Download or read book Teachers and Students Perceptions of Relational Aggression written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Relational Aggression written by Rachael T. Sebold and published by . This book was released on 2012 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research question addressed in this project was, "How do 5th grade teachers describe their experiences with the social interactions within their female students?" The purpose of this study was to explore the perceptions of 5th grade teachers regarding the social interactions of their female students especially as it related to relational aggression and the strategies that are being utilized to address this issue. A key influence for this capstone was researcher Nicki Crick from the Crick Social Development Lab who is a pioneer in the study of relational aggression. The author developed a qualitative survey to gain understanding of 5th grade teacher's perspectives of the social interactions within their female students. Results from the study indicated that relational aggression was a common occurrence within 5th grade female students, and that 5th grade teachers lacked specific training on relational aggression interventions.

Download or read book Mothers and Teachers Perceptions of Relational and Physical Aggression of Preschoolers written by Heather Lynn Doescher and published by . This book was released on 2007 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book You Can t Sit with Us just Kidding written by Michelle Platt and published by . This book was released on 2016 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rough and tumble play, the playful form of physical aggression, has been shown to be related to a number of positive skills, abilities, and outcomes. As relational aggression is kin to physical aggression, it follows that there would be a playful version of relational aggression. This construct has been deemed playful relational behavior and is an area ripe for exploration. The current study focused on the role that empathy plays in students’ perception of, and engagement in, playful and aggressive forms of relational behaviors. Twenty teachers and 389 fifth grade students from two school districts in the Midwest completed the Social Skills Improvement System (SSIS) rating scale (to assess empathy), the Children’s Social Behavior Scale (to assess engagement in relational aggression and playful relational behavior), and watched and rated a series of video clips displaying a variety of playful and aggressive relational behaviors. Results indicated that higher levels of empathy are related to lower levels of engagement in both aggressive and playful relational behaviors, weak to moderate correlations between empathy and perceptions of relational aggression and playful relational behavior were uncovered, and that academic achievement may only moderate the associations between teacher-reported level of student empathy and engagement in relational behaviors.

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 Coping with Relational Aggression Within Children s Close Friendships written by Tracy Evian Waasdorp and published by ProQuest. This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent research suggests that when relational aggression occurs between close friends instead of the general peer group, it has a stronger negative impact on the social and emotional well-being for both the victim and the perpetrator. This dissertation explored children's, parents', and teachers' perceptions of the frequency and the harmfulness of relational aggression within children's close friendships. Child and parent self-report also served to explore perceptions of coping strategies used by children when faced with relational aggression within their close friendships. Data were collected in a low-income urban environment from 126 fourth- and fifth-grade children, their parents, and their teachers. Results revealed that: (1) Girls perceived relationally aggressive behaviors within their friendships as more harmful than boys; (2) parents rated physical and verbal aggression as more harmful than relationally aggressive behaviors, whereas both boys and the girls overwhelmingly reported relationally aggressive behaviors as more harmful than physically and verbally aggressive behavior; (3) parents and children reported similar rankings of the methods children use to cope; (4) lastly, most of the teachers felt that only female students, not male students, face relational aggression within their friendships. Overall, perceived harmfulness is related to how the child will cope with relational aggression, and gender was not related to coping strategy use. Moreover, there was a trend suggesting that African American children who perceived relational aggression as harmful were more likely to use aggressive coping strategies.

Download or read book Impact of Targeted Training on Middle School Teachers Knowledge Frequency of Use and Confidence in Identification Prevention and Intervention of Relational Aggression Among Students written by Jamie Renae Farquhar and published by . This book was released on 2017 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined teachers' knowledge, frequency of use, and confidence in identifying, preventing, and intervening in relational aggression in their classrooms and schools. A teacher training was implemented and evaluated using followup surveys in a pre-test/post-test design. Participants were middle school teachers from 11 city and county schools in the Southeast region of the United States. Knowledge and frequency of use were assessed through an adapted form of the Teacher Inventory of Skills and Knowledge (Newman, Horne, & Bartolomucci, 2000). Teacher confidence was assessed using measures developed by Goryl, Neilsen-Hewett, and Sweller (2013). This design included two survey points. Teachers received the first survey on self-perceived knowledge, frequency of use, and confidence related to relational aggression as a way to collect baseline data. Three-months after the teacher training, a second survey was evaluated long-term effects. Teachers initially reported high levels of total knowledge and total frequency of use, but generally lacked confidence. Another important distinction was gender. Results indicate males' self-perceptions of their knowledge, frequency of use, and confidence related to relational aggression is higher than female counterparts. This is consistent with other literature on self-perceived confidence and gender (Colbeck, Cabrera, and Terenzini, 2000). Both confidence and knowledge increased for teachers who participated in the targeted in-service training while there was no effect on confidence for the control group. This supports past research (Bowllan, 2011; Olweus et al., 2002).

Download or read book Perceptions of Relational Aggression Among New Zealand Adolescent Girls and Their Classroom Teachers written by Angela Page and published by . This book was released on 2011 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Preschool Teacher and Caregiver Perceptions of the Acceptability of Relational Aggression in Children Ages 3 5 written by Amy Holmes and published by . This book was released on 2011 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Children s Perceptions of Teachers Responses to Bullying written by Khaerannisa Cortes and published by . This book was released on 2013 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the role teacher-relational bullying schemas may have in influencing the likelihood of youth seeking teachers' assistance. The first goal of the study was to assess whether supportive and helpful teacher-responses to bullying schemas (TRBS) were associated with greater likelihood of involving teachers, and unhelpful TRBSs was related to lower likelihood of teacher seeking coping. The second goal was to examine possible differences in TRBS and likelihood of seeking help based on sex, grade, personal behavioral blame, personal aggression, and victimization. Towards these aims, data were gathered from 320 fourth and sixth grade students (152 boys; 168 girls) in the fall and spring of the academic year. MANOVA analyses revealed sex and grade differences, such as sixth grade boys were least likely to tell their teacher and most likely to blame their own behavior for being bullied than any other group. Results from a series of regression analyses found personal behavior blame and peer-directed aggression was related with less likelihood of telling. In addition, the association between parents or principal TRBS and telling the teacher was moderated by personal behavioral blame. Moreover, punishment predicted lower probability of telling concurrently and longitudinally.

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 Teachers Perceptions of Bullying written by Kari Ann Sassu and published by . This book was released on 2006 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Teacher Relationship Quality Research Past Present and Future volume II written by Claudio Longobardi and published by Frontiers Media SA. This book was released on 2024-06-28 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the publication of Robert Pianta's 2001 handbook on the quality of the teacher-student relationship, much has been accomplished and research contributions have multiplied from different authors and countries. This testifies to the richness and continuous evolution of this field of research. The quality of the teacher-student relationship has been recognized as an important factor in the psychological development of students and seems to increase their adjustment to the school context. A good quality of relationship, according to attachment theorists, is characterized by closeness, affection, and respect. In this direction, the teacher can offer a relational context that can support the child in their learning processes and psychological development, preventing negative outcomes. The research focused on defining the salient features of this educational relationship and refining tools that could collect the perceptions of students and teachers, trying to identify the possible outcomes associated and the mechanisms involved.

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 Learners Perceptions of Relational Aggression in Metropolitan and Rural Primary Schools written by Annemarie Magdaleen Du Plessis and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Perceptions of Relational and Overt Aggression written by Yvette Lynn Segura and published by . This book was released on 2003 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: