Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21900
Title: Reconceptualising Relational Aggression as Strategic Communication: Girls, Goals, and Their Peer Groups
Contributor(s): Page, Angela  (author)orcid ