Pina Armando A, Zerr Argero A, Gonzales Nancy A, Ortiz Claudio D
Arizona State University.
Child Dev Perspect. 2009 Apr 1;3(1):11-20. doi: 10.1111/j.1750-8606.2008.00070.x.
This article reviews empirical evidence for the efficacy of psychosocial interventions for school refusal behavior. Data corresponding to eight experimental single-case and seven group-design studies are presented. Across studies, behavioral and cognitive-behavioral treatments emerged as promising lines of intervention. These interventions produced improvements in school attendance and youths'symptom levels (e.g., anxiety, fear, depression, anger) based on this study's examination of effect sizes. The article concludes with suggestions for interventionists, researchers, and policymakers attempting to deal with the problem of school refusal.
本文综述了心理社会干预对学校拒学行为疗效的实证证据。文中呈现了与八项单病例实验研究和七项组设计研究相对应的数据。在各项研究中，行为疗法和认知行为疗法成为了颇具前景的干预方法。基于本研究对效应量的考察，这些干预措施在改善出勤率以及青少年症状水平（如焦虑、恐惧、抑郁、愤怒）方面取得了成效。文章最后为试图解决学校拒学问题的干预者、研究人员和政策制定者提出了建议。
