Smout Anna, Melvin Glenn, Cardamone-Breen Mairead, Jorm Anthony, Xie Jue, Bartindale Tom, Olivier Patrick, Seguin Joshua, Wu Ling, Yap Marie B H
Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia.
School of Psychology, Deakin University, Melbourne, Australia.
BJPsych Open. 2025 Jun 2;11(4):e115. doi: 10.1192/bjo.2025.61.
There is a need for developmentally tailored intervention approaches that empower parents to respond to adolescent school refusal in the context of internalising disorders. Partners in Parenting Plus-Education (PiP-Ed+) is a manualised coach-assisted online parenting programme that has been co-designed with parents, youth and education-sector experts to fill this gap. It addresses multiple parenting factors associated with adolescent school refusal and internalising disorders.
This study aimed to evaluate the acceptability, feasibility and preliminary indications of efficacy of PiP-Ed+.
An open-label, uncontrolled trial was conducted using a mixed-methods design. Participants were 14 Australian parents of adolescents (12-18 years) who had refused school in the context of internalising disorders.
PiP-Ed+ was viewed as highly acceptable and feasible. Coaching sessions in particular were perceived as valuable and appropriate to the parents' level of need, although longer-term support was suggested to sustain progress. Between baseline and post-intervention, there were significant increases in parents' self-efficacy to respond to adolescent school refusal and internalising problems, and concordance with evidence-based parenting strategies to reduce adolescent anxiety and depression. Days of school refused and carer burden did not change.
Findings support the value of proceeding to evaluate the efficacy of PiP-Ed+ in a randomised-controlled trial. Results are interpreted in the context of study limitations.
需要有适合不同发育阶段的干预方法，使父母有能力在内化障碍的背景下应对青少年的学校拒绝行为。“育儿与教育伙伴计划升级版”（PiP-Ed+）是一个有手册指导、教练辅助的在线育儿项目，该项目是与家长、青少年和教育部门专家共同设计的，以填补这一空白。它解决了与青少年学校拒绝行为和内化障碍相关的多个育儿因素。
本研究旨在评估PiP-Ed+的可接受性、可行性和初步疗效指标。
采用混合方法设计进行了一项开放标签、非对照试验。参与者是14名澳大利亚青少年（12 - 18岁）的父母，这些青少年在出现内化障碍的情况下拒绝上学。
PiP-Ed+被认为具有很高的可接受性和可行性。特别是辅导课程被认为很有价值，且与家长的需求水平相匹配，不过建议提供长期支持以维持进展。在基线和干预后之间，父母应对青少年学校拒绝行为和内化问题的自我效能感显著提高，并且在采用基于证据的育儿策略以减少青少年焦虑和抑郁方面更加一致。拒绝上学的天数和照顾者负担没有变化。
研究结果支持在随机对照试验中进一步评估PiP-Ed+疗效的价值。研究结果是在研究局限性的背景下进行解释的。
