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Running Head: RESEARCH ARTICLE ANALYSIS

Research Article Analysis

Lindsay J. Gustafson
University of Manitoba
006796370

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RESEARCH ARTICLE ANALYSIS
Research Article Analysis
The change project which is currently being implemented centres around a grade 5 student
named Grant. Grant, came to our school in September 2014 with an undesirable reputation in the
small, rural town. He is currently diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD) and Oppositional Defiance Disorder (ODD) and has a history at his previous school and
ours of antisocial behaviour (does not display empathy, make eye contact or have strong
relationships with peers or adults), physical and relational aggression, defiance, lying, and
blaming others. Prior to entering our school, he was already positioned into the devalued role (by
adults and students in the community as well as teachers) of menace. He is attention-seeking in
negative ways, which reinforces the devalued roles of menace and object of ridicule. For the
month of December 2014, Grant was suspended from school for a serious act of aggression
against school property and for uttering threats. These acts further acted to reinforce the devalued
role amongst peers and adults in the community.
The change project that I began to implement in January 2015, upon Grants return to
school, is to provide him with opportunities to build connections (with children and adults in the
school), act as a role model and peer tutor, and to experience successes with himself and others
in a positive manner. Due to the serious nature of his past behaviour, Grant does need to be
accompanied by an Educational Assistant (E.A.) in order to ensure safety measures are in place.
My thoughts were that to set Grant up as a peer tutor in my classroom of Kindergarten, Grade 1,
and Grade 2 students, he would have various opportunities to develop social skills and personal
satisfaction. Grant and his accompanied E.A. work with young students who are English as an
Additional Language (EAL) students in need of support to practice oral conversation. These
particular students also need to practice school readiness skills, such as learning to play simple

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RESEARCH ARTICLE ANALYSIS
games, and developing fine motor skills. Each day, Grant and his E.A. come into my classroom
to work with one or two of these students in a variety of ways (reading together, playing board
games, building with blocks, playing academic games, speaking in English, etc.). These daily
sessions allow Grant to be a peer tutor to younger students in need of support, which allows him
to feel success and to develop his self-esteem and self-confidence (which will hopefully allow
him to view himself as valued). By interacting with younger students, Grant will be encouraged
to be a role model with social skills. He will therefore be practicing and modelling prosocial
skills, which he also needs to reinforce (making eye contact, using kind and encouraging words,
asking questions, making conversation, etc.). In addition, Grant works daily with an E.A. and
myself in an enjoyable and relaxed atmosphere. This opens the opportunity for Grant to build
positive connections with adults (who can also serve as mentors). By building positive adult
connections, peers and adults will begin to view Grant in a valued role and he will see that adult
relationships can be trusting and consistent. Finally, by being in a helping role to younger
students, Grant will be seen by fellow classmates, teachers, parents, and adults as a person who
can be respected, valued, and trusted. I believe and hope that through the variety of benefits that
can come from Grant working in a safe and positive environment, with adults and younger
students, that his devalued role of menace can be transformed into a role of value (in both his
own and others perspectives). The following research articles were used to inform and provide
insight for this change project, including the benefits of peer tutoring, mentoring relationships
with adults, and teaching self-compassion.

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RESEARCH ARTICLE ANALYSIS
Article #1
Article reference:
Dion, E., Fuchs, D., & Fuchs, L.S. (2005).
Differential effects of peer-assisted learning
strategies on students social preference and
friendship making. Behavioural Disorders, 30
(4), 421-429. Retrieved from
http://www.ccbd.net/

Purpose of the study:

This study was conducted to examine the effects
of using class-wide peer tutoring strategies on
students social relationships and quality of
friendships. In particular, the Peer-Assisted
Learning Strategies (PALS) program, which is a
peer-tutoring program for reading skills, was
implemented to see if it also affected social
acceptance and friendships.

Summarize the method in your own words.

This study was conducted with a total of 153
Grade 3 and 4 students in eight different
classrooms. The PALS program was
implemented for ten weeks into four of the
eight classrooms, while the others remained the
control group. Socio-metric data was collected
before and after implementation of PALS using
the HIFTO peer-rating scale to assess social
acceptance and numbers of friends. Students
rated how much they liked individual peers and
listed the names of their friends.

Draw a figurative representation.

List the outcomes in point form, underlining

five key words.
Assessment of the data showed that
PALS did not provide an overall (mean)
improvement in numbers of friends and
social acceptance.
However, the differential effectiveness
showed that students with an initial low
score of social acceptance had an
increased score of social acceptance
after PALS. It led to an increase in
social acceptance of unpopular students
and a decrease in the proportion of
neglected children.
Each child had at least one friend after
participating in PALS. The PALS
program appears to benefit children who
are unpopular or rejected to gain
friendships and acceptance.

