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ERIC Number: EJ910230
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: ERIC
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0279-6015
Relational Aggression in Schools: Implications for Future Research on Screening Intervention and Prevention
Walker, Hill M.
School Psychology Review, v39 n4 p594-600 2010
Aggression, in its various forms, is a construct that underlies many of the social toxins that have plagued the society for so long. The unifying theme of aggression undergirds conceptualizations and theories of anti-social behavior (overt and covert), bullying, and interpersonal violence. School settings provide one of the very best settings available for addressing this phenomenon that is causing increasing concern, and even harm, among parents, school staff, legislators, policy makers, and mental health professionals. The author is very glad to see the work on school-based, relational aggression as represented in this series. He believes that this special series on relational aggression within the school context is a significant step in the direction of improving the capacity of educators to address this phenomenon and to further increase one's understanding of its dynamic course and how it relates to generic bullying. He urges investigators to continue their excellent research and replicate their findings with larger and more diverse samples. In addition, he encourages them to develop new lines of school-based inquiry on relational as well as indirect peer aggression. With today's widespread use of social media by students and its enabling effect on peer harassment, these concerns should become a high priority for both educators and parents.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A