Cynthia A. Rohrbeck

Dr. Cynthia A. Rohrbeck

PhD

The George Washington University

Associate Professor

Washington, DC, District of Columbia | United States

Specialties: Clinical / Community Psychology

ORCID logohttps://orcid.org/0000-0001-5680-5690

Cynthia A. Rohrbeck

Dr. Cynthia A. Rohrbeck

PhD
Introduction

Primary Affiliation: The George Washington University - Washington, DC, District of Columbia , United States

Specialties:

Research Interests:

Metrics

53

Publications

137

Profile Views

6

Reads

30

PubMed Central Citations

Education
Aug 1980 - May 1986
University of Rochester
MA and PhD
May 1986
University of Rochester
PhD
May 1983
University of Rochester
MA
May 1980
Cornell University
BA
Experience
Aug 1985 - Jan 1992
The George Washington University
Assistant Professor
Aug 1992
The George Washington University
Associate Professor
Top co-authors
Enid C Roemer
Enid C Roemer

Emory University

1
Rolf A Peterson
Rolf A Peterson

George Washington University

1
Philip J Moore
Philip J Moore

The George Washington University

1
Jeffrey S Chrabaszcz
Jeffrey S Chrabaszcz

Carnegie Mellon University

1
Andrea E Mercurio
Andrea E Mercurio

George Washington University

1

Publications

53Publications

6Reads

30PubMed Central Citations

Social influence and cognitive-motivational effects on terrorism preparedness: A hurdle model.

doi: 0017896916685378

Health Education Journal

Abstract Objectives: The identification of factors which influence peoples’ preparation for health safety risks posed by natural and man-made disasters is a central concern in health education. Prior studies have generally approached this issue from either a cognitive or a social influence perspective, and have failed to recognise the increased importance of terrorism-related concerns in motivating health safety preparedness behaviour. The purpose of this study was to develop a unified social cognitive framework for understanding peoples’ preparations for health safety risks, focusing on terrorism-related cognitive and social influences. Methods: Participants in the National Survey of Disaster Experiences and Preparedness reported preparedness actions they had taken since 2001 due to terrorism concerns, their appraisals of terrorismrelated threat and coping, and whether they knew others who had taken preparedness actions because of terrorism. Using a logistic binomial hurdle statistical model, number of actions taken because of terrorism concerns was regressed on terrorism-related vulnerability, severity, response efficacy, self-efficacy, and informational social influence. Simultaneous models both of taking any action because of terrorism concerns and of the number of actions taken because of terrorism concerns were tested. Findings: After controlling for demographic variables, both taking any preparedness action due to terrorism concerns and the number of preparedness actions taken due to terrorism concerns were positively related to terrorism-related informational social influence, response efficacy, and self-efficacy; effects of terrorismrelated vulnerability and severity appraisals were much smaller. Compared to cognitive factors, terrorismrelated informational social influence had a substantially larger effect on taking any action. Conclusion: Terrorist-related informational norms were more salient than cognitive factors in influencing peoples’ decision to prepare for terrorism. Participants who knew someone who had taken one or more emergency preparedness actions because of terrorism were significantly more likely to take any preparedness action, and to take more preparedness actions, themselves. These findings are consequential in developing future educational initiatives.

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February 2017
2 Reads

The Importance of self-efficacy in parental emergency preparedness: A moderated mediation model

@article{RID:0804171951205-135, title = {The Importance of self-efficacy in parental emergency preparedness: A moderated mediation model}, journal = {Disaster Medicine and Public Health Preparedness.}, year = {2017}, author = {Ryan, Meagan T. and Rohrbeck, Cynthia A. and Wirtz, Philip W.}, pages =

Disaster Medicine and Public Health Preparedness.

