Sabine Stoltz

Testing theories through evaluation research: conceptual and methodological issues embedded in evaluations of parenting programmes

Obviously, evaluations of parenting programmes are important for improving clinical practice. Such evaluation studies can show us whether a parenting programme works and for whom and under which circumstances the programme has the best effects. An additional, often neglected, role of evaluation studies is to provide a test of the theory on which the programme is based. In the present paper, we discuss the ways in which evaluation studies can be used to test and refine theories pertaining to parenting behaviour and child development. Several examples of such studies are presented and both conceptual (specifying the theory-based expectations regarding working mechanisms) and methodological issues (quality criteria for real-life evaluation studies of parenting programmes) involved in evaluation research are addressed.

Popularity differentially predicts reactive and proactive aggression in early adolescence

Previous research has indicated that peer popularity is associated with aggressive behavior. However, it is not yet clear whether popularity is uniquely related to different functions of aggression. In this study, we examined associations between peer-perceived popularity, and reactive and proactive aggression using a cross-sectional and a longitudinal design. Yearly sociometric measures of popularity, and reactive and proactive aggression were gathered from 266 seventh and eight grade adolescents (Mage grade 7 = 12.80, SDage  = .40). Popularity was positively correlated with proactive aggression and negatively correlated with reactive aggression, both concurrently as over time. Curvilinear trends indicated that a significant minority of low versus high popular adolescents showed both functions of aggression. Somewhat stronger effects of popularity on proactive aggression were found for boys than girls. Stably popular adolescents showed the highest levels of proactive aggression, whereas stably unpopular youth showed the highest levels of reactive aggression. Implications and directions for future research are discussed.

Child Personality as Moderator of Outcome in a School-based Intervention for Preventing Externalising Behaviour

Studying moderators of intervention effects is essential to elucidate what works for whom. The present study investigated whether child personality moderates short–term and follow–up effects of an individualised preventive school–based intervention for children with externalising behaviour. The sample consisted of 48 schools, with 264 fourth–grade children displaying externalising behaviour (Mage = 10.2 years), randomly assigned to the intervention (n = 191) or no intervention control (n = 73) condition. Teachers and children reported at pretest, posttest and follow–up test about reactive and proactive aggression. Child personality was assessed by teachers at pretest. Child conscientiousness moderated short–term intervention effects, indicating that more organised and planful children benefited more from the intervention. Child extraversion moderated both short–term and follow–up intervention effects, with low extraverted children showing larger effects. These results affirm the importance of including personality as moderator of intervention effects in future studies, as interventions adapted to specific child traits might yield larger effects. Copyright

Effectiveness of an individual school-based intervention for children with aggressive behaviour: a randomized controlled trial

BACKGROUND For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. AIM The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills. METHOD The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score>60), randomly assigned to the intervention or no-intervention control condition. RESULTS The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation. CONCLUSIONS The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions.

Developmental Personality Types From Childhood to Adolescence: Associations With Parenting and Adjustment

This study examined whether changes in childrens self-reported Big Five dimensions are represented by (developmental) personality types, using a cohort-sequential design with three measurement occasions across 5 years (four cohorts, 9-12 years at T1; N = 523). Correlates of, and gender differences in, type membership were examined. Latent class growth modeling yielded three personality types: Resilients (highest initial levels on all Big Five), Overcontrollers (lowest Extraversion, Emotional Stability, Imagination), and Undercontrollers (lowest Benevolence, Conscientiousness). Gender differences in type membership were small. Warm parenting, but not overreactive discipline, in childhood was associated with type membership. The types differed in adjustment problems by the end of middle adolescence. Personality change more likely occurs at the level of dimensions within types than in type membership.

Effectiveness of individually delivered indicated school-based interventions on externalizing behavior

In the present study the results of two meta-analyses on the effectiveness of individually delivered indicated school-based interventions for externalizing behavior problems at elementary schools are presented. A distinction was made between studies that evaluated effects of interventions with only an individual component (k = 11 studies, n = 738 children, d = .30), and studies on interventions that included both individual and additional components (k = 13 studies, n = 1156 children, d = .30). Both types of individually delivered school-based interventions reduced externalizing behavior in at-risk children. Moderator analyses showed individual interventions with additional components to be most beneficial for younger children. The variability in effectiveness of interventions indicates that schools need to carefully select evidence-based programs for their specific population.