Write two questions you have about the

research.
1. This study examined how students rated each
other, but did not examine the behavioural and
social skills of students. Does the PALS program
show an increase in positive social skills (turntaking, sharing, using kind words, helping, etc.)
and a decrease in negative behaviours?
2. The PALS program was implemented for ten
weeks in this study. What are the effects of PALS
being used for an entire school year (ten months)?

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RESEARCH ARTICLE ANALYSIS
Implications for change project
This study does show a benefit of peer-tutoring for students with low social acceptance and a low
number of friendships. It shows that students can create social relationships and develop more
positive reputations by having the opportunity to work with partners. The change project includes
giving a student with a devalued social role, Grant, the prospect to work with younger students as a
peer-tutor. He is able to be in a valued role and create social connections with young students who
look up to him as a role model. Hopefully, through this change project younger students and peers
will view Grant with a more positive social outlook and he will be able to view himself as a friend
and role model. Providing positive opportunities to students who are looked upon as unpopular,
rejected, or as bullies are key to creating social acceptance and broadening their range of
friendships.

Article #2

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RESEARCH ARTICLE ANALYSIS
Article reference:
Beaumont, C. (2009). Students with SEBD as
Peer Helpers. In Cooper, P. & Cefai, C.
Promoting emotional education: Engaging
children and young people with social,
emotional and behavioural difficulties (pp. 109118). London: J. Kingsley Publishers.
Summarize the method in your own words.
A peer helping program was implemented in a
British special secondary school. Students acted
as peer counsellors to other students needing
support with personal problems, such as
depression, relationship issues, victims of
bullying, etc. This peer counselling was offered
to those who did not want seek professional
counselling services. Six students (five boys
and one girl), aged 14-16, acted as peer
counsellors. These particular students had
significant behaviour challenges which
prevented them from attending mainstream
schools. They participated in counselling
training sessions and were assisted and
supervised by a team of psychologists. Data
was collected from the peer counsellors through
interviews relating to their participation as peer
helpers and how it contributed to their social
and personal development. Content analysis of
the data was used to examine the participants
cognitive skills (problem-solving and
identification of problems), behavioural skills
(prosocial skills, self-control,
impulsivity/aggressiveness, self-efficacy),
emotional competencies (self-esteem, feelings
of belonging and recognition), and motivational
and expectancy sets (perseverance, motivation,
determination).
List the outcomes in point form, underlining
five key words.
Results of the peer counselling program showed
that the participants:
developed moral conscientiousness
developed strong problem-solving
strategies
were proud to take on leadership roles
and to receive recognition by adults in

Purpose of the study:

This study was carried out to determine if
students with social, emotional, and behavioural
difficulties (SEBD) benefit from taking on a role
as a peer helper and if social competence
increases due to this opportunity.
Draw a figurative representation.

Retrieved from: http://www.cityu.edu.hk/sds/psp/

2014_15A/peer_counsellors_training.png

Write two questions you have about the

research.
1. Did the participants who acted as peer
counsellors show a decrease in behavioural
incidents at school? Did their skills in social
competence transfer to situations in which they
did not have the role of peer counsellor?
2. What were the effects on students who received

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RESEARCH ARTICLE ANALYSIS
the school and their parents
peer support? Did they develop social
competencies as well by expressing their feelings
maintained a desire to help their peers
to a peer in a safe environment?
were motivated to see their peers solve
their problems
Analysis of the interviews also showed nine
aspects of social competence that are developed
and increased by students who practice peer
support. These include:
recognition by peers
awareness of responsibilities
self-actualization
personal motivation
development of empathy
identification of problem-solving
strategies
self-efficacy
feelings of belonging
appropriate expressions of feelings
Implications for change project
This study shows that a positive impact can be made by giving leadership and support roles to
students who have social, emotional and behavioural difficulties (SEBD). Peer recognition was one
the strongest motivators to the students who acted as peer counsellors, which indicates the
importance of providing roles to students with social challenges in order to feel respected, valued
and accepted. These roles allow such students to realize their own competencies, develop selfesteem and feel the positive effects of helping others. By being a support for other peers, students in
need of social skills, learn to develop empathy and gain security by feeling that they are needed and
that they belong. This study shows that by having Grant (a student who struggles with behavioural
and social issues) work one-on-one with younger students, he is being given the opportunity to feel
needed, to have positive social interactions, and to develop responsibility. In turn, perhaps he will
begin to transfer these social competence skills to his interactions with adults and peers of his own
age.

