Kenneth A. Dodge
%%
@article{fds38906,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {Psychology in Education Portfolio},
Publisher = {Berkshire UK: NFRF/Nelson},
Editor = {N. Frederickson and R.J. Cameron},
Year = {1999},
Key = {fds38906}
}
@article{fds38894,
Author = {Dodge, K.A. and McClaskey, C.L. and Feldman,
E.},
Title = {A situational approach to the assessment of social
competence in children (Reprint)},
Booktitle = {Clinical assessment of children's personality and
behavior},
Publisher = {Allyn and Bacon},
Editor = {P.J. Frick and R.W. Kamphaus},
Year = {1994},
Key = {fds38894}
}
@misc{fds39725,
Author = {Dodge, K.A.},
Title = {A social information processing model of social competence
in children (Reprint)},
Booktitle = {Child Development},
Publisher = {New York: Holt, Rinehart & Winston},
Editor = {T.J. Berndt},
Year = {1992},
Key = {fds39725}
}
@article{fds272197,
Author = {Dodge, KA and Coie, JD and Brakke, NP},
Title = {Behavior patterns of socially rejected and neglected
preadolescents: the roles of social approach and
aggression.},
Journal = {Journal of abnormal child psychology},
Volume = {10},
Number = {3},
Pages = {389-409},
Year = {1982},
Month = {September},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7175045},
Abstract = {Sociometric nominations were used to select groups of
popular, average, rejected, and neglected third- and
fifth-grade children. In two studies, the peer interactive
behaviors of these children were naturalistically observed
in their classrooms and on the playground. In contrast to
popular children, rejected children displayed fewer
task-appropriate behaviors and more task-inappropriate and
aggressive behaviors. Whereas rejected children prosocially
approached peers as frequently as did popular children, peer
responses to the approaches of rejected children were more
likely to be negative. Neglected children, on the other
hand, displayed relatively few task-inappropriate and
aggressive behaviors, and socially approached peers
infrequently. Their approaches also met with frequent rebuff
by peers. The findings were discussed in terms of the
behavioral bases of sociometric status. Suggestions were
made for clinical researchers interested in behavioral
change with rejected and neglected children.},
Doi = {10.1007/bf00912329},
Key = {fds272197}
}
@article{fds272205,
Author = {Dodge, KA},
Title = {Behavioral antecedents of peer social status},
Journal = {Child Development},
Volume = {54},
Pages = {1386-1389},
Year = {1983},
Key = {fds272205}
}
@article{fds272173,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Best Friendships, Group Relationships, and Antisocial
Behavior in Early Adolescence.},
Journal = {The Journal of early adolescence},
Volume = {19},
Number = {4},
Pages = {413-437},
Year = {1999},
Month = {November},
ISSN = {0272-4316},
url = {http://dx.doi.org/10.1177/0272431699019004001},
Abstract = {Correlations between adolescents' own antisocial behavior
and adolescents' perceptions of the antisocial behavior of
their best friends and friendship groups were examined in
this study. The strength of those correlations was expected
to vary as a function of the qualities of the dyadic
friendships and group relationships. Perceptions of peers'
antisocial behavior and dyadic friendship and group
relationship qualities were collected through interviews
with 431, 12- through 13-year-old adolescents. Measures of
adolescents' concurrent and subsequent antisocial behaviors
were obtained from the adolescents and their teachers.
Adolescents who perceived their friends and groups as
participating in antisocial behavior had higher
self-reported and teacher-reported antisocial behavior
ratings. Perceptions of best friend antisocial behavior were
correlated more strongly with adolescents' own concurrent,
but not subsequent, antisocial behavior when high levels of
help, companionship, and security characterized dyadic
friendships. The results are discussed in terms of peer
influence and friendship selection processes.},
Doi = {10.1177/0272431699019004001},
Key = {fds272173}
}
@article{fds272144,
Author = {Kaplow, and B, J and Curran, and J, P and Dodge, and A, K and Group,
TCPPR},
Title = {Child, Parent, and Peer Predictors of Early-Onset Substance
Use: A Multi-Site Longitudinal Study},
Journal = {Journal of Abnormal Child Psychology},
Volume = {30},
Number = {3},
Pages = {199-216},
Year = {2002},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12041707},
Abstract = {The purpose of this study was to identify kindergarten-age
predictors of early-onset substance use from demographic,
environmental, parenting, child psychological, behavioral,
and social functioning domains. Data from a longitudinal
study of 295 children were gathered using
multiple-assessment methods and multiple informants in
kindergarten and 1st grade. Annual assessments at ages 10,
11, and 12 reflected that 21% of children reported having
initiated substance use by age 12. Results from longitudinal
logistic regression models indicated that risk factors at
kindergarten include being male, having a parent who abused
substances, lower levels of parental verbal reasoning,
higher levels of overactivity, more thought problems, and
more social problem solving skills deficits. Children with
no risk factors had less than a 10% chance of initiating
substance use by age 12, whereas children with 2 or more
risk factors had greater than a 50% chance of initiating
substance use. Implications for typology, etiology, and
prevention are discussed.},
Doi = {10.1023/a:1015183927979},
Key = {fds272144}
}
@article{fds272223,
Author = {Poulin, F and Cillessen, AHN and Hubbard, JA and Coie, JD and Dodge, KA and Schwartz, D},
Title = {Children’s friends and behavioral similarity in two social
contexts},
Journal = {Social Development},
Volume = {6},
Number = {2},
Pages = {225-237},
Year = {1997},
url = {http://dx.doi.org/10.1111/j.1467-9507.1997.tb00103.x},
Abstract = {The general purpose of this study was to examine similarity
between friends with respect to behavior. The specific goals
were to consider; 1) different sources of evaluation (peer
ratings and direct observations); 2) different social
contexts (classroom and play group); and 3) different
subtypes of aggressive behavior (proactive and reactive
aggression). In the first phase of the study, sociometric
assessments and peer evaluations of behavior were conducted
in the school setting with third-grade boys and girls (n =
268). In the second phase, a subsample of boys participated
in a series of play group sessions (n = 66). Direct
observations and peer ratings of children's behavior were
conducted in those sessions. Results showed in both social
contexts a tendency towards similarity among friends,
especially with respect to aggressive behavior. Separate
analyses for subtypes of aggressive behavior revealed that
the similarity hypothesis applied for proactive aggression
but not for reactive aggression.},
Doi = {10.1111/j.1467-9507.1997.tb00103.x},
Key = {fds272223}
}
@book{fds38867,
Author = {Kupersmidt, J. and Dodge, K.A.},
Title = {Children’s peer relations: From development to
intervention to policy: A festschrift to honor John D.
Coie},
Publisher = {Washington, D.C.: American Psychological
Association},
Editor = {J. Kupersmidt and K.A. Dodge},
Year = {2004},
Key = {fds38867}
}
@article{fds272212,
Author = {Coie, JD and Dodge, KA},
Title = {Continuity of children's social status: A five-year
longitudinal study},
Journal = {Merrill-Palmer Quarterly},
Volume = {29},
Number = {3},
Pages = {261-282},
Year = {1983},
Key = {fds272212}
}
@article{fds272041,
Author = {Lansford, JE and Malone, PS and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Developmental cascades of peer rejection, social information
processing biases, and aggression during middle
childhood.},
Journal = {Development and psychopathology},
Volume = {22},
Number = {3},
Pages = {593-602},
Year = {2010},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20576181},
Abstract = {This study tested a developmental cascade model of peer
rejection, social information processing (SIP), and
aggression using data from 585 children assessed at 12 time
points from kindergarten through Grade 3. Peer rejection had
direct effects on subsequent SIP problems and aggression.
SIP had direct effects on subsequent peer rejection and
aggression. Aggression had direct effects on subsequent peer
rejection. Each construct also had indirect effects on each
of the other constructs. These findings advance the
literature beyond a simple mediation approach by
demonstrating how each construct effects changes in the
others in a snowballing cycle over time. The progressions of
SIP problems and aggression cascaded through lower liking,
and both better SIP skills and lower aggression facilitated
the progress of social preference. Findings are discussed in
terms of the dynamic, developmental relations among social
environments, cognitions, and behavioral
adjustment.},
Doi = {10.1017/s0954579410000301},
Key = {fds272041}
}
@article{fds167316,
Author = {Lansford, J.E. and Dishion, T.J. and Dodge, K.A.},
Title = {Deviant peer clustering and influence within public school
settings: Inadvertent negative outcomes from traditional
professional practices},
Booktitle = {Interventions for achievement and behavior in a three-tier
model including response to intervention},
Publisher = {National Association for School Psychologists
Press},
Address = {Bethesda, MD},
Editor = {Shinn, M.R. and Walker, H.M. and Stoner, G.},
Year = {2009},
Key = {fds167316}
}
@misc{fds45887,
Author = {Dishion, T.J. and Dodge, K.A.},
Title = {Deviant peer contagion in interventions and programs: An
ecological framework for understanding influence
mechanisms},
Pages = {14-43},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45887}
}
@misc{fds45890,
Author = {Dodge, K.A. and Sherrill, M.R.},
Title = {Deviant peer group effects in youth mental health
interventions},
Pages = {97-121},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45890}
}
@book{fds45886,
Author = {Dodge, K.A. and Dishion, T.J. and Lansford, J.E.},
Title = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Year = {2006},
Key = {fds45886}
}
@article{fds272028,
Author = {Latendresse, SJ and Bates, JE and Goodnight, JA and Lansford, JE and Budde, JP and Goate, A and Dodge, KA and Pettit, GS and Dick,
DM},
Title = {Differential susceptibility to adolescent externalizing
trajectories: examining the interplay between CHRM2 and peer
group antisocial behavior.},
Journal = {Child development},
Volume = {82},
Number = {6},
Pages = {1797-1814},
Year = {2011},
Month = {November},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/j.1467-8624.2011.01640.x},
Abstract = {The present study characterized prototypical patterns of
development in self-reported externalizing behavior, between
12 and 22 years of age, within a community sample of 452
genotyped individuals. A Caucasian subset (n = 378) was then
examined to determine whether their probabilities of
displaying discrete trajectories were differentially
associated with CHRM2, a gene implicated in self-regulatory
processes across a range of externalizing behaviors, and if
affiliating with antisocial peers moderated these
associations. Findings indicate that relative to a normative
"lower risk" externalizing trajectory, likelihood of
membership in two "higher risk" trajectories increased with
each additional copy of the minor allelic variant at CHRM2,
and that this association was exacerbated among those
exposed to higher levels of peer group antisocial
behavior.},
Doi = {10.1111/j.1467-8624.2011.01640.x},
Key = {fds272028}
}
@article{fds272198,
Author = {Coie, JD and Dodge, KA and Coppotelli, H},
Title = {Dimensions and types of social status: A cross-age
perspective},
Journal = {Developmental Psychology},
Volume = {18},
Number = {4},
Pages = {557-570},
Publisher = {American Psychological Association (APA)},
Year = {1982},
Month = {July},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.18.4.557},
Abstract = {In Exp I, peer perceptual correlates of social preference
(SP) and social impact (SI) were investigated with 311 3rd,
5th, and 8th graders. SP was highly positively related to
cooperativeness, supportiveness, and physical attractiveness
and negatively related to disruptiveness and aggression. SI
was related to active, salient behaviors of both positive
and negative valence. Whereas the correlates were found to
be similar at each grade level, greater proportions of the
variance in these dimensions could be predicted at younger
than older ages. In Exp II, these dimensions were used to
assign 531 Ss to 5 sociometric status groups: popular,
rejected, neglected, controversial, and average. Peer
perceptions of the behavioral correlates of these groups
were solicited and found to reveal distinct profiles. A
previously unidentified group of controversial children was
perceived as disruptive and aggressive (like the rejected
group), but also as social leaders (like popular Ss). It is
suggested that researchers consider controversial children
as a distinct group in future behavioral and epidemiological
studies. (32 ref) (PsycINFO Database Record (c) 2006 APA,
all rights reserved). © 1982 American Psychological
Association.},
Doi = {10.1037/0012-1649.18.4.557},
Key = {fds272198}
}
@article{fds272165,
Author = {Bellanti, and J, C and Bierman, and L, K and Group,
TCPPR},
Title = {Disentangling the Impact of Low Cognitive Ability and
Inattention on Social Behavior and Peer Relations},
Journal = {Journal of Clinical Child Psychology},
Volume = {29},
Number = {1},
Pages = {66-75},
Year = {2000},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2767167/},
Abstract = {Examined the shared and unique contributions of low
cognitive ability and inattention to the development of
social behavior problems and peer relationships of children
at the time of school entry. Kindergarten and first-grade
assessments of cognitive ability, inattention and prosocial
and aggressive behavior were collected for a multisite,
normative sample. Sociometric assessments of peer
relationships were collected at the end of first grade.
