Bierman, K. L., Smoot, D. L., & Aumiller, K. (1993). Characteristics of aggressive–rejected, aggressive–nonrejected, and rejected–nonaggressive boys. Child Development, 64, 139-151.
Brown, C. H., & Liao, J. (1999). Principles for designing randomized preventive trials in mental health: An emerging developmental epidemiology paradigm. American Journal of Community Psychology, 27(5), 673-710.
Cairns, R. B., & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time. NewYork: Cambridge University Press.
Coie, J. D., Terry, R., Zakriski, A., & Lochman, J. (1995). Early adolescent social influences on delinquent behavior. In J. McCord (Ed.), Coercion and punishment in long-term perspective (pp. 229-244). New York: Cambridge University Press.
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67(5), 631-647.
Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the Fast Track Prevention Trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30(1), 19-35.
Crick, N. R., & Dodge, K. A. (1989). Children's perceptions of peer entry and conflict situations: Social strategies, goals, and outcome expectations. In B. H. Schneider, J. Nadel, G. Attili, & R. P. Weissberg (Eds.), Social competence in developmental perspective (pp. 396-399). Dordrecht, the Netherlands: Kluwer Academic.
Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanism in children's social adjustment. Psychological Bulletin, 115, 74-101.
Deater-Deckard, K., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1998). Multiple risk factors in the development of externalizing behavior problems: Group and individual differences. Development and Psychopathology, 10, 469-493.
Dishion, T. J., McCord, J., & Poulin, F. (1999). When intervention harms: Peer groups and problem behavior. American Psychologist, 54(9), 755-764.
Dishion, T. J., Poulin, F., & Burraston, B. (2001). Peer group dynamics associated with iatrogenic effects in group interventions with high-risk young adolescents. New Directions for Child and Adolescent Development, 91, 79-92
Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In D. J. Pepler & K.H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 210-218). Hillsdale, NJ: Erlbaum.
Dodge, K. A., & Coie, J. D. (1987). Social information processing factors in reactive and proactive aggression in children's peer groups. Journal of Personality and Social Psychology, 53, 1116-1158.
Dodge, K. A., Coie, J. D., Pettit, G. S., & Price, J. M. (1990). Peer status and aggression in boys' groups: Developmental and contextual analyses. Child Development, 61, 1289-1309.
Dodge, K. A., Price, J. M., Bachorowski, J. A., & Newman, J. P (1990). Hostile attributional biases in severely aggressive adolescents. Journal of Abnormal Psychology, 99, 385-392.
Dodge, K. A., & Tomlin, A. M. (1987). Utilization of self-schemas as a mechanism of interpretational bias in aggressive children. Social Cognition, 5, 280-300.
Farrington, D. P. (1998). Predictors, causes, and correlates of male youth violence. In M. Tonry & M. H. Moore (Eds.), Youth violence (Vol. 24, pp. 421-476), Chicago: The University of Chicago Press.
Fast Track Project. (1997). Psychometric properties of the Social Health Profile (SHP). Durham, NC: Duke University, Department of Psychology.
Feldman, E., & Dodge, K. A. (1987). Social information processing and sociometric status: Sex, age, and situation effects. Journal of Abnormal Child Psychology, 15, 211-227.
Fergusson, D. M., Swain-Campbell, N. R., & Horwood, L. J. (2002). Deviant peer affiliations, crime and substance use: A fixed effects regression analysis. Journal of Abnormal Child Psychology, 30(4), 419-430.
Fraser, M. W. (1996a). Aggressive behavior in childhood and early adolescence: An ecological–developmental perspective on youth violence. Social Work, 41(4), 347-361.
Fraser, M. W. (1996b). Cognitive problem-solving and aggressive behavior among children. Families in Society, 77(1), 19-32.
Fraser, M. W. (Ed.) (1997). Risk and resilience in childhood: An ecological perspective. Washington, DC: NASW Press.
Fraser, M. W., Day, S. H., Galinsky, M., Hodges, V., & Smokowski, P. R. (2004). Preventing youth violence: A single-blind, randomized trial of a multi-element program for aggressive, rejected children in elementary school. Research on Social Work Practice, 13, 1-22.
