Relational aggression and social skills of preschool children

Abstract

The main purpose of the present study was to investigate the social skills of relationally aggressive preschoolers. Aggression (relational aggression and physical aggression) and social skills (self-control skills, friendship-making skills, and assertion skills) of 362 preschoolers were assessed by using teacher-rating measures. On the basis of teachers' assessments of aggression, 4 groups (relationally aggressive, physically aggressive, relationally and physically aggressive, and non-aggressive) were identified. The main results were as follows: (1) Compared to non-aggressive children, relationally aggressive children and relationally and physically aggressive children were reported to have significantly lower levels of self-control skills. However, their teachers rated them as showing relatively higher levels on the other social skills measured (friendship-making and assertion skills). (2) Children identified from the ratings as relationally aggressive were also reported to have higher levels of social skills toward their teachers. (3) Relationally aggressive girls, but not boys, showed partial deficiency in friendship-making skills. It was suggested that, in order to be effective, a social skills training program for relationally aggressive children should emphasize self-control skills.