ABSTRACT— This article reviews empirical evidence for the efficacy of psychosocial interventions for school refusal behavior. Data corresponding to 8 experimental single‐case and 7 group‐design studies are presented. Across studies, behavioral and cognitive‐behavioral treatments emerged as promising lines of intervention. These interventions produced improvements in school attendance and youths’ symptom levels (e.g., anxiety, fear, depression, anger) based on this study’s examination of effect sizes. The article concludes with suggestions for interventionists, researchers, and policy makers attempting to deal with the problem of school refusal.

中文翻译：

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儿童和青少年拒绝学校行为的社会心理干预。

摘要—— 本文回顾了心理社会干预对拒学行为有效性的实证证据。提供了对应于 8 个实验性单例和 7 个组设计研究的数据。在整个研究中，行为和认知行为治疗成为有希望的干预方式。根据本研究对效果大小的检查，这些干预措施改善了上学率和青少年的症状水平（例如，焦虑、恐惧、抑郁、愤怒）。文章最后为试图解决拒学问题的干预者、研究人员和政策制定者提供了建议。