75 results on '"Heyne, D."'
Search Results
2. The red seaweed Asparagopsis taxiformis genome and integrative -omics analysis
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Zhao, M, primary, Campbell, AH, additional, ZP, Patwary, additional, Wang, T, additional, Lang, T, additional, Webb, J, additional, GC, Zuccarello, additional, Wegner, A, additional, Heyne, D, additional, McKinnie, L, additional, Pascelli, C, additional, Satoh, N, additional, Shoguchi, E, additional, NA, Paul, additional, and SF, Cummins, additional
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- 2022
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3. School refusal: description and management
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Tonge, BJ, Cooper, H, King, NJ, and Heyne, D
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- 2002
4. ACT your way: Kwaliteit van het protocol en eerste bevindingen van een pilot-effectonderzoek bij adolescenten met een recidiverende depressie
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Schraven, J., Matthijssen, D., van de Weerden, C., Heyne, D., Bodden, Denise, Development and Treatment of Psychosocial Problems, and Leerstoel Dekovic
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ACT your way ,depressie ,adolescenten ,ACT - Abstract
Depressie is een ernstige stoornis bij jongeren vanwege het chronische en recidiverende karakter ervan. Bestaande richtlijnbehandelingen, zoals cognitieve gedragstherapie (CGT) en interpersoonlijke therapie (IPT), lijken onvoldoende effect te hebben op het (blijvend) terugdringen van depressieve klachten. Acceptance and commitment therapy (ACT) richt zich op het verhogen van de psychologische flexibiliteit, wat mogelijk tevens een positief effect heeft op depressieve klachten. In dit artikel wordt een studie besproken van een nieuw ontwikkeld behandelprotocol speciaal voor adolescenten, namelijk ACT your way. Ten eerste is de kwaliteit van ACT your way onderzocht. Dit heeft geleid tot een valide en bruikbaar behandelprotocol met een hoge tevredenheid van adolescenten en therapeuten. Ten tweede is er een pilot-effectonderzoek uitgevoerd bij 23 adolescenten met een recidiverende of persisterende depressieve stoornis. Na het volgen van ACT your way vonden er significante verbeteringen plaats op depressieve symptomen, kwaliteit van leven en competentiebeleving. Zes maanden na ACT your way waren er significante verbeteringen te zien op depressieve symptomen en comorbiditeit. Beperkingen van dit onderzoek zijn de kleine onderzoeksgroep en het ontbreken van een controlegroep. De uitkomsten van deze studie zijn hoopgevend voor adolescenten met recidiverende of persisterende klachten bij wie richtlijnbehandelingen onvoldoende effect hebben.
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- 2021
5. Taxonomic systems for school refusal behaviour.
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Pritchard, M., King, N., Tonge, B. J., Heyne, D., and Lancaster, S.
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- 1998
6. The Self-efficacy Questionnaire for School Situations : development and psychometric evaluation.
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Heyne, D., King, N., Tonge, B., Rollings, S., Pritchard, M., Young, D., and Myerson, N.
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- 1998
7. Cognitive-behavioural intervention with a depressed adolescent experiencing school attendance difficulties.
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Rollings, S., King, N., Tonge, B., Heyne, D., and Young, D.
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- 1998
8. School refusal : an overview.
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King, N., Ollendick, T. H., Tonge, B. J., Heyne, D., Pritchard, M., Rollings, S., Young, D., and Myerson, N.
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- 1998
9. Cognitive-behavioural intervention for an adolescent school refuser : a comprehensive approach.
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Anderson, J., King, N., Tonge, B., Rollings, S., Young, D., and Heyne, D.
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- 1998
10. Schoolweigering bij adolescenten:: het @school project
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Sauter, F. M., Snel, R., Heyne, D., and van Widenfelt, B. M.
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- 2010
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11. Functional Assessment of School Attendance Problems: An Adapted Version of the School Refusal Assessment Scale–Revised
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Heyne, D. A., Vreeke, L. J., Maric, M., Boelens, H., Van Widenfelt, B. M., Leerstoel Baar, Development and Treatment of Psychosocial Problems, Leerstoel Baar, and Development and Treatment of Psychosocial Problems
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School Refusal Assessment Scale-Revised ,Concurrent validity ,Test validity ,school attendance problem ,absenteeism ,Education ,treatment utility ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Set (psychology) ,05 social sciences ,Attendance ,050301 education ,Construct validity ,Confirmatory factor analysis ,Psychiatry and Mental health ,Clinical Psychology ,Absenteeism ,School refusal ,functional assessment ,School Refusal Assessment Scale–Revised ,Psychology ,0503 education ,050104 developmental & child psychology ,Clinical psychology - Abstract
The School Refusal Assessment Scale (SRAS) was developed to identify four factors that might maintain a youth’s school attendance problem (SAP), and thus be targeted for treatment. There is still limited support for the four-factor model inherent to the SRAS and its revision (SRAS-R). Recent studies indicate problems with the wording of eight items added to the SRAS to form the SRAS-R. We examined the factorial validity of an adapted item set comprising 16 of the 24 SRAS-R items and eight items developed for this study. The eight items paralleled the content of the SRAS-R items being replaced but were less complex and ambiguous. Data were gathered from 199 youth with a SAP and 131 parents. Confirmatory factor analysis (CFA) of the adapted item set supported a four-factor model. Internal consistency reliability of the subscales was higher than it is commonly reported in SRAS-R studies. Concurrent validity was supported by associations between the four factors and measures of internalizing or externalizing behavior. The adapted SRAS-R may help professionals reliably assess the relative strength of factors maintaining SAPs. This is one of the few studies conducted independent of the instrument’s developer and in a school culture different from that where the instrument is usually tested.
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- 2016
12. Cognitive Behavioral Therapy age effects in child and adolescent anxiety: An individual patient data meta-analsysis
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Bennett, K., Manassis, K., Walter, S.D., Cheung, A., Wilansky-Traynor, P., Diaz-Granados, N., Duda, S., Rice, M., Baer, S., Barrett, P., Bodden, D., Cobham, V.E., Dadds, M.R., Flannery-Schroeder, E., Ginsburg, G., Heyne, D., Hudson, J.L., Kendall, Ph.C., Liber, J.M., Warner, C., Mendlowitz, S., Nauta, M.H., Rapee, R.M., Silverman, W., Sigueland, L., Spence, S.H., Utens, E.M.W.J., Wood, J., Clinical Child and Family Studies, and EMGO+ - Mental Health
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SDG 3 - Good Health and Well-being ,behavioral disciplines and activities - Abstract
Background Investigations of age effects on youth anxiety outcomes in randomized trials (RCTs) of cognitive behavior therapy (CBT) have failed to yield a clear result due to inadequate statistical power and methodologic weaknesses. We conducted an individual patient data metaanalysis to address this gap. Question Does age moderate CBT effect size, measured by a clinically and statistically significant interaction between age and CBT exposure? Methods All English language RCTs of CBT for anxiety in 6-19 year olds were identified using systematic review methods. Investigators of eligible trials were invited to submit their individual patient data. The anxiety disorder interview schedule (ADIS) primary diagnosis severity score was the primary outcome. Age effects were investigated using multilevel modeling to account for study level data clustering and random effects. Results Data from 17 of 23 eligible trials were obtained (74%); 16 studies and 1,171 (78%) cases were available for the analysis. No interaction between age and CBT exposure was found in a model containing age, sex, ADIS baseline severity score, and comorbid depression diagnosis (power ≥ 80%). Sensitivity analyses, including modeling age as both a categorical and continuous variable, revealed this result was robust. Conclusions Adolescents who receive CBT in efficacy research studies show benefits comparable to younger children. However, CBT protocol modifications routinely carried out by expert trial therapists may explain these findings. Adolescent CBT protocols are needed to facilitate the transportability of efficacy research effects to usual care settings where therapists may have less opportunity for CBT training and expertise development. © 2013 Wiley Periodicals, Inc.
