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Relational Aggression<br />Girls’ Relational Aggression in New Zealand Secondary School Classrooms<br />
Intent<br />Crick and Grotpeter (1995)<br />Relational Aggression<br />
Relational Aggression<br />
Hostile body language (rolling eyes, smirking)<br />Spreading rumours<br />Cyberbullying<br />Attacks on sexual reputation...
Why?<br />Teachers have a direct impact on their classes<br />Kuppens, Grietens, Onghena, Michiels, & Subramanian (2008)<b...
What is going on?<br />Relational Aggression<br />
Victim<br />Victim/<br />wannabe<br />Adler and Adler (1995)<br />Crick and Grotpeter (1995)<br />Wiseman(2002)<br />Relat...
Three key theories of the current thesis<br />1. Socio-cultural theory/<br />Social Dominance Theory<br />Adler and Adler ...
“Sugar and Spice <br />But Not Always Nice”<br />Letendre (2007)<br />Relational Aggression<br />
1. Socio-cultural theory/<br />Social Dominance Theory<br />2. Developmental Theory<br />Crothers (2007)<br />Yoon (2004)<...
And who is this girl?<br />Relational Aggressor Scale<br />Covert<br />Popular<br />High status<br />Queen Bee<br />Highly...
Queen Bee<br />Low self-esteem/<br />Low confidence<br />Relational Aggression<br />
What are the differences in teacher perceptions of relational aggression in the classroom compared to student perceptions?...
What actions taken by teachers effectively address <br />relational aggression in the classroom?<br />?<br />Relational Ag...
What actions taken by teachers effectively address <br />relational aggression in the classroom?<br />And students agree w...
Method<br />Relational Aggression<br />
Method<br />Te Aroha and Joanne were good friends and had been in the same netball team for two years at school. On her wa...
Results: Vignettes<br />Relational aggression was more “ok” <br />than physical aggression<br />Relational aggression was ...
Results: Vignettes<br />Year 9 students were more tolerant of the physical aggression vignettes<br />than the Year 10 stud...
Results: Self and Others Questionnaire<br />There were significant differences between students attributing acts of relati...
Results: Self and Others Questionnaire<br />How many girls are affected overall?<br />96.5% Self <br />Over 99% Others<br ...
Results: Interviews<br />In class: texting, passing messages, calling out, whispering, spreading rumours (mostly attacks o...
Results: Interviews<br />Students don’t think teachers see much of it, but when they do, want teachers to do something abo...
The Last Word<br />Boys will be boys. And even that wouldn't matter if only we could prevent girls from being girls. <br /...
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Girls’ relational aggression in new zealand secondary school classrooms, angela page

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Girls’ relational aggression in new zealand secondary school classrooms, angela page

