Relational aggression among middle school girls: a qualitative study of the experiences and perceptions of girls, parents and school personnel.

Permanent URL: http://hdl.handle.net/2047/d20018707
Title:
Relational aggression among middle school girls : a qualitative study of the experiences and perceptions of girls, parents and school personnel
Creator:
Turner, Tracy Lynne (Author)
Contributor:
Stracuzzi, Nena F. (Advisor)
Unger, Christopher (Committee member)
Branco, Mark (Committee member)
Publisher:
Boston, Massachusetts : Northeastern University, 2014
Date Accepted:
May 2014
Date Awarded:
August 2014
Type of resource:
Text
Genre:
Theses
Format:
electronic
Digital origin:
born digital
Abstract/Description:
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.
Subjects and keywords:
bullying
cyberbullying
middle school
peer aggression
relational aggression
social-ecological theory
Elementary and Middle and Secondary Education Administration
Bullying in schools
Aggressiveness in girls
Teenage girls -- Education (Middle school) -- Social conditions
Teenage girls
Parents
Middle school teachers
Cyberbullying
DOI:
https://doi.org/10.17760/d20018707
Permanent URL:
http://hdl.handle.net/2047/d20018707
Use and reproduction:
In Copyright: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the right-holder(s). (http://rightsstatements.org/vocab/InC/1.0/)
Copyright restrictions may apply.

Downloads