Individual Factors Influencing Effective Nonviolent Behavior and Fighting in Peer Situations: A Qualitative Study with Urban African American Adolescents / Albert D. FARRELL in Journal of Clinical Child & Adolescent Psychology, 37-2 (April-June 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-2 (April-June 2008) . - p.397-411 Titre : Individual Factors Influencing Effective Nonviolent Behavior and Fighting in Peer Situations: A Qualitative Study with Urban African American Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Albert D. FARRELL, Auteur ; Elizabeth H. ERWIN, Auteur ; Amie F. BETTENCOURT, Auteur ; Sally MAYS, Auteur ; Monique VULIN-REYNOLDS, Auteur ; Terri SULLIVAN, Auteur ; Kevin W. ALLISON, Auteur ; Wendy KLIEWER, Auteur ; Aleta MEYER, Auteur Année de publication : 2008 Article en page(s) : p.397-411 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This qualitative study examined individual-level factors that influence adolescents' responses to problem situations involving peers. Interviews were conducted with 106 middle school students (97% African American) from an urban school system. Participants described factors that would make it easier and those that would make it more difficult for adolescents to make specific responses to problem situations. Responses included effective nonviolent responses and fighting. Qualitative analysis identified 17 individual-level themes representing personal resources, beliefs and values, perceived consequences, and appraisal of the situation. The identification of factors that influence fighting and nonviolent behavior has important implications for efforts to reduce aggression and promote effective nonviolent responses to problem situations. En ligne : http://dx.doi.org/10.1080/15374410801955821 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Individual Factors Influencing Effective Nonviolent Behavior and Fighting in Peer Situations: A Qualitative Study with Urban African American Adolescents [Texte imprimé et/ou numérique] / Albert D. FARRELL, Auteur ; Elizabeth H. ERWIN, Auteur ; Amie F. BETTENCOURT, Auteur ; Sally MAYS, Auteur ; Monique VULIN-REYNOLDS, Auteur ; Terri SULLIVAN, Auteur ; Kevin W. ALLISON, Auteur ; Wendy KLIEWER, Auteur ; Aleta MEYER, Auteur . - 2008 . - p.397-411. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-2 (April-June 2008) . - p.397-411 Index. décimale : PER Périodiques Résumé : This qualitative study examined individual-level factors that influence adolescents' responses to problem situations involving peers. Interviews were conducted with 106 middle school students (97% African American) from an urban school system. Participants described factors that would make it easier and those that would make it more difficult for adolescents to make specific responses to problem situations. Responses included effective nonviolent responses and fighting. Qualitative analysis identified 17 individual-level themes representing personal resources, beliefs and values, perceived consequences, and appraisal of the situation. The identification of factors that influence fighting and nonviolent behavior has important implications for efforts to reduce aggression and promote effective nonviolent responses to problem situations. En ligne : http://dx.doi.org/10.1080/15374410801955821 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability / Wendy KLIEWER in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.693-705 Titre : A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability Type de document : Texte imprimé et/ou numérique Auteurs : Wendy KLIEWER, Auteur ; Stephen J. LEPORE, Auteur ; Albert D. FARRELL, Auteur ; Kevin W. ALLISON, Auteur ; Aleta MEYER, Auteur ; Terri SULLIVAN, Auteur ; Anne GREENE, Auteur Année de publication : 2011 Article en page(s) : p.693-705 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods. Seventeen classrooms (n = 258 seventh graders; 55% female; 91% African American/Black) from 3 public schools were randomized to 3 conditions in which they wrote 8 times about a nonemotional topic (control condition) or about experiencing and witnessing violence following either a standard or an enhanced expressive writing protocol. Outcomes were assessed 1 month prior and 2 and 6 months postintervention and included teacher-rated emotional lability and aggressive behavior and child-rated physical aggression. Intent-to-treat, mixed-model analyses controlled for preintervention measures of outcomes, sex, race, and family structure. At 2 months postintervention, relative to controls, students in the standard expressive writing condition had lower levels of teacher-rated aggression and lability (d = −.48). The beneficial effects of the writing interventions on aggression and lability were stronger at higher levels of community violence exposure. En ligne : http://dx.doi.org/10.1080/15374416.2011.597092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142 [article] A School-Based Expressive Writing Intervention for At-Risk Urban Adolescents' Aggressive Behavior and Emotional Lability [Texte imprimé et/ou numérique] / Wendy KLIEWER, Auteur ; Stephen J. LEPORE, Auteur ; Albert D. FARRELL, Auteur ; Kevin W. ALLISON, Auteur ; Aleta MEYER, Auteur ; Terri SULLIVAN, Auteur ; Anne GREENE, Auteur . - 2011 . - p.693-705. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 40-5 (September-October 2011) . - p.693-705 Index. décimale : PER Périodiques Résumé : This school-based randomized controlled trial tested the efficacy of 2 expressive writing interventions among youth living in high-violence urban neighborhoods. Seventeen classrooms (n = 258 seventh graders; 55% female; 91% African American/Black) from 3 public schools were randomized to 3 conditions in which they wrote 8 times about a nonemotional topic (control condition) or about experiencing and witnessing violence following either a standard or an enhanced expressive writing protocol. Outcomes were assessed 1 month prior and 2 and 6 months postintervention and included teacher-rated emotional lability and aggressive behavior and child-rated physical aggression. Intent-to-treat, mixed-model analyses controlled for preintervention measures of outcomes, sex, race, and family structure. At 2 months postintervention, relative to controls, students in the standard expressive writing condition had lower levels of teacher-rated aggression and lability (d = −.48). The beneficial effects of the writing interventions on aggression and lability were stronger at higher levels of community violence exposure. En ligne : http://dx.doi.org/10.1080/15374416.2011.597092 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=142

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