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RESEARCH ARTICLE ANALYSIS
Article #3
Article reference:
Vilardo, B.A., DuPaul, G.J., Kern, L, &
Hojnoski, R.L. (2013). Cross-age peer
coaching: Enhancing the peer interactions of
children exhibiting symptoms of ADHD. Child
and Behaviour Family Therapy, (35) 1, 63-81.
doi: 10.1080/07317107.2013.761043
Summarize the method in your own words.
Four grade 1 students with significant
symptoms of ADHD and four grade 3 and 4
students (without ADHD) took part in this
study. The older students were chosen due to
their exceptional social skills and acted as
coaches to the first-graders. This study occurred
at two public elementary schools. A coaching
session occurred every morning in the guidance
counsellors office between the coach and the
first grade student (supervised by the author of
the study). Observations took place during the
first five minutes of free-play and the last five
minutes of lunchtime. During these ten minutes
of observations (conducted by trained graduate
students), number of positive and negative
social behaviours were recorded. The peer
coaches were trained by the author of the study
to follow a goal meeting with the tutee. At each
morning goal meeting, the coach would remind
the first grader of their long-term social goal
(decided on by the teacher and student), set a
daily social goal for free-play, role-play to
model how to achieve the goal, allow the
student to practice role-playing the behaviour,
and complete a goal sheet. At the end of the
day, the first graders would record how they
thought they did with their goals. Following the
intervention, social validity data was collected
from the students (CIRP) and the teachers (IRP15). The SSIS measure was also completed by
teachers prior to and after the intervention to
determine if overall social behaviours had been
impacted.

Purpose of the study:

This study investigated the effects of cross-age
peer coaching on the social behaviours of first
graders with Attention Deficit Disorder (ADHD).
Third and fourth graders acted as coaches to the
first graders in an attempt to decrease the social
difficulties often encountered by students with
ADHD.
Draw a figurative representation.
Retrieved from

http://sgccounselor.weebly.com/uploads
/1/3/5/8/13588591/4719681_orig.jpg

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RESEARCH ARTICLE ANALYSIS
List the outcomes in point form, underlining Write two questions you have about the
five key words.
research.
1. How often were the first graders reminded of
Three of the four students with ADHD
their goals throughout the day? Were the students
(two boys and one girl) were perceived
reminded in a reliable way?
by their teachers to have a general
decrease in negative social behaviours
Two of the four first graders (two boys) 2. Why do you hypothesize that the two girls did
not show an increase in positive social behaviour?
showed a general increase in positive
Is this gender-related?
social behaviours
The two girls did not show an increase
in positive social behaviour
Students and teachers rated the crossage peer tutoring intervention as feasible
and acceptable
All children stated that they enjoyed
working with their peers in a coaching
and mentoring capacity
Implications for change project
Grant, the Grade 5 student in our school has ADHD and Oppositional Defiance Disorder (ODD). He
is also engaging in cross-age tutoring by working with Kindergarten, Grade 1 and Grade 2 students.
Grants role is to engage in game-playing and conversations with students who are learning English
as a Second Language and who have speech and language difficulties. Although he is not coaching
them to achieve behaviour goals, he is encouraging them to converse and teaching them simple
board games. In this way, he is helping them to achieve their own language and early year goals. The
peer coaches in this study stated that they felt empowered, so hopefully Grant will feel empowered
by working with younger students. In addition, a social goal will be set before the peer-tutoring
session with his accompanying Educational Assistant (E.A.) in order to remind Grant to use positive
social skills, such as making eye contact, asking questions, and using kind and encouraging words.
The above study was focused on a small number of students and unfortunately did not show a
consistent increase in positive social behaviours. However, with the use of an E.A. who sets a social
goal with Grant beforehand, the empowerment that Joseph will gain by being a peer tutor, and the
reminders throughout the peer tutoring session to engage in positive interactions, hopes are that he
will gain independence in this realm.

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RESEARCH ARTICLE ANALYSIS
Article #4
Article reference:
Ledford, J.R. & Wolery, M. (2013). Peer
modelling of academic and social behaviours
during small-group direct instruction. Council
for Exceptional Children, (79) 4, 439-458.
doi: 10.1177/001440291307900404

Summarize the method in your own words.

Three students with developmental disabilities
and ten students without disabilities (all ages 36) took part in this study. The students with
developmental disabilities exhibited
inappropriate social skills, such as aggressive
behaviour and negative peer interactions.
Small-group instruction occurred in the
classroom, during class time with the researcher
in which target social behaviours (sharing and
thanking) were observed while playing
academic games. Prior to the sessions, the ten
typically developing peers were taught in two
five minute sessions to use positive social skills,
such as sharing and saying thank you, when
playing games. During the small-group, direct
instruction positive social skills were probed
and praised. Generalization sessions were also
conducted in which each child was given the
opportunity to share and thank, without probing
and praising. The students with developmental
disabilities were observed to see if they would
imitate positive social behaviours during smallgroup instruction and unstructured times. IOA
and procedural fidelity data was collected. IOA
was calculated using the point-by-point method.
List the outcomes in point form, underlining
five key words.
Peer fidelity was high for sharing, with a
mean fidelity of 85-100% for individual
peers.
The mean range of thanking was 3052% of all opportunities.
The fidelity of thanking was lower in
comparison to sharing across all groups.

Purpose of the study:

This study was initiated in order to determine if
small-group direct instruction would be a context
in which peers with disabilities will learn positive
social behaviours through observational learning.
Additionally, through Progressive Time Delay
(PTD), social behaviours were studied during
generalized sessions to examine if learned
behaviours would extend to unstructured times.
Draw a figurative representation.

Retrieved from http://imgkid.com/observationallearning-cartoon.shtml

Write two questions you have about the

research.
1. This study was conducted with students aged 36. Can the findings be extended to older students
who may have missed crucial direct instruction in
positive social skills?
2. How would students prosocial behaviours
improve if they had been taught through direct

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RESEARCH ARTICLE ANALYSIS

instruction as well as through observational

The children with developmental
learning?
disabilities did not exhibit any sharing
behaviours during generalization
sessions before intervention, but an
increase in sharing behaviours was
shown for all participants.
Students with and without disabilities
learned social behaviours taught to peers
through observational learning.
This study showed that small-group
instruction is feasible during classroom
time and through the use of academic
games.
Praise and reminders were effective in
reinforcing positive social behaviours.
Small-group instruction provides an
environment with minimal distractions.
Peer modelling is an appropriate
supplementation to teaching social skills
in other academic contexts.
Implications for change project
This study shows that teaching direct social skills in a small-group environment is ideal for students
who need extra support. Students respond to peers and imitate behaviours. By having an adult model
and directly teach prosocial skills to Grant and allow him to practice them with a non-threatening
peer, he can have success. Small-group instruction provides a learning environment which is more
focused and less threatening in order for Grant to practice positive social skills. Working with
younger students makes the atmosphere less threatening as he is not pressured to impress his likeage peers or to uphold a reputation. In the small-group (one or two younger students, Grant and an
E.A.), he is expected to model prosocial behaviours and can do so in a safe environment. This study
shows that students respond to modelling, praise and prompts, which is what Grant receives in his
sessions as well (from his E.A.). Although, this study focuses on young children, it is hypothesized
that older students who have missed direct instruction at a young age can benefit as well.

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RESEARCH ARTICLE ANALYSIS
Article #5
Article reference:
Jones, A.P., Happe, F.G.E., Gilbert, F.,
Burnett, S., & Viding, E. (2010). Feeling,
caring, knowing: Different types of empathy
deficit in boys with psychopathic tendencies
and autism spectrum disorder. Journal of
Child Psychology and Psychiatry, (51) 11,
1188-1197.
doi: 10.1111/j.1469-7610.2010.02280.x

Purpose of the study:

This study directly compared boys with
psychopathic tendencies and boys with autism
spectrum disorders (ASD) by assessing affective
empathy and cognitive perspective-taking through a
series of tasks. The purpose was to determine if
specific empathy deficits occurred in either group
and if empathy deficits are related to conduct
problems in general or specifically to ASD and
those with psychopathic tendencies.

Summarize the method in your own words.

96 boys between the ages of 9 and 16
participated in this study. The boys were
divided into four groups (ASD, psychopathic
tendencies, conduct problems, and a control
group). The study focused on boys as ASD
and conduct issues are more common in
males. The study took place in England with
boys from mainstream schools, schools for
students with ASD and schools for students
with emotional and behavioural difficulties
(EBD). Students were tested in a private area
in the school by taking part in four tasks on a
laptop computer to assess empathy in a series
of theoretical situations. These tasks included,
Outcome Values Measure, Emotion
Attribution to Self, First- and Second-Order
Theory of Mind and Theory of Mind (ToM)
Attribution Task. Additionally, the teacher
completed an ICU and ASI on each student to
score behaviours.
List the outcomes in point form,
underlining five key words.
The group with psychopathic
tendencies showed the lowest levels of
self-attribution of guilt and selfattribution of fear.
Boys with ASD scored lower on the
ToM tasks (reasoning about what
another person may mistakenly think)
The types of empathy deficit are
specific to each psychopathology
(ASD and those with psychopathic

Draw a figurative representation.

