The PedsQL 3.2 Diabetes Module Diabetes Symptoms and Diabetes Management Summary Scores demonstrated excellent measurement properties and may be useful as standardized patient-reported outcomes of diabetes symptoms and diabetes management in clinical research, clinical trials, and practice in children, adolescents, and young adults with type 1 diabetes.

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Results suggest that the PAT has utility in a pediatric sickle cell disease sample. Most caregivers reported low distress and high resiliency factors in this population.

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. Keywordsaggression; child; mentor; externalizing; relationship Youth mentoring, the pairing of a volunteer mentor with a child or adolescent at risk, is often touted as an effective prevention tool (Armstrong, 2000;Dortch, 2000). Some have portrayed mentoring as a proven method for reducing youth violence and preventing juvenile delinquency (e.g., McGill, Mihalic, & Grotpeter, 1997). Unfortunately, the practice and promotion of youth mentoring has outpaced its empirical support (DuBois & Karcher, 2005). The need for research evidence is particularly acute for programs that target aggressive children and antisocial youth (Blechman & Bopp, 2005;Cavell & Smith, 2005;McClanahan, 2007). Relationship factors are thought to be critical to the success of youth mentoring (e.g., DuBois, Neville, Parra, & Pugh-Lilly, 2002;Parra, DuBois, Neville, Pugh-Lilly, & Povinelli, 2002;Rhodes, 2002Rhodes, , 2005Spencer, 2006), but few studies have examined the role of relationship quality in programs for highly aggressive, school age children.The development of effective interventions for aggression in children is critical. The developmental trajectory of aggressive children is fairly stable, multiply determined, and predictive of serious maladaptive outcomes (Broidy, Nagin, & Tremblay, 2003;Loeber, 1990;Patterson, Reid, & Dishion, 1992). Aggressive school age children are early starters on a developmental path toward later delinquency (Patterson et al., 1992). Commonly recommended interventions are behavior management training for parents and social problem solving skills training (PSST) for children (Cavell, Hymel, Malcolm, & Seay, 2006), with some evidence for blending the two interventions (e.g., Kazdin, Seigel, & Bass, 1992).More than 4500 organizations in the United States offer youth mentoring (Rhodes, 2002), and roughly half of all mentoring programs appeared in the last 10-15 years (Sipe & Roder, 1999). Youth mentoring is often cast as an effective but inexpensive remedy for the problems that face at-risk youth (e.g., Dortch, 2000). Proponents point to stu...

This study examined the degree to which mentoring highly aggressive children was associated with changes in mentors' attitudes, personality, and attachment tendencies. Participants were 102 college students who each mentored an aggressive, high-risk child across three academic semesters (spring, fall, spring). We examined pre- to post-mentoring changes in attitudes about mentoring efficacy and future parenting, Big Five personality characteristics, and attachment tendencies. Mentors also rated the impact of the mentoring relationship in their lives, and both mentors and mentees rated support of the mentoring relationship. Results indicated a statistically significant decrease over time in mentors' ratings of self-efficacy, openness, conscientiousness, extraversion, and agreeableness. These findings held even when controlling for ratings of relationship impact. However, mentors who rated the mentoring relationship as supportive tended to experience increased openness, conscientiousness, and agreeableness and less attachment-related avoidance over time. Child-rated support negatively predicted mentors' post-mentoring attitudes toward future parenting. Discussed are the potential costs of mentoring highly aggressive children and strategies that could help increase benefits to mentors.