1 |
Lee (2015) |
Korea |
Art therapy |
High school girls (E=1) |
17 |
Sociability test, Kinetic School Drawing |
T1: immediately |
2 mo (1 to 2 times a wk, 60 min, 13 sessions) |
pp |
Domestic violence counselling center |
Art therapy |
Psychosocial adaptation |
Self-esteem, Sociability |
2 |
Park & Lee (2011) |
Korea |
Sand box treatment |
Adolescent (E=2) |
14, 16 |
The children’s depression inventory (CDI) |
T1: immediately |
3 mo (1 time a wk, 50 min, 14 sessions, 6 levels) |
pp |
Domestic violence victims protection facility |
Psychotherapy |
Psychosocial adaptation |
Depression |
3 |
Yang & Lee (2016) |
Korea |
Program using art media |
Children (E=3) |
From 7 to 9 |
The CDI, Kinetic House Tree Person (K-HTP) |
T1: immediately |
6 mo (1 time a wk, 5) |
pp |
Child advocacy center |
Art therapy |
Psychosocial adaptation |
Depression, Depressed behavior |
4 |
Seo & Lee (2016) |
Korea |
Sand play treatment |
Children (E=2) |
14 |
Self-esteem scale: SES, sociability test |
T1: immediately |
10 mo (1 time a wk, 25 wk, 60 min) |
pp |
Child advocacy center |
Child welfare |
Psychosocial adaptation |
Self-esteem, Sociability |
5 |
Kim (2012) |
Korea |
Play treatment program |
Children (E=5, C=5) |
From 12 to 16 |
Social Skill Rating System |
T1: immediately |
3 mo (1 time a wk, 70 min, 15 sessions) |
ct, pp |
Child advocacy center |
Child welfare |
Psychosocial adaptation |
Social Skill, Cooperation, sympathy, Assertiveness |
6 |
Lee (2013) |
Korea |
Sand box treatment |
Adolescent (E=1) |
15 |
The CDI, self-esteem scale |
T1: immediately |
8 mo (1 time a wk, 21 sessions) |
pp |
counselling center |
Psychotherapy |
Psychosocial adaptation |
Depression, Self Esteem |
7 |
Lee & Song (2015) |
Korea |
Group art therapy |
Elementary student (E=4) |
From 8 to 13 |
The CDI, State-Trait Anxiety Inventory for Children, Self-image designed for young adolescents |
T1: immediately |
1 yr (1 time a wk, 60 min, 48 sessions) |
pp |
Group home |
Art therapy |
Psychosocial adaptation |
Depression, Anxiety, Selfimage |
8 |
Oh & Lee (2010) |
Korea |
Group playing treatment |
Elementary student (E=3) |
From 9 to 10 |
Self-esteem scale, The Achenbach’ s child behavior checklist (K-CBCL) |
T1: immediately |
2 times a wk (60 min, 12 sessions) |
pp |
Child advocacy center |
Special child education |
Psychosocial adaptation |
Self Esteem, Problem behavior |
9 |
Kim (2013) |
Korea |
Group art therapy |
Elementary student (E=10) |
From 9 to 13 |
Sociability test, behavior change |
T1: immediately |
4 mo (1 time a wk, 120 min, 15 sessions) |
pp |
Child temporary advocacy center |
Art therapy |
Psychosocial adaptation |
Sociability |
10 |
Baek & Park (2010) |
Korea |
Group art therapy |
Elementary student (E=9, C=9) |
From 11 to 13 |
Emotional Abuse Scale, Emotional measure, Emotional expression scale, Emotional expression ambivalent scale, Emotional regulation scale |
T1: immediately |
2 times a wk, 14 sessions |
ct, pp |
Child advocacy center |
Psychotherapy |
Psychosocial adaptation |
Emotional expression |
11 |
Lee (2014) |
Korea |
Sand play treatment |
Elementary student (E=1) |
12 |
Picture inspection of projection technique |
T1: immediately |
8 mo (1 time a wk, 50 min, 28 sessions) |
pp |
Community child center |
Psychotherapy |
Psychosocial adaptation |
Ego growth |
12 |
Jung & Cho (2019) |
Korea |
Art therapy |
Adolescent (E=8, C=8) |
From 14 to 16 |
Sociability, coping, stress |
T1: immediately |
2 to 3 mo (1 time a wk, 120 min, 10 sessions) |
ct, pp |
Middle school |
Art therapy |
Psychosocial adaptation |
Sociability, youth coping skills, Stress |
13 |
Kim & Lee (2019) |
Korea |
Sand box treatment |
Middle School Students (E=1) |
16 |
K-HTP, Beck Depression Inventory, Impact of Event Scale-Revised |
T1: immediately |
9 mo (1 time for 50 min, 30 sessions) |
pp |
Child advocacy center |
Psychotherapy |
Psychosocial adaptation |
Depression, Incident impact, Stability |
14 |
Yu & Bae (2019) |
Korea |
Integrated art therapy |
Elementary student (E=49) |
From 11 to 13 |
Self-esteem scale |
T1: immediately |
2 mo (2 times a wk, 60 min) |
pp |
Elementary school |
Psychotherapy |
Psychosocial adaptation |
Self-esteem |
15 |
Kim & Jin (2019) |
Korea |
Gestalt Relationship Improvement Program |
Elementary student (E=10, C=9) |
From 11 to 12 |
Adult anxiety, peer relations |
T1: immediately |
5 wk (2 times a wk, 45 min, 5 wk) |
ct, pp |
Elementary school |
Psychotherapy, Art therapy |
Psychosocial adaptation |
Anxiety, Peer relationships |
16 |
Choi & Choi (2019) |
Korea |
Art therapy |
Elementary student (E=1) |
11 |
Problem behavior of the Achenbach’ s child behavior checklist (K-CBCL), Aggression scale |
T1: immediately |
5 mo (1 time a wk, 16 wk) |
pp |
Multicultural counselling center |
Art therapy |
Psychosocial adaptation |
Problem behavior, Aggression |
17 |
Hubel et al. (2014) |
USA |
SAFE group treatment program |
Children (E=63) |
From 6.97 to 12.83 |
The CDI, Revised children’s manifest anxiety scale (CMAS-R), Children’s loneliness questionnaire (CLQ), Children’s impact of traumatic events-revised (CITES-R), Children’s fear related to victimization (CFRV), Child project SAFE evaluation form |
T1: immediately |
12 wk (90 min) |
pp |
Child advocacy center |
Health science |
Behavioral and psychological adaptation |
CDI, CLQ, CMAS-R, CITES-R, CFRV (symptomatic children), CDI, CMAS-R, CITES-R subscale (Subclinical) |
18 |
Allen & Solomon (2012) |
USA |
Educational-entertainment (Edutainment) |
Black adolescents (E1=20, E2=19, C=21) |
From 9 to 15 |
Anxiety, stress, coping strategies, violence avoidance self-efficacy |
T1: immediately |
9 days (80-90 min) |
ct, pp |
3 Community centers |
Health science |
Psychosocial adaptation |
Violence avoidance Self-efficacy |
19 |
Dietz et al. (2012) |
USA |
Animal- assisted therapy |
Children (E1=60, E2=61, C=32) |
From 7 to 17 |
Trauma symptom checklist for children (TSCC) |
T1: not mentioned |
No dogs: 8months (12) Dogs no stories: 1mo (1 time per month) Dogs |
pp |
Child advocacy center |
Health science |
Psychosocial adaptation |
Anxiety, depression, anger, post-traumatic stress disorder, dissociation, sexual concerns (therapy dogs) |
20 |
Misurell et al. (2011) |
USA |
Game-based cognitive- behavioral therapy |
Children (E=48) |
From 5 to 10 |
Internalizing symptoms, externalizing symptoms, sexually inappropriate behaviors, social skills deficits, self-esteem problems, knowledge of healthy sexuality and self-protection skills |
T1: within one month |
Not mentioned (12) |
pp |
Metropolitan regional diagnostic and treatment center |
Health science |
Psychosocial adaptation |
Internalizing symptoms, externalizing symptoms, sexually inappropriate behaviors, knowledge of healthy sexuality and self-protection skills |
21 |
Liotta et al. (2015) |
USA |
Group treatment |
Children (N=153) |
From 5 to 13 |
Child behavior checklist (Internalizing symptoms, externalizing symptoms), Child sexual behavior inventory, TSCC, Children’s knowledge of abuse questionnaire-revised, Personal safety questionnaire |
T1: during the last session or within one month, |
Not mentioned (4 to 12) |
pp |
State- legislated outpatient center |
Health science |
Psychosocial adaptation |
Sexual concerns (group plus individual therapy, GT-I) in TSCC |
22 |
Allen & Hoskowitz (2017) |
USA |
Trauma- focused cognitive- behavior therapy |
Children (E=260) |
8.0±2.5 |
Posttraumatic stress (PTS), dissociation, anxiety, anger/ aggression, depression, sexual concerns |
T1: immediately |
Online & 2-day inperson training |
Pp |
Children’ s advocacy center |
Health science |
Psychosocial adaptation |
PTS, dissociation, anxiety, anger/aggression, depression, sexual concerns |
23 |
Goldshtrom et al. (2011) |
USA |
Rhythmic exercise |
Children (E=23, C=14) |
From 6 to 9 |
Visual-motor integration (VMI), The Achenbach’ s child behavior checklist (CBCL) |
T1: 12 mo later |
8 wk (2-3 times a wk, for 5 min) |
ct (pilot) |
Children’ s group residential facility |
Health science |
Psychosocial adaptation |
VMI, aggressive behavior in CBCL |
24 |
Swenson et al. (2010) |
USA |
Multisystemic therapy |
Youth (N=86) |
From 10 to 17 |
Child behavior checklist (CBCL), TSCC, parent ratings of youth social skills, Maltreatment outcomes, Service utilization |
T1: 2 months, T2: 4 months, T3: 10 months, T4: 16 months later |
4 to 6 mo |
RET |
Community mental health center |
Health science |
Psychosocial adaptation |
PTSD symptoms, parent-reported internalizing, PTSD, total symptoms, youth reported dissociative symptoms |
25 |
Valentino, Kristin et al. (2019) |
USA |
Reminiscing and Emotion Training (RET) |
Children (E=148 RET=71, Community standard=77, C=77) |
From 3 to 6 |
Child memory, The Affect Knowledge Test, The Peabody Picture Vocabulary Test-4 |
T1: immediately |
6 Weekly sessions |
RCT |
Inhome and laboratory |
Health science |
Psychosocial adaptation |
RET group contributed more memories and better emotional knowledge than CS condition |
26 |
Visser & du Plessis (2015) |
South Africa |
Expressive art group intervention |
Adolescent females (E=5) |
From 13 to 18 |
The Rosenberg self-esteem scale, The Interpersonal closeness scale |
T1: immediately |
10 Weekly sessions |
Mixed methods |
Clinic |
Health science |
Psychosocial adaptation |
Improving self-esteem scale scores and the interpersonal closeness scale scores |
27 |
Ganser et al. (2017) |
Germany |
Structured case management |
Children and adolescents (E=60, C=61) |
From 4 to 17 |
Eidence-based treatment (EBT) utilization, time until commencement of EBT, Participants receiving treatments other than EBT |
T1: after 6 mo |
Not mentioned (3 modules composed of 25 consecutive intervention steps) |
RCT |
Multicenters |
Social welfare |
Utilization of EBT |
No significant difference |
28 |
Pino et al. (2019) |
Spain |
Say Do Say correspondence training |
Children (E=5, C=5) |
From 4 to 5) |
Average percentage of time per session spent behaving inappropriately |
T1: immediately |
15 sessions |
ct |
Classroom |
Behavior treatment |
Improving classroom behavior |
Decreased percentage of time per session spent behaving inappropriately |