Cavell Timothy A, Elledge L Christian, Malcolm Kenya T, Faith Melissa A, Hughes Jan N
Department of Psychology, University of Arkansas, Fayetteville, AR 72701, USA.
J Clin Child Adolesc Psychol. 2009 Mar;38(2):185-98. doi: 10.1080/15374410802698420.
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.
我们使用了一项随机临床试验的数据，以检验在两个不同的辅导项目中，关系质量对攻击性儿童的结果预测程度。有145名二、三年级的攻击性儿童的数据可供使用。儿童按学校进行分组，并随机分配到“黄金时间”项目（n = 75）或“午餐伙伴”项目（n = 70）。“黄金时间”项目将基于社区的辅导与以儿童为中心的技能培训以及为家长和教师提供的咨询相结合，并且对辅导员进行了广泛的培训和监督。“午餐伙伴”是一个独立的、基于学校的辅导项目，包括午餐时间探访以及每学期更换不同的辅导员。“黄金时间”项目的儿童对其辅导员的评价比“午餐伙伴”项目的儿童更具支持性。关系冲突预测了教师评定的外化问题的变化。仅在预测“黄金时间”项目儿童家长评定的外化行为变化时，关系质量评分与治疗存在交互作用。
