Kenneth A. Dodge
%% Chapters in Books
@misc{fds271906,
Author = {Deater-Deckard, K and Dodge, KA and Sorbring, E},
Title = {Cultural differences in the effects of physical
punishment},
Pages = {204-226},
Booktitle = {Ethnicity and Causal Mechanisms},
Publisher = {Cambridge University Press},
Editor = {M. Rutter and M. Tienda},
Year = {2004},
Month = {January},
ISBN = {9780521849937},
url = {http://dx.doi.org/10.1017/CBO9781139140348.010},
Abstract = {The predictors of violence and delinquency in childhood and
adolescence include attributes of the child (e.g.,
temperament, intelligence), the home environment (e.g.,
harsh parenting, maltreatment, domestic violence, family
size and structure, parent mental illness, and family
antisocial activity), the peer group (e.g., deviant peers,
peer rejection), and the community (e.g., school and
neighborhood factors; Wasserman et al., 2003). These factors
correlate with or predict antisocial behavior in multiple
ethnic groups (Rowe, Vazsonyi,&Flannery, 1994;
Vazsonyi&Flannery, 1997). However, there is one noteworthy
ethnic group difference. The customary use of physical
punishment is associated with more aggressive behavior
problems among European Americans but not among African
Americans – although physical abuse predicts behavior
problems equally well across these and other ethnic groups.
Ascertaining the nature and cause of this ethnic group
difference is one of the most pressing questions for
research on the development of antisocial behavior
(Farrington, Loeber,&Stouthamer-Loeber, 2003). By conducting
cross-cultural research, researchers can utilize the
discovery of an ethnic group difference to test competing
hypotheses about causal mechanisms (Rutter, this volume). In
the current chapter, we consider whether the mechanisms
linking harsh parenting and children's aggressive behavior
problems generalize beyond middle-class Caucasians.
Researchers often assume that a mechanism is generalizable
across human populations, but the assumption is rarely
tested. Discovering whether physical discipline and abuse
are universal risk factors for the development of aggressive
behavior problems has implications for theory as well as
applications in prevention, intervention, and social
policy.},
Doi = {10.1017/CBO9781139140348.010},
Key = {fds271906}
}
@misc{fds147814,
Author = {Dodge, K.A. and Pettit, G.S. and Bates, J.E.},
Title = {Effects of physical maltreatment on the development of peer
relations (Reprint)},
Booktitle = {Abnormal Child Psychology},
Publisher = {Wadsworth Press},
Address = {New York},
Editor = {E. Mash and D. Wolfe},
Year = {2008},
Key = {fds147814}
}
@misc{fds31451,
Author = {Dodge, K.A. and McLoyd, V.C. and Lansford, J.E.},
Title = {The cultural context of physically disciplining
children},
Pages = {245-263},
Booktitle = {Emerging Issues in African American Family Life: Context,
Adaptation, and Policy},
Publisher = {Guilford Press},
Editor = {V.C. McLoyd and N.E. Hill and K.A. Dodge},
Year = {2005},
Key = {fds31451}
}
%% Journal Articles
@article{fds272125,
Author = {Lansford, JE and Malone, PS and Stevens, KI and Dodge, KA and Bates, JE and Pettit, GS},
Title = {Developmental trajectories of externalizing and
internalizing behaviors: factors underlying resilience in
physically abused children.},
Journal = {Development and psychopathology},
Volume = {18},
Number = {1},
Pages = {35-55},
Year = {2006},
Month = {January},
ISSN = {0954-5794},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16478551},
Abstract = {Using a multisite community sample of 585 children, this
study examined how protective and vulnerability factors
alter trajectories of teacher-reported externalizing and
internalizing behavior from kindergarten through Grade 8 for
children who were and were not physically abused during the
first 5 years of life. Early lifetime history of physical
abuse (11.8% of sample) was determined through interviews
with mothers during the prekindergarten period; mothers and
children provided data on vulnerability and protective
factors. Regardless of whether the child was abused, being
African American; being male; having low early social
competence, low early socioeconomic status (SES), and low
adolescent SES; and experiencing adolescent harsh
discipline, low monitoring, and low parental knowledge were
related to higher levels of externalizing problems over
time. Having low early social competence, low early SES, low
adolescent SES, and low proactive parenting were related to
higher levels of internalizing problems over time.