  1. 1. Relational Aggression<br />Girls’ Relational Aggression in New Zealand Secondary School Classrooms<br />
  2. 2. Intent<br />Crick and Grotpeter (1995)<br />Relational Aggression<br />
  3. 3. Relational Aggression<br />
  4. 4. Hostile body language (rolling eyes, smirking)<br />Spreading rumours<br />Cyberbullying<br />Attacks on sexual reputation<br />Secret-divulging<br />Socially isolating<br />Alliance-building<br />Making fun of another's appearance<br />Bumping into someone on purpose<br />Ignoring, excluding<br />The Silent Treatment<br />Relational Aggression<br />
  5. 5. Why?<br />Teachers have a direct impact on their classes<br />Kuppens, Grietens, Onghena, Michiels, & Subramanian (2008)<br />Jennings and Greenberg (2009)<br />Relational Aggression<br />
  6. 6. What is going on?<br />Relational Aggression<br />
  7. 7. Victim<br />Victim/<br />wannabe<br />Adler and Adler (1995)<br />Crick and Grotpeter (1995)<br />Wiseman(2002)<br />Relational Aggression<br />
  8. 8. Three key theories of the current thesis<br />1. Socio-cultural theory/<br />Social Dominance Theory<br />Adler and Adler (1995)<br />Wiseman (2002)<br />Pronk and Zimmer-Gembeck (2010)<br />Relational Aggression<br />
  9. 9. “Sugar and Spice <br />But Not Always Nice”<br />Letendre (2007)<br />Relational Aggression<br />
  10. 10. 1. Socio-cultural theory/<br />Social Dominance Theory<br />2. Developmental Theory<br />Crothers (2007)<br />Yoon (2004)<br />Crick and Grotpeter (1995)<br />3. Social Cognitive Theory<br />Bandura (2002)<br />Goldstein and Tisak, 2004)<br />
  11. 11. And who is this girl?<br />Relational Aggressor Scale<br />Covert<br />Popular<br />High status<br />Queen Bee<br />Highly feminine<br />Gang Girl<br />More overt<br />Less “feminine”<br />Outside of mainstream culture<br />Socially competent<br />No empathy<br />Status in group<br />Relational Aggression<br />
  12. 12. Queen Bee<br />Low self-esteem/<br />Low confidence<br />Relational Aggression<br />
  13. 13. What are the differences in teacher perceptions of relational aggression in the classroom compared to student perceptions?<br />No point in telling anyone...<br />Girls will be girls...<br />Is she going to do anything?<br />Not in my classroom...<br />Relational Aggression<br />
  14. 14. What actions taken by teachers effectively address <br />relational aggression in the classroom?<br />?<br />Relational Aggression<br />
  15. 15. What actions taken by teachers effectively address <br />relational aggression in the classroom?<br />And students agree with?<br />Relational Aggression<br />
  16. 16. Method<br />Relational Aggression<br />
  17. 17. Method<br />Te Aroha and Joanne were good friends and had been in the same netball team for two years at school. On her way into class, Te Aroha bumped into Joanne who was...................Te Aroha spread a rumour that Joanne had cheated on her......<br />How ok?<br />How aggressive?<br />How hurtful?<br />How upset?<br />How distressed?<br />Basow, Cahill, Phelan, Longshore, & <br />McGillicuddy-DeLisi (2007)<br />Relational Aggression<br />
  18. 18. Results: Vignettes<br />Relational aggression was more “ok” <br />than physical aggression<br />Relational aggression was more “distressing” than physical aggression.<br />Relational Aggression<br />
  19. 19. Results: Vignettes<br />Year 9 students were more tolerant of the physical aggression vignettes<br />than the Year 10 students <br />Physical aggression vignettes were perceived by Year 9’s to be less “aggressive” and less “hurtful” than Year 10’s perceive.<br />
  20. 20. Results: Self and Others Questionnaire<br />There were significant differences between students attributing acts of relational aggression to others, in comparison to themselves.<br />Relational Aggression<br />
  21. 21. Results: Self and Others Questionnaire<br />How many girls are affected overall?<br />96.5% Self <br />Over 99% Others<br />Relational Aggression<br />
  22. 22. Results: Interviews<br />In class: texting, passing messages, calling out, whispering, spreading rumours (mostly attacks on sexual reputation), blocking others out of group-work, pushing, throwing things, giving looks, laughing with friend at another. <br />Text bullying perceived differently by students and teachers.<br />Girls felt safe against cyber bullying at school. <br />
  23. 23. Results: Interviews<br />Students don’t think teachers see much of it, but when they do, want teachers to do something about it, Teachers agree!<br />Restorative Justice/Chat beneficial<br />Good relationships a key, teachers sometimes need to recognise that they are stand-in parents<br />Extra vigilance required to support victim and halt behaviours of aggressor can help to break down cycle.<br />
  24. 24. The Last Word<br />Boys will be boys. And even that wouldn't matter if only we could prevent girls from being girls. <br />Anne Frank <br />"The two women exchanged the kind of glance women use when no knife is handy." Ellery Queen<br />Relational Aggression<br />

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