Publications of Christina Grimes
%% Journal Articles
@article{fds326698,
Author = {Golonka, MM and Peairs, KF and Malone, PS and Grimes, CL and Costanzo,
PR},
Title = {Natural Peer Leaders as Substance Use Prevention Agents: the
Teens' Life Choice Project.},
Journal = {Prevention science : the official journal of the Society for
Prevention Research},
Volume = {18},
Number = {5},
Pages = {555-566},
Year = {2017},
Month = {July},
Abstract = {In adolescent social groups, natural peer leaders have been
found to engage in more frequent experimentation with
substance use and to possess disproportionate power to
affect the behavior and social choices of their associated
peer followers. In the current exploratory study, we used
sociometrics and social cognitive mapping to identify
natural leaders of cliques in a seventh grade population and
invited the leaders to develop anti-drug presentations for
an audience of younger peers. The program employed
social-psychological approaches directed at having leaders
proceed from extrinsic inducements to intrinsic
identification with their persuasive products in the context
of the group intervention process. The goals of the
intervention were to induce substance resistant
self-persuasion in the leaders and to produce a spread of
this resistance effect to their peer followers. To test the
intervention, we compared the substance use behaviors of the
selected leaders and their peers to a control cohort. The
study found preliminary support that the intervention
produced changes in the substance use behavior among the
leaders who participated in the intervention, but did not
detect a spread to non-leader peers in the short term. This
descriptive study speaks to the plausibility of employing
self-persuasion paradigms to bring about change in high-risk
behaviors among highly central adolescents. In addition, it
highlights the viability of applying social psychological
principles to prevention work and calls for more research in
this area.},
Doi = {10.1007/s11121-017-0790-4},
Key = {fds326698}
}
@article{fds251803,
Author = {Peairs, KF and Eichen, D and Putallaz, M and Costanzo, PR and Grimes,
CL},
Title = {Academic Giftedness and Alcohol Use in Early
Adolescence.},
Journal = {The gifted child quarterly},
Volume = {55},
Number = {2},
Pages = {95-110},
Year = {2011},
Month = {April},
ISSN = {0016-9862},
url = {http://www.ncbi.nlm.nih.gov/pubmed/21949444},
Abstract = {Adolescence is a period of development particularly
vulnerable to the effects of alcohol use, with recent
studies underscoring alcohol's effects on adolescent brain
development. Despite the alarming rates and consequences of
adolescent alcohol use, gifted adolescents are often
overlooked as being at risk for early alcohol use. Although
gifted adolescents may possess protective factors that
likely inhibit the use of alcohol, some gifted youth may be
vulnerable to initiating alcohol use during adolescence as
experimenting with alcohol may be one way gifted youth
choose to compensate for the social price (whether real or
perceived) of their academic talents. To address the dearth
of research on alcohol use among gifted adolescents the
current study (a) examined the extent to which gifted
adolescents use alcohol relative to their nongifted peers
and (b) examined the adjustment profile of gifted
adolescents who had tried alcohol relative to nongifted
adolescents who tried alcohol as well as gifted and
nongifted abstainers. More than 300 students in seventh
grade (42.5% gifted) participated in the present study.
Results indicated gifted students have, in fact, tried
alcohol at rates that do not differ from nongifted students.
Although trying alcohol was generally associated with
negative adjustment, giftedness served as a moderating
factor such that gifted students who had tried alcohol were
less at risk than their nongifted peers. However, evidence
also suggests that gifted adolescents who tried alcohol may
be a part of a peer context that promotes substance use,
which may place these youth at risk for adjustment
difficulties in the future.},
Doi = {10.1177/0016986210392220},
Key = {fds251803}
}
@article{fds251802,
Author = {Lansford, JE and Costanzo, PR and Grimes, C and Putallaz, M and Miller,
S and Malone, PS},
Title = {Social Network Centrality and Leadership Status: Links with
Problem Behaviors and Tests of Gender Differences.},
Journal = {Merrill-Palmer quarterly (Wayne State University.
