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