Citation

Putallaz M, Grimes CL, Foster KJ, Kupersmidt JB, Coie JD, Dearing K. J. Sch. Psychol. 2007; 45(5): 523-547.

Affiliation

Duke University Department of Psychology Box 90085 Durham, NC 27708.

Copyright

(Copyright © 2007, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2007.05.003

PMID

18836518

PMCID

PMC2184726

Abstract

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.

Language: en