• Publications
  • Influence
A measure of positive and negative affect for children: Scale development and preliminary validation.
A child version of the Positive and Negative Affect Schedule (PANAS: D. Watson, L. A. Clark, & A. Tellegen, 1988), the PANAS-C, was developed using students in Grades 4-8 (N = 707). Item selectionExpand
A review of sex differences in peer relationship processes: potential trade-offs for the emotional and behavioral development of girls and boys.
A speculative peer-socialization model is presented based on this review of sex differences in several peer relationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions, which suggests that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Expand
Gender differences in emotional responses to interpersonal stress during adolescence.
  • K. Rudolph
  • Psychology, Medicine
  • The Journal of adolescent health : official…
  • 1 April 2002
The central proposal of the present paper is that gender Differences in the experience of stress and in emotional reactions to stress, particularly within an interpersonal context, contribute to the development of gender differences in anxiety and depression during adolescence. Expand
Behavioral Problems After Early Life Stress: Contributions of the Hippocampus and Amygdala
This study suggests ELS may shape the development of brain areas involved with emotion processing and regulation in similar ways, and differences in the amygdala and hippocampus may be a shared diathesis for later negative outcomes related to ELS. Expand
Age and gender as determinants of stress exposure, generation, and reactions in youngsters: a transactional perspective.
Age- and gender-related patterns of life stress varied across the type and context of stressors, and adolescent girls experienced the highest levels of interpersonal stress, especially stress and conflict that they generated within parent-child and peer relationships. Expand
Toward an interpersonal life-stress model of depression: The developmental context of stress generation
Results suggest that life-stress research may benefit from the application of transactional models of developmental psychopathology, which consider how children participate in the construction of stressful environments. Expand
Childhood adversity and youth depression: Influence of gender and pubertal status
Investigation of how childhood social adversity and recent stress interact to predict depression in youth suggested that early adversity exerts context-specific effects that vary across gender and development, and the role of stress-sensitization processes in pubertal girls and prepubertal boys, and stress-amplification processes in prepuberal girls. Expand
Negotiating the transition to middle school: the role of self-regulatory processes.
Maladaptive self-regulatory beliefs predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Expand
Moving toward and away from the world: social approach and avoidance trajectories in anxious solitary youth.
The interaction of behavioral vulnerability and peer exclusion was more consistently linked to adjustment changes in anxious solitary youth than in youth with other behavioral profiles and some effects were moderated by sex. Expand
Interpersonal attachment cognitions and prediction of symptomatic responses to interpersonal stress.
C cognitions, interpersonal events, and their interactions contributed to the prediction of interview-assessed depressive symptoms, but the effects were not specific to depression and predicted general symptomatology measured by diagnostic interviews as well, and results also varied by attachment subscale. Expand