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School phobia: A babel of tongues

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Abstract

A review of the literature is presented with a focus on the historical trend from a broad conception of school avoidance toward a narrow conception of school phobia and back toward a systems analysis. The following parameters of clinical investigation are recommended for consultative definition of the syndrome: (1) Chronological age in relation to developmental factors; (2) transactional involvements with mother, family, and community; (3) intrapsychic dynamics; and (4) the personal view of the child toward his symptom as ego-alien or ego-syntonic. It is suggested that careful consideration of these four areas should permit diagnosis and tailored therapeutic intervention rather than a uniform approach to a complex symptom.

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Authors and Affiliations

  1. New York University Medical Center, 550 First Avenue, 10016, New York, New York

    Theodore Shapiro & R. Olukayode Jegede

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  1. Theodore Shapiro
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  2. R. Olukayode Jegede
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This work was supported by Public Health Service Grant MH-07331 from the National Institute of Mental Health.

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Shapiro, T., Jegede, R.O. School phobia: A babel of tongues. J Autism Dev Disord 3, 168–186 (1973). https://doi.org/10.1007/BF01537991

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