{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T18:02:28Z","timestamp":1785348148436,"version":"3.55.0"},"reference-count":29,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,7,26]],"date-time":"2026-07-26T00:00:00Z","timestamp":1785024000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Clin Child Psychol Psychiatry"],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The post-COVID surge in school refusal has prompted a clinical response overwhelmingly focused on anxiety and its treatments. While this orientation is scientifically grounded, it remains partial: it fails to account for a dimension that successive lockdowns massively disrupted without the recent literature fully integrating it, namely the separation-individuation process (SIP) specific to adolescence.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>This article proposes a complementary and integrative reading of post-COVID school refusal, organized around three axes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Approach<\/jats:title>\n                    <jats:p>First, lockdowns interrupted the environmental conditions necessary for the SIP to unfold, producing a developmental regression whose extent was revealed upon the return to school. Second, the hyperdigitalization that followed the lockdowns offered adolescents a substitution space enabling pseudo-separation without genuine individuation, durably impeding the process. Third, internal working models of attachment constitute the vulnerability substrate within which these impediments take hold.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings<\/jats:title>\n                    <jats:p>A clinical vignette illustrates these articulations through a composite case of an adolescent whose partial school refusal is reread as an attempt to regulate a disrupted SIP rather than as an anxiety symptom to be reduced.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The article argues for a non-pathologizing reading of school refusal and opens research perspectives on the relationship between autonomy, attachment, and digital practices in adolescence.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/13591045261471673","type":"journal-article","created":{"date-parts":[[2026,7,27]],"date-time":"2026-07-27T03:58:03Z","timestamp":1785124683000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Beyond Anxiety: School Refusal as a Disrupted Individuation Process in Post-COVID Adolescents"],"prefix":"10.1177","author":[{"ORCID":"https:\/\/orcid.org\/0009-0002-0880-2414","authenticated-orcid":false,"given":"Gilles","family":"Brandibas","sequence":"first","affiliation":[{"name":"Institut de Pratiques Cliniques et de Recherche Appliqu\u00e9e (IPCRA)"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,7,26]]},"reference":[{"key":"e_1_3_7_2_1","doi-asserted-by":"publisher","DOI":"10.1136\/adc.76.2.90"},{"key":"e_1_3_7_3_1","doi-asserted-by":"publisher","DOI":"10.1080\/00797308.1967.11822595"},{"key":"e_1_3_7_4_1","volume-title":"Attachment and loss","author":"Bowlby J.","year":"1969","unstructured":"Bowlby J. 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