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Publications of Christina Grimes    :chronological  alphabetical  combined listing:

%% 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},
   url = {http://dx.doi.org/10.1007/s11121-017-0790-4},
   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 = {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},
   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},
   url = {http://dx.doi.org/10.1353/mpq.2007.0017},
   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},
   url = {http://dx.doi.org/10.1353/mpq.2006.0036},
   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, JB 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},
   Month = {January},
   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 (Oxford, England)},
   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{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},
   url = {http://dx.doi.org/10.1207/s15566935eed0604_8},
   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 = {1572309946},
   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}
}


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