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School refusal: categorical diagnoses, functional analysis and treatment planning
Author(s) -
King Neville J.,
Heyne David,
Tonge Bruce,
Gullone Eleonora,
Ollendick Thomas H.
Publication year - 2001
Publication title -
clinical psychology and psychotherapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.315
H-Index - 76
eISSN - 1099-0879
pISSN - 1063-3995
DOI - 10.1002/cpp.313
Subject(s) - attendance , psychology , categorical variable , medical diagnosis , interview , mental health , school refusal , medical education , applied psychology , clinical psychology , psychiatry , medicine , anxiety , pathology , machine learning , computer science , political science , law , economics , economic growth
School refusal is a complex and challenging problem for school personnel and mental health professionals. However, school refusal behaviour can be successfully treated provided there has been a sound assessment. We outline an hypothesis‐testing, multi‐informant assessment approach that incorporates diagnostic interviewing, functional analysis assessment, self‐report measures, parent/teacher checklists and review of school attendance records. Further, it is shown how assessment information facilitates individual treatment planning for the school‐refusing child and family. We also discuss the issue of graduated versus rapid school return arrangements. Copyright © 2001 John Wiley & Sons, Ltd.