Timothy A Cavell
Datos Biográficos
| ID | 4437010 |
|---|---|
| NOMBRE | Timothy A Cavell |
| NOMBRES | Timothy A |
| APELLIDO | Cavell |
| FIRMA | CAVELL T A |
| AFILIACIONES | University of Arkansas at Fayetteville |
| ORCID | 0000-0001-5576-1622 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAS | 44 |
| TOTAL COMO AUTOR | 25 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
A Little Goes a Long Way
In the United States, military service members and their families move often. High rates of mobility in military-connected (MC) families means frequent school changes, which can take a toll on children. There is a nascent but growing literature on the role that school supports can play in helping MC children with school transitions. To better understand the role of school supports for MC students and families who frequently change schools, we int…
Perceived Influences of Mentoring on Mentors' Social Well‐Being
In literature, there is a paucity of research examining the outcomes of mentoring programs for mentors. The goal of this study was to enhance understanding of the long‐term impact of mentoring experiences on mentors' social well‐being by testing a model in which the perceived influence of mentoring on work choices, volunteer choices and level of active participation in the community are associated with social self‐efficacy, civic engagement (atti…
The Practice of Rematching in Youth Mentoring
Parents’ attitudes toward and experiences with seeking informal mentors for their children
Network‐related teaching and changes in classroom seating
The extent to which teachers make changes in classroom seating reflects, in part, the degree to which they value promoting positive peer relationships in the classroom. We assessed the frequency with which teachers made both minor (i.e., involving only 2–3 students) and major (involving half or more students in the class) changes in classroom seating. We tested whether the frequency of seating changes was linked to teachers' beliefs about promoti…
Lunchroom-Specific Peer Acceptance and Children’s Internalizing Symptoms
Informal mentoring support as a potential moderator of the relation between adolescent dating violence victimization and substance use
Research links adolescent dating violence (ADV) victimization to negative developmental outcomes, including involvement in substance use. Informal mentoring is associated with several positive outcomes, including reduced risk of substance use. Addressed in this study is whether support from an informal mentor can function to protect victims of ADV from involvement in substance use. Participants were 152 adolescents (grades 9–12). Findings reveale…
Perceived barriers, relationship quality, and informal mentors
This study examined associations among adolescents' likelihood of disclosure about dating violence, perceptions of barriers to disclosure, and quality of the relationship with various sources of support. Data were gathered from 152 students in a southern high school. Results indicated youth perceived fewer barriers to disclosing to mentors compared with friends and parents, and youth reported highest relationships quality with informal mentors. H…
“My village fell apart”
Objective To assess parents' perceptions of barriers and facilitators to promoting informal mentoring relationships for their children with caring adults in their existing social network. Background Supportive relationships with nonparental adults are critical to positive youth development, social capital, healthy living, and upward mobility, but not all children experience such relationships. Because parents are the primary gatekeepers to childr…
Web-Based Training for School-Based Mentors of Military-Connected Youth
Attachment Tendencies, Big 5 Personality Traits, and Self‐Efficacy as Predictors of Mentors’ Relationships with Aggressive Children
Highlights It is important for programs to identify those mentor characteristics that predict match quality. Attachment tendencies, personality traits, and self‐efficacy were examined in this study. These characteristics differentially predicted match quality for mentors of aggressive children. Openness and avoidant attachment positively and negatively predicted match quality, respectively
Anxiety Sensitivity and Children’s Risk for Both Internalizing Problems and Peer Victimization Experiences
Risk, support, and reasons for wanting a mentor
Program-specific practices and outcomes for high school mentors and their mentees
Exploring Change Processes in School-Based Mentoring for Bullied Children
Mentoring in the social context
Does integrated behavioral health care reduce mental health disparities for Latinos? Initial findings
Integrated behavioral health care (IBHC) is a model of mental health care service delivery that seeks to reduce stigma and service utilization barriers by embedding mental health professionals into the primary care team. This study explored whether IBHC service referrals, utilization, and outcomes were comparable for Latinos and non-Latino White primary care patients. Data for the current study were collected from 793 consecutive patients (63.8% …
Mentoring Highly Aggressive Children
School-Based Mentoring as Selective Prevention for Bullied Children
Gender, ethnicity, development, and risk
Individual differences shape the needs and characteristics of protégés, the processes through which mentoring may influence protégés' developmental trajectories, and the social networks into which the mentors enter. The literature on the influences of gender, ethnicity, and age on mentoring is reviewed and discussed as examples of how mentoring programs may have different influences on, and outcomes for, specific groups of youth. A focus on indiv…
