CoChat
Sign Up
Cited by 47

The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.

Improving Adolescent Social Competence and Behavior: A Randomized Trial of an 11-Week Equine Facilitated Learning Prevention Program

Pendry, Patricia, Carr, Alexa M., Smith, Annelise N., Roeter, Stephanie M.·2014·The Journal of Primary Prevention
DOI 10.1007/s10935-014-0350-7
Open this paper in CoChat — free account

Abstract

There is growing evidence that promoting social competence in youth is an effective strategy to prevent mental, emotional, and behavioral disorders in adulthood. Research suggests that programs delivered in collaboration with schools are particularly effective when they target social and emotional skill building, utilize an interactive instructional style, provide opportunities for youth participation and self-direction, and include explicit attempts to enhance youth social competence. A relatively new but popular approach that incorporates these characteristics is human animal interaction, which can be implemented in educational settings. We report the results from a randomized clinical trial examining the effects of an 11-week equine facilitated learning (EFL) program on the social competence and behavior of 5th-8th grade children. Children (N = 131) were recruited through referral by school counselors and school-based recruitment and then screened for low social competence. Researchers randomly assigned children to an experimental (n = 53) or waitlisted control group (n = 60). Children in the experimental group participated in an 11-week EFL program consisting of once-weekly, 90-min sessions of individual and team-focused activities, whereas children in the control group served as a wait-listed control and participated 16 weeks later. Parents of children in both groups rated child social competence at pretest and posttest. Three independent raters observed and reported chi…

Overview

Integrity signals

Registry

Crossref · 10.1007/s10935-014-0350-7

Cites

4 of 4 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 31

  1. Balsano, A. B., Phelps, E., Theokas, C., Lerner, J. V., & Lerner, R. M. (2009). Patterns of early adolescents’ participation in youth development programs having positive youth development goals. Journal of Research on Adolescence, 19(2), 249–259. · DOI
  2. Bass, M. M., Duchowny, C. A., & Llabre, M. M. (2009). The effects of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders, 39(9), 1261–1267. doi: 10.1007/s10803-009-0734-3 . · DOI · Paper page
  3. Burgeon, H. L. (2011). ‘Queen of the world’: Experience of ‘at-risk’ young people participating in equine-assisted learning/therapy. Journal of Social Work Practice, 25(2), 165–183. doi: 10.1080/02650533.2011.561304 . · DOI
  4. Cain, G. (1975). Regression and selection models to improve nonexperimental comparisons. In C. A. Bennett & A. A. Lumsdaine (Eds.), Evaluation and experiment: Some critical issues in assessing social programs. New York: Academic Press.
  5. Chandler, C. (2005). Animal assisted therapy in counseling. New York, NY: Routledge. · DOI
  6. Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. National Academies Press.
  7. Epstein, M. H. (2004). Behavioral and Emotional Rating Scale-2: A strength-based approach to assessment. Austin, TX: PRO-ED.
  8. Esposito, L. E., McCardle, P., Maholmes, V., McCune, S., & Griffin, J. A. (2010). Introduction. In P. McCardle, M. McCune, J. A. Griffin, L. Esposito, & L. Freund (Eds.), Animals in our lives: Human–animal interaction in family, community, & therapeutic settings (pp. 1–5). Brookes: Baltimore.
  9. Esposito, L., McCune, S., Griffin, J. A., & Maholmes, V. (2011). Directions in human–animal interaction research: Child development, health, and therapeutic interventions. Child Development Perspectives, 5, 205–211. doi: 10.1111/j.1750-8606.2011.00175.x . · DOI
  10. Ewing, C. A., MacDonald, P. M., Taylor, M., & Bowers, M. J. (2007). Equine-facilitated learning for youths with severe emotional disorders: A quantitative and qualitative study. Child & Youth Care Forum, 36, 59–72. doi: 10.1007/s10566-006-9031-x . · DOI
  11. Fine, A. H., & Beck, A. (2010). Understanding our kinship with animals: Input for health care professionals interested in the human/animal bond. In A. Fine (Ed.), Handbook on animal-assisted therapy (pp. 3–16). New York: Academic Press. · DOI
  12. Fisher, L. D., Dixon, D. O., Herson, J., Frankowski, R. K., Hearon, M. S., & Pearce, K. E. (1990). Intention to treat in clinical trials. In K. E. Pearce (Ed.), Statistical issues in drug research and development (pp. 331–350). New York: Marcel Dekker.
  13. Gabriels, R. L., Agnew, J. A., Holt, K. D., Shoffner, A., Zhaoxing, P., Ruzzano, S., et al. (2012). Pilot study measuring the effects of therapeutic horseback riding on school-age children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders, 6(2), 578–588. doi: 10.1016/j.rasd.2011.09.007 . · DOI
  14. Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474. doi: 10.1037/0003-066X.58.6-7.466 . · DOI · Paper page
  15. Griffin, J. A., McCune, S., Maholmes, V., & Hurley, K. (2010). Human animal interaction research: An introduction to issues and topics. In P. McCardle, S. McCune, J. A. Griffin, & V. Maholmes (Eds.), How animals affect us: Examining the influence of human-animal interaction on child development and human health (pp. 3–9). Washington, DC: American Psychological Association Press.
  16. Hoagwood, K., & Erwin, H. (1997). Effectiveness of school-based mental health services for children: A 10 year research review. Journal of Child and Family Studies, 6, 435–451. · DOI
  17. Holmes, C. M. P., Goodwin, D., Redhead, E. S., & Goymour, K. L. (2012). The benefits of equine-assisted activities: An exploratory study. Child Adolescent Social Work Journal, 29, 111–122. doi: 10.1007/s10560-0251-z . · DOI
  18. Jensen, J. M., & Dieterich, W. A. (2007). Effects of a skills-based prevention program on bullying and bully victimization among elementary school children. Prevention Science, 8, 285–296. doi: 10.1007/s11121-007-0076-3 . · DOI
  19. Kruger, K. A., & Serpell, J. A. (2010). Animal-assisted interventions in mental health: Definitions and theoretical foundations. In A. Fine (Ed.), Handbook on animal-assisted therapy (pp. 17–32). New York: Academic Press.
  20. LeBuffe, P. A., Shapiro, V. B., & Naglieri, J. A. (2009). The devereux student strengths assessment (DESSA). Lewisville, NC: Kaplan Press.
  21. Lerner, R.M., Almerigi, J., Theokas, C., & Lerner, J.V. (Eds.). (2005). Positive youth development: A view of the issues. Journal of Early Adolescence, 25, 10–16. · DOI
  22. McGreevy, P. D., & McLean, A. N. (2010). Equestrian science. United Kingdom: Blackwell Publishing.
  23. McNeely, C. A., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138–146. · DOI · Paper page
  24. O’Connell, M. E., Boat, T., & Warner, K. E. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, D.C.: The National Academic Press.
  25. Reynolds, C. R., & Kamphaus, R. W. (2004). Behavior assessment system for children (2nd ed.). Circle Pines, MN: American Guidance Service.
  26. Roth, J. L., & Brooks-Gunn, J. (2003). What is a youth development program? Identifying defining principles. In R. M. Lerner & F. Jacobs & D. Wertlieb (Eds.), Promoting positive child, adolescent, and family development: A handbook of program and policy innovations (Vol. 2) (pp 197–224). Thousand Oaks, CA: Sage Publications, Inc.
  27. Rubin, D. B. (1987). Multiple imputation for nonresponse in surveys. N.Y.: Wiley. · DOI · Paper page
  28. Selby, A., & Smith-Osborne, A. (2013). A systematic review of effectiveness of complementary and adjunct therapies and interventions involving equines. Health Psychology, 32(4), 418–432. doi: 10.1037/a0029188 . · DOI
  29. Shonkoff, J., & Phillips, D. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.
  30. Trotter, K. S., Chandler, C. K., Goodwin-Bond, D., & Casey, J. (2008). A comparative study of the efficacy of group equine assisted counseling with at-risk children and adolescents. Journal of Creativity in Mental Health, 3, 254–284. doi: 10.1080/15401380802356880 . · DOI
  31. Wilson, D. B., Gottfredson, D. C., & Najaka, S. S. (2001). School-based prevention of problem behaviors: A meta-analysis. Journal of Quantitative Criminology, 17(3), 247–272. · DOI

Cited by

Sorted by citations

See all 47

Metadata

Authors
Pendry, P., Carr, A. M., Smith, A. N., & Roeter, S. M.
Venue
The Journal of Primary Prevention
Publisher
Springer Science and Business Media LLC
Published
2014-06-05
Volume
35
Issue
4
Pages
281-293
ISSN
  • 0278-095X
  • 1573-6547
DOI
10.1007/s10935-014-0350-7
Cited by
47
References
4
Language
en
Licence
www.springer.com/tdm (tdm)

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review