Cognitive ability and inattention both contributed to the
prediction of social behavior and peer relationships. Low
cognitive ability was particularly predictive of prosocial
skill deficits, and social behavior mediated the relation
between cognitive ability and social preference. Inattention
predicted both prosocial skill deficits and elevated
aggressive-disruptive behavior problems. Behavior problems
partially mediated the relation between inattention and
social preference. Identified subgroups of children with
elevated levels of inattention or low cognitive ability
showed different patterns of peer problems, with low
acceptance characteristic of the low cognitive ability
(only) group and high dislike ratings characteristic of the
inattentive and inattentive/low-ability group. Implications
are discussed for the design of early intervention and
prevention programs.},
Doi = {10.1207/s15374424jccp2901_7},
Key = {fds272165}
}
@article{fds272217,
Author = {Lochman, JE and Dodge, KA},
Title = {Distorted perceptions in dyadic interactions of aggressive
and nonaggressive boys: effects of prior expectations,
context, and boys' age.},
Journal = {Development and psychopathology},
Volume = {10},
Number = {3},
Pages = {495-512},
Year = {1998},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9741679},
Abstract = {This study examined distorted self- and peer perceptions in
aggressive and nonaggressive boys at preadolescent and early
adolescent age levels. Subjects completed semantic
differential ratings of themselves and of their peer
partners following two brief dyadic discussion tasks with
competitive inductions and a game-playing task with a
cooperative induction. Subjects also rated their
expectations for self- and peer behavior prior to the two
competitive interaction tasks. Research assistants later
rated videotapes of the interactions. Aggressive boys had
more distorted perceptions of dyadic behavior as they
overperceived aggression in their partners and
underperceived their own aggressiveness. These distorted
perceptions of aggression carried over for aggressive boys
into the third interaction task with a cooperative
induction, indicating these boys' difficulty in modulating
these perceptions when the overt demand for conflict is no
longer present in the situation. Results also indicated that
aggressive boys' perceptions of their own behavior after the
first interaction task is substantially affected by their
prior expectations, in comparison to nonaggressive boys who
rely more on their actual behavior to form their
perceptions.},
Doi = {10.1017/s0954579498001710},
Key = {fds272217}
}
@article{fds272169,
Author = {Schwartz, D and McFadyen-Ketchum, S and Dodge, KA and Pettit, GS and Bates, JE},
Title = {Early behavior problems as a predictor of later peer group
victimization: moderators and mediators in the pathways of
social risk.},
Journal = {Journal of abnormal child psychology},
Volume = {27},
Number = {3},
Pages = {191-201},
Year = {1999},
Month = {June},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1023/a:1021948206165},
Abstract = {This study is a prospective investigation of the predictive
association between early behavior problems (internalizing,
externalizing, hyperactivity-impulsiveness,
immaturity-dependency) and later victimization in the peer
group. Teacher ratings of the behavioral adjustment of 389
kindergarten and 1st-grade children (approximate age range
of 5 to 6 years-old) were obtained, using standardized
behavior problem checklists. These ratings predicted peer
nomination scores for victimization, obtained 3 years later,
even after the prediction associated with concurrent
behavior problems was statistically controlled. Further
analyses suggested that the relation between early behavior
problems and later victimization is mediated by peer
rejection and moderated by children's dyadic friendships.
Behavior problems appear to play an important role in
determining victimization within the peer group, although
the relevant pathways are complex and influenced by other
aspects of children's social adjustment.},
Doi = {10.1023/a:1021948206165},
Key = {fds272169}
}
@article{fds272190,
Author = {Pettit, GS and Dodge, KA and Brown, MM},
Title = {Early family experience, social problem solving patterns,
and children's social competence},
Journal = {Child Development},
Volume = {59},
Pages = {107-120},
Year = {1988},
Key = {fds272190}
}
@article{fds39004,
Author = {Brown, J. and Dodge, K.A.},
Title = {Early peer relations and child psychiatry},
Pages = {305-320},
Booktitle = {The basic handbook of child and adolescent
psychiatry},
Publisher = {New York: John Wiley & Sons},
Editor = {S.I. Greenspan and J. Osofsky and K. Pruett},
Year = {1997},
Key = {fds39004}
}
@article{fds272079,
Author = {Dodge, KA and Pettit, GS and Bates, JE},
Title = {Effects of physical maltreatment on the development of peer
relations},
Journal = {Development and Psychopathology},
Volume = {6},
Number = {1},
Pages = {43-55},
Year = {1994},
url = {http://dx.doi.org/10.1017/S0954579400005873},
Abstract = {The effect of early physical maltreatment on the development
of peer relationships was examined in a representative
sample of 585 boys and girls. Subjects were assessed for
physical maltreatment in the first 5 years of life and then
followed for 5 consecutive years. The assessment was based
on a clinical interview with parents. Twelve percent of the
sample was identified as having experienced physical
maltreatment. Peers, teachers, and mothers independently
evaluated the maltreated group of children as being more
disliked, less popular, and more socially withdrawn than the
nonmaltreated group in every year of evaluation, with the
magnitude of difference growing over time. These effects
held even when family socioeconomic status was controlled.
The findings were interpreted as being consistent with the
hypothesis that early maltreatment disrupts attachment
relationships with adult caregivers, and these disruptions
then impair a child's ability to form effective peer
relationships. © 1994, Cambridge University Press. All
rights reserved.},
Doi = {10.1017/S0954579400005873},
Key = {fds272079}
}
@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}
}
@article{fds38976,
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 = {Brooks/Cole},
Editor = {E. Mash and D. Wolfe},
Year = {1994},
Key = {fds38976}
}
@article{fds272245,
Author = {Sinclair, JJ and Pettit, GS and Harrist, AW and Dodge, KA and Bates,
JE},
Title = {Encounters with aggressive peers in early childhood:
Frequency, age differences, and correlates of risk for
behavior problems},
Journal = {International Journal of Behavioral Development},
Volume = {17},
Number = {4},
Pages = {675-696},
Year = {1994},
url = {http://dx.doi.org/10.1177/016502549401700407},
Abstract = {The primary goal of the present study was to describe the
range, types, and quality (in terms of exposure to
aggressive peers) of social activity settings in which young
children typically have contact with peers. We also examined
whether participation in these settings varied as a function
of child sex and age, and family demographic
characteristics. Subjects were 277 preschoolaged children.
On the basis of detailed accounts of their mothers, activity
setting measures were derived separately for ages 2-4 years
(era 1) and ages 4-5 years (era 2). Each of seven activity
settings (e.g. neighbourhood, day care, organised
playgroups) was rated for frequency of participation and
frequency of exposure to aggressive peers. Children had the
greatest amount of peer contact and were exposed to
aggressive peers most often in the neighbourhood setting. In
contrast, children participated least frequently in
structured playgroup settings, and these settings were least
likely to contain aggressive peers. Children from lower SES
and single-parent families were more likely to be involved
in settings (especially neighbourhoods) containing
aggressive peers. These findings suggest that one mechanism
through which risk for behaviour problems among children in
lower SES and single-parent families may operate is
increased exposure to activity settings in which aggression
occurs regularly. © 1994, Sage Publications. All rights
reserved.},
Doi = {10.1177/016502549401700407},
Key = {fds272245}
}
@article{fds272149,
Author = {Criss, MM and Pettit, GS and Bates, JE and Dodge, KA and Lapp,
AL},
Title = {Family adversity, positive peer relationships, and
children's externalizing behavior: a longitudinal
perspective on risk and resilience.},
Journal = {Child development},
Volume = {73},
Number = {4},
Pages = {1220-1237},
Year = {2002},
Month = {July},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00468},
Abstract = {Peer acceptance and friendships were examined as moderators
in the link between family adversity and child externalizing
behavioral problems. Data on family adversity (i.e.,
ecological disadvantage, violent marital conflict, and harsh
discipline) and child temperament and social information
processing were collected during home visits from 585
families with 5-year-old children. Children's peer
acceptance, friendship, and friends' aggressiveness were
assessed with sociometric methods in kindergarten and grade
1. Teachers provided ratings of children's externalizing
behavior problems in grade 2. Peer acceptance served as a
moderator for all three measures of family adversity, and
friendship served as a moderator for harsh discipline.
Examination of regression slopes indicated that family
adversity was not significantly associated with child
externalizing behavior at high levels of positive peer
relationships. These moderating effects generally were not
qualified by child gender, ethnicity, or friends'
aggressiveness, nor were they accounted for by child
temperament or social information-processing patterns. The
need for process-oriented studies of risk and protective
factors is stressed.},
Doi = {10.1111/1467-8624.00468},
Key = {fds272149}
}
@article{fds272266,
Author = {Pettit, GS and Harrist, AW and Bates, JE and Dodge,
KA},
Title = {Family interaction, social cognition and children's
subsequent relations with peers at kindergarten},
Journal = {Journal of Social and Personal Relationships},
Volume = {8},
Number = {3},
Pages = {383-402},
Year = {1991},
Month = {January},
url = {http://dx.doi.org/10.1177/0265407591083005},
Abstract = {This study examined relations among family interaction
qualities and children's social cognitions and subsequent
social competence with peers. Thirty five-year-old children
(fifteen boys) and their families were observed in their
homes and the children were administered a social cognitive
assessment battery during the summer prior to the children's
entry into kindergarten. Interactional episodes were coded
in terms of the degree of observed parent-child
responsiveness, coerciveness and intrusiveness. Social
cognitive measures consisted of self-efficacy and outcome
expectations regarding aggressive and competent responding
to hypothetical conflicts. Children's subsequent relations
with peers in kindergarten were evaluated on the basis of
teacher ratings. Social competence with peers was predicted
by responsive family interactions and lower self-efficacy
scores for both aggressive and competent responding.
