The Role of the School Environment in Relational Aggression and Victimization

Journal of Youth and Adolescence

Volumn 42, Issue 2, 2013, Pages 235-249

  Elsaesser, Caitlin ^a   Gorman Smith, Deborah ^a   Henry, David ^b  

^a UNIVERSITY OF CHICAGO   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

Relational aggression; Relational victimization; School climate

Indexed keywords

EID: 84872294921     PISSN: 00472891     EISSN: 15736601     Source Type: Journal    
DOI: 10.1007/s10964-012-9839-7     Document Type: Article

References (68)

1. Astor, R. A., Meyer, H. A., Benbenishty, R., Marachi, R., & Rosemond, M. (2005). School safety interventions: Best practices and programs. Children and Schools, 27, 17-32. doi: 10. 1093/cs/27. 1. 17.
2. Astor, R. A., Meyer, H. A., & Pitner, R. O. (2001). Elementary and middle school students' perceptions of violence-prone school subcontexts. The Elementary School Journal, 101(5), 511-528.
3. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
4. Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42, 115-133. doi: 10. 1016/j. jsp. 2003. 11. 004.
5. Bauman, S., & Del Rio, A. (2006). Preservice teachers' responses to bully scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98, 219-231. doi: 10. 1037/0022-0663. 98. 1. 219.
6. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946. doi: 10. 1037/0012-1649. 34. 5. 934.
7. Bjorkqvist, K., Osterman, K., & Kaukiainen, A. (1992). The development of direct and indirect aggressive strategies in males and females. In K. Bjorkqvist, & P. Niemela (Eds.), Of mice and women. Aspects of female aggression (pp. 51-64). San Diego: Academic Press.
8. Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighborhoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research, 14(3), 319-342. doi: 10. 1177/0743558499143003.
9. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development. Developmental Psychology, 22, 521-530.
10. Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185-1229. doi: 10. 1111/j. 1467-8624. 2008. 01184. x.
11. Casey-Cannon, S., Hayward, C., & Gowen, K. (2001). Middle-school girls' reports of peer victimization: Concerns, consequences, and implications. Professional School Counseling, 5, 138-147.
12. Chang, L. (2003). Variable effects of children's aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74(2), 535-548. doi: 10. 1111/1467-8624. 7402014.
13. Cialdini, R. B., Kallgren, C. A., & Reno, R. R. (1991). A focus theory of normative conduct: A theoretical refinement and reevaluation of the role of norms in human behavior. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 201-234). New York: Academic Press.
14. Cialdini, R. B., Reno, R. R., & Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology, 58, 305-313.
15. Craig, W. M., Henderson, K., & Murphy, J. G. (2000). Prospective teachers' attitudes toward bullying and victimization. School Psychology International, 21, 5-21. doi: 10. 1177/0143034300211001.
16. Crick, N. R. (1997). Engagement in gender normative versus nonnormative forms of aggression: Links to social-psychological adjustment. Developmental Psychology, 33(4), 610-617. doi: 10. 1037/0012-1649. 33. 4. 610.
17. Crick, N. R., Bigbee, M. A., & Howes, C. (1996). Gender differences in children's normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development, 67, 1003-1014. doi: 10. 1111/j. 1467-8624. 1996. tb01779. x.
18. Crick, N. R., Casas, J. F., & Ku, H.-C. (1999a). Relational and physical forms of peer victimization in preschool. Developmental Psychology, 35, 376-385. doi: 10. 1037/0012-1649. 35. 2. 376.
19. Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710-722. doi: 10. 1111/j. 1467-8624. 1995. tb00900. x.
20. Crick, N. R., Werner, N. E., Casas, J. F., O'Brien, K. M., Nelson, D. A., Grotpeter, J. K., et al. (1999b). Childhood aggression and gender: A new look at an old problem. In D. Bernstein (Ed.), The Nebraska symposium on motivation, gender and motivation (Vol. 45, pp. 75-141). Omaha: University of Nebraska Press.
21. Crockett, L. J., & Petersen, A. C. (1993). Adolescent development: Health risks and opportunities for health promotion. In S. G. Millstein, A. C. Petersen, & E. O. Nightingale (Eds.), Promoting the health of adolescents: New directions for the twenty-first century (pp. 13-37). New York: Oxford University Press.
22. Cullerton-Sen, C., & Crick, N. R. (2005). Understanding the effects of physical and relational victimization: The utility of multiple perspectives in predicting social-emotional adjustment. School Psychology Review, 34, 147-160.
23. Dowdell, E. B., & Santucci, M. E. (2003). The relationship between health risk behaviors and fear in one urban seventh grade class. Journal of Pediatric Nursing, 18, 187-194. doi: 10. 1053/jpdn. 2003. 37.
24. Farrell, A. D., Kung, E. M., White, K. S., & Valois, R. (2000). The structure of self-reported aggression, drug use, and delinquent behaviors during early adolescence. Journal of Clinical Child Psychology, 29, 282-292. doi: 10. 1207/S15374424jccp2902_13.
25. Flannery, D. J., Wester, K. L., & Singer, M. I. (2004). Impact of exposure to violence in school on child and adolescent mental health and behavior. Journal of Community Psychology, 32, 559-573. doi: 10. 1002/jcop. 20019.
26. Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: An experimental trial of the steps to respect program. Developmental Psychology, 41, 479-491. doi: 10. 1037/0012-1649. 41. 3. 479.
27. Galen, B. R., & Underwood, M. K. (1997). A developmental investigation of social aggression among children. Developmental Psychology, 33, 589-600. doi: 10. 1037/0012-1649. 33. 4. 589.
28. Goldstein, S. E., Tisak, M. S., & Boxer, P. (2002). Preschoolers' normative and prescriptive judgments about relational and overt aggression. Early Education and Development, 13, 23-39. doi: 10. 1207/s15566935eed1301_2.
29. Gottfredson, G. D., & Gottfredson, D. C. (1985). Victimization in schools. New York: Plenum.
30. Guerra, N. G., Huesmann, L. R., & Hanish, L. (1994). The role of normative beliefs in children's social behavior. In N. Eisenberg (Ed.), Review of personality and social psychology, development and social psychology: The interface (pp. 140-158). London: Sage.
31. Hartup, W., & Stevens, N. (1997). Friendships and adaptation in the life course. Psychological Bulletin, 121(3), 355-370. doi: 10. 1037/0033-2909. 121. 3. 355.
32. Henry, D. B., Dymnicki, A. B., Schoeny, M. E., Meyer, A. C., Martin, N. C., & the Multisite Violence Prevention Project (in press). Middle school students overestimate normative support for aggression and underestimate normative support for non-violent problem-solving strategies. Journal of Applied Social Psychology.
33. Henry, D. B., Farrell, A. D., Schoeny, M. E., Tolan, P. H., & Dymnicki, A. B. (2011). Influence of school-level variables on aggression and associated attitudes of middle school students. Journal of School Psychology, 49, 481-503. doi: 10. 1016/j. jsp. 2011. 04. 007.
34. Henry, D., Guerra, N. G., Huesmann, L. R., Tolan, P. H., VanAcker, R., & Eron, L. D. (2000). Normative influences on aggression in urban elementary school classrooms. American Journal of Community Psychology, 28, 59-81. doi: 10. 1023/A: 1005142429725.
35. Herrenkohl, T. I., Catalano, R. F., Hemphill, S. A., & Toumbourou, J. W. (2009). Longitudinal examination of physical and relational aggression as precursors to later problem behaviors in adolescents. Violence and Victims, 24(1), 3-19. doi: 10. 1891/0886-6708. 24. 1. 3.
36. Huesmann, L. R. (1988). An information processing model for the development of aggression. Aggressive Behavior, 14, 13-24. doi: 10. 1002/1098-2337(1988)14: 1< 13: AID-AB2480140104> 3. 0. CO; 2-J.
37. Huesmann, R. L., & Guerra, N. G. (1997). Children's normative beliefs about aggression and aggressive behavior. Journal of Personality and Social Psychology, 72(2), 408-419. doi: 10. 1037/0022-3514. 72. 2. 408.
38. Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28(2), 173-184. doi: 10. 1207/s15374424jccp2802_5.
39. Jessor, R. (1993). Successful adolescent development among youth in high-risk settings. American Psychologist, 48, 117-126. doi: 10. 1037/0003-066X. 48. 2. 117.
40. Kuperminc, G. P., Leadbeater, B. J., & Blatt, S. J. (2001). School social climate and individual differences in vulnerability to psychopathology among middle school students. Journal of School Psychology, 39, 141-159. doi: 10. 1016/S0022-4405(01)00059-0.
41. Kuperminc, G. P., Leadbeater, B. J., Emmons, C., & Blatt, S. J. (1997). Perceived school climate and difficulties in the social adjustment of middle school students. Applied Developmental Science, 1(2), 76-88. doi: 10. 1207/s1532480xads0102_2.
42. Kuppens, S., Grietens, H., Onghena, P., Michiels, D., & Subramanian, S. V. (2008). Individual and classroom variables associated with relational aggression in elementary-school aged children: A multilevel analysis. Journal of School Psychology, 46, 639-660.
43. Leff, S. S., Waasdorp, T. E., & Crick, N. R. (2010). A review of existing relational aggression programs: Strengths, limitations, and future directions. School Psychology Review, 39(4), 508-535.
44. Low, S., Frey, K. S., & Brockman, C. J. (2010). Gossip on the playground: Changes associated with universal intervention, retaliation beliefs, and supportive friends. School Psychology Review, 39(4), 536-551.
45. Maccoby, E. E. (1998). The two sexes: Growing up apart, coming together. Cambridge: Belknap Press of Harvard University Press.
46. Meyer, A. L., Allison, K. W., Reese, L. E., Gay, F. N., & The Multisite Violence Prevention Project. (2004). Choosing to be violence free in middle school: The student component of the GREAT schools and families universal program. American Journal of Preventive Medicine, 26, 20-29. doi: 10. 1016/j. amepre. 2003. 09. 014.
