Kenneth A. Dodge

Publications of Kenneth A. Dodge    :chronological  alphabetical  combined  by tags listing:

%% Chapters in Books   
@misc{fds147814,
   Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.},
   Title = {Effects of physical maltreatment on the development of peer
             relations (Reprint)},
   Booktitle = {Abnormal Child Psychology},
   Publisher = {Wadsworth Press},
   Address = {New York},
   Editor = {E. Mash and D. Wolfe},
   Year = {2008},
   Key = {fds147814}
}

@misc{fds31451,
   Author = {Dodge, K.A. and McLoyd, V.C. and Lansford, J.E.},
   Title = {The cultural context of physically disciplining
             children},
   Pages = {245-263},
   Booktitle = {Emerging Issues in African American Family Life: Context,
             Adaptation, and Policy},
   Publisher = {Guilford Press},
   Editor = {V.C. McLoyd and N.E. Hill and K.A. Dodge},
   Year = {2005},
   Key = {fds31451}
}

@misc{fds271906,
   Author = {Deater-Deckard, K and Dodge, KA and Sorbring, E},
   Title = {Cultural differences in the effects of physical
             punishment},
   Pages = {204-226},
   Booktitle = {Ethnicity and Causal Mechanisms},
   Publisher = {Cambridge University Press},
   Editor = {M. Rutter and M. Tienda},
   Year = {2004},
   Month = {January},
   ISBN = {9781139140348},
   url = {http://dx.doi.org/10.1017/CBO9781139140348.010},
   Abstract = {© Cambridge University Press 2005. The predictors of
             violence and delinquency in childhood and adolescence
             include attributes of the child (e.g., temperament,
             intelligence), the home environment (e.g., harsh parenting,
             maltreatment, domestic violence, family size and structure,
             parent mental illness, and family antisocial activity), the
             peer group (e.g., deviant peers, peer rejection), and the
             community (e.g., school and neighborhood factors; Wasserman
             et al., 2003). These factors correlate with or predict
             antisocial behavior in multiple ethnic groups (Rowe,
             Vazsonyi,&Flannery, 1994; Vazsonyi&Flannery, 1997). However,
             there is one noteworthy ethnic group difference. The
             customary use of physical punishment is associated with more
             aggressive behavior problems among European Americans but
             not among African Americans – although physical abuse
             predicts behavior problems equally well across these and
             other ethnic groups. Ascertaining the nature and cause of
             this ethnic group difference is one of the most pressing
             questions for research on the development of antisocial
             behavior (Farrington, Loeber,&Stouthamer-Loeber, 2003). By
             conducting cross-cultural research, researchers can utilize
             the discovery of an ethnic group difference to test
             competing hypotheses about causal mechanisms (Rutter, this
             volume). In the current chapter, we consider whether the
             mechanisms linking harsh parenting and children's aggressive
             behavior problems generalize beyond middle-class Caucasians.
             Researchers often assume that a mechanism is generalizable
             across human populations, but the assumption is rarely
             tested. Discovering whether physical discipline and abuse
             are universal risk factors for the development of aggressive
             behavior problems has implications for theory as well as
             applications in prevention, intervention, and social
             policy.},
   Doi = {10.1017/CBO9781139140348.010},
   Key = {fds271906}
}


