Relationship quality and the mentoring of aggressive, high-risk children

Cavell, Timothy A.; Elledge, L. Christian; Malcolm, Kenya T.; Faith, Melissa A.; Hughes, Jan N.

doi:10.1080/15374410802698420

Cited by 97Mentoring and Academic DevelopmentChild and Adolescent Psychosocial and Emotional DevelopmentYouth Development and Social Support

Relationship quality and the mentoring of aggressive, high-risk children

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Cavell, Timothy A., Elledge, L. Christian, Malcolm, Kenya T., Faith, Melissa A., Hughes, Jan N.·2009·Journal of Clinical Child & Adolescent Psychology

DOI 10.1080/15374410802698420PMC PMC2664521

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Abstract

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.

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Mentees' perceived high support from their mentors and low conflict within the mentoring relationship predicted a decrease in externalizing problems in a long-term mentoring program aimed at reducing aggressive behaviors.
“Similarly, mentees’ perceived high support from their mentors and low conflict within the mentoring relationship predicted a decrease in externalizing problems in a long-term mentoring program aimed at reducing aggressive behaviors [47].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [47]
The Discussion reports that children in less conflicted mentoring relationships had fewer teacher-rated externalizing problems, and the Results report that child-rated conflict predicted those problems through the two-year follow-up. But the Discussion says there was little evidence that perceived support predicted changes in teacher-rated externalizing problems; the claim incorrectly presents high mentee-perceived support as a predictor alongside low conflict. (LLM, conf=0.90)
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Studies conducted in various short-term and long-term mentoring programs, with determined and undetermined termination points, showed that mentors' rating of how much support they provide to their mentees was related to a decrease in mentees' aggressive behavior.
“Studies conducted in various short-term and long-term mentoring programs, with determined and undetermined termination points, showed that mentors’ rating of how much support they provide to their mentees was related to a decrease in mentees’ aggressive behavior [47,48].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [47]
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Children's perceptions of the personal relationships in their social networks.
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Authors: Cavell, T. A., Elledge, L. C., Malcolm, K. T., Faith, M. A., & Hughes, J. N.
Affiliations: University of Arkansas at Fayetteville (US)
Texas A&M University (US)
Corresponding author: Cavell, Timothy A.
ORCID: Cavell, Timothy A.
Elledge, L. Christian
Faith, Melissa A.
Hughes, Jan N.
Venue: Journal of Clinical Child & Adolescent Psychology
Publisher: Informa UK Limited
Published: 2009-03-12
Volume: 38
Issue: 2
Pages: 185-198
ISSN: 1537-4416 (ISSN-L)
1537-4424
DOI: 10.1080/15374410802698420
PMC: PMC2664521
OpenAlex: W2077426788
Cited by: 96
References: 49
Citations by year: 2026: 2 · 2025: 2 · 2024: 8 · 2023: 6 · 2022: 5 · 2021: 8 · 2020: 7 · 2019: 8 · 2018: 4 · 2017: 2 · 2016: 5 · 2015: 10 · 2014: 3 · 2013: 3 · 2012: 10
FWCI: 10.40
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Locations: Journal of Clinical Child & Adolescent Psychology (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute on Drug Abuse (R01 DA 10037, R01DA010037)
Topics: Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Social Sciences › Safety Research › Youth Development and Social Support
Keywords: mentoring programs, aggressive children, vulnerable children, relationship quality, relationship conflict, externalizing problems, community mentoring, school-based mentoring, parent ratings, teacher ratings
MeSH terms: Aggression, Child, Child Behavior Disorders, Community-Institutional Relations, Female, Humans, Male, Mentors, Parents, School Health Services, Observer Variation, Program Development

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Relationship quality and the mentoring of aggressive, high-risk children

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