Aggression with peers was predicted by coercive and
intrusive family interactions and higher self-efficacy
scores for aggressive responding. Regression analyses
suggested that the social cognitive patterns mediated the
relation between family interaction and children's social
behavior. Implications of these findings are discussed with
respect to the role of family interaction patterns in the
social transmission of interpersonal style. © 1991, Sage
Publications. All rights reserved.},
Doi = {10.1177/0265407591083005},
Key = {fds272266}
}
@misc{fds45888,
Author = {Dishion, T.J. and Dodge, K.A. and Lansford, J.E.},
Title = {Findings and recommendations: A blueprint to minimize
deviant peer influence in youth interventions and
programs},
Pages = {366-394},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45888}
}
@article{fds272160,
Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Friendship as a moderating factor in the pathway between
early harsh home environment and later victimization in the
peer group. The Conduct Problems Prevention Research
Group.},
Journal = {Developmental Psychology},
Volume = {36},
Number = {5},
Pages = {646-662},
Year = {2000},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000089047400010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {Two prospective investigations of the moderating role of
dyadic friendship in the developmental pathway to peer
victimization are reported. In Study 1, the preschool home
environments (i.e., harsh discipline, marital conflict,
stress, abuse, and maternal hostility) of 389 children were
assessed by trained interviewers. These children were then
followed into the middle years of elementary school, with
peer victimization, group social acceptance, and friendship
assessed annually with a peer nomination inventory. In Study
2, the home environments of 243 children were assessed in
the summer before 1st grade, and victimization, group
acceptance, and friendship were assessed annually over the
next 3 years. In both studies, early harsh, punitive, and
hostile family environments predicted later victimization by
peers for children who had a low number of friendships.
However, the predictive associations did not hold for
children who had numerous friendships. These findings
provide support for conceptualizations of friendship as a
moderating factor in the pathways to peer group
victimization.},
Doi = {10.1037/0012-1649.36.5.646},
Key = {fds272160}
}
@article{fds272133,
Author = {Lansford, JE and Criss, MM and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Friendship Quality, Peer Group Affiliation, and Peer
Antisocial Behavior as Moderators of the Link Between
Negative Parenting and Adolescent Externalizing
Behavior.},
Journal = {Journal of research on adolescence : the official journal of
the Society for Research on Adolescence},
Volume = {13},
Number = {2},
Pages = {161-184},
Year = {2003},
Month = {May},
ISSN = {1050-8392},
url = {http://www.ncbi.nlm.nih.gov/pubmed/20209019},
Abstract = {Quality of peer relationships and perceived peer antisocial
behavior were examined as moderators of the link between
negative parenting and externalizing behavior problems in
school from middle childhood to early adolescence. Data on
negative parenting (i.e., unilateral parental decision
making, low supervision and awareness, and harsh discipline)
were collected from 362 parents in the summer preceding the
adolescents' entry into Grade 6. Adolescent reports of
positive peer relationships and peer antisocial behavior
were assessed in the winter of Grade 7. The outcome measure
was teacher report of adolescent externalizing behavior in
the spring of Grade 7, controlling for externalizing
behavior in Grade 5. High levels of friendship quality and
peer group affiliation attenuated the association between
unilateral parental decision making and adolescent
externalizing behavior in school; this was particularly true
when adolescents associated with peers perceived to be low
in antisocial behavior. In addition, having low-quality peer
relationships and having peers perceived to be highly
antisocial further amplified the association between
unilateral parental decision making and adolescent
externalizing behavior problems. Finally, high levels of
friend and peer group antisocial behavior exacerbated the
predictiveness of harsh discipline for adolescents'
externalizing behavior.},
Doi = {10.1111/1532-7795.1302002},
Key = {fds272133}
}
@article{fds272075,
Author = {Schwartz, D and Gorman, AH and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Friendships with peers who are low or high in aggression as
moderators of the link between peer victimization and
declines in academic functioning.},
Journal = {Journal of abnormal child psychology},
Volume = {36},
Number = {5},
Pages = {719-730},
Year = {2008},
Month = {July},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-007-9200-x},
Abstract = {This paper reports two prospective investigations of the
role of friendship in the relation between peer
victimization and grade point averages (GPA). Study 1
included 199 children (105 boys, 94 girls; mean age of 9.1
years) and Study 2 included 310 children (151 boys, 159
girls; mean age of 8.5 years). These children were followed
for two school years. In both projects, we assessed
aggression, victimization, and friendship with a peer
nomination inventory, and we obtained children's GPAs from a
review of school records. Peer victimization was associated
with academic declines only when children had either a high
number of friends who were above the classroom mean on
aggression or a low number of friends who were below the
classroom mean on aggression. These results highlight the
importance of aggression levels among friends for the
academic adjustment of victimized children.},
Doi = {10.1007/s10802-007-9200-x},
Key = {fds272075}
}
@misc{fds39733,
Author = {Coie, J.D. and Dodge, K.A. and Kupersmidt, J.},
Title = {Group behavior and social status},
Pages = {17-59},
Booktitle = {Peer rejection in childhood: Origins, consequences, and
intervention},
Publisher = {New York: Cambridge University Press},
Editor = {S.R. Asher and J.D. Coie},
Year = {1990},
Key = {fds39733}
}
@article{fds272261,
Author = {DeRosier, ME and Cillessen, AH and Coie, JD and Dodge,
KA},
Title = {Group social context and children's aggressive
behavior.},
Journal = {Child development},
Volume = {65},
Number = {4},
Pages = {1068-1079},
Year = {1994},
Month = {August},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7956465},
Abstract = {Very little is known about the influence of the
social-psychological context on children's aggressive
behavior. The purpose of this research was to examine the
interrelations of group contextual factors and the
occurrence of aggressive behavior in 22 experimental play
groups of 7- and 9-year-old African-American boys. Group
context was examined before, during, and after an aggressive
act as well as during nonaggressive periods. The results
showed that there are dimensions of group context (i.e.,
negative affect, high aversive behavior, high activity
level, low group cohesion, competitiveness) that were
related to the occurrence of aggressive behavior between 2
children in the group. Group context influenced how children
reacted to aggression between its members (e.g., siding with
the victim), which in turn influenced the quality of the
postaggression group atmosphere. This study suggests that
individual-within-context information be incorporated into
theories of aggression among children.},
Doi = {10.1111/j.1467-8624.1994.tb00803.x},
Key = {fds272261}
}
@article{fds272230,
Author = {Bierman, KL},
Title = {Implementing a comprehensive program for the prevention of
conduct problems in rural communities: the Fast Track
experience. The Conduct Problems Prevention Research
Group.},
Journal = {American journal of community psychology},
Volume = {25},
Number = {4},
Pages = {493-514},
Year = {1997},
Month = {August},
ISSN = {0091-0562},
url = {http://dx.doi.org/10.1023/a:1024659622528},
Abstract = {Childhood conduct problems are predictive of a number of
serious long-term difficulties (e.g., school failure,
delinquent behavior, and mental health problems), making the
design of effective prevention programs a priority. The Fast
Track Program is a demonstration project currently underway
in four demographically diverse areas of the United States,
testing the feasibility and effectiveness of a
comprehensive, multicomponent prevention program targeting
children at risk for conduct disorders. This paper describes
some lessons learned about the implementation of this
program in a rural area. Although there are many areas of
commonality in terms of program needs, program design, and
implementation issues in rural and urban sites, rural areas
differ from urban areas along the dimensions of geographical
dispersion and regionalism, and community stability and
insularity. Rural programs must cover a broad geographical
area and must be sensitive to the multiple, small and
regional communities that constitute their service area.
Small schools, homogeneous populations, traditional values,
limited recreational, educational and mental health
services, and politically conservative climates are all more
likely to emerge as characteristics of rural rather than
urban sites (Sherman, 1992). These characteristics may both
pose particular challenges to the implementation of
prevention programs in rural areas, as well as offer
particular benefits. Three aspects of program implementation
are described in detail: (a) community entry and program
initiation in rural areas, (b) the adaptation of program
components and service delivery to meet the needs of rural
families and schools, and (c) issues in administrative
organization of a broadly dispersed tricounty rural
prevention program.},
Doi = {10.1023/a:1024659622528},
Key = {fds272230}
}
@article{fds272243,
Author = {Boivin, M and Dodge, KA and Coie, JD},
Title = {Individual-group behavioral similarity and peer status in
experimental play groups of boys: the social misfit
revisited.},
Journal = {Journal of personality and social psychology},
Volume = {69},
Number = {2},
Pages = {269-279},
Year = {1995},
Month = {August},
ISSN = {0022-3514},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7643305},
Abstract = {This study evaluated individual-group similarity and
dissimilarity hypotheses generally stipulating that the
behavioral correlates of status are moderated by the peer
group context in which they are displayed. Thirty play
groups of 5 or 6 unacquainted same-age boys participated in
five 45-min sessions. Five behaviors described group and
individual characteristics: reactive aggression, proactive
aggression, solitary play, rough-and-tumble play, and
positive interactive behavior. Individual social preference
scores were computed following a variant of the J. D. Coie
and K. A. Dodge (1983) procedure. The behavioral correlates
of emerging peer status were examined as a function of the
group's behavioral norms. Evidence of a dissimilarity effect
was found for solitary play and reactive aggression whereas
positive interactive behavior followed a rule of
similarity.},
Doi = {10.1037//0022-3514.69.2.269},
Key = {fds272243}
}
@article{fds272181,
Author = {Burks, VS and Dodge, KA and Price, JM and Laird, RD},
Title = {Internal representational models of peers: implications for
the development of problematic behavior.},
Journal = {Developmental psychology},
Volume = {35},
Number = {3},
Pages = {802-810},
Year = {1999},
Month = {May},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037//0012-1649.35.3.802},
Abstract = {The authors investigated the relation between children's
knowledge structures for peers and externalizing behavior
problems. Initial levels of aggression were evaluated in 135
boys and 124 girls (Grades 1-3; 40% African American, 60%
Caucasian) in Year 1 and again in Years 6 and 9. In Year 6,
3 aspects of their social knowledge structures were
assessed: quality, density, and appropriateness. Results
indicate that knowledge structures are related to children's
concurrent levels of externalizing behaviors and that
knowledge structures are related to children's concurrent
levels of externalizing behaviors and predict externalizing
behaviors 3 years later even after controlling for current
levels of behavior. In addition, knowledge structures in
Year 6 mediate the relation between aggression in Year 1 and
externalizing behaviors in Year 9. The role of knowledge
structures in the maintenance and growth of children's
antisocial behavior is discussed.},
Doi = {10.1037//0012-1649.35.3.802},
Key = {fds272181}
}
@misc{fds39734,
Author = {Dodge, K.A. and Feldman, E.},
Title = {Issues in social cognition and sociometric
status},
Pages = {119-155},
Booktitle = {Peer rejection in childhood: Origins, consequences, and
intervention},
Publisher = {New York: Cambridge University Press},
Editor = {S.R. Asher and J.D. Coie},
Year = {1990},
Key = {fds39734}
}
@article{fds272148,
Author = {Dodge, and A, K and Laird, and R, and Lochman, and E, J and Zelli, and A, and Group, TCPPR},
Title = {Multidimensional Latent-Construct Analysis of Children's
Social Information Processing Patterns: Correlations with
Aggressive Behavior Problems},
Journal = {Psychological Assessment},
Volume = {14},
Number = {1},
Pages = {60-73},
Year = {2002},
ISSN = {1040-3590},
url = {http://www.ncbi.nlm.nih.gov/pubmed/11911050},
Abstract = {Social information processing (SIP) patterns were
conceptualized in orthogonal domains of process and context
and measured through responses to hypothetical vignettes in
a stratified sample of 387 children (50% boys; 49% minority)
from 4 geographical sites followed from kindergarten through
3rd grade. Multidimensional, latent-construct, confirmatory
factor analyses supported the within-construct internal
consistency, cross-construct discrimination, and
multidimensionality of SIP patterns. Contrasts among nested
structural equation models indicated that SIP constructs
significantly predicted children's aggressive behavior
problems as measured by later teacher reports. The findings
support the multidimensional construct validity of
children's social cognitive patterns and the relevance of
SIP patterns in children's aggressive behavior
problems.},
Doi = {10.1037//1040-3590.14.1.60},
Key = {fds272148}
}
@article{fds272191,
Author = {Coie, JD and Dodge, KA},
Title = {Multiple sources of data on social behavior and social
status in the school: a cross-age comparison.},
Journal = {Child development},
Volume = {59},
Number = {3},
Pages = {815-829},
Year = {1988},
Month = {June},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/3383681},
Abstract = {Behavioral data relating to peer social status were
collected from peers, teachers, and observers on both first-
and third-grade boys (ages 6-7 and 8-9 years, respectively).
