메뉴 건너뛰기




Volumn 16, Issue 8, 2015, Pages 1075-1085

Counselor-Level Predictors of Sustained Use of an Indicated Preventive Intervention for Aggressive Children

Author keywords

Aggression; Counselor perceptions; Counselor personality; Prevention; Sustained use

Indexed keywords

AGGRESSION; BEHAVIOR; BEHAVIOR CONTROL; CHILD PSYCHOLOGY; CONTROLLED STUDY; COUNSELING; FEMALE; HUMAN; MALE; PRESCHOOL CHILD; RANDOMIZED CONTROLLED TRIAL; SCHOOL;

EID: 84945445373     PISSN: 13894986     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11121-014-0511-1     Document Type: Article
Times cited : (20)

References (31)
  • 2
    • 0035753278 scopus 로고    scopus 로고
    • Efficacy of the theory of planned behaviour: A meta-analytic review
    • COI: 1:STN:280:DC%2BD38%2FmvFWguw%3D%3D, PID: 11795063
    • Armitage, C. J., & Conner, M. (2001). Efficacy of the theory of planned behaviour: A meta-analytic review. British Journal of Social Psychology, 40, 471–500.
    • (2001) British Journal of Social Psychology , vol.40 , pp. 471-500
    • Armitage, C.J.1    Conner, M.2
  • 3
    • 49949098682 scopus 로고    scopus 로고
    • Using implementation intentions to teach practitioners: Changing practice behaviors via continuing education
    • PID: 18586991
    • Casper, E. S. (2008). Using implementation intentions to teach practitioners: Changing practice behaviors via continuing education. Psychiatric Services, 59, 747–752.
    • (2008) Psychiatric Services , vol.59 , pp. 747-752
    • Casper, E.S.1
  • 5
    • 81455143779 scopus 로고    scopus 로고
    • Examining the sustainability of an evidence-based preschool curriculum: The REDI program
    • DeRousie, R. M., & Bierman, K. L. (2012). Examining the sustainability of an evidence-based preschool curriculum: The REDI program. Early Childhood Research Quarterly, 27, 55–65.
    • (2012) Early Childhood Research Quarterly , vol.27 , pp. 55-65
    • DeRousie, R.M.1    Bierman, K.L.2
  • 6
    • 56449126241 scopus 로고    scopus 로고
    • Testing an idealized dynamic cascade model of the development of serious violence in adolescence
    • Conduct Problems Prevention Research Group, PID: 19037957
    • Dodge, K. A., Greenberg, M. T., Malone, P. S., & Conduct Problems Prevention Research Group. (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 79, 1907–1927.
    • (2008) Child Development , vol.79 , pp. 1907-1927
    • Dodge, K.A.1    Greenberg, M.T.2    Malone, P.S.3
  • 7
    • 42149135364 scopus 로고    scopus 로고
    • Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation
    • PID: 18322790
    • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.
    • (2008) American Journal of Community Psychology , vol.41 , pp. 327-350
    • Durlak, J.A.1    DuPre, E.P.2
  • 9
    • 70350779151 scopus 로고    scopus 로고
    • Evidence-based intervention in schools: Developers’ views of implementation barriers and facilitators
    • Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M., & Saka, N. (2009). Evidence-based intervention in schools: Developers’ views of implementation barriers and facilitators. School Mental Health, 1, 26–36.
    • (2009) School Mental Health , vol.1 , pp. 26-36
    • Forman, S.G.1    Olin, S.S.2    Hoagwood, K.E.3    Crowe, M.4    Saka, N.5
  • 10
    • 84872659537 scopus 로고    scopus 로고
    • Guidelines for adapting manualized interventions for new target populations: A step‐wise approach using anger management as a model
    • Goldstein, N. E. S., Kemp, K. A., Leff, S. S., & Lochman, J. E. (2012). Guidelines for adapting manualized interventions for new target populations: A step‐wise approach using anger management as a model. Clinical Psychology: Science and Practice, 19, 385–401.
