TY  - JOUR
PY  - 2013//
TI  - Cognitive mediation of cognitive-behavioural therapy outcomes for anxiety-based school refusal
JO  - Behavioural and cognitive psychotherapy
A1  - Maric, Marija
A1  - Heyne, David A.
A1  - Mackinnon, David P.
A1  - Van Widenfelt, Brigit M.
A1  - Westenberg, P. Michiel
SP  - 549
EP  - 564
VL  - 41
IS  - 5
N2  - Background: Cognitive-behavioural therapy (CBT) has proven to be effective for anxiety-based school refusal, but it is still unknown how CBT for school refusal works, or through which mechanisms. Aims: Innovative statistical approaches for analyzing small uncontrolled samples were used to investigate the role of self-efficacy in mediating CBT outcomes for anxiety-based school refusal. Method: Participants were 19 adolescents (12 to 17 years) who completed a manual-based cognitive-behavioural treatment. Primary outcomes (school attendance; school-related fear; anxiety) and secondary outcomes (depression; internalizing problems) were assessed at post-treatment and 2-month follow-up. Results: Post-treatment increases in school attendance and decreases in fear about attending school the next day were found to be mediated by self-efficacy. Mediating effects were not observed at 2-month follow-up. Conclusions: These findings provide partial support for the role of self-efficacy in mediating the outcome of CBT for school refusal. They contribute to a small body of literature suggesting that cognitive change enhances CBT outcomes for young people with internalizing problems. Regarding methodology, the product of coefficient test appears to be a valuable way to study mediation in outcome studies involving small samples.<p />  <p>Language: en</p>
LA  - en
SN  - 1352-4658
UR  - http://dx.doi.org/10.1017/S1352465812000756
ID  - ref1
ER  -