Treating social phobia in children through group narrative therapy

Looyeh, Majid Yoosefi; Kamali, Khosrow; Ghasemi, Amin; Tonawanik, P.

doi:10.1016/j.aip.2013.11.005

Cited by 19 publications

(8 citation statements)

References 22 publications

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“…However, there is considerable variation in the quality of trials and in the effectiveness of the programmes that have been evaluated. were classified as group or individual if over 75% of content was delivered in that format; **Only one study (Miller et al, 2011) was coded as having a minimal control so no pooled estimate was possible; ***sensitivity analysis includes outlier (Yoosefi et al, 2014) Test for subgroup differences 0.19…”

Section: Discussionmentioning

confidence: 99%

“…Statistical heterogeneity across studies was high (I²=84%, X²=96.09, df=15, p=<0.0001) with the wide confidence intervals indicating that the true effect size could vary from small to large. One outlier was identified (Yoosefi et al, 2014) and removal of this study reduced the effect size (SMD=-0.49, 95% CI -0.79, -0.19, p<0.002, k=15) and heterogeneity (I 2 =80%, Χ2=71.07, df=14, p<0.0001). All subsequent analyses excluded data from this trial which evaluated a twice weekly 14 sessions intervention for social phobia comprising play and narrative story-telling activities, compared to a wait-list control.…”

Section: The Post-intervention Effect Of Indicated School-based Interventions For Elevated Symptoms Of Anxietymentioning

confidence: 94%

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Practitioner Review: Effectiveness of indicated school‐based interventions for adolescent depression and anxiety – a meta‐analytic review

Gee

Reynolds

Carroll

et al. 2020

Child Psychology Psychiatry

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Background: Interest in delivering psychological interventions within schools to facilitate early intervention is increasing. However, most reviews have focused on universal or preventative programmes rather than interventions designed to decrease existing symptoms of depression or anxiety. This paper aims to provide a meta-analytic review of randomised controlled trials of indicated psychological interventions for young people aged 10-19 with elevated symptoms of depression and/or anxiety.Methods: Eight electronic databases were systematically searched from inception to April 2019 for eligible trials. Study quality was assessed using two scales designed to evaluate psychotherapy intervention trials. Random effects meta-analyses were conducted separately for trials that recruited participants based on symptoms of depression and based on symptoms of anxiety. Results: Data from 45 trials were analysed. Most interventions studied used cognitive and behavioural strategies. Few studies met methodological quality criteria, but effect size was not associated with study quality. Indicated school-based interventions had a small effect on reducing depression symptoms (SMD = 0.34, 95% CI -0.48, -0.21) and a medium effect on reducing anxiety symptoms (SMD=-0.49, 95% CI -0.79, -0.19) immediately post-intervention. Subgroup analyses indicated that interventions delivered by internal school staff did not have significant effects on symptoms. Reductions in depression were maintained at short-term (≤6 months) but not medium (>6 months ≤12) or long-term (>12 month) follow up. Reductions in anxiety symptoms were not maintained at any follow up. Conclusions: Indicated school-based interventions are effective at reducing symptoms of depression and anxiety in adolescents immediately post-intervention but there is little evidence that these reductions are maintained. Interventions delivered by school staff are not supported by the current evidence-base. Further high quality randomised controlled trials incorporating assessment of longer-RUNNING HEAD: SCHOOL-BASED INTERVENTIONS FOR ADOLESCENT DEPRESSION AND ANXIETY 3 term outcomes are needed to justify increased investment in school-based interventions for adolescent depression and anxiety.

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Section: Discussionmentioning

confidence: 99%

Section: The Post-intervention Effect Of Indicated School-based Interventions For Elevated Symptoms Of Anxietymentioning

confidence: 94%

Practitioner Review: Effectiveness of indicated school‐based interventions for adolescent depression and anxiety – a meta‐analytic review

Gee

Reynolds

Carroll

et al. 2020

Child Psychology Psychiatry

View full text Add to dashboard Cite

show abstract

“…Although not studied as often as cognitive behavior therapy and some other better-known therapies, research suggests that narrative therapy is effective with a variety of populations and problems-including young adults with autism (Cashin et al, 2013), children working on social and emotional skill development (Beaudoin et al, 2016(Beaudoin et al, , 2017, children diagnosed with social phobia (Looyeh et al, 2014), children diagnosed with attention deficit/hyperactivity disorder (Looyeh et al, 2012), couples struggling with fear of intimacy (Yeganehfarzand et al, 2019), women with communication issues who report low marital satisfaction (Ghavibazou et al, 2020), individuals diagnosed with obsessivecompulsive disorder (Esfahani et al, 2015), and incarcerated adolescents undergoing rehabilitation (Ikonomopoulos et al, 2015). Case studies also suggest narrative therapy can be helpful for treating eating disorders, but more controlled studies are needed (Reeves & Sackett, 2020;Scott et al, 2013).…”

Section: Narrative Therapymentioning

confidence: 99%

Constructivist theories in psychotherapy.

Raskin,

Bridges

2024

APA Handbook of Psychotherapy: Theory-Driven Practice and Disorder-Driven Practice (Vol. 1).

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“…According to one of the studies (Menard et al, 2018) that reviewed 16 articles related to NGT, only five administered an empirically supported measure to determine the efficacy of the NGT model. However, all five found that the NGT model significantly improves the lives of the clients as well as reduces symptomology (Lane et al, 2016;Looyeh et al, 2012Looyeh et al, , 2014Mohammadi et al, 2013;Szabó et al, 2014). The participants included a diverse group of individuals who span across different ages (from children to older adults), ethnicities, socioeconomic statuses, identified problems, and gender.…”

Section: Overview Of Ntmentioning

confidence: 99%

Systematic Review of Narrative Therapy Publications in Hong Kong

Chan

Lau

2022

Research on Social Work Practice

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Purpose: This article reviews narrative therapy (NT) publications specific to Hong Kong over a period of 20 years. Methods: Three search strategies are adopted: using the Hong Kong Baptist University OneSearch database and Google Books index, and sending soliciting emails to local scholars and practitioners. Four research questions are asked: (a) how many related publications? (b) who are the targets? (c) who are the authors? (d) what is the type of publication? Results: In total, there are 127 publications identified. The first NT publication is dated 1996. The most common target group is “People with Problem” (48.8%). Most authors are academics (78.7%). The publications are mostly Journal Articles (68.5%). Conclusions: Co-construction between academics and practitioners, co-researching as the landscape for co-constructing an NT community, and finally, the co-deconstruction process of local narratives are recommended as future tasks for Hong Kong related NT publications.

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Treating social phobia in children through group narrative therapy

Cited by 19 publications

References 22 publications

Practitioner Review: Effectiveness of indicated school‐based interventions for adolescent depression and anxiety – a meta‐analytic review

Practitioner Review: Effectiveness of indicated school‐based interventions for adolescent depression and anxiety – a meta‐analytic review

Constructivist theories in psychotherapy.

Systematic Review of Narrative Therapy Publications in Hong Kong

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