Differential Benefits of Skills Training With Antisocial Youth Based On Group Composition: A Meta-Analytic Investigation

By Rebecca Pei-Hui Ang, J. Hughes. 2002

174 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/127d37e9257b1465fdb95260f35823ff09990f00

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Deviant Peer Influences in Intervention and Public Policy for Youth (2006, background): “Ang and Hughes (2002) tried to sort out these effects.”
Promoting Children’s Prosocial Behaviors in School: Impact of the “Roots of Empathy” Program on the Social and Emotional Competence of School-Aged Children (2012, background): “…that empirically based curricula can prevent the onset of problem behaviors, such as anxiety and aggression, and decrease antisocial behavior (e.g., Ang & Hughes, 2001; Cook, Murphy, & Hunt 2000; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Fonagy et al., 2009; Gresham, Cook, Crews, &…”
Social Skills Training for Youth With Emotional and Behavioral Disorders and Learning Disabilities: Problems, Conclusions, and Suggestions (2005, background): “…with a variety of samples throughout the years, including youths with mental illnesses; adolescents who have been adjudicated; children who are unpopular, rejected, or neglected; and students with disabilities (e.g., Forness, Kavale, Blum, & Lloyd, 1997; Ang & Hughes, 2002; Parker & Asher, 1987).”
Social Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions (2004, background): “Ang and Hughes (2001) did not disaggregate their effect sizes based on behavioral characteristics, but rather”
Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders (2008, methodology): “With regard to the variability of average effect sizes within each meta-analysis, four of the meta-analyses reported the results of Q statistics (Ang & Hughes, 2001; Beelmann et al., 1994; Durlak et al., 1991; Losel & Beelmann, 2003), and one did not (Schneider & Byrne, 1985).”
School‐based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on academic, social, and behavioural functioning (2006, background): “In fact, behaviour change is significantly greater in social skills training that include a diverse peer group relative to the use of groups of children who all have antisocial behaviour difficulties (Ang & Hughes, 2002).”