Press)},
Volume = {55},
Number = {1},
Pages = {1-25},
Year = {2009},
Month = {January},
ISSN = {0272-930X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/19763241},
Abstract = {Seventh-grade students (N = 324) completed social cognitive
maps to identify peer groups and peer group leaders,
sociometric nominations to describe their peers' behaviors,
and questionnaires to assess their own behaviors. Peer group
members resembled one another in levels of direct and
indirect aggression and substance use; girls' cliques were
more behaviorally homogenous than were boys' cliques. On
average, leaders (especially if they were boys) were
perceived as engaging in more problem behaviors than were
nonleaders. In girls' cliques, peripheral group members were
more similar to their group leader on indirect aggression
than were girls who were more central to the clique. Peer
leaders perceived themselves as being more able to influence
peers but did not differ from nonleaders in their perceived
susceptibility to peer influence. The findings contribute to
our understanding of processes through which influence may
occur in adolescent peer groups.},
Doi = {10.1353/mpq.0.0014},
Key = {fds251802}
}
@article{fds251806,
Author = {Lansford, JE and Miller Johnson and S and Costanzo, PR and Grimes, CL and Putallaz, M},
Title = {Social network centrality and leadership status: Links with
problem behaviors},
Journal = {Merrill-Palmer Quarterly},
Volume = {55},
Pages = {1-25},
Year = {2009},
Key = {fds251806}
}
@article{fds251807,
Author = {Putallaz, M and Grimes, CL and Foster, KJ and Kupersmidt, JB and Coie,
JD and Dearing, K},
Title = {Overt and Relational Aggression and Victimization: Multiple
Perspectives within the School Setting.},
Journal = {Journal of school psychology},
Volume = {45},
Number = {5},
Pages = {523-547},
Year = {2007},
Month = {October},
url = {http://www.ncbi.nlm.nih.gov/pubmed/18836518},
Abstract = {The current study involved a comprehensive comparative
examination of overt and relational aggression and
victimization across multiple perspectives in the school
setting (peers, teachers, observers in the lunchroom,
self-report). Patterns of results involving sociometic
status, ethnicity and gender were explored among 4(th)
graders, with particular emphasis on girls. Controversial
and rejected children were perceived as higher on both forms
of aggression than other status groups, but only rejected
children were reported as victims. Both European American
and African American girls showed a greater tendency toward
relational aggression and victimization than overt
aggression or victimization. Results indicated negative
outcomes associated with both relational and overt
victimization and especially overt aggression for the target
girl sample. Poorer adjustment and a socially unskillful
behavioral profile were found to be associated with these
three behaviors. However, relational aggression did not
evidence a similar negative relation to adjustment nor was
it related to many of the behaviors examined in the current
study. Implications of these results are
discussed.},
Doi = {10.1016/j.jsp.2007.05.003},
Key = {fds251807}
}
@article{fds251805,
Author = {McDonald, KL and Putallaz, M and Grimes, CL and Kupersmidt, JB and Coie,
JD},
Title = {Girl talk: Gossip, friendship, and sociometric
status},
Journal = {Merrill-Palmer Quarterly},
Volume = {53},
Number = {3},
Pages = {381-411},
Publisher = {Johns Hopkins University Press},
Year = {2007},
Month = {January},
ISSN = {0272-930X},
Abstract = {This study examined the characteristics of gossip among
fourth-grade girls and their close friends. Sixty friendship
dyads were videotaped as they engaged in conversation, and
their gossip was coded. Analyses revealed gossip to be a
dominant feature of their interaction and that it was
primarily neutral in valence. Sociometrically popular girls
and their friends were observed to gossip more about peers,
and their gossip was more evaluative than that between
rejected girls and their friends. Gossip frequency and
valence related to observed friendship closeness and
friendship quality. Race differences in the characteristics
of gossip were also explored. The study results are
important in our efforts to develop a fuller understanding
of the important interpersonal process of gossip and the
functions that it serves in the context of close
friendships. Copyright © 2007 by Wayne State University
Press.},
Doi = {10.1353/mpq.2007.0017},
Key = {fds251805}
}
@article{fds251804,
Author = {Lansford, JE and Putallaz, M and Grimes, CL and Schiro-Osman, KA and Kupersmidt, JB and Coie, JD},
Title = {Perceptions of friendship quality and observed behaviors
with friends: How do sociometrically rejected, average, and
popular girls differ?},
Journal = {Merrill-Palmer Quarterly},
Volume = {52},
Number = {4},
Pages = {694-720},
Publisher = {Johns Hopkins University Press},
Year = {2006},
Month = {January},
ISSN = {0272-930X},
Abstract = {This study examined associations between sociometric status
and friendship quality using observational and questionnaire
data from 139 fourth-grade girls and their friends.