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- 2013
13. Treatment of school refusal. Strategies for the family physician
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King N, Ollendick T, Heyne D, and Bruce Tonge
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Male ,Family Characteristics ,Schools ,Australia ,Physicians, Family ,Anxiety Disorders ,Age Distribution ,Anxiety, Separation ,Child, Preschool ,Humans ,Female ,Child ,Family Practice ,Physician's Role - Abstract
Although school refusal is not a common problem, it causes extreme turmoil in families and affects psychological and social development of the growing child. Causes for school refusal are diverse. Careful assessment to clarify the function of the school refusal is critical for successful intervention. Effective management strategies have been developed and are described in more detail in a recent book by King, Ollendick, and Tonge.
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- 1995
14. Schoolweigering bij adolescenten
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Sauter, F. M., primary, Snel, R., additional, Heyne, D., additional, and van Widenfelt, B. M., additional
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- 2010
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15. The Self-Efficacy Questionnaire for Depression in Adolescents (SEQ-DA): development and psychometric evaluation.
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Tonge B, King N, Klimkeit E, Melvin G, Heyne D, and Gordon M
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The 12-item clinician or self-administered Self-Efficacy Questionnaire for Depression in Adolescents (SEQ-DA) was developed as a measure of perceived ability to cope with depressive symptomatology. This study examined the reliability and validity of the SEQ-DA in a clinical population of 130 adolescents that were receiving treatment for depression. Psychometric evaluation revealed good internal consistency and test-retest reliability. Results indicated that higher SEQ-DA scores were associated with lower self-rated depression scores (Reynolds Adolescent Depression Scale), which is evidence of good construct validity. Further, higher SEQ-DA scores prior to treatment predicted better outcome at the end of the 3 months of treatment and at 6 months post-treatment. Therefore, the SEQ-DA has a potentially useful role in clinical work and research with depressed young people. [ABSTRACT FROM AUTHOR]
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- 2005
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16. School Refusal: Epidemiology and Management.
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Heyne, D., King, N.J., Tonge, B.J., and Cooper, H.
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SCHOOL phobia , *BEHAVIOR therapy , *ANTIDEPRESSANTS , *SEROTONIN uptake inhibitors , *THERAPEUTICS - Abstract
School refusal is differentiated from other attendance problems such as truancy and school withdrawal. It is characterised by the child's emotional upset at the prospect of going to school, parental awareness of and antipathy toward the problem, and an absence of significant antisocial behaviour in the child. The child's emotional upset is frequently associated with an anxiety disorder, but it may also be associated with a mood disorder. School refusal affects approximately 1% of school children across the primary and secondary school levels. Severe and prolonged school refusal jeopardises the young person's social, emotional and academic development, and may be associated with mental health problems in adulthood. A first step in management involves efficient identification and the assessment of contributing and maintaining factors. Clinical outcome studies support the efficacy of cognitive behavioural therapy (CBT). The psychosocial approach encompassed in CBT incorporates anxiety management training with the young person, behaviour management training with parents and consultation with school personnel. Pharmacological treatments are commonly employed although empirical support for their use is limited. Tricyclic antidepressants and selective serotonin (5-hydroxytryptamine; 5-HT) reuptake inhibitors are the more commonly used agents, with the latter having fewer associated adverse effects. It is suggested that the first line of treatment should be CBT, with simultaneous or subsequent pharmacological treatment contingent upon the response to CBT. [ABSTRACT FROM AUTHOR]
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- 2001
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17. Le Charbon Humain En Belgique Observations Recentes Et Donnees Epidemiologiques
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Kocheleff P, Sternon J, Van de Weyer R, Heyne D, Jean-Paul Butzler, and Paulet P
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Penicillin ,Pediatrics ,medicine.medical_specialty ,business.industry ,medicine ,General Medicine ,business ,Dermatology ,humanities ,medicine.drug - Abstract
SummaryAuthors are presenting and commenting three recently diagnosed cases of anthrax and an epidemiologic review of this disease in Belgium from 1956 to 1972.They insist on the requirements of antibiotherapy (penicillin in large doses for three weeks at least).
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- 1974
18. Research on the cognitive-behavioral treatment of school refusal
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King, N., Tonge, B. J., Heyne, D., and Ollendick, T. H.
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- 2000
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19. Anxious children and school refusal
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Bruce Tonge, King, N. J., Heyne, D., and Pritchard, M.
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Surveys and Questionnaires ,Humans ,Anxiety ,Child ,Students ,Social Adjustment
20. Le Charbon Humain En Belgique Observations Recentes Et Donnees Epidemiologiques
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Sternon, J., primary, Van De Weyer, R., additional, Butzler, J.P., additional, Kocheleff, P., additional, Heyne, D., additional, and Paulet, P., additional
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- 1974
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21. The @school project : developmental considerations in the design and delivery of cognitive-behavioural therapy for adolescent school refusal
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Sauter, F., Westenberg, P.M., Vermeiren, R.J.J.M., Heyne, D., Leiden University, Vermeiren, R.R.J.M., Heyne, D.A., EMGO+ - Mental Health, Vermeiren, Robert, Pediatrics, and EMGO - Mental health
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School refusal ,education ,Cognitive-behavioural therapy ,Treatment outcome study ,Anxiety ,Development ,Adolescence - Abstract
School refusal is an attendance problem characterized by a young person’s difficulty in going to school, accompanied by emotional distress on the part of the young person and parental attempts to return the young person to regular school attendance. Prolonged absence from school has serious short- and long-term consequences for young people, their families, and schools. Therefore, effective treatment of school refusal is essential. Numerous treatment outcome studies provide evidence for the efficacy of cognitive-behavioural therapy (CBT) for school refusal. Previous research has however indicated that adolescent school refusers may be particularly disturbed and harder to treat. An existing treatment for school-refusing children and adolescents was modified to better account for the impact of developmental variables on engagement in treatment. The studies presented in this dissertation describe the preparation, implementation, and evaluation of the resulting developmentally-appropriate CBT for adolescent school refusal. The treatment was associated with increased school attendance, reduced emotional symptoms, and increased adolescent and parental self-efficacy. Exploratory analyses revealed that several developmental factors were related to treatment outcomes, namely clinician developmental appropriateness, insight, and autonomy. Recommendations for research and clinical practice are made on the basis of these findings, and on the methodological strengths and limitations of the current research.
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- 2010
22. School Attendance Problems Among Children with Neurodevelopmental Conditions One year Following the Start of the COVID-19 Pandemic.
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Totsika V, Kouroupa A, Timmerman A, Allard A, Gray KM, Hastings RP, Heyne D, Melvin GA, and Tonge B
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- Humans, Child, Male, Female, Adolescent, Child, Preschool, United Kingdom epidemiology, Intellectual Disability epidemiology, Intellectual Disability psychology, Anxiety epidemiology, Anxiety psychology, Parents psychology, SARS-CoV-2, Surveys and Questionnaires, Autistic Disorder epidemiology, Autistic Disorder psychology, COVID-19 psychology, COVID-19 epidemiology, Absenteeism, Schools, Neurodevelopmental Disorders epidemiology
- Abstract
Purpose: The present study investigated school absence among 1,076 5-15 year-old children with neurodevelopmental conditions (intellectual disability and/or autism) approximately one year following the start of COVID-19 in the UK., Methods: Parents completed an online survey indicating whether their child was absent from school during May 2021 and the reason for each absence. Multi-variable regression models investigated child, family and school variables associated with absenteeism and types of absenteeism. Qualitative data were collected on barriers and facilitators of school attendance., Results: During May 2021, 32% of children presented with persistent absence (missing ≥ 10% of school). School refusal and absence due to ill-health were the most frequent types of absence, accounting for 37% and 22% of days missed, respectively. COVID-19 related absence accounted for just 11% of days missed. Child anxiety was associated with overall absenteeism and with days missed because of school refusal. Parent pandemic anxiety and child conduct problems were not associated with school absenteeism. Hyperactivity was associated with lower levels of absenteeism and school refusal but higher levels of school exclusion. A positive parent-teacher relationship was associated with lower levels of absenteeism, school refusal and exclusion. Child unmet need in school was the most frequently reported barrier to attendance while COVID-19 was one of the least frequently reported barriers., Conclusion: COVID-19 had a limited impact on school attendance problems during this period. Findings highlighted the role of child mental health in different types of absence and the likely protective role of a positive parent-teacher relationship., (© 2023. The Author(s).)
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- 2024
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23. The Effectiveness of Modular Transdiagnostic Cognitive Behavioral Therapy Versus Treatment as Usual for Youths Displaying School Attendance Problems: A Randomized Controlled Trial.
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Johnsen DB, Lomholt JJ, Heyne D, Jensen MB, Jeppesen P, Silverman WK, and Thastum M
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School attendance problems (SAPs) are associated with negative short- and long-term outcomes. Despite high prevalence of SAPs, there is a shortage of evidence-based interventions. Existing approaches often target either school refusal or truancy, leaving a gap in effective interventions addressing both types of SAPs. This randomized controlled trial (RCT) assessed the effectiveness of Back2School (B2S), a modular transdiagnostic cognitive behavioral therapy (CBT) for SAPs, compared to treatment as usual (TAU). Outcomes included youths' school attendance and mental health. A group (B2S, TAU) × time (Pre, Post, 3-Month Follow-Up) design involving 152 youths (B2S; n = 74, TAU; n = 78) with SAPs (i.e., ≥ 10% absence in the past three months), aged 6-16 years (M = 12.2, SD = 2.2, males = 60%) were used. B2S comprised three months of CBT with youths, parents, and school involvement, while TAU comprised public and/or private intervention services. On average, youths in B2S received 15.0, (SD = 3.9) hours of intervention, while those in TAU received 13.4, (SD = 21.6). Intervention effects were investigated using mixed linear models. Both B2S and TAU exhibited significant within-group improvements in school attendance, with no significant differences between them. However, the B2S group significantly outperformed TAU in reducing youths' emotional problems, conduct problems, problems with peers, the overall impact of problems, and increasing youths self-efficacy for attending school and parent self-efficacy for dealing with a SAP. This RCT represents the first evaluation of a modular transdiagnostic CBT for youths displaying SAPs, showing significant mental health and self-efficacy benefits. (Clinical trial registration: ClinicalTrials.gov: NCT03459677)., (© 2024. The Author(s).)
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- 2024
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24. School participation of autistic youths: The influence of youth, family and school factors.
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Li B, Heyne D, Scheeren A, Blijd-Hoogewys E, and Rieffe C
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Lay Abstract: School-aged youths have a basic human right to participate in educational and recreational activities at school. Yet, autistic youths are at high risk of being excluded from school and from school-based activities. It is important to understand how this occurs, to ensure that all autistic youths have opportunities to participate in school activities that are equal to the opportunities of their non-autistic peers. The present study investigated multiple influences on the school participation of autistic youths, including youth factors (age and autistic traits), family factors (parent education level and parental self-efficacy for supporting their child's schoolwork) and school factors (the impact of problems autistic youths experienced with the physical and social environments of school). Using an online survey, we gathered the views and experiences of the parents of 200 autistic youths aged between 4 and 16 years, in the Netherlands. We found that among the factors, only the impact of problems that autistic youths experienced with the physical environment of school was associated with their school participation. In particular, autistic youths who experienced greater difficulties with the physical environment of school had lower levels of school participation. Our findings highlight the pressing need to modify school environments to better accommodate the needs of autistic youths so that they can participate easily and comfortably., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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- 2024
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25. The association between home learning during COVID-19 lockdowns and subsequent school attendance among children with neurodevelopmental conditions.
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Kouroupa A, Allard A, Gray K, Hastings RP, Heyne D, Melvin GA, Tonge B, and Totsika V
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- Child, Humans, Child, Preschool, Adolescent, Pandemics prevention & control, Communicable Disease Control, Students, Schools, COVID-19 epidemiology, COVID-19 prevention & control
- Abstract
Background: Children with neurodevelopmental conditions have high levels of school absence. During the COVID-19 pandemic, schools closed for many students. The relationship between home learning during school closures and subsequent school attendance requires attention to better understand the impact of pandemic education policy decisions on this population. This study aims to investigate the association between home learning, hybrid learning and school learning during school closures (in January-March 2021) with subsequent school attendance (in May 2021) in children with neurodevelopmental conditions., Methods: An online survey was completed by 809 parents/carers of 5- to 15-year-old autistic children and/or children with intellectual disability. Regression models examined the association of learning location during school closures with subsequent school absence (i.e., total days missed, persistent absence and school refusal)., Results: Children who were learning from home during school closures later missed 4.6 days of a possible 19. Children in hybrid and school learning missed 2.4 and 1.6 school days, respectively. The rates of school absence and persistent absence were significantly higher in the home learning group even after adjusting for confounders. Learning location was not associated with subsequent school refusal., Conclusions: Policies for school closures and learning from home during public health emergencies may exacerbate school attendance problems in this group of vulnerable children., (© 2023 The Authors. Child: Care, Health and Development published by John Wiley & Sons Ltd.)
