{"product_id":"when-children-refuse-school-therapist-guide-0190604050","title":"Cuando los niños se niegan a ir a la escuela: Guía del terapeuta (Programas que funcionan)","description":"\u003ch2\u003eWhat is 'When Children Refuse School'?\u003c\/h2\u003e\u003cp\u003eWhen Children Refuse School: Therapist Guide (Programs That Work) is a clinical manual designed for mental health professionals working with children and adolescents who have difficulties attending school. Written by Christopher A. Kearney and Anne Marie Albano, both renowned experts in child psychology, this guide is part of the prestigious Programs That Work series, known for offering evidence-based interventions.\u003c\/p\u003e\u003cp\u003eThe book provides a structured framework for assessing and treating school refusal, a problem that affects approximately 5-28% of young people at some point in their school lives. Unlike school absenteeism motivated by behavioral problems, school refusal is usually associated with anxiety, depression, or other emotional difficulties.\u003c\/p\u003e\u003ch2\u003eWho is this guide designed for?\u003c\/h2\u003e\u003cp\u003eThis manual is primarily aimed at clinical psychologists, child psychiatrists, social workers, school counselors, and occupational therapists who work with children and adolescents. It can also be useful for graduate students in clinical psychology or child psychiatry seeking practical training in the treatment of school refusal.\u003c\/p\u003e\u003cp\u003eThe guide assumes that the reader has a basic understanding of cognitive-behavioral therapy (CBT) assessment and treatment, although it also includes detailed instructions for implementing each step of the treatment. Parents and educators may find the supplementary information helpful, although the main focus is clinical.\u003c\/p\u003e\u003ch2\u003eHow does it address school refusal?\u003c\/h2\u003e\u003cp\u003eThe book presents a multimodal approach that combines cognitive-behavioral techniques, social skills training, family interventions, and coordination with the school. The initial assessment includes semi-structured interviews, questionnaires, and attendance records to determine the type of school refusal (e.g., anticipatory anxiety, avoidance of social situations, or somatic complaints).\u003c\/p\u003e\u003cp\u003eTreatment is organized into progressive phases: psychoeducation, gradual exposure, anxiety management, problem-solving, and relapse prevention. Each session includes objectives, necessary materials, step-by-step instructions, and examples of therapeutic dialogue. Special attention is paid to customizing the treatment according to the child's age, family context, and the severity of the problem.\u003c\/p\u003e\u003ch2\u003eContent and structure of the book\u003c\/h2\u003e\u003cul\u003e\n\n\u003cli\u003e\n\n\u003cstrong\u003eInitial assessment:\u003c\/strong\u003e Chapters on interviews, questionnaires, and differential diagnosis.\u003c\/li\u003e\n\n\u003cli\u003e\n\n\u003cstrong\u003ePsychoeducation:\u003c\/strong\u003e Explanation of the cognitive-behavioral model for parents and children.\u003c\/li\u003e\n\n\u003cli\u003e\n\n\u003cstrong\u003eGradual exposure:\u003c\/strong\u003e Detailed plans for reintroducing school attendance.\u003c\/li\u003e\n\n\u003cli\u003e\n\n\u003cstrong\u003eAnxiety management:\u003c\/strong\u003e Relaxation techniques, cognitive restructuring, and coping skills.\u003c\/li\u003e\n\n\u003cli\u003e\n\n\u003cstrong\u003eFamily intervention:\u003c\/strong\u003e Strategies to reduce parental accommodation and foster autonomy.\u003c\/li\u003e\n\n\u003cli\u003e\n\n\u003cstrong\u003eSchool coordination:\u003c\/strong\u003e Guidelines for collaborating with educational staff.\u003c\/li\u003e\n\n\u003cli\u003e\n\n\u003cstrong\u003eRelapse prevention:\u003c\/strong\u003e Contingency planning and maintenance of achievements.\u003c\/li\u003e\n\n\n\u003c\/ul\u003e\u003cp\u003eIn addition, the book includes appendices with reproducible materials such as worksheets, attendance records, and assessment scales, which facilitates its direct application in clinical practice.\u003c\/p\u003e\u003ch2\u003eFrequently asked questions about the treatment of school refusal\u003c\/h2\u003e\u003ch3\u003eHow does school refusal differ from school absenteeism for other reasons?\u003c\/h3\u003e\u003cp\u003eSchool refusal is characterized by the child's difficulty in attending class due to anxiety, fear, or emotional distress, while other forms of absenteeism may be due to behavioral problems, opposition, or lack of interest. The guide helps therapists distinguish these profiles and adjust the intervention accordingly.\u003c\/p\u003e\u003ch3\u003eHow long does treatment usually last?\u003c\/h3\u003e\u003cp\u003eThe duration varies depending on the severity and individual response, but the proposed protocol is structured into approximately 12-16 weekly sessions, with periodic follow-ups. The emphasis is on achieving early re-entry into school to prevent the problem from worsening.\u003c\/p\u003e\u003ch3\u003eIs the guide useful for very young children or older adolescents?\u003c\/h3\u003e\u003cp\u003eYes, the strategies are adapted to different ages (from preschool to late adolescence). Variations in language, materials, and parental involvement are offered according to the child's development.\u003c\/p\u003e\u003cp\u003eThis guide represents a valuable resource for any professional facing the challenging problem of school refusal. Its practical and evidence-based approach makes it an essential reference tool in daily clinical practice.\u003c\/p\u003e","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48750575943834,"sku":null,"price":84.07,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0761\/4831\/0170\/files\/51wlgQjRtCL._SL1360.jpg?v=1784163197","url":"https:\/\/vitaminaspain.es\/es\/products\/when-children-refuse-school-therapist-guide-0190604050","provider":"vitaminaspain","version":"1.0","type":"link"}