Peer and teacher ratings had greater intermethod agreement
than observer data, although all 3 sources provided evidence
that rejected and controversial boys were more aggressive
than other boys. However, relatively little aggression was
observed among the older boys, indicating that peers and
teachers may be better sources of information about
aggression in this group. Observational data differentiated
among status groups on measures of activity (on task vs.
off-task, and prosocial play vs. solitary activity) for both
age groups. Rejected boys displayed little prosocial
behavior according to peers and teachers, but were not less
often engaged in prosocial play, according to observers.
Neglected boys were the most solitary group during play;
however, teachers rated rejected boys as the most solitary,
contrary to observations. Controversial boys were seen as
highly aggressive by all sources but as highly prosocial
only by peers and observers.},
Doi = {10.1111/j.1467-8624.1988.tb03237.x},
Key = {fds272191}
}
@article{fds272141,
Author = {Beyers, JM and Bates, JE and Pettit, GS and Dodge,
KA},
Title = {Neighborhood structure, parenting processes, and the
development of youths' externalizing behaviors: a multilevel
analysis.},
Journal = {American journal of community psychology},
Volume = {31},
Number = {1-2},
Pages = {35-53},
Year = {2003},
Month = {March},
ISSN = {0091-0562},
url = {http://dx.doi.org/10.1023/a:1023018502759},
Abstract = {Associations among neighborhood structure, parenting
processes, and the development of externalizing behavior
problems were investigated in a longitudinal sample of early
adolescents (from age 11 to 13). Mothers' reports of
parental monitoring (at age 11), mothers' and youths'
reports of the amount of youths' unsupervised time (at age
11), and youths' reports of positive parental involvement
(at age 12) were used to predict initial levels (at age 11)
and growth rates in youths' externalizing behavior as
reported by teachers. Census-based measures of neighborhood
structural disadvantage, residential instability, and
concentrated affluence were expected to moderate the effects
of parenting processes (e.g., parental monitoring) on
externalizing behavior. Hierarchical linear modeling results
revealed that less parental monitoring was associated with
more externalizing behavior problems at age 11, and more
unsupervised time spent out in the community (vs.
unsupervised time in any context) and less positive parental
involvement were associated with increases in externalizing
behavior across time. Furthermore, the decrease in
externalizing levels associated with more parental
monitoring was significantly more pronounced when youths
lived in neighborhoods with more residential
instability.},
Doi = {10.1023/a:1023018502759},
Key = {fds272141}
}
@article{fds272279,
Author = {Dodge, KA and Price, JM and Coie, JD and Christopoulos,
C},
Title = {On the Development of Aggressive Dyadic Relationships in
Boys’ Peer Groups},
Journal = {Human Development},
Volume = {33},
Number = {4-5},
Pages = {260-270},
Publisher = {S. Karger AG},
Year = {1990},
ISSN = {0018-716X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:A1990DQ90900005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Doi = {10.1159/000276523},
Key = {fds272279}
}
@article{fds272247,
Author = {Dodge, KA and Price, JM},
Title = {On the relation between social information processing and
socially competent behavior in early school-aged
children.},
Journal = {Child development},
Volume = {65},
Number = {5},
Pages = {1385-1397},
Year = {1994},
Month = {October},
url = {http://www.ncbi.nlm.nih.gov/pubmed/7982356},
Abstract = {This article tested the hypotheses that (1) children's
behavioral competence is a function of patterns of social
information processing; (2) processing correlates of
behavior occur at each of 5 steps of processing within each
of 3 social situations; (3) measures at each step uniquely
increment each other in predicting behavior; (4) the
relation between processing and behavior is stronger within
than across domains; and (5) processing patterns are more
sophisticated among older than younger children and the
processing-behavior relation is stronger among older than
younger children. Videorecorded stimuli were used to assess
processing patterns (encoding, interpretational errors and
bias, response generation, response evaluation, and
enactment skill) in 3 domains (peer group entry, response to
provocation, and response to authority directive) in 259
first-, second-, and third-grade boys and girls (ages 6-9
years). Ratings of behavioral competence in each domain were
made by peers and teachers. Findings generally supported
hypotheses, with the magnitude of relations being
modest.},
Doi = {10.1111/j.1467-8624.1994.tb00823.x},
Key = {fds272247}
}
@article{fds272049,
Author = {Miller-Johnson, and S, and Gorman-Smith, and D, and Sullivan, and T, and Orpinas, and P, and Dodge, TM-SVPPKA and member},
Title = {Parent and peer predictors of physical dating violence
perpetration in early adolescence: Tests of moderation and
gender differences},
Journal = {Journal of Clinical Child and Adolescent
Psychology},
Volume = {38},
Number = {4},
Pages = {535-550},
Year = {2009},
url = {http://dx.doi.org/10.1080/15374410902976270},
Doi = {10.1080/15374410902976270},
Key = {fds272049}
}
@article{fds272086,
Author = {Laird, RD and Criss, MM and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Parents' monitoring knowledge attenuates the link between
antisocial friends and adolescent delinquent
behavior.},
Journal = {Journal of abnormal child psychology},
Volume = {36},
Number = {3},
Pages = {299-310},
Year = {2008},
Month = {April},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-007-9178-4},
Abstract = {Developmental trajectories of parents' knowledge of their
adolescents' whereabouts and activities were tested as
moderators of transactional associations between friends'
antisociality and adolescent delinquent behavior. 504
adolescents (50% female) provided annual reports (from ages
12 to 16) of their parents' knowledge and (from ages 13 to
16) their own delinquent behavior and their friends'
antisociality. Parents also reported the adolescents'
delinquent behavior. Growth mixture modeling was used to
identify two sub-groups based on their monitoring knowledge
growth trajectories. Adolescents in the sub-group
characterized by decreasing levels of parents' knowledge
reported more delinquent behavior and more friend
antisociality in early adolescence, and reported greater
increases in delinquent behavior and friend antisociality
from early to middle adolescence compared to adolescents in
the sub-group characterized by increasing levels of parents'
knowledge. Transactional associations consistent with social
influence and social selection processes also were
suppressed in the increasing knowledge sub-group as compared
to the decreasing knowledge sub-group.},
Doi = {10.1007/s10802-007-9178-4},
Key = {fds272086}
}
@article{fds271931,
Author = {Lansford, JE and Yu, T and Pettit, GS and Bates, JE and Dodge,
KA},
Title = {Pathways of Peer Relationships from Childhood to Young
Adulthood.},
Journal = {Journal of applied developmental psychology},
Volume = {35},
Number = {2},
Pages = {111-117},
Year = {2014},
Month = {March},
ISSN = {0193-3973},
url = {http://dx.doi.org/10.1016/j.appdev.2013.12.002},
Abstract = {This study examined trajectories of peer social preference
during childhood and personality assessed in early
adolescence in relation to trajectories of friendship
quality during early adulthood. Participants (<i>N</i> =
585) were followed from age 5 to age 23. At ages 5 to 8,
peers provided sociometric nominations; at age 12
participants reported their own personality characteristics;
from age 19 to 23 participants rated their friendship
quality. Latent growth modeling revealed that trajectories
characterized by high levels of childhood peer social
preference were related to trajectories characterized by
high levels of early adulthood friendship quality. Early
adolescent personality characterized by extraversion and
conscientiousness predicted higher friendship quality at age
19, and conscientiousness predicted change in friendship
quality from age 19 to 23. This study demonstrates that peer
relationships show continuity from childhood to early
adulthood and that qualities of core personality are linked
to the development of adult friendships.},
Doi = {10.1016/j.appdev.2013.12.002},
Key = {fds271931}
}
@article{fds272188,
Author = {Dishion, TJ and Dodge, KA},
Title = {Peer contagion in interventions for children and
adolescents: moving towards an understanding of the ecology
and dynamics of change.},
Journal = {Journal of abnormal child psychology},
Volume = {33},
Number = {3},
Pages = {395-400},
Year = {2005},
Month = {June},
url = {http://dx.doi.org/10.1007/s10802-005-3579-z},
Abstract = {The influence of deviant peers on youth behavior is of
growing concern, both in naturally occurring peer
interactions and in interventions that might inadvertently
exacerbate deviant development. The focus of this special
issue is on understanding the moderating and mediating
variables that account for peer contagion effects in
interventions for youth. This set of nine innovative papers
moves the field forward on three fronts: (1) Broadening the
empirical basis for understanding the conditions under which
peer contagion is more or less likely (that is, moderators
of effects); (2) Identifying mechanisms that might account
for peer contagion effects (mediators); and (3) Forging the
methodological rigor that is needed to study peer contagion
effects within the context of intervention trials. We
propose an ecological framework for disentangling the
effects of individuals, group interactions, and program
contexts in understanding peer contagion effects. Finally,
we suggest methodological enhancements to study peer
contagion in intervention trials.},
Doi = {10.1007/s10802-005-3579-z},
Key = {fds272188}
}
@article{fds272071,
Author = {Stearns, and E, and Dodge, and A, K and Nicholson, and M, and Group,
TCPPR},
Title = {Peer contextual influences on the growth of authority
acceptance problems in early elementary school},
Journal = {Merrill-Palmer Quarterly},
Volume = {54},
Number = {2},
Pages = {208-231},
Year = {2008},
ISSN = {0272-930X},
url = {http://dx.doi.org/10.1353/mpq.2008.0018},
Abstract = {This study investigated the effects of the peer social
context and child characteristics on the growth of
authority-acceptance behavior problems across first, second,
and third grades, using data from the normative sample of
the Fast Track Project. Three hundred sixty-eight European
American and African American boys and girls (51% male; 46%
African American) and their classmates were assessed in each
grade by teacher ratings on the Teacher Observation of Child
Adaptation-Revised. Children's growth in
authority-acceptance behavior problems across time was
partially attributable to the level of disruptive behavior
in the class-room peer context into which they were placed.
Peer-context influence, however, were strongest among
same-gender peers. Findings held for both boys and girls,
both European Americans and African Americans, and
nondeviant, marginally deviant, and highly deviant children.
