Do depressive symptoms in justice‐involved girls reduce the effects of a cognitive‐behavioral program on their disruptive and delinquent behaviors?
Bibliographic record
Abstract
The present study evaluated the effects of a cognitive‐behavioral program on disruptive and delinquent behaviors among a sample of adolescent girls placed in a residential center in Q uebec ( C anada). This study also investigated the moderating impact of depressive symptoms on program effectiveness. The study used a quasi‐experimental design to allow comparisons between 104 girls in the treatment group and 78 girls in the comparison group over 18 months. Findings showed that the program contributed significantly, albeit modestly, to a decline in some forms of disruptive/delinquent behaviors. Results also indicated that girls with a higher level of depressive symptoms at admission also reported higher involvement in a myriad of disruptive/delinquent behaviors and that for some types of problem behaviors, this higher involvement persisted over time. In general, however, the seriousness of the depressive symptoms that the girls reported at admission did not interfere with the effectiveness of the cognitive‐behavioral program.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".