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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

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.

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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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