Relationship quality and the mentoring of aggressive, high-risk children.
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.
Cavell
Timothy A
TA
Department of Psychology, University of Arkansas, Fayetteville, AR 72701, USA. tcavell@uark.edu
Elledge
L Christian
LC
Malcolm
Kenya T
KT
Faith
Melissa A
MA
Hughes
Jan N
JN
D000374:Aggression / Q000523:psychology*; D002648:Child; D002653:Child Behavior Disorders / Q000453:epidemiology* / Q000517:prevention & control*; D003159:Community-Institutional Relations; D005260:Female; D006801:Humans; D008297:Male; D008611:Mentors; D015588:Observer Variation; D010290:Parents; D016730:Program Development; D012572:School Health Services / Q000706:statistics & numerical data*