Retrieved from http://www.proprofs.com/quizschool/story.php?title=cross-cultural-recreationexam

Write two questions you have about the

research.
1. If an intervention were to be put in place to teach
empathy skills to adolescents who show affective
empathy deficits, would there be an improvement
in affective empathy skills?
2. Can the findings be extended to girls with ASD
and to girls who exhibit psychopathic tendencies?

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RESEARCH ARTICLE ANALYSIS
tendencies) and are not shared with
boys who have conduct problems.
Boys with psychopathic tendencies
showed a deficit in affective empathy,
but do not show a deficit in cognitive
perspective-taking. For example, they
appear to not care about others in
distress, but they understand what
others are thinking.
Boys with ASD showed a deficit in
cognitive perspective-taking, but not
in affective empathy.
Implications for change project
Abnormal affective empathy is a trait amongst those who exhibit psychopathic tendencies. People
with a lack of empathy, an inability to recognize others feelings, and a lack of guilt can become a
danger to others. Grant is currently undergoing psychology assessments, including a threat
assessment. According to his teacher and past school history, he has a tendency to place blame on
others, to not show emotion or make personal connections, to not exhibit empathy and to show a
lack of remorse for his actions. It is unclear what diagnoses he has at this point, other than those of
ADHD and ODD. This study differentiates boys with ASD as having an inability to know what
others are thinking, while boys with psychopathic tendencies exhibit a lack of empathy, guilt and
fear. This is significant information as the school team will be able to narrow in on his behaviours to
see if he shows a deficit in empathy and/or cognitive-perspective taking. We will also be better
informed to note if he has the ability to demonstrate empathy when working with younger peers in a
small-group setting.

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RESEARCH ARTICLE ANALYSIS
Article #6
Article reference:
Barker, E.D. & Salekin, R.T. (2012). Irritable
oppositional defiance and callous unemotional
traits: Is the association partially explained by
peer victimization? Journal of Child
Psychology and Psychiatry, 53 (11), 1167-1175.
doi:10.1111/j.1469-7610.2012.02579.x
Summarize the method in your own words.
Data was collected from pairs of mothers and
children that participated in the Avon
Longitudinal Study of Parents and Children in
England. Mothers completed the DAWBA
measure to score their childs irritability at the
ages of 8 and 10. Also, data was collected
through child reports of peer victimization at
the ages of 8 and 10 using ALSPAC Child in
Focus measure. At age 13, internalizing
difficulties (anxiety and depression) were then
measured using DAWBA. CU traits were also
measured at age 13 using mother reports and
factor analyses of these scales. Children with
data for internalizing difficulties or CU trait
scales were selected to participate in the study, 1.
which resulted in a total of 5,923 pairs of
mother-child participants. Analyses of the data
were conducted using an estimate of a latent
path-analytical model to assess the
contributions of peer victimization and
irritability on CU and internalizing at the age of
13.
List the outcomes in point form, underlining
five key words.
Increased irritability positively
corresponded with future callous
unemotional (CU) traits and
internalizing difficulties.
Increased peer victimization positively
correlated with high levels of
internalizing difficulties and CU.
CU at the age of 13 was indirectly
linked to the social environment at age 8
(due to altered irritability)
CU and internalizing difficulties can be
acquired by peer victimization

Purpose of the study:

This study set out to investigate the extent that
irritability is linked to callous unemotional (CU)
attitudes toward others and internalizing
difficulties. This study also examined if this
association is linked indirectly to peer
victimization.
Draw a figurative representation.

Retrieved from
http://calvinandhobbes.wikia.com/wiki/Moe

Write two questions you have about the

research.
1. Teachers are also sources of information
regarding childrens victimization, irritability,
and CU traits. Would the study results be similar
if the measures were completed by teachers as
well (in addition to the mothers and children)?
2. What were the levels of peer victimization that
were included in the study? Were the measures of
peer victimization reliable?

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RESEARCH ARTICLE ANALYSIS

Youth with dispositions to irritability

can develop CU traits and internalizing
challenges due to peer victimization and
adverse environments
Implications for change project
This study demonstrates the correlation between peer victimization at a young age and the
development of callous unemotional (CU) traits and internalizing difficulties in youth with a
predisposition to irritability. Grant, has a diagnosis of ADHD and ODD (ODD includes irritability).
Due to his history, it is quite possible that he was victimized at his previous school due to his
challenges with self-control, irritability, and his argumentative nature. His history with peers is not
well-known as he arrived in September 2014. However, it is quite possible that his antisocial
behaviour, lack of empathy, and aggressive behaviour have been developed due to past social
experiences. If this is true, it is possible that through positive social experiences, he will be able to
ease his aggression and negative attitude as he continues to have successes and positive experiences
as a peer tutor and role model to younger students. Again, working with younger students who are
not threatening to Grant and who engage without judgement is a positive opportunity to adapt his
outlook on social environments, peers and adults.

