Bronnen
Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2018). Differentiation Between School Attendance Problems: Why and How? Cognitive and Behavioral Practice. https://doi.org/10.1016/j.cbpra.2018.03.006
Heyne, D., Sauter, F.M., Ollendick, T.H., van Widenfelt, B.M., & Westenberg, P.M. (2014). Developmentally sensitive cognitive behavioral therapy for adolescent school refusal: Rationale and illustration. Clinical Child and Family Psychology Review, 17, 191-215. doi: 10.1007/s10567-013-0160-0
Ingul, J.M., Havik, T., & Heyne, D. (2018). Emerging school refusal: A school-based framework for identifying early signs and risk factors. Cognitive and Behavioral Practice. https://doi.org/10.1016/j.cbpra.2018.03.005
Maynard, B.R., Heyne, D., Brendel, K.E., Bulanda, J.J., Thompson, A.M., & Pigott, T.D. (2018). Treatment for school refusal among children and adolescents: A systematic review and meta-analysis. Research on Social Work Practice, 28, 56-67. https://doi.org/10.1177%2F1049731515598619
Links
International Network for School Attendance (INSA):
https://insa.network/netherlands
Zorgstandaard angstklachten en angststoornissen:
https://www.ggzstandaarden.nl/zorgstandaarden/angstklachten-en-angststoornissen