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Augmenting cognitive behavior therapy for school refusal with fluoxetine: a randomized controlled trial
journal contribution
posted on 2017-06-01, 00:00 authored by Glenn MelvinGlenn Melvin, Amanda DudleyAmanda Dudley, M S Gordon, E Klimkeit, E Gullone, J Taffe, B J TongeThis 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.
History
Journal
Child psychiatry and human developmentVolume
48Issue
3Pagination
485 - 497Publisher
Springer New York LLCLocation
New York, United StatesPublisher DOI
ISSN
0009-398XeISSN
1573-3327Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2016, SpringerUsage metrics
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No categories selectedKeywords
School refusalAnxiety disordersCognitive behavior therapyFluoxetineSocial SciencesScience & TechnologyLife Sciences & BiomedicinePsychology, DevelopmentalPediatricsPsychiatryPsychologyTEST-RETEST RELIABILITYCHILDRENS DEPRESSIONCHILDHOOD ANXIETYSELF-EFFICACYMENTAL-HEALTHADOLESCENTSSCALEANTIDEPRESSANTSCOMBINATION
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