Si la peur est une émotion précieuse pour protéger efficacement du danger, elle devient pathologique lorsqu’elle est irrationnelle, attachée à un objet ou à une situation qui ne devrait pas prendre ...un tel caractère effrayant. On ne parle plus alors de peur mais de phobies. Nous verrons que, depuis son origine, la conception de la phobie a évolué, cherchant à s’ancrer dans la névrose, puis revenant à un statut de symptôme parmi la catégorie des troubles anxieux, désarrimé d’un rattachement psychopathologique univoque. Nous évoquerons sa place dans le développement de l’enfant et ses modes d’expression à l’adolescence. Nous aborderons, enfin, les traitements possibles. Face aux traitements psychodynamiques classiques, l’évolution moderne apporte de nouvelles modalités de prise en charge grâce aux traitements psychotropes et aux thérapies cognitivo-comportementales.
Comment construire un questionnaire de psychologie ? Souvent peu détaillée dans les études, l’étape de construction d’un questionnaire est pourtant un aspect méthodologique essentiel du travail de ...mesure des phénomènes psychologiques. Au-delà des précautions prises ultérieurement lors de sa validation, un questionnaire ne peut mesurer que ce pourquoi il a été créé, d’où l’importance cruciale de cette étape. À l’aide de l’exemple de la SChool REfusal EvaluatioN (SCREEN), un questionnaire visant à mesurer le refus scolaire anxieux, cet article présente pas à pas et discute les différentes phases de sa création : (a) rédaction des items ; (b) évaluation et pré-sélection des items ; et (c) structuration du questionnaire dans sa forme pilote (avant validation). Outre ces aspects techniques, pour chaque phase sont présentées les différentes contraintes à envisager, de manière à construire un questionnaire pertinent sur le terrain selon l’objet d’étude choisi.
What should we pay attention to when designing a psychological scale? Often sketchily outlined in studies, the design phase is an essential aspect of any study measuring phenomena in psychology. Using the example of the School Refusal EvaluatioN (SCREEN), a scale designed to assess school refusal, this article details the design phase step by step and discuss the different stages of its creation: (a) writing of items; (b) assessment and pre-selection of items and (c) structuring the questionnaire in its pilot form before validation. Besides these technical aspects, this article discusses how the constraints inherent to each stage are to be addressed so that a scale relevant to the field and topic of study can be correctly developed.
Highlights ► Evaluated a new developmentally sensitive CBT for anxiety-based school refusal in adolescence. ► Adolescents participating in treatment show significant improvement in school attendance. ...► Fifty percent of adolescents show remission of anxiety disorder at 2-month follow-up. ► Treatment acceptability is high and attrition is low.
Introduction: Acceptance and commitment therapy (ACT) is one of the third wave behavioral therapies in the field of in the treatment of anxiety disorders. The purpose of present study was to ...investigate the effectiveness of acceptance and commitment therapy on school phobia in children with type 1 diabetes. Methods: This was a semi-experimental study, including pretest-posttest and follow up with the control group. The participants of the study were all girls aged 8-12 years old with type 1 diabetes referred to Najafabad town in 2014-2015. Instruments used in this study was "screen for child anxiety related disorders"(SCARED). Childeren filled measure of anxiety, and among them, 24 childern whom were suffering with school phobia were selected and then assigned randomly into two experimental and control groups (n1=n2=12). For subjects in the experimental group, 8 sessions of acceptance and commitment therapy, each lasting 120 minutes, were offered and control subjects received no therapy in this while. Six month later follow up was executed. Results: Data were analyzed using analysis of covariance method (ANCOVA). Results indicated that acceptance and commitment therapy reduced school phobia in the students with type 1 diabetes and it showed a persistent recovery on symptoms after six months of follow up. Conclusion: After all, the results of the current study showed that acceptance and commitment therapy can be used for reducing school phobia.
Les pathologies limites à l’adolescence avec les pathologies du lien fleurissent au xxi e siècle. Face à l’absence de demande de soin formulée par l’adolescent, les thérapeutes doivent chercher ...l’alliance thérapeutique du côté des parents, quitte à sortir d’une neutralité bienveillante au risque d’une séduction bien tempérée à des fins thérapeutiques.
