The current study was designed to explore profiles of reactive and proactive aggression in two distinct juvenile offender populations, in a group of juvenile offenders who have been adjudicated for illegal sexual behavior (n = 138) and in a group of juvenile offenders adjudicated for general delinquent behavior (n = 243). This is the first study of its kind to investigate profiles of aggression in a population of juveniles adjudicated for illegal sexual behavior. Preliminary profile analyses indicated that the two juvenile offender populations had similar profiles of aggression overall. Two step cluster analysis results were generally consistent with previous research (Crapanzano, Frick, & Terranova, 2010; Marsee et al., 2014) with 3 groups emerging for both overt and relational aggression: a combined group high on both reactive and proactive aggression, a group high in reactive aggression alone, and a low overall group. Post hoc comparisons of the clusters revealed that the high combined group consistently demonstrated higher reports of emotional and behavioral dysfunction supporting the hypothesis that the presence of proactive aggression serves more as an indicator of severity rather than as representing a qualitatively distinct group in and of itself. Policy implications regarding sex offender registration and notification laws extended to juveniles are discussed.

The current study investigated how three distinct types of childhood abuse—witnessing of parental domestic violence, experiencing physical abuse and total in-home violence, and experiencing sexual abuse—predicted partner reports of relational violence through the mediating factors self-perceptions of attachment and partner reports of relational aggression. The study used paired dyadic data from 1,658 couples who had completed the RELATionship Evaluation (RELATE). The Family Violence, the Brief Accessibility and Responsiveness, Couples Relational Aggression and Victimization, and the Conflict Tactics scales were the measures used. Data was analyzed by using structural equation modeling to estimate an actor-partner interdependence model exploring these relationships. Results showed only female childhood sexual abuse had direct associations with male relational violence; however, several mediating paths were identified.

The purpose of this study was to investigate the relationship between relational aggression and sexual satisfaction, as well as the mediating role of attachment on this relationship. Data came from the Relationship Evaluation Survey (RELATE) comprised of the matched-pair responses of 797 couples in serious dating, engaged, or married relationships. Results showed the greater the perceived relational aggression the lower the sexual satisfaction for both self and partner, regardless of gender. Additionally, it appears a more satisfying sexual relationship can occur when an individual experiences a secure attachment base and can feel confident that his/her relationship is safe. For both genders, the more relationally aggressive behaviors reported, the lower the reports of secure attachment behaviors. Implications for clinicians and future research are discussed.

This longitudinal study examined the relationship between husband and wife shame and husband and wife sexual satisfaction one year later with husband and wife relational aggression as mediating variables. The sample included 353 heterosexual married couples who participated in the Flourishing Families Research Project, a longitudinal study of daily family life. Results showed that husband and wife shame was negatively related with husband and wife sexual satisfaction, respectively. Husband love withdrawal was negatively related with both husband and wife sexual satisfaction, while wife love withdrawal was negatively related with only husband sexual satisfaction. Each partner's use of social sabotage was negatively related with their partner's sexual satisfaction. Research and clinical implications were discussed.

Relational aggression (RA) is a social phenomenon that can severely impact organizational profitability and employee productivity. A gap in the literature exists concerning appropriate interventions to manage RA. The purpose of this study was to explore successful interventions that have been used to manage RA. The theoretical framework was informed by psychological contract theory. Data were collected via semistructured face-to-face interviews with 12 victims, and then analyzed using data management, reading and memorization, description, classification, interpretation, and representation. NVivo software was used to organize the data in this study. The research consisted of 3 subquestions addressing the role of written policies in interventions, common practices and reactions of management, and victims' requests for attention to grievance reports. Five key themes emerged. The first and second pertain to the proactive and reactive role of written policies. The third and fourth focus on management's negative and positive reactions in response to grievance reports. The fifth identifies victims' expectations for their grievance reports. Commonly found interventions include impartially listening to both sides, investigation, restoration of damages, social justice, and identifying root causes for RA in the workplace. Implications for positive social change include enhanced employee well-being and performance and increased organizational effectiveness. Results may lead to positive changes by providing useful information that can be implemented by organizations to prevent and address RA, which can improve employee well-being.

According to the American Psychological Association, 160,000 children miss school each day because of a fear of bullying. Existing research indicates that the typical male style of bullying is distinctly different from the typical female style of bullying, which is referred to as relational aggression. This kind of aggression can cause damage to girls in the form of low self-esteem, eating disorders, and suicide. Research on female bullying has increased in the last five years, yet there is minimal research on relational aggression from the female perspective. The purpose of this qualitative study was to expand on the existing bullying research by exploring the opinions of 3rd, 5th, and 7th-grade girls (N=16) from a rural area of the Pacific Northwest regarding the definition, development, and response to female bullying and relational aggression with the use of semi-structured interviews. The main theoretical foundations for this study were the social learning perspective and the social information processing theory. Participant responses indicated differences by grade in the definition of relational aggression. There was general agreement among the responses that bullying increases over time. Participant responses supported previous research findings that victims, bystanders, and the bully suffer from the behavior. Findings from this study contribute to the body of knowledge about female bullying from a female perspective. This additional knowledge has the potential to assist education policy makers, school personnel, parents, and children in understanding and recognizing the female bullying process and consequences. This understanding will assist with recognition and intervention in bullying situations as well as the development and implementation of more effective bullying prevention programs specific to girls.

This study explored the effects of a gender-based violence prevention program called Owning Up on a group of middle school students in Tampa, Florida. The majority of participants were African-American at-risk youth who voluntarily participated in the intervention. This study is novel in that it is one of the first to empirically validate curricula that addresses an array of aggressive behaviors. A mixed methods design was used to gain insight into significant changes over time, as well as treatment integrity throughout the implementation. Findings from the study found females to be more aggressive than males on all forms of aggression across time. Additionally, results suggest that minimal gains were found between pre- and post-test administrations indicating that the intervention with this particular group may have not been effective. Cultural fit, systems-level issues, and problem-solving tactics are discussed to explain the findings.

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.

Title from PDF of title page. / Document formatted into pages; / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT The purpose of this study was to examine the meaning of the Loss of Voice experience in adolescent girls using an existential-phenomenological interview approach. An open-ended interview was conducted and participants were asked to "Please think of a specific time when you had something important to say, but did not say it. In as much detail as possible, describe that experience." / Each interview was tape-recorded, transcribed by the investigator, and then independently thematized (Jones, 1984) by the author and a doctoral colleague trained in Jones' (1984) analysis method. Interrater reliability of the themes reached 96% agreement for the overall sample. Individual transcription reliabilities ranged between 85-98%. Thematic analysis revealed six superordinate themes and four subthemes. The superordinate themes were Difficult Position, Feeling, Might Explode, Not Worth It, Who Am I?, and Nevermind. / The subthemes So Much To Lose and Strong were part of superordinate theme Difficult Position. The subthemes Emotion and Physical were part of the superordinate theme Feeling. Analysis of these themes in their totality suggested a complex meaning structure of co-researchers Loss of Voice experiences. This research supports and expands the current literature on Loss of Voice by providing a more in-depth study of the meaning contained in a Loss of Voice experience. Directions for future research efforts, intervention, and prevention education are discussed. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.