School Refusal Behaviour
Conditions
Interventions
Acceptance and Commitment Therapy Group:This eight-week individual therapy program for adolescents with school refusal behavior is based on the Acceptance and Commitment Therapy (ACT) framework, aimin
Distress Tolerance Group:This eight-week structured intervention is designed to support adolescents experiencing school refusal by gradually building emotional coping skills and facilitating reintegra
Sponsors
Beijing Normal University (Faculty of Psychology)
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Adolescents 1. The student has been absent for more than one week but less than two months, or has had intermittent absences totaling more than two weeks within one month. 2. The student’s anxiety score is <=14 (moderate), depression score is <=20 (moderate), and stress score is <=25 (moderate), meaning the symptoms are within the moderate range and do not reach a severe level. 3. The student has not experienced any major life changes in the past three months (e.g., serious illness, campus violence, etc.) to minimize the impact of external factors on the research results. 4. The student has not had thoughts of suicide, suicidal behavior, or motives. Parents: 1. The parent’s child exhibits school refusal behavior. 2. The parent self-reports experiencing distress due to the child’s school refusal but has not received any form of psychological intervention. 3. The parent agrees to and is willing to participate in four workshops. 4. The parent has not experienced any major life changes in the past three months (e.g., unemployment, divorce, etc.).
Exclusion criteria
Exclusion criteria: Juvenile 1. Dropouts caused by force majeure factors such as family economic poverty; 2. Unable to go to school due to social factors, such as the new crown epidemic or major disasters, etc.; 3. Individuals with severe physical illnesses that prevent them from attending school; 4. Have participated in psychological counseling related to mindfulness; Parents 1. Have a serious physical illness or mental illness that affects their normal learning and behavior; 2. Have a serious mental health problem that affects their ability to participate and understand; 3. Have received psychotherapy related to mindfulness; 4. Currently receiving psychological counseling, psychotherapy, or other psychological interventions.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| School refusal behaviour;Depression;Anxiety;Stress;Parenting stress;Parental burnout;Psychological flexibility;Psychological inflexibility; | — |
Secondary
| Measure | Time frame |
|---|---|
| Family relationship;Mindfulness;Secondary student coping;Student peer relationship; | — |
Countries
China
Contacts
Public ContactXu Wei
Beijing Normal University (Faculty of Psychology)
Outcome results
None listed