Multivariate analyses of covariance (controlling for
ethnicity and socioeconomic status) showed that rejected
girls and their friends did not differ in their reported
friendship quality compared to average or popular girls.
However, coded behavioral observations revealed that
compared to other girls, rejected girls displayed more
negative affect, bossiness, and deviance but less positive
gossip, negative gossip, prosocial behavior, and social
competence. Furthermore, as a dyad, compared to other girls,
rejected girls and their friends exhibited less behavioral
maturity and poorer conflict resolution skills. These
results are important in advancing understanding of ways in
which rejected girls may perpetuate their problems in peer
contexts. Copyright © 2006 by Wayne State University
Press.},
Doi = {10.1353/mpq.2006.0036},
Key = {fds251804}
}
@article{fds251808,
Author = {Gazelle, H and Putallaz, M and Li, Y and Grimes, CL and Kupersmidt, J and Coie, JD},
Title = {Anxious solitude across contexts: Girls’ interactions with
familiar and unfamiliar peers},
Journal = {Child Development},
Volume = {76},
Number = {1},
Pages = {227-246},
Year = {2005},
ISSN = {0009-3920},
url = {http://www.ncbi.nlm.nih.gov/pubmed/15693769},
Abstract = {Cross-situational continuity and change in anxious solitary
girls' behavior and peer relations were examined in
interactions with familiar versus unfamiliar playmates.
Fourth-grade girls (N=209, M age=9.77 years, half African
American, half European American) were identified as anxious
solitary or behaviorally normative using observed and
teacher-reported behavior among classmates. Subsequently,
girls participated in 1-hr play groups containing 5
same-race familiar or unfamiliar girls for 5 consecutive
days. Results support both cross-situational continuity and
change in anxious solitary girls' behavior and peer
relations. Although anxious solitary girls exhibited
difficulty interacting with both familiar and unfamiliar
playmates relative to behaviorally normative girls, elements
of their behavior improved in unfamiliar play groups, a
context in which they received less peer
mistreatment.},
Doi = {10.1111/j.1467-8624.2005.00841.x},
Key = {fds251808}
}
@article{fds251810,
Author = {C. Grimes and Putallaz, M and Costanzo, PR and Grimes, CL and Sherman,
DM},
Title = {Intergenerational continuities and their influences on
children's social development},
Journal = {Social Development},
Volume = {7},
Number = {3},
Pages = {389-427},
Publisher = {WILEY},
Year = {1998},
Month = {January},
ISSN = {0961-205X},
url = {http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000076752900007&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=47d3190e77e5a3a53558812f597b0b92},
Abstract = {The purpose of this article is to provide a comprehensive
review of the recent efforts by psychologists to explore
intergenerational continuities and their influences on
children's social development. A primary criterion for
inclusion in the review was use of three generations of
subjects represented in the research, although two
generation studies were included to supplement or expand
upon the conclusions drawn from three generation studies.
