• Publications
  • Influence
Parental Monitoring and the Prevention of Child and Adolescent Problem Behavior: A Conceptual and Empirical Formulation
The present report provides an empirical rationale for placing parental monitoring of children's adaptations as a key construct in development and prevention research and provides an integrative framework for various research traditions as well as developmental periods of interest. Expand
Parent Involvement in School Conceptualizing Multiple Dimensions and Their Relations with Family and Demographic Risk Factors.
In this study, measures were obtained from a normative sample of 387 children in kindergarten and first grade from high-risk neighborhoods in 4 different sites and results indicated that the 3 risk factors were differentially associated with the 6 PI factors. Expand
Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Conduct Problems Prevention Research Group.
This study examined the effectiveness of the universal component of the Fast Track prevention model: the PATHS curriculum and teacher consultation, and indicated significant effects on peer ratings of aggression and hyperactive-disruptive behavior and observer ratings of classroom atmosphere. Expand
Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School
In general, parenting practices contributed more to the prediction of oppositional and aggressive behavior problems than to hyperactive behavior problems, and parenting influences were fairly consistent across ethnic groups and sex. Expand
Helping the Noncompliant Child: Family-Based Treatment for Oppositional Behavior
Child Compliance and Noncompliance. Parent Training. Overview of the "Helping the Noncompliant Child" (HNC) Parent Training Program. Assessment Methods and Procedures. The Feedback Session and SampleExpand
The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics.
A major implication of the findings is that well-implemented multiyear social-emotional learning programs can have significant and meaningful preventive effects on the population-level rates of aggression, social competence, and academic engagement in the elementary school years. Expand
The Relationship Between Parental Knowledge and Monitoring and Child and Adolescent Conduct Problems: A 10-Year Update
  • S. Racz, R. McMahon
  • Psychology, Medicine
  • Clinical child and family psychology review
  • 16 November 2011
The goal of the current paper is to review the evidence regarding the relationship between parental knowledge and monitoring and child and adolescent conduct problems that has accumulated during the past decade. Expand
Problem Behavior and Romantic Relationships: Assortative Mating, Behavior Contagion, and Desistance
The purpose of this paper is to explore how antisocial behavior and substance use both influence and are influenced by romantic relationships in late adolescence and early adulthood. Expand
If It's Offered, Will They Come? Influences on Parents' Participation in a Community-Based Conduct Problems Prevention Program
The extent of family coordinator-parent racial and socioeconomic similarity and the extent of the family coordinator's relevant life experiences were highly associated with the level of therapeutic engagement, and the quality, but not the rate, of participation was lower for African American parents. Expand