Furthermore, resilience effects, defined as significant
interaction effects, were found for unilateral parental
decision making (lower levels are protective of
externalizing outcomes for abused children), early stress
(lower levels are protective of internalizing outcomes for
abused children), adolescent stress (lower levels are
protective of internalizing outcomes for abused children),
and hostile attributions (higher levels are protective of
internalizing outcomes for abused children). The findings
provide a great deal of support for an additive or main
effect perspective on vulnerability and protective factors
and some support for an interactive perspective. It appears
that some protective and vulnerability factors do not have
stronger effects for physically abused children, but instead
are equally beneficial or harmful to children regardless of
their abuse status.},
Doi = {10.1017/s0954579406060032},
Key = {fds272125}
}
@article{fds272089,
Author = {Kaplow, JB and Hall, E and Koenen, KC and Dodge, KA and Amaya-Jackson,
L},
Title = {Dissociation predicts later attention problems in sexually
abused children.},
Journal = {Child Abuse Negl},
Volume = {32},
Number = {2},
Pages = {261-275},
Year = {2008},
Month = {February},
ISSN = {0145-2134},
url = {http://dx.doi.org/10.1016/j.chiabu.2007.07.005},
Abstract = {OBJECTIVE: The goals of this research are to develop and
test a prospective model of attention problems in sexually
abused children that includes fixed variables (e.g.,
gender), trauma, and disclosure-related pathways. METHODS:
At Time 1, fixed variables, trauma variables, and stress
reactions upon disclosure were assessed in 156 children aged
8-13 years. At the Time 2 follow-up (8-36 months following
the initial interview), 56 of the children were assessed for
attention problems. RESULTS: A path analysis involving a
series of hierarchically nested, ordinary least squares
multiple regression analyses indicated two direct paths to
attention problems including the child's relationship to the
perpetrator (beta=.23) and dissociation measured immediately
after disclosure (beta=.53), while controlling for
concurrent externalizing behavior (beta=.43). Post-traumatic
stress symptoms were only indirectly associated with
attention problems via dissociation. Taken together, these
pathways accounted for approximately 52% of the variance in
attention problems and provided an excellent fit to the
data. CONCLUSIONS: Children who report dissociative symptoms
upon disclosure of CSA and/or were sexually abused by
someone within their family are at an increased risk of
developing attention problems. PRACTICE IMPLICATIONS:
Findings from this study indicate that children who
experienced sexual abuse at an earlier age, by someone
within their family, and/or report symptoms of dissociation
during disclosure are especially likely to benefit from
intervention. Effective interventions should involve (1)
providing emotion regulation and coping skills; and (2)
helping children to process traumatic aspects of the abuse
to reduce the cyclic nature of traumatic reminders leading
to unmanageable stress and dissociation.},
Doi = {10.1016/j.chiabu.2007.07.005},
Key = {fds272089}
}
@article{fds39008,
Author = {Dodge, K.A. and Bates, J.E. and Pettit, G.S.},
Title = {How the experience of physical abuse leads a child to become
chronically violent toward others},
Pages = {263-288},
Booktitle = {Rochester Symposium on Developmental Psychopathology, Vol.
