Relational aggression: Understanding, identifying, and responding in schools

Young, Ellie L.; Boye, America E.; Nelson, David A.

doi:10.1002/pits.20148

Cited by 73 publications

(64 citation statements)

References 47 publications

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“…54 Further, targeting intervention schemes from primary school onwards is paramount; 55 and could help prevent, especially harmful, chronic exposure to bullying.…”

Section: Discussionmentioning

confidence: 99%

Involvement in Bullying and Suicide-Related Behavior at 11 Years: A Prospective Birth Cohort Study

Winsper

Lereya

Zanarini

et al. 2012

Journal of the American Academy of Child & Adolescent Psych

200

148

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Objective To study the prospective link between involvement in bullying (bully, victim, bully/victim), and subsequent suicide ideation and suicidal/self-injurious behavior, in preadolescent children in the United Kingdom.Method 6043 children in the Avon Longitudinal Study of Parents and Children (ALSPAC) cohort were assessed to ascertain involvement in bullying between 4 and 10 years and suicide ideation at 11.7 years.

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“…54 Further, targeting intervention schemes from primary school onwards is paramount; 55 and could help prevent, especially harmful, chronic exposure to bullying.…”

Section: Discussionmentioning

confidence: 99%

Involvement in Bullying and Suicide-Related Behavior at 11 Years: A Prospective Birth Cohort Study

Winsper

Lereya

Zanarini

et al. 2012

Journal of the American Academy of Child & Adolescent Psych

200

148

View full text Add to dashboard Cite

show abstract

“…In contrast to the large number of interventions designed to target physical and verbal aggression, to date, there are few research-based interventions aimed at preventing or reducing relational aggression (Leff, Power, Manz, Costigan, & Nabors, 2001;Young, Boye, & Nelson, 2006). Existing interventions have concentrated on curbing relationally aggressive behaviors by changing cognitions and building social, emotional, and behavioral skills, with mixed results (Cappella & Weinstein, 2006;Fraser et al, 2005).…”

Section: Implications For Interventionmentioning

confidence: 95%

Network ties and mean lies: a relational approach to relational aggression

Neal

2009

Journal Community Psychology

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The current study considers how the structure of peer networks facilitates or constrains children's opportunities to engage in relationally aggressive behaviors such as social exclusion and rumor spreading. Specifically, the influence of two network features, centrality and density, on relational aggression are explored using grade-level behavioral and social network data collected on a demographically diverse sample of 144 third through eighth grade urban elementary school students. As hypothesized, these network features influenced levels of teacher-rated and peer-nominated relational aggression beyond the effects of demographic characteristics (i.e., gender and grade). Results revealed that relational aggression is influenced not only by who children are, but also by where they are located in the peer context. Implications for future research and intervention are offered. C 2009 Wiley Periodicals, Inc.Relational aggression refers to attempts to harm others through the manipulation of peer relationships (Crick & Grotpeter, 1995). Common forms include rumor spreading, social exclusion, and betrayals of trust. These behaviors, also known as indirect or social aggression, are noteworthy because they are prevalent among children, and are associated with a multitude of psychological, social, and behavioral outcomes for aggressors and victims

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“…For example, interventions promoting prosocial behaviors might be implemented (Merrell et al, 2006). Peer support systems should also be encouraged (Young, Boye, & Nelson, 2006), and school counselors or teachers could pair relocated youth with peer buddies to ease their transition into the new peer group and reduce the negative impact of peer victimization. Teachers should also increase the use of cooperative and group assignments in their classes as these assignments are thought to increase school attachment, which is associated with lower levels of overt and relational aggression (Hawkins, Doueck, & Lishner, 1988;Hill & Werner, 2006).…”

Section: Implications For School-based Mental Health Service Deliverymentioning

confidence: 99%

Changes in children's peer interactions following a natural disaster: How predisaster bullying and victimization rates changed following Hurricane Katrina

Terranova¹,

Boxer²,

Morris³

2009

Psychology in the Schools

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Youth exposed to disasters experience stress and adjustment difficulties, which likely influence their interactions with peers. In this study, we examined changes in bullying and peer victimization in two cohorts of children. Youth from an area affected by Hurricane Katrina were assessed preand postdisaster (n = 96, mean [M] = 10.9 years old, 53% female), and a comparison group from a nearby area was assessed over the same time interval 1 year prior (n = 120, M = 10.2 years old, 52% female). Within the hurricane group, relations between symptoms of post-traumatic stress disorder (PTSD) with bullying and victimization also were examined. Following the hurricane, the hurricane group reported increased relational and overt bullying relative to the nonhurricane group, and PTSD symptoms predicted increased victimization. Thus, school personnel should be vigilant and prepared to respond to increased bullying following disasters and for increased victimization in youth experiencing PTSD symptoms. C 2009 Wiley Periodicals, Inc.Hurricane Katrina caused one of the worst natural disasters in U.S. history, and exposure to disasters such as Hurricane Katrina has been linked to psychological and behavioral difficulties in youth (Khoury, Warheit, Hargrove, Zimmerman, Vega, & Gil, 1997;Shaw et al., 1995;Swenson, Saylor, Powell, Stokes, Foster, & Betler, 1996;Weems, Pina, Costa, Watts, Taylor, & Cannon, 2007). Yet little research has examined how disasters and the resulting distress impact children's peer interactions, even though peers play an important role in children's postdisaster adjustment . Drawing from social dominance theory (e.g., Pellegrini & Bartini, 2001), the current study examined changes in predisaster bullying and peer victimization rates following Hurricane Katrina, relative to changes in a nonhurricane exposed comparison group. Additionally, drawing from a theoretical model whereby disaster-related distress negatively impacts psychosocial and behavioral functioning (Warheit, 1988), the associations between symptoms of post-traumatic stress disorder (PTSD) with children's bullying behaviors and peer victimization experiences, while controlling for prehurricane functioning, were also examined.Previous research suggests two primary processes whereby large-scale disasters might impact bullying and peer victimization rates among youth. First, social dominance theory suggests that when peer groups are in a period of transition, bullying and peer victimization rates will increase as youth try to establish and maintain dominance within the changing peer group (Pellegrini & Bartini, 2001). Although periods of peer group transition are normally thought to occur when youth from several elementary schools transition to a larger junior high or during the transition from junior high to high school, disasters often force large numbers of people to relocate. Thus, the influx of new students in schools around a disaster area likely increases overall rates of bullying and victimization as youth struggle to establish or maintain...

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Relational aggression: Understanding, identifying, and responding in schools

Cited by 73 publications

References 47 publications

Involvement in Bullying and Suicide-Related Behavior at 11 Years: A Prospective Birth Cohort Study

Involvement in Bullying and Suicide-Related Behavior at 11 Years: A Prospective Birth Cohort Study

Network ties and mean lies: a relational approach to relational aggression

Changes in children's peer interactions following a natural disaster: How predisaster bullying and victimization rates changed following Hurricane Katrina

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