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This article presents theory and rationale for game-based cognitive-behavioral therapy (GB-CBT), an integrative group modality for treating elementary school-aged children who have been sexually abused. GB-CBT incorporates evidence-based elements from cognitive-behavioral therapy, play therapy, and group therapy. The model's curriculum contains topics that have been demonstrated to be effective for treating child sexual abuse, including communication skills, emotional expression skills, psycho-education about child abuse, exposure and processing of sexual abuse, and self-protection and coping skills. Treatment is delivered in a fun and engaging manner utilizing developmentally appropriate games (DAGs) as the primary therapeutic technique. GB-CBT was designed to address behavioral problems and symptoms typically associated with child sexual abuse and aims to enhance children's knowledge of abuse and self-protection skills.

This preliminary investigation examined the efficacy of a game-based cognitive-behavioral therapy group program for elementary school-aged children who have experienced sexual abuse. Treatment aimed to improve: (a) internalizing symptoms, (b) externalizing behaviors, (c) sexually inappropriate behaviors, (d) social skills deficits, (e) self-esteem problems, and (f) knowledge of healthy sexuality and self-protection skills. Results indicate that game-based cognitive-behavioral therapy was effective for improving internalizing and externalizing symptoms, reducing sexually inappropriate behaviors, and improving children's knowledge of abuse and self-protection skills. Although results pointed in a positive direction for social skills and self-perception, these findings were not statistically significant. Clinical significance was also evaluated to assess the clinical utility of treatment effects. Treatment implications of the findings and future research directions are discussed.

This study examined the efficacy of a game-based cognitive-behavioral group therapy program for addressing problems typically found among elementary school-aged victims of child sexual abuse immediately after treatment and at three months following treatment. It was hypothesized that positive gains would be observed among the following domains: (a) internalizing symptoms (e.g., anxiety, depression, and trauma); (b) externalizing behaviors (e.g., oppositional behavior, disobedience, and conduct disordered behavior); and (c) sexually inappropriate behaviors. Improved knowledge of abuse and personal safety skills was also predicted. Results indicated that game-based cognitive-behavioral group therapy resulted in improvements in internalizing symptoms, externalizing behavioral problems, total behavioral problems, and personal safety skills both immediately after treatment and at three-month follow-up.

The Child ADHD (Attention Deficit Hyperactivity Disorder) Multimodal Program (CAMP) is an empirically supported intervention program for young children diagnosed with ADHD (8.5 years and younger). CAMP is designed to treat children, parents, and teachers and is conducted in 90minute, weekly training sessions. Children and their parents are separately and concurrently trained in a group context for 10 consecutive weeks. The children's training group includes behavioral management techniques, Preparation for this chapter was partially supported by grants 2-022627 and 2-022682 from the Society for the Study of School Psychology and a university faculty research grant awarded to Linda A. Reddy.