School Refusal and Cognitive Behavioral Therapy: A Review

Yıl 2023, Cilt: 15 Sayı: 1, 1 - 11, 31.03.2023

Beyza Şanal Güngör , Nilüfer Koçtürk

https://doi.org/10.18863/pgy.1052813

Öz

School refusal is a problem area that can turn into difficult trouble for the family, school, and students by affecting children and adolescents' academic and psychosocial development. This scoping review aims to examine the effectiveness of interventions based on the cognitive behavioral therapy approach on children and adolescents experiencing school refusal. The study was carried out following the "Standards Used in Reporting of Systematic Compilation and Meta-Analysis Results." For this purpose, the databases of DergiPark, Google Scholar, PsycARTICLES, PubMed, TR Index, and Web of Science were searched without any year restriction. As a result of the search, 233 studies were reached, and according to the inclusion criteria, ten research articles were evaluated. According to the findings, cognitive-behavioral interventions applied to children with school refusal: cognitive restructuring (n = 10, 100%), exposure (n = 10, 100%), psychoeducation (n = 6, 60%), social skills training (n = 6, 60%), problem solving training (n = 4, 40%), relaxation training (n = 4, 40%) and homework (n = 4, 40%) are predominantly used techniques. In 80% of the studies, it was determined that interventions based on the cognitive behavioral therapy approach to school refusal were effective. Parental involvement was also included in 80% (n = 8) of the studies, and 100% had effective results. Cognitive behavioral interventions are effective on school refusal as a result of the studies reviewed.

Anahtar Kelimeler

School refusal, cognitive behavioral therapy, child, adolescent, intervention, effectiveness

Okul Reddi ve Bilişsel Davranışçı Terapi: Bir Gözden Geçirme

Öz

Okul reddi, çocukların ve ergenlerin akademik ve psikososyal gelişimlerini etkileyerek aile, okul ve öğrenci için çözümlenmesi güç bir soruna dönüşebilen bir problem alanıdır. Bu gözden geçirme çalışmasının amacı, bilişsel davranışçı terapiye dayalı müdahalelerin okul reddi yaşayan çocuklar ve ergenler üzerine etkililiğini araştıran makaleleri incelemektir. Çalışma, “Sistematik Derleme ve Meta Analiz Sonuçlarının Raporlanmasında Kullanılan Standartlar” (Preferred Reporting Items for Systematic Reviews and MetaAnalyses) karar kriterlerine uygun şekilde gerçekleştirilmiştir. Bu amaçla, herhangi bir yıl kısıtlaması getirilmeden DergiPark, Google Akademik, PsycARTICLES, PubMed, TR Dizin ve Web of Science veri tabanları taranmıştır. Tarama sonucunda, 233 çalışmaya ulaşılmış, dahil etme kriterlerine göre 10 araştırma makalesi değerlendirmeye alınmıştır. Bulgulara göre okul reddi yaşayan çocuklara yönelik uygulanan bilişsel davranışçı müdahalelerde: bilişsel yeniden yapılandırma (n = 10, %100), maruz bırakma (n = 10, %100), psikoeğitim (n = 6, %60), sosyal beceri eğitimi (n = 6, %60), problem çözme eğitimi (n = 4, %40), gevşeme eğitimi (n = 4, %40) ve ev ödevi (n = 4, %40) teknikleri ağırlıklı olarak kullanılmaktadır. Çalışmaların %80’inde okul reddi üzerine yürütülen bilişsel davranışçı terapi yaklaşımına dayalı müdahalelerin etkili olduğu belirlenmiştir. Çalışmaların %80’inde (n = 8) ebeveyn katılımı da dahil edilmiş ve çalışmaların %100’ünde etkili sonuçlar elde edilmiştir. İncelenen çalışmalar sonucunda bilişsel davranışçı müdahalelerinin okul reddi üzerinde etkili olduğu görülmektedir.

Anahtar Kelimeler

okul reddi, bilişsel davranışçı terapi, çocuk, ergen, müdahale, etkililik

Kaynakça

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