Counseling the mother of a son with separation anxiety: The separation anxiety hypothesis and alternative stories or incidents that influence school refusals

Abstract

This study used narrative therapy techniques to examine a mother whose son experienced difficulty separating from her and attending school. The dominant story has a significant influence on the individual’s life. The separation anxiety hypothesis of school refusal has been a dominant story for teachers and parents in Japan for decades. In this case, unexpected factors or incidents were identified separately from the dominant story. The boy’s unconscious desire to protect his mother at home influenced his school refusal, not the expected school maladjustment. This study provides a basis for the effective use of narrative therapy during psychotherapy sessions.