Article #7

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RESEARCH ARTICLE ANALYSIS
Article reference:
Chan, C.S., Rhodes, J.E., Howard, W.J., Lowe,
S.R., Schwartz, S.E.O. & Herrera, C. (2013).
Pathways of influence in school-based
mentoring: The mediating role of parent and
teacher relationships. Journal of School
Psychology, 51(1), 129-142
doi: 10.1016/j.jsp.2012.10.001
Summarize the method in your own words.
526 students in grades 4-9 from 67 different
schools took part in this study. These students
were randomly selected to be a part of Big
Brothers, Big Sisters (BBBS) school-based
mentoring program over the course of one
school year. Mentor, parent, and teacher
relationships were measured using the YouthCentred Relationship scale, Youths Emotional
Engagement scale, Inventory of Parent and Peer
Attachment, the Teacher Relationship Quality
scale and the Hemingway Measure of
Adolescent Connectedness at the beginning and
end of the program. Misconduct, prosocial
behaviour, academic attitudes, self-esteem, and
academic grades were also measured and
analyzed prior to and after the study. Volunteer
mentors were recruited and trained through the
standard BBBS process. Mentors were matched
with youth by BBBS case workers and on
average, mentors and their mentees met
approximately three times per month. Mentors
and mentees engaged in a variety of activities,
such as social outings, extra-curricular
activities, homework support, and
conversations.
List the outcomes in point form, underlining
five key words.
Mentoring relationships of high quality
were related to positive changes in
youth relationships with other adults and
parents
High quality relationships with adults
and parents was significantly associated
with high self-esteem, academic
success, and prosocial behaviours
Mentoring relationship quality was

Purpose of the study:

This study was conducted to investigate the ways
in which school-based mentoring relationships
lead to improvements in elementary and
secondary students academics, socio-emotional
status, and behaviours.
Draw a figurative representation.

Retrieved from
http://www.bigbrothersbigsisters.ca/
innisfail/en/Home/default.aspx

Write two questions you have about the

research.
1. What were the characteristics of the mentors?
What characteristics were most likely to form
high quality mentoring relationships?
2. Do the improvements in youth-adult
relationships and the studied behaviours continue
after the mentoring relationship has ceased? Will
these effects carry over into the next school year?

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RESEARCH ARTICLE ANALYSIS
indirectly related to academic success
and positive attitudes toward school
Improvements in youth-teacher
relationships was linked to close
mentoring relationships
Implications for change project
This study reveals that quality mentoring can improve the social-emotional development of children
and adolescents. These relationships can help to develop youths social skills, self-concept, and
regulation of emotions. In addition, these encounters demonstrate to students that positive
relationships with adults are possible and enjoyable. Especially for youth who may have experienced
negative relationships with adults in the past, the mentoring relationship can act as a remedial
experience. Mentoring provides a safe environment that is consistent, supportive, caring, fun, and
positive. Grant comes from a home with one sister and a mother. His relationship with both is
strained and his father is absent in his life. It is assumed that he does not have an abundance of
encouraging, safe relationships with adults. By providing Grant with an E.A. who is present with
him during peer-tutoring sessions and daily conversations and check-ins with myself, he has the
opportunity to work with adults in an enjoyable and stable situation. He can slowly develop trust in
adults and hopefully develop quality relationships through our daily interactions. If Grant is given
the opportunity to connect to adults, perhaps he will also have gains in other adult and peer
relationships as well as prosocial behaviours and self-esteem.

Article #8

18
RESEARCH ARTICLE ANALYSIS
Article reference:
Meehan, B.T., Hughes, J.N., & Cavell, T.A.
(2003). Teacher-student relationships as
compensatory resources for aggressive children.
Child Development, 74 (4), 1145-1157.
Summarize the method in your own words.
140 African American and Hispanic students in
Grades 2 and 3 with physical or relational
aggression were studied over an 18 month
period in the Southwest United States. Teachers
provided ratings of childrens externalizing
behaviours and relationship quality. They also
provided ratings of the childrens aggression
levels and peers perception of their aggression.
Socio-metric assessments and the NRI measure
were completed by the children and peers, the
TRF checklist by teachers, and the MPI by
parents in the fall of year 1 and the spring of
year 2. Researchers examined if supportive
teacher-student relationships with aggressive
children resulted in lower levels of aggression
in the following school year.

