Download or read book An Investigation of Teachers Beliefs about Relational Aggression Among Girls written by Elizabeth Felleman Hammel and published by . This book was released on 2012 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relational aggression, a specific kind of aggression seen among children and adolescents, is characterized by the primary intention of strategically damaging and/or manipulating social relationships (Crick & Grotpeter, 1995). The dynamics of relational aggression are so subtle and complex in nature that they are difficult for teachers and school officials to identify, and are often dismissed as normative social behavior, or ignored because of lack of knowledge about appropriate interventions (Yoon & Kerber, 2003). Given the dearth of initiative from teachers and school officials surrounding acts of student relational aggression, further understanding of their beliefs about the behavior is warranted.

Download or read book The Relationship Between Parental Beliefs and Intervention Strategies Toward Relational Aggression and Reported Child Use of Relational Aggression written by Jamison P. Harnish and published by . This book was released on 2011 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relational aggression is a known form of aggressive behavior in which the relationship is used as the tool to inflict harm. Previous research indicates that relational aggression is predictive of maladjustment in children, is present in early childhood, and is linked to parental attitudes and practice. Using questionnaires, this study examined the relationship among parent beliefs and reported intervention strategies for relational aggression and teacher and parent reported levels of relational aggression in children. Findings indicated that parents and teachers rated preschool-aged (2-5 years) boys as more physically aggressive than preschool-aged girls, and rated older preschool-age children as more relationally aggressive than younger children. Parents rated their children lower in relational and physical aggression than their teachers did. In addition, there was a significant correlation between parental beliefs about relational aggression and how they rated their child's level of aggression. Parents who viewed relational aggression as a typical/normal behavior also rated their child lower in prosocial skills and higher in relational and physical aggression than parents who viewed relational aggression as abnormal. Suggestions for future research are discussed.

Download or read book Relational Aggression in Girls written by Jamie Kupkovits and published by . This book was released on 2008-06 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This curriculum has been designed based on research for addressing and treating relational aggression in girls. Nine sessions are included that will help you address girl bullying issues in your classroom and school. An optional 10th session is also offered for follow-up purposes. The lessons and activities can be used in classrooms and in small-groups as a prevention/intervention tool for girls who are dealing with issues related to relational aggression. This program includes a pretest and posttest assessment tool that will help you to collect data for accountability. Some topics covered include: Relational Aggression Awareness; Relational Aggression Strategies; Challenging Negative Belief Systems about Girl Behaviours; Identifying Thoughts, Feelings and Actions Associated with Relational Aggression; Problem Solving Situations Involving Relational Aggression; Healthy Friendship Skills and Strategies; Self-Esteem and Self-Confidence Building; and much more.

Download or read book Relational Aggression Among Middle School Girls written by Tracy Lynne Turner and published by . This book was released on 2014 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying behavior among youths has been a long-standing problem that parents and educators spend a great deal of time trying to combat. In particular, relational aggression, due to its covert nature and the difficulty in identifying the behavior, presents a greater challenge to youths, parents and educators and warranted further investigation. This covert behavior appears to peak in middle school and is employed at a higher rate by girls. Thus, a qualitative approach was used to examine the experiences and perceptions of relational aggression of middle school girls, their parents and middle school educators. Three separate focus groups were conducted with girls, parents and educators and data was analyzed through a social ecological lens. This study also aimed to examine the responses of the participants and the perception girls hold regarding how their parents and teachers respond to reports of relational aggression. Results indicate that boys are engaging in this behavior more than previously observed and youths are exhibiting aggressive behaviors towards their peers via technological devices and social networking sites more so than in person. Additionally, results indicated that training for both parents and educators on how to identify these behaviors, as well as how to respond to them, is needed. Further, results indicated a disconnect in the communication among girls, parents and educators which the participants report exacerbates the problem of relational aggression in schools.