47. Meyer, A. L., Farrell, A. D., Northup, W. B., Kung, E. M., & Plybon, L. (2000). Promoting nonviolence in early adolescence: Responding in peaceful and positive ways. Dordrecht: Kluwer Academic.
48. Miller-Johnson, S., Sullivan, T. N., Simon, T. R., & The Multisite Violence Prevention Project. (2004). Evaluating the impact of interventions in the multisite violence prevention study: Samples, procedures, and measures. American Journal of Preventive Medicine, 26, 48-61. doi: 10. 1016/j. amepre. 2003. 09. 015.
49. Multisite Violence Prevention Project (MVPP). (2004). The multisite violence prevention project: Background and overview. American Journal of Preventive Medicine, 26, 3-11. doi: 10. 1016/j. amepre. 2003. 09. 017.
50. Onishi, A. Kawabata, Y. Kurokawa, M., & Yoshida, T. (2011). A mediating model of relational aggression, narcissistic orientations, guilt feelings, and perceived classroom norms. School Psychology International, 0(0), 1-24. doi: 10. 1177/0143034311421433.
51. Orpinas, P., Horne, A. M., & The Multisite Violence Prevention Project. (2004). A teacher-focused approach to prevent and reduce students? Aggressive behavior: The GREAT teacher program. American Journal of Preventive Medicine, 26, 29-38. doi: 10. 1016/j. amepre. 2003. 09. 016.
52. Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle school childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29, 621-622. doi: 10. 1037/0012-1649. 29. 4. 611.
53. Preddy, T. M., & Fite, P. J. (2012). Differential associations between relational and overt aggression and children's psychosocial adjustment. Journal of Psychopathology and Behavioral Assessment, 34(1), 182-190. doi: 10. 1007/s10862-011-9274-1.
54. Roeser, R. W., & Eccles, J. S. (1998). Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8, 123-158. doi: 10. 1207/s15327795jra0801_6.
55. Savin-Williams, R. C., & Berndt, T. J. (1990). Friendship and peer relationships. In S. S. Feldman & G. R. Elliott (Eds.), At the threshold: The developing adolescent (pp. 277-307). Cambridge, MA: Harvard University Press.
56. Smith, E. P., Gorman-Smith, D., Quinn, W. H., Rabiner, D. L., Tolan, P. H., Winn, D., et al. (2004). Community-based multiple family groups to prevent and reduce violent and aggressive behavior: The GREAT families program. American Journal of Preventive Medicine, 26(Supplement 1), 39-47. doi: 10. 1016/j. amepre. 2003. 09. 018.
57. Society for Prevention Research. Standards of evidence: Criteria for efficacy, effectiveness and dissemination. (2006). Retrieved from http://www. preventionscience. org/StandardsofEvidencebook. pdf.
58. Sullivan, T. N., Farrell, A. D., & Kliewer, W. (2006). Peer victimization in early adolescence: Associations between physical and relational victimization and drug use, aggression, and delinquent behaviors among urban middle school students. Development and Psychopathology, 18, 119-137. doi: 10. 1017/S095457940606007X.
59. Underwood, M. K. (2003). Social aggression among girls. New York: Guilford Press.
60. US Department of Education. (1999-2000). Public school teacher questionnaire: Schools and staffing survey-1999-2000 school year. Web site: http://nces. ed. gov/surveys/sass/.
61. Vessels, G. (1998). Character and community development: A school planning and teacher training handbook. Westport, CT: Praeger.
62. Waasdorp, T. E., & Bradshaw, C. P. (2009). Child and parent perceptions of relational aggression within urban predominantly African American children's friendships: Examining patterns of concordance. Journal of Child and Family Studies, 18(6), 731-745. doi: 10. 1007/s10826-009-9279-5.
63. Werner, N., & Hill, L. (2010). Individual and peer group normative beliefs about relational aggression. Child Development, 81, 826-836. doi: 10. 1111/j. 1467-8624. 2010. 01436. x.
64. Werner, N. E., & Nixon, C. L. (2005). Normative beliefs and relational aggression: An investigation of the cognitive bases of adolescent aggressive behavior. Journal of Youth and Adolescence, 34, 229-243. doi: 10. 1007/s10964-005-4306-3.
65. Xie, H., Cairns, R. B., & Cairns, B. D. (2002). The development of social aggression and physical aggression: A narrative analysis of interpersonal conflicts. Aggressive Behavior, 28, 341-355.
66. Xie, H., Farmer, T. W., & Cairns, B. D. (2003). Different forms of aggression among inner-city African-American children: Gender, configurations, and school social networks. Journal of School Psychology, 41, 355-375. doi: 10. 1016/S0022-4405(03)00086-4.
67. Yoon, J., & Kerber, K. (2003). Bullying: Elementary teachers' attitudes and intervention strategies. Research in Education, 69, 27-35.
68. Zelli, A., Dodge, K. A., Lochman, J. E., & Laird, L. D. (1999). The distinction between beliefs legitimizing aggression and deviant processing of social cues: Testing measurement validity and the hypothesis that biased processing mediates the effects of beliefs on aggression. Journal of Personality and Social Psychology, 77, 150-166. doi: 10. 1037/0022-3514. 77. 1. 150.