Fraser, M. W., Nash, J. K., Galinsky, M. J., & Darwin, K. E. (2000). Making choices: Social problem-solving skills for children. Washington, DC: NASW Press.
Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2001). Second step: Preventing aggressive behavior by promoting social competence. Journal of Emotional and Behavioral Disorders, 8(2), 102-112.
Garrison, S. R., & Stolberg, A. L. (1983). Modification of anger in children by affective imagery training. Journal of Abnormal Child Psychology, 11, 115-130.
Gouze, K. R. (1987). Attention and social problem solving as correlates of aggression in preschool males. Journal of Abnormal Child Psychology, 15, 181-197.
Graham, S., & Hudley, C. (1994). Attributions of aggressive and nonaggressive African-American male early adolescents: A study of construct accessibility. Developmental Psychology, 30, 365-373.
Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Developmental Psychopathology, 7, 117-136.
Hanish, L. D., & Guerra, N. G. (2002). A longitudinal analysis of patterns of adjustment following peer victimization. Development and Psychopathology, 14, 69-89.
Huesmann, L. R. (1998). The role of social information processing and cognitive schema in the acquisition and maintenance of habitual aggressive behavior. In R. G. Geen & E. Donnerstein (Eds.), Human aggression: Theories, research, and implications for social policy (pp. 73-109). New York: Academic Press.
Huesmann, L. R., Eron, L. D., Guerra, N. G., & Crawshaw, V. B. (1994). Measuring children's aggression with teachers' predictions of peer nominations. Psychological Assessment, 6(4), 329-336.
Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9(3), 146-160.
Kaplow, J. B., Curran, P. J., Dodge, K. A., & the Conduct Problems Prevention Research Group. (2002). Child, parent, and peer predictors of early-onset substance use: A multisite longitudinal study. Journal of Abnormal Child Psychology, 30(3), 199-216.
Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274-305). New York: Cambridge University Press.
Lochman, J. E. (1992). Cognitive–behavioral intervention with aggressive boys: Three-year follow-up and preventive effects. Journal of Consulting and Clinical Psychology, 60(3), 426-432.
Lochman, J. E., Burch, P. R., Curry, J. E., & Lampron, L. B. (1984). Treatment and generalization effects of cognitive–behavioral and goal-setting interventions with aggressive boys. Journal of Consulting and Clinical Psychology, 52, 915-916.
Lochman, J. E., Coie, J. D., Underwood, M. K., & Terry, R. (1993). Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children. Journal of Consulting and Clinical Psychology, 61(6), 1053-1058.
Lochman, J. E., & Curry, J. (1986). Effects of social problem-solving training and selfinstruction training with aggressive boys. Journal of Clinical Child Psychology, 15, 159-164.
Lochman, J. E., & Dodge K. A. (1994). Social–cognitive processes of severely violent, moderately aggressive, and nonaggressive boys. Journal of Consulting and Clinical Psychology, 62, 366-374.
Lochman, J. E., & Lampron, L. B. (1988). Cognitive behavioral interventions for aggressive boys: Seven-month follow-up effects. Journal of Child and Adolescent Psychotherapy, 5, 12-23.
Loeber, R., & Farrington, D. P. (Eds.) (2001). Child delinquents: Development, intervention, and service needs. Thousand Oaks, CA: Sage.
Loeber, R., Farrington, D. P., Stouthamer-Loeber, M., & Van Kammen, W. B. (1998). Antisocial behavior and mental health problems: Explanatory factors in childhood and adolescence. Mahwah, NJ: Erlbaum.
Loeber, R., Stouthamer-Loeber, M., Van Kammen, W. B., & Farrington, D. P. (1991). Initiation, escalation, and desistance in juvenile offending and their correlates. Journal of Criminal Law and Criminology, 82, 36-82.
Macgowan, M. J., Nash, J. K., & Fraser, M. W. (2002). The Carolina Child Checklist of risk and protective factors for aggression. Research on Social Work Practice, 12(2), 253-276.
