Treating Delinquent-Prone Adolescents and Preadolescents

Epstein, Norman B.; Maragos, Nikos

doi:10.1093/sw/28.1.66

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…For example, Kay, Fitzgerald, Paradee, & Mellencamp (1994) reported that parents often feel inadequately equipped to help with homework because of the difficulty of the work and because of their lack of information about the curriculum. However, taking the parent out of the homework equation could also have the negative effect of reducing actual and perceived parent involvement with the schooling process (Cooper & Valentine, 2001;Epstein & Maragos, 1983).…”

Section: Programs That Offer Homework Supportmentioning

confidence: 99%

When Homework is not Home Work: After-School Programs for Homework Assistance

Cosden¹,

Morrison²,

Albanese³

et al. 2001

Educational Psychologist

104

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Homework does not always occur at home. With the perceived demand for higher academic performance has come an increase in the amount and complexity of assigned homework. Given the number of parents who work outside the home, and the need for safe and structured after-school activities, after-school programs have become a venue for helping students with their homework. This article examines the potential of after-school homework-assistance programs within the larger context of after-school programs in general. There is limited data on the outcomes associated with programs that offer homework assistance. The data suggest that after-school homework-assistance programs can serve a protective function for children at-risk for school failure, particularly those who do not have other structured after-school activities or those whose parents do not speak English at home. In general, the availability of homework assistance at home, the quality of the after-school homework program and the nature of the homework assigned will mediate the effect of these programs. Questions for future implementation and evaluation efforts are raised.

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Section: Programs That Offer Homework Supportmentioning

confidence: 99%

When Homework is not Home Work: After-School Programs for Homework Assistance

Cosden¹,

Morrison²,

Albanese³

et al. 2001

Educational Psychologist

104

View full text Add to dashboard Cite

show abstract

“…The specific structure of these programs and the types of services offered vary greatly. Very little specific outcome research has been reported regarding school-sponsored day treatment programs (Comer, 1985;Epstein & Maragos, 1983;Franklin, 1992).…”

Section: Literature Review and Research Questionsmentioning

confidence: 99%

Validating School Social Work: An Evaluation of a Cognitive-Behavioral Approach to Reduce School Violence

Whitfield

1999

Research on Social Work Practice

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Objective: This study evaluated the effectiveness of anger control training with conduct-disordered male adolescents at a day treatment program. Method: A multiple baseline single-subject design across subjects was used to assess matched pairs of students (8 experimental and 8 control students). Combined visual analyses and group comparison methods were used in the assessment. Results: The experimental students significantly improved in their weekly self-reports of using better anger control and experiencing more positive management and expression of anger. The experimental students also significantly improved in their use of self-control as shown by a pretest through 6-month follow-up assessment. Conclusion: This research effort provides some evidence that a cognitive-behavioral approach is one method of effectively reducing school violence when compared with a nonspecific counseling approach alone. Recommendations for future research efforts are offered given some of the limitations of the study.

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Treating Delinquent-Prone Adolescents and Preadolescents

Cited by 2 publications

References 3 publications

When Homework is not Home Work: After-School Programs for Homework Assistance

When Homework is not Home Work: After-School Programs for Homework Assistance

Validating School Social Work: An Evaluation of a Cognitive-Behavioral Approach to Reduce School Violence

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