Findings suggest that children learn and follow behavioral
norms from their same-gender peers within the
classroom.},
Doi = {10.1353/mpq.2008.0018},
Key = {fds272071}
}
@article{fds39755,
Author = {Schwartz, D. and McFadyen-Ketchum, S.A. and Dodge. K.A. and Pettit, G.S. and Bates, J.E.},
Title = {Peer group victimization as a predictor of children's
behavior problems at home and in school(Abstract)},
Journal = {Clinician’s Research Digest: Briefings in Behavioral
Science},
Volume = {17},
Year = {1999},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9524809},
Key = {fds39755}
}
@article{fds272215,
Author = {Schwartz, D and McFadyen-Ketchum, SA and Dodge, KA and Pettit, GS and Bates, JE},
Title = {Peer group victimization as a predictor of children's
behavior problems at home and in school.},
Journal = {Development and psychopathology},
Volume = {10},
Number = {1},
Pages = {87-99},
Year = {1998},
Month = {January},
url = {http://dx.doi.org/10.1017/s095457949800131x},
Abstract = {This study reports a short-term prospective investigation of
the role of peer group victimization in the development of
children's behavior problems, at home and in school.
Sociometric interviews were utilized to assess aggression,
victimization by peers, and peer rejection, for 330 children
who were in either the third or fourth grade (approximate
mean ages of 8-9 years old). Behavior problems were assessed
using standardized behavior checklists completed by mothers
and teachers. A follow-up assessment of behavior problems
was completed 2 years later, when the children were in
either the fifth or sixth grade (approximate mean ages of
10-11 years old). Victimization was both concurrently and
prospectively associated with externalizing, attention
dysregulation, and immature/dependent behavior.
Victimization also predicted increases in these difficulties
over time, and incremented the prediction in later behavior
problems associated with peer rejection and aggression. The
results of this investigation demonstrate that victimization
in the peer group is an important predictor of later
behavioral maladjustment.},
Doi = {10.1017/s095457949800131x},
Key = {fds272215}
}
@article{fds272286,
Author = {Gifford Smith and M and Dodge, KA and Dishion, TJ and McCord,
J},
Title = {Peer influence in children and adolescents: Crossing the
bridge between developmental and intervention
science},
Journal = {Journal of Abnormal Child Psychology},
Volume = {33},
Number = {3},
Pages = {255-265},
Year = {2005},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15957555},
Abstract = {Considerable evidence supports the hypothesis that peer
relationships influence the growth of problem behavior in
youth. Developmental research consistently documents the
high levels of covariation between peer and youth deviance,
even controlling for selection effects. Ironically, the most
common public interventions for deviant youth involve
segregation from mainstream peers and aggregation into
settings with other deviant youth. Developmental research on
peer influence suggests that desired positive effects of
group interventions in education, mental health, juvenile
justice, and community programming may be offset by deviant
peer influences in these settings. Given the public health
policy issues raised by these findings, there is a need to
better understand the conditions under which these peer
contagion effects are most pronounced with respect to
intervention foci and context, the child's developmental
level, and specific strategies for managing youth behavior
in groups.},
Doi = {10.1007/s10802-005-3563-7},
Key = {fds272286}
}
@misc{fds39751,
Author = {Dodge, K.A. and Richard, B.A},
Title = {Peer perceptions, aggression, and the development of peer
relations},
Pages = {35-58},
Booktitle = {The development of social cognition},
Publisher = {New York: Springer-Verlag},
Editor = {J. Pryor and J. Day},
Year = {1985},
Key = {fds39751}
}
@article{fds272142,
Author = {Miller-Johnson, and S, and Coie, and D, J and Maumary-Gremaud, and A, and Bierman, and K, and Group, TCPPR},
Title = {Peer Rejection and Aggression and Early Starter Models of
Conduct Disorder},
Journal = {Journal of Abnormal Child Psychology},
Volume = {30},
Number = {3},
Pages = {217-230},
Year = {2002},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12041708},
Abstract = {Peer rejection and aggression in the early school years were
examined for their relevance to early starting conduct
problems. The sample of 657 boys and girls from 4
geographical locations was followed from 1st through 4th
grades. Peer rejection in 1st grade added incrementally to
the prediction of early starting conduct problems in 3rd and
4th grades, over and above the effects of aggression. Peer
rejection and aggression in 1st grade were also associated
with the impulsive and emotionally reactive behaviors found
in older samples. Being rejected by peers subsequent to 1st
grade marginally added to the prediction of early starting
conduct problems in 3rd and 4th grades, controlling for 1st
grade ADHD symptoms and aggression. Furthermore, peer
rejection partially mediated the predictive relation between
early ADHD symptoms and subsequent conduct problems. These
results support the hypothesis that the experience of peer
rejection in the early school years adds to the risk for
early starting conduct problems.},
Doi = {10.1023/a:1015198612049},
Key = {fds272142}
}
@article{fds272139,
Author = {Dodge, KA and Lansford, JE and Burks, VS and Bates, JE and Pettit, GS and Fontaine, R and Price, JM},
Title = {Peer rejection and social information-processing factors in
the development of aggressive behavior problems in
children.},
Journal = {Child development},
Volume = {74},
Number = {2},
Pages = {374-393},
Year = {2003},
Month = {March},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/12705561},
Abstract = {The relation between social rejection and growth in
antisocial behavior was investigated. In Study 1,259 boys
and girls (34% African American) were followed from Grades 1
to 3 (ages 6-8 years) to Grades 5 to 7 (ages 10-12 years).
Early peer rejection predicted growth in aggression. In
Study 2,585 boys and girls (16% African American) were
followed from kindergarten to Grade 3 (ages 5-8 years), and
findings were replicated. Furthermore, early aggression
moderated the effect of rejection, such that rejection
exacerbated antisocial development only among children
initially disposed toward aggression. In Study 3, social
information-processing patterns measured in Study 1 were
found to mediate partially the effect of early rejection on
later aggression. In Study 4, processing patterns measured
in Study 2 replicated the mediation effect. Findings are
integrated into a recursive model of antisocial
development.},
Doi = {10.1111/1467-8624.7402004},
Key = {fds272139}
}
@article{fds272116,
Author = {Laird, RD and Jordan, KY and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Peer rejection in childhood, involvement with antisocial
peers in early adolescence, and the development of
externalizing behavior problems.},
Journal = {Development and psychopathology},
Volume = {13},
Number = {2},
Pages = {337-354},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.1017/s0954579401002085},
Abstract = {A longitudinal, prospective design was used to examine the
roles of peer rejection in middle childhood and antisocial
peer involvement in early adolescence in the development of
adolescent externalizing behavior problems. Both early
starter and late starter pathways were considered. Classroom
sociometric interviews from ages 6 through 9 years,
adolescent reports of peers' behavior at age 13 years, and
parent, teacher, and adolescent self-reports of
externalizing behavior problems from age 5 through 14 years
were available for 400 adolescents. Results indicate that
experiencing peer rejection in elementary school and greater
involvement with antisocial peers in early adolescence are
correlated but that these peer relationship experiences may
represent two different pathways to adolescent externalizing
behavior problems. Peer rejection experiences, but not
involvement with antisocial peers. predict later
externalizing behavior problems when controlling for
stability in externalizing behavior. Externalizing problems
were most common when rejection was experienced repeatedly.
Early externalizing problems did not appear to moderate the
relation between peer rejection and later problem behavior.
Discussion highlights multiple pathways connecting
externalizing behavior problems from early childhood through
adolescence with peer relationship experiences in middle
childhood and early adolescence.},
Doi = {10.1017/s0954579401002085},
Key = {fds272116}
}
@article{fds271913,
Author = {Lansford, JE and Dodge, KA and Fontaine, RG and Bates, JE and Pettit,
GS},
Title = {Peer rejection, affiliation with deviant peers, delinquency,
and risky sexual behavior.},
Journal = {Journal of youth and adolescence},
Volume = {43},
Number = {10},
Pages = {1742-1751},
Year = {2014},
Month = {October},
ISSN = {0047-2891},
url = {http://dx.doi.org/10.1007/s10964-014-0175-y},
Abstract = {Risky sexual behavior poses significant health risks by
increasing sexually transmitted infections and unintended
pregnancies. Previous research has documented many factors
related to risky sexual behavior. This study adds to the
literature by proposing a prospective, developmental model
of peer factors related to risky sexual behavior.
Developmental pathways to risky sexual behavior were
examined in a sample of 517 individuals (51% female; 82%
European American, 16% African American, 2% other) followed
from age 5-27. Structural equation models examined direct
and indirect effects of peer rejection (assessed via peer
nominations at ages 5, 6, 7, and 8), affiliation with
deviant peers (assessed via self-report at ages 11 and 12),
and delinquency (assessed via maternal report at ages 10 and
16) on risky sexual behavior (assessed via self-report at
age 27). More peer rejection during childhood, affiliation
with deviant peers during pre- adolescence, and delinquency
in childhood and adolescence predicted more risky sexual
behavior through age 27, although delinquency at age 16 was
the only risk factor that had a significant direct effect on
risky sexual behavior through age 27 above and beyond the
other risk factors. Peer rejection was related to subsequent
risk factors for girls but not boys. Peer risk factors as
early as age 5 shape developmental pathways through
childhood and adolescence and have implications for risky
sexual behavior into adulthood.},
Doi = {10.1007/s10964-014-0175-y},
Key = {fds271913}
}
@article{fds272288,
Author = {Laird, RD and Pettit, GS and Dodge, KA and Bates,
JE},
Title = {Peer relationship antecedents of delinquent behavior in late
adolescence: Is there evidence of demographic group
differences in developmental processes?},
Journal = {Development and Psychopathology},
Volume = {17},
Number = {1},
Pages = {1-18},
Year = {2005},
url = {http://dx.doi.org/10.1017/S0954579405050078},
Abstract = {A longitudinal prospective design was used to test the
generalizability of low levels of social preference and high
levels of antisocial peer involvement as risk factors for
delinquent behavior problems to African American (AA) and
European American (EA) boys and girls (N = 384). Social
preference scores were computed from peer reports in middle
childhood (ages 6-9). Parents and adolescents reported
antisocial peer involvement in early adolescence (ages
13-16) and adolescents reported on their own delinquent
behavior in late adolescence (ages 17 and 18). Analyses
tested for differences across four groups (AA boys, EA boys,
AA girls, EA girls) in construct measurement, mean levels,
and associations among variables. Few measurement
differences were found. Mean-level differences were found
for social preference and delinquent behavior. AA boys were
least accepted by peers and reported the highest level of
delinquent behavior. EA girls were most accepted by peers
and reported the lowest level of delinquent behavior.
Associations among peer experiences and delinquent behavior
were equivalent across groups, with lower levels of social
preference and higher levels of antisocial peer involvement
associated with more delinquent behavior. Person-centered
analyses showed the risk associated with low social
preference and high antisocial peer involvement to be
similar across groups, providing further evidence of the
generalizability of the peer relationship experiences as
risk factors for subsequent delinquent behavior problems.
Copyright © 2005 Cambridge University Press.},
Doi = {10.1017/S0954579405050078},
Key = {fds272288}
}
@article{fds272099,
Author = {Lansford, JE and Capanna, C and Dodge, KA and Caprara, GV and Bates, JE and Pettit, GS and Pastorelli, C},
Title = {Peer social preference and depressive symptoms of children
in Italy and the United States.},
Journal = {International journal of behavioral development},
Volume = {31},
Number = {3},
Pages = {274-283},
Year = {2007},
Month = {May},
ISSN = {0165-0254},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19777082},
Abstract = {This study examined the role of low social preference in
relation to subsequent depressive symptoms, with particular
attention to prior depressive symptoms, prior and concurrent
aggression, mutual friendships, and peer victimization.
