Faculty & Staff
J. William Fulbright College of Arts & Sciences
I am a clinical child/family psychologist interested in developing more effective interventions for high-risk, school age children. My research has focused on both highly aggressive children at risk for later delinquency and substance abuse, as well as chronically bullied who are showing signs of psychopathology and are at risk for a range of adjustment difficulties.
I have a particular interest in interventions that involve parents or adult mentors. Guiding my research is an integrated life course-social learning model of children's socialization and the development of antisocial behavior.
I am interested in how aggressive and bullied children view themselves and their relationships with peers and teachers, how bullied children try to cope with being bullied, and the strategies parents and teachers use to deal with instances of bullying and conflict between siblings/peers.
I typically teach graduate classes, including Psychotherapy, Clinical Practicum, and Clinical Supervision and Consultation. My undergraduate classes include Advanced Seminar, Abnormal Psychology, and Psychology of Adjustment. In addition to undergraduate research opportunities in my lab, I also offer a Service Learning class to students in any major who want the experience of being a school-based mentor for an elementary school student.
Lab webpage: http://crav.uark.edu/
Cavell, T.A., Spencer, R., & Slep, A. (2014-2018). Developing a model for delivering school-based mentoring to students in military families. [R305A140285] Institute for Educational Sciences ($1,332,245).
Bridges, A. Cavell, T.A. (2010-13). Training integrated behavioral health care psychologists in medically underserved communities. Graduate Psychology Training (GPE) grant. U.S. Health Resources & Services Administration ($306,605).
Cavell, T.A. (2010-12). Big Brothers Big Sisters of Canada Co-Op Mentoring: A preliminary evaluation. Big Brothers Big Sisters of Canada ($47,000).
Cavell, T.A. (2011). Big Brothers Big Sisters of Edmonton Teen Mentoring: A Preliminary Program Evaluation. Research grant funded by Boys and Girls Club Big Brothers Big Sisters of Edmonton ($15,381).
Lampinen, J., Bridges, A., & Cavell, T.A. (2010). Crossing the date line: A violence prevention program for teenage girls. Verizon Foundation ($79,039).
Hughes, J.N., Cavell, T.A., & Escobar, C.M. (1998). Preventing substance abuse in aggressive children—Minority Supplement. [RO1 DA 100037-02S2] National Institute on Drug Abuse ($68,955).
Cavell, T.A., & Hughes, J.N. (1997). Mentoring relationships with aggressive children. The Hogg Foundation for Mental Health ($42,398).
Hughes, J.N., & Cavell, T.A. (1996). Preventing substance abuse in aggressive children. [R01 DA 10037] National Institute on Drug Abuse ($1,172,776).
Cavell, T.A., & Hughes, J.N. (1996). Preventing substance abuse in aggressive children. The Hogg Foundation for Mental Health ($59,171).
Ph.D., Louisana State University, 1988
M.S., Texas A & M University, 1982
B.A., Louisana State University, 1978
Refereed Journal Articles
Craig, J. T., Gregus, S. J., Burton, A., Hernandez Rodriguez, J., Blue, M., Faith, M. A., Cavell, T. A. (in press). Exploring change processes in school-based mentoring for bullied children. Journal of Primary Prevention.
Elledge, L. C., Elledge, A. R., Cavell, T. A., & Newgent, R. A. (in press). Social risk and peer victimization in elementary school children: The protective role of teacher-student relationships. Journal of Abnormal Child Psychology.
Pryce, J., Giovannetti, S., Spencer, R., Elledge, C. L., Gowdy, G., Whitley, M. L., & Cavell, T. A. (2015). Mentoring in the social context: Mentors’ experiences with mentees’ peers in a site-based program, Children and Youth Services Review, 56, 185-192.
Bridges, A. J., Gregus, S. J., Hernandez Rodriguez, J., Andrews III, A. R., Villalobos, B. T., Pastrana, F. A., & Cavell, T. A. (2015). Diagnoses, intervention strategies, and rates of functional improvement in integrated behavioral health care patients. Journal of Consulting and Clinical Psychology, 83(3), 590-601. doi.org/10.1037/a0038941
Faith, M. A., Elledge, L. C., Newgent, R. A., & Cavell, T. A. (2015). Conflict and dominance between siblings as predictors of children’s peer victimization. Journal of Child and Family Studies, doi:10.1007/s10826-015-0171-1
Gregus, S. J., Craig, J. T., Hernandez Rodriguez, J., Pastrana, F. A., & Cavell, T. A. (2015). Lunch Buddy mentoring for children victimized by peers: Two open trials. Journal of Applied School Psychology, 31, 167-197. doi:10.1080/15377903.2015.1025172
Gomez, D., Bridges, A J., Andrews, A. R., Cavell, T. A., Pastrana, F. A., Gregus, S. J., Ojeda, C. A. (2014). Delivering parent management training in an integrated primary care setting: Description and preliminary outcome data. Cognitive and Behavioral Practice, 21(3), 296-309.
Bridges, A J., Andrews, A. R., Villalobos, B. T., Pastrana, F. A., Cavell, T. A., & Gomez, D. (2014). Does integrated behavioral health care reduce mental health disparities for Latinos? Initial findings. Journal of Latina/o Psychology, 2(1), 37-53.
Faith, M., Fiala, S. E., Cavell, T.A., & Hughes, J. N. (2011). Mentoring highly aggressive children: Pre-post changes in mentors’ attitudes, personality, and attachment tendencies. Journal of Primary Prevention, 32, 253-270.
Elledge, L. C., Cavell, T. A., Ogle, N., & Newgent, R. A. (2010). Lunch buddy mentoring as selective prevention for bullied children. Journal of Primary Prevention, 31, 171-187.
Elledge, L. C., Cavell, T. A., Ogle, N., Newgent, R. A., Malcolm, K. T., & Faith, M. A. (2010). History of peer victimization and children’s response to instances of school bullying. School Psychology Quarterly, 129-141.
Editorial Board, Journal of Clinical Child and Adolescent Psychology
Editorial Board, School Psychology Quarterly
Member, Research Advisory Committee, Big Brothers Big Sisters of America
Member, Research Board, National Mentoring Resource Center (NMRC)
Chair-Elect, Council of University Directors of Clinical Programs (CUDCP)
Board Member, American Psychological Association Board of Professional Affairs (APA/BPA)