%% Journal Articles   
@article{fds272089,
   Author = {Kaplow, JB and Hall, E and Koenen, KC and Dodge, KA and Amaya-Jackson,
             L},
   Title = {Dissociation predicts later attention problems in sexually
             abused children.},
   Journal = {Child Abuse & Neglect},
   Volume = {32},
   Number = {2},
   Pages = {261-275},
   Year = {2008},
   Month = {February},
   ISSN = {0145-2134},
   url = {http://dx.doi.org/10.1016/j.chiabu.2007.07.005},
   Abstract = {The goals of this research are to develop and test a
             prospective model of attention problems in sexually abused
             children that includes fixed variables (e.g., gender),
             trauma, and disclosure-related pathways.At Time 1, fixed
             variables, trauma variables, and stress reactions upon
             disclosure were assessed in 156 children aged 8-13 years. At
             the Time 2 follow-up (8-36 months following the initial
             interview), 56 of the children were assessed for attention
             problems.A path analysis involving a series of
             hierarchically nested, ordinary least squares multiple
             regression analyses indicated two direct paths to attention
             problems including the child's relationship to the
             perpetrator (beta=.23) and dissociation measured immediately
             after disclosure (beta=.53), while controlling for
             concurrent externalizing behavior (beta=.43). Post-traumatic
             stress symptoms were only indirectly associated with
             attention problems via dissociation. Taken together, these
             pathways accounted for approximately 52% of the variance in
             attention problems and provided an excellent fit to the
             data.Children who report dissociative symptoms upon
             disclosure of CSA and/or were sexually abused by someone
             within their family are at an increased risk of developing
             attention problems.Findings from this study indicate that
             children who experienced sexual abuse at an earlier age, by
             someone within their family, and/or report symptoms of
             dissociation during disclosure are especially likely to
             benefit from intervention. Effective interventions should
             involve (1) providing emotion regulation and coping skills;
             and (2) helping children to process traumatic aspects of the
             abuse to reduce the cyclic nature of traumatic reminders
             leading to unmanageable stress and dissociation.},
   Doi = {10.1016/j.chiabu.2007.07.005},
   Key = {fds272089}
}

@article{fds272125,
   Author = {Lansford, JE and Malone, PS and Stevens, KI and Dodge, KA and Bates, JE and Pettit, GS},
   Title = {Developmental trajectories of externalizing and
             internalizing behaviors: factors underlying resilience in
             physically abused children.},
   Journal = {Development and Psychopathology},
   Volume = {18},
   Number = {1},
   Pages = {35-55},
   Year = {2006},
   Month = {January},
   ISSN = {0954-5794},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16478551},
   Abstract = {Using a multisite community sample of 585 children, this
             study examined how protective and vulnerability factors
             alter trajectories of teacher-reported externalizing and
             internalizing behavior from kindergarten through Grade 8 for
             children who were and were not physically abused during the
             first 5 years of life. Early lifetime history of physical
             abuse (11.8% of sample) was determined through interviews
             with mothers during the prekindergarten period; mothers and
             children provided data on vulnerability and protective
             factors. Regardless of whether the child was abused, being
             African American; being male; having low early social
             competence, low early socioeconomic status (SES), and low
             adolescent SES; and experiencing adolescent harsh
             discipline, low monitoring, and low parental knowledge were
             related to higher levels of externalizing problems over
             time. Having low early social competence, low early SES, low
             adolescent SES, and low proactive parenting were related to
             higher levels of internalizing problems over time.
             Furthermore, resilience effects, defined as significant
             interaction effects, were found for unilateral parental
             decision making (lower levels are protective of
             externalizing outcomes for abused children), early stress
             (lower levels are protective of internalizing outcomes for
             abused children), adolescent stress (lower levels are
             protective of internalizing outcomes for abused children),
             and hostile attributions (higher levels are protective of
             internalizing outcomes for abused children). The findings
             provide a great deal of support for an additive or main
             effect perspective on vulnerability and protective factors
             and some support for an interactive perspective. It appears
             that some protective and vulnerability factors do not have
             stronger effects for physically abused children, but instead
             are equally beneficial or harmful to children regardless of
             their abuse status.},
   Doi = {10.1017/S0954579406060032},
   Key = {fds272125}
}

@article{fds272187,
   Author = {Dodge, KA},
   Title = {Risk and protection in the perpetration of child
             abuse},
   Journal = {North Carolina Medical Journal},
   Volume = {66},
   Number = {5},
   Pages = {367-369},
   Year = {2005},
   ISSN = {0029-2559},
   url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584},
   Abstract = {In sum, the adoption of a risk and protective factor
             approach to understanding and preventing child abuse is
             highly consistent with empirical study of how child abuse
             develops and with efforts in the prevention of heart
             disease. This analogy can be helpful in designing a
             comprehensive approach to the prevention of child abuse. It
             should not be taken too far, however. For example, it may be
             destructive to perceive abusive parents as "sick." There may
             be better metaphors that do not invoke sickness, such as
             literacy. So, 'the analogy would go like this: abusive
             parents are like illiterate adults, and prevention of abuse
             will require a universal comprehensive, life-long, public
             education system that includes years of focused education
             for all, coupled with a selective special education system
             for high-risk individuals.},
   Key = {fds272187}
}

