Cognitive-behavioral psychotherapy for separation anxious children exhibiting school phobia.
Cognitive-behavioral psychotherapy for separation anxious children exhibiting school phobia.
复制标题
针对表现出学校恐惧症的分离焦虑儿童的认知行为心理治疗。
DOI：
10.1097/00004583-198703000-00018
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发表时间：
1987
影响因子：
13.3
通讯作者：
E. Lukens
中科院分区：
文献类型：
--
作者：
I. J. Mansdorf;E. Lukens
摘要 两名表现出严重学校恐惧症（转诊前连续 6 周缺勤）的儿童（一名 10 岁男孩和一名 12 岁女孩）参加了一项基于心理动力学导向的认知方法的干预计划。这些孩子对丙咪嗪治疗和参加抗击抑郁症项目均“无反应”。六步计划包括评估（a）儿童的认知分析：（b）环境分析； (c) 父母的认知分析；其次是（d）儿童的认知自我指导； (e) 父母的认知重建； (f) 环境重组。两个孩子都进步很快：科目 1 在第 4 周就回到了学校；第 2 周的科目 2。描述了作者对抗学校恐惧症的方法；建议进行更严格的研究设计来评估该计划。
Abstract Two children—a 10-year-old boy and a 12-year-old girl—who exhibited severe school phobia (nonattendance for 6 consecutive weeks before referral), participated in an intervention program based on a psychodynamically oriented cognitive approach. The children were “nonresponders” both to imipramine therapy and to enrollment in a program to combat depression. The six-step program included the assessment of (a) cognitive analysis of the child: (b) environmental analysis; and (c) cognitive analysis of the parents; followed by (d) cognitive self-instructing of children; (e) cognitive restructuring of parents; and (f) environmental restructuring. Both children improved rapidly: subject 1 returned to school by week 4; subject 2 by week 2. The authors' approach to combating school phobia is described; more rigid research designs to evaluate the program are suggested.