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Li A, Yang DD, Beauquesne A, Moro MR, Falissard B, Benoit L. Somatic symptoms in school refusal: a qualitative study among children, adolescents, and their parents during the COVID-19 pandemic. Eur Child Adolesc Psychiatry 2024; 33:2243-2251. [PMID: 37821562 DOI: 10.1007/s00787-023-02313-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
School refusal (SR) is commonly associated with somatic symptoms that are temporally related to school attendance. Abdominal pain, headache, vomiting, and musculoskeletal pain are frequently encountered and are usually not caused by a physical disease. School refusers, parents and health care workers are often puzzled by these impairing symptoms. In this qualitative study, we assessed somatic symptoms in a population encompassing both school refusers and their parents. We aimed at better understanding experiences and strategies in the management of these debilitating symptoms, while also investigating the journey of these symptoms and their behavioral consequences on the said population. We conducted qualitative interviews both within an Integrated Youth Health Care Unit in Paris and through a French parent-led support group improving care for school refusers. We interviewed 19 young persons with SR (aged 6-21 years old) and 20 parents. Using the Grounded Theory, three themes were identified: (1) somatic symptoms' journey in four phases (emergence, coping, crisis, and disappearance in the context of school dropout); (2) their deconstruction, indicating the patients' emotional state; and (3) their management through self-care practices as well as increased emotional and body awareness. Some parents, who could portray similar symptoms at a younger age, mentioned familial pattern of heightened emotional and sensorial sensitivity as a possible cause. Findings suggested that somatic symptoms in SR offer an insight into the patients' emotional state. We recommend that psychotherapies targeting somatic symptoms could be further assessed in SR, along with educational content aimed at increasing emotional literacy in schools and health care settings.
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Affiliation(s)
- Anne Li
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France.
- PCPP, Paris Cité University, 92100, Boulogne-Billancourt, France.
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France.
- French Clinical Research Group in Adolescent Medicine and Health, Paris, France.
| | - David Dawei Yang
- Department of Pediatric Emergency, AP-HP, Necker-Enfants Malades Hospital, Paris, France
| | - Agathe Beauquesne
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France
- French Clinical Research Group in Adolescent Medicine and Health, Paris, France
- Sorbonne University, 75006, Paris, France
| | - Marie Rose Moro
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France
- PCPP, Paris Cité University, 92100, Boulogne-Billancourt, France
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France
| | - Bruno Falissard
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France
| | - Laelia Benoit
- Maison de Solenn, Maison des Adolescents, AP-HP, Cochin Hospital, 97 Boulevard de Port-Royal, 75014, Paris, France
- CESP, UVSQ Inserm U1018, Paris-Saclay University, Villejuif, France
- French Clinical Research Group in Adolescent Medicine and Health, Paris, France
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
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Wang Y, Gu H, Zhao X, Liu L. Chinese clients' experiences throughout family therapy for school-refusing adolescents: A multiperspectival interpretative phenomenological analysis. Acta Psychol (Amst) 2024; 243:104161. [PMID: 38280349 DOI: 10.1016/j.actpsy.2024.104161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 01/23/2024] [Accepted: 01/23/2024] [Indexed: 01/29/2024] Open
Abstract
OBJECTIVE This study aimed to explore Chinese clients' experiences with family dynamic change throughout family therapy for school refusal and the interventions adolescents and their parents identified as useful during family therapy. METHODS A multiperspective interpretative phenomenology analysis (IPA) was adopted. Thirty-two participants from 11 Chinese families with school-refusing adolescents were recruited after completing family therapy at the hospitals. Semistructured interviews were conducted with the families, and the transcripts were analyzed. RESULTS Four main superordinate themes emerged: reshaping healthy family boundaries, building a harmonious family atmosphere, learning to cooperate and fight against stress, and achieving individual growth. CONCLUSION Our analysis suggested that changes in school-refusing adolescents through family therapy consisted of multilevel factors. These factors influence the reversal of adolescents' school refusal. Some targeted interventions for Chinese adolescents who refuse school are discussed and suggested.
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Affiliation(s)
- Yanbo Wang
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai 200124, PR China
| | - Hong Gu
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai 200124, PR China
| | - Xudong Zhao
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai 200124, PR China
| | - Liang Liu
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai 200124, PR China.
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Heyne D, Brouwer-Borghuis M. Signposts for School Refusal Interventions, Based on the Views of Stakeholders. CONTINUITY IN EDUCATION 2022; 3:25-40. [PMID: 38774290 PMCID: PMC11104337 DOI: 10.5334/cie.42] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Accepted: 04/26/2022] [Indexed: 05/24/2024]
Abstract
School refusal (SR) signals a young person's difficulty attending school. It jeopardizes their development, often contributes to distress for parents, and places an extra burden on school personnel. Reviews of empirical studies indicate that intervention for SR helps to increase school attendance, but not for all youths. This practice-based manuscript aims to support practitioners and organisations addressing the needs of youths and families affected by SR. Specifically, we present 14 signposts for the development and delivery of intervention for SR. The signposts represent important conditions for effective intervention based on key findings from the Knowing What Works project in the Netherlands. During that project, 76 professionals shared their views about the important elements in SR interventions they delivered, and 39 youths and 86 parents shared their views about the helpful elements in SR interventions in which they participated. These 201 stakeholders were variously associated with 21 SR interventions across 9 of the 12 Dutch provinces, most situated in mainstream or special education settings. Their responses informed the development of the 14 signposts presented here, supported by the extant literature on SR intervention. We describe the essence of each signpost and conclude with suggestions for using the signposts and evaluating their utility.