Teacher–Student Relationships as Compensatory Resources for Aggressive Children
This 2-year prospective investigation examined the association between the quality of teacher–student relationships and children's levels of aggression in a sample of 140 second- and third-grade aggressive children (M age=8.18). Consistent with the proposed dual-risk compensatory hypothesis, positive teacher–student relationships were more beneficial for aggressive African American and Hispanic children than for aggressive Caucasian children. Dat…
The Natural Mentors of Adolescent Children of Alcoholics (COAs)
Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship
Influence of the teacher-student relationship in childhood conduct problems
Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by their teachers as aggressive. The stability of teachers' and children's reports of relationships quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers…
A Review and Reformulation of Adoptive Relationships from an Attachment Perspective
From an attachment perspective, the formation and maintenance of adoptive relationships involve many atypical events and circumstances for both adoptive parents and adopted persons. The present analysis reviews the existing theoretical and empirical literature on several of these issues and examines the utility of conceptualizing them from an attachment perspective, focusing in particular on Bartholomew's (1990) categorical model of attachment st…
Does integrated behavioral health care reduce mental health disparities for Latinos? Initial findings
Integrated behavioral health care (IBHC) is a model of mental health care service delivery that seeks to reduce stigma and service utilization barriers by embedding mental health professionals into the primary care team. This study explored whether IBHC service referrals, utilization, and outcomes were comparable for Latinos and non-Latino White primary care patients. Data for the current study were collected from 793 consecutive patients (63.8% …
Gender, ethnicity, development, and risk
Individual differences shape the needs and characteristics of protégés, the processes through which mentoring may influence protégés' developmental trajectories, and the social networks into which the mentors enter. The literature on the influences of gender, ethnicity, and age on mentoring is reviewed and discussed as examples of how mentoring programs may have different influences on, and outcomes for, specific groups of youth. A focus on indiv…
Risk, support, and reasons for wanting a mentor
Mentoring in the social context
Program-specific practices and outcomes for high school mentors and their mentees
Perceived barriers, relationship quality, and informal mentors
This study examined associations among adolescents' likelihood of disclosure about dating violence, perceptions of barriers to disclosure, and quality of the relationship with various sources of support. Data were gathered from 152 students in a southern high school. Results indicated youth perceived fewer barriers to disclosing to mentors compared with friends and parents, and youth reported highest relationships quality with informal mentors. H…
Attachment Tendencies, Big 5 Personality Traits, and Self‐Efficacy as Predictors of Mentors’ Relationships with Aggressive Children
Highlights It is important for programs to identify those mentor characteristics that predict match quality. Attachment tendencies, personality traits, and self‐efficacy were examined in this study. These characteristics differentially predicted match quality for mentors of aggressive children. Openness and avoidant attachment positively and negatively predicted match quality, respectively
Influence of the teacher-student relationship in childhood conduct problems
Examined the influence of the quality of the teacher-student relationship on children's subsequent levels of aggression in a sample of 61 second and third-grade children nominated and rated by their teachers as aggressive. The stability of teachers' and children's reports of relationships quality across academic years was in the low to moderate range. Teachers and children showed little agreement in their reports of relationship quality. Teachers…
A Review and Reformulation of Adoptive Relationships from an Attachment Perspective
From an attachment perspective, the formation and maintenance of adoptive relationships involve many atypical events and circumstances for both adoptive parents and adopted persons. The present analysis reviews the existing theoretical and empirical literature on several of these issues and examines the utility of conceptualizing them from an attachment perspective, focusing in particular on Bartholomew's (1990) categorical model of attachment st…
Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship
The Natural Mentors of Adolescent Children of Alcoholics (COAs)
Teacher–Student Relationships as Compensatory Resources for Aggressive Children
This 2-year prospective investigation examined the association between the quality of teacher–student relationships and children's levels of aggression in a sample of 140 second- and third-grade aggressive children (M age=8.18). Consistent with the proposed dual-risk compensatory hypothesis, positive teacher–student relationships were more beneficial for aggressive African American and Hispanic children than for aggressive Caucasian children. Dat…
Gender, ethnicity, development, and risk
