Purpose: This review aimed to investigate the use of filmmaking as a therapeutic intervention for children and adolescents, focusing on its theoretical foundations, practical applications, and outcomes. Methods: A comprehensive search was performed across six academic databases, with data coded and analyzed utilizing reflective thematic analysis. Results: A total of 21 studies were screened, revealing that (1) art therapy and narrative therapy emerged as two fundamental theoretical foundations supporting filmmaking; (2) practical experiences were summarized for future implementation, such as implementation strategies, role of the facilitator, and the appropriateness of filmmaking for different children and adolescents; and (3) filmmaking effectively enhances emotional (e.g., reductions in depression, anxiety, anger, and stress), social (e.g., interaction, cooperation, adaptation), and cognitive (e.g., self-related cognition, cognitive abilities) development in children and adolescents. Discussion: This study positions filmmaking as a strengths-based intervention that promotes youth development, offering social workers practical and creative tools for group-based practice.
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