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Lookup NU author(s): Dr Paul McArdle,
Professor Ann Le Couteur
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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.
Author(s): McArdle P, Moseley D, Quibell T, Johnson R, Allen A, Hammal D, Le Couteur A
Publication type: Article
Publication status: Published
Journal: Journal of Child Psychology and Psychiatry
ISSN (print): 0021-9630
ISSN (electronic): 1469-7610
Publisher: Wiley-Blackwell Publishing Ltd.
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