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School Phobia and Separation Anxiety

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Handbook of Social and Evaluation Anxiety

Abstract

Attempts to both understand and modify the fears and phobias of children have a long and rich history in clinical psychology and psychiatry (Freud 1909/1963; Hall, 1897; Jones, 1924; Watson & Rayner, 1920). School phobia, the particular focus of this chapter, has not been as widely studied until recently, however. Of course, school phobia, as with other child behavior disorders, can be approached from a number of theoretical and clinical perspectives (Morris & Kratochwill, 1983). In this chapter, we review the current status of school phobia from a learning-based perspective. Rather than index all of the literature or issues in the area (see reviews by Atkinson, Quarrington & Cyr, 1985; Blagg, 1987; Hersov, 1977; Hersov & Berg, 1980; Ollendick & Mayer, 1984), our objective is to provide an overview of school phobia. Following a description of school phobia, we highlight diagnostic, etiological, assessment, and intervention issues. Recent years have witnessed a resurgence of interest in school phobia, especially the relationship between school phobia and separation anxiety. In addressing these issues, the complexity of school phobia will be apparent, along with meaningful directions for clinicians and researchers.

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Authors and Affiliations

  1. Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia, 24061, USA

    Thomas H. Ollendick

  2. Faculty of Education, Monash University, Clayton, Victoria, 3168, Australia

    Neville J. King

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  1. Thomas H. Ollendick
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  2. Neville J. King
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  1. University of Vermont, Burlington, Vermont, USA

    Harold Leitenberg

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Ollendick, T.H., King, N.J. (1990). School Phobia and Separation Anxiety. In: Leitenberg, H. (eds) Handbook of Social and Evaluation Anxiety. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2504-6_7

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