Table 2.
Details of studies conducted in LMICs
| First author (year) | Study country | Sample | Attendees | Design | Child age in years | Intervention name/type | Therapeutic approach | Format | Provider | Location | Target child outcome | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Externalizing presentations (17 studies) | ||||||||||||
| Abdulmalik et al. (2016) | Nigeria | 34 | Children | RCT | 9–14 (boys) | Brain Power Program | Cognitive behavioral and problem solving | Group | Special. | School | Aggression, external. behaviors | |
| (Behbahani et al. (2018) | Iran | 56 | Parents | RCT | 7–12 | Mindful parenting | Mindfulness | Group | NR | Clinic/health facility | ADHD symptoms | |
| Coelho et al. (2017) | Brazil | 60 | Both | QE | 7–14 | Cognitive behavioral therapy | Cognitive behavioral and parenting skills training | Group | Special. | Clinic/health facility | *Internal., external., ADHD symptoms, social | |
| David et al. (2014) | Romania | 106 | Parents | RCT | 4–12 | Rational Positive Parenting plus emotion regulation | Cognitive behavioral and parenting skills training | Group | Special. | School | External. behaviors | |
| Ellas et al. (2003) | Brazil | 35 | Children | RCT | 8–11 (boys) |
I Can Problem Solve (adapted) | Problem solving | Group | Special. | Clinic/health facility | Aggression, external. behaviors | |
| Gaviţa et al. (2012) | Romania | 97 | Parents (foster) | RCT | 5–18 | Short Enhanced Cognitive–Behavioral Parent Training | Cognitive behavioral and parenting skills training | Group | Special. | NR | *External. behaviors | |
| Malekpour et al. (2014) | Iran | 60 | Both | RCT | 9 (boys) | Barkley Family Program, child attention and memory training | Family intervention; attention training | NR | NR | School | ADHD symptoms | |
| Malik et al. (2017) | Pakistan | 85 | Parents | RCT | 4– 12 | Defiant Children Barkley Program (adapted) | Parenting skills training | Group and individual | Special. | Clinic/health facility | ADHD symptoms | |
| Mansurnejad et al. (2019) | Iran | 30 | Both | RCT | 11–12 (boys) | Steps to Self–Determination curriculum | Social and self–determination skills | Group | Special. | School | External. behaviors | |
| Matos et al. (2009) | Puerto Rico | 32 | Both | RCT | 4–6 | Parent–Child Interaction Therapy | Parenting skills training | Individual | Trainee | Clinic/health facility | Hyperactivity, aggression, external. behaviors, adaptive functioning | |
| Mejia et al. (2015) | Panama | 108 | Parents | RCT | 3–12 | Triple P Discussion Group –disobedience | Parenting skills training | Group | Special. | School | External. behaviors | |
| Ojiambo (2013) | Uganda | 60 | Children | RCT | 10–12 | Group Activity Play Therapy | Play therapy | Group | Special. | School within orphanage | Internal. and external. symptoms | |
| Pandya (2020) | India and South Africa | 110 | Both (grandparents) | RCT | Mean 8 (range NR) | Meditation program | Meditation, movement | Individual | NR | NR | Self–control and empowerment | |
| Shaban et al. (2015) | Iran | 64 | Teachers | RCT | 9–11 | School–based Multicomponent Intervention | Teacher training | NR | NR | School | ADHD symptoms | |
| Sutarmi and Nuryanti (2020) | Indonesia | 35 | Children | RCT | 6–18 | Loving Touch Therapy; Smart Brain exercises | Touch therapy and cognitive exercises | NR | NR | School | ADHD symptoms | |