Italian children (N = 288) were followed from grade 6
through grade 8, and American children (N = 585) were
followed from kindergarten through grade 12. Analyses
demonstrate that low social preference contributes to later
depressive symptoms. The effects are not accounted for by
depressive symptoms or aggression experienced prior to low
social preference but are mostly accounted for by the
co-occurrence of depressive symptoms with concurrent
aggressive behavior; gender, mutual friendships, and peer
victimization generally did not moderate these associations.
We conclude that peer relationship problems do predict later
depressive symptoms, and a possible mechanism through which
this effect occurs is through the effect of poor peer
relationships on increasing aggressive behavior, which is
associated with depressive symptoms.},
Doi = {10.1177/0165025407076440},
Key = {fds272099}
}
@article{fds272271,
Author = {Dodge, KA and Coie, JD and Pettit, GS and Price, JM},
Title = {Peer status and aggression in boys' groups: developmental
and contextual analyses.},
Journal = {Child development},
Volume = {61},
Number = {5},
Pages = {1289-1309},
Year = {1990},
Month = {October},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/2245725},
Abstract = {The social transactions of popular, rejected, neglected, and
average first- and third-grade boys were examined during
their initial encounters with peers. 23 groups of 5 or 6
boys each were observed for 45-min free-play sessions
conducted on 5 consecutive days, with sociometric interviews
following each session. Social preference in the play groups
correlated significantly with classroom social preference
after the third and subsequent play sessions for the third
graders, and after the fourth and subsequent sessions for
the first graders. The observational coding system
distinguished 4 types of aggressive behavior that were
hypothesized to relate to peer status in different ways. The
first, rough play, was not related to peer status. However,
rejected boys at both ages displayed significantly higher
rates of angry reactive aggression and instrumental
aggression than average boys. The relation between bullying
and peer status varied with the age of the child. Popular
first graders engaged in more bullying than average first
graders, but popular third graders did not differ from
average in bullying. Other questions concerned the temporal
relation between play group behaviors and social preference
scores within the group. Socially interactive behaviors
anteceded high preference by peers, and low preference in
turn led to social isolation in subsequent
sessions.},
Doi = {10.1111/j.1467-8624.1990.tb02862.x},
Key = {fds272271}
}
@misc{fds39737,
Author = {Price, J.M. and Dodge, K.A.},
Title = {Peers' contribution to children's social maladjustment:
Description and intervention},
Pages = {341-370},
Booktitle = {Contributions of peer relationships to children's
development},
Publisher = {New York: Wiley},
Editor = {T. J. Berndt and G.W. Ladd},
Year = {1989},
Key = {fds39737}
}
@misc{fds39735,
Author = {Kupersmidt, J. and Coie, J.D. and Dodge, K.A.},
Title = {Predicting disorder from peer social problems},
Pages = {274-338},
Booktitle = {Peer rejection in childhood: Origins, consequences, and
intervention},
Publisher = {New York: Cambridge University Press},
Editor = {S.R. Asher and J.D. Coie},
Year = {1990},
Key = {fds39735}
}
@article{fds39023,
Author = {McFadyen-Ketchum, S.A. and Dodge, K.A.},
Title = {Problems in social relationships},
Series = {2nd edition},
Pages = {338-365},
Booktitle = {Treatment of childhood disorders},
Publisher = {New York: Guilford},
Editor = {E.J. Mash and R.A. Barkley},
Year = {1998},
Key = {fds39023}
}
@misc{fds39738,
Author = {Dodge, K.A.},
Title = {Problems in social relationships},
Pages = {222-244},
Booktitle = {Behavioral treatment of childhood disorders},
Publisher = {New York: Guilford Press},
Editor = {E.J. Mash and R.A. Barkley},
Year = {1989},
Key = {fds39738}
}
@article{fds272210,
Author = {Dodge, KA},
Title = {Promoting social competence in children},
Journal = {Schools and Teaching},
Volume = {1},
Year = {1983},
Key = {fds272210}
}
@article{fds272252,
Author = {Price, JM and Dodge, KA},
Title = {Reactive and proactive aggression in childhood: relations to
peer status and social context dimensions.},
Journal = {Journal of abnormal child psychology},
Volume = {17},
Number = {4},
Pages = {455-471},
Year = {1989},
Month = {August},
url = {http://dx.doi.org/10.1007/bf00915038},
Abstract = {Although there has been an accumulation of evidence to
suggest a link between peer-directed aggression and social
rejection, little attention has been given to the relations
between specific subtypes of aggressive behavior and social
rejection. The purpose of this investigation was to examine
the relations between two subtypes of aggressive behavior
(reactive and proactive aggression) and children's classroom
peer status. The reciprocity of each of these subtypes of
aggressive behavior and the social contexts in which these
behaviors occur were also examined. Assessments of each of
these forms of aggression among 70 boys (ages 5 and 6) were
conducted using direct observations and teacher ratings. In
general, directing reactive aggressive behavior toward peers
was associated with social rejection, while utilization of
instrumental aggression was positively related to peer
status. The findings also indicated that directing proactive
forms of aggression toward peers was related to being the
target of proactive aggression. Finally, among older boys,
both subtypes of aggression were more likely to occur during
rough play than during any other type of play
activity.},
Doi = {10.1007/bf00915038},
Key = {fds272252}
}
@article{fds272204,
Author = {Dodge, KA and McClaskey, CL and Feldman, E},
Title = {Situational approach to the assessment of social competence
in children.},
Journal = {Journal of consulting and clinical psychology},
Volume = {53},
Number = {3},
Pages = {344-353},
Year = {1985},
Month = {June},
ISSN = {0022-006X},
url = {http://dx.doi.org/10.1037//0022-006x.53.3.344},
Abstract = {The present study attempted to generate and evaluate a
taxonomy of the situations and tasks most likely to lead
deviant children to experience social difficulties. In Study
1, elementary school teachers and clinicians were asked to
notice such situations as they occurred. The outcome was a
44-item Taxonomy of Problematic Social Situations for
Children. This survey was administered to teachers of 45
socially rejected children and 39 adaptive children. The
survey was found to have high internal consistency and high
test-retest reliability. Six situation types emerged as
factors in analyses: Peer Group Entry; Response to Peer
Provocations; Response to Failure; Response to Success;
Social Expectations; and Teacher Expectations. Teachers
rated the rejected group as having more problems than the
adaptive group in each situation, but particularly in
Response to Peer Provocations and Teacher Expectations. In
Study 2, 15 items within the six factors were presented in
hypothetical format to 39 clinic-referred rejected
aggressive children and 34 adaptive children, who were asked
to role-play their responses. The items, in particular the
provocation items, again differentiated the two groups. Sex
and age differences were also found. The usefulness of this
taxonomy in a three-step model of clinical assessment is
proposed. © 1985 American Psychological
Association.},
Doi = {10.1037//0022-006x.53.3.344},
Key = {fds272204}
}
@article{fds272207,
Author = {Dodge, KA and Schlundt, DG and Schocken, I and Delugach,
JD},
Title = {Social competence and children's sociometric status: The
role of peer group entry strategies},
Journal = {Merrill-Palmer Quarterly},
Volume = {29},
Pages = {309-336},
Year = {1983},
Key = {fds272207}
}
@article{fds272216,
Author = {Schwartz, D and Dodge, KA and Coie, JD and Hubbard, JA and Cillessen,
AH and Lemerise, EA and Bateman, H},
Title = {Social-cognitive and behavioral correlates of aggression and
victimization in boys' play groups.},
Journal = {Journal of abnormal child psychology},
Volume = {26},
Number = {6},
Pages = {431-440},
Year = {1998},
Month = {December},
ISSN = {0091-0627},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9915650},
Abstract = {A contrived play group procedure was utilized to examine the
behavioral and social-cognitive correlates of reactive
aggression, proactive aggression, and victimization via
peers. Eleven play groups, each of which consisted of six
familiar African-American 8-year-old boys, met for 45-min
sessions on five consecutive days. Social-cognitive
interviews were conducted following the second and fourth
sessions. Play group interactions were videotaped and
examined by trained observers. High rates of proactive
aggression were associated with positive outcome
expectancies for aggression/assertion, frequent displays of
assertive social behavior, and low rates of submissive
behavior. Reactive aggression was associated with hostile
attributional tendencies and frequent victimization by
peers. Victimization was associated with submissive
behavior, hostile attributional bias, reactive aggression,
and negative outcome expectations for aggression/assertion.
These results demonstrate that there is a theoretically
coherent and empirically distinct set of correlates
associated with each of the examined aggression subtypes,
and with victimization by peers.},
Doi = {10.1023/a:1022695601088},
Key = {fds272216}
}
@article{fds272246,
Author = {Lochman, JE and Dodge, KA},
Title = {Social-cognitive processes of severely violent, moderately
aggressive, and nonaggressive boys.},
Journal = {Journal of consulting and clinical psychology},
Volume = {62},
Number = {2},
Pages = {366-374},
Year = {1994},
Month = {April},
ISSN = {0022-006X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8201075},
Abstract = {This study examined social-cognitive processes of aggressive
and nonaggressive boys at preadolescent and early adolescent
age levels. The social-cognitive variables included
processing of cues, attributions, social problem solving,
affect labeling, outcome expectations, and perceived
competence and self-worth. Results indicated that a wide
range of social-cognitive processes is distorted and
deficient for violent and moderately aggressive children,
and that different types of social cognition contribute
unique variance in discriminating among groups. Severely
violent boys at both age levels had difficulties with cue
recall, attributions, social problem solving, general
self-worth, and a pattern of endorsing unusually positive
affects that they may experience in different settings.
Moderately aggressive boys shared some of the
social-cognitive difficulties demonstrated by severely
violent boys, but they also displayed indications that their
aggression may be more planfully aimed to achieve expected
outcomes. When the moderately aggressive and the violent
boys differed from the nonaggressive boys on attributional
biases and low perceived self-worth, a continuum existed
with violent boys displaying more extreme social-cognitive
dysfunctions than the moderately aggressive boys. These
findings carry implications for cognitive-behavioral
intervention with severely violent and moderately aggressive
youths.},
Doi = {10.1037//0022-006x.62.2.366},
Key = {fds272246}
}
@article{fds272098,
Author = {Dodge, KA and Coie, JD},
Title = {Social-information-processing factors in reactive and
proactive aggression in children's peer groups.},
Journal = {Journal of personality and social psychology},
Volume = {53},
Number = {6},
Pages = {1146-1158},
Year = {1987},
Month = {December},
ISSN = {0022-3514},
url = {http://www.ncbi.nlm.nih.gov/pubmed/3694454},
Abstract = {We examined social-information-processing mechanisms (e.g.,
hostile attributional biases and intention-cue detection
deficits) in chronic reactive and proactive aggressive
behavior in children's peer groups. In Study 1, a
teacher-rating instrument was developed to assess these
behaviors in elementary school children (N = 259). Reactive
and proactive scales were found to be internally consistent,
and factor analyses partially supported convergent and
discriminant validities. In Study 2, behavioral correlates
of these forms of aggression were examined through
assessments by peers (N = 339). Both types of aggression
related to social rejection, but only proactively aggressive
boys were also viewed as leaders and as having a sense of
humor. In Study 3, we hypothesized that reactive aggression
(but not proactive aggression) would occur as a function of
hostile attributional biases and intention-cue detection
deficits. Four groups of socially rejected boys (reactive
aggressive, proactive aggressive, reactive-proactive
aggressive, and nonaggressive) and a group of average boys
were presented with a series of hypothetical videorecorded
vignettes depicting provocations by peers and were asked to
interpret the intentions of the provocateur (N = 117). Only
the two reactive-aggressive groups displayed biases and
deficits in interpretations. In Study 4, attributional
biases and deficits were found to be positively correlated
with the rate of reactive aggression (but not proactive
aggression) displayed in free play with peers (N = 127).