    • (2012) Clinical Psychology: Science and Practice , vol.19 , pp. 385-401
    • Goldstein, N.E.S.1    Kemp, K.A.2    Leff, S.S.3    Lochman, J.E.4
  • 11
    • 28744431520 scopus 로고    scopus 로고
    • Sustainability of teacher implementation of school-based mental health programs
    • PID: 16328743
    • Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665–679.
    • (2005) Journal of Abnormal Child Psychology , vol.33 , pp. 665-679
    • Han, S.S.1    Weiss, B.2
  • 13
    • 33746644638 scopus 로고    scopus 로고
    • Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence
    • Kokko, K., Tremblay, R. E., Lacourse, E., Nagin, D. S., & Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16, 403–428.
    • (2006) Journal of Research on Adolescence , vol.16 , pp. 403-428
    • Kokko, K.1    Tremblay, R.E.2    Lacourse, E.3    Nagin, D.S.4    Vitaro, F.5
  • 14
    • 79952069065 scopus 로고    scopus 로고
    • Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation
    • PID: 20694034
    • Langley, A. K., Nadeem, E., Kataoka, S. H., Stein, B. D., & Jaycox, L. H. (2010). Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation. School Mental Health, 2, 105–113.
    • (2010) School Mental Health , vol.2 , pp. 105-113
    • Langley, A.K.1    Nadeem, E.2    Kataoka, S.H.3    Stein, B.D.4    Jaycox, L.H.5
  • 15
    • 77952518764 scopus 로고    scopus 로고
    • Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach
    • Conduct Problems Prevention Research Group, PID: 20423544
    • Lanza, S. T., Rhodes, B. L., Nix, R. L., Greenberg, M. T., & Conduct Problems Prevention Research Group. (2010). Modeling the interplay of multilevel risk factors for future academic and behavior problems: A person-centered approach. Development and Psychopathology, 22, 313–335.
    • (2010) Development and Psychopathology , vol.22 , pp. 313-335
    • Lanza, S.T.1    Rhodes, B.L.2    Nix, R.L.3    Greenberg, M.T.4
  • 16
    • 0037504327 scopus 로고    scopus 로고
    • Contextual social-cognitive mediators and child outcome: A test of the theoretical model in the coping power program
    • PID: 12549711
    • Lochman, J. E., & Wells, K. C. (2002a). Contextual social-cognitive mediators and child outcome: A test of the theoretical model in the coping power program. Development and Psychopathology, 14, 945–967.
    • (2002) Development and Psychopathology , vol.14 , pp. 945-967
    • Lochman, J.E.1    Wells, K.C.2
  • 17
    • 0036903368 scopus 로고    scopus 로고
    • The coping power program at the middle school transition: Universal and indicated prevention effects
    • Lochman, J. E., & Wells, K. C. (2002b). The coping power program at the middle school transition: Universal and indicated prevention effects. Psychology of Addictive Behavior, 16, S40–S54.
    • (2002) Psychology of Addictive Behavior , vol.16 , pp. 40-54
    • Lochman, J.E.1    Wells, K.C.2
  • 18
    • 1642360304 scopus 로고    scopus 로고
    • Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up
    • Lochman, J. E., & Wells, K. C. (2003). Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up. Behavior Therapy, 34, 493–515.
    • (2003) Behavior Therapy , vol.34 , pp. 493-515
    • Lochman, J.E.1    Wells, K.C.2
  • 19
    • 3342938284 scopus 로고    scopus 로고
    • The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up
    • PID: 15301641
    • Lochman, J. E., & Wells, K. C. (2004). The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571–578.
    • (2004) Journal of Consulting and Clinical Psychology , vol.72 , pp. 571-578
