ERIC Number: ED477956
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
Social Aggression among Girls.
Underwood, Marion K.
Noting recent interest in girls' social or "relational" aggression, this volume offers a balanced, scholarly analysis of scientific knowledge in this area. The book integrates current research on emotion regulation, gender, and peer relations, to examine how girls are socialized to experience and express anger and aggression from infancy through adolescence. The book considers the developmental functions of such behaviors as gossip, friendship manipulation, and social exclusion; consequences for both victims and perpetrators; and approaches to intervention and prevention. The book's chapters cover four successive age groups, to help trace the developmental trajectories of the two sexes. The chapters are as follows: (1) "Girls' Anger and Aggression: The Bind between Feeling Angry and Being Nice"; (2) "Childhood Aggression: Sticks and Stones and Social Exclusion"; (3) "Gender and Peer Relations; Separate Worlds?"; (4) "Girls' Anger in Infancy: Early Lessons that Anger Is Unwelcome"; (5) "Girls' Anger and Aggression in Preschool: "If You Don't Do What I Say, I Won't Be Your Friend"; (6) "Middle Childhood: Gossip, Gossip, Evil Thing?"; (7) "Adolescence: Girl Talk, Moral Negotiation, and Strategic Interactions to Inflict Social Harm"; (8) "Developmental and Psychosocial Consequences of Girls' Aggression"; (9) "Prevention and Intervention: Harnessing the Power of Sisterhood"; and (10) "New Models of Social Aggression: For Its Own Sake." (Contains 616 references. (HTH)
Descriptors: Adolescents, Affective Behavior, Aggression, Anger, Children, Developmental Stages, Emotional Development, Emotional Response, Females, Interpersonal Relationship, Intervention, Males, Prevention, Sex Differences, Socialization
Guilford Press, 72 Spring Street, New York, NY 10012 ($24). Tel: 212-431-9800; Fax: 212-966-6708; Web site: http://www.guilford.com.
Publication Type: Books; Information Analyses
Education Level: N/A
Authoring Institution: N/A