Table 1.
Summary of interventions and their main characteristics
| Level of intervention | Reference | Intervention | Location | Type of disaster/year | Setting | Time of implementation | Aim | Activities | Duration of intervention | Delivery schedule |
|---|---|---|---|---|---|---|---|---|---|---|
| Level 1 | Akiyama et al. [26] | Mastery Approach to Coaching (MAC) | Leyte, Philippines | Typhoon Haiyan (2003) | School/in person | January–February 2015, 14 months after the disaster | Improving self-esteem | Sports (volleyball), intra-school tournaments | 2 months | Recommended minimum of 1 h a day, 4 times per week |
| Decosimo et al. [37] | Playing to live | 40 sites across Liberia | Ebola pandemic (2013–2015) | Community/in person | May–November 2015, approximately 6 months after the Ebola pandemic | Building healthy relationships, trauma coping skills and a safe space for children to express themselves | Art, play, and storytelling to explore what children want for their future | 7 months | 2–3 times per week | |
| Hasanudin et al. [28] | Therapeutic group therapy (TKT) | East Java, Indonesia | Kelud Mountain disaster (volcanic eruption) (2014) | School/in person | Information not available | Promoting self-efficacy | Games and group discussions | Information not provided | Information not provided | |
| Malboeuf-Hurtubise et al. [35] | Online philosophy for children and mindfulness interventions | Eastern Townships region, Quebec, Canada | COVID19 pandemic (2020) | School/online | May–June 2020, during the COVID-19 pandemic | Reducing anxiety, depression, inattention and hyperactivity symptoms | Emotion-based directed drawing, drawing of mandalas | 5 weeks | 5 weekly sessions of 45 min each | |
| Malbouef-Hurtubise et al. [34] | Online art therapy | Eastern Townships region, Quebec, Canada | COVID19 pandemic (2020) | School/online | May–June 2020, during the COVID-19 pandemic | Reducing anxiety and inattention symptoms and improving basic psychological needs satisfaction | Philosophy for children, group discussions, mindfulness exercises | 5 weeks | 5 weekly sessions of 45 min each | |
| Osofsky et al. [33] | Youth Leadership Program (YLP) | New Orleans, USA | Hurricane Katrina (2005) | School/in person | 2006–2008, 2 years after the disaster | Improving student wellbeing | Volunteering, disaster risk reduction, summer program, 1 leadership summit | 2 years | Varied across time, groups and schools | |
| Level 2 | Amin et al. [27•] | Support for Students Exposed to Trauma (SSET) program | Multan, Southern Punjab, Pakistan | Successive floods | School/in person | August 2015–February 2016 | Reducing PTSD symptoms, building resilience and social support | Psychoeducation, relaxation techniques, cognitive restructuring, behavioural exposure, social problem-solving | 10 weeks | 10 weekly sessions of 45 min each |
| Ding and Yao [29•] | Model 328 peer education intervention | Hunan and Guangxi provinces, China | COVID-19 (2020) | School/online | February–March 2020, during the COVID-19 pandemic | Improving mental health | Youth-led online live webcasts and aerobic exercise | 2 months | Twice a day, 3 times a week | |
| Yuan [30] | Online mindfulness intervention | China | COVID-19 (2020) | School/online | February 2020, during the COVID-19 pandemic | Improving resilience and emotional intelligence | Mindfulness exercises | Information not provided | 15 min a day for 6 months | |
| Yustiana et al. [31] | Group play therapy | Banten Province, Indonesia | Earthquake and tsunami (2019) | School/in person | Information not available | Reducing PTSD symptoms | Group play therapy | Information not provided | Information not provided | |
| Level 3 | Lee and Simpson [32] | Three-Step, Single Session Therapy Intervention | United States of America | COVID19 pandemic (2020) | Paediatric emergency department/in person | Information not available | Reducing anxiety symptoms | Psychoeducation, cognitive and behavioural techniques, goal setting | 1 session | 10 sessions (20–45 min) for young people, 5–6 sessions for parents, completed at their own pace |
| Stasiak et al. [38] | BRAVE-ONLINE (cognitive-behavioural therapy program) | Christchurch, New Zealand | Canterbury Earthquakes (February 2011), followed by over 10,000 aftershocks in the following 18 months | School/online | Between 2012 and 2013, 14 and 20 months after the disaster | Anxiety management | Standard CBT anxiety management techniques in two versions: 7–12 and 13–18 years old. Psychoeducation for parents | 12 weeks | 3 weekly sessions, 60–90 min each | |
| Trentini et al. [36•] | EMDR Integrative Group Treatment Protocol (EMDR-IGT) | Town of Norcia and surrounding villages in the Umbria region, Italy | 2 consecutive earthquakes (2016) | School/in person | Information not available | Reducing PTSD and emotional distress | EMDR sessions | 3 weeks | 10 sessions (20–45 min) for young people, 5–6 sessions for parents, completed at their own pace |