8: Developmental perspectives on trauma},
Publisher = {Rochester, NY: University of Rochester Press},
Editor = {D. Cicchetti and S.L. Toth},
Year = {1997},
Key = {fds39008}
}
@article{fds272184,
Author = {Berlin, LJ and Dodge, KA},
Title = {Relations among relationships. Invited commentary on "Child
abuse and neglect and adult intimate relationships: A
prospective study"},
Journal = {Child Abuse and Neglect},
Volume = {28},
Pages = {1127-1132},
Year = {2004},
url = {http://dx.doi.org/10.1016/j.chiabu.2004.07.002},
Doi = {10.1016/j.chiabu.2004.07.002},
Key = {fds272184}
}
@article{fds272187,
Author = {Dodge, KA},
Title = {Risk and protection in the perpetration of child
abuse},
Journal = {North Carolina Medical Journal},
Volume = {66},
Number = {5},
Pages = {367-369},
Year = {2005},
ISSN = {0029-2559},
url = {http://www.ncbi.nlm.nih.gov/pubmed/16323584},
Abstract = {In sum, the adoption of a risk and protective factor
approach to understanding and preventing child abuse is
highly consistent with empirical study of how child abuse
develops and with efforts in the prevention of heart
disease. This analogy can be helpful in designing a
comprehensive approach to the prevention of child abuse. It
should not be taken too far, however. For example, it may be
destructive to perceive abusive parents as "sick." There may
be better metaphors that do not invoke sickness, such as
literacy. So, 'the analogy would go like this: abusive
parents are like illiterate adults, and prevention of abuse
will require a universal comprehensive, life-long, public
education system that includes years of focused education
for all, coupled with a selective special education system
for high-risk individuals.},
Key = {fds272187}
}
@article{fds272241,
Author = {Dodge, KA and Pettit, GS and Bates, JE and Valente,
E},
Title = {Social information-processing patterns partially mediate the
effect of early physical abuse on later conduct
problems.},
Journal = {Journal of abnormal psychology},
Volume = {104},
Number = {4},
Pages = {632-643},
Year = {1995},
Month = {November},
ISSN = {0021-843X},
url = {http://dx.doi.org/10.1037//0021-843x.104.4.632},
Abstract = {The authors tested the hypothesis that early physical abuse
is associated with later externalizing behavior outcomes and
that this relation is mediated by the intervening
development of biased social information-processing
patterns. They assessed 584 randomly selected boys and girls
from European American and African American backgrounds for
the lifetime experience of physical abuse through clinical
interviews with mothers prior to the child's matriculation
in kindergarten. Early abuse increased the risk of
teacher-rated externalizing outcomes in Grades 3 and 4 by
fourfold, and this effect could not be accounted for by
confounded ecological or child factors. Abuse was associated
with later processing patterns (encoding errors, hostile
attributional biases, accessing of aggressive responses, and
positive evaluations of aggression), which, in turn,
predicted later externalizing outcomes.},
Doi = {10.1037//0021-843x.104.4.632},
Key = {fds272241}
}
@article{fds272213,
Author = {Keiley, MK and Howe, TR and Dodge, KA and Bates, JE and Petti,
GS},
Title = {The timing of child physical maltreatment: a cross-domain
growth analysis of impact on adolescent externalizing and
internalizing problems.},
Journal = {Development and psychopathology},
Volume = {13},
Number = {4},
Pages = {891-912},
Year = {2001},
Month = {January},
url = {http://dx.doi.org/10.1023/A:1005122814723},
Abstract = {In a sample of 578 children assessed in kindergarten through
the eighth grade, we used growth modeling to determine the
basic developmental trajectories of mother-reported and
teacher-reported externalizing and internalizing behaviors
for three physical maltreatment groups of
children-early-harmed (prior to age 5 years), later-harmed
(age 5 years and over), and nonharmed--controlling for SES
and gender. Results demonstrated that the earlier children
experienced harsh physical treatment by significant adults,
the more likely they were to experience adjustment problems
in early adolescence. Over multiple domains, early physical
maltreatment was related to more negative sequelae than the
same type of maltreatment occurring at later periods. In
addition, the fitted growth models revealed that the
early-harmed group exhibited someswhat higher initial levels
of teacher-reported externalizing problems in kindergarten
and significantly different rates of change in these problem
behaviors than other children, as reported by mothers over
the 9 years of this study. The early-harmed children were
also seen by teachers, in kindergarten, as exhibiting higher
levels of internalizing behaviors. The later-harmed children
were seen by their teachers as increasing their
externalizing problem behaviors more rapidly over the 9
years than did the early- or nonharmed children. These
findings indicate that the timing of maltreatment is a
salient factor in examining the developmental effects of
physical harm.},
Doi = {10.1023/A:1005122814723},
Key = {fds272213}
}