Cognitive Behavioral Therapy Intervention for School Absenteeism: a Randomized Controlled Trial
Overview
- Phase
- N/A
- Intervention
- Not specified
- Conditions
- Anxiety Symptoms
- Sponsor
- University of Aarhus
- Enrollment
- 155
- Locations
- 1
- Primary Endpoint
- Change in School Attendance - Registry data
- Status
- Completed
- Last Updated
- 3 years ago
Overview
Brief Summary
The main objective of this study is to examine the efficacy of a new psychological intervention, called Back2School, in helping youths with problematic school absenteeism to return to school. Furthermore, the study will examine how well this program fares against the treatment or interventions that are usually given to youths with school absenteeism (treatment as usual or TAU).
Based on previous studies we hypothesize that the Back2School intervention will be better at improving levels of school attendance as compared with treatment as usual (TAU).
Detailed Description
Primary objective The main objective of this study is to examine the efficacy on school attendance and wellbeing of a modular trans-diagnostic CBT intervention for youths with problematic school absenteeism in a randomized controlled trial. Based on previous studies we hypothesize that the B2S intervention will show a significant difference in impact for school attendance, in favor of Back2School intervention as compared with TAU Trial design The study is a randomized controlled superiority trial (RCT) that compares a modular trans-diagnostic CBT intervention (Back2School), treating school absenteeism in youths aged 7-17 years with treatment as usual (TAU). The design will follow a two (Back2School and TAU) by four (Time: pre, post, 3-month, and 1-year assessment) mixed between-within design. The study is a collaboration project between Aarhus University and Aarhus Municipality, Denmark. The setting for both the B2S and TAU interventions are within Aarhus municipality. The Back2School intervention is organized and conducted by the University Clinic, at Aarhus University. Treatment as usual interventions are organized and conducted by Aarhus Municipality. There are considerable negative long-term consequences related to youths with school absenteeism. If the B2S intervention proves to be effective in reducing school absenteeism, it could be implemented in other municipalities in Denmark, and help to systematically treat and help youths with school absenteeism. This could possibly reduce both personal and societal costs significantly
Investigators
Eligibility Criteria
Inclusion Criteria
- •Youths are enrolled in a public school within the municipality of Aarhus.
- •Aged 7-18 years and in 0-9th grade (excluding second semester of the 9th grade).
- •Report more than 10% absenteeism during the last 3 months of school (excluding legal absence, e.g. permitted extra holidays).
- •The youth and at least one of the two parents understand and speak Danish sufficiently to participate in treatment and complete questionnaires.
- •At least one of the parents is motivated for working on increasing the youths' school attendance.
- •The participating families are willing to participate in assessment, intervention procedures, and acceptance of random assignment to intervention.
- •Written informed consent from the holders of the parental rights and responsibilities (usually both parents).
Exclusion Criteria
- Not provided
Outcomes
Primary Outcomes
Change in School Attendance - Registry data
Time Frame: Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up
Aarhus Municipality's registry data of the youths' school attendance
Change in School Attendance - Self-reported data
Time Frame: Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up
Self-reported school attendance in the previous two weeks, reported by parents.
Secondary Outcomes
- The Self-efficacy Questionnaire for School Situations (SEQ-SS)(Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up)
- The Mood and Feelings Questionnaire (MFQ)(Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up)
- The Strength and Difficulties Questionnaire (SDQ)(Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up)
- The Spence Children's Anxiety Scale (SCAS)(Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up)
- The Child Health Utility 9D Index (CHU-9D)(Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up)
- Self-Efficacy Questionnaire for Responding to School Attendance Problems (SEQ-RSAP)(Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up)
- The Family Assessment Device (FAD)(Baseline, post-treatment (4-months), 3-months follow-up, 12-months follow-up)