These studies supported the hypothesis that attributional
biases and deficits are related to reactive aggression but
not to proactive aggression.},
Doi = {10.1037//0022-3514.53.6.1146},
Key = {fds272098}
}
@article{fds271956,
Author = {Dodge, KA and Godwin, J and Conduct Problems Prevention Research
Group},
Title = {Social-information-processing patterns mediate the impact of
preventive intervention on adolescent antisocial
behavior.},
Journal = {Psychological science},
Volume = {24},
Number = {4},
Pages = {456-465},
Year = {2013},
Month = {April},
ISSN = {0956-7976},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23406610},
Abstract = {In the study reported here, we tested the hypothesis that
the Fast Track preventive intervention's positive impact on
antisocial behavior in adolescence is mediated by its impact
on social-cognitive processes during elementary school. Fast
Track is the largest and longest federally funded preventive
intervention trial for children showing aggressive behavior
at an early age. Participants were 891 high-risk
kindergarten children (69% male, 31% female; 49% ethnic
minority, 51% ethnic majority) who were randomly assigned to
an intervention or a control group by school cluster.
Multiyear intervention addressed social-cognitive processes
through social-skill training groups, parent groups,
classroom curricula, peer coaching, and tutoring. Assigning
children to the intervention decreased their mean
antisocial-behavior score after Grade 9 by 0.16 standardized
units (p < .01). Structural equation models indicated that
27% of the intervention's impact on antisocial behavior was
mediated by its impact on three social-cognitive processes:
reducing hostile-attribution biases, increasing competent
response generation to social problems, and devaluing
aggression. These findings support a model of antisocial
behavioral development mediated by social-cognitive
processes, and they guide prevention planners to focus on
these processes.},
Doi = {10.1177/0956797612457394},
Key = {fds271956}
}
@article{fds272249,
Author = {Dodge, KA and Pettit, GS and Bates, JE},
Title = {Socialization mediators of the relation between
socioeconomic status and child conduct problems},
Journal = {Child Development},
Volume = {65},
Number = {2 Spec No},
Pages = {1385-1398},
Year = {1994},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8013245},
Abstract = {The goal was to examine processes in socialization that
might account for an observed relation between early
socioeconomic status and later child behavior problems. A
representative sample of 585 children (n = 51 from the
lowest socioeconomic class) was followed from preschool to
grade 3. Socioeconomic status assessed in preschool
significantly predicted teacher-rated externalizing problems
and peer-rated aggressive behavior in kindergarten and
grades 1, 2, and 3. Socioeconomic status was significantly
negatively correlated with 8 factors in the child's
socialization and social context, including harsh
discipline, lack of maternal warmth, exposure to aggressive
adult models, maternal aggressive values, family life
stressors, mother's lack of social support, peer group
instability, and lack of cognitive stimulation. These
factors, in turn, significantly predicted teacher-rated
externalizing problems and peer-nominated aggression and
accounted for over half of the total effect of socioeconomic
status on these outcomes. These findings suggest that part
of the effect of socioeconomic status on children's
aggressive development may be mediated by status-related
socializing experiences.},
Doi = {10.2307/1131407},
Key = {fds272249}
}
@article{fds272244,
Author = {Strassberg, Z and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {Spanking in the home and children's subsequent aggression
toward kindergarten peers},
Journal = {Development and Psychopathology},
Volume = {6},
Number = {3},
Pages = {445-462},
Year = {1994},
url = {http://dx.doi.org/10.1017/S0954579400006040},
Abstract = {Although spanking of children is almost universal in U.S.
society, its effects are not well understood. We examined
the longitudinal relation between parental spanking and
other physical punishment of preschool children and
children's aggressive behavior toward peers later in
kindergarten. A total of 273 boys and girls from diverse
backgrounds served as subjects. The findings were consistent
with a socialization model in which higher levels of
severity in parental punishment practices are associated
with higher levels of children's subsequent aggression
toward peers. Findings indicated that children who had been
spanked evidenced levels of aggression that were higher than
those who had not been spanked, and children who had been
the objects of violent discipline became the most aggressive
of all groups. Patterns were qualified by the sexes of the
parent and child and subtypes of child aggression (reactive,
bullying, and instrumental). The findings suggest that in
spite of parents' goals, spanking fails to promote prosocial
development and, instead, is associated with higher rates of
aggression toward peers. © 1994, Cambridge University
Press. All rights reserved.},
Doi = {10.1017/S0954579400006040},
Key = {fds272244}
}
@article{fds272232,
Author = {Pettit, GS and Clawson, MA and Dodge, KA and Bates,
JE},
Title = {Stability and change in peer-rejected status: The role of
child behavior, parenting, and family ecology},
Journal = {Merrill-Palmer Quarterly},
Volume = {42},
Number = {2},
Pages = {267-294},
Year = {1996},
Month = {April},
url = {http://www.jstor.org/stable/23087880},
Abstract = {Antecedents and correlates of peer rejection in kindergarten
and first grade were examined. Interviews with 585 mothers
provided data on parenting and family ecology. Child
behavior was indexed by peer and teacher ratings. Children
were classified as sociometrically accepted in both grades,
rejected in only one grade, or rejected in both grades.
Compared to accepted children, rejected children were more
likely to come from lower SES families in which restrictive
discipline occurred at a high rate, and were more aggressive
and less socially and academically skilled. Children
rejected in both grades were more aggressive than children
rejected in one grade. Decreases in aggression and increases
in academic performance were shown by children whose status
improved across grades, with the opposite pattern shown by
children whose status worsened. Findings are discussed in
terms of the etiology and maintenance of peer rejection in
the early school years.},
Key = {fds272232}
}
@article{fds272222,
Author = {Schwartz, D and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {The early socialization of aggressive victims of
bullying.},
Journal = {Child development},
Volume = {68},
Number = {4},
Pages = {665-675},
Year = {1997},
Month = {August},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9306645},
Abstract = {This study reports the first prospective investigation of
the early family experiences of boys who later emerged as
both aggressive and bullied (i.e., aggressive victims)
during their middle childhood years. It was hypothesized
that a history of violent victimization by adults leads to
emotion dysregulation that results in a dual pattern of
aggressive behavior and victimization by peers. Interviews
with mothers of 198 5-year-old boys assessed preschool home
environments. Four to 5 years later, aggressive behavior and
peer victimization were assessed in the school classroom.
The early experiences of 16 aggressive victims were
contrasted with those of 21 passive (nonaggressive) victims,
33 nonvictimized aggressors, and 128 normative boys.
Analyses indicated that the aggressive victim group had
experienced more punitive, hostile, and abusive family
treatment than the other groups. In contrast, the
nonvictimized aggressive group had a history of greater
exposure to adult aggression and conflict, but not
victimization by adults, than did the normative group,
whereas the passive victim group did not differ from the
normative group on any home environment variable.},
Doi = {10.1111/j.1467-8624.1997.tb04228.x},
Key = {fds272222}
}
@article{fds272278,
Author = {Schwartz, D and Dodge, KA and Coie, JD},
Title = {The emergence of chronic peer victimization in boys' play
groups.},
Journal = {Child development},
Volume = {64},
Number = {6},
Pages = {1755-1772},
Year = {1993},
Month = {December},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/8112117},
Abstract = {This investigation utilized a contrived play group procedure
to examine the behavioral patterns leading to chronic
victimization by peers in middle childhood. 30 play groups,
each of which consisted of 6 unacquainted African-American
6-year-old or 8-year-old boys, met for 45-min sessions on 5
consecutive days. Play group interactions were videotaped
and then examined. 13 boys who came to be chronically
victimized by their play group peers were identified, along
with matched nonvictim contrasts. Victims demonstrated lower
rates of assertive behaviors, such as persuasion attempts
and social conversation initiatives, and higher rates of
nonassertive behaviors, such as submissions to peers' social
initiatives, than contrasts. This nonassertive behavior
pattern appears to have preceded the development of chronic
victimization. Children who eventually emerged as victims
were pervasively submissive, beginning in the initial 2
sessions. However, marked individual differences in
victimization by peers did not become apparent until the
final 3 sessions. These data provide evidence of strong
linkages between submissive social behavior and the
emergence of chronic victimization by peers.},
Doi = {10.1111/j.1467-8624.1993.tb04211.x},
Key = {fds272278}
}
@article{fds272267,
Author = {Pettit, GS and Bakshi, A and Dodge, KA and Coie, JD},
Title = {The Emergence of Social Dominance in Young Boys' Play
Groups: Developmental Differences and Behavioral
Correlates},
Journal = {Developmental Psychology},
Volume = {26},
Number = {6},
Pages = {1017-1025},
Publisher = {American Psychological Association (APA)},
Year = {1990},
Month = {January},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.26.6.1017},
Abstract = {This study examined relations among dominance, sociometric
preference, and social behavior in groups of 1st- and
3rd-grade boys. Twenty groups of 6 unacquainted boys met for
five 45-min semistructured play sessions on consecutive
days. Sociometric interviews yielded daily social preference
scores. Boys' social behaviors were coded from video records
into discrete categories. Dominance hierarchies were formed
on the basis of asymmetry (receiving vs. initiating) of
peer-directed aggression or persuasion attempts. Group-level
results indicated that the least coherently organized groups
were those containing younger boys and those in which
aggression occurred at a high rate. Individual-level results
indicated that dominance was associated with social
preference to a greater degree among younger than older
boys. Dominance was more highly related to leadership in
older than younger boys. Implications of these findings are
discussed with respect to the role of aggression in the
social organization of boys' peer groups.},
Doi = {10.1037/0012-1649.26.6.1017},
Key = {fds272267}
}
@article{fds272196,
Author = {Asher, SR and Dodge, KA},
Title = {The identification of socially rejected children},
Journal = {Developmental Psychology},
Volume = {22},
Number = {4},
Pages = {444-449},
Year = {1986},
ISSN = {0012-1649},
url = {http://dx.doi.org/10.1037/0012-1649.22.4.444},
Abstract = {Recent research indicates the importance of distinguishing
between sociometrically neglected children and
sociometrically rejected children. Overall, rejected
children exhibit more serious adjustment problems in
childhood and in later life. However, making the distinction
between neglected status and rejected status traditionally
has required administering a negative-nomination sociometric
measure, a measure viewed by some researchers and school
personnel as having potentially harmful effects. In this
article, we propose and evaluate an alternative method of
identifying rejected children, which involves the joint use
of positive-nomination and rating-scale measures. The
results indicate that the alternative method accurately
identifies a high percentage of rejected children (91.2%)
and that the stability of rejected status, identified using
