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Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 / J. G. ELLIOTT in Journal of Child Psychology and Psychiatry, 60-1 (January 2019)
[article]
Titre : Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 Type de document : Texte imprimé et/ou numérique Auteurs : J. G. ELLIOTT, Auteur ; M. PLACE, Auteur Article en page(s) : p.4-15 Langues : Anglais (eng) Mots-clés : Anxiety cognitive behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : BACKGROUND: A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, ). In the light of considerable gaps in the literature, identified at that time, and growing international interest, the current paper sought to identify progress subsequently made this century. METHODS: We open with discussion of continuing conceptual uncertainty as to whether school refusal should incorporate both truancy and absenteeism marked by anxiety and distress. We then consider progress in treatment, and conclude by examining prognosis and subsequent adult functioning. In selecting intervention studies for review, our primary focus has been upon RCTS, systematic reviews and meta-analyses. RESULTS: The literature review indicates that, since the turn of the century, there has been little substantial advance in knowledge that can guide practitioners. Many of the issues raised in the 1999 paper, in particular, conceptual confusion over this heterogeneous condition, a dearth of rigorous RCT designs, limited knowledge of underlying mechanisms and uncertainty as to the long-term effects of specific forms of intervention, are little clearer than before. CONCLUSIONS: While several sound publications are available to guide intervention for school refusal, there is a continuing need for rigorous studies that can provide evidence to support individualised and tailored responses to an incapacitating problem with many causes and manifestations. While a multisystemic response to intervention approach is considered attractive, the practicalities of operating this across disparate professional borders are likely to present a long-term challenge. En ligne : http://dx.doi.org/10.1111/jcpp.12848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374
in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.4-15[article] Practitioner Review: School refusal: developments in conceptualisation and treatment since 2000 [Texte imprimé et/ou numérique] / J. G. ELLIOTT, Auteur ; M. PLACE, Auteur . - p.4-15.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-1 (January 2019) . - p.4-15
Mots-clés : Anxiety cognitive behaviour therapy fears phobias school attendance school refusal Index. décimale : PER Périodiques Résumé : BACKGROUND: A generation has passed since the literature on the conceptualisation, assessment and treatment of school refusal was reviewed in this journal (Elliott, ). In the light of considerable gaps in the literature, identified at that time, and growing international interest, the current paper sought to identify progress subsequently made this century. METHODS: We open with discussion of continuing conceptual uncertainty as to whether school refusal should incorporate both truancy and absenteeism marked by anxiety and distress. We then consider progress in treatment, and conclude by examining prognosis and subsequent adult functioning. In selecting intervention studies for review, our primary focus has been upon RCTS, systematic reviews and meta-analyses. RESULTS: The literature review indicates that, since the turn of the century, there has been little substantial advance in knowledge that can guide practitioners. Many of the issues raised in the 1999 paper, in particular, conceptual confusion over this heterogeneous condition, a dearth of rigorous RCT designs, limited knowledge of underlying mechanisms and uncertainty as to the long-term effects of specific forms of intervention, are little clearer than before. CONCLUSIONS: While several sound publications are available to guide intervention for school refusal, there is a continuing need for rigorous studies that can provide evidence to support individualised and tailored responses to an incapacitating problem with many causes and manifestations. While a multisystemic response to intervention approach is considered attractive, the practicalities of operating this across disparate professional borders are likely to present a long-term challenge. En ligne : http://dx.doi.org/10.1111/jcpp.12848 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=374 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 The Treatment of Childhood Social Phobia: The Effectiveness of a Social Skills Training-based, Cognitive-behavioural Intervention, with and without Parental Involvement / Susan H. SPENCE in Journal of Child Psychology and Psychiatry, 41-6 (September 2000)
[article]
Titre : The Treatment of Childhood Social Phobia: The Effectiveness of a Social Skills Training-based, Cognitive-behavioural Intervention, with and without Parental Involvement Type de document : Texte imprimé et/ou numérique Auteurs : Susan H. SPENCE, Auteur ; Caroline L. DONOVAN, Auteur ; Margaret BRECHMAN-TOUSSAINT, Auteur Année de publication : 2000 Article en page(s) : p.713-726 Langues : Anglais (eng) Mots-clés : Cognitive-behaviour therapy social phobia anxiety behaviour therapy cognitive therapy outcome phobias social skills training Index. décimale : PER Périodiques Résumé : Fifty children aged 7–14 years with a principal diagnosis of social phobia were randomly assigned to either child-focused cognitive-behaviour therapy (CBT), CBT plus parent involvement, or a wait list control (WLC). The integrated CBT program involved intensive social skills training combined with graded exposure and cognitive challenging. At post-treatment, significantly fewer children in the treatment conditions retained a clinical diagnosis of social phobia compared to the WLC condition. In comparison to the WLC, children in both CBT interventions showed significantly greater reductions in children's social and general anxiety and a significant increase in parental ratings of child social skills performance. At 12-month follow-up, both treatment groups retained their improvement. There was a trend towards superior results when parents were involved in treatment, but this effect was not statistically significant. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-6 (September 2000) . - p.713-726[article] The Treatment of Childhood Social Phobia: The Effectiveness of a Social Skills Training-based, Cognitive-behavioural Intervention, with and without Parental Involvement [Texte imprimé et/ou numérique] / Susan H. SPENCE, Auteur ; Caroline L. DONOVAN, Auteur ; Margaret BRECHMAN-TOUSSAINT, Auteur . - 2000 . - p.713-726.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-6 (September 2000) . - p.713-726
Mots-clés : Cognitive-behaviour therapy social phobia anxiety behaviour therapy cognitive therapy outcome phobias social skills training Index. décimale : PER Périodiques Résumé : Fifty children aged 7–14 years with a principal diagnosis of social phobia were randomly assigned to either child-focused cognitive-behaviour therapy (CBT), CBT plus parent involvement, or a wait list control (WLC). The integrated CBT program involved intensive social skills training combined with graded exposure and cognitive challenging. At post-treatment, significantly fewer children in the treatment conditions retained a clinical diagnosis of social phobia compared to the WLC condition. In comparison to the WLC, children in both CBT interventions showed significantly greater reductions in children's social and general anxiety and a significant increase in parental ratings of child social skills performance. At 12-month follow-up, both treatment groups retained their improvement. There was a trend towards superior results when parents were involved in treatment, but this effect was not statistically significant. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Unusual fears in children with autism / Susan DICKERSON MAYES in Research in Autism Spectrum Disorders, 7-1 (January 2013)
[article]
Titre : Unusual fears in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur ; Richa AGGARWAL, Auteur ; Courtney N. BAKER, Auteur ; Santoshkumar MATHAPATI, Auteur ; Sarah MOLITORIS, Auteur ; Rebecca D. MAYES, Auteur Année de publication : 2013 Article en page(s) : p.151-8 Langues : Anglais (eng) Mots-clés : Autism Fears Phobias Index. décimale : PER Périodiques Résumé : Unusual fears have long been recognized as common in autism, but little research exists. In our sample of 1033 children with autism, unusual fears were reported by parents of 421 (41%) of the children, representing 92 different fears. Many additional children had common childhood fears (e.g., dogs, bugs, and the dark). More than half of children with unusual fears had fears of mechanical things, heights, and/or weather. The most common unusual fear was fear of toilets, and the most common category was fear of mechanical things. Amazingly, many of the fears reported in our sample were described in children with autism 70 years ago by Kanner, including fear of vacuum cleaners, elevators, mechanical toys, swings, and the wind. Children with autism perceive, experience, and react to the world differently than children without autism. What is tolerable for most children (e.g., clouds in the sky, a change in activity or routine, sensory input, or a performance request) might be terrifying, distressing, or infuriating for a child with autism. It is critical to assess for unusual and common fears in children with autism because they are present in the majority of these children, they further impair functioning, and effective treatment is available. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.151-8[article] Unusual fears in children with autism [Texte imprimé et/ou numérique] / Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur ; Richa AGGARWAL, Auteur ; Courtney N. BAKER, Auteur ; Santoshkumar MATHAPATI, Auteur ; Sarah MOLITORIS, Auteur ; Rebecca D. MAYES, Auteur . - 2013 . - p.151-8.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.151-8
Mots-clés : Autism Fears Phobias Index. décimale : PER Périodiques Résumé : Unusual fears have long been recognized as common in autism, but little research exists. In our sample of 1033 children with autism, unusual fears were reported by parents of 421 (41%) of the children, representing 92 different fears. Many additional children had common childhood fears (e.g., dogs, bugs, and the dark). More than half of children with unusual fears had fears of mechanical things, heights, and/or weather. The most common unusual fear was fear of toilets, and the most common category was fear of mechanical things. Amazingly, many of the fears reported in our sample were described in children with autism 70 years ago by Kanner, including fear of vacuum cleaners, elevators, mechanical toys, swings, and the wind. Children with autism perceive, experience, and react to the world differently than children without autism. What is tolerable for most children (e.g., clouds in the sky, a change in activity or routine, sensory input, or a performance request) might be terrifying, distressing, or infuriating for a child with autism. It is critical to assess for unusual and common fears in children with autism because they are present in the majority of these children, they further impair functioning, and effective treatment is available. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179