TY - CHAP
T1 - Relational aggression and bullying in a school context
AU - Espelage, Dorothy L.
AU - Hong, Jun Sung
AU - Merrin, Gabriel J.
N1 - Publisher Copyright:
© Oxford University Press 2018. All rights reserved.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2018/1/1
Y1 - 2018/1/1
N2 - Relational aggression, or “indirect bullying" or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.
AB - Relational aggression, or “indirect bullying" or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.
KW - Relational aggression
KW - Social networks
KW - Social-cognitive theory
KW - Social-ecology
UR - http://www.scopus.com/inward/record.url?scp=85051049850&partnerID=8YFLogxK
U2 - 10.1093/oso/9780190491826.003.0015
DO - 10.1093/oso/9780190491826.003.0015
M3 - Chapter
AN - SCOPUS:85051049850
SP - 235
EP - 247
BT - The Development of Relational Aggression
PB - Oxford University Press
ER -