Effects of parent and child characteristics on participation and outcome of an individualized booster parent intervention for children with externalizing behaviour

In this study, we examined whether a booster parent training, offered after a cognitive behavioural child intervention, is effective in reduction of aggressive behaviour and changes in parenting. A second aim was to identify parent and child characteristics that influence parental participation. Children (73% boys, 40% immigrants, mean age = 10.1 (.53)) were randomly assigned to the child (n = 97 children) or child and parent intervention (n = 94 children) condition. Results of both intention-to-treat and completers only analyses indicated no extra effects of the parent intervention for the total group. Parents who participated (47%) did not differ from non-participants in demographic characteristics. However, mothers perceived level of childs aggression at the end of the child intervention was of significant meaning for the decision to participate in the parent intervention. Participation seemed to interrupt the development of more aggressive behaviour and less appropriate parenting skills for those children in highest need and resulted in increased maternal involvement.

Friendly fire: Longitudinal effects of exposure to violent video games on aggressive behavior in adolescent friendship dyads

Research on gaming effects has focused on adolescence, a developmental period in which peer relationships become increasingly salient. However, the impact of peers on the effects of violent gaming on adolescents has been understudied. This study examined whether adolescents’ exposure to violent video games predicted their own and their friends aggression one year later. Among 705 gaming adolescents, 141 dyads were identified based on reciprocated best friend nominations (73.8% male, Mage = 13.98). Actor‐Partner Interdependence Models indicated that adolescent males’ (but not females’) exposure to violent games positively predicted the aggression of their best friend 1 year later. This effect appeared regardless of whether the friends played video games together or not. The study illustrates the importance of peers in the association between violent gaming and aggression.

Enhancing social inclusion of children with externalizing problems through classroom seating arrangements: A randomized controlled trial

Inclusive education has brought new challenges for teachers, including the search for a suitable place in the classroom for children with externalizing problems. In the current study, we examined whether a careful rearrangement of the classroom seats could promote social acceptance and more prosocial behaviors for children with externalizing problems, and limit the potential negative consequences for classmates sitting next to them. The sample of this randomized controlled trial consisted of 64 classrooms with 221 fourth- to sixth-grade children selected by their teachers because of elevated levels of externalizing behavior. Results showed that over time children with externalizing behavior were better liked by their seatmates and showed fewer externalizing problems according to the teacher. This was particularly the case when students sat next to a well-liked and prosocial buddy, or when they were initially disliked. Classmates who sat next to a child with externalizing problems did not become more aggressive or less prosocial over time. Yet their social status did decrease slightly over time as a result of the rearrangement. We discuss implications and future directions for research on classroom seating arrangements to support children with externalizing problems.

Interveniëren in opvoeding bij (ernstige) gedragsproblemen van kinderen en adolescenten

Omdat gedragsproblemen van kinderen en adolescenten ernstige gevolgen kunnen hebben voor het kind zelf en de omgeving is het van groot belang tijdig in te grijpen. In dit hoofdstuk richten wij ons op twee typen interventies: oudertraining voor jongere kinderen en systemische behandeling voor adolescenten. Het idee achter beide typen interventies is dat de ouders de sleutel zijn tot verandering: het ingrijpen in opvoeding zou tot verandering in het gedrag van het kind moeten leiden. De resultaten van verschillende onderzoeken naar de effectiviteit van deze interventies laten zien dat het met deze interventies inderdaad lukt om verandering in de opvoeding te bewerkstelligen, wat vervolgens leidt tot vermindering van gedragsproblemen van kinderen en adolescenten. Daarbij gaat het met name om het verhogen van positieve aspecten van opvoeding (ouderlijke betrokkenheid, ouderlijk gevoel van competentie, grenzen stellen, toezicht houden) en niet zozeer om het verminderen van negatieve aspecten (hardvochtig straffen) in de opvoeding.