Christine Baveux is a classics teacher. After having worked in various schools, she joined the team of the Maison de Solenn - Maison des adolescents of the Cochin Hospital as a schooling manager in ...2005. Her career, rich in experience, has enabled her to appreciate the suffering that some adolescents may experience at school, a suffering often expressed on the physical level.
School refusal in adolescents is a growing issue and has been studied from several angles. Parental psychological control is a known risk factor for school refusal. Several individual factors have ...been linked to school refusal, including children's emotion regulation, externalizing, and internalizing behaviours. The current study hypothesized that a child's emotion regulation, internalizing problems, and externalizing problems mediate the relationship between parental factors and school refusal. Participants enrolled in a residential treatment programme (n=184, 62% female; Mage =15.26, SD=1.54) and their parents completed assessments as part of a pre-treatment protocol. The participants' mean scores for school refusal types 1-4 were 2.08 (SD=1.78), 0.97 (SD=1.34), 2.14 (SD=1.68), and 2.91 (SD=1.46), respectively. Multiple-mediation analysis was performed using the PROCESS macro (Hayes, A. F. (2018). 'Introduction to mediation, moderation, and conditional process analysis: A regression-based approach' (2nd ed.) New York: The Guilford Press). Parental psychological control was related to expressive suppression (b=.24, p=.01) and externalizing problems (b=.36, p=.03), though it was unrelated to cognitive reappraisal and internalizing problems (p>.05). Each model of school refusal was significant, with r2 ranging from.18 to.43 (p<.0001 for all models). Additionally, significant indirect effects were identified for all four models. Results demonstrated a comprehensive mediated model that accounted for up to 43% of the variance in school refusal. Future studies should seek to expand on the comprehensive approach of this model.
ABSTRACT
BACKGROUND
Researchers have found a relationship between having food allergies and anxiety in children. Anxiety may relate to others' lack of food allergy knowledge. This study investigated ...the relationship between having a food allergy and self‐reported anxiety among children. Furthermore, knowledge of food allergies among children without food allergies and teachers was explored.
METHODS
Children with food allergies and their parents each completed a perceived food allergy severity questionnaire. Children without food allergies completed a food allergy knowledge measure. All children completed a self‐reported anxiety measure. Teachers completed a questionnaire investigating knowledge, attitudes, and beliefs about food allergies. Correlational analyses and analyses of variance were conducted.
RESULTS
Overall anxiety was significantly higher in children with food allergies than in children without food allergies. When controlling for the effects of sex and age, children with food allergies had significantly higher social phobia and school phobia. Teachers correctly answered 69.7% of knowledge‐based questions about food allergies; children without food allergies correctly answered 62.7%.
CONCLUSIONS
Findings highlight the need for an integrated approach in which families, school personnel, psychologists and other mental health professionals, and medical professionals work together to increase awareness about the multifaceted needs of children with food allergies.
Anxiety is a common mental health factor associated with school refusal behaviour. This study aims to identify different school refusal behaviour profiles and to determine whether or not these ...profiles differ from each other based on three anxiety dimensions (Anticipatory Anxiety, School-based performance anxiety and Generalized Anxiety). Participants were Spanish children (N = 1113; 52.3% male) aged 8-11 years (M = 9.53; SD = 1.10). The School Refusal Assessment Scale-Revised (SRAS-R) and the Visual Analogue Scale for Anxiety-Revised (VAA-R) were administered. Cluster analysis revealed four school refusal behaviour profiles: Non-School refusal, School Refusal by Positive Reinforcement, School Refusal by Negative Reinforcement, and School Refusal by Mixed Reinforcement. The Mixed Reinforcement group was the most maladaptive profile since it obtained the highest mean scores on the three dimensions and the total score of the VAA-R. In contrast, Non-School Refusal and Positive Reinforcement groups revealed the lowest scores in all of the anxiety dimensions. Our findings underscore the idea certain school refusal behaviour profiles have a higher risk of presenting anxious symptoms. In these cases, the control of anxiety may be an important goal of preventive interventions.
