The purpose of this study was to investigate the perceptions that college age women have of social aggression and its consequences in their lives. Qualitative research methods were used to analyze written narrative responses to a question posed to women enrolled in a human sexuality class at Virginia Tech. Although 83 narrative responses were selected, 32 narratives that met criteria were examined using modified analytic induction. A coding scheme was devised and the codes were applied to each narrative and revised many times. The findings of the study suggest that the consequences of social aggression continue for months and even years after incident has occurred. Women indicated that their relationships have changed due to their experiences and that these experiences have made them cautious of friendships with women. Furthermore, many women acknowledged that they perceive men to be more trustworthy and better friends than women because of the "mean" nature of women. Additionally, women had a difficult time acknowledging their own meanness and attempted to justify meanness that they did acknowledge. Further research is needed to explain why women feel they cannot trust other women. Additionally, more research is needed to explain why women perceive men to be more trustworthy and why they perceive that men are better friends when previous research suggests that social aggression levels even out during late adolescence and emerging adulthood. / Master of Science

Despite the detrimental effects of aggression, Reality Television is replete with portrayals of female direct and indirect aggression for the sake of entertainment. Direct, physical and verbal aggression may be easy to identify but indirect aggression can be circuitous and subtle such as gossiping and exclusion from the group. Victims of indirect aggression can experience long-term psychological repercussions such as depression, anxiety, low self-esteem and self-abusive behaviour. Exposure to indirect relational aggression on Reality Television has also been shown to increase physical aggression in its viewers. Combining three theoretical frameworks this study draws on social cognitive theory, cultivation theory as well as feminist frameworks. Female adults were recruited to participate in semi-structured interviews discussing their perceptions and influence of Reality Television clips portraying female aggression.

No description available.

The purpose of the project was to explore sex and grade differences observed in RISA (a term used to refer collectively to relational, indirect, and social aggression). Three theories used to explain sex and grade differences, namely, gender socialization theory (Bjorkqvist, 1994;Lagerspetz & Bjorkqvist, 1994; Lagerspetz, Bjorkqvist, & Peltonen, 1988), target-value theory(Bjorkqvist, Lagerspetz, & Kaukiainen, 1992; Lagerspetz et al, 1988; Crick & Grotpeter, 1995),and symbolic capital theory (Campbell, 1993; Cashdan, 1997; Eckert, 1990; Horney 1934a, 1934b, 1934c) were reviewed, expanded upon, and tested. Theories were tested using questionnaires; however, a small subset of participants also completed individual interviews to add greater depth to information provided by the quantitative data. A second purpose of the project was to use a measure that represents the diversity of RISA items found in other measures currently used by researchers since research has suggested inconsistencies in findings may be related to item composition. Participants were 521 (301 girls and 220 boys) in grades six (n = 224), seven (n = 224) and eight (n = 73) from various Canadian schools (average age of 12.2 years) who completed the questionnaires. From this sample, 28 students completed individual interviews. Results indicated that boys and girls did not differ in regard to self-reported use of RISA; however, interviews and peer nominations indicated that girls have the reputation for engaging in RISA more frequently than boys. Post-hoc analyses indicated that the appearance of sex differences in RISA may be influenced by item choice as some items on the self-report measure were more highly reported by boys, while others were more likely to be reported by girls. There was not a great deal of support for any of the theories tested. Results indicated that the pattern of connections for predictors of RISA frequently did not differ by sex. Factors like perceived risk of or discomfort with using aggression, affective reactions to relationship threats, and care about ones own or a peers performance in a number of life domains were connected to RISA for both sexes.

