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Cognitive-behavioural Intervention with a Depressed Adolescent Experiencing School Attendance Difficulties

Published online by Cambridge University Press:  06 October 2014

Stephanie Rollings ,
Neville King ,
Bruce Tonge ,
David Heyne  and
Dawn Young
Stephanie Rollings*
Affiliation:
Monash University
Neville King
Affiliation:
Monash University
Bruce Tonge
Affiliation:
Monash University
David Heyne
Affiliation:
Monash University
Dawn Young
Affiliation:
Monash University
*
Centre for Developmental Psychiatry, Monash Medical Centre, 246 Clayton Road, Clayton VIC 3168, Australia. E-mail: stephanie.rollings@med.monash.edu.au
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Extract

This article describes a cognitive-behavioural intervention implemented over 10 sessions with an adolescent girl experiencing school refusal and depression. Treatment focused on the learning of various coping skills to deal with stressful situations at home and school. Following a decision to change schools, a rapid school return was employed. A multimethod, multisource evaluation was used at pretreatment, posttreatment, and follow-up assessments. The data indicated positive treatment outcomes: the adolescent returned to full-time attendance at school and exhibited decreased levels of emotional distress. The treatment gains were maintained at a 3-month follow-up.

Type
Research Article
Information
Behaviour Change , Volume 15 , Issue 2 , June 1998 , pp. 87 - 97
Copyright
Copyright © The Author(s) 1998

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