title: School-based indicated prevention: a randomised trial of group therapy.
abstract: 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.affiliation: Fleming Nuffield Unit, Jesmond, Newcastle-upon-Tyne, UK.
authors.forename: Paul
authors.initials: P
authors.lastname: McArdle
authors.forename: David
authors.initials: D
authors.lastname: Moseley
authors.forename: Toby
authors.initials: T
authors.lastname: Quibell
authors.forename: Rob
authors.initials: R
authors.lastname: Johnson
authors.forename: Ann
authors.initials: A
authors.lastname: Allen
authors.forename: Donna
authors.initials: D
authors.lastname: Hammal
authors.forename: Ann
authors.initials: A
authors.lastname: leCouteur
mesh_terms: D000293:Adolescent; D002648:Child; D006801:Humans; D001523:Mental Disorders / Q000517:prevention & control*; D011615:Psychotherapy, Group / Q000379:methods*; D012572:School Health Services / Q000458:organization & administration*