The purpose of the project was to explore sex and grade differences observed in RISA (a term used to refer collectively to relational, indirect, and social aggression). Three theories used to explain sex and grade differences, namely, gender socialization theory (Bjorkqvist, 1994;Lagerspetz & Bjorkqvist, 1994; Lagerspetz, Bjorkqvist, & Peltonen, 1988), target-value theory(Bjorkqvist, Lagerspetz, & Kaukiainen, 1992; Lagerspetz et al, 1988; Crick & Grotpeter, 1995),and symbolic capital theory (Campbell, 1993; Cashdan, 1997; Eckert, 1990; Horney 1934a, 1934b, 1934c) were reviewed, expanded upon, and tested. Theories were tested using questionnaires; however, a small subset of participants also completed individual interviews to add greater depth to information provided by the quantitative data. A second purpose of the project was to use a measure that represents the diversity of RISA items found in other measures currently used by researchers since research has suggested inconsistencies in findings may be related to item composition. Participants were 521 (301 girls and 220 boys) in grades six (n = 224), seven (n = 224) and eight (n = 73) from various Canadian schools (average age of 12.2 years) who completed the questionnaires. From this sample, 28 students completed individual interviews. Results indicated that boys and girls did not differ in regard to self-reported use of RISA; however, interviews and peer nominations indicated that girls have the reputation for engaging in RISA more frequently than boys. Post-hoc analyses indicated that the appearance of sex differences in RISA may be influenced by item choice as some items on the self-report measure were more highly reported by boys, while others were more likely to be reported by girls. There was not a great deal of support for any of the theories tested. Results indicated that the pattern of connections for predictors of RISA frequently did not differ by sex. Factors like perceived risk of or discomfort with using aggression, affective reactions to relationship threats, and care about ones own or a peers performance in a number of life domains were connected to RISA for both sexes.

The past decade has seen a rise in research on social, relational and indirect aggression, with a burgeoning focus only recently on the psychosocial consequences of being a target of such behaviours. It is widely understood that experiencing social aggression can trigger internal distress for children and adolescents, but far less is known about the nature and extent of longer-term psychosocial consequences. In this qualitative study, I aim to begin filling this gap by exploring how young women make meaning from experiences of social aggression in adolescence, with a particular focus on how they understand the impact of these experiences on their sense of self and relation to others in adulthood. Seven women between the ages of 25 and 32 were interviewed using a modified collaborative narrative method (Arvay, 2003). Interviews were transcribed and interpreted in narrative form to preserve the unique voice and experience of each participant. Five themes emerged through a process of categorical-content analysis as described by Lieblich, Tuval-Mashiach & Zilber (1998). Themes address participants' meaning-making following experiences of social aggression in terms of the (1) struggle to understand, (2) loss of trust in relationship, (3) changes in sense of self, (4) psychosocial responses, and (5) process of reframing of the experience in adulthood. The themes are discussed within the context of relevant qualitative and quantitative literature on the psychosocial consequence of social, relational and indirect aggression in adolescence and adulthood. Implications for school and community counselling practice and suggestions for future research are examined.

The past decade has seen a rise in research on social, relational and indirect aggression, with a burgeoning focus only recently on the psychosocial consequences of being a target of such behaviours. It is widely understood that experiencing social aggression can trigger internal distress for children and adolescents, but far less is known about the nature and extent of longer-term psychosocial consequences. In this qualitative study, I aim to begin filling this gap by exploring how young women make meaning from experiences of social aggression in adolescence, with a particular focus on how they understand the impact of these experiences on their sense of self and relation to others in adulthood. Seven women between the ages of 25 and 32 were interviewed using a modified collaborative narrative method (Arvay, 2003). Interviews were transcribed and interpreted in narrative form to preserve the unique voice and experience of each participant. Five themes emerged through a process of categorical-content analysis as described by Lieblich, Tuval-Mashiach & Zilber (1998). Themes address participants' meaning-making following experiences of social aggression in terms of the (1) struggle to understand, (2) loss of trust in relationship, (3) changes in sense of self, (4) psychosocial responses, and (5) process of reframing of the experience in adulthood. The themes are discussed within the context of relevant qualitative and quantitative literature on the psychosocial consequence of social, relational and indirect aggression in adolescence and adulthood. Implications for school and community counselling practice and suggestions for future research are examined.

