Kimberly L. Goodman
Research Subjects
Kimberly L. Goodman has a total of 3 co-authors. Here are the top co-authors by number of shared publications:
- Andres De Los Reyes
Comprehensive Assessment and Intervention Program, Department of Psychology, University of Maryland, College Park, MD, USA
1 shared publication Catherine P. Bradshaw
Johns Hopkins Bloomberg School of Public Health
1 shared publicationMichael A. Southam-Gerow
Virginia Commonwealth University
1 shared publication
Latest Publications
- 27 August 2010
- Published by Springer Nature in Clinical Child and Family Psychology Review
- Vol. 13 (4) , 366-383
Understanding and Using Informants’ Reporting Discrepancies of Youth Victimization: A Conceptual Model and Recommendations for Research
Discrepancies often occur among informants’ reports of various domains of child and family functioning and are particularly common between parent and child reports of youth violence exposure. However, recent work suggests that discrepancies between parent and child reports predict subsequent poorer child outcomes. We propose a preliminary conceptual model (Discrepancies in Victimization Implicate Developmental Effects [DiVIDE]) that considers how and why discrepancies between parents’ and youths’ ratings of child victimization may be related to poor adjustment outcomes. The model addresses how dyadic processes, such as the parent–youth relationship and youths’ information management, might contribute to discrepancies. We also consider coping processes that explain why discrepancies may predict increases in youth maladjustment. Based on this preliminary conceptual framework, we offer suggestions and future directions for researchers who encounter conflicting reports of community violence exposure and discuss why the proposed model is relevant to interventions for victimized youths.
- 27 August 2010
- Published by Springer Nature in Clinical Child and Family Psychology Review
- Vol. 13 (4) , 366-383
Understanding and Using Informants’ Reporting Discrepancies of Youth Victimization: A Conceptual Model and Recommendations for Research
Discrepancies often occur among informants’ reports of various domains of child and family functioning and are particularly common between parent and child reports of youth violence exposure. However, recent work suggests that discrepancies between parent and child reports predict subsequent poorer child outcomes. We propose a preliminary conceptual model (Discrepancies in Victimization Implicate Developmental Effects [DiVIDE]) that considers how and why discrepancies between parents’ and youths’ ratings of child victimization may be related to poor adjustment outcomes. The model addresses how dyadic processes, such as the parent–youth relationship and youths’ information management, might contribute to discrepancies. We also consider coping processes that explain why discrepancies may predict increases in youth maladjustment. Based on this preliminary conceptual framework, we offer suggestions and future directions for researchers who encounter conflicting reports of community violence exposure and discuss why the proposed model is relevant to interventions for victimized youths.
- 13 May 2010
- Published by Springer Nature in Child Psychiatry & Human Development
- Vol. 41 (5) , 515-534
The Regulating Role of Negative Emotions in Children’s Coping with Peer Rejection
This study examined the role of emotions as predictors of children’s coping responses to peer rejection experiences. Children ages 7–12 (N = 79) completed questionnaires to assess emotional and coping responses to peer rejection scenarios. This study examined three coping factors specific to peer rejection (positive reappraisal, ruminative coping, and aggressive coping) and examined results separately for two negative peer experiences (teasing and exclusion). Children’s emotions predicted coping responses after controlling for peer experiences. Specifically, anger was associated with aggressive coping, whereas sadness was associated with ruminative coping, supporting theory that emotions have distinct motivational-behavioral properties. Peer experiences were also important, as victimization was associated with aggressive coping, and receipt of prosocial peer behaviors was associated with positive reappraisal. These findings provide an empirical foundation for future research and the development of interventions to facilitate adaptive reactions to peer rejection.
- 13 May 2010
- Published by Springer Nature in Child Psychiatry & Human Development
- Vol. 41 (5) , 515-534
The Regulating Role of Negative Emotions in Children’s Coping with Peer Rejection
This study examined the role of emotions as predictors of children’s coping responses to peer rejection experiences. Children ages 7–12 (N = 79) completed questionnaires to assess emotional and coping responses to peer rejection scenarios. This study examined three coping factors specific to peer rejection (positive reappraisal, ruminative coping, and aggressive coping) and examined results separately for two negative peer experiences (teasing and exclusion). Children’s emotions predicted coping responses after controlling for peer experiences. Specifically, anger was associated with aggressive coping, whereas sadness was associated with ruminative coping, supporting theory that emotions have distinct motivational-behavioral properties. Peer experiences were also important, as victimization was associated with aggressive coping, and receipt of prosocial peer behaviors was associated with positive reappraisal. These findings provide an empirical foundation for future research and the development of interventions to facilitate adaptive reactions to peer rejection.