List the outcomes in point form, underlining

five key words.
Positive student-teacher relationships
showed a decrease in aggressive
behaviour in the following school year
Teacher support significantly predicted
lower levels of aggression for African
American and Hispanic students

Purpose of the study:

The correlation between the levels of aggression
in children and the quality of teacher-student
relationships was examined in this study. It was
hypothesized that positive teacher relationships
with aggressive students in year 1 would result in
lower levels of aggression in year 2 of the study.
Draw a figurative representation.

Retrieved from
http://www.kennedykubbies.com/2013/04/
Write two questions you have about the
research.
1. The parent relationship was measured by
having the parents rate their parenting and
discipline techniques. How reliable is that data?
Would their answers be biased regarding positive
and negative parenting techniques?
2. What are the characteristics of the teachers that
provided high quality support to aggressive
children?

Implications for change project

It is of utmost importance that teachers are trained to establish supportive relationships with
children, in particular those who exhibit aggression. A positive student-teacher relationship can
function as a protective factor that buffers children from the effects of known risk factors that lead to
maladaptive behaviour (p. 1145). In addition, students who come from homes with parenting issues

19
RESEARCH ARTICLE ANALYSIS
are at greater risk for behaviours of academic failure and emotional disturbances. Grant, who has
exhibited aggressive behaviours and comes from an unsupportive, negative home environment is at
great risk for continuing down a path that can lead to low academic achievement, further aggression,
continued antisocial behaviour and a recurring devalued social role. He is in need of a positive
teacher-student relationship. It is important that all adults involved with Grant at the school have a
meeting to underscore the importance of building strong, supportive relationships with him. The
teachers and E.A.s need to discuss what a supportive relationship with Grant looks like and the best
routes to achieve these relationships. According to the study, by building supportive student-teacher
relationships, we can assist Grant reduce future aggression.

Article #9

20
RESEARCH ARTICLE ANALYSIS
Article reference:
DuBois, D.L. & Silverthorn, N. (2005).
Natural mentoring relationships and
adolescent health: Evidence from a national
study. American Journal of Public Health, 95
(3), 518-524.
doi: 10.2105/AJPH.2003.031476

Purpose of the study:

This study was conducted to explore the effects of
natural (informal) mentoring relationships on
health-related outcomes (in the domains of
education/work, problem behaviour, physical health
and psychological well-being) amongst adolescents
and young adults. It also examined the impact of
natural mentoring with exposure to individual and
environmental risk factors.

Summarize the method in your own

words.
Wave I and wave III of the National
Longitudinal Study of Adolescent Health
public-use data sets were used for this study.
This data had collected responses from 4882
adolescents across the United States.
Responses were examined to determine if
respondents reported a mentoring
relationship. A mentoring relationship was
defined as someone (other than a parent) who
was older and that had made a positive
difference in their life since the age of 14.
Logistic regression was then used with
controls for environment and individual risk,
demographic factors and previous
functioning levels. Respondent outcomes of
education and work, problem behaviours,
psychological well-being and health were
also studied to see if they corresponded with
mentoring relationships. Individual risk
factors included suspension from school,
substance abuse treatment, a physical
disability or failing a grade. Environmental
risk factors included living in a single-parent
home, living on social assistance, low levels
of family and peer connections, and feeling
unsafe at home.
List the outcomes in point form,
underlining five key words.
Participants that stated a mentoring
relationship were more prone to
exhibit reduced problem behaviour
(risk-taking, hurting others, gang
involvement, etc.), favourable work
and education outcomes (graduating

Draw a figurative representation.

Retrieved from
http://www.psychologicalscience.org/
index.php/publications/journals/pspi/mentoring.html

Write two questions you have about the research.

1. What comprehensive interventions would be
suggested in order to overcome individual and
environmental risk factors?
2. Did the mentoring relationships continue between
the adolescents and the school mentors (teachers,
coaches, guidance counsellors, etc.) after high

21
RESEARCH ARTICLE ANALYSIS

high school, attending college or

working), positive psychological
well-being (self-esteem, life
satisfaction), and health.
Mentoring relationships are multifaceted and provide a positive impact
on life outcomes.
Exposure to environmental and
individual risk factors was generally
stronger than the protecting effects of
the mentoring relationship.
However, mentoring is not enough to
protect against environmental and
individual factors of at-risk youth.
Therefore, a more comprehensive
intervention should be implemented
for those who are at-risk.
Mentoring relationships in the study
were most often of long duration
(approximately nine years).
Extended family members provided
the majority of mentoring
relationships (more than 40%).
Approximately 25% of mentoring
relationships were from teachers and
guidance counsellors.

school? If so, was this a large factor in creating

favourable life outcomes?

