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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:
Darling, N., Cavell,
T.A., Bogat, A., & Sanchez, B. (in press). Development, gender,
ethnicity, and level of risk: Mentoring and the consideration of
individual differences. Journal of Community Psychology.
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.
Hughes, J. N., Meehan, B. T.,
& Cavell, T. A. (2004). Development and validation of a
gender-balanced measure of aggression-relevant social cognition. Journal
of Clinical Child and Adolescent Psychology, 33, 292-302.
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.
Books &
Chapters:
Cavell, T.A., & Malcolm, K.
(2006, Eds.). Anger, Aggression, and Interventions for Interpersonal
Violence. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Cavell, T.A., & Malcolm, K.
(2006). The anger-aggression relation. In T. A. Cavell & K. Malcolm
(Eds.), Anger, Aggression, and Interventions for Interpersonal
Violence. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Cavell, T.A., Hymel, S., Malcolm, K., &
Seay, A. (in press). Socialization and the development of antisocial
behavior: Models and interventions. In J. E. Grusec & P. D. Hastings
(Eds.). Handbook of Socialization. New York: Guilford Press.
Cavell, T.A. (2005). Parent training. In A. M. Gross & R.
S. Drabman (Eds.), Encyclopedia of behavior modification and cognitive
behavior therapy. Vol. 2 - Child clinical applications. Thousand
Oaks, CA: Sage Publications.
Cavell, T.A. & Smith, A.M. (2005). Mentoring children.
In D. L. DuBois & M. J. Karcher (Eds.). Handbook of Youth
Mentoring. 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. (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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