Behavioral Orientations and Peer-Contact Patterns of Relationally Aggressive Girls

2004 ◽  
Vol 94 (1) ◽  
pp. 327-334
Author(s):  
Miyoshi Isobe ◽  
Moisés Kirk De Carvalho Filho ◽  
Kenichi Maeda
Keyword(s):  
Relational Aggression ◽  
Free Play ◽  
Cooperative Play ◽  
Relationally Aggressive ◽  
Contact Patterns ◽  
Solitary Play ◽  
Social Conversation ◽  
Interactive Behaviors

The present study was designed to assess the behavioral orientations and peer-contact patterns of relationally aggressive girls. Based on teachers' assessments of relational aggression, 16 preschool girls were assigned to either a relationally aggressive group or a nonaggressive group and then observed in a free play setting. Several aspects of their interactive behaviors, e.g., cooperative play and social conversation, and noninteractive behaviors, e.g., solitary play and transition, were observed. Analysis indicated the relationally aggressive group spent more time engaged in social conversation and transition and less time in cooperative play than did the nonaggressive group. Further, findings indicated that the relationally aggressive group spent more time with one particular peer than did the nonaggressive group.

scholarly journals What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?

2021 ◽  
Author(s):  
◽  
Emily J. Hunt
Keyword(s):  
Music Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Secondary Analysis ◽  
Free Play ◽  
Play Skills ◽  
Cooperative Play ◽  
Musical Play ◽  
Solitary Play ◽  
Musical Interactions

<p>The fostering of inclusion in modern mainstream schools can be challenging. Student needs are becoming increasingly diverse, funding is scarce, and an attitudinal shift is necessary to value the contributions and identities of all learners. This study explores how music therapy can assist the process of inclusion by articulating the strategies I, a music therapy student, used when working to enhance musical play within a play-based learning environment. Findings have been generated using the methodology Secondary Analysis of Qualitative Data which involved thematic analysis of session notes and my reflexive diary. They describe the strategies I used to facilitate children’s developing social play skills, which varied from onlooker and solitary play, to parallel (alongside) and associative play (with some unorganised verbal and musical interactions), culminating in cooperative play (with children interacting directly to organise play and assign particular roles). I identified five themes reflecting levels of social participation in musical play; meeting individual needs, facilitating involvement, encouraging participation, encouraging interactions and supporting play stages. ‘Encouraging interactions’ was identified as the key theme relating to cooperative play, and the most significant in fostering pro-inclusive social skills. Musical and non-musical strategies are described and the significance of musical co-playing in facilitating pro-inclusive interactions is explored. The strategies identified are relevant for fostering inclusion in other play-based learning programmes and free play environments in both primary schools and pre-schools in New Zealand and globally.</p>

scholarly journals What strategies did I use, as a music therapy student, to promote child-led cooperative play in an inclusive education setting?

2021 ◽  
Author(s):  
◽  
Emily J. Hunt
Keyword(s):  
Music Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Secondary Analysis ◽  
Free Play ◽  
Play Skills ◽  
Cooperative Play ◽  
Musical Play ◽  
Solitary Play ◽  
Musical Interactions

<p>The fostering of inclusion in modern mainstream schools can be challenging. Student needs are becoming increasingly diverse, funding is scarce, and an attitudinal shift is necessary to value the contributions and identities of all learners. This study explores how music therapy can assist the process of inclusion by articulating the strategies I, a music therapy student, used when working to enhance musical play within a play-based learning environment. Findings have been generated using the methodology Secondary Analysis of Qualitative Data which involved thematic analysis of session notes and my reflexive diary. They describe the strategies I used to facilitate children’s developing social play skills, which varied from onlooker and solitary play, to parallel (alongside) and associative play (with some unorganised verbal and musical interactions), culminating in cooperative play (with children interacting directly to organise play and assign particular roles). I identified five themes reflecting levels of social participation in musical play; meeting individual needs, facilitating involvement, encouraging participation, encouraging interactions and supporting play stages. ‘Encouraging interactions’ was identified as the key theme relating to cooperative play, and the most significant in fostering pro-inclusive social skills. Musical and non-musical strategies are described and the significance of musical co-playing in facilitating pro-inclusive interactions is explored. The strategies identified are relevant for fostering inclusion in other play-based learning programmes and free play environments in both primary schools and pre-schools in New Zealand and globally.</p>

Relational Aggression in Sibling Relationships

2018 ◽  
Author(s):  
Nicole Campione-Barr ◽  
Sonia E. Giron ◽  
Christopher Odudu
Keyword(s):  
Relational Aggression ◽  
Physical Aggression ◽  
Sibling Relationships ◽  
Sibling Relationship ◽  
Future Research ◽  
Research Directions ◽  
Relationally Aggressive ◽  
Future Research Directions ◽  
Developmental Course

