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      The effectiveness of Chance UK’s mentoring programme in improving behavioural and emotional outcomes in primary school children with behavioural difficulties: study protocol for a randomised controlled trial

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          Abstract

          Background

          There is a need to build the evidence base of early interventions to promote children’s health and development in the UK. Chance UK is a voluntary sector organisation based in London that delivers a 12-month mentoring programme for primary school children identified by teachers and parents as having behavioural and emotional difficulties. The aim of the study is to determine the effectiveness of the programme in terms of children’s behaviour and emotional well-being; this is the primary outcome of the trial.

          Methods/Design

          A randomised controlled trial will be conducted in which participants are randomly allocated on a dynamic basis to one of two possible arms: the intervention arm ( n = 123) will be offered the mentoring programme, and the control arm ( n = 123) will be offered services as usual. Outcome data will be collected at three points: pre-intervention (baseline), mid-way through the mentoring year (c.9 months after randomisation) and post- mentoring programme (c.16 months after randomisation).

          Discussion

          This study will further enhance the evidence for early intervention mentoring programmes for child behaviour and emotional well-being in the UK.

          Trial registration

          Current Controlled Trials ISRCTN47154925. Retrospectively registered 9 September 2014.

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          Most cited references27

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          Psychometric Properties of the Parent and Teacher Versions of the Strengths and Difficulties Questionnaire for 4- to 12-Year-Olds: A Review

          Since its development, the Strengths and Difficulties Questionnaire (SDQ) has been widely used in both research and practice. The SDQ screens for positive and negative psychological attributes. This review aims to provide an overview of the psychometric properties of the SDQ for 4- to 12-year-olds. Results from 48 studies (N = 131,223) on reliability and validity of the parent and teacher SDQ are summarized quantitatively and descriptively. Internal consistency, test–retest reliability, and inter-rater agreement are satisfactory for the parent and teacher versions. At subscale level, the reliability of the teacher version seemed stronger compared to that of the parent version. Concerning validity, 15 out of 18 studies confirmed the five-factor structure. Correlations with other measures of psychopathology as well as the screening ability of the SDQ are sufficient. This review shows that the psychometric properties of the SDQ are strong, particularly for the teacher version. For practice, this implies that the use of the SDQ as a screening instrument should be continued. Longitudinal research studies should investigate predictive validity. For both practice and research, we emphasize the use of a multi-informant approach.
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            The development and validation of the Children's Hope Scale.

            Assuming that children are goal-oriented, it is suggested that their thoughts are related to two components--agency and pathways. Agency thoughts reflect the perception that children can initiate and sustain action toward a desired goal; pathways thoughts reflect the children's perceived capability to produce routes to those goals. Hope reflects the combination of agentic and pathways thinking toward goals. A six-item dispositional self-report index called the Children's Hope Scale is introduced and validated for use with children ages 8-16. Results suggest that the scale evidence internal consistency, and is relatively stable over retesting. Additionally, the scale exhibits convergent, discriminant, and incremental validity. Limitations and uses of the scale are discussed.
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              Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals.

              The study of mentoring has generally been conducted within disciplinary silos with a specific type of mentoring relationship as a focus. The purpose of this article is to quantitatively review the three major areas of mentoring research (youth, academic, workplace) to determine the overall effect size associated with mentoring outcomes for protégés. We also explored whether the relationship between mentoring and protégé outcomes varied by the type of mentoring relationship (youth, academic, workplace). Results demonstrate that mentoring is associated with a wide range of favorable behavioral, attitudinal, health-related, relational, motivational, and career outcomes, although the effect size is generally small. Some differences were also found across type of mentoring. Generally, larger effect sizes were detected for academic and workplace mentoring compared to youth mentoring. Implications for future research, theory, and applied practice are provided.
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                Author and article information

                Contributors
                laura.whybra@dartington.org.uk
                georgina.warner@autistica.org.uk
                g.j.bjornstad@exeter.ac.uk
                tim.hobbs@dartington.org.uk
                lbrook1@nhs.net
                wrigleyzf@cardiff.ac.uk
                v.berry@exeter.ac.uk
                o.c.ukoumunne@exeter.ac.uk
                j.n.matthews@exeter.ac.uk
                r.taylor@exeter.ac.uk
                t.eames@exeter.ac.uk
                angeliki.kallitsoglou@roehampton.ac.uk
                sarah.blower@york.ac.uk
                nick.axford@plymouth.ac.uk
                Journal
                BMC Psychol
                BMC Psychol
                BMC Psychology
                BioMed Central (London )
                2050-7283
                12 March 2018
                12 March 2018
                2018
                : 6
                : 9
                Affiliations
                [1 ]Dartington Service Design Lab, Higher Mills, Buckfast Abbey, Buckfastleigh, TQ11 0EE UK
                [2 ]GRID grid.473765.4, Autistica, ; St Saviour’s House, 39-41 Union Street, London, SE1 1SD UK
                [3 ]ISNI 0000 0004 1936 8024, GRID grid.8391.3, Peninsula Cerebra Research Unit (PenCRU), , University of Exeter Medical School, ; St. Luke’s Campus, Heavitree Road, Exeter, EX1 2LU UK
                [4 ]Depression and Anxiety Service, Sherborne House, Kingsteignton Road, Newton Abbot, TQ12 2PF UK
                [5 ]ISNI 0000 0001 0807 5670, GRID grid.5600.3, School of Social Sciences, , Cardiff University, ; Postgraduate Office, 1-3 Museum Place, Cardiff, CF10 3BD UK
                [6 ]ISNI 0000 0004 1936 8024, GRID grid.8391.3, NIHR CLAHRC South West Peninsula (PenCLAHRC), , University of Exeter, ; St. Luke’s Campus, Heavitree Road, Exeter, EX1 2LU UK
                [7 ]ISNI 0000 0004 1936 8024, GRID grid.8391.3, University of Exeter Medical School, , University of Exeter, ; St. Luke’s Campus, Heavitree Road, Exeter, EX1 2LU UK
                [8 ]Exeter Clinical Trials Support Network, Royal Devon & Exeter Foundation NHS Trust, Barrack Road, Exeter, EX2 5DW UK
                [9 ]ISNI 0000 0001 0468 7274, GRID grid.35349.38, School of Education, , University of Roehampton, ; Roehampton Lane, London, SW15 5PJ UK
                [10 ]ISNI 0000 0004 1936 9668, GRID grid.5685.e, Department of Health Sciences, , University of York, ; Area 2 ATB/152 Seebohm Rowntree Building, Heslington, York, YO10 5DD UK
                [11 ]ISNI 0000 0001 2219 0747, GRID grid.11201.33, NIHR CLAHRC South West Peninsula (PenCLAHRC), , Plymouth University Peninsula Schools of Medicine and Dentistry, ITTC, Plymouth Science Park, ; Plymouth, PL6 8BX UK
                Author information
                http://orcid.org/0000-0003-2434-2091
                Article
                220
                10.1186/s40359-018-0220-9
                5848446
                29530067
                b9f09d59-e17a-44ed-aa2c-aaf0b72cbca8
                © The Author(s). 2018

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

                History
                : 7 July 2017
                : 27 February 2018
                Funding
                Funded by: FundRef http://dx.doi.org/10.13039/501100000385, Big Lottery Fund;
                Award ID: 30118942
                Award Recipient :
                Categories
                Study Protocol
                Custom metadata
                © The Author(s) 2018

                mentoring,behavioural and emotional problems,randomised controlled trial,children,early intervention

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