Citation

Pina AA, Zerr AA, Gonzales NA, Ortiz CD. Child Dev. Perspect. 2009; 3(1): 11-20.

Affiliation

Arizona State University.

Copyright

(Copyright © 2009, John Wiley and Sons)

DOI

10.1111/j.1750-8606.2008.00070.x

PMID

20161056

PMCID

PMC2747113

Abstract

This article reviews empirical evidence for the efficacy of psychosocial interventions for school refusal behavior. Data corresponding to eight experimental single-case and seven group-design studies are presented. Across studies, behavioral and cognitive-behavioral treatments emerged as promising lines of intervention. These interventions produced improvements in school attendance and youths' symptom levels (e.g., anxiety, fear, depression, anger) based on this study's examination of effect sizes. The article concludes with suggestions for interventionists, researchers, and policymakers attempting to deal with the problem of school refusal.

Language: en