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Détail de l'auteur
Auteur Jan N. HUGHES |
Documents disponibles écrits par cet auteur (2)
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Relationship Quality and the Mentoring of Aggressive, High-Risk Children / Timothy A. CAVELL in Journal of Clinical Child & Adolescent Psychology, 38-2 (March-April 2009)
[article]
Titre : Relationship Quality and the Mentoring of Aggressive, High-Risk Children Type de document : Texte imprimé et/ou numérique Auteurs : Timothy A. CAVELL, Auteur ; L. Christian ELLEDGE, Auteur ; Kenya T. MALCOLM, Auteur ; Melissa A. FAITH, Auteur ; Jan N. HUGHES, Auteur Année de publication : 2009 Article en page(s) : p.185-198 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We used data from a randomized clinical trial to examine the degree to which relationship quality predicted outcomes for aggressive children in two different mentoring programs. Data were available for 145 aggressive children in Grades 2 and 3. Children were blocked by school and randomly assigned to PrimeTime (n = 75) or Lunch Buddy (n = 70) programs. PrimeTime combined community-based mentoring with child-focused skills training and consultation for parents and teachers, and mentors were extensively trained and supervised. Lunch Buddy was a stand-alone, school-based mentoring program that involved lunchtime visits and a different mentor each semester. PrimeTime children rated their mentors as more supportive than did Lunch Buddy children. Relationship conflict predicted changes in teacher-rated externalizing problems. Ratings of relationship quality interacted with treatment in predicting changes in parent-rated externalizing behavior for PrimeTime children only. En ligne : http://dx.doi.org/10.1080/15374410802698420 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=717
in Journal of Clinical Child & Adolescent Psychology > 38-2 (March-April 2009) . - p.185-198[article] Relationship Quality and the Mentoring of Aggressive, High-Risk Children [Texte imprimé et/ou numérique] / Timothy A. CAVELL, Auteur ; L. Christian ELLEDGE, Auteur ; Kenya T. MALCOLM, Auteur ; Melissa A. FAITH, Auteur ; Jan N. HUGHES, Auteur . - 2009 . - p.185-198.
Langues : Anglais (eng)
in Journal of Clinical Child & Adolescent Psychology > 38-2 (March-April 2009) . - p.185-198
Index. décimale : PER Périodiques Résumé : We used data from a randomized clinical trial to examine the degree to which relationship quality predicted outcomes for aggressive children in two different mentoring programs. Data were available for 145 aggressive children in Grades 2 and 3. Children were blocked by school and randomly assigned to PrimeTime (n = 75) or Lunch Buddy (n = 70) programs. PrimeTime combined community-based mentoring with child-focused skills training and consultation for parents and teachers, and mentors were extensively trained and supervised. Lunch Buddy was a stand-alone, school-based mentoring program that involved lunchtime visits and a different mentor each semester. PrimeTime children rated their mentors as more supportive than did Lunch Buddy children. Relationship conflict predicted changes in teacher-rated externalizing problems. Ratings of relationship quality interacted with treatment in predicting changes in parent-rated externalizing behavior for PrimeTime children only. En ligne : http://dx.doi.org/10.1080/15374410802698420 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=717 The Self-systems of Aggressive Children: A Cluster-analytic Investigation / John F. EDENS in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
[article]
Titre : The Self-systems of Aggressive Children: A Cluster-analytic Investigation Type de document : Texte imprimé et/ou numérique Auteurs : John F. EDENS, Auteur ; Timothy A. CAVELL, Auteur ; Jan N. HUGHES, Auteur Année de publication : 1999 Article en page(s) : p.441-453 Langues : Anglais (eng) Mots-clés : Aggression classification self-concept interpersonal relationships attachment behavior problems Index. décimale : PER Périodiques Résumé : The purpose of the present study was to identify clinically relevant subtypes of aggressive children based on measures of children's self-systems and significant others' perceptions of relationship quality. In a sample of aggressive second- and third-graders, a cluster analysis of these children's perceptions of support and significant others' (mother, teacher, and peers) perceptions of relationship quality revealed one subgroup in which self- and other-ratings were both below the group mean (concordant-negative), one in which both were above the sample mean (concordant-positive), and one in which they were discrepant (high child-report and low other-report). All three clusters were rated as more aggressive than controls. However, children in the discrepant group were rated as considerably more aggressive and delinquent than those in the two concordant clusters, who did not differ from each other on measures of internalizing and externalizing behaviors. Results are discussed from an attachment perspective and in terms of the clinical significance of this self-other discrepancy. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.441-453[article] The Self-systems of Aggressive Children: A Cluster-analytic Investigation [Texte imprimé et/ou numérique] / John F. EDENS, Auteur ; Timothy A. CAVELL, Auteur ; Jan N. HUGHES, Auteur . - 1999 . - p.441-453.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-3 (March 1999) . - p.441-453
Mots-clés : Aggression classification self-concept interpersonal relationships attachment behavior problems Index. décimale : PER Périodiques Résumé : The purpose of the present study was to identify clinically relevant subtypes of aggressive children based on measures of children's self-systems and significant others' perceptions of relationship quality. In a sample of aggressive second- and third-graders, a cluster analysis of these children's perceptions of support and significant others' (mother, teacher, and peers) perceptions of relationship quality revealed one subgroup in which self- and other-ratings were both below the group mean (concordant-negative), one in which both were above the sample mean (concordant-positive), and one in which they were discrepant (high child-report and low other-report). All three clusters were rated as more aggressive than controls. However, children in the discrepant group were rated as considerably more aggressive and delinquent than those in the two concordant clusters, who did not differ from each other on measures of internalizing and externalizing behaviors. Results are discussed from an attachment perspective and in terms of the clinical significance of this self-other discrepancy. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124