Given the uniqueness of siblings, it is important to consider the presence and role of relational aggression within the sibling relationship. Due to the time spent together and the information disclosed between siblings, during conflict, such information could be used in threatening or relationally aggressive ways. Relationally aggressive actions do not pose a threat to end the sibling relationship, making it a safe relationship to practice such strategies. While parents are likely to be aware of physical aggression between siblings, and attempt to stop it, relational aggression may be difficult for parents to catch and address, reinforcing its effectiveness as a strategy of control. This chapter describes the developmental course of relational aggression within the sibling relationship, as well as associations between relational aggression in the sibling relationship and relationships with others. Finally, we highlight the conclusions and limitations of this research and offer ideas for future research directions.

scholarly journals Relational Aggression in Preschool Students: An Exploration of the Variables of Sex, Age, and Siblings

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
Karen A. Morine ◽  
Laura M. Crothers ◽  
James B. Schreiber ◽  
Jered B. Kolbert ◽  
Tammy L. Hughes ◽  
...  
Keyword(s):  
Aggressive Behavior ◽  
Relational Aggression ◽  
Research Question ◽  
Teacher Assessment ◽  
Peer Ratings ◽  
Factorial Anova ◽  
Preschool Students ◽  
Relationally Aggressive ◽  
Sibling Interaction ◽  
Older Siblings

In this study, researchers wished to ascertain whether there were age (three- and four-year old), sibling (with or without older siblings), and sex (male and female) differences in the use of relational aggression in preschool students as rated by peers and teachers. In order to answer this research question, two 2 × 2 × 2 factorial ANOVA procedures with the relational aggression composite score as the dependent variable on the PSBS-P and PSBS-T were used for peer and teacher assessment, respectively, of relational aggression. Results revealed that in the peer ratings of preschool students' relationally aggressive behavior, there was an disordinal age by sibling interaction, in which four-year-old children with siblings were significantly more likely to be rated by their peers as using relational aggression than three-year-old children without siblings. In the teacher ratings of preschool students' relationally aggressive behavior, a main effect for age was observed. Teachers rated four-year old children as evidencing significantly higher levels of relational aggression as compared to three-year-olds. No sex differences were observed in the use of relational aggression either at age three or age four in this sample. Implications for these findings are presented.

The Peer Nature of Relational Aggression

2018 ◽  
Author(s):  
Marlene J. Sandstrom
Keyword(s):  
Relational Aggression ◽  
Costs And Benefits ◽  
Social Constructs ◽  
Peer Experiences ◽  
Relationally Aggressive ◽  
Peer Dynamics ◽  
Core Questions ◽  
Aggressive Children ◽  
Peer Liking ◽  
Group Acceptance

Relational aggression (RA), which involves the manipulation of a target’s relationships, peer status, or reputation, is an inherently interpersonal weapon. This chapter focuses on the peer context of RA, and addresses core questions about the association between RA and social constructs such as group acceptance, rejection, popularity, and friendship. What are the interpersonal costs and benefits of RA? What factors might explain why some relationally aggressive children are able to achieve and maintain popularity and social centrality despite being disliked? How does RA play out within mutual friendships? And how do the peer dynamics surrounding RA shift across development? The chapter begins with a discussion of RA in relation to group-level peer experiences (i.e., peer liking/acceptance; disliking/rejection; perceived popularity) and then turns to an exploration of RA within the context of friendships. It concludes with a discussion of selection and influence effects in regard to relationally aggressive behavior.

Cultural Contexts of Relational Aggression

2018 ◽  
Author(s):  
Yoshito Kawabata
Keyword(s):  
Relational Aggression ◽  
Peer Relationships ◽  
Social Cognitive ◽  
Cultural Influences ◽  
Future Research ◽  
International Studies ◽  
Cultural Contexts ◽  
Peer Socialization ◽  
Relationally Aggressive ◽  
Aggressive Children

Theories and models suggest cultural influences on children’s family and peer socialization. It is conceivable, therefore, that the development of relational aggression, which is a part of developmentally salient social experiences, may appear differently, depending on cultural contexts. The goal of this chapter is to summarize cross-cultural, international studies that have examined the development of relational aggression in various cultural contexts. Specifically, studies are reviewed that have evaluated psychometric properties of measures and have explored social-cognitive processes, peer relationships, victimization experiences, and psychopathology among relationally aggressive children and adolescents across cultures. Finally, developmental and clinical implications and directions for future research are discussed.