Implications for change project

Mentoring relationships may foster positive development and health among young people
through the provision of social support, role modelling, the opportunity to develop new skills, and
advocacy (p. 519). In addition, mentors who are not the individuals parents can provide different
perspectives and strengthen self-efficacy in the youth. Natural mentor relationships are informal,
such as a teacher, neighbour, extended family member, and coach. Since these relationships often
arise through a childs social network or interests, natural mentor relationships often last for an
extended period of time. This study reveals that the majority of natural mentor relationships come
from family or school, therefore tying mentoring relationships to the home or school leads to a more
likely positive outcome. This also reveals that the school and family are primary sources for
intervention. This study shows that by having Grant work with an adult on a daily basis in a positive
manner, he is given the opportunity to build a relationship through daily activities and conversations.
Grant is also acting as a peer-tutor to younger students, by engaging with them through board
games, reading stories, and having conversations. In this way, he is given a natural opportunity to
play and build relationships with younger students who look up to him. This change project has been
being implemented for four and a half weeks, and as reported by his teacher, it is the one time of the
day that he looks forward to. He seems to enjoy working with his E.A. and interacting with myself
in the small-group format, so we hope that a natural relationship can be formed through these daily
experiences.

22
RESEARCH ARTICLE ANALYSIS

Article #10

23
RESEARCH ARTICLE ANALYSIS
Article reference:
Jativa, R. & Cerezo, M.A. (2014). The
mediating role of self-compassion in the
relationship between victimization and
psychological maladjustment in a sample of
adolescents. Child Abuse & Neglect, 38 (7),
1180-1190.
doi:10.1016/j.chiabu.2014.04.005
Summarize the method in your own words.
109 adolescents (ages 15-18) with low
academic achievement in Valencia, Spain were
studied. These students were chosen because
most often students with low academic
achievement experience victimization.
Participants completed a JVQ, YSR, SCS, and a
socio-demographic questionnaire. Information
was collected over a two month period.
Psychological maladjustment was collected
through ANOVA. The questionnaires were
examined to determine the relationship between
victimization and psychological maladjustment
and then the mediating effect of selfcompassion. Self-compassion is an emotional
regulation strategy that allows one to process
emotional pain and treat it with understanding
and thought. It also allows one to treat
themselves and their social environment with a
positive state of mind.
List the outcomes in point form, underlining
five key words.
Victimization was positively correlated
with psychological maladjustment.
Self-compassion partly mediated the
relationship between psychological
maladjustment and victimization and
reduced negative consequences.
A high proportion of adolescents
reported sibling and peer victimization
(56%).
Conventional offenses, peer and sibling
victimization, and child maltreatment all
had a positive association with
psychological maladjustment and the
internalizing and externalizing factors.
A significant negative relationship was
shown between victimization and self-

Purpose of the study:

This study set out to examine the relationships
between maladjustment of adolescents and
victimization. The role of self-compassion as a
mediator was also investigated to determine if it
would act as a protective factor against
maladjustment.
Draw a figurative representation.

Retrieved from http://www.womensadvancement

compact.com/2014/01/self-compassion-wordyear/

Write two questions you have about the

research.
1. This study focused on adolescents with low
academic achievement. Would the results be
similar for students who achieve high academics,
yet experience victimization?
2. What levels of self-compassion are necessary
to overcome psychological maladjustment?

24
RESEARCH ARTICLE ANALYSIS
compassion, meaning that those who
report more types of victimization (poly
victimization) reported lower levels of
self-compassion.
Those with lower levels of selfcompassion showed higher level of
maladjustment.
The relationship between victimization
and psychological maladjustment is
lower when self-compassion is present.
The mediating effect is termed
moderate.
Implications for change project
Developing self-compassion in adolescence could be a good way to help young people recover
from bad experiences and protect themselves against future negative experiences (p. 1180). Due to
Grants antisocial behavior, aggressiveness and negative relationships with peers and adults, I do
presume that he has been a victim of possible bullying and perhaps victimization in his home life.
These past experiences may be contributors to his current behaviours, in addition to his ADHD and
ODD. Due to these emotional and social factors, I believe that Grant has created protective
mechanisms that are unhealthy (verbal and physical aggression, lying, callous behaviour, disrespect,
etc.), in order to guard himself. I believe that by teaching Grant self-compassion skills, we can begin
to create self-respect. Once he is able to view himself in a positive light, then he can begin to view
peers, adults and the environment around him positively as well. Having positive attitudes toward
himself and others, Grant can then begin to make positive choices in his behaviour in order to
reverse his devalued role into a role of value. This study has demonstrated the importance of
teaching self-compassion (by teaching self-kindness, common humanity, mindfulness, and emotion
identification), in order to help at-risk youth in the face of adversity.