| Tiwawatpakorn et al. (2021) | Thailand | 63 | Parents | RCT | Mean 8 (range NR) | Parent training program (self–developed) | Parenting skills training | Group | Special. | Clinic/health facility | *ADHD and external. behaviors | |
| Yusuf et al. (2019) | Turkey | 48 | Parents | RCT | 7–12 | Triple P Group | Parenting skills training | Group and individual | NR | Clinic/health facility/university | *ADHD symptoms, diagnoses, external. and internal. symptoms | |
| Internalizing presentations (15 studies) | ||||||||||||
| Abedi and Vostanis (2010) | Iran | 40 | Parents | RCT | 6–18 | Quality of Life Therapy | Cognitive | Group | Special. | Clinic/health facility | Anxiety, OCD symptoms, quality of life | |
| Soodabeh Bassak et al. (2014) | Iran | 50 | Parents | QE | 4–6 | Parental anxiety management training program | Cognitive behavioral (for parents) | NR | NR | Kindergarten | Anxiety | |
| Bryant et al. (2022) | Jordan | 471 | Both | RCT | 10–14 | Early Adolescent Skills for Emotions | Cognitive behavioral | Group | Non–Sp | Community | Internal. symptoms | |
| Ebrahimi et al. (2019) | Iran | 45 | Children | QE | 8–11 (girls) | Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children | Cognitive behavioral | NR | NR | Not stated | *Depression and anxiety | |
| Edrissi et al. (2019) | Iran | 56 | Parents | RCT | 4–6 | Tuning in to Kids | Parent emotional coaching | Group | Trainee | Community | Anxiety | |
| Hateli (2022) | Iran | 20 | Children | QE | 7–9 | Nondirective play therapy | Play | Group | Special. | Clinic/health facility | Anxiety | |
| Jordans et al. (2023) | Lebanon | 198 | Both | RCT | 10–14 | Early Adolescent Skills for Emotions | Cognitive behavioral | Group | Non–Sp | Community | *Internal. symptoms | |
| Kul and Hamamci (2021) | Turkey | 12 | Children | QE | 9–12 | Anxiety–Coping Program for Children | Cognitive behavioral | Group | Special. | School | Anxiety | |
| Naderi et al. (2019) | Iran | 22 | Children | QE | 8–11 (girls) | Exercise training protocol | Physical activity | Group | NR | Not stated | Anxiety | |
| Nasab and Alipour (2015) | Iran | 30 | Children | QE | 5–7 | Sand play therapy | Play | Not | NR | Clinic/health facility | Separation anxiety | |
| Obiweluozo et al. (2021) | Nigeria | 178 | Children | RCT | 6–12 | Cognitive behavioral play therapy | Cognitive behavioral and play | Group | Special. | School | Social anxiety | |
| Özyurt et al. (2016, 2019) | Turkey | 55 | Parents | RCT | 8–12 | Triple P Group | Parenting skills training | Group and individual | NR | University | Anxiety | |
| Ramdhonee–Dowlot et al. (2021) | Mauritius | 100 | Children | RCT | 9–14 | Super Skills for Life | Cognitive behavioral | Group | Special. | Residential Care Institution | Anxiety, depression, behavior, hyperactivity | |
| Sang and Tan (2018) | China | 26 | Children | RCT | 9–12 | Social skills training program | Social skills training | Group | NR | Clinic/health facility | Internal. symptoms | |
| Sevi Tok et al. (2016) | Turkey | 45 | Both | RCT | 8–12 | Fear Hunter | Cognitive behavioral | Individual | Special. | Clinic/health facility | Anxiety | |
| Interventions targeting multiple outcomes (eight studies) | ||||||||||||
| Daryabeigi et al. (2020) | Iran | 32 | Both | RCT | 7–10 (boys) |
Coping Cat Program | Cognitive behavioral | Group | NR | NR | Internal. and external. symptoms | |
| Dorsey et al. (2020) | Kenya and Tanzania | 640 | Children | RCT | 7–13 | Trauma focused CBT | Cognitive behavioral | Group and Individual | Non–Sp | NR | PTS, grief, external. and internal. symptoms | |
