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Détail de l'auteur
Auteur Julian G. ELLIOTT |
Documents disponibles écrits par cet auteur (1)
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Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment / Julian G. ELLIOTT in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)
[article]
Titre : Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Julian G. ELLIOTT, Auteur Année de publication : 1999 Article en page(s) : p.1001-1012 Langues : Anglais (eng) Mots-clés : Anxiety behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : Developments in the assessment and treatment of school refusal have often been hampered by a failure to recognise its essentially heterogeneous nature. This paper provides a review of major conceptual complexities that have helped to undermine developments in clinical practice. In particular, it considers the distinction between school refusal and truancy, and school phobia and separation anxiety. Common approaches to the assessment and treatment of school refusal are outlined. 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. An approach focusing upon the functions, rather than the symptoms, of school refusal is advocated as having most promise for assessment and the subsequent formulation of individual prescriptive treatment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1001-1012[article] Practitioner Review: School Refusal: Issues of Conceptualisation, Assessment, and Treatment [Texte imprimé et/ou numérique] / Julian G. ELLIOTT, Auteur . - 1999 . - p.1001-1012.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1001-1012
Mots-clés : Anxiety behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : Developments in the assessment and treatment of school refusal have often been hampered by a failure to recognise its essentially heterogeneous nature. This paper provides a review of major conceptual complexities that have helped to undermine developments in clinical practice. In particular, it considers the distinction between school refusal and truancy, and school phobia and separation anxiety. Common approaches to the assessment and treatment of school refusal are outlined. 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. An approach focusing upon the functions, rather than the symptoms, of school refusal is advocated as having most promise for assessment and the subsequent formulation of individual prescriptive treatment. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124