Relational and Social Aggression: A Scoping Literature Review

School violence is an omnipresent problem within the United States, at worst, resulting in the death of children and teachers across the nation. Over time, numerous strategies and tools have been introduced in order to reduce aggression within schools. However, as both overt and covert forms of aggression contribute to school violence, it is necessary for researchers to investigate covert, indirect forms of aggression as a way to better identify and prevent a salient contribution to this problem. Although much research has investigated bullying in general, further research is needed in better understanding the forms of covert bullying, relational and social aggression, as these types of bullying are just as detrimental to children as overt forms of bullying. Thus, in this current study, I examine the concepts of social and relational aggression using a scoping literature review in order to investigate the way in which relational and social aggression are conceptualized across the extant literature base. In this study, I specifically investigate the statistical discernment of these respective concepts in the literature as well as distinguishable subtypes and the uniformity of their definitions in the literature. The results of the study indicate that, while social and relational aggression are able to be differentiated from one another, there continues to be a lack of agreement in the literature regarding their distinguishable qualities

Bullying at Work and Its Impact on Job Satisfaction: An Exploration of School Psychologists

Given the persistent national shortage of school psychologists, as well as their job retention concerns, likely related to burnout, it is necessary to examine any factors that negatively impact school psychologists’ job satisfaction. In this sample of 94 Pennsylvania school psychologists, the experience of being bullied at work was associated with diminished job satisfaction. Specifically, the independent variables of being bullying at work predicted 18.2% of the variance in job satisfaction in this sample, with verbal and indirect bullying the only types of bullying that contributed a significant amount of the variance. This study indicates that this issue should be closely monitored by management and addressed promptly

Feminine Ideology, Body Appreciation, and Indirect Aggression in Girls

This study was an investigation of the possible relations and interactions between traditional feminine ideology, and social and relational aggression within a sample of female children and adolescents. Participants included 45 female students (8-19 years of age) who completed measures assessing beliefs about and behaviors feminine ideology, body image (including body objectification), relational and social aggression, and interpersonal maturity. Analyzes revealed that participants who rated themselves as having a weaker internalization of the objectification of one’s body (a subtype of traditional feminine ideology) rated themselves as less likely to use socially-aggressive tactics than those with higher levels of body objectification. No other significant findings were noted. Implications for these findings and directions for future research are discussed