دانلود مقاله ISI انگلیسی شماره 72226
ترجمه فارسی عنوان مقاله

پیشگیری ثانویه به عنوان زمینه برای بررسی تغییر فرآیندها در کودکان پرخاشگر

عنوان انگلیسی
Secondary Prevention as Context for Assessing Change Processes in Aggressive Children
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
72226 2000 37 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of School Psychology, Volume 38, Issue 3, May–June 2000, Pages 199–235

ترجمه کلمات کلیدی
پرخاشگری؛ رفتار؛ مربی؛ مدرسه مبتنی بر؛ رایزنی؛ فرآیند
کلمات کلیدی انگلیسی
Aggression; Treatment; Mentor; School-based; Consultation; Process
پیش نمایش مقاله
پیش نمایش مقاله  پیشگیری ثانویه به عنوان زمینه برای بررسی تغییر فرآیندها در کودکان پرخاشگر

چکیده انگلیسی

Teacher-identified aggressive children were randomly assigned to one of two treatment conditions, both of which involved college student mentors. The experimental condition (PrimeTime) combined therapeutic mentoring, training in problem-solving skills, and consultation with parents and teachers. The comparison treatment (Standard Mentoring) relied solely on the skills of minimally trained, unsupervised mentors. Both interventions lasted 16 months. Our goal was to examine the efficacy of the PrimeTime intervention and the soundness of our model of change. Outcome assessments (at posttreatment and at one-year follow-up) were based on parent-, teacher-, and peer-reports of children's aggression and others' acceptance, as well as on children's self-rated competence and acceptance by others. Outcome analyses revealed small gains for both treatments and provided only partial support for the efficacy of the PrimeTime intervention. Analyses of change processes supported our conceptual model but also identified iatrogenic effects that may have attenuated the therapeutic impact of PrimeTime. The discussion highlights the importance of testing both intervention efficacy and putative mechanisms of change when evaluating newly developed treatment models.