Better Understanding and Intervening to Prevent Relational Aggression

Abstract

Over the past two decades, die conceptualization of aggression has been broadened to include nonphysical aggressive behaviors and studies of these behaviors have steadily increased. Nonphysical aggression includes behaviors that serve to damage one's social standing within the peer group. Researchers have used several different terms to describe somewhat similar forms of nonphysical, aggressive behaviors. The most commonly used term is relational aggression, the hallmark of which is the manipulation of peer relationships in order to harm another's reputation. For the purposes of this chapter, we will focus on relational aggression. Relational aggression is quite common across a range of ages from preschool to high school and has been found to be relatively stable throughout childhood. In response to the impact of relational and physical aggression and bullying on school climate and safety, many states have mandated that schools implement policies and/or programming to address bullying behaviors. Unless carefully chosen, programs may not address all forms of bullying (i.e., relationally aggressive forms), may not be culturally or developmentally adapted for the students, may not address bullying from a systems standpoint (e.g., they only focus on the perpetrator), or may require a higher level of resources and commitment than the school may have at their disposal. Clearly school personnel have many issues to consider when selecting a relational aggression prevention or intervention program. After discussing the nature of relational aggression, this chapter highlights several empirically supported programs designed to reduce relational aggression. (PsycInfo Database Record (c) 2022 APA, all rights reserved)