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ERIC Number: EJ1061331
Record Type: Journal
Publication Date: 2015-Apr
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1532-8759
Relational Aggression in School Settings: Definition, Development, Strategies, and Implications
Dailey, Alicia L.; Frey, Andy J.; Walker, Hill M.
Children & Schools, v37 n2 p79-88 Apr 2015
Relational aggression (RA) is a nonphysical form of aggression whereby the perpetrator's goal is to inflict or threaten damage to relationships, including harm to the target child's social standing or reputation. This form of aggression may result in long-term psychological harm to victims. This article defines RA, summarizes its development, and highlights some recent prevention and intervention strategies to address RA in early childhood and elementary school settings. Studies span across urban, suburban, and rural schools, along with various ethnic, racial, and socioeconomic groups. Although most interventions are universal in scope, designed to prevent the onset of RA, some target specific groups at risk of developing RA, such as girls. Of the 13 programs reviewed, 12 are classroom-based prevention programs, with the length of implementation ranging from six weeks to three years. Several longitudinal studies are presented (covering at least two academic years). Results indicate that although most interventions decrease relationally aggressive behaviors and increase prosocial behaviors, effect sizes of interventions vary. Whole-school antibullying programs do not appear to be effective. Suggestions for incorporating new interventions are given, along with implications for school social work practice, education policy, and intervention research.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A