View Article
January 2017

Social influence and cognitive motivational effects on terrorism preparedness: A hurdle model

@article{Rohrbeck2017,title = {Social influence and cognitivemotivational effects on terrorism preparedness: A hurdle model},journal = {Health Education Journal},year = {2017},volume = {76},number = {4},author = {Wirtz, P.W. and Rohrbeck, C.A.}}

Health Education Journal

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January 2017

Efficacy for dealing with terrorism and precautionary behavior: Laying the groundwork for communication effectiveness

@article{RID:0804171951205-137, title = {Efficacy for dealing with terrorism and precautionary behavior: Laying the groundwork for communication effectiveness}, journal = {Journal of Health Communication}, year = {2017}, author = {Wirtz, Philip and Rohrbeck, Cynthia A.}, number = {0}, pages = {00}

Journal of Health Communication

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January 2017
1 Read

Anxiety Effects on Disaster Precautionary Behavior: A Multi-Path Cognitive Model

@article{RID:0804171951204-136, title = {Anxiety Effects on Disaster Precautionary Behavior: A Multi-Path Cognitive Model}, journal = {Journal of Health Psychology.}, year = {2017}, author = {Philip W. Wirtz, Cynthia A. Rohrbeck Katherine M. Burns}, number = {in press} }

Journal of Health Psychology.

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January 2017
1 Read

Quantity and quality of communication during parental deployment: Links to adolescents’ functioning

@article{Rohrbeck2016,title = {Quantity and quality of communication during parental deployment: Links to adolescents? functioning},journal = {Applied Developmental Science},year = {2016},pages = {1-16},author = {Friedman, S.L. and Sigelman, C.K. and Rohrbeck, C.A. and del Rio-Gonzalez, A.M.}}

Applied Developmental Science

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July 2016
2 Reads

Interventions With Lesbian, Gay, Bisexual, Transgender, and Questioning Communities

@inbook{RID:0804171934284-126, title = {Interventions With Lesbian, Gay, Bisexual, Transgender, and Questioning Communities}, chapter = {}, pages = {}, publisher = {}, year = {2016}, author = {}, editor = {}, booktitle = {APA Handbook of Community Psychology,} }

APA Handbook of Community Psychology,

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January 2016

Psychological resilience: the impact of affectivity and coping on state anxiety and positive emotions during and after the Washington, DC sniper killings.

Anxiety Stress Coping 2014 25;27(2):138-55. Epub 2013 Aug 25.

a Department of Psychology , The George Washington University , 2125 G St. NW, Washington , DC 20052 , USA.

View Article
October 2014
3 Reads
1 PubMed Central Citation(source)

Psychological resilience: The impact of affectivity and coping on state anxiety and positive emotions during and after the Washington, DC sniper killings

@article{Rohrbeck2014,title = {Psychological resilience: The impact of affectivity and coping on state anxiety and positive emotions during and after the Washington, DC sniper killings},journal = {Anxiety, Stress and Coping},year = {2014},volume = {27},number = {2},pages = {138-155},author = {Moore,

Anxiety, Stress and Coping

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January 2014

Peer relationships: Promoting positive peer relationships during childhood

@inbook{RID:0804171951206-131, title = {Peer relationships: Promoting positive peer relationships during childhood}, chapter = {}, pages = {828-836}, publisher = {}, year = {2014}, author = {Rohrbeck, Cynthia A. and Gray, Laura Schaffner}, editor = {}, booktitle = {Encyclopedia of Primary Preventio

Encyclopedia of Primary Prevention and Health Promotion

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January 2014
1 Read

Peer relationships: Promoting positive peer relationships during adolescence

@article{RID:0804171951205-130, title = {Peer Relationships: Promoting Positive Peer Relationships During Adolescence}, journal = {Encyclopedia of Primary Prevention and Health Promotion}, year = {2014}, author = {Rohrbeck, Cynthia A. and Garvin, Michelle}, pages = {1376-1382} }

Encyclopedia of Primary Prevention and Health Promotion

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January 2014
1 Read

ALCOHOL AND MARIJUANA USE IN NEW LATINO YOUTH: PARENTAL SUPPORT IS PROTECTIVE

@article{RID:0804171951206-82, title = {ALCOHOL AND MARIJUANA USE IN NEW LATINO YOUTH: PARENTAL SUPPORT IS PROTECTIVE}, journal = {Journal of Adolescent Health}, year = {2012}, author = {Silber, A. K. and Rohrbeck, C. A.}, volume = {50}, number = {2}, pages = {S73} }

Journal of Adolescent Health

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000300243000153&KeyUID=WOS:000300243000153

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January 2012

Peer-assisted learning: An academic strategy for enhancing motivation among diverse students

@inbook{RID:0804171951206-42, title = {Peer-assisted learning: An academic strategy for enhancing motivation among diverse students}, chapter = {}, pages = {247-273}, publisher = {}, year = {2008}, author = {Ginsburg-Block, Marika and Rohrbeck, Cynthia and Lavigne, Nancy and Fantuzzo, John W.}, e

Academic motivation and the culture of school in childhood and adolescence.

http://proxygw.wrlc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2008-04881-011&site=eds-live; johnf@gse.upenn.edu; nlavigne@udel.edu; rohrbeck@gwu.edu; marika@udel.edu

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January 2008
1 Read

Hope more, worry less: Hope as a potential resilience factor in mothers of very young children with Type 1 diabetes

@article{RID:0804171951206-103, title = {Hope more, worry less: Hope as a potential resilience factor in mothers of very young children with type 1 diabetes}, journal = {Childrens Health Care}, year = {2007}, author = {Mednick, L. and Cogen, F. and Henderson, C. and Rohrbeck, C. A. and Kitessa,

Childrens Health Care

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000251295000005&KeyUID=WOS:000251295000005

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January 2007
1 Read

Peer-Assisted Learning Strategies

@inbook{RID:0804171951207-57, title = {Peer-Assisted Learning Strategies}, chapter = {}, pages = {631-645}, publisher = {}, year = {2006}, author = {Ginsburg-Block, Marika and Rohrbeck, Cynthia and Fantuzzo, John and Lavigne, Nancy C.}, editor = {Bear, George G. and Minke, Kathleen M.}, booktitle

Children's needs III: Development, prevention, and intervention.

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January 2006

A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning

@article{RID:0804171951206-117, title = {A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning}, journal = {Journal of Educational Psychology}, year = {2006}, author = {Ginsburg-Block, M. D. and Rohrbeck, C. A. and Fantuzzo, J. W.}, volume = {98}, number

Journal of Educational Psychology

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000242057900005&KeyUID=WOS:000242057900005

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January 2006
1 Read

A meta-analytic review of the social, self-concept and behavioral conduct outcomes of peer assisted learning

98, 732-749. doi: http://dx.doi.org/10.1037/0022-0663.98.4.732

Journal of Educational Psychology

Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. An electronic search of PsycINFO and ERIC databases resulted in 36 relevant PAL studies. Overall, effect sizes were small to moderate across the 3 outcome variable domains. Both social and self-concept outcomes were positively correlated with academic outcomes. Specific PAL components—student autonomy, individualized evaluation, structured student roles, interdependent group rewards, and same-gender grouping—were related to effect sizes. PAL interventions were more effective for low-income versus higher income, urban versus suburban– rural, minority versus nonminority, and Grades 1–3 students versus Grades 4 – 6 students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes.

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January 2006
1 Read

Peer-assisted learning interventions with elementary school students: A meta-analytic review

@article{Rohrbeck2003,title = {Peer-assisted learning interventions with elementary school students: A meta-analytic review},journal = {Journal of Educational Psychology},year = {2003},volume = {95},number = {2},pages = {240-257},author = {Rohrbeck, C.A. and Ginsburg-Block, M.D. and Fantuzzo, J.W. a

Journal of Educational Psychology

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January 2003

Peer Relationships, Childhood

@misc{RID:0804171814542-47, title = {Peer Relationships, Childhood Peer Relationships, Adolescence}, author = {Rohrbeck, Cynthia A.}, month = {2003}, isbn = {0306472961}, year = {2003} }

Encyclopedia of primary prevention and health promotion / editors, Thomas P. Gullotta and Martin Bloom

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January 2003

Peer Relationships, Adolescence

@misc{RID:0804171934286-127, title = {Peer Relationships, Childhood Peer Relationships, Adolescence}, author = {Rohrbeck, Cynthia A.}, month = {2003}, isbn = {0306472961}, year = {2003} }

Encyclopedia of primary prevention and health promotion / editors, Thomas P. Gullotta and Martin Bloom

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January 2003

Peer assisted learning Interventions with elementary school students: A Meta-analytic review

95, 240-257

Journal of Educational Psychology

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES 0.59, SD 0.90; weighted ES, d 0.33, p .0001, 95% confidence interval 0.29–0.37). PAL interventions were most effective with younger, urban, lowincome, and minority students. Interventions that used interdependent reward contingencies, ipsative evaluation procedures, and provided students with more autonomy had higher ESs. Adequate descriptive information was missing in many studies. Researchers are encouraged to develop PAL interventions in collaboration with practitioners to maximize those interventions’ use and effectiveness and to include more detailed information about students, schools, and intervention components in their reports.

