BACKGROUND:One hundred and twenty-two children identified by teachers as at risk for behavioural or emotional problems were randomly allocated to drama-group therapy or to a curriculum-studies control, based in school. METHODS:One hundred and seventeen completed the intervention phase of the trial, which comprised 12 hour-long sessions. Post-intervention self-reports showed significant effects associated with both interventions. RESULTS: However, there was a clear advantage of group therapy over both a waiting list control and curriculum studies, according to teacher reports. This was true also of categorical analyses focusing on those with the most severe symptoms. CONCLUSIONS: These analyses confirmed sustained teacher-reported improvement over a year-long follow-up period.
RCT Entities:
BACKGROUND: One hundred and twenty-two children identified by teachers as at risk for behavioural or emotional problems were randomly allocated to drama-group therapy or to a curriculum-studies control, based in school. METHODS: One hundred and seventeen completed the intervention phase of the trial, which comprised 12 hour-long sessions. Post-intervention self-reports showed significant effects associated with both interventions. RESULTS: However, there was a clear advantage of group therapy over both a waiting list control and curriculum studies, according to teacher reports. This was true also of categorical analyses focusing on those with the most severe symptoms. CONCLUSIONS: These analyses confirmed sustained teacher-reported improvement over a year-long follow-up period.
Authors: Paul McArdle; Robert Young; Toby Quibell; David Moseley; Rob Johnson; Ann LeCouteur Journal: Eur Child Adolesc Psychiatry Date: 2011-01-14 Impact factor: 4.785
Authors: Jessica S Benas; Alyssa E McCarthy; Caroline A Haimm; Meghan Huang; Robert Gallop; Jami F Young Journal: J Clin Child Adolesc Psychol Date: 2016-09-20