents must achieve. The development of this treatment program and its evidence base, benefits, and risks are presented.

scholarly journals Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept

2019 ◽  
Vol 16 (23) ◽  
pp. 4780 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Antonio M. Pérez-Sánchez ◽  
...  
Keyword(s):  
Latent Class ◽  
School Attendance ◽  
Short Form ◽  
School Refusal ◽  
Self Concept ◽  
School Refusal Behavior ◽  
Physical Abilities ◽  
General School ◽  
New Variables ◽  
Behavior Profiles

Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.

The Self-Management of School Phobia: A Case Study

1988 ◽  
Vol 16 (3) ◽  
pp. 217-229 ◽  
Author(s):  
E. McNamara
Keyword(s):  
School Attendance ◽  
Self Regulation ◽  
Self Report ◽  
Self Management ◽  
Successful Outcome ◽  
Clinical Report ◽  
Stage Model ◽  
Two Stage ◽  
School Phobia ◽  
Self Confidence

The successful resolution of a problem of school phobia using self-management strategies is reported. The clinical report is prefaced by the observation that differences of emphasis are apparent when authorative reviews of the field of self-management are considered—and the conclusion drawn is that the successful outcome could be used to lend support to Kanfer's two-stage model of self-regulation. The client, Anne, was a pupil in the first year of comprehensive schooling. She attended school on only four days during the first term. Problem analyses in terms of operant and classical learning theories are described, and intervention strategies were generated which were accommodated within Kanfer's two-stage model of self regulation. Anne self-recorded school attendance, lesson attendance and self-confidence. School attendance was immediately achieved and progress towards full lesson attendance was made over a seven-week period. Affective state (self-confidence) as assessed by self-report was observed to increase as lesson attendance improved but a temporal lag was observed. The report concludes with some observations of a theoretical nature and justification for the intervention to warrant the descriptor “self-management”.

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