    • Lochman, J.E.1    Wells, K.C.2
  • 22
    • 84897621463 scopus 로고    scopus 로고
    • Coping Power dissemination study: Intervention and special education effects on academic outcomes
    • Lochman, J. E., Boxmeyer, C., Powell, N., Qu, L., Wells, K., & Windle, M. (2012). Coping Power dissemination study: Intervention and special education effects on academic outcomes. Behavioral Disorders, 37, 192–205.
    • (2012) Behavioral Disorders , vol.37 , pp. 192-205
    • Lochman, J.E.1    Boxmeyer, C.2    Powell, N.3    Qu, L.4    Wells, K.5    Windle, M.6
  • 23
    • 84879787330 scopus 로고    scopus 로고
    • Three-year follow-up of coping power intervention effects: Evidence of neighborhood moderation?
    • PID: 23065350
    • Lochman, J. E., Wells, K. C., Qu, L., & Chen, L. (2013). Three-year follow-up of coping power intervention effects: Evidence of neighborhood moderation? Prevention Science, 14, 364–376.
    • (2013) Prevention Science , vol.14 , pp. 364-376
    • Lochman, J.E.1    Wells, K.C.2    Qu, L.3    Chen, L.4
  • 24
    • 84897607841 scopus 로고    scopus 로고
    • Does a booster intervention augment the preventive effects of an abbreviated version of the coping power program for aggressive children?
    • PID: 23417235
    • Lochman, J. E., Baden, R. E., Boxmeyer, C. L., Powell, N. P., Qu, L., Salekin, K. L., & Windle, M. (2014). Does a booster intervention augment the preventive effects of an abbreviated version of the coping power program for aggressive children? Journal of Abnormal Child Psychology, 42, 367–381.
    • (2014) Journal of Abnormal Child Psychology , vol.42 , pp. 367-381
    • Lochman, J.E.1    Baden, R.E.2    Boxmeyer, C.L.3    Powell, N.P.4    Qu, L.5    Salekin, K.L.6    Windle, M.7
  • 27
    • 1542613111 scopus 로고    scopus 로고
    • Toward effective quality assurance in evidence-based practice: Links between expert consultation, therapist fidelity, and child outcomes
    • PID: 15028545
    • Schoenwald, S. K., Sheidow, A. J., & Letourneau, E. J. (2004). Toward effective quality assurance in evidence-based practice: Links between expert consultation, therapist fidelity, and child outcomes. Journal of Clinical Child and Adolescent Psychology, 33, 94–104.
    • (2004) Journal of Clinical Child and Adolescent Psychology , vol.33 , pp. 94-104
    • Schoenwald, S.K.1    Sheidow, A.J.2    Letourneau, E.J.3
  • 28
    • 77954621874 scopus 로고    scopus 로고
    • Sustaining evidence-based interventions under real-world conditions: Results from a large-scale diffusion project
    • PID: 20229358
    • Tibbits, M. K., Bumbarger, B. K., Kyler, S. J., & Perkins, D. F. (2010). Sustaining evidence-based interventions under real-world conditions: Results from a large-scale diffusion project. Prevention Science, 11, 252–262.
    • (2010) Prevention Science , vol.11 , pp. 252-262
    • Tibbits, M.K.1    Bumbarger, B.K.2    Kyler, S.J.3    Perkins, D.F.4
  • 29
    • 33645110997 scopus 로고    scopus 로고
    • Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence
    • PID: 16536643
    • Webb, T. L., & Sheeran, P. (2006). Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132, 249–268.
    • (2006) Psychological Bulletin , vol.132 , pp. 249-268
    • Webb, T.L.1    Sheeran, P.2
  • 31
    • 5444249660 scopus 로고    scopus 로고
    • Wingspread declaration on school connections
    • Wingspread Conference
    • Wingspread Conference. (2004). Wingspread declaration on school connections. Journal of School Health, 74, 233–234.
    • (2004) Journal of School Health , vol.74 , pp. 233-234


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.