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| Publications of Christina Grimes :recent first alphabetical combined listing:%% Journal Articles @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} } @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}, 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 = {fds376458} } @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{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{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{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{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{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{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{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{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} } %% Chapters in Books @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} } @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} } %% 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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