Download or read book Middle School Girls Relational Aggression written by Lauren Perrish Plant and published by . This book was released on 2014 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The teachers in this action research study examined the problem of relational aggression at Whirlwind Academy. Relational aggression can be defined as the purposeful manipulation of peer relationships with the intent to cause harm. Associated behaviors may include social exclusion, gossip, clique-forming, and cyber bullying. The nine teachers analyzed middle school girl behaviors to identify relational aggression, effective relational aggression intervention, and their own confidence to intervene. In addition to the teachers' collaboration, they met twice with a panel of seven middle school girls to better understand the students' first-hand experiences with the problem. This action research process enabled the teachers to self-reflect about their own experiences with relational aggression and how their personal histories influenced their practices as teachers. By the conclusion of the study, the teachers had changed their identification of relational aggression among their girls at Whirlwind and preventative interventions. They reported that they needed additional support by the school administration to feel confident enough to change their reactive interventions in a sustainable way. This action research process may be duplicated with other teachers or schools to facilitate site-specific relational aggression intervention training.

Download or read book An Examination of Teachers Beliefs about Aggression in the Pre school Child written by Rachel Levinson and published by . This book was released on 1969 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Relational Aggression Intervention for Elementary School Girls written by Sarah E. Nolan and published by . This book was released on 2003 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relational aggression is the name-calling, gossiping, and exclusion used by girls to manipulate relationships. This study examines the need for relational aggression intervention for intermediate elementary school girls. Often known as "the mean things girls do to each other", relational aggression is a serious concern in elementary, middle, and high school. Until recently, very little research was done on this topic due to the nature of relational aggression; it is covert, quiet and occurs under the radar of teachers, parents, and school staff. However, the effects of this type of aggression can be devastating to a young girl and can lead to tragic consequences for the victim. The research utilized qualitative inquiry to determine what methods of intervention are being used and how successful they are. Conversational interviews with teachers and key staff, as well as a brief questionnaire, were used to examine the stategies being used and to generate ideas for further methods of intervention. In addition to the interviews, research strategies included review of written documents and intervention programs in use around the country, and informal conversations with girls in elementary school. The data indicate that there is a need for intervention and that teachers are ready to tackle relational aggression in their classrooms and schools. Identification of the problem, awareness of the effects, and access to appropriate methods of intervention are key elements in reducing relational aggression in elementary schools. Developing a comprehensive resource guide was the primary focus of this study. Included in the guide is a working definition of the term 'relational aggression', overviews of the current programs in place to address relational aggression, ideas for promoting awareness in schools, bibliography for teachers, parents and students, and a call for further action.

Download or read book The Dynamics of Relational Aggression Among Adolescent Females written by Kimberly Raye Kras and published by . This book was released on 2005 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: The issue of bullying among adolescents has raised concerns for teachers, administrators as well as the public. Some schools have begun implementing strategies to address the gender specific problem of relational aggression among females. Set Up, a Kansas City, Missouri organization, provides this service to area schools and this research assesses some of the information gleaned from its curriculum. Utilizing the Attitudes toward Women Scale for Adolescents (Galambos, Petersen, Richards, & Gitelson, 1985), the current research explores the issues related to gender role expectations and the dynamics of relational aggression among females, including physical, verbal, emotional, and sexual aggression. Additionally, the Rosenberg Self Esteem Scale (Rosenberg, 1985) was used to identify relationships between female bullying and self-esteem. T-tests and bivariate analyses were conducted in order to gauge these relationships.

Download or read book Social Aggression Among Girls written by Marion K. Underwood and published by Guilford Press. This book was released on 2003-04-10 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: While several recent popular books address the topic of girls' "meanness" to one another, this volume offers the first balanced, scholarly analysis of scientific knowledge in this area. Integrating current research on emotion regulation, gender, and peer relations, the book examines how girls are socialized to experience and express anger and aggression from infancy through adolescence. Considered are the developmental functions of such behaviors as gossip, friendship manipulation, and social exclusion; consequences for both victims and perpetrators; and approaches to intervention and prevention. Presenting innovative research models and methods, this is an accessible and much-needed synthesis for researchers, professionals, and students. Key Features: * Hot topic, garnering coverage in general media (e.g., The New York Times Magazine) * Accessibly written, with examples clarifying abstract points * Covers and integrates both physical and social aggression

Download or read book Relational Aggression Among Girls written by Katharine C. Smith and published by . This book was released on 2012 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bullying has become a topic of concern in schools because it can have such an impact on the overall school experience for a student. The purpose of the current research study was to determine the prevalence of a particular form of bullying, relational aggression, among middle school girls at a private school and the effects of the Olweus Bullying Prevention Program (OBPP) on the behaviors and attitudes of these students. An explanatory mixed-methods approach was taken to collect both quantitative and qualitative data by the use of two separate surveys in two phases of the study. The Phase I survey, the Olweus Bullying Questionnaire (OBQ), was administered to all Grades 3-8 students on three occasions and quantitative data was compared from year to year. The Phase II survey, the Relational Bullying Survey for Girls, was given once shortly after the third OBQ, only to Grades 6-8 girls; qualitative data was collected. Results indicated that relational aggression was prevalent at the school site among middle school girls, with higher rates of prevalence in sixth grade. Exclusion and rumor spreading were found to be primary ways to bully others. Interventions by other students were more likely to happen as perceived by their peers since the initial implementation of the program. Many girls' attitudes and behaviors have changed about bullying despite some student criticism of the OBPP. The program seemed to have mixed effects, some negative and some positive. The qualitative data showed that some girls felt the program was not taken seriously and activities were not well suited to middle school. However, some responses stated that the program has increased the awareness of bullying and its effects on students and their school experience. It has also empowered students to stand up for themselves and others. For future reference, fidelity of implementation is essential to the success of a school-wide bullying program.

Download or read book Teachers Perceptions of Relational Aggression Among Middle School Female Students written by and published by . This book was released on 2017 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Development of Relational Aggression written by Sarah M. Coyne and published by Oxford University Press. This book was released on 2018 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research over the last few decades has revealed that individuals use a variety of mechanisms to hurt one another, many of which are not physical in nature. In this volume, editors Sarah M. Coyne and Jamie M. Ostrov turn their focus on relational aggression, behavior that is intended to cause harm to another individual's relationships or social standing in the group (e.g., gossiping, social exclusion, and spreading malicious rumors). Unlike physical aggression, the scars of relational aggression are more difficult to detect. However, victims (and their aggressors) may experience strong and long-lasting consequences, including reduced self-esteem, loneliness, depression, anxiety, and more. Over the past 25 years, there has been a growing body of literature on relational aggression and other non-physical forms of aggression that have focused predominantly on gender differences, development, and risk and protective factors. In this volume, the focus turns to the development of relational aggression during childhood, adolescence, and emerging adulthood. Here, Coyne, Ostrov, and their contributing authors examine a number of risk factors and socializing agents or models (e.g., parenting, peers, media, the classroom) that lead to the development of relational aggression over time. An understanding of how these behaviors develop will inform readers of important intervention strategies to curb the use of relational aggression in schools, peer groups, and in family relationships. The Development of Relational Aggression provides scholars, researchers, practitioners, students, and parents with an extensive resource that will help move the field forward in our understanding of the development of relational aggression for the future.

Download or read book Associations Between Social Status Insecurity and Relational Aggression in Chinese Adolescents written by Yunyi Long and published by . This book was released on 2015 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescents pay close attention to their social status and actively pursue it through certain social behaviors. Previous studies have revealed that when adolescents feel their social standing is unsafe, namely having social status insecurity, they often use relational aggression to cope with it. However, what roles different social cognition processes play on the association between social status insecurity and relational aggression are unclear in the literature. Additionally, given that the relationship between relational victimization and relational aggression has also been observed in the literature, social status insecurity may also exert an important mediating impact on such an association. Nevertheless, few studies have examined this issue. Using a longitudinal design, this study addresses these research questions by examining two sets of integrated models, moderation models and mediation models, on the relationship between social status insecurity and relational aggression. In the moderation models, multiple social cognitive processes, including attribution, outcome expectancy, and normative beliefs regarding relational aggression are expected to moderate the association between social status insecurity and relational aggression. In the mediation models, social status insecurity is expected to mediate the association between relational victimization and aggression of adolescents. A total of 482 Chinese adolescents (238 girls) in 7th and 8th grades and 10 public middle school teachers participated in the study. Among those students, 357 adolescents (177 girls) participated in the study again eighteen months later. At the first time point of the study (T1), adolescents' relational aggression was reported in the forms of self-reports, peer nominations, and teacher reports, while the social status insecurity, social cognitive processes (i.e., attribution, outcome expectancy, and normative beliefs), and relational victimization were assessed by self-reports. At the second point of the study (T2), adolescents' relational aggression and victimization were measured from self-reports and peer nominations. Their social status insecurity was measured again by self-reports. The hypothesized moderation models were examined through hierarchical regressions, whereas the mediation models were examined using structural equation modeling (SEM). Results show that different social cognitive processes exerted different moderating effects on the relationship between social status insecurity and relational aggression. For instance, (a) self-serving attributions promoted the positive association between social status insecurity and relational aggression; (b) outcome expectancy regarding gaining social status also strengthened the relationship; and (c) the association between social status insecurity and relational aggression were stronger when adolescents attached high normative beliefs on relational aggression. In addition, for the mediation models, social status insecurity served as a significant mediator between relational victimization and relational aggression. This study enriches our knowledge, particularly regarding the role of their social cognitive processes, on the relationship between adolescents' perception of their peer status and their use of relational aggression. Furthermore, results also contribute to our understanding of adolescents' social status insecurity as it relates to the association between relational victimization and relational aggression.

Download or read book African American Girls written by Faye Z. Belgrave and published by Springer Science & Business Media. This book was released on 2009-07-24 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past 15 years, I have had the opportunityto conduct research and interv- tion programming with African American girls. Several of my graduate students, mostly African American women, pursuing their doctorates in psychology worked closely with me in this work. We have conducted hundreds of literature reviews, read many journal articles and reports, published many papers, and engaged over a thousand African American adolescent girls in a cultural curriculum speci?cally designed for them. This book was written to summarize this work and was c- ceived to be an educational resource for diverse audiences who work with African American girls including: (1) researchers who conduct research and intervention programming; (2) professionals who work with African American adolescent girls such as teachers, social workers, prevention specialists, therapists and counselors, and mental health workers; and (3) a general audience of persons with an interest in African American adolescent female’s well-being and developmentsuch as parents, community leaders, girl’s group leaders (i. e. , Girl Scout leaders), and church and spiritual leaders. This book is both descriptive and practical. Each chapter covers the most current literature on African American adolescent girls, and reviews and discusses ways in which they are similar to and unique from girls in other ethnic groups and from African American boys. An understanding of who they are and how they function allows us to make recommendations about ways to support these girls and to re- cus and/or strengthen already positive attributes.

Download or read book A Study of Relational Aggression Among Middle School Girls written by Susanne R. Wooton and published by . This book was released on 2004 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Bullying Victimization and Peer Harassment written by Charles A Maher and published by Routledge. This book was released on 2014-02-25 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive examination of theory, research, prevention and intervention, and professional practice issues - in one source. Teasing, shunning, and bullying can have serious detrimental effects on both victim and perpetrator. Bullying, Victimization, and Peer Harassment: A Handbook of Prevention and Intervention comprehensively gathers emerging research, theory, and effective practice on this subject into one invaluable source. This thorough review of a wide spectrum of innovative, evidence-based practices targets the complex problems of victimization, peer harassment, and bullying in our schools. Interventions range from individuals and their peers to broad, systems-level change within schools and communities. The challenge of prevention is also explored, using the latest studies as a practical foundation. Suggestions are provided detailing effective strategies to make changes in the culture within schools while offering directions for future research and practice. Bullying, Victimization, and Peer Harassment discusses research on current intervention programs now in place that, until now, has never been evaluated. Several of the studies address middle school issues and multi-ethnic populations, including those from the United States, Canada, and Europe. Peer sexual harassment and dating-related aggression are examined that includes and goes beyond traditional views of bullying and peer intimidation. This valuable handbook provides concise yet extensive information on the most current theory, empirical research, practice guidelines, and suggestions for preparing schools for programmatic initiatives. Topics in Bullying, Victimization, and Peer Harassment include: theory and conceptual issues in victimization, bullying, and peer harassment assessment results from a four-year longitudinal study on peer victimization in early adolescents youth perceptions toward bullying high school students’ victimization profiles immigrant children and victimization evaluating an adolescent violence prevention program a school-based intervention program peer group intervention interventions for victims multiple perspectives involving sexual harassment school-wide approaches to prevention and intervention and much more! Bullying, Victimization, and Peer Harassment is a crucial resource for researchers and mental health professionals who work in schools and who work with children and their families, such as school psychologists, counselors, clinical child psychologists, social workers, and community psychologists.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 886 pages. Available in PDF, EPUB and Kindle. Book excerpt: