The design of a relational aggression prevention program for 6th grade female students

Relational aggression is the use of ostracism, manipulation of social relationships, rumors, and gossip with the intent to injure or manipulate a relationship (Young, Boye, & Nelson, 2006). Relational aggression (RA) and bullying have become problematic for many schools (National Association of School Psychologist, 2010). The National Education Association website reports that six out of ten American teenagers witness bullying in school at least once a day. Additionally, 86% of girls report experiencing harassment in school. Victims of relational aggression experience depression, loneliness, anxiety, peer rejection, and school avoidance (Card & Hodges, 2008; Crick, Casas, & Nelson, 2002; Yoon, Barton, & Taiariol, 2004). This dissertation explores the literature concerning relational aggression in the context of gender, developmental stage, social networks, popularity, and gender socialization. The purpose of this dissertation is to design and develop a program to help prevent relational aggression and assist girls already dealing with relational aggression. The program is designed for a target population of sixth grade female students in a public suburban elementary school. The program is based on a needs assessment conducted in the elementary school. The needs of the target population in the Socialization Domain were assessed with both a self-report and a peer nomination tool. The needs assessment revealed that 72% of the girls in the sixth grade class were nominated by their peers as being relationally aggressive. Additionally, girls who were nominated as being relationally aggressive also reported being victimized by relationally aggressive peers. The program consists of 12 lunchtime sessions that focus on awareness and identification of relational aggression and enhancing social and emotional learning skills such as assertiveness, effective communication, and social problem solving. This dissertation includes lesson plans and handouts. Finally, limitations and implications for school psychology are discussed.Psy.DIncludes bibliographical referencesby GraceAnn Landino Furnar