@article{ref1,
title="Multimodal school-based intervention for at-risk, aggressive, latency-age youth",
journal="Canadian journal of school psychology",
year="2002",
author="Stirtzinger, Ruth and Campbell, Lorraine and Green, Anne and DeSouza, Claire and Dawe, Ian",
volume="17",
number="1",
pages="27-46",
abstract="This pilot study examines the effects of a school-based multimodal intervention project to assist aggressive students at risk for school drop out and delinquency. School climate, peer-pairing, teacher education and whole class interventions are main clinical strategies which seek to attain a multiple reinforcement model for increased social inclusion, healthy behaviour and social interaction in the at-risk student group. <br><br>RESULTS show significant positive effects (p<.01) in participant group with more mature interpersonal negotiation skills, and a trend toward decreased negative peer perceptions, with no change in control group. These changes are felt to be important protective factors aiding the development of friendships and self-esteem. The study emphasizes the need for more sensitive measures of at-risk children's psychological and academic changes and emphasizes the need for longitudinal program intervention and follow-up.<p /><p>Language: en</p>",
language="en",
issn="0829-5735",
doi="10.1177/082957350201700104",
url="http://dx.doi.org/10.1177/082957350201700104"
}