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 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 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 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 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 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 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 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 Perceptions of Coping Efforts of Middle School Girls Victimized by Relational Aggression written by Sarah Margaret Kneisley and published by . This book was released on 2013 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 No More Mean Girls written by Katie Hurley and published by Penguin. This book was released on 2018-01-30 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this Queen Bees and Wannabes for the elementary and middle school set, child and adolescent psychotherapist Katie Hurley shows parents of young girls how to nip mean girl behavior in the bud. Once upon a time, mean girls primarily existed in high school, while elementary school-aged girls spent hours at play and enjoyed friendships without much drama. But in this fast-paced world in which young girls are exposed to negative behaviors on TV and social media from the moment they enter school, they are also becoming caught up in social hierarchies much earlier. No More Mean Girls is a guide for parents to help their young daughters navigate tricky territories such as friendship building, creating an authentic self, standing up for themselves and others, and expressing themselves in a healthy way. The need to be liked by others certainly isn't new, but this generation of girls is growing up in an age when the "like" button shows the world just how well-liked they are. When girls acknowledge that they possess positive traits that make them interesting, strong, and likeable, however, the focus shifts and their self-confidence soars; "likes" lose their importance. This book offers actionable steps to help parents empower young girls to be kind, confident leaders who work together and build each other up.

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 Adolescent Girls Perceptions of Relational Aggression and School Culture written by Leanne Kahro-Stanley and published by . This book was released on 2006 with total page 202 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 2018-04-24 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 Relational Aggression and the Impact it Has on Female Adolescents written by Rebecca C. Hamilton and published by . This book was released on 2010 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent research has been dedicated to understanding relational aggression and how it impacts females. In this paper the researcher created a survey. The survey focused on the aggressor, the victim, the impact of relational aggression toward friendships, school attendance and the most commonly used relational aggressive behaviors. The survey was administered to forty female students in a suburban High School. Overall, the results of this study suggested that relational aggression had no impact on the selected students friendships or school attendance. However, the students did report that they did not think their school had done everything they can to handle issues related to relational aggression. Results pointed to the need of school staff to address relational aggressive behaviors when students are in their freshman and sophomore year of high school. The students surveyed provided feedback for their teachers, school counselors and administrators on how they would like them to address relational aggression behaviors in their school. Training for the entire staff on relational aggression was also recommended.

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 Partial Mediation and Moderation Effects of Class Peer Norms on the Relations of Teacher Support with Student Aggression and Academic Engagement During Early Adolescence written by Joy Wang and published by . This book was released on 2017 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the mediation and moderation effects of classroom peer norms (CPN) on the associations of teacher support with student engagement and aggression during sixth grade (first year of middle school). Current literature suggests that early adolescence is a critical developmental period with many changes occurring, including a peak in aggression, decreased academic engagement, increased peer influence, and decreased teacher support. Despite these challenging changes, teachers often serve as a powerful yet “invisible hand” (Farmer, Lines, & Hamm, 2011) that can influence student behaviors directly or indirectly via CPN. However, these two routes of teacher influence have rarely been examined simultaneously. The current study investigated these two routes by examining the partial mediation and moderation effects of CPN on the associations of teacher support with four student behaviors (overt and relational aggression, involved and disruptive behavior) among a diverse sample of 312 students from 32 classrooms across the fall and spring of sixth grade. Students self-reported teacher support (academic, emotional) and engagement (involved, disruptive behavior) and peer-nominated aggression (overt, relational). CPN was computed as a class average of a certain behavior (aggression or engagement). Multilevel modeling was used to test the mediation and moderation effects, considering the nested nature of the data (i.e., students nested within classrooms). Results indicated full mediation effect of CPN on the relations of fall teacher support with spring overt aggression, relational aggression, and disruptive behavior, and a moderation effect on spring involved behavior. Interestingly, the average classroom perception of teacher support showed a significant direct negative effect on relational aggression and disruptive behavior, and a direct positive effect on involved behavior, all of which became smaller and non-significant when CPN was taken into consideration (i.e., when the indirect or mediation effect was considered). In terms of the mediation effects, classes which had high levels of average perception of teacher support in the fall tended to have low disruptive behavior CPN, which was further associated with low levels of individual student disruptive behavior in the spring. The same mechanism applied to overt and relational aggression, except that the significance level of the relations of CPN with overt and relational aggression was marginal (i.e., p