title: Research on the cognitive-behavioral treatment of school refusal: a review and recommendations.
abstract: Cognitive-behavior therapy is frequently used in the treatment of school refusal, a challenging problem for mental health professionals and school authorities. We review the clinical and research support for the efficacy of cognitive-behavior therapy using recently published guidelines for determining the level of evidentiary support for psychosocial interventions. Although cognitive-behavior therapy appears to be a useful treatment for school refusal, further research is needed before it can be considered as having "well-established" empirical status. Several other important methodological and theoretical issues are emphasized.
authors.affiliation: Faculty of Education, Monash University, Clayton, Victoria, Australia. neville.king@education.monash.edu.au
authors.forename: N
authors.initials: N
authors.lastname: King
authors.forename: B J
authors.initials: BJ
authors.lastname: Tonge
authors.forename: D
authors.initials: D
authors.lastname: Heyne
authors.forename: T H
authors.initials: TH
authors.lastname: Ollendick
mesh_terms: D000293:Adolescent; D002648:Child; D015928:Cognitive Behavioral Therapy; D006801:Humans; D010552:Personality Assessment; D010698:Phobic Disorders / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D016032:Randomized Controlled Trials as Topic; D016896:Treatment Outcome