Secondary Prevention as Context for Assessing Change Processes in Aggressive Children

By T. Cavell, J. Hughes. 2000

109 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/dd33f321cdcd2c0e0fb1d2f3467cc5451d3978b9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Megan W. Stuhlman
2. Robert C. Pianta
3. J. Hughes
4. Rebecca Pei-Hui Ang
5. S. Murphy
6. Nancy Darling
7. M. Karver
8. S. Shirk

In Developmental and Educational Psychology

1. S. Murphy
2. Robert C. Pianta
3. J. Hughes
4. Nancy Darling

In Social Psychology

1. Robert C. Pianta
2. J. Hughes
3. S. Murphy
4. Rebecca Pei-Hui Ang
5. G. Bogat
6. Bernadette Sánchez
7. Nancy Darling
8. S. Shirk

Citations in the corpus

• GENDER, ETHNICITY, DEVELOPMENT, AND RISK: MENTORING AND THE CONSIDERATION OF INDIVIDUAL DIFFERENCES (2006, background): “For example, Cavell and Hughes (2000) trained college student mentors to use child-directed play when mentoring highly aggressive children in Grades 2 and 3.”
• Prediction of treatment outcome from relationship variables in child and adolescent therapy: a meta-analytic review. (2003, background): “…relationship measures such as the Barrett–Lennard Relationship Inventory (McNally & Drummond , 1973) or the Network of Relationships Inventory (Cavell & Hughes, 2000), and in several studies researchers developed their own measures of therapeutic relationship (Green, 1996; Kendall et al.,…”
• Teachers' Narratives About Their Relationships With Children: Associations With Behavior in Classrooms (2002, background): “…teachers to discuss their negative emotions and experiences, and facilitating their understanding of the relation between negative emotion and classroom behavior, may be a valuable direction for relationship-focused consultations (Cavell & Hughes, 2000; Hughes & DeForest, 1993; Pianta, 1999).”
• Enhancing School Engagement in At-Risk, Urban Minority Adolescents Through a School-Based, Adult Mentoring Intervention (2008, background): “The quality of the relationship formed between mentors and mentees may also account for differential impacts of mentoring interventions on mentees (Cavell & Hughes, 2000 ; Grossman & Rhodes, 2002 ; Rhodes, 2002 ; Slicker & Palmer, 1993 ).”
• Differential Benefits of Skills Training With Antisocial Youth Based On Group Composition: A Meta-Analytic Investigation (2002, background): “Fourth, a recent research investigation (Cavell & Hughes, 2000) reported that children who received problemsolving skills training developed attitudes more favorable to aggression, relative to children who did not participate in the problem-solving skills intervention.”