The past decade has seen a rise in research on social, relational and indirect aggression, with a burgeoning focus only recently on the psychosocial consequences of being a target of such behaviours. It is widely understood that experiencing social aggression can trigger internal distress for children and adolescents, but far less is known about the nature and extent of longer-term psychosocial consequences. In this qualitative study, I aim to begin filling this gap by exploring how young women make meaning from experiences of social aggression in adolescence, with a particular focus on how they understand the impact of these experiences on their sense of self and relation to others in adulthood. Seven women between the ages of 25 and 32 were interviewed using a modified collaborative narrative method (Arvay, 2003). Interviews were transcribed and interpreted in narrative form to preserve the unique voice and experience of each participant. Five themes emerged through a process of categorical-content analysis as described by Lieblich, Tuval-Mashiach & Zilber (1998). Themes address participants' meaning-making following experiences of social aggression in terms of the (1) struggle to understand, (2) loss of trust in relationship, (3) changes in sense of self, (4) psychosocial responses, and (5) process of reframing of the experience in adulthood. The themes are discussed within the context of relevant qualitative and quantitative literature on the psychosocial consequence of social, relational and indirect aggression in adolescence and adulthood. Implications for school and community counselling practice and suggestions for future research are examined. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The media is littered with various portrayals of aggression. This aggression has been shown to influence the attitudes, beliefs, and subsequent behaviors of its viewers (Bushman & Anderson, 2001). Relational aggression is a newer concern for researchers and has become more prevalent in recent research. Relational aggression is prevalent in the lives of adolescents. Using social cognitive theory (Bandura 2002), information processing theory (Huesmann, 1988), and the general aggression model (Anderson & Bushman, 2002) to justify how adolescents might be developing these relationally aggressive behaviors, this study seeks to expand the literature by evaluating the portrayals of relational aggression in popular teen movies; a genre primarily watched by adolescents. This thesis is a content analysis of the top 30 grossing teen movies for the 1980s, 1990s, and 2000s for a total of 90 movies. The study examines three types of relational aggression—direct, indirect, and nonverbal. The following variables were coded for each act of relational aggression: initiator and victim age, gender, sociometrics, attractiveness, SES, and role, their relationship to each other, the context, humor, and consequence of the act of relational aggression. Analysis revealed that relational aggression is extremely prevalent (94.4%) in teen movies. Direct relational aggression is more prevalent in teen movies than both indirect and nonverbal relational aggression. Results indicate that females are portrayed as the primary initiators of relational aggression in teen films. Initiators and victims of relational aggression are primarily portrayed as characters of average attractiveness, average popularity, and as having middle class incomes. Acts of relational aggression are portrayed as not justified and not humorous. However, acts of relational aggression were portrayed as rewarded. No significant differences across decade were found for amount of relational aggression shown or for what type of relational aggression was portrayed. Results showed there were more male aggressors in the 1980s than expected and more female aggressors in the 2000s than expected.

The past 20 years have seen a growing interest amongst researchers into indirect forms of aggression and bullying. The evidence suggests that covert forms of aggression are largely used by adolescent girls as a means of inflicting harm on another and that the effects of such interactions can be detrimental to the individual's psychological and emotional well-being. This study aims to explore the social experiences of four adolescent girls, with particular reference to indirect aggression practices that they may have encountered. Data was collected in the form of unstructured interviews, which were conducted with each participant separately. Prominent themes were then identified and explored by the researcher. This was done from a systemic epistemological stance within the post-modern paradigm. A qualitative methodological design was followed allowing for the personal experiences and meaning attributions of each participant to come to the fore. The study's results were presented in the form of descriptive text with particular reference to the systemic processes that came to the fore. Overall, the study explicated the unique experiences of four adolescent girls with indirect aggression and how these experiences are interwoven with systemic processes that take place in social groups. / Psychology / M. A. (Clinical Psychology)