The following domains of research were reviewed: (1)
literature regarding the repetition of child abuse across
generations, (2) research examining the intergenerational
continuity of attachment status, (3) investigations of the
continuity of parenting and childrearing behavior parents
experienced with their own parents, (4) research examining
inter generational continuities in parenting involving
non-human primates, and (5) investigations of
intergenerational continuities in both peer and sibling
relationships. Across all literatures reviewed, evidence was
found for intergenerational continuity with gender of parent
affecting results. Two primary mechanisms for transmission
appear to be cognitive schemas of relationships and
modeling. A paradigm is proposed describing possible means
of intergenerational transmission of influence on the social
development of children.},
Doi = {10.1111/1467-9507.00074},
Key = {fds251810}
}
@article{fds376458,
Author = {Putallaz, M and Hellstern, L and Sheppard, BH and Grimes, CL and Glodis,
KA},
Title = {Conflict, Social Competence, and Gender: Maternal and Peer
Contexts},
Journal = {Early Education and Development},
Volume = {6},
Number = {4},
Pages = {433-447},
Year = {1995},
Month = {January},
Abstract = {The current study was designed to address two major
purposes. The first goal was to investigate the joint
influence of children's sociometric status and sex on their
conflict behavior, and the second goal was to explore the
similarities and differences in children's conflict behavior
across two contexts, specifically conflicts arising during
interactions with mothers and with peers. Forty-two
first-graders were videotaped playing with their mothers and
then with an unfamiliar peer partner. Conflict behavior
occurring in the mother-child context was quite different
from that occurring between children, reflecting the
contrast between the vertical and horizontal nature of these
relationships. Most striking were the large number of
sociometric status and sex differences in conflict behavior
found across both contexts. Further, it appears that
effective conflict behavior may differ for boys and girls.
Implications for future research are discussed. © 1995,
Taylor & Francis Group, LLC. All rights reserved.},
Doi = {10.1207/s15566935eed0604_8},
Key = {fds376458}
}
@article{fds251809,
Author = {C. Grimes and Putallaz, M and Hellstern, L and Sheppard, BH and Glodis,
KA},
Title = {Conflict, social competence, & gender: Maternal and peer
contexts},
Journal = {Early Education and Development},
Volume = {6},
Number = {4},
Pages = {431-443},
Publisher = {Informa UK Limited},
Year = {1995},
Abstract = {The current study was designed to address two major
purposes. The first goal was to investigate the joint
influence of children's sociometric status and sex on their
conflict behavior, and the second goal was to explore the
similarities and differences in children's conflict behavior
across two contexts, specifically conflicts arising during
interactions with mothers and with peers. Forty-two
first-graders were videotaped playing with their mothers and
then with an unfamiliar peer partner. Conflict behavior
occurring in the mother-child context was quite different
from that occurring between children, reflecting the
contrast between the vertical and horizontal nature of these
relationships. Most striking were the large number of
sociometric status and sex differences in conflict behavior
found across both contexts. Further, it appears that
effective conflict behavior may differ for boys and girls.
Implications for future research are discussed. © 1995,
Taylor & Francis Group, LLC. All rights reserved.},
Doi = {10.1207/s15566935eed0604_8},
Key = {fds251809}
}
%% Chapters in Books
@misc{fds350081,
Author = {Putallaz, M and Kupersmidt, JB and Coie, JD and McKnight, K and Grimes,
CL},
Title = {A behavioral analysis of girls' aggression and
victimization},
Booktitle = {Aggression, Antisocial Behavior, and Violence Among Girls A
Developmental Perspective},
Publisher = {Guilford Press},
Editor = {Putallaz, M and Bierman, KL},
Year = {2004},
Month = {July},
ISBN = {9781572309944},
Abstract = {"Shedding light on a vital subject that has long been
neglected, this authoritative volume will appeal to a broad
audience of scholars, professionals, and students in
developmental psychology, clinical and school psychology,
public policy, ...},
Key = {fds350081}
}
@misc{fds251800,
Author = {Grimes, CL and Klein, TP and Putallaz, M},
Title = {Parents' Relationships with Their Parents and Peers:
Influences on Children's Social Development},
Pages = {141-158},
Booktitle = {Children's Peer Relationships: From Development to
Intervention},
Publisher = {American Psychological Association},
Editor = {Kupersmidt, JB and Dodge, KA},
Year = {2004},
ISBN = {1591471052},
Key = {fds251800}
}
%% Articles Submitted
@article{fds214203,
Author = {Costanzo, P.R. and Golonka, M. and Peairs, K.F. and Chongming, Y. and Grimes, C.L.},
Title = {Natural peer leaders as substance use prevention agents: The
Teens' Life Choices Project},
Year = {2012},
Key = {fds214203}
}
@article{fds214207,
Author = {Pearis, K.F. and Putallaz, M. and Grimes, C.L.},
Title = {Sociometric and adjustment profiles of academically gifted
adolescents},
Year = {2012},
Key = {fds214207}
}