Trial reportPloS one2014
A cluster randomized-controlled trial of a classroom-based drama workshop program to improve mental health outcomes among immigrant and refugee youth in special classes.
Trial report in PloS one, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT01426451 (Assessment of a Drama Workshop Program for Immigrant and Refugee Adolescents), which is not on this map. Cited by 11 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Assessment of a Drama Workshop Program for Immigrant and Refugee Adolescents
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it, 64 citations in OpenAlex.
- Psychodrama Group Therapy for Social Issues: A Systematic Review of Controlled Clinical Trials.International journal of environmental research and public health · 2021Pooled it
- School-based Psychosocial Interventions' Effectiveness in Strengthening Refugee and Migrant Adolescents' Mental Health, Resilience, and Social Relations: A Four-country Cluster Randomized Study.Psychosocial intervention · 2023Trial
- Restorative Storytelling for Migrants' and Refugees' Mental Wellbeing and Community Empowerment in Canada: A Scoping Review.Transcultural psychiatry · 2026Article
- Impact of community programming targeting newcomer youth settlement and mental wellbeing: a scoping review.Frontiers in public health · 2026Article
- Psychosocial support interventions in the context of forced displacement: A systematic review and meta-analysis.Journal of migration and health · 2023Article
- Interventions to improve refugee children's access to education and quality learning: A scoping review of existing impact evaluations.International review of education. Internationale Zeitschrift fur Erziehungswissenschaft. Revue internationale de pedagogie · 2023Article
- Randomised controlled trial of online empathy focused intercultural communication program for Turkish local society to increase their social acceptance towards refugees.Current psychology (New Brunswick, N.J.) · 2022Article
- Article
- Review of the strengths and difficulties questionnaire translated into languages spoken by children and adolescents of refugee background.International journal of methods in psychiatric research · 2017Review
- Creative Arts Therapies as Temporary Home for Refugees: Insights from Literature and Practice.Behavioral sciences (Basel, Switzerland) · 2017Article
- Protocol for the development of a CONSORT-equity guideline to improve reporting of health equity in randomized trials.Implementation science : IS · 2015Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors at 4 institutions in 1 country.
Funding
Abstract
objectivesThe aim of this cluster randomized trial was to evaluate the effectiveness of a school-based theatre intervention program for immigrant and refugee youth in special classes for improving mental health and academic outcomes. The primary hypothesis was that students in the theatre intervention group would report a greater reduction in impairment from symptoms compared to students in the control and tutoring groups.
methodsSpecial classrooms in five multiethnic high schools were randomly assigned to theater intervention (n = 10), tutoring (n = 10) or control status (n = 9), for a total of 477 participants. Students and teachers were non-blinded to group assignment. The primary outcome was impairment from emotional and behavioural symptoms assessed by the Impact Supplement of the Strengths and Difficulties Questionnaire (SDQ) completed by the adolescents. The secondary outcomes were the SDQ global scores (teacher and youth reports), impairment assessed by teachers and school performance. The effect of the interventions was assessed through linear mixed effect models which incorporate the correlation between students in the same class, due to the nature of the randomization of the interventions by classroom.
resultsThe theatre intervention was not associated with a greater reduction in self-reported impairment and symptoms in youth placed in special class because of learning, emotional and behavioural difficulties than a tutoring intervention or a non-active control group. The estimates of the different models show a non-significant decrease in both self-reported and impairment scores in the theatre intervention group for the overall group, but the impairment score decreased significantly for first generation adolescents while it increased for second generation adolescents.
conclusionThe difference between the population of immigrant and refugee youth newcomers studied previously and the sample of this trial may explain some of the differences in the observed impact of the theatre intervention.
trial registrationClinicalTrials.gov NCT01426451.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.