Borderline personality features as a predictor of forms and functions of aggression during middle childhood: Examining the roles of gender and physiological reactivity

2014 ◽  
Vol 26 (3) ◽  
pp. 789-804 ◽  
Author(s):  
Adrienne M. Banny ◽  
Wan-Ling Tseng ◽  
Dianna Murray-Close ◽  
Clio E. Pitula ◽  
Nicki R. Crick
Keyword(s):  
Blood Pressure ◽  
Relational Aggression ◽  
Middle Childhood ◽  
Borderline Personality ◽  
Emotional Dysregulation ◽  
Self Report ◽  
Physiological Reactivity ◽  
Relationally Aggressive ◽  
Personality Features ◽  
Borderline Personality Features

AbstractThe present longitudinal investigation examined borderline personality features as a predictor of aggression 1 year later. Moderation by physiological reactivity and gender was also explored. One hundred ninety-six children (M = 10.11 years, SD = 0.64) participated in a laboratory stress protocol in which their systolic blood pressure, diastolic blood pressure, and skin conductance reactivity to recounting a relational stressor (e.g., threats to relationships or exclusion) were assessed. Teachers provided reports on subtypes of aggressive behavior (i.e., reactive relational, proactive relational, reactive physical, and proactive physical), and children completed a self-report measure of borderline personality features. Path analyses indicated that borderline personality features predicted increases in reactive relational aggression and proactive relational aggression among girls who evinced heightened physiological reactivity to interpersonal stress. In contrast, borderline personality features predicted decreases in proactive physical aggression in girls. Findings suggest that borderline personality features promote engagement in relationally aggressive behaviors among girls, particularly in the context of emotional dysregulation.

scholarly journals Longitudinal Examination of Physical and Relational Aggression as Precursors to Later Problem Behaviors in Adolescents

2009 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Todd I. Herrenkohl ◽  
Richard F. Catalano ◽  
Sheryl A. Hemphill ◽  
John W. Toumbourou
Keyword(s):  
Problem Behaviors ◽  
Relational Aggression ◽  
Psychosocial Problems ◽  
Washington State ◽  
Relationally Aggressive ◽  
Ongoing Behavior ◽  
Self Harm ◽  
Ninth Grade Students ◽  
School Commitment ◽  
Longitudinal Examination

Research has addressed the consequences of being a victim of physical and relational aggression but less so the consequences of being an aggressor during adolescence. Consequently, relatively little is known about the extent to which aggression in early adolescence increases the risk of later aggression and other psychosocial problems. This study involves a representative sample of seventh- and ninth-grade students from Washington State (N = 1,942). Students were surveyed on recruitment and then again 1 and 2 years later to learn about ongoing behavior problems, substance use, depression, and self-harm behaviors. Surveys also included measures of several hypothesized promotive factors: attachment to family, school commitment, and academic achievement. Findings suggest that being physically and/or relationally aggressive in grades 7 to 9 increases the risk of aggression and possibly other problem behaviors after accounting for age, gender, race, and a prior measure of each outcome. Independent promotive effects were observed in most analyses, although family attachment appeared a less robust predictor overall. Implications for prevention include acting on the behavior itself and enhancing promotive influences to lessen the risk of agression and other related problems.

Relational Aggression and Response Decision Biases in Social Information Processing in Australian Adolescent Females

2008 ◽  
Vol 25 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Joanna M. Jenkins ◽  
Janet Fletcher
Keyword(s):  
Information Processing ◽  
Moral Reasoning ◽  
Relational Aggression ◽  
Social Information Processing ◽  
Response Selection ◽  
Social Information ◽  
Efficacy Evaluation ◽  
Information Processing Model ◽  
Relationally Aggressive ◽  
Response Decision

AbstractRelational aggression is becoming increasingly recognized as a very prevalent behaviour amongst females, especially within school settings. Robust findings have supported N.R Crick and K.A. Dodge's Social Information Processing Model (1994) as being a useful model in explaining physical aggression amongst males. However, little research has examined the model with regards to relational aggression in females and research that does exist has shown inconsistent findings. The current study examined the fifth step of the model, Response Decision, in a sample of female adolescents. The four factors that have previously been identified as contributing to the response decision step were examined, including response evaluation, outcome expectancies, self-efficacy evaluation, and response selection. In view of suggestions made by W.F.Arsenio and E.A.Lemerise (2004), level of moral reasoning was also examined with regard to how relationally aggressive responses were evaluated. These factors were examined within hypothetical relationally aggressive peer situations in relationally aggressive, overtly aggressive, relationally plus overtly aggressive and non-aggressive participants. The results show that compared to non-aggressive and overtly aggressive females, relationally aggressive females show a bias in the four processes of the response decision step. Differences in levels of moral reasoning were also found between the different aggression type groups. Hence the findings provide support for Crick and Dodge's (1994) Social Information Processing model in explaining relationally aggressive behaviour. The findings are discussed with regards to their implications for educational settings.

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