Psychosocial Interventions for School Refusal Behavior with Primary and Secondary School Students: A Campbell Systematic Review and Meta-Analysis

Autor/inn/en	Maynard, Brandy R.; Brendel, Kristen E.; Bulanda, Jeffery J; Thompson, Aaron M.; Pigott, Terri D.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Psychosocial Interventions for School Refusal Behavior with Primary and Secondary School Students: A Campbell Systematic Review and Meta-Analysis
Quelle	(2015), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Secondary School Students; Student Behavior; Behavior Problems; Intervention; Meta Analysis; Attendance; Anxiety; Program Effectiveness; Educational Research; Effect Size; Behavior Modification; Cognitive Restructuring; Literature Reviews + Suchen Sie Ihr Suchwort? Sekundarschüler; Student behaviour; Schülerverhalten; Meta-analysis; Metaanalyse; Anwesenheit; Angst; Bildungsforschung; Pädagogische Forschung; Behaviour modification; Verhaltensänderung
Abstract	School refusal behavior, affecting between 1% and 5% of school-age children, is a psychosocial problem for students characterized by severe emotional distress and anxiety at the prospect of going to school, leading to difficulties in attending school and, in some cases, significant absences from school (Burke & Silverman, 1987; Elliot, 1999; King, Ollendick, & Tonge, 1995; King, Tonge, Heyne, Pritchard, Rollings, Young, et al., 1998; Heyne, King, Tonge, & Cooper, 2001; Kahn, Nursten, & Carroll, 1981). Children who present with school refusal may meet criteria for multiple internalizing and externalizing behavior problems, including anxiety, depression, phobia, separation anxiety, aggression, temper tantrums, and non-compliance (Egger, Costello, & Angold, 2003; Heyne et al., 2001; Kearney, 2001). Children and parents experience significant adverse consequences from school refusal. A child may miss an excessive number of days of school, leading to poor academic performance and disruptions in social and extracurricular activities (King & Bernstein, 2001). School refusal may also negatively affect family and peer relationships (Berg & Nursten, 1996). Long-term problems in social adjustment may also occur, including psychiatric disturbance (Heyne et al., 2001). The purpose of this review was to evaluate the effectiveness of interventions designed to increase school attendance and decrease anxiety for students who exhibit school refusal behavior. The following research questions guided this study: (1) Do interventions targeting school refusal behavior improve attendance?; and (2) Do interventions targeting school refusal behavior decrease anxiety? The present review found relatively few rigorous studies of interventions for school refusal behavior. All studies that did meet inclusion criteria assessed effects of a variant of cognitive behavioral therapy, thus there appears to be a lack of rigorous evidence of other types of interventions for school refusal behavior. Tables and figures are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01