P288 Somatic complaints in anxiety disorders Dobrescu, Iuliana; Rad, Florina; Anghel, Gianina ...
Archives of disease in childhood,
06/2017, Volume:
102, Issue:
Suppl 2
Journal Article
Peer reviewed
BackgroundConclusions of current state of the art report that 50% of all children and adolescents outpatient visits to a paediatrician are determined by a physical/somatic complaint. After medical ...evaluation, a third of these complaints have no apparent organic cause, thereby becoming a medically unexplained symptom. Somatic complaints have become a topic of research in child and adolescent psychiatric literature, as these are often correlated with anxiety disorders in this age category.Separation anxiety disorder, panic disorder or scholar phobia (scholar refusal) for which physical symptoms are a part of the DSM diagnostic criteria are associated with increased somatic complaints. The term school phobia was first used in 1941 to identify children who fail to attend school because attendance causes emotional distress and anxiety, but since the early 2000’s the term school refusal is preferred.Children who refuse to attend school usually try to win a parent’s permission to stay home, although some simply refuse to leave the house. In recent studies, the most commonly endorsed somatic symptoms in children and adolescent sample of school refusers were gastrointestinal items: nausea, vomiting, diarrhoea and stomach pains. Another physical symptoms are common and include dizziness, headaches, shaking or trembling, fast heart rate, chest pains, and back, joint pains. These symptoms usually improve once the child is allowed to stay home. Behavioural symptoms include temper tantrums, crying, angry outbursts, and threats to hurt themselves.Usually, for parents, somatic symptoms outweigh the concerns, fears, and child’s refusal to attend the tests or going to school, so parents repeatedly address the family doctor or paediatrician.ConclusionsThis paper aims to emphasise the importance of completing medical history and laboratory investigations with data that may suggest a psychogenic cause of somatic complaints. After excluding organic causes, it is important for paediatric patients to be oriented to mental health services for early intervention.This is important to delineate because the longer is the period of missing school the harder it is the educational reintegration. The long term consequences are unfavourable for the child including loss of peer relationships and academic difficulties.
In this article, we present an Arabic adaptation and validation of the School Refusal Evaluation (SCREEN). This measure aims to understanding the strong negative emotions and anxiety of the ...adolescent toward school. For this purpose, two studies (i.e., validation and cross-validation) with a student sample in middle schools (age range 12–16) using two independent community samples (
N
= 658;
N
= 485) were designed to provide evidence based on internal structure, internal consistency reliability and evidence-based on relationship with conceptually related constructs. Confirmatory factor analyses did not confirm a four-factor but a three-factor latent structure of the SCREEN. The SCREEN scores demonstrated good reliability and were significantly and positively related to Child Anxiety Related Emotional Disorders and Generalized Anxiety Disorder. In conclusion, the results of this study provide validity evidence for the SCREEN as a measure of school refusal and thus could be utilized in research and clinical settings.
En pratique clinique, certains adolescents présentent, de manière concomitante, un refus scolaire anxieux et un mésusage des jeux vidéo, le plus souvent en ligne. Comprendre ce que ces jeux apportent ...aux adolescents en souffrance, identifier l’intrication de ces deux comportements problématiques et les situations où le jeu devient nocif sont autant d’outils pour étayer une prise en charge souvent complexe.
Cette revue de 32 articles et ouvrages s’intéresse aux similitudes entre l’étiopathogénie et la symptomatologie du refus scolaire anxieux et de l’addiction aux jeux vidéo.
À ce jour, il est impossible de conclure à un lien de causalité direct entre refus scolaire anxieux et addiction aux jeux vidéo. Cependant, des comorbidités et des traits de personnalité communs jouent un rôle dans la coexistence de ces deux comportements problématiques. Si les jeux vidéo sont une distraction, ils ne soulagent la souffrance que de façon temporaire et empêchent, dans certains cas, une résolution efficace des difficultés. L’association de ces deux comportements interroge le fonctionnement familial comme élément déclencheur ou d’entretien.