Miller-Johnson, S., Coie, J. D., Maumary-Gremaud, A., Bierman, K., & the Conduct Problems Prevention Research Group. (2002). Peer rejection and aggression and early starter models of conduct disorder. Journal of Abnormal Child Psychology, 30(3), 217-230.
Moote, G., Smyth, N., & Wodarski, J. (1999). Social skills training with youth in school settings: A review. Research on Social Work Practice, 9(4), 427-465.
Pakaslahti, L. (2000). Children's and adolescents; aggressive behavior in context: The development and application of aggressive problem-solving strategies. Aggression and Violent Behavior, 5(5), 467-490.
Patterson, G. R., Capaldi, D., & Bank, L. (1991). An early starter model for predicting delinquency. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression (pp. 139-168). Hillsdale, NJ: Erlbaum.
Patterson, G. R., Forgatch, M. S., Yoerger, K. L., & Stoolmiller, M. (1998). Variables that initiate and maintain an early-onset trajectory for juvenile offending. Development and Psychopathology, 10, 531-547.
Patterson, G., Reid, J., & Dishion, T. (1992). Antisocial boys. Eugene, OR: Castalia.
Pedhazur, E. J., & Pedhazur Schmelkin, L. (1991). Measurement, design and analysis: An integrated approach. Hillsdale, NJ: Erlbaum.
Pepler, D. J., Craig, W., & Roberts, W. L. (1995). Social skills training and aggression in the peer group. In J. McCord (Ed.), Coercion and punishment in long-term perspective (pp. 213-228). New York: Cambridge University Press.
Pettit, G. S., Dodge, K. A., & Brown, M. M. (1988). Early family experience, social problem solving patterns, and children's social competence. Child Development, 59, 107-120.
Prinz, R. J., Blechman, E. A., & Dumas, J. E. (1994). An evaluation of peer coping-skills training for childhood aggression. Journal of Clinical Child Psychology, 23(2), 193-203.
Quiggle, N. L., Garber, J., Panak, W. E., & Dodge, K. A. (1992). Social information processing in aggressive and depressed children. Child Development, 63, 1305-1320.
Reid, J. B., Eddy, J. M., Fetrow, R. A., & Stoolmiller, M. (1999). Description and immediate impacts of a preventive intervention for conduct problems. American Journal of Community Psychology, 27(4), 483-517.
Renshaw, P. D., & Asher, S. R. (1983). Children's goals and strategies for social interaction. Merrill-Palmer Quarterly, 29, 353-374.
Slaby, R. G., & Guerra, N. G. (1988). Cognitive mediators of aggression in adolescent offenders: 1. Assessment. Developmental Psychology, 24, 580-588.
Spivak, G., Platt, J. J., & Shure, M. B. (1976). The problem solving approach to adjustment. A guide to research and intervention. San Francisco: Jossey-Bass.
Steinberg, M. D., & Dodge, K. A. (1983). Attributional bias in aggressive adolescent boys and girls. Journal of Social and Clinical Psychology, 1, 312-321.
Tolan, P. H., & Gorman-Smith, D. (1998). Development of serious and violent offending careers. In R. Loeber & D. P. Farrington (Eds.), Serious & violent juvenile offenders: Risk factors and successful interventions (pp. 69-105). Thousand Oaks, CA: Sage.
Tremblay, R. E., Pagani-Kurtz, L., Masse, L. C., Vitaro, F., & Pihl, R. O. (1995). A bimodal preventive intervention for disruptive kindergarten boys: Its impact through midadolescence. Journal of Consulting and Clinical Psychology, 63(4), 560-568.
Underwood, M. K., Coie, J. D., & Herbsman, C. R. (1992). Display rules for anger and aggression in schoolage children. Child Development, 63, 366-380.
U.S. Department of Health and Human Services. (2001). Youth violence: A report of the Surgeon General. Rockville, MD: U.S. DHHS.
Werthamer-Larsson, L., Kellam, S., & Wheeler, L. (1991). Effect of first grade classroom on shy behavior, aggressive behavior, and concentration problems. American Journal of Community Psychology, 19, 585-602.