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- 2023
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26. Practitioner Review: Signposts for Enhancing Cognitive-Behavioral Therapy for School Refusal in Adolescence.
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Heyne D
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- Humans, Adolescent, Schools, Cognitive Behavioral Therapy methods
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Factors associated with adolescent development influence the occurrence and presentation of school refusal (SR). Cognitive-behavioral therapy (CBT) manuals for the treatment of SR account for these developmental issues to varying degrees. Some multimodal treatments aim to address the complexity of adolescent SR by incorporating interventions alongside CBT, such as medication, inpatient treatment, and educational support in a special setting. However, CBT manuals and multimodal treatments appear to fail to help approximately one-third to two-thirds of adolescents, with respect to achieving regular school attendance. This paper provides an overview of suggestions in the literature for improving treatment for SR, with a focus on adolescent SR. Seven signposts emerge from the literature, namely, increased number or frequency of sessions, greater attention to social anxiety disorder and social functioning, greater attention to depression, greater attention to emotion regulation, careful consideration of the role of parents, greater attention to parent-adolescent communication and problem-solving, and the use of alternative educational settings. Professionals may find these signposts helpful when planning and delivering treatment for SR in adolescents. Research is needed to determine the benefit of including one or more of these adaptations alongside an existing SR treatment.
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- 2023
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27. Elective home education of children with neurodevelopmental conditions before and after the COVID-19 pandemic started.
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Paulauskaite L, Timmerman A, Kouroupa A, Allard A, Gray KM, Hastings RP, Heyne D, Melvin GA, Tonge B, and Totsika V
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COVID-19 brought disruptions to children's education and mental health, and accelerated school de-registration rates. We investigated Elective Home Education (EHE) in families of children with a neurodevelopmental condition. A total of 158 parents of 5-15 year-old children with neurodevelopmental conditions (80% autistic) provided information on reasons for de-registration, their experience of EHE, and children's mental health. Few differences were found between children participating in EHE before and after the pandemic started. Low satisfaction with school for not meeting children's additional needs was the main reason for de-registering in both groups. COVID-19 had a more limited role in parents' decision to de-register. The main advantage of EHE reported in both groups was the provision of personalised education and one-to-one support. Levels of anxiety, internalising and externalising problems were similar between children participating in EHE before and after the pandemic started, and also similar between all children in EHE and school-registered children ( N = 1,079)., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Paulauskaite, Timmerman, Kouroupa, Allard, Gray, Hastings, Heyne, Melvin, Tonge and Totsika.)
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- 2022
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28. Developmental Issues Associated with Adolescent School Refusal and Cognitive-Behavioral Therapy Manuals.
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Heyne D
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- Child, Adolescent, Humans, Schools, Treatment Outcome, Combined Modality Therapy, Cognitive Behavioral Therapy
- Abstract
It is important to consider developmental issues when addressing school refusal (SR) in adolescence. Referral rates appear to be higher among adolescents relative to children, and treatment appears to be less effective among adolescents. This paper provides an in-depth review of developmental issues associated with adolescent SR and treatment via cognitive-behavioral therapy (CBT). It begins by considering the reasons for the higher referral and poorer treatment outcomes, including the higher level of absenteeism in adolescence, higher rates of concurrent social anxiety disorder and depressive disorder, and the developmental challenges inherent to adolescence. Such challenges include increased academic and social demands in the secondary-school environment, and increasing autonomy which may contribute to family conflict. These developmental issues may potentiate and exacerbate an adolescent's difficulty attending school, make it difficult for families to cope, and complicate practitioners' efforts to provide effective treatment for SR. Further, the review describes CBT manuals for SR and the extent to which they are developmentally sensitive. There are five CBT manuals, which vary in their sensitivity to developmental issues. Various multimodal treatments employ interventions in addition to CBT, such as medication or inpatient treatment, to address the complexity of SR in adolescence. Nevertheless, nonresponse to treatment for adolescent SR ranges from one-third to two-thirds of youths. Attention thus needs to be given to ways of improving treatment outcomes.
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- 2022
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29. Signposts for School Refusal Interventions, Based on the Views of Stakeholders.
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Heyne D and Brouwer-Borghuis M
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School refusal (SR) signals a young person's difficulty attending school. It jeopardizes their development, often contributes to distress for parents, and places an extra burden on school personnel. Reviews of empirical studies indicate that intervention for SR helps to increase school attendance, but not for all youths. This practice-based manuscript aims to support practitioners and organisations addressing the needs of youths and families affected by SR. Specifically, we present 14 signposts for the development and delivery of intervention for SR. The signposts represent important conditions for effective intervention based on key findings from the Knowing What Works project in the Netherlands. During that project, 76 professionals shared their views about the important elements in SR interventions they delivered, and 39 youths and 86 parents shared their views about the helpful elements in SR interventions in which they participated. These 201 stakeholders were variously associated with 21 SR interventions across 9 of the 12 Dutch provinces, most situated in mainstream or special education settings. Their responses informed the development of the 14 signposts presented here, supported by the extant literature on SR intervention. We describe the essence of each signpost and conclude with suggestions for using the signposts and evaluating their utility., Competing Interests: The authors have no competing interests to declare., (Copyright: © 2022 The Author(s).)
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- 2022
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30. Sociodemographic and clinical characteristics of youths and parents seeking psychological treatment for school attendance problems.
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Johnsen DB, Lomholt JJ, Heyne D, Jeppesen P, Jensen MB, Silverman WK, and Thastum M
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- Adolescent, Anxiety, Child, Cross-Sectional Studies, Depression, Humans, Male, Mental Health, Parents, Absenteeism, Schools, Social Problems
- Abstract
Background: Knowledge of school attendance problems (SAPs) is needed to inform treatments targeting SAPs and protecting youths from negative outcomes associated with SAPs., Objectives: This study examined the school absence, absence categories (i.e., absence due to illness, excused, non-excused), sociodemographic characteristics, and mental health problems among youths seeking psychological treatment for SAPs., Methods: The study used a cross-sectional design. Sociodemographic and clinical characteristics of 152 help-seeking youths with SAPs (i.e., >10% absenteeism) and their parents were examined. The data were derived from the baseline assessment conducted before treatment start., Results: Older youths, youths with mental health problems, and youths whose parents had mental health problems exhibited higher levels of absence. Lower levels of non-excused absence were found among youths with highly educated fathers, and youths living with both parents. Many youths had clinical levels of anxiety, depression, or 'emotional and behavioral difficulties'., Conclusion: The study highlights the need for early intervention, addressing a broad range of mental health problems., Clinical Trial Registration: ClinicalTrials.gov: NCT03459677., Competing Interests: The authors have declared that no competing interests exist.
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- 2022
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31. Editorial: School Attendance and Problematic School Absenteeism in Youth.
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Kearney CA, Heyne D, and Gonzálvez C
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- 2020
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32. Types and correlates of school non-attendance in students with autism spectrum disorders.
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Totsika V, Hastings RP, Dutton Y, Worsley A, Melvin G, Gray K, Tonge B, and Heyne D
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- Absenteeism, Child, Humans, Parents, Schools, Students, Autism Spectrum Disorder
- Abstract
Lay Abstract: Our study aimed to describe school non-attendance in students with autism. We conducted an online survey. Parents of 486 students (mean age: 11 years) indicated which days their child had missed school (over a period of 1 month). If the child had missed a day, the parent was asked to select a reason from a list of 15 possible reasons (this is a measure of types of school non-attendance called SNACK (School Non-Attendance ChecKlist; Heyne et al., 2019)). On average, students missed 5 days of school of a possible 23 days. Missing over 10% of school is known as persistent absence, and in our study, 43% of students experienced persistent absence. Older students, who attended mainstream schools, who did not live in a two-parent household and whose caregiver was unemployed were more likely to miss school. Looking at the reasons for absence, school refusal was the most frequent reason, accounting for 43% of absences. Nine percent of absence was due to school exclusion. Nine percent of absence was due to school withdrawal. Truancy was almost non-existent. A final reason describes non-problematic absence that is mostly due to medical appointments and illness. This type of absence accounted for 32% of absences in our study, and it was more likely in student with intellectual disability. School refusal was more likely among older students. School exclusion was more likely among students from single-parent, unemployed and well-educated households. Findings from this study help us to understand better the difficulties students with autism experience attending school.
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- 2020
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33. A Scoping Review of Constructs Measured Following Intervention for School Refusal: Are We Measuring Up?
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Heyne D, Strömbeck J, Alanko K, Bergström M, and Ulriksen R
- Abstract
Reviews of the effectiveness of interventions for school refusal (SR) rely upon well-conducted primary studies. Currently there are no guidelines for those conducting primary studies about the measurement of outcome following intervention for SR. Most people would agree that it is important to measure school attendance as an outcome but there has been little discussion about other constructs that warrant measurement. To facilitate this discussion and support the development of guidelines, we conducted a scoping review of constructs measured in studies evaluating intervention for SR. We screened the title and abstract of 3,213 publications found in peer-reviewed journals between 1980 and 2019. After full text review of 271 publications, 50 publications describing 51 studies were included. Results address the frequency with which constructs were measured, along with instruments used, informants, and time-points for measurement. Based on the results, we offer guidelines for choosing constructs to measure following intervention for SR and considerations for how to measure the constructs. Guidelines can increase consistency across primary studies, with benefits for future meta-analyses and international comparisons. They also provide support for practitioners contemplating routine evaluation of their interventions for SR. Ultimately, a core outcome set for SR can be developed., (Copyright © 2020 Heyne, Strömbeck, Alanko, Bergström and Ulriksen.)
- Published
- 2020
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34. Improving school attendance by enhancing communication among stakeholders: establishment of the International Network for School Attendance (INSA).
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Heyne D, Gentle-Genitty C, Gren Landell M, Melvin G, Chu B, Gallé-Tessonneau M, Askeland KG, Gonzálvez C, Havik T, Ingul JM, Johnsen DB, Keppens G, Knollmann M, Lyon AR, Maeda N, Reissner V, Sauter F, Silverman WK, Thastum M, Tonge BJ, and Kearney CA
- Published
- 2020
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35. Feasibility Study of Back2School, a Modular Cognitive Behavioral Intervention for Youth With School Attendance Problems.
- Author
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Lomholt JJ, Johnsen DB, Silverman WK, Heyne D, Jeppesen P, and Thastum M
- Abstract
There is large heterogeneity among youth with school attendance problems (SAPs). For this reason, protocols for the treatment of SAPs need to be flexible. Back2School (B2S) is a new manual-based, modular transdiagnostic cognitive behavioral intervention to increase school attendance among youth with SAPs. It also aims to increase the self-efficacy of these youth and their parents. B2S includes evidence-based modules addressing youth anxiety, depression, and behavior problems, together with modules focused on parent guidance and school consultation. The current study examined the feasibility of evaluating B2S in an randomized controlled trial and acceptability of the B2S program in a non-randomized trial, including both qualitative and quantitative data, in preparation for a randomized controlled trial of its effectiveness. Youth, parents, and teachers completed questionnaires at baseline, post-intervention, and follow-up. School attendance data were collected from school registers. Twenty-four youth with a SAP (defined as more than 10% absenteeism during the last 3 months) were recruited from primary and lower secondary schools in Aarhus Municipality, Denmark. Their parents also participated in B2S. Two of the 24 families withdrew during the intervention, after sessions two and six respectively. Of the remaining 22 families, 19 (86%) completed all 10 sessions. Parents and youth rated their satisfaction with B2S as high, and high levels of satisfaction were maintained 1 year after the intervention. Teacher satisfaction was lower than that of youth and parents, but the majority found the school's participation in the intervention helpful. Preliminary evaluation of intervention outcomes showed significant increase in school attendance and decrease in psychological symptoms, as well as a significant increase in self-efficacy for both youth and parents. Based on this feasibility data, adaptations were made to the B2S manual and study procedures prior to commencement of a randomized controlled effectiveness trial. The main adaptation to the manual was to increase school consultation. The main procedural adaptation was to broaden recruitment. Furthermore, it was necessary to increase level of staffing by psychologists because treatment delivery was more time consuming than expected., (Copyright © 2020 Lomholt, Johnsen, Silverman, Heyne, Jeppesen and Thastum.)
- Published
- 2020
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36. Rapid Return for School Refusal: A School-Based Approach Applied With Japanese Adolescents.
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Maeda N and Heyne D
- Abstract
Cognitive behavioral therapy (CBT) is often effective in the treatment of school refusal (SR). Its usefulness is limited, however, if youth displaying SR also refuse to attend treatment sessions. In these cases parents and school staff may consider using school-based interventions that do not rely on face-to-face assessment and treatment with the young person. The current study examined the effectiveness of a school-based intervention applied in Japan to achieve rapid return to school among adolescents displaying SR. Between 2009 and 2015, the parents of 62 adolescents displaying SR were invited to implement a school-based rapid return approach. Thirty-nine parents agreed to implement the approach and 23 decided to wait until their child spontaneously attended school. Of the 39 cases in which the approach was implemented, 28 adolescents (72%) resumed attendance at their original school, 2 (5%) transferred to another school, and 9 (23%) did not resume attendance. In contrast, all 23 non-intervention cases continued to refuse to attend school for 3 months or longer, and none of these adolescents returned to regular school attendance within 9 months. This study tentatively suggests that the rapid return approach may be an effective form of intervention for adolescents displaying SR and simultaneously refusing to attend individual therapy. Because this approach is ethically complex, involving forced school attendance in adolescence, it should only be employed under specific circumstances. These circumstances are discussed., (Copyright © 2019 Maeda and Heyne.)
- Published
- 2019
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37. Types of parental involvement in CBT with anxious youth: a preliminary meta-analysis.
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Manassis K, Lee TC, Bennett K, Zhao XY, Mendlowitz S, Duda S, Saini M, Wilansky P, Baer S, Barrett P, Bodden D, Cobham VE, Dadds MR, Flannery-Schroeder E, Ginsburg G, Heyne D, Hudson JL, Kendall PC, Liber J, Masia-Warner C, Nauta MH, Rapee RM, Silverman W, Siqueland L, Spence SH, Utens E, and Wood JJ
- Subjects
- Adolescent, Anxiety psychology, Anxiety Disorders psychology, Child, Female, Humans, Male, Randomized Controlled Trials as Topic, Severity of Illness Index, Treatment Outcome, Anxiety therapy, Anxiety Disorders therapy, Cognitive Behavioral Therapy methods, Family Therapy, Parents psychology
- Abstract
Objective: Meta-analytic studies have not confirmed that involving parents in cognitive behavior therapy (CBT) for anxious children is therapeutically beneficial. There is also great heterogeneity in the type of parental involvement included. We investigated parental involvement focused on contingency management (CM) and transfer of control (TC) as a potential outcome moderator using a meta-analysis with individual patient data., Method: Investigators of randomized controlled trials (RCTs) of CBT for anxious children, identified systematically, were invited to submit their data. Conditions in each RCT were coded based on type of parental involvement in CBT (i.e., low involvement, active involvement without emphasis on CM or TC, active involvement with emphasis on CM or TC). Treatment outcomes were compared using a 1-stage meta-analysis., Results: All cases involved in active treatment (894 of 1,618) were included for subgroup analyses. Across all CBT groups, means of clinical severity, anxiety, and internalizing symptoms significantly decreased posttreatment and were comparable across groups. The group without emphasis on CM or TC showed a higher proportion with posttreatment anxiety diagnoses than the low-involvement group. Between posttreatment and 1-year follow-up, the proportion with anxiety diagnoses significantly decreased in CBT with active parental involvement with emphasis on CM or TC, whereas treatment gains were merely maintained in the other 2 groups., Conclusions: CBT for anxious children is an effective treatment with or without active parental involvement. However, CBT with active parental involvement emphasizing CM or TC may support long-term maintenance of treatment gains. RESULTS should be replicated as additional RCTs are published.
- Published
- 2014
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38. Developmentally sensitive cognitive behavioral therapy for adolescent school refusal: rationale and case illustration.
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Heyne D, Sauter FM, Ollendick TH, Van Widenfelt BM, and Westenberg PM
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- Adolescent, Female, Humans, Schools, Treatment Outcome, Adolescent Development physiology, Anxiety Disorders therapy, Cognitive Behavioral Therapy methods, Depressive Disorder, Major therapy, Family Therapy methods
- Abstract
School refusal can be difficult to treat and the poorest treatment response is observed among older school refusers. This poor response may be explained, in part, by the impact of developmental transitions and tasks upon the young person, their family, and the treatment process. This paper describes and illustrates the @school program, a cognitive behavioral therapy (CBT) designed to promote developmental sensitivity when planning and delivering treatment for adolescent school refusal. Treatment is modularized and it incorporates progress reviews, fostering a planned yet flexible approach to CBT. The treatment is illustrated in the case of Allison, a 16-year-old female presenting with major depressive disorder and generalized anxiety disorder. A case formulation guided the selection, sequencing, and pacing of modules targeting predisposing, precipitating, perpetuating, and protective factors. Treatment comprised 16 sessions with Allison (interventions addressing depression, anxiety, and school attendance) and 15 concurrent sessions with her mother (strategies to facilitate an adolescent's school attendance), including two sessions with Allison and mother together (family communication and problem solving to reduce parent-adolescent conflict). Two treatment-related consultations were also conducted with Allison's homeroom teacher. Allison's school attendance improved during the course of treatment. By post-treatment, there was a decrease in internalizing behavior, an increase in self-efficacy, and remission of depressive disorder and anxiety disorder. Clinically significant treatment gains were maintained at 2-month follow-up. Factors influencing outcome may include those inherent to the @school program together with less specific factors. Special consideration is given to parents' use of both authoritative and autonomy-granting approaches when helping an adolescent to attend school.
- Published
- 2014
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39. School refusal and anxiety in adolescence: non-randomized trial of a developmentally sensitive cognitive behavioral therapy.
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Heyne D, Sauter FM, Van Widenfelt BM, Vermeiren R, and Westenberg PM
- Subjects
- Adolescent, Anxiety psychology, Anxiety Disorders psychology, Child, Female, Follow-Up Studies, Humans, Male, Schools, Treatment Outcome, Adolescent Development, Anxiety therapy, Anxiety Disorders therapy, Cognitive Behavioral Therapy methods
- Abstract
The main objectives were to evaluate efficacy and acceptability of a developmentally sensitive cognitive behavioral therapy for anxiety-based school refusal in adolescence. Twenty school-refusing adolescents meeting DSM-IV anxiety disorder criteria participated in a non-randomized trial, together with parents and school staff. Outcome was assessed at post-treatment and 2-month follow-up. Treated adolescents showed significant and maintained improvements across primary outcome variables (school attendance; school-related fear; anxiety), with medium to large effect sizes. Half of the adolescents were free of any anxiety disorder at follow-up. Additional improvements were observed across secondary outcome variables (depression; overall functioning; adolescent and parent self-efficacy). The treatment was rated as acceptable by adolescents, parents, and school staff, which may help explain the very low attrition rate. Social anxiety disorder was the most common disorder among adolescents still meeting anxiety disorder criteria at follow-up. Treatment modifications to improve efficacy for school-refusing adolescents presenting with social anxiety disorder are suggested., (Copyright © 2011 Elsevier Ltd. All rights reserved.)
- Published
- 2011
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40. Assessing therapy-relevant cognitive capacities in young people: development and psychometric evaluation of the self-reflection and insight scale for youth.
- Author
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Sauter FM, Heyne D, Blöte AW, van Widenfelt BM, and Westenberg PM
- Subjects
- Adolescent, Child, Child, Preschool, Cognition Disorders epidemiology, Female, Humans, Male, Neuropsychological Tests, Psychometrics methods, Reproducibility of Results, Severity of Illness Index, Young Adult, Cognition Disorders diagnosis, Cognitive Behavioral Therapy standards, Self Concept, Surveys and Questionnaires
- Abstract
Background: The effectiveness of cognitive-behaviour therapy with young people may be influenced by a young person's capacity for self-reflection and insight. Clinicians who assess clients' proficiencies in these cognitive capacities can better tailor cognitive and behavioural techniques to the client, facilitating engagement and enhancing treatment outcome. It is therefore important that sound instruments for assessing self-reflection and insight in young people are available., Aims: The aim of the current study was to translate and adapt the Self-Reflection and Insight Scale (SRIS) for use with a child and adolescent population (Study 1), and to evaluate the psychometric properties of the resulting measure, the Self-Reflection and Insight Scale for Youth (SRIS-Y; Study 2)., Method: In Study 1 (n=145), the comprehensibility of the SRIS-Y was assessed in a community sample of children and adolescents. Study 2 (n=215) then explored the reliability and structural, convergent, and divergent validity of the SRIS-Y., Results: The SRIS-Y was found to be comprehensible to young people, and had good reliability and structural validity., Conclusions: It appears that the SRIS-Y is a sound instrument for assessing therapy-relevant cognitive capacities in young people, of potential benefit in both research and clinical contexts. Future research foci include the predictive validity of the instrument.
- Published
- 2010
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41. Cognitive behavior therapy for anxious adolescents: developmental influences on treatment design and delivery.
- Author
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Sauter FM, Heyne D, and Michiel Westenberg P
- Subjects
- Adolescent, Anxiety Disorders diagnosis, Anxiety Disorders psychology, Humans, Outcome and Process Assessment, Health Care, Research, Treatment Outcome, Anxiety Disorders therapy, Cognitive Behavioral Therapy methods, Delivery of Health Care methods
- Abstract
Anxiety disorders in adolescence are common and disruptive, pointing to a need for effective treatments for this age group. Cognitive behavior therapy (CBT) is one of the most popular interventions for adolescent anxiety, and there is empirical support for its application. However, a significant proportion of adolescent clients continue to report anxiety symptoms post-treatment. This paper underscores the need to attend to the unique developmental characteristics of the adolescent period when designing and delivering treatment, in an effort to enhance treatment effectiveness. Informed by the literature from developmental psychology, developmental psychopathology, and clinical child and adolescent psychology, we review the 'why' and the 'how' of developmentally appropriate CBT for anxious adolescents. 'Why' it is important to consider developmental factors in designing and delivering CBT for anxious adolescents is addressed by examining the age-related findings of treatment outcome studies and exploring the influence of developmental factors, including cognitive capacities, on engagement in CBT. 'How' clinicians can developmentally tailor CBT for anxious adolescents in six key domains of treatment design and delivery is illustrated with suggestions drawn from both clinically and research-oriented literature. Finally, recommendations are made for research into developmentally appropriate CBT for anxious adolescents.
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- 2009
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42. A comparison of cognitive-behavioral therapy, sertraline, and their combination for adolescent depression.
- Author
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Melvin GA, Tonge BJ, King NJ, Heyne D, Gordon MS, and Klimkeit E
- Subjects
- Adolescent, Child, Combined Modality Therapy, Depressive Disorder, Major drug therapy, Female, Follow-Up Studies, Humans, Male, Antidepressive Agents therapeutic use, Cognitive Behavioral Therapy methods, Depressive Disorder, Major therapy, Sertraline therapeutic use
- Abstract
Objective: To evaluate cognitive-behavioral therapy, antidepressant medication alone, and combined CBT and antidepressant medication in the treatment of depressive disorders in adolescents., Method: Seventy-three adolescents (ages 12-18 years) with a primary diagnosis of DSM-IV major depressive disorder, dysthymic disorder, or depressive disorder not otherwise specified were randomly allocated to one of three treatments. Treatment outcome measures were administered before and after acute treatment, and at a 6-month follow-up. Depression diagnosis was the primary outcome measure; secondary measures were self- and other report and clinician rating of global functioning. The trial was conducted at three community-based clinics between July 2000 and December 2002. Data analyses used an intent-to-treat strategy., Results: Following acute treatment, all treatment groups demonstrated statistically significant improvement on outcome measures (depressive diagnosis, Reynolds Adolescent Depression Scale, Revised Children's Manifest Anxiety Scale, Suicidal Ideation Questionnaire), and improvement was maintained at follow-up. Combined cognitive-behavioral therapy and antidepressant medication was not found to be superior to either treatment alone. Compared with antidepressant medication alone, participants receiving cognitive-behavioral therapy alone demonstrated a superior acute treatment response (odds ratio = 6.86; 95% confidence interval 1.12-41.82). Although cognitive-behavioral therapy was found to be superior to antidepressant medication alone for the acute treatment of mild to moderate depression among youth, this may have stemmed from the relatively low dose of sertraline used., Conclusions: All treatments led to a reduction in depression, but the advantages of a combined approach were not evident.
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- 2006
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43. Sexually abused children suffering from post-traumatic stress disorder: assessment and treatment strategies.
- Author
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King NJ, Heyne D, Tonge BJ, Mullen P, Myerson N, Rollings S, and Ollendick TH
- Abstract
Child sexual abuse is a highly prevalent problem that frequently occasions the onset of post-traumatic stress disorder in the victimized youngster. This selective review addresses recent advances in the assessment and treatment of sexually abused children with post-traumatic stress disorder. Firstly, we outline the diagnostic criteria for post-traumatic stress disorder and significant moderating variables in the development of post-traumatic stress disorder. Secondly, we address the clinical assessment of post-traumatic stress disorder in sexually abused children, recommending a developmentally sensitive, multi-informant approach. Thirdly, we consider a family-wide cognitive-behavioural treatment framework for sexually abused children with post-traumatic stress disorder that involves both child and non-offending caregivers. Fourthly, we examine the results of recent evaluation studies supportive of cognitive-behavioural therapy in the treatment of sexually abused children. Lastly, we consider conclusions for clinical practice and directions for future research.
- Published
- 2003
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44. Evaluation of child therapy and caregiver training in the treatment of school refusal.
- Author
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Heyne D, King NJ, Tonge BJ, Rollings S, Young D, Pritchard M, and Ollendick TH
- Subjects
- Adolescent, Caregivers psychology, Child, Combined Modality Therapy, Female, Humans, Male, Outcome and Process Assessment, Health Care, Phobic Disorders psychology, Caregivers education, Cognitive Behavioral Therapy, Desensitization, Psychologic, Phobic Disorders therapy
- Abstract
Objective: To evaluate the relative efficacy of (1) child therapy, (2) parent/teacher training, and (3) the combination of child therapy and parent/teacher training in the treatment of anxiety-based school refusal., Method: Sixty-one school-refusing children (aged 7-14 years) from throughout Melbourne, Australia, were randomized to a child therapy program, a parent and teacher training program, or a combination of the two. Children were assessed before and after treatment, and at 4.5-month follow-up, by means of attendance records, self-report of emotional distress and self-efficacy, parent and teacher reports of emotional distress, and clinician ratings of overall functioning., Results: Statistically and clinically significant pretreatment-posttreatment change occurred for each group. Immediately posttreatment, child therapy appeared to be the least effective in increasing attendance. By follow-up, the attendance and adjustment of those in the child therapy group equalled that of children whose parents and teachers were involved in treatment, whether on their own (parent/teacher training) or together with their children (combined child therapy and parent/teacher training)., Conclusion: Contrary to expectations, combined child therapy and parent/teacher training did not produce better outcomes at posttreatment or follow-up.
- Published
- 2002
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45. Treating sexually abused children with posttraumatic stress symptoms: a randomized clinical trial.
