Catherine P. Cadenhead

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OBJECTIVES The purpose of this study was to examine social and psychological factors associated with the use and nonuse of violence among Black adolescents living in a community with a high level of violent crime. METHODS Adolescents (n = 225, 44% male) 11 to 19 years of age living in or around nine housing projects in an urban area were administered an(More)
This study examines the relationships between exposure to violence and depression, hopelessness, and purpose in life among black adolescents living in or around public housing developments. Black adolescents (N = 225, males = 44%) ages 11 to 19 years in a southern city were administered an anonymous questionnaire. Depression was correlated with the exposure(More)
PURPOSE We hypothesize that adolescents' exposure to violence and personal victimization will be associated with the frequency with which they engage in fighting behaviors. However, adolescents who are future-oriented and goal-directed and from more secure families are hypothesized to report less fighting behavior. METHODS A cross-sectional, anonymous(More)
PURPOSE To test the hypothesis that adolescents who carry lethal weapons are more likely to engage in violent behavior than adolescents who do not carry weapons. DESIGN Cross-sectional Survey. SUBJECTS Black adolescents (N = 225) from a lower socioeconomic (SES) background living in or around nine Housing and Urban Development housing projects. (More)
OBJECTIVE Bullying is a serious public health problem that may include verbal or physical injury as well as social isolation or exclusion. As a result, research is needed to establish a database for policies and interventions designed to prevent bullying and its negative effects. This paper presents a case study that contributes to the literature by(More)
KINDERGARTEN TEACHERS’ KNOWLEDGE AND PERCEPTIONS OF EARLY LEARNING-RELATED SKILLS AND THEIR RELATIONSHIP TO ACADEMIC ACHIEVEMENT by Kathryn M. Powell Historically, the kindergarten curriculum emphasized social-emotional development including interpersonal and learning-related (L-R) skills (Logue, 2007). Since the implementation of NCLB (2002), the(More)
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