| Jordans et al. (2010) | Nepal | 325 | Children | RCT | 11–14 | Classroom–Based Intervention | Cognitive behavioral, expressive | Group | Non–Sp. | School | PTS, internal., external., social, functioning | |
| Jordans et al. (2013) | Burundi | 120 | Parents | QE | 10–14 | Brief parenting psychoeducation intervention | Psychoeducation, parenting skills training | Group | Non–Sp. | School | Depression, aggression | |
| da Matta and Ramos (2021) | Brazil | 60 | Children | QE | 6–10 | Sand play therapy | Play | Individual | Special. | Community | External. and internal. behaviors | |
| Tol et al. (2008, 2010) | Indonesia | 403 | Children | RCT | 7–15 | Classroom–Based Intervention | Cognitive behavioral, expressive | Group | Non–Sp. | School | PTS, internal., external., social, functioning. | |
| Tol et al. (2012) | Sri Lanka | 397 | Children | RCT | 9–12 | Classroom–Based Intervention | Cognitive behavioral, expressive | Group | Non–Sp. | School | PTSD, depression and anxiety | |
| Tol et al. (2014) | Burundi | 329 | Children | RCT | 8–17 | Classroom–Based Intervention | Cognitive behavioral, expressive | Group | Non–Sp. | School | PTSD, depression and anxiety |
|
| Traumatic stress presentations (9 studies) | ||||||||||||
| Amin et al. (2020) | Pakistan | 75 | Children | RCT | 7–13 | Support for Students Exposed to Trauma | Cognitive behavioral | Group | Special. | School | PTS symptoms, resilience, social support | |
| Catani et al. (2009) | Sri Lanka | 31 | Children | RCT | 8–14 | KIDNET (Narrative Exposure Therapy for Children) versus Meditation–Relaxation | Cognitive behavioral | Individual | Teacher | Provisional camp | *PTS symptoms and adaptive functioning | |
| Dawson et al. (2018) | Indonesia | 64 | Both | RCT | 7–14 | Trauma focused CBT versus problem solving | Cognitive behavioral and problem solving | Individual | Non–Sp. | School (after school program) | *PTS and depression symptoms, anger | |
| El–Khani et al. (2021) | Lebanon | 119 | Both | RCT | 9–12 | Teaching Recovery Techniques plus parenting component | Cognitive behavioral and parent skills training | Group | Teacher | School | PTS, depression and anxiety symptoms | |
| Hamidi and Sobhani Tabar (2021) | Iran | 40 | Children | QE | 9–12 (boys) | Psychodrama therapy | Psychodrama | Group | NR | School | PTS symptoms and diagnosis | |
| Lesmana et al. (2009) | Indonesia | 226 | Children | QE | 6–12 | Spiritual hypnosis assisted therapy | Hypnosis | Group | Special. | NR | PTS symptoms & diagnosis | |
| Murray et al. (2018);, Kane et al. (2016) | Zambia | 257 | Both | RCT | 5–18 | Trauma focused CBT | Cognitive Behavioral | Individual | Non–sp | Mixed | PTS symptoms, adaptive functioning |
|
| Pityaratstian et al. (2015) | Thailand | 36 | Children | RCT | 10–15 | Teaching Recovery Techniques (adapted) | Cognitive Behavioral | Group | Special. | School | PTS symptoms | |
| Thabet et al. (2005) | State of Palestine (Gaza) | 111 | Children | QE | 9–15 | Crisis Intervention | Critical incident stress management | Group | Special. | School (summer camp) | *PTS and depression symptoms | |
Note: *no significant between group effects; ADHD, attention–deficit hyperactivity disorder; External., externalising; Internal., internalising; Non-Sp, nonspecialist; NR, not reported; OCD, obsessive–compulsive disorder; PTS, post-traumatic stress; QE, quasi-experimental design; RCT, randomized controlled trial; Special., Specialist; Trainee, trainee in clinical psychology.