Evaluation of child therapy and caregiver training in the treatment of school refusal
Abstract
Objective To evaluate the relative efficacy of (1) child therapy, (2) parent/teacher training, and (3) the combination of child therapy and parent/teacher training in the treatment of anxiety-based school refusal.Method Sixty-one school-refusing children (aged 7-14 years) from throughout Melbourne, Australia, were randomized to a child therapy program, a parent and teacher training program, or a combination of the two. Children were assessed before and after treatment, and at 4.5-month follow-up, by means of attendance records, self-report of emotional distress and self-efficacy, parent and teacher reports of emotional distress, and clinician ratings of overall functioning.Results Statistically and clinically significant pretreatment-posttreatment change occurred for each group. Immediately posttreatment, child therapy appeared to be the least effective in increasing attendance. By follow-up, the attendance and adjustment of those in the child therapy group equalled that of children whose parents and teachers were involved in treatment, whether on their own (parent/teacher training) or together with their children (combined child therapy and parent/teacher training).Conclusion Contrary to expectations, combined child therapy and parent/teacher training did not produce better outcomes at posttreatment or follow-up.
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Many Tier 2 approaches can be and have been adapted for more severe cases of school absenteeism (Tier 3), but many Tier 2 approaches tend to work better for cases of less severe absenteeism with fewer complicating factors.
“Many of these Tier 2 approaches can be and have been adapted as well for more severe cases of school absenteeism (i.e., Tier 3) (Heyne et al., 2002), but many Tier 2 approaches tend to work better for cases of less severe absenteeism with fewer complicating factors (Kearney, 2016).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Heyne et al., 2002
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- Authors
- HEYNE, D., KING, N. J., TONGE, B. J., ROLLINGS, S., YOUNG, D., PRITCHARD, M., & OLLENDICK, T. H.
- Affiliations
- The University of Melbourne (AU)
- Corresponding author
- HEYNE, DAVID
- Venue
- Journal of the American Academy of Child & Adolescent Psychiatry
- Publisher
- Elsevier BV
- Published
- 2002-06
- Volume
- 41
- Issue
- 6
- Pages
- 687-695
- ISSN
- 0890-8567 (ISSN-L)
- OpenAlex
- W2058870058
- Cited by
- 190
- References
- 34
- Citations by year
- 2026: 5 · 2025: 9 · 2024: 7 · 2023: 4 · 2022: 11 · 2021: 6 · 2020: 7 · 2019: 5 · 2018: 16 · 2017: 5 · 2016: 4 · 2015: 11 · 2014: 11 · 2013: 13 · 2012: 14
- FWCI
- 32.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Health and Medical Research Council (grant 940572)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- school refusal, child psychotherapy, parent training, teacher professional development, combination therapy, anxiety, school attendance, child adjustment, emotional distress, self-efficacy, treatment efficacy
- MeSH terms
- Adolescent, Child, Combined Modality Therapy, Desensitization, Psychologic, Female, Humans, Male, Outcome and Process Assessment, Health Care, Phobic Disorders, Cognitive Behavioral Therapy, Caregivers
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