Types of intervention: This review will include all psychosocial intervention types. King et al. Please read and accept the terms and conditions and check the box to generate a sharing link. Types of outcomes: To be included, a study must assess intervention effects on school attendance and anxiety. Limited but encouraging support for the efficacy, clinical utility and acceptability of behavioral treatments for school refusal. The Campbell Collaboration will provide as much support as possible to assist with the preparation of the review. The recommended optimal review team composition includes at least one person on the review team who has content expertise, at least one person who has methodological expertise and at least one person who has statistical expertise. Because we are interested in psychosocial interventions that can be implemented by school or mental health professionals, we will exclude solely pharmacological and medical interventions from this review; however, we will include studies that use pharmacotherapy as part of a psychosocial intervention. First, this review will apply a systematic and transparent process for searching, retrieving, and coding studies, including the search for unpublished studies. Treatment Format: Check all that apply:        [FRMT], C9. (SELECT ALL THAT APPLY)        [COMP], C12. Did the provider receive special training on the intervention? Exposure‐based interventions are designed to expose children to the stressful event (i.e., returning to school) to help them overcome their avoidance to school, either in the slow, gradual manner utilized with systematic desensitization, or the forced, rapid return to school utilized with the flooding technique. School refusal is a more serious condition than separation anxiety. This circumstance creates statistical dependencies that violate the assumptions of standard meta‐analysis methods. School refusal occurs when a student will not go to school or frequently experiences severe distress related to school attendance. Teen Anxiety, Teen Depression, and School Refusal. Authors should remember to include the statement: “This is a version of a Campbell review, which is available in The Campbell Library” when publishing in journals or other venues. Social skills training frequently focuses on teaching assertiveness and other social skills through the use of modelling and rehearsal of strategies; such skills should help children better prepare for and cope with social interactions with peers or teachers and reduce social anxiety. [AUTHRL], C6. In addition to addressing the psychological elements of school refusal, we’ll also incorporate practical elements into your child’s school refusal treatment plan to get them back in school as quickly as possible. If necessary, additional sensitivity analysis will be conducted if other issues arise that may impede our confidence in the estimated pooled effect size estimates. [BLND], D5. C8. Race/ethnicity‐ indicate predominant race/ethnicity [RACE], B5. Behavioral interventions for the treatment of school refusal typically employ relaxation training, exposure‐based strategies, contingency management, and/or social skill training techniques to reduce the children's fears and anxiety and help them return to school. The authors conducted a systematic review and meta-analysis to examine the effects of psychosocial treatments for children and adolescents with school refusal. Treatment for school refusal among children and adolescents: a … Signed on behalf of the authors: The full text of this article hosted at iucr.org is unavailable due to technical difficulties. Plan A Successful Re-Entry. Practical Recommendations and Interventions: School Refusal 2 relax, imagine riding the bus, then walking into class, etc.). Treatment group mean:____________        [TXM], E13. Reviews that have focused more specifically on outcomes of interventions have not employed systematic review methods or meta‐analytic techniques to quantitatively synthesize the results. The 2000 review included eight published studies of CBT interventions using a range of research designs. Additionally, the analysis will attempt to identify the characteristics of the study methods, interventions, and student samples that are associated with larger and smaller effects on the various outcome constructs. Time period: This review will include studies published between 1980 and the present, even though the research itself might have been conducted prior to 1980. This paper addresses the problem of school phobia, one of the most common childhood anxiety disorders. No, presented multiple problems with fidelity, 4. [COST], C17. CBT has been effective, but not for all. What did the control/comparison group receive? View or download all content the institution has subscribed to. Children and adolescents who school refuse can very quickly become entrenched in a long-term pattern of school refusal, which can have major long-term impacts for them and their family. School refusal interventions are generally either child or parent‐focused. Observed N for treatment group_________        [OBNTX], E30. Click the button below for the full-text content, 24 hours online access to download content. King and colleagues (King et al., 2005; King, Tonge, Heyne, & Ollendick, 2000) conducted two reviews of school refusal intervention outcome studies. [FWUP], E6. We will review reference lists of prior reviews and related meta‐analyses for relevant studies. If matching was used, how were groups matched? Pharmacotherapy showed conflicting results when treating anxiety‐based school refusers. Combining behavioral interventions with cognitive therapy, cognitive‐behavioral interventions (CBT) employ the use of cognitive therapy to challenge inappropriate or problematic beliefs that may be contributing to students' anxiety and refusal to attend school. I understand the commitment required to undertake a Campbell review, and agree to publish in the Campbell Library. Were follow‐up data collected on this measure? ~~ Free eBook School Refusal Assessment And Treatment ~~ Uploaded By Nora Roberts, treatment of school refusal includes several psychological approaches including cognitive behavior therapy along with systematic desensitization exposure therapy and operant behavioral techniques cognitive behavior therapy derived from behavior Children and parents experience significant adverse consequences from school refusal. Lastly, prior reviews have been limited to a narrative approach, presenting a description of programs or using a vote‐counting method to categorize outcomes of programs as significantly positive, significantly negative, or of no significance. (, Flakierska-Praquin, N., Lindström, M., Gillberg, C. (, Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S.…Ji, P. (, *Heyne, D., King, N. J., Tonge, B. J., Rollings, S., Young, D., Pritchard, M., Ollendick, T. H. (, Heyne, D. A., Sauter, F. M., Maynard, B. R. (, Heyne, D., Sauter, F. M., Ollendick, T. H., Van Widenfelt, B. M., Westenberg, P. M. (, Higgins, J. P. T., Altman, D. G., Sterne, J. ~~ Free Reading School Refusal Assessment And Treatment ~~ Uploaded By Mary Higgins Clark, treatment of school refusal includes several psychological approaches including cognitive behavior therapy along with systematic desensitization exposure therapy and operant behavioral techniques cognitive behavior therapy derived from It comes as … Hence, they are twice as likely to see a mental health professional than teens in the 1980s. For consent to treatment or refusal of treatment to be valid, the decision must be voluntary and you must be appropriately informed: 's Regression Test (1997) will also be used to assess the possibility of publication bias. Did the authors provide any information about the statistical significance of the difference between the two groups on this dependent variable? In the case where the construct is measured in more than one way, we will retain only one of the effect sizes in the analysis. Learn more. The email address and/or password entered does not match our records, please check and try again. The Importance of School Pedagogical and Social Climate to Students’ U... Association among school refusal behavior, self-esteem, parental schoo... Berney, T., Kolvin, I., Bhate, S. R., Garside, R. F., Jeans, J., Kay, B., Scarth, L. (, *Bernstein, G. A., Borchardt, C. M., Perwien, A. R., Crosby, R. D., Kushner, M. G., Thuras, P. D., Last, C. G. (, Bernstein, G. A., Garfinkel, B. D., Borchardt, C. M. (, Bools, C., Foster, J., Brown, I., Berg, I. A., Zerr, A. If there is no single format that can be identified as the focal format, code 88 for multiple format program. (, Borenstein, M., Hedges, L., Higgins, J., Rothstein, H. (, Buitelaar, J. K., van Andel, H., Duyx, J. H., van Strien, D. C. (, Christle, C. A., Jolivette, K., Nelson, C. M. (, Egger, H. L., Costello, E. J., Angold, A. The Q statistic is distributed as a chi‐square with k‐1 degrees of freedom (k = the number of effect sizes). In the case of school refusal behavior, relaxation training is employed as a means of reducing feelings of psychological and physiological arousal and somatic symptoms associated with school or separation from a parent (King, Heyne, & Ollendick, 2005). Source of outcome data        [DSOURCE], E3. The onset of school refusal can occur gradually, either with no obvious etiology or as a result of a specific trigger. Data were quantitatively synthesized using meta-analytic methods. Authors did not measure/report fidelity, _____________________________________________________________________________________. For example, exposure therapy can ease your child back into school by allowing them (with cooperation from the school) to attend school part of the day and gradually increasing the time they spend there. Describe what happened to the control/comparison group        [CGTXDESC], D2. Members of _ can log in with their society credentials below, Brandy R. Maynard, David Heyne, Kristen Esposito Brendel, Jeffery J. Bulanda, Aaron M. Thompson, and Terri D. Pigott. To read the fulltext, please use one of the options below to sign in or purchase access. Treatment for School Refusal Most kids, when given the choice, would prefer to stay home rather than attend school, however, when school is in session, they go with little resistance. For more information view the SAGE Journals Sharing page. Routine practice vs. Research project       [RSRCH], B1. Has the instrument that measured this construct demonstrated reliability and validity in this sample or similar samples OR use of public agency administrative data, behavioral or biological measures? Although there is a lack of consistency in the literature regarding the operationalization of school refusal, this review will adopt the definition of school refusal as school non‐attendance associated with anxiety or distress. Consultation with school personnel and parents: Calling a truce to assist the youth. While the functional treatment of school refusal has been identified as a promising approach (Kearney & Silverman, 1990; 1999), to date, this intervention lacks rigorous evaluation. ALL people over 18 'could be vaccinated by June', while tightened quarantine rules may come in as part of a crackdown on foreign travel. Evidence-based information on school refusal from hundreds of trustworthy sources for health and social care. [ITT], E14. The first profile is the child who refuses school to avoid school related objects and situations. Egger et al. Risk at the University of Texas at Austin and the Institute of Education Sciences, U.S. Department of Education, Postdoctoral Training Grant (#R324B080008). School refusal is a serious issue and needs to be managed early, as long absences mean that children miss out on important parts of the curriculum. School refusal is a psychosocial problem associated with adverse short- and long-term consequences for children and adolescents. Although behavioural and cognitive behavioural approaches are now widely accepted as central to treatment, it is increasingly recognised that individually tailored programmes, utilising a range of approaches, are most likely to prove successful. Reason(s) study not to be included in the review: The authors appreciate the support of the Meadows Center for Preventing Educational. Observed N for comparison group:_____________        [OBNCG], E12. (SELECT ALL THAT APPLY)        [SVPRO], C5. Should this study be retained for the meta‐analysis? A test of homogeneity (Q‐test) will be conducted to compare the observed variance to what would be expected from sampling error. CBT findings were mixed‐ one showing clinically significant improvement in school attendance compared to wait‐list control and one showing improvement, but no differences between CBT and educational support therapy. If translating a study is not possible due to a lack of resources, the authors will note the study but not otherwise include it in the review. Scholars have described school refusal behavior fairly consistently, with a few exceptions (e.g., Kearney, 2008), as a subtype of nonattender: students who have attendance difficulties resulting from emotional distress. Functional assessment and treatment have been successfully used for school refusal behavior. The strategies employed by these approaches range from providing information and supportive psychotherapy to assist students in understanding and overcoming their fears and anxieties about school, to family therapy techniques aimed at changing family functioning and dynamics that are hypothesized to contribute to the child's anxiety and difficulty attending school—such as family conflict, enmeshed or detached family relationships, and fear and anxiety of the parents. Agenda Understanding School Refusal: Model and Assessment The scope and consequences of school refusal behavior. Source of outcome data        [DSOURCE], E22. Use the link below to share a full-text version of this article with your friends and colleagues. Based on prior theory and research, the following moderators will be examined for their influence on effect sizes: 1) treatment modality; 2) treatment duration; 3) theoretical basis of intervention (e.g., CBT, family systems, etc. Many children and teenagers refuse to attend school or have anxiety-related difficulties remaining in classes for an entire day. If there are an adequate number of studies with longitudinal follow‐up, we will examine changes in effect sizes over time. A., Gonzales, N. A., Ortiz, C. D. (, Prabhuswamy, M., Srinath, S., Girimaji, S., Seshadri, S. (, Silverman, W. K., Pina, A. Evidence indicates that improvements in school attendance occur for children and adolescents with school refusal who receive psychosocial treatment. Relaxation training involves teaching children to employ strategies to relax or calm themselves when presented with stressful or anxiety provoking situations. 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