the new method, is similar to that obtained in previous
research. The method proposed here should make it possible
to identify rejected children when circumstances do not
allow for the administration of a negative-nomination
measure. © 1986 American Psychological Association.},
Doi = {10.1037/0012-1649.22.4.444},
Key = {fds272196}
}
@article{fds272170,
Author = {Pettit, GS and Bates, JE and Dodge, KA and Meece,
DW},
Title = {The impact of after-school peer contact on early adolescent
externalizing problems is moderated by parental monitoring,
perceived neighborhood safety, and prior
adjustment.},
Journal = {Child development},
Volume = {70},
Number = {3},
Pages = {768-778},
Year = {1999},
Month = {May},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00055},
Abstract = {Unsupervised peer contact in the after-school hours was
examined as a risk factor in the development of
externalizing problems in a longitudinal sample of early
adolescents. Parental monitoring, neighborhood safety, and
adolescents' preexisting behavioral problems were considered
as possible moderators of the risk relation. Interviews with
mothers provided information on monitoring, neighborhood
safety, and demographics. Early adolescent (ages 12-13
years) after-school time use was assessed via a telephone
interview in grade 6 (N = 438); amount of time spent with
peers when no adult was present was tabulated. Teacher
ratings of externalizing behavior problems were collected in
grades 6 and 7. Unsupervised peer contact, lack of
neighborhood safety, and low monitoring incrementally
predicted grade 7 externalizing problems, after controlling
for family background factors and grade 6 problems. The
greatest risk was for those unsupervised adolescents living
in low-monitoring homes and comparatively unsafe
neighborhoods. The significant relation between unsupervised
peer contact and problem behavior in grade 7 held only for
those adolescents who already were high in problem behavior
in grade 6. These findings point to the need to consider
individual, family, and neighborhood factors in evaluating
risks associated with young adolescents' after-school care
experiences.},
Doi = {10.1111/1467-8624.00055},
Key = {fds272170}
}
@article{fds272034,
Author = {Thomas, DE and Bierman, KL and Powers, CJ and Coie, JD and Dodge, KA and Greenberg, MT and Lochman, JE and McMahon, RJ},
Title = {The influence of classroom aggression and classroom climate
on the early development of aggressive-disruptive behavior
problems in school},
Journal = {Child Development},
Volume = {82},
Number = {3},
Pages = {751-757},
Year = {2011},
url = {http://hdl.handle.net/10161/7997 Duke open
access},
Key = {fds272034}
}
@article{fds272106,
Author = {Goodnight, JA and Bates, JE and Newman, JP and Dodge, KA and Pettit,
GS},
Title = {The interactive influences of friend deviance and reward
dominance on the development of externalizing behavior
during middle adolescence.},
Journal = {Journal of abnormal child psychology},
Volume = {34},
Number = {5},
Pages = {573-583},
Year = {2006},
Month = {October},
ISSN = {0091-0627},
url = {http://dx.doi.org/10.1007/s10802-006-9036-9},
Abstract = {This study investigated the interactive effects of friend
deviance and reward dominance on the development of
externalizing behavior of adolescents in the Child
Development Project. Reward dominance was assessed at age 16
by performance on a computer-presented card-playing game in
which participants had the choice of either continuing or
discontinuing the game as the likelihood of reward decreased
and the likelihood of punishment increased. At ages 14 and
16, friend deviance and externalizing behavior were assessed
through self-report. As expected, based on motivational
balance and response modulation theories, path analysis
revealed that age 14 friend deviance predicted age 16
externalizing behavior controlling for age 14 externalizing
behavior. Reward dominance was a significant moderator of
the relationship between friend deviance and externalizing
behavior. The contributions of deviant friends to the
development of externalizing behavior were enhanced by
adolescents' reward dominance.},
Doi = {10.1007/s10802-006-9036-9},
Key = {fds272106}
}
@article{fds271951,
Author = {Schwartz, D and Lansford, JE and Dodge, KA and Pettit, GS and Bates,
JE},
Title = {The link between harsh home environments and negative
academic trajectories is exacerbated by victimization in the
elementary school peer group.},
Journal = {Developmental psychology},
Volume = {49},
Number = {2},
Pages = {305-316},
Year = {2013},
Month = {February},
ISSN = {0012-1649},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000314193900010&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {This article presents a prospective investigation focusing
on the moderating role of peer victimization on associations
between harsh home environments in the preschool years and
academic trajectories during elementary school. The
participants were 388 children (198 boys, 190 girls) who we
recruited as part of an ongoing multisite longitudinal
investigation. Preschool home environment was assessed with
structured interviews and questionnaires completed by
parents. Peer victimization was assessed with a peer
nomination inventory that was administered when the average
age of the participants was approximately 8.5 years. Grade
point averages (GPAs) were obtained from reviews of school
records, conducted for 7 consecutive years. Indicators of
restrictive punitive discipline and exposure to violence
were associated with within-subject declines in academic
functioning over 7 years. However, these effects were
exacerbated for those children who had also experienced
victimization in the peer group during the intervening
years.},
Doi = {10.1037/a0028249},
Key = {fds271951}
}
@article{fds328783,
Author = {Powers, CJ and Bierman, KL and Conduct Problems Prevention
Research Group},
Title = {The multifaceted impact of peer relations on
aggressive-disruptive behavior in early elementary
school.},
Journal = {Developmental psychology},
Volume = {49},
Number = {6},
Pages = {1174-1186},
Year = {2013},
Month = {June},
url = {http://dx.doi.org/10.1037/a0028400},
Abstract = {Following a large, diverse sample of 4,096 children in 27
schools, this study evaluated the impact of 3 aspects of
peer relations, measured concurrently, on subsequent child
aggressive-disruptive behavior during early elementary
school: peer dislike, reciprocated friends' aggressiveness,
and classroom levels of aggressive-disruptive behavior.
Teachers rated child aggressive-disruptive behavior in 1st
and 3rd grades, and peer relations were assessed during 2nd
grade. Results indicated that heightened classroom
aggressive-disruptive behavior levels were related to
proximal peer relations, including an increased likelihood
of having aggressive friends and lower levels of peer
dislike of aggressive-disruptive children. Controlling for
1st grade aggressive-disruptive behavior, the three 2nd
grade peer experiences each made unique contributions to 3rd
grade child aggressive-disruptive behavior. These findings
replicate and extend a growing body of research documenting
the multifaceted nature of peer influence on
aggressive-disruptive behavior in early elementary school.
They highlight the importance of the classroom ecology and
proximal peer relations in the socialization of
aggressive-disruptive behavior.},
Doi = {10.1037/a0028400},
Key = {fds328783}
}
@misc{fds45889,
Author = {Dodge, K.A. and Lansford, J.E. and Dishion, T.J.},
Title = {The problem of deviant peer influences in intervention
programs},
Pages = {3-13},
Booktitle = {Deviant peer influences in programs for youth: Problems and
solutions},
Publisher = {Guilford Press},
Editor = {K.A. Dodge and T.J. Dishion and J.E. Lansford},
Year = {2006},
Key = {fds45889}
}
@article{fds272168,
Author = {Stormshak, and A, E and Bierman, and L, K and Bruschi, and C, and Dodge, and A, K and Coie, and D, J and Group, CPPR},
Title = {The Relation Between Behavior Problems and Peer Preference
in Different Classroom Contexts},
Journal = {Child Development},
Volume = {70},
Number = {1},
Pages = {169-182},
Year = {1999},
ISSN = {0009-3920},
url = {http://dx.doi.org/10.1111/1467-8624.00013},
Abstract = {This study tested two alternative hypotheses regarding the
relations between child behavior and peer preference. The
first hypothesis is generated from the person-group
similarity model, which predicts that the acceptability of
social behaviors will vary as a function of peer group
norms. The second hypothesis is generated by the social
skill model, which predicts that behavioral skill
deficiencies reduce and behavioral competencies enhance peer
preference. A total of 2895 children in 134 regular
first-grade classrooms participated in the study.
Hierarchical linear modeling was used to compare four
different behaviors as predictors of peer preference in the
context of classrooms with varying levels of these behavior
problems. The results of the study supported both predictive
models, with the acceptability of aggression and withdrawal
varying across classrooms (following a person-group
similarity model) and the effects of inattentive/hyperactive
behavior (in a negative direction) and prosocial behavior
(in a positive direction) following a social skill model and
remaining constant in their associations with peer
preference across classrooms. Gender differences also
emerged, with aggression following the person-group
similarity model for boys more strongly than for girls. The
effects of both child behaviors and the peer group context
on peer preference and on the trajectory of social
development are discussed.},
Doi = {10.1111/1467-8624.00013},
Key = {fds272168}
}
@article{fds272270,
Author = {Coie, JD and Dodge, KA and Terry, R and Wright, V},
Title = {The role of aggression in peer relations: an analysis of
aggression episodes in boys' play groups.},
Journal = {Child development},
Volume = {62},
Number = {4},
Pages = {812-826},
Year = {1991},
Month = {August},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/1935345},
Abstract = {Although aggression is frequently cited as a major cause of
peer social rejection, no more than half of all aggressive
children are rejected. Aggressive episode data from
experimental play groups of 7- and 9-year-old black males
were coded to examine whether qualitative aspects of
aggressive behavior, as well as frequency of aggression,
determine the relation between aggressiveness and peer
rejection. Reactive aggression and bullying were related to
peer status among 9-year-olds, but not 7-year-olds, whereas
instrumental aggression was characteristic of highly
aggressive, rejected boys at both ages. Qualitative features
of aggressive interaction suggested a greater level of
hostility toward peers and a tendency to violate norms for
aggressive exchange among rejected, aggressive boys at both
ages in contrast to other groups of boys. The descriptive
data provide a distinctive picture of reactive,
instrumental, and bullying aggression as well as differing
social norms for target and aggressor behavior in each of
these 3 types of aggression.},
Doi = {10.1111/j.1467-8624.1991.tb01571.x},
Key = {fds272270}
}
@article{fds38971,
Author = {Consortium on the School-Based Promotion of Social
Competence},
Title = {The school-based promotion of social competence: Theory,
research, practice, and policy},
Pages = {268-389},
Booktitle = {Stress, risk and resilience in children and
adolescents},
Publisher = {New York: Cambridge},
Editor = {R.J. Haggarty and N. Garmezy and M. Rutter and L.
Sherrod},
Year = {1994},
Key = {fds38971}
}
@misc{fds323951,
Author = {COIE, JD and CHRISTOPOULOS, C and TERRY, R and DODGE, KA and LOCHMAN,
JE},
Title = {TYPES OF AGGRESSIVE RELATIONSHIPS, PEER REJECTION, AND
DEVELOPMENTAL CONSEQUENCES},
Journal = {SOCIAL COMPETENCE IN DEVELOPMENTAL PERSPECTIVE},
Volume = {51},
Pages = {223-237},
Booktitle = {Social competence in development perspective},
Publisher = {KLUWER ACADEMIC PUBL},
Editor = {SCHNEIDER, BH and ATTILI, G and NADEL, J and WEISSBERG,
RP},
Year = {1989},
Month = {January},
ISBN = {0-7923-0400-4},
Key = {fds323951}
}
@book{fds167326,
Author = {Prinstein, M.J. and Dodge, K.A.},
Title = {Understanding Peer Influence in Children and
Adolescents},
Publisher = {Guilford Press},
Address = {New York},
Year = {2009},
Key = {fds167326}
}