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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 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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Metadata
- 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 › Medicine › Public Health, Environmental and Occupational Health › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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