Youth Interventions With and Without Supervised Practice: A Second-Order Meta-Analysis-Reference-Cited by-同舟云学术

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Youth Interventions With and Without Supervised Practice: A Second-Order Meta-Analysis

Published:2023-03-29 Issue: Volume: Page:
ISSN:0738-0151
Container-title:Child and Adolescent Social Work Journal
language:en
Short-container-title:Child Adolesc Soc Work J

Author:

Christensen Kirsten M.,Assink Mark,van Dam Levi,Stams Geert-Jan,Poon Cyanea Y. S.,Astesano Jeremy,Rhodes Jean E.

Publisher

Springer Science and Business Media LLC

Subject

General Social Sciences,Social Sciences (miscellaneous)

Link

https://link.springer.com/content/pdf/10.1007/s10560-023-00921-4.pdf

Reference63 articles.

1. Adalbjarnardottir, S. (1993). Promoting children’s social growth in the schools: An intervention study. Journal of Applied Developmental Psychology, 14(4), 461–484. https://doi.org/10.1016/0193-3973(93)90002-D

2. Alvord, M. K., & Grados, J. J. (2005). Enhancing resilience in children: A proactive approach. Professional Psychology: Research and Practice, 36(3), 238.

3. Andzik, N. R., & Schaefer, J. M. (2019). Pre-service teacher-delivered behavioral skills training: A pyramidal training approach. Behavioral Interventions, 35(1), 99–113.

4. Arendt, K., Thastum, M., & Hougaard, E. (2016). Homework adherence and cognitive behaviour treatment outcome for children and adolescents with anxiety disorders. Behavioural and Cognitive Psychotherapy, 44(2), 225–235.

5. Arnett, J. J. (2014). Emerging adulthood: The winding road from the late teens through the twenties. Oxford University Press.

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