Individual differences shape the needs and characteristics of protégés, the processes through which mentoring may influence protégés' developmental trajectories, and the social networks into which the mentors enter. The literature on the influences of gender, ethnicity, and age on mentoring is reviewed and discussed as examples of how mentoring programs may have different influences on, and outcomes for, specific groups of youth. A focus on indiv…
School-Based Mentoring as Selective Prevention for Bullied Children
Mentoring Highly Aggressive Children
Does integrated behavioral health care reduce mental health disparities for Latinos? Initial findings
Integrated behavioral health care (IBHC) is a model of mental health care service delivery that seeks to reduce stigma and service utilization barriers by embedding mental health professionals into the primary care team. This study explored whether IBHC service referrals, utilization, and outcomes were comparable for Latinos and non-Latino White primary care patients. Data for the current study were collected from 793 consecutive patients (63.8% …
Exploring Change Processes in School-Based Mentoring for Bullied Children
Mentoring in the social context
Program-specific practices and outcomes for high school mentors and their mentees
Anxiety Sensitivity and Children’s Risk for Both Internalizing Problems and Peer Victimization Experiences
Risk, support, and reasons for wanting a mentor
“My village fell apart”
Objective To assess parents' perceptions of barriers and facilitators to promoting informal mentoring relationships for their children with caring adults in their existing social network. Background Supportive relationships with nonparental adults are critical to positive youth development, social capital, healthy living, and upward mobility, but not all children experience such relationships. Because parents are the primary gatekeepers to childr…
Web-Based Training for School-Based Mentors of Military-Connected Youth
Attachment Tendencies, Big 5 Personality Traits, and Self‐Efficacy as Predictors of Mentors’ Relationships with Aggressive Children
Highlights It is important for programs to identify those mentor characteristics that predict match quality. Attachment tendencies, personality traits, and self‐efficacy were examined in this study. These characteristics differentially predicted match quality for mentors of aggressive children. Openness and avoidant attachment positively and negatively predicted match quality, respectively
Perceived barriers, relationship quality, and informal mentors
This study examined associations among adolescents' likelihood of disclosure about dating violence, perceptions of barriers to disclosure, and quality of the relationship with various sources of support. Data were gathered from 152 students in a southern high school. Results indicated youth perceived fewer barriers to disclosing to mentors compared with friends and parents, and youth reported highest relationships quality with informal mentors. H…
Network‐related teaching and changes in classroom seating
The extent to which teachers make changes in classroom seating reflects, in part, the degree to which they value promoting positive peer relationships in the classroom. We assessed the frequency with which teachers made both minor (i.e., involving only 2–3 students) and major (involving half or more students in the class) changes in classroom seating. We tested whether the frequency of seating changes was linked to teachers' beliefs about promoti…
Lunchroom-Specific Peer Acceptance and Children’s Internalizing Symptoms
Informal mentoring support as a potential moderator of the relation between adolescent dating violence victimization and substance use
Research links adolescent dating violence (ADV) victimization to negative developmental outcomes, including involvement in substance use. Informal mentoring is associated with several positive outcomes, including reduced risk of substance use. Addressed in this study is whether support from an informal mentor can function to protect victims of ADV from involvement in substance use. Participants were 152 adolescents (grades 9–12). Findings reveale…
The Practice of Rematching in Youth Mentoring
Parents’ attitudes toward and experiences with seeking informal mentors for their children
Perceived Influences of Mentoring on Mentors' Social Well‐Being
In literature, there is a paucity of research examining the outcomes of mentoring programs for mentors. The goal of this study was to enhance understanding of the long‐term impact of mentoring experiences on mentors' social well‐being by testing a model in which the perceived influence of mentoring on work choices, volunteer choices and level of active participation in the community are associated with social self‐efficacy, civic engagement (atti…
A Little Goes a Long Way
In the United States, military service members and their families move often. High rates of mobility in military-connected (MC) families means frequent school changes, which can take a toll on children. There is a nascent but growing literature on the role that school supports can play in helping MC children with school transitions. To better understand the role of school supports for MC students and families who frequently change schools, we int…
Psychology (23 obras) · Developmental psychology (18 obras) · Medicine (14 obras) · Clinical Psychology (12 obras) · Social Psychology (11 obras) · Youth Development and Social Support (11 obras) · Mentoring and Academic Development (9 obras) · Bullying, Victimization, and Aggression (7 obras) · Child and Adolescent Psychosocial and Emotional Development (7 obras) · Clinical Psychology (7 obras)