Refus scolaire anxieux et addiction aux jeux vidéo peuvent coexister et s’entretenir réciproquement, venant majorer la sévérité de ces comportements problématiques et ajouter une difficulté à leur prise en charge déjà complexe. Il apparaît essentiel de s’intéresser à ce que la vie virtuelle révèle des questionnements des adolescents, de valoriser leurs performances dans le jeu vidéo, et d’identifier les fonctionnements familiaux à risque. Au sein d’une prise en charge pluridisciplinaire – thérapeutique et pédagogique – le serious game et les jeux de rôle non virtuels peuvent soutenir l’autonomisation psychique et le plaisir à penser.
In clinical practice, some adolescents present both a school refusal and a gaming disorder, most often an Internet gaming disorder. Understanding what online videogames bring to suffering adolescents, identifying the psychopathological mechanisms of these two problematic behaviors and situations where gaming becomes harmful, are necessary tools to support an often complex treatment.
This review of 32 articles and books examines the similarities between the etiopathogenesis and the symptomatology of school refusal and gaming disorder.
For now, it is impossible to conclude to a direct causality between school refusal and addiction to online video games. However, common comorbidities and personality traits play a role in the coexistence of these two problematic behaviors. Video games, as a distraction, only provide temporary relief and, sometimes, prevent effective resolution of difficulties. The combination of these two behaviors questions family functioning as a trigger or maintenance factor.
School refusal and internet gaming disorder can coexist and mutually support each other, increasing the severity of these problematic behaviors and adding difficulty to their already complex treatment. It appears essential to study what virtual life reveals about the questionings of adolescents, to value their performance in video games, and to identify risky family functioning. A multidisciplinary support – pedagogic and therapeutic – is necessary, including serious games and non-virtual role-playing games which can support psychic empowerment and pleasure of thinking.
L’augmentation au cours de ces dix dernières années du nombre de situations dénommées phobies scolaires interroge sur son étiologie. S’agit-il d’un trouble adaptatif ou d’une entité ?Longtemps ...référée à une angoisse de séparation, il est raisonnable de penser que l’évolution sociétale intervient également dans cette conduite compte tenu de la place occupée par l’école aujourd’hui dans nos sociétés hautement technicisées, mais aussi de l’anxiété suscitée par l’évolution extrêmement rapide du monde, en particulier du fait du développement des réseaux sociaux. En partant de l’histoire du concept, l’auteur explique les glissements sémantiques à l’origine d’une médicalisation du trouble alors qu’il ne faut pas méconnaître l’importance des facteurs environnementaux. L’intrication de facteurs individuels et environnementaux (scolaire, familiaux) est souvent la règle. De ce fait, la médicalisation de cette conduite laisse totalement de côté une indispensable réflexion des pouvoirs publics et des adultes en général sur la manière de présenter le monde aux enfants et adolescents.
Terreurs à l’école Le Nestour, Annick
Enfances & psy,
1/2020, Volume:
84, Issue:
4
Journal Article
Peer reviewed
L’auteur questionne les problématiques de l’absentéisme scolaire et ce dès la petite enfance. Il tente de rechercher les avatars d’investissements scolaires des parents eux-mêmes qui peuvent ...précocement s’infiltrer dans la représentation que leur enfant peut avoir de l’école. Des vignettes cliniques l’illustrent. Nous prônons l’investigation, la prévention et le traitement précoces des processus nuisibles à la scolarisation. Les prises en charge thérapeutiques précoces donnent des résultats probants.
Le décrochage scolaire à l’adolescence prend une place de plus en plus grande dans les consultations médico-psychologiques. L’hypothèse que nous pouvons formuler est que ce qui est ressenti comme ...décrochage peut être lié à un excès d’accrochage à son vécu d’enfant. Or apprendre à l’école suppose laisser certaines choses à la porte de celle-ci pour s’ouvrir à une altérité. On verra aussi à quel point la triple appropriation attendue à l’adolescence, du corps, de la pensée et de son histoire, va interférer dans le développement à l’école, vécue non seulement comme lieu d’apprentissage mais aussi comme lieu de vie et d’expérimentation du social. Une illustration clinique viendra éclairer cela à la lumière de l’appropriation de la langue.
