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Child Psychiatry & Human Development
Gepubliceerd in:

02-08-2016 | Original Article

Augmenting Cognitive Behavior Therapy for School Refusal with Fluoxetine: A Randomized Controlled Trial

Auteurs: Glenn A. Melvin, Amanda L. Dudley, Michael S. Gordon, Ester Klimkeit, Eleonora Gullone, John Taffe, Bruce J. Tonge

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 3/2017

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Abstract

This study investigates whether the augmentation of cognitive behavior therapy (CBT) with fluoxetine improves outcomes in anxious school refusing adolescents (11–16.5 years). Sixty-two participants were randomly allocated to CBT alone, CBT + fluoxetine or CBT + placebo. All treatments were well tolerated; with one suicide-attempt in the CBT + placebo group. All groups improved significantly on primary (school attendance) and secondary outcome measures (anxiety, depression, self-efficacy and clinician-rated global functioning); with gains largely maintained at 6-months and 1-year. Few participants were anxiety disorder free after acute treatment. During the follow-up period anxiety and depressive disorders continued to decline whilst school attendance remained stable, at around 54 %. The only significant between-group difference was greater adolescent-reported treatment satisfaction in the CBT + fluoxetine group than the CBT alone group. These results indicate the chronicity of school refusal, and the need for future research into how to best improve school attendance rates.
vorige artikel Temperamental Characteristics of Withdrawn Behavior Problems in Children
volgende artikel Temper Loss and Persistent Irritability in Preschoolers: Implications for Diagnosing Disruptive Mood Dysregulation Disorder in Early Childhood
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Metagegevens
Titel
Augmenting Cognitive Behavior Therapy for School Refusal with Fluoxetine: A Randomized Controlled Trial
Auteurs
Glenn A. Melvin
Amanda L. Dudley
Michael S. Gordon
Ester Klimkeit
Eleonora Gullone
John Taffe
Bruce J. Tonge
Publicatiedatum
02-08-2016
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 3/2017
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-016-0675-y

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