Treatment for School Refusal among Children and Adolescents: A Systematic Review and Meta-Analysis

Autor/inn/en	Maynard, Brandy R.; Heyne, David; Brendel, Kristen Esposito; Bulanda, Jeffery J.; Thompson, Aaron M.; Pigott, Terri D.
Titel	Treatment for School Refusal among Children and Adolescents: A Systematic Review and Meta-Analysis
Quelle	In: Research on Social Work Practice, 28 (2018) 1, S.56-67 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731515598619
Schlagwörter	Meta Analysis; Attendance; Adolescents; Children; Randomized Controlled Trials; Quasiexperimental Design; Intervention; Psychological Patterns; Anxiety; Counseling; Outcomes of Treatment; Cognitive Restructuring; Behavior Modification; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Anwesenheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Angst; Counselling; Beratung; Behaviour modification; Verhaltensänderung
Abstract	Objective: School refusal is a psychosocial problem associated with adverse short- and long-term consequences for children and adolescents. The authors conducted a systematic review and meta-analysis to examine the effects of psychosocial treatments for children and adolescents with school refusal. Method: A comprehensive search process was used to find eligible randomized controlled trials and quasi-experimental studies assessing the effects of psychosocial treatments on anxiety or attendance outcomes. Data were quantitatively synthesized using meta-analytic methods. Results: Eight studies including 435 children and adolescents with school refusal were included in this review. Significant effects were found for attendance but not for anxiety. Conclusions: Evidence indicates that improvements in school attendance occur for children and adolescents with school refusal who receive psychosocial treatment. The lack of evidence of short-term effects on anxiety points to the need for long-term follow-up studies to determine whether increased attendance ultimately leads to reduced anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01