Overt and Relational Aggression and Victimization: Multiple Perspectives within the School Setting.

Published

Journal Article

The current study involved a comprehensive comparative examination of overt and relational aggression and victimization across multiple perspectives in the school setting (peers, teachers, observers in the lunchroom, self-report). Patterns of results involving sociometic status, ethnicity and gender were explored among 4(th) graders, with particular emphasis on girls. Controversial and rejected children were perceived as higher on both forms of aggression than other status groups, but only rejected children were reported as victims. Both European American and African American girls showed a greater tendency toward relational aggression and victimization than overt aggression or victimization. Results indicated negative outcomes associated with both relational and overt victimization and especially overt aggression for the target girl sample. Poorer adjustment and a socially unskillful behavioral profile were found to be associated with these three behaviors. However, relational aggression did not evidence a similar negative relation to adjustment nor was it related to many of the behaviors examined in the current study. Implications of these results are discussed.

Full Text

Duke Authors

Cited Authors

  • Putallaz, M; Grimes, CL; Foster, KJ; Kupersmidt, JB; Coie, JD; Dearing, K

Published Date

  • October 2007

Published In

Volume / Issue

  • 45 / 5

Start / End Page

  • 523 - 547

PubMed ID

  • 18836518

Pubmed Central ID

  • 18836518

Electronic International Standard Serial Number (EISSN)

  • 1873-3506

International Standard Serial Number (ISSN)

  • 0022-4405

Digital Object Identifier (DOI)

  • 10.1016/j.jsp.2007.05.003

Language

  • eng