A Protocol for the Assessment and Treatment of School Phobia.

Autor/in	Doll, Beth
Titel	A Protocol for the Assessment and Treatment of School Phobia.
Quelle	(1987), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Anxiety; Counseling Techniques; Educational Diagnosis; Evaluation Criteria; Family Counseling; Goal Orientation; Intermediate Grades; Junior High Schools; Parent Child Relationship; Preadolescents; Relaxation Training; School Phobia; Student Problems + Suchen Sie Ihr Suchwort? Angst; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Pedagogical diagnostics; Pädagogische Diagnostik; Family counselling; Familienberatung; Zielorientierung; Zielvorstellung; Mittelstufe; Sekundarstufe I; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-adolescence; Präadoleszenz; Entspannungstraining; Schulangst; Studienproblem
Abstract	This paper addresses the problem of school phobia, one of the most common childhood anxiety disorders. It presents four case studies of preadolescent school phobia involving two girls and two boys in grades four through seven. Several features of effective strategies for the assessment and treatment of school phobia which have emerged from the four case studies are discussed, including: (1) the importance of the family-child interaction; (2) the possibility that strictly behavioral observations may lead to inaccurate conclusions about the nature or extent of the phobia; and (3) the importance of incorporating self-management strategies into the treatment. A protocal is presented, based on the case studies and the strategies listed, which suggests a family-based consultation system rather than a child-based intervention. Assessment procedures discussed include the use of parent and child interviews, rating scales, anxiety ratings, and behavioral records; treatment procedures focus on goal setting, reinforcement, self-monitoring, relaxation training, support for the child, and parent education. It is noted that use of this protocol in the four case studies resulted in remission of the symptom of school refusal in every case. The protocol outlined in this report should address the distortions seen in family interactions and provide both child and family with effective ways of coping with the symptom of school refusal. (NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC