In sum, youth-based CBT, using psychoeducation, coping thoughts, graded exposures, and parent-management techniques may be a promising intervention for many youth, but outcomes are partial and experienced only by some. The existing CBT model may have limitations in both its treatment model and delivery system. First, in terms of treatment model, the prevailing

model may insufficiently target the emotional and Crenolanib cell line behavioral dysregulation mechanisms maintaining SR behavior. Clinically, youth with SR present with a high degree of somatic symptoms (e.g., sickness, panic attacks, muscle tension, stomachaches, sleep disturbances, migraines and headaches), behavioral dysregulation (e.g., clinging, freezing, reassurance seeking, escape, oppositionality and defiance), and catastrophic thinking (e.g., “I can’t handle it,” “I can’t make it through the day,” “School’s too hard”). Such symptoms suggest significant emotional and behavioral dysregulation and poor this website abilities to cope with increased stress and tension. Research supports the notion that school refusers rely on non-preferred emotion regulation strategies, such as expressive suppression, which prioritize short-term emotional relief over long-term change (Hughes, Gullone, Dudley, & Tonge, 2010). Past clinical trials have predominantly applied CBT protocols originally designed

to treat the anxiety, avoidance, and unrealistic thinking patterns of anxiety disorders (Kearney, 2008). However, a treatment approach that directly VAV2 targets the emotional and behavioral dysregulation processes may produce more enduring behavioral change. Second,

in terms of treatment delivery, standard treatment approaches tend to over-rely on clinical consultation and practice that takes place at a neutral clinic setting. Yet, youth with SR behavior likely need the most help in contexts where SR behavior is most evident (i.e., at home during morning hours, in school). Further, treatment appointments are relatively short in duration (e.g., 1-2 hours a week) compared to the rest of the youth’s life. A common problem in all psychotherapy is that there is always a time lag that occurs between the initial event (e.g., refusal behavior two days prior), the subsequent therapy session, and the ability to practice any advice on a subsequent later event (e.g., when the same precipitant is present two days later). All of these issues point to the need to incorporate methods for addressing problems when they are occurring or about to occur in one’s natural environment. With these limitations in mind, we developed a novel approach for SR behavior in youth: Dialectical Behavior Therapy for School Refusal (DBT-SR). DBT is a logical choice of treatment for SR for several reasons. First, a number of SR cases present with significant emotion regulation problems and DBT conceptualizes most problem behavior as resulting from problems of emotion dysregulation.