School violence consumes most of the media’s attention when it comes to adolescents. Yet, some researchers believe that with all of this focus on the overt, physical aggression going on in schools, “it is argued that more covert, natured, subtle conflicts among students should be carefully examined and addressed to prevent the negative outcomes” (Yoon, Barton, & Taiariol, 2004, p. 303) of relational aggression. Only recently is relational aggression becoming a prevalent topic in the media as well as in schools. The covert, indirect nature of relational aggression is becoming more publicized as people are taking notice of its damaging, often serious, effects on adolescents. Movies, talk shows, websites, and books are addressing this topic among adolescents, especially females.  

          Part of the problem has been that parents and teachers have just dismissed this issue as “kids being kids” or a typical “rite of passage” of young adolescence. However, victims of relational aggression may suffer from serious psychological damage, like depression, anxiety, and others negative effects (Coyne, Archer, & Eslea, 2006). More recently, teachers now have more resources to choose from including conferences, websites, and books to aid them in combating this growing issue. However, many of these materials are based on theories or personal experiences and not research studies.

          As more parents, teachers, and adolescents become aware of this problem, programs and interventions are being developed to help educate students. Since research has focused mainly on theory educators are left “seeking for research-based interventions which are not yet available” (Young, Boye, & Nelson, 2006, p. 307). “More importantly, relational aggression has been linked to a wide range of difficulties for both the victim and the perpetrators thus indicating that effective prevention and intervention are warranted for the pattern of behaviors that one may consider developmentally normal” (Yoon, Barton, & Taiariol, 2004, p. 306). This is why we need to develop programs like GEMS to help our girls deal with this growing problem.

References

Coyne, S.M., Archer, J., & Elsea, M. (2006). “We’re Not Friends Anymore! Unless…”: The Frequency and Harmfulness of Indirect, Relational, and Social Aggression.  Aggressive Behavior 32. 294-307.

Yoon, J.S., Barton, E. & Taiariol, J. (2004). Relational Aggression in Middle School: Educational Implications of Developmental Research.  Journal of Early Adolescence, 24(3), 303-318.

Young, E.L., Boye, A.E. & Nelson, D.A. (2006). Relational Aggression: Understanding, Identifying, and Responding in Schools. Psychology in the School, 43(3), 297-312.

Young, E.L., Boye, A.E. & Nelson, D.A. (2006). Relational Aggression: Understanding, Identifying, and Responding in Schools. Psychology in the School, 43(3), 297-312.