Review of cognitive-behavioural approaches for school absenteeism in Japan

Abstract

ABSTRACT This study reviewed the literature on psycho-social treatments for reducing school absenteeism in Japan, particularly focussing on those featuring a cognitive-behavioural approach. To extract studies, we screened journals published by 52 academic societies that are members of the Union of the Japanese Psychological Association and reviewed relevant peer-reviewed papers. We consequently analysed 31 cases: 21 elementary school students and 10 junior high school students. We found that to effectively address school absenteeism in Japan, cognitive-behavioural approaches should feature a combination of two or more behavioural techniques. These findings may help Japanese practitioners, such as school counsellors, explain to clients the benefits of choosing cognitive-behavioural approaches, as well as the prospects for support.