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January 2003
1 Read

Adolescent risk taking and self-reported injuries associated with substance use.

Am J Drug Alcohol Abuse 2000 Feb;26(1):113-23

Rhode Island Hospital and Brown University School of Medicine, Providence, USA.

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February 2000
1 Read
3 PubMed Central Citations(source)
1.47 Impact Factor

Adolescent risk taking and self-reported injuries associated with substance use

@article{Rohrbeck2000,title = {Adolescent risk taking and self-reported injuries associated with substance use},journal = {American Journal of Drug and Alcohol Abuse},year = {2000},volume = {26},number = {1},pages = {113-123},author = {Spirito, A. and Jelalian, E. and Rasile, D. and Rohrbeck, C. and

American Journal of Drug and Alcohol Abuse

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January 2000
1 Read

Risk taking, reported injury, and perception of future injury among adolescents.

J Pediatr Psychol 1997 Aug;22(4):513-31

Rhode Island Hospital, Providence 02903, USA.

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August 1997
1 Read
16 PubMed Central Citations(source)

Risk taking, reported injury, and perception of future injury among adolescents

@article{RID:0804171951208-2, title = {Risk taking, reported injury, and perception of future injury among adolescents}, journal = {Journal of Pediatric Psychology}, year = {1997}, author = {Jelalian, E and Spirito, A and Rasile, D and Vinnick, L and Rohrbeck, C and Arrigan, H}, volume = {22},

Journal of Pediatric Psychology

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:A1997XV71500008&KeyUID=WOS:A1997XV71500008

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January 1997
1 Read

Relationships between goals and health outcomes in youths with IDDM

@article{RID:0804171951207-121, title = {Relationships between goals and health outcomes in youths with IDDM}, journal = {Diabetes}, year = {1997}, author = {Gedmin, J. and WeissbergBenchell, J. and Rohrbeck, C.}, volume = {46}, pages = {350} }

Diabetes

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January 1997
1 Read

GENDER EFFECTS IN SELF-MANAGEMENT TRAINING - INDIVIDUAL VERSUS COOPERATIVE INTERVENTIONS

@article{RID:0804171951208-122, title = {GENDER EFFECTS IN SELF-MANAGEMENT TRAINING - INDIVIDUAL VERSUS COOPERATIVE INTERVENTIONS}, journal = {Psychology in the Schools}, year = {1993}, author = {Atkins, M. and Rohrbeck, C. A.}, volume = {30}, number = {4}, pages = {362-368} }

Psychology in the Schools

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January 1993

DISADVANTAGED-CHILDREN AND FAMILIES

@article{RID:0804171951208-123, title = {DISADVANTAGED-CHILDREN AND FAMILIES}, journal = {Advances in Clinical Child Psychology}, year = {1993}, author = {Tarnowski, K. J. and Rohrbeck, C. A.}, volume = {15}, pages = {41-79} }

Advances in Clinical Child Psychology

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January 1993
1 Read

SELF-MANAGED GROUPS - FITTING SELF-MANAGEMENT APPROACHES INTO CLASSROOM SYSTEMS

@article{RID:0804171951208-105, title = {SELF-MANAGED GROUPS - FITTING SELF-MANAGEMENT APPROACHES INTO CLASSROOM SYSTEMS}, journal = {School Psychology Review}, year = {1992}, author = {Fantuzzo, J. W. and Rohrbeck, C. A.}, volume = {21}, number = {2}, pages = {255-263} }

School Psychology Review

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January 1992

Self-managed groups: Fitting self-management approaches into classroom systems

21, 255-263

School Psychology Review

Examines the factors limiting the use of classroom self-management interventions. Self-management approaches that contribute to its inappropriateness and impracticality; Review peer tutoring as a strategy with self-management features in classroom use; Combination of student choice and student management with interdependent group reward contingencies; Reciprocal peer teaching.

