![]() But also, attachment theories get renewed attention (Duschinsky et al., 2015). The most common theory in Western psychology and psychiatry is the biopsychosocial theory, which assumes that a combination of genetic predisposition and environmental stressors triggers the onset of psychosocial problems (Lehman et al., 2017). A number of theories seek to explain the etiology of psychosocial problems. The etiology of psychosocial problems is complex and varies with regard to the problem(s) and/or the specific individual. Often, emotional, behavioral, and social problems occur jointly (Vogels, 2008 Jaspers et al., 2012 Ogundele, 2018). Social problems are problems related to the ability of the child to initiate and maintain social contacts and interactions with others. Behavioral problems are often considered as externalizing problems, such as hyperactivity, aggressive behavior, and conduct problems. Emotional problems are often referred to as internalizing problems, such as anxiety, depressive feelings, withdrawn behavior, and psychosomatic complaints. The term psychosocial problems is used to emphasize the close connection between psychological aspects of the human experience and the wider social experience (Soliman et al., 2020) and cover a wide range of problems, namely, emotional, behavioral, and social. These problems can severely interfere with everyday functioning (Bhosale et al., 2015 Veldman et al., 2015) and increase the risk of poorer performance at school (Veldman et al., 2015). Psychosocial problems are highly prevalent among children and adolescents with an estimated prevalence of 10%−20% worldwide (Kieling et al., 2011 World Health Organization, 2018). For future studies, presenting detailed information on the potential beneficial effects of used therapeutic perspectives, means, art techniques, and therapist behavior is recommended to get a better insight into (un)successful art therapeutic elements. This suggests the responsiveness of AT, in which means and forms of expression and therapist behavior are applied to respond to the client's needs and circumstances, thereby giving positive results for psychosocial outcomes. All three forms of therapist behavior, in combination with a variety of means and forms of expression, showed significant effects on psychosocial problems.Ĭonclusions: The results showed that the use of means and forms of expression and therapist behavior is applied flexibly. Three forms of therapist behavior were seen: non-directive, directive, and eclectic. AT interventions for children and adolescents are characterized by a variety of materials/techniques, forms of structure such as giving topics or assignments, and the use of language. This concerned 16 randomized controlled trials, eight controlled trials, and 13 single-group pre–post design studies. Results: Thirty-seven studies out of 1,299 studies met the inclusion criteria. The applied means and forms of expression, therapist behavior, supposed mechanisms of change, and effects were extracted and coded. Fourteen databases and four electronic journals up to January 2020 were systematically searched. ![]() ![]() Method: A systematic narrative review was conducted to give an overview of AT interventions for children and adolescents with psychosocial problems. Although previous research reports positive effects, there is a lack of knowledge on which (combination of) art therapeutic components contribute to the reduction of psychosocial problems in children and adolescents. AT is an experiential form of treatment in which the use of art materials, the process of creation in the presence and guidance of an art therapist, and the resulting artwork are assumed to contribute to the reduction of psychosocial problems. Background: Art therapy (AT) is frequently offered to children and adolescents with psychosocial problems. ![]()
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