@article{fds272184,
   Author = {Berlin, LJ and Dodge, KA},
   Title = {Relations among relationships. Invited commentary on "Child
             abuse and neglect and adult intimate relationships: A
             prospective study"},
   Journal = {Child Abuse and Neglect},
   Volume = {28},
   Pages = {1127-1132},
   Year = {2004},
   url = {http://dx.doi.org/10.1016/j.chiabu.2004.07.002},
   Doi = {10.1016/j.chiabu.2004.07.002},
   Key = {fds272184}
}

@article{fds272213,
   Author = {Keiley, MK and Howe, TR and Dodge, KA and Bates, JE and Petti,
             GS},
   Title = {The timing of child physical maltreatment: a cross-domain
             growth analysis of impact on adolescent externalizing and
             internalizing problems.},
   Journal = {Development and Psychopathology},
   Volume = {13},
   Number = {4},
   Pages = {891-912},
   Year = {2001},
   Month = {January},
   url = {http://dx.doi.org/10.1023/A:1005122814723},
   Abstract = {In a sample of 578 children assessed in kindergarten through
             the eighth grade, we used growth modeling to determine the
             basic developmental trajectories of mother-reported and
             teacher-reported externalizing and internalizing behaviors
             for three physical maltreatment groups of
             children-early-harmed (prior to age 5 years), later-harmed
             (age 5 years and over), and nonharmed--controlling for SES
             and gender. Results demonstrated that the earlier children
             experienced harsh physical treatment by significant adults,
             the more likely they were to experience adjustment problems
             in early adolescence. Over multiple domains, early physical
             maltreatment was related to more negative sequelae than the
             same type of maltreatment occurring at later periods. In
             addition, the fitted growth models revealed that the
             early-harmed group exhibited someswhat higher initial levels
             of teacher-reported externalizing problems in kindergarten
             and significantly different rates of change in these problem
             behaviors than other children, as reported by mothers over
             the 9 years of this study. The early-harmed children were
             also seen by teachers, in kindergarten, as exhibiting higher
             levels of internalizing behaviors. The later-harmed children
             were seen by their teachers as increasing their
             externalizing problem behaviors more rapidly over the 9
             years than did the early- or nonharmed children. These
             findings indicate that the timing of maltreatment is a
             salient factor in examining the developmental effects of
             physical harm.},
   Doi = {10.1023/A:1005122814723},
   Key = {fds272213}
}

@article{fds39008,
   Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
   Title = {How the experience of physical abuse leads a child to become
             chronically violent toward others},
   Pages = {263-288},
   Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol.
             8: Developmental perspectives on trauma},
   Publisher = {Rochester, NY: University of Rochester Press},
   Editor = {D. Cicchetti and S.L. Toth},
   Year = {1997},
   Key = {fds39008}
}

@article{fds272241,
   Author = {Dodge, KA and Pettit, GS and Bates, JE and Valente,
             E},
   Title = {Social Information-Processing Patterns Partially Mediate the
             Effect of Early Physical Abuse on Later Conduct
             Problems},
   Journal = {Journal of Abnormal Psychology},
   Volume = {104},
   Number = {4},
   Pages = {632-643},
   Year = {1995},
   ISSN = {0021-843X},
   url = {http://dx.doi.org/10.1037/0021-843X.104.4.632},
   Abstract = {The authors tested the hypothesis that early physical abuse
             is associated with later externalizing behavior outcomes and
             that this relation is mediated by the intervening
             development of biased social information-processing
             patterns. They assessed 584 randomly selected boys and girls
             from European American and African American backgrounds for
             the lifetime experience of physical abuse through clinical
             interviews with mothers prior to the child's matriculation
             in kindergarten. Early abuse increased the risk of
             teacher-rated externalizing outcomes in Grades 3 and 4 by
             fourfold, and this effect could not be accounted for by
             confounded ecological or child factors. Abuse was associated
             with later processing patterns (encoding errors, hostile
             attributional biases, accessing of aggressive responses, and
             positive evaluations of aggression), which, in turn,
             predicted later externalizing outcomes. © 1995 American
             Psychological Association.},
   Doi = {10.1037/0021-843X.104.4.632},
   Key = {fds272241}
}