Relational Aggression in School Settings: Definition, Development, Strategies, and Implications

Autor/inn/en	Dailey, Alicia L.; Frey, Andy J.; Walker, Hill M.
Titel	Relational Aggression in School Settings: Definition, Development, Strategies, and Implications
Quelle	In: Children & Schools, 37 (2015) 2, S.79-88 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdv003
Schlagwörter	Bullying; Aggression; Prevention; Intervention; Early Childhood Education; Elementary Education; Urban Schools; Rural Schools; Suburban Schools; Longitudinal Studies; Program Effectiveness + Suchen Sie Ihr Suchwort? Mobbing; Prävention; Vorbeugung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Relational aggression (RA) is a nonphysical form of aggression whereby the perpetrator's goal is to inflict or threaten damage to relationships, including harm to the target child's social standing or reputation. This form of aggression may result in long-term psychological harm to victims. This article defines RA, summarizes its development, and highlights some recent prevention and intervention strategies to address RA in early childhood and elementary school settings. Studies span across urban, suburban, and rural schools, along with various ethnic, racial, and socioeconomic groups. Although most interventions are universal in scope, designed to prevent the onset of RA, some target specific groups at risk of developing RA, such as girls. Of the 13 programs reviewed, 12 are classroom-based prevention programs, with the length of implementation ranging from six weeks to three years. Several longitudinal studies are presented (covering at least two academic years). Results indicate that although most interventions decrease relationally aggressive behaviors and increase prosocial behaviors, effect sizes of interventions vary. Whole-school antibullying programs do not appear to be effective. Suggestions for incorporating new interventions are given, along with implications for school social work practice, education policy, and intervention research. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01