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January 1992
2 Reads

Teacher utilization and child preferences for positive reinforcers in elementary school

28, 175-181. http://dx.doi.org/10.1002/1520-6807(199104)28:2<175::aid-pits2310280213>3.0.co;2-k

Psychology in the Schools

This study examined teacher reports of reward use and students' preferences for rewards across elementary school grades. Forty-eight urban elementary school teachers indicated which of four basic categories of rewards (edible, tangible, activity, and social rewards) they use in their classrooms and their evaluation of the effectiveness of these rewards for their age group of students. Ninety-eight second through fifth graders randomly selected to represent the students assigned to these teachers were individually administered a reward preference survey. Findings revealed high reward use by teachers. Children reported a wide variety of reward preferences, with no significant gender or age differences found. Additionally, there was no clear relationship between teacher use and children's preferences. Implications for intervention programming are discussed

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April 1991
1 Read

TEACHERS USE AND CHILDRENS PREFERENCES OF REWARDS IN ELEMENTARY-SCHOOL

@article{RID:0804171951208-15, title = {TEACHERS USE AND CHILDRENS PREFERENCES OF REWARDS IN ELEMENTARY-SCHOOL}, journal = {Psychology in the Schools}, year = {1991}, author = {FANTUZZO, JW and ROHRBECK, CA and HIGHTOWER, AD and WORK, WC}, volume = {28}, number = {2}, pages = {175-181} }

Psychology in the Schools

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January 1991

CHILD SELF-CONTROL RATING-SCALE - VALIDATION OF A CHILD SELF-REPORT MEASURE

@article{RID:0804171951208-12, title = {CHILD SELF-CONTROL RATING-SCALE - VALIDATION OF A CHILD SELF-REPORT MEASURE}, journal = {Journal of Clinical Child Psychology}, year = {1991}, author = {ROHRBECK, CA and AZAR, ST and WAGNER, PE}, volume = {20}, number = {2}, pages = {179-183} }

Journal of Clinical Child Psychology

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:A1991FQ22800009&KeyUID=WOS:A1991FQ22800009

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January 1991
1 Read

The Child Self-Control Rating Scale: Validation of a child self-report measure

20, 179-183. http://dx.doi.org/10.1037/t10268-000

Journal of Child Clinical Psychology

Reports the development of the Child Self-Control Rating Scale (CSCRS), a measure intended to supplement traditional teacher and/or parent perspectives on children's self-control. This 33-item scale was modeled after the teacher and parent Self-Control Rating Scale (SCRS; Kendall & Wilcox, 1979). It shows high internal consistency and test-retest reliability. In a validation study of 103 normal thirdand fifth-grade students, the CSCRS correlated significantly with teacher ratings on the SCRS and child ratings on the Nowicki-Strickland Internal-External Locus of Control Scale for Children. The CSCRS appears to be a reliable and valid self-report measure of self-control; suggestions are made for its use in future self-control research with children.

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January 1991
1 Read

A teacher assessment of self-controlling skills and its relationship to self-control and adjustment ratings.

Volume 27, Issue 1, Spring 1989, Pages 35–45, http://dx.doi.org/10.1016/0022-4405(89)90029-0

Journal of School Psychology

The present study involved a teacher assessment of 13 self-controlling skills across elementary school grades for urban and suburban locations and an assessment of the relationship between these skills and students' self-control and adjustment ratings. One hundred and eight first- through fifth-grade teachers completed the Teacher Assesment of Self-Control Skills (TASCS) rating instrument on the students in their classes and the Teacher Self-Control Rating Scale (TSCRS) and the Teacher-Child Rating Scale (T-CRS) for four randomly selected children from their classes. There were significant relationships between the presence of self-controlling skills and rating of self-control and adjustment in upper elementary school grades. Additionally, significant differences were found in the level of self-controlling skills across elementary school grades and urban and suburban locations. The implications of the findings for the development of self-control training curricula are discussed.