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Harf A, Sibeoni J, Genis C, Grandclerc S, Hellier É, Minassian S, Roué A, Snegaroff C, Skandrani S, Moro MR. Une nouvelle proposition de soins pour les refus scolaires anxieux à l’adolescence : la thérapie multifamiliale. PSYCHIATRIE DE L ENFANT 2022. [DOI: 10.3917/psye.651.0037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Brault C, Thomas I, Moro MR, Benoit L. School Refusal in Immigrants and Ethnic Minority Groups: A Qualitative Study of Adolescents' and Young Adults' Experiences. Front Psychiatry 2022; 13:803517. [PMID: 35479494 PMCID: PMC9035588 DOI: 10.3389/fpsyt.2022.803517] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Accepted: 03/14/2022] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND School refusal is one cause of school absenteeism along with truancy, and the two can be difficult to distinguish. School absenteeism behaviors among students in transcultural situations (immigrants or children of immigrants) and from ethnic minority groups are subject to misdiagnosis and decreased access to care. To improve the care provided, this exploratory study addresses the experience of adolescents and young adults engaging in school refusal, from immigrant and ethnic minority groups. METHODS Sixteen participants between the ages of 16 and 20 years old presenting with school refusal were interviewed for this qualitative study. All participants were either immigrants, children of immigrants, or from an ethnic minority group. We conducted a qualitative analysis based on Interpretative Phenomenological Analysis. RESULTS Participants experienced school refusal as a loss of identity and as a failure to achieve what was perceived as parental expectations of success, which triggered feelings of worthlessness, shame, and guilt. The loss of a peer group, namely their classmates, as a result of school absenteeism was experienced as a marginalization from the larger society. Although participants denied having personally experienced racism, some of them recalled their parents experiencing racism at school. CONCLUSION School refusal complicates identity construction, autonomy, and integration into society. For adolescents and young adults from immigrant and ethnic minority backgrounds, it also triggers guilt, transgenerational traumatic memories, and the fear of marginalization. In addition to validated therapies for school refusal, sociological, intersectional, and cross-cultural tools would be a valuable addition to treatment.
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Affiliation(s)
- Camille Brault
- Etablissement Public de Santé Ville-Evrard, Neuilly sur Marne, Paris, France
| | - Isaiah Thomas
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, United States
| | - Marie Rose Moro
- Maison des Adolescents-Maison de Solenn, Hôpital Cochin, AP-HP, Paris, France.,University of Paris, Faculty of Psychology, Boulogne-Billancourt, Paris, France.,Inserm U1018, Team DevPsy, CESP, Paris Saclay University, Paris, France
| | - Laelia Benoit
- Yale Child Study Center, Yale School of Medicine, New Haven, CT, United States.,Maison des Adolescents-Maison de Solenn, Hôpital Cochin, AP-HP, Paris, France.,Inserm U1018, Team DevPsy, CESP, Paris Saclay University, Paris, France
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Liu L, Gu H, Zhao X, Wang Y. What Contributes to the Development and Maintenance of School Refusal in Chinese Adolescents: A Qualitative Study. Front Psychiatry 2021; 12:782605. [PMID: 34975580 PMCID: PMC8714792 DOI: 10.3389/fpsyt.2021.782605] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 11/23/2021] [Indexed: 11/23/2022] Open
Abstract
Objective: Although, there has been a growing number of studies on school refusal in Western cultures, the underlying factors that contribute to school refusal in Chinese adolescents remain unclear. This study aimed to better understand why Chinese adolescents refuse to go to school and to further interpret what they want to express through their school refusal behaviors. Methods: We performed a qualitative study using an interpretative phenomenological analysis. Twenty adolescents with school refusal experiences were recruited from the clinical psychology department of two mental health hospitals in Shanghai, China. They participated in semistructured, face-to-face in-depth interviews. The interviews were transcribed verbatim and analyzed according to the guidelines of interpretative phenomenological analysis. Findings: Five main superordinate themes emerged from data analysis: (a) competition-oriented social environment; (b) family living space dominated by conflicts; (c) personal living space lacking meaningful support; (d) conflict between the pros and cons of being labeled with a psychiatric diagnosis; and (e) reintegration in school life. Conclusions: Our analysis emphasized the complex interacting effects of the social environment, family interpersonal conflicts, personal psychological factors and mental health complaints on the development and maintenance of Chinese adolescents' school refusal. These factors contributed to school refusal at each level and influenced each other's effects on school refusal behaviors. Therefore, interventions for Chinese teenagers with school refusal may need to integrate strategies that inspire reorganization and changes in different ecosystems, such as strategies related to government policy, peer relationships, family systems and individual inner dynamics.
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Affiliation(s)
- Liang Liu
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai, China
| | - Hong Gu
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai, China
| | - Xudong Zhao
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai, China
- Department of Psychosomatic, Shanghai East Hospital, School of Medicine, Tongji University, Shanghai, China
- Division of Medical humanities and Behavioral Sciences, School of Medicine, Tongji University, Shanghai, China
| | - Yanbo Wang
- Clinical Research Center for Mental Disorders, Shanghai Pudong New Area Mental Health Center, School of Medicine, Tongji University, Shanghai, China
- Division of Medical humanities and Behavioral Sciences, School of Medicine, Tongji University, Shanghai, China
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