From a review of the literature, it is concluded that (i) each form of pupil absenteeism relates to a heterogeneous group of children; (ii) because of such heterogeneity, those who are involved in ...assessment and intervention in relation to pupil absenteeism are faced with a demanding task; (iii) as a consequence of their education and training, educational psychologists (EPs) have the appropriate knowledge and skills for dealing with pupil absenteeism at both the individual and group level; (iv) with respect to dealing with pupil absenteeism, EPs could make and have made a contribution; (v) EPs have the necessary experience of working at a multi-agency level and, in connection with pupil absenteeism, have worked not only with the children and their parents but also at both whole school and multi-agency levels; and (vi) EPs have already demonstrated in the literature that they have much to offer in this important and demanding area.
The aim of this study was to explore parents' perspectives on the role of school factors in school refusal (SR). Semi-structured interviews were conducted with 17 parents who had experienced SR with ...their own child. They identified several school factors related to SR. Some of these findings suggest that students who are prone to SR need more predictability and more teachers' support than they sometimes get in school. Their need for predictability seems to occur particularly during less structured activities and during transitions in school. Findings also imply that disruptive behavior among classmates and harsh management from teachers affects perceived predictability and support for SR-prone students. All parents expressed concern about bullying, and roughly a third of them reported that their child had been a victim of bullying. Insufficient adaptation of schoolwork was also mentioned relatively frequently. Parents emphasized that adaptation of schoolwork needs to be done in close cooperation with the student and parents to avoid negative differentiation from classmates or stigma. Finally, several parents commented that teachers and schools need more knowledge about SR and felt that schools needed a more coordinated approach to supporting students who are at risk of SR.
This paper examined the reliability, convergent validity and factor structure of the self-report Screen for Child Anxiety Disorders (SCARED; Birmaher et al. in J Am Acad Child Adolesc Psychiatry ...36:545–553,
1997
) in a large community sample of children and adolescents in Saudi Arabia. The questionnaire showed moderate to high internal consistency and satisfactory test–retest reliability over a 2 week period. In addition, there were significant positive correlations between reported anxiety symptoms with parent report behavioural difficulties. The five factor structure model of the SCARED also had a good model fit in this population. The results showed that self-report anxiety symptoms decreased with age (for boys and not girls) and were higher in adolescent girls. The results suggest that the SCARED could be useful in this population to identify individuals who are at risk of developing anxiety disorders in childhood with a view to implementing prevention and intervention methods to ensure positive developmental outcome over time.
Cet article fournit une revue de littérature des recherches scientifiques sur le refus scolaire entre 2007 et 2014. Le but est de rendre compte des dernières avancées sur la question du refus ...scolaire et de mettre en avant et en lien les questions actuelles sur ce thème. Une recherche systématique internationale a été réalisée dans les bases : PubMed/Medline, ScienceDirect, Cochrane, PsycINFO and PsycARTICLES. Les mots clés utilisés étaient « school refusal », « school refusal behavior », « school phobia » et « anxiety-based school refusal ». L’analyse de la littérature nous renseigne sur les définitions utilisées, les critères diagnostiques, les aspects psychométriques, étiologiques et comorbides, ainsi que sur le fonctionnement cognitif, la régulation des émotions et la prise en charge du refus scolaire.
This article provides a systematic review of school refusal from 2007 until 2014. The goal of this study is to bring to light the latest advances in research and the actual issues on school refusal. A systematic review was conducted using: PubMed/Medline, ScienceDirect, Cochrane, PsycINFO and PsycARTICLES. Keywords used were “school refusal”, “school refusal behavior”, “school phobia” and “anxiety-based school refusal”. The literature review provides information on definitions used, diagnosis criteria, psychometrics, etiological and comorbidities aspects, as well as on the cognitive functioning, emotion regulation and intervention of youth with school refusal.
Prolonged school non-attendance in adolescence poses a significant public health concern. Adverse outcomes for adolescents who have missed out on the social and academic benefits of high school ...include mental health disorders and economic, social and relationship difficulties that may persist into adulthood. Healthcare professionals are often consulted in cases of prolonged school non-attendance. Diagnosis and management of specific physical and mental health problems must be the health professional's initial priority, with the subsequent development of a management plan to assist with school reintegration. Using a specific framework, an understanding of the factors contributing to a young person's school non-attendance can be developed. Intervention leading to a successful return to school has the potential to lower the risk of associated long-term adverse health outcomes.
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