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March 1989
1 Read

A TEACHER ASSESSMENT OF SELF-CONTROLLING SKILLS AND THEIR RELATIONSHIP TO SELF-CONTROL AND ADJUSTMENT RATINGS

@article{RID:0804171951209-108, title = {A TEACHER ASSESSMENT OF SELF-CONTROLLING SKILLS AND THEIR RELATIONSHIP TO SELF-CONTROL AND ADJUSTMENT RATINGS}, journal = {Journal of School Psychology}, year = {1989}, author = {Fantuzzo, J. W. and Rohrbeck, C. A. and Hightower, A. D.}, volume = {27}, numb

Journal of School Psychology

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:A1989T488900005&KeyUID=WOS:A1989T488900005

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January 1989

Employment of adolescents while in high school: Employment intensity, interference with schoolwork, and normative approval

@article{Rohrbeck1988,title = {Employment of Adolescents while in High School: Employment Intensity, Interference with Schoolwork, and Normative Approval},journal = {Journal of Adolescent Research},year = {1988},volume = {3},number = {1},pages = {97-105},author = {Wirtz, P.W. and Rohrbeck, C.A. and

Journal of Adolescent Research

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January 1988
1 Read

THE CHILD RATING-SCALE - THE DEVELOPMENT OF A SOCIOEMOTIONAL SELF-RATING SCALE FOR ELEMENTARY-SCHOOL-CHILDREN

@article{RID:0804171951209-6, title = {THE CHILD RATING-SCALE - THE DEVELOPMENT OF A SOCIOEMOTIONAL SELF-RATING SCALE FOR ELEMENTARY-SCHOOL-CHILDREN}, journal = {School Psychology Review}, year = {1987}, author = {HIGHTOWER, AD and COWEN, EL and SPINELL, AP and LOTYCZEWSKI, BS and GUARE, JC and

School Psychology Review

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:A1987H094400013&KeyUID=WOS:A1987H094400013

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January 1987
1 Read

Replication and extension of the teacher self-control rating scale

@article{Rohrbeck1987,title = {Replication and extension of the teacher self-control rating scale},journal = {Journal of Consulting and Clinical Psychology},year = {1987},volume = {55},number = {1},pages = {115-116},author = {Work, W.C. and Hightower, A.D. and Fantuzzo, J.W. and Rohrbeck, C.A.}}

Journal of Consulting and Clinical Psychology

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January 1987
1 Read

Intense employment while in high school: Are teachers, guidance counselors, and parents misguiding academically oriented adolescents?

@techreport{RID:0210170104109-80, title = {Intense employment while in high school: Are teachers, guidance counselors, and parents misguiding academically oriented adolescents?}, year = {1987}, author = {Wirtz, P. W. and Rohrbeck, C. A. and Charner, I. and Fraser, B. S.}, institution = {}, type =

(Working Paper 1987-4).

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January 1987
1 Read

A Component Analysis of Behavioral Self-Management Intervention with Elementary School Students

@article{Rohrbeck1987,title = {A Component Analysis of Behavioral Self-Management Intervention with Elementary School Students},journal = {Child and Family Behavior Therapy},year = {1987},volume = {9},number = {1-2},pages = {33-43},author = {Fantuzzo, J.W. and Rohrbeck, C.A. and Azar, S.T.}}

Child and Family Behavior Therapy

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January 1987
1 Read

The Child Rating Scale: The development of a socioemotional self-rating scale for elementary school children

16, 239-255

School Psychology Review

ABSTRACT: This article describes the development of the Child Rating Scale (CRS), a socioemotional self-rating scale for elementary school children. Four CRS Factors, i.e., Rule Compliance/Acting-Out, Anxiety/Withdrawal, Interpersonal Social Skills, and Self-confidence were found consistently across four independent samples totaling more than 2000 1st through 6th grade children. Internal consistency, test-retest reliability,demographic comparisons, and indices of concurrent and construct validity are presented. The scale’s uses and limitations are discussed.

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January 1987
2 Reads

A component analysis of behavioral self-management interventions with elementary school students

9, 33-43. http://dx.doi.org/10.1300/j019v09n01_03

Child and Family Behavior Therapy

Abstract This review provided a detailed component analysis of self-control treatment literature with elementary school children. The review was limited to the published school-bases, self-control treatment literature available from 1967 to 1984. A standardized rating procedure, the Self-Management Intervention Checklist (SMIC), was developed to rate self-management investigations according to: (a) subject and setting characteristics, (b) training and follow-up details, and (c) an analysis of the self-management intervention components. The results indicate a lack of adequate attention to: (a) subject variables, (b) training considerations, and (c) difference in self-management interventions. The limitations and qualifications of current self-management training and implications for developing a more effective self-management training technology are discussed

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January 1987
2 Reads

Child abuse and unrealistic expectations: further validation of the parent opinion questionnaire.

J Consult Clin Psychol 1986 Dec;54(6):867-8

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December 1986
6 PubMed Central Citations(source)

THE TEACHER-CHILD RATING-SCALE - A BRIEF OBJECTIVE-MEASURE OF ELEMENTARY CHILDRENS SCHOOL PROBLEM BEHAVIORS AND COMPETENCES

@article{RID:0804171951210-96, title = {THE TEACHER-CHILD RATING-SCALE - A BRIEF OBJECTIVE-MEASURE OF ELEMENTARY CHILDRENS SCHOOL PROBLEM BEHAVIORS AND COMPETENCES}, journal = {School Psychology Review}, year = {1986}, author = {Hightower, A. D. and Work, W. C. and Cowen, E. L. and Lotyczewski, B

School Psychology Review

http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:A1986D201900009&KeyUID=WOS:A1986D201900009

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January 1986

Multimodal assessment of impulsiveness in abusing, neglecting, and nonmaltreating mothers and their preschool children

@article{Rohrbeck1986,title = {Multimodal assessment of impulsiveness in abusing, neglecting, and nonmaltreating mothers and their preschool children},journal = {Journal of Consulting and Clinical Psychology},year = {1986},volume = {54},number = {2},pages = {231-236},author = {Rohrbeck, C.A. and Twe

Journal of Consulting and Clinical Psychology

http://www.scopus.com/inward/record.url?eid=2-s2.0-0022967550&partnerID=MN8TOARS

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January 1986
1 Read

Child abuse and unrealistic expectations: Further validation of the parent opinion questionnaire

@article{Rohrbeck1986,title = {Child abuse and unrealistic expectations: Further validation of the parent opinion questionnaire},journal = {Journal of Consulting and Clinical Psychology},year = {1986},volume = {54},number = {6},pages = {867-868},author = {Azar, S.T. and Rohrbeck, C.A.}}

Journal of Consulting and Clinical Psychology

http://www.scopus.com/inward/record.url?eid=2-s2.0-0022965272&partnerID=MN8TOARS

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January 1986
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AN EVALUATION OF A SELF-CONTROL SKILL TRAINING PROGRAM FOR URBAN THIRD-GRADE CLASSES

@phdthesis{RID:0804171814545-75, title = {AN EVALUATION OF A SELF-CONTROL SKILL TRAINING PROGRAM FOR URBAN THIRD-GRADE CLASSES}, school = {}, year = {1986}, author = {Rohrbeck, Cynthia Ann}, type = {THES} }

http://proxygw.wrlc.org/login?url=http://search.proquest.com/docview/303511045?accountid=11243

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January 1986
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The Teacher-Child Rating Scale: A brief objective measure of elementary children's school problem behaviors and competencies

15, 393-409

School Psychology Review

ABSTRACT: This paper presents two related studies describing the development and validation of the Teacher-Child Rating Scale (T-CRS), a brief objective socioemotional measure.More than 200 teachers rated 1,379 K-6th graders on the T-CRS. These ratings were factor analyzed into three six-item problem and three six-item competence scales.Indices of reliability and validity support the use of the T-CRS as a parsimonious diagnostic and screening measure. Potential applications and additional scale developmental steps are discussed.

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January 1986
1 Read

A cognitive behavioral model of child abuse.

@inbook{RID:0804171934290-129, title = {A cognitivebehavioral model of child abuse.}, chapter = {}, pages = {87-111}, publisher = {}, year = {1984}, author = {Twentyman, C. and Rohrbeck, C. and Amish, P.}, editor = {S. Saunders (Ed.)}, booktitle = {Violent individuals and families: A practitioner'

Violent individuals and families: A practitioner's handbook

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January 1984
Top co-authors
Enid C Roemer
Enid C Roemer

Emory University

1
Rolf A Peterson
Rolf A Peterson

George Washington University

1
Philip J Moore
Philip J Moore

The George Washington University

1
Jeffrey S Chrabaszcz
Jeffrey S Chrabaszcz

Carnegie Mellon University

1
Andrea E Mercurio
Andrea E Mercurio

George Washington University

1