- Author
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King NJ, Tonge BJ, Mullen P, Myerson N, Heyne D, Rollings S, Martin R, and Ollendick TH
- Subjects
- Adolescent, Analysis of Variance, Chi-Square Distribution, Child, Female, Humans, Imagery, Psychotherapy, Male, Relaxation Therapy, Risk Factors, Treatment Outcome, Child Abuse, Sexual psychology, Cognitive Behavioral Therapy methods, Family Therapy methods, Stress Disorders, Post-Traumatic psychology, Stress Disorders, Post-Traumatic therapy
- Abstract
Objective: To evaluate the efficacy of child and caregiver participation in the cognitive-behavioral treatment of sexually abused children with posttraumatic stress symptoms., Method: Thirty-six sexually abused children (aged 5-17 years) were randomly assigned to a child-alone cognitive-behavioral treatment condition, a family cognitive-behavioral treatment condition, or a waiting-list control condition., Results: Compared with controls, children who received treatment exhibited significant improvements in posttraumatic stress disorder symptoms and self-reports of fear and anxiety. Significant improvements also occurred in relation to parent-completed measures and clinician ratings of global functioning. In general, parental involvement did not improve the efficacy of cognitive-behavioral therapy. Maintenance of improvement was evident at a 12-week follow-up assessment., Conclusions: Cognitive-behavioral treatment was useful, but further research is required on caregiver involvement.
- Published
- 2000
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46. Cognitive-behavioral treatment of school-refusing children: a controlled evaluation.
- Author
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King NJ, Tonge BJ, Heyne D, Pritchard M, Rollings S, Young D, Myerson N, and Ollendick TH
- Subjects
- Adolescent, Analysis of Variance, Child, Child, Preschool, Female, Humans, Male, Behavior Therapy methods, Child Behavior Disorders therapy, Cognitive Behavioral Therapy methods, Students psychology
- Abstract
Objective: To evaluate the efficacy of a 4-week cognitive-behavioral treatment program for children who refuse to go to school., Method: Thirty-four school-refusing children (aged 5 to 15 years) were randomly assigned to a cognitive-behavioral treatment condition or a waiting-list control condition. Treatment consisted of individual child cognitive-behavioral therapy plus parent/teacher training in child behavior management skills. Measures taken before and after treatment included school attendance, child self-report of emotional distress and coping, caregiver reports on emotional and behavioral problems, and clinician ratings of global functioning., Results: Relative to waiting-list controls, children who received cognitive-behavioral therapy exhibited a significant improvement in school attendance. These children also improved on self-reports of fear, anxiety, depression, and coping. Significant improvements also occurred in relation to caregiver reports and clinician ratings. Maintenance of therapeutic gains was demonstrated at a 3-month follow-up assessment., Conclusions: Cognitive-behavioral treatment of school refusal was efficacious and acceptable. The relative contributions of child therapy and parent/teacher training require further study.
- Published
- 1998
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47. Anxious children and school refusal.
- Author
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Tonge BJ, King NJ, Heyne D, and Pritchard M
- Subjects
- Child, Humans, Social Adjustment, Surveys and Questionnaires, Anxiety, Students psychology
- Published
- 1994
48. [Perinatal development of glucose-6-phosphatase and fructose-1,6-diphosphatase activities in pig liver].
- Author
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Grün E and Heyne D
- Subjects
- Animals, Female, Fetus, Gestational Age, Glucagon blood, Gluconeogenesis, Hydrocortisone blood, Liver Glycogen metabolism, Pregnancy, Swine, Thyroxine blood, Aging, Fructose-Bisphosphatase metabolism, Glucose-6-Phosphatase metabolism, Liver enzymology
- Abstract
The activity of glucose-6-phosphatase (G6Pase) and fructose-1,6-bisphosphatase (FDPase) was determined in the homogenate of the liver of 69 pig fetuses during the last third of gestation (80th to 114th day), 47 piglets from birth to 4 weeks old (suckling period) and to slaughter pigs. G6Pase is evident in fetal liver at an early date and raises steadily during gestation. In newborn piglets, the enzyme activity increases rapidly during the first hours of life and remains at this high level during the first week of life. Afterwards the enzyme activity returns to birth level, which exists also in pigs at slaughtering. The activity of FDPase is constant during the fetal period. After birth enzyme activity rises at a lower rate than the G6Pase during the first week of life. This level remains constant during the suckling period and increases thereafter until the time of slaughtering of pigs. The role of hormones in the perinatal development of these enzymes is described. Probably, thyroxine causes the prenatal increase of the activity of both the enzymes. The rapid postnatal rise of G6Pase activity may be induced by the high level of hydrocortisone at parturition, and furthermore, glucagon may have a permissive effect.
- Published
- 1982
49. [Activity of gluconeogenetic enzymes in the kidney of pigs during pre- and post-natal development].
- Author
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Grün E, Pfüller K, Heyne D, and Weber C
- Subjects
- Animals, Female, Fetus, Fructosediphosphates metabolism, Glucose-6-Phosphatase metabolism, Phosphoenolpyruvate Carboxykinase (GTP) metabolism, Pregnancy, Animals, Newborn, Gluconeogenesis, Kidney enzymology, Swine metabolism
- Abstract
In pig fetuses (19 of 8 dams) developed by Caesarean section the dry matter and protein content of the kidneys and their PEPCK activity remain constant during the last third (from 80th to 112th day) of gestation. After birth the dry matter content of the kidneys rises slowly, but their protein content remarkably. In the kidneys of suckling piglets (17 animals of 3 offsprings) the FDPase activity remains at the same level from birth to the 9th day of life, while in the same time the G6Pase activity rises 1.5-2 times. In the kidneys of newborn piglets the total PEPCK activity increases 3-4 times and the activity of the cytosolic enzyme 2-3 times during the first 12 hours of life. At the end of the first week of life the total PEPCK activity decreases by one-third, while the activity of the cytosolic enzyme remains stable. In the kidneys of slaughter pigs (n = 7) the dry matter content and the FDPase activity are significantly higher, the protein content and the G6Pase activity are the same as in the kidneys of piglets. The total PEPCK activity is one-half, the activity of the cytosolic enzyme one-third lower than in the kidneys of piglets. In the kidneys of adult pigs the PEPCK activity is localized to equal parts in the cytosol and in the mitochondria, but in some development stages the mitochondrial part exceeds that of the cytosol. In adult pigs the PEPCK activity of the renal cortex is 2.5-3 times higher than that of the renal medulla.
- Published
- 1982
50. [Human anthrax in Belgium. Recent cases and epidemiological data].
- Author
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Sternon J, Van de Weyer R, Butzler JP, Kocheleff P, Heyne D, and Paulet P
- Subjects
- Adult, Anthrax diagnosis, Anthrax drug therapy, Belgium, Female, Humans, Male, Middle Aged, Occupational Diseases epidemiology, Penicillins therapeutic use, Time Factors, Anthrax epidemiology
- Published
- 1974
- Full Text
- View/download PDF
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