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I
am a clinical child psychologist who is interested in developing more effective
interventions for high-risk, school age children. The bulk of my research
has focused on aggressive children at risk for later delinquency and
substance abuse. More recently, my research has included children who are
chronically bullied and showing signs of emerging psychopathology.
I
have a particular interest in interventions that involve parents or adult
mentors. Guiding my research is an integrated life course-social learning
model of children’s socialization. This model recognizes the interaction
between biogenetic and social-relational risk and protective factors.
This model defines socialization from two vantage points. For the
developing child, socialization is the process of actively seeking,
routinely accessing, and effectively participating in contexts that
provide greater and more reliable benefits than other, competing
contexts. For parents and other stakeholders, socialization is the
process of promoting children’s access to and success in prosocial
contexts while limiting their access to contexts that encourage or
condone antisocial behavior. With this model, the goal of preventative
interventions is to help children a) experience sustained success in
prosocial contexts and b) invest in systems of shared, prosocial
commerce.
I
am also interested in how aggressive and bullied children view themselves
and their relationships with peers and teachers. I have also developed
measures for assessing social functioning in adolescents.
I
typically teach graduate level classes, including Introduction to
Clinical Practice, Psychotherapy, and Clinical Practicum. My
undergraduate classes include Abnormal Psychology and Independent Study.
The latter usually involves research tasks, mentoring high-risk children,
or a combination of the two. Below is more information about some of my
research interests.
Representative
Publications:
Refereed Journals
Cavell, T.A.,
Elledge, L. C. Malcolm, K. T., Faith, M. A., & Hughes, J. N. (in
press). Relationship quality and the mentoring of aggressive, high-risk
children. Journal of Clinical Child and Adolescent Psychology.
Darling, N.,
Bogat, A., Cavell, T.A., Murphy, S. E., & Sanchez, B. (2006). Gender,
ethnicity, development, and risk: Mentoring and the consideration of
individual differences. Journal of Community Psychology, 34,
765-780.
Hughes, J. N., Cavell, T. A., Meehan,
B. T., Zhang, D., & Collie, C. (2005). Adverse school context
moderates the outcomes of selective interventions for aggressive
children. Journal of Consulting and Clinical Psychology, 73,
731-736.
Heidgerken, A.
D., Hughes, J. N., Cavell, T. A., & Willson, V. L. (2004). Direct and
indirect effect of parenting and children’s goals on child aggression. Journal
of Clinical Child and Adolescent Psychology, 33, 684-693.
Meehan, B. T.,
Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships
as compensatory resources for aggressive children. Child Development,
74, 1145-1157.
Oxford, M. C.,
Cavell, T.A., & Hughes, J.N. (2003). Callous/unemotional traits
moderate the relation between ineffective parenting and child
externalizing problems: A partial replication and extension. Journal
of Clinical Child and Adolescent Psychology, 32, 577-585.
Schneider, W.J.,
Cavell, T.A., & Hughes, H.N. (2003). A sense of containment:
Potential moderator of the relation between parenting practices and
children’s externalizing behaviors. Development and Psychopathology,
15, 95-117.
Cavell, T.A.,
& Meehan, B.T., Heffer, R.W., & Holladay, J.J. (2002). The
natural mentors of adolescent COAs: Characteristics and correlates.
The Journal of Primary Prevention, 23, 23-42.
Cavell, T.A.,
(2001). Updating our approach to parent training. I: The case
against targeting noncompliance. Clinical Psychology: Science &
Practice, 8, 299-318.
Hughes, J.N.,
Cavell, T.A., & Prasad-Gaur, A. (2001). A positive view of peer
acceptance in aggressive youth: Risk for future peer acceptance. Journal
of School Psychology, 39, 239-252.
Books & Chapters
Cavell, T.A., & Elledge, L. C.
(2007). Working with parents of aggressive, high-risk children. In J.
Briesmeister & C. Schaefer (Eds.), Handbook of Parent Training, 3rd
Edition (379-423). Hoboken, NJ: John Wiley & Sons.
Cavell, T.A.,
Hymel, S., Malcolm, K., & Seay, A. (2007). Socialization and the
development of antisocial behavior: Models and interventions. In J. E.
Grusec & P. D. Hastings (Eds.). Handbook of Socialization (pp.
42-67). New York: Guilford Press.
Cavell, T.A.,
& Malcolm, K. (2007). Anger, Aggression, and Interventions for
Interpersonal Violence. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Cavell, T.A.
& Smith, A.M. (2005). Mentoring children. In D. L. DuBois & M. J.
Karcher (Eds.). Handbook of Youth Mentoring (pp. 160-176).
Thousand Oaks, CA: Sage Publications.
Cavell,
T.A., Meehan, B.T., & Fiala, S.E., (2003). Assessing social
competence in children and adolescents. In C.R. Reynolds & R.
Kamphaus (Eds.), Handbook of Psychological and Educational Assessment of
Children, 2nd Edition (pp. 433-454). New York: Guilford.
Cavell, T.A.,
& Strand, P.S. (2003). Parent-based interventions for aggressive,
antisocial children: Adapting to a bilateral lens. In L. Kuczynski
(Ed.), Handbook of Dynamics in Parent-Child Relations (pp.
395-419). Thousand Oaks, CA: Sage.
Cavell, T.A.,
Ennett, S.T., & Meehan, B.T. (2001). Preventing alcohol and substance
abuse. In J. N. Hughes, J. C. Conoley, & A. LaGreca (Eds), Handbook
of psychological services for children and adolescents (pp.
133-159). New York: Oxford University
Press.
Cavell, T.A.
(2000). Working with parents of aggressive children: A
practitioner's guide. Washington, D.C.: American Psychological
Association.
Useful Links:
Cavell,
T.A. & Malcolm, K.T. (2006, Eds). Anger, Aggression, and
Interventions for Interpersonal Violence. Mahwah NJ: Erlbaum.
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