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School phobia: A critical analysis of the separation anxiety theory and an alternative conceptualization
Author(s) -
Pilkington Cynthia L.,
Piersel Wayne C.
Publication year - 1991
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199110)28:4<290::aid-pits2310280403>3.0.co;2-k
Subject(s) - conceptualization , generalizability theory , psychology , anxiety , neuroticism , etiology , realm , dysfunctional family , psychotherapist , clinical psychology , developmental psychology , social psychology , psychiatry , personality , artificial intelligence , computer science , political science , law
A review of the literature on school phobia reveals that the predominant view concerning its etiology is the separation anxiety theory. This theory is critically anlayzed on three major grounds: (a) methodological problems of the research; (b) its lack of generalizability concerning pathological mother‐child relationships; and (c) its lack of emphasis on possible external, etiological variables. A case is made for reexamination of school phobia, in light of recent research highlighting the potential role of environmental variables, thereby taking it out of the realm of neurotic behaviors. An alternative conceptualization is offered that views school refusal as a normal avoidance reaction to an unpleasant, unsatisfying, or even hostile environment. It is suggested that we shift our research attention to the school environment and personnel in terms of their contribution to the etiology and maintenance of school refusal behaviors.