1. Small Group Intervention for 5th Grade Girls involved with Relational Aggression
Jennifer Goslin
June 1, 2012

2. Relational Aggression
Has only been the focus of research since the late 1980’s (Geiger, Zimmer-Gembeck & Crick, 2004)
The aggressor uses relationships as a way of harming the intended target (Geiger et al., 2004)
Talking about someone behind their back
Excluding others
Spreading rumors
Using body language in a hurtful way
Telling someone not to be friends with certain people
Telling someone to do something or they won’t be their friend anymore
Terms to know: overt aggression- physical and direct verbal aggression
Social aggression (term widely used by Underwood) is same as relational but incldues non-verbal behaviors but I include this in the definition of relational aggression
Indirect aggression- harm done in a concealed way
The lack of consensus on a common term, definition and method of measurement has led to unclear picture of who is at risk

3. Relational Aggressive Behavior & Peer Relationships
Social DominanceTheory (Neal 2010)
Kids can be perceived as popular but not liked (Estell et al., 2008)
Others experience peer rejection (Schechtman & Ifargan, 2009)
Rejected children engage in overt/relational aggression more and were more likely to be victims- 4th graders (Putallaz et al., 2007)
Neal Social dominance theory implies that some children use social aggression as a mechanism
toward advancement in the peer social hierarchy. Thus, these behaviors should be positively
associated with perceived popularity and social network position because these indicators
focus more heavily on children’s prominence within their peer group. (p. 125)
The combination of decreased peer tolerance for physical aggression and developmental
advances in cognition and social skills that provide early adolescents with enhanced capacity
to manipulate social relationships may make socially aggressive behaviors an increasingly
viable strategy for securing social dominance. (p. 128)
Rejected children (Putallaz et al, 2007)- rejected children may aggress in a manner that provokes reciprocal aggression, either
because of its reactive nature or because of their general lack of skillfulness....the lack of
social competence of rejected children may make even their relationally aggressive acts
obvious to their peers. (p. 540)

4. Gender Differences
Conflicting evidence of the prevalence of relational aggression among girls as compared to boys
Girls perceived indirect and direct relational aggression as more harmful than boys (Coyne et al., 2006; Murray-Close et al., 2006)
Girls preferred relational aggressive behaviors over overtly aggressive behaviors compared to boys (Putallaz et al., 2007; Leff et al., 2010)
Girls are more relationally victimized while boys are more overtly victimized (Dempsey et al, 2006; Putallaz et al., 2007)

5. Interventions Few programs target relational aggression
Working with victims
Social problem solving skills
Inclusion
Improving entry into peer relationships
Prosocial behaviors
Coping strategies
Assertiveness skills
Working with kids who are relationally aggressive
Learn how to resolve conflict without manipulative strategies
Use social influence in a prosocial manner
Both groups need to connect with kids outside their own peer group

6. Getalong Girls Group- Methodology
16 fifth grade girls (split into two groups)
8 White/non-Hispanic, 5 Hispanic, 2 African American and 1 Asian
3 students were receiving Special Education services and 4 students were English Language Learners
Curriculum was modified from Kupkovits’ (2011) book- Relational Aggression in Girls
Every girl was invited to participate- 45 were interested, 33 had parental consent. 16 were chosen from teacher/counselor input for this study. The others could do a spring group

7. Procedure Students were met individually 5th grade teachers
Signed consent
Pre-assessment for knowledge & beliefs about relational aggression
5th grade teachers
Pre-classroom behavior evaluation for each girl
30 minute groups that met during lunch/recess over 8 weeks
Activities utilized pictures, active participation and writing exercises
Lessons focused on learning about relational aggression, assertiveness skills, healthy friendships, feelings, and empathy
Journals – voluntary and brought each week