Table 3.
Intervention characteristics.
| References | Number of sessions; intervention length | Individual (I) group (G) | QI | Intervention |
|---|---|---|---|---|
| Children with cancer: visual media | ||||
| Khodabakhshi Koolaee et al. (2016) | 2 per week (1 h); 11 sessions | NR | Y | Painting, collage, drawing |
| Abdulah and Abdulla (2018) | 20 (2 h); 1 month | G | Fine artist | Drawing and craftwork. Encouragement of reflection and description of art work (cardboard, wood, watercolors, markers). |
| Children with cancer: music media | ||||
| Robb (2000) | 1 h | I | Y | Control; reading; music; control (15 min each) Intervention schedule: 4–7 and 8–12 years versions |
| Barrera et al. (2002) | 1–3 (15–45 min) | I and family | Y | School age: singing and song writing, improvisation and music listening Pre-school: animated play songs, rhymes, playing instruments Infants: play, songs, lullabies, rhymes, playing instruments. Instruments: e.g., bells, drums, shakers, guitar, electronic harp/keyboard, songbooks, means of recording and playing music |
| Colwell et al. (2005) | 45 min | I | Y | Music computer program: CD composition and creation |
| Robb et al. (2008) | 20 min | I and parent | Y | Active music engagement (AME) (music, acoustic guitar, hand instruments, illustrated songbooks, puppets, toys): playing instruments action/illustrated songs. Intervention guide used. |
| Giordano et al. (2020) | 15–20 min 1–6 sessions |
I and parent | Y | Individually tailored interactive relational approach with active and receptive techniques, use of musical instruments, improvisation, singing, song writing, creation of/listening to music with the therapist |
| Children with cancer: composite arts-based therapies (music, movement, and art) and virtual reality play therapy | ||||
| Madden et al. (2010) | Randomized group: weekly (1 h ×6) 2 sessions in each CAT modality | I | Y | CAT (movement, music, art) replicated developmental expression from movement, sound, graphics (for each patient in same order) |
| Cohort: 1 h session | G | |||
| Li et al. (2011) | 30 min × 5 days a week | G | Research nurse | Virtual reality game |
| Children with blood disorders and other conditions: visual media | ||||
| Beebe et al. (2010) | 7 × 1 h sessions; 7 weeks | G | Y | Discussion, art-making, sharing feelings. Intervention schedule provided. |
| Stafstrom et al. (2012) | 4 × 1.5 h sessions; 1 month | G | Y | Drawing, painting collage and digital |
| MacDonald et al. (2019) | 12 × 90 min; weekly | I and closed G | N | Relaxation, activities to develop self-awareness, trust, respect Drawing, painting, collage, paper sculpture, clay, fabric, found objects Theoretical model: existential, person-centered, and cognitive behavioral Intervention schedule provided |
| Children with blood disorders and other conditions: music media and play therapy | ||||
| Colwell et al. (2013) | 1 × 45 min | I | Y | Orff-based approach: active music making, rhythmic book reading (Hooray for You! A Celebration of You-ness) talking about self and goals |
| Robb et al. (2014) | 6 sessions (2 per week) | G | Y | Therapeutic music video (TMV) |
| Tomaj et al. (2016) | 8 × 45–60 min sessions over 1 month |
G | Researcher | Playdough, clay, mud, storytelling, and coloring |
| Uggla et al. (2018) | 45 min × twice a week for 4–6 weeks | I | Y | Singing, music playing/listening. Parents could participate. |
NR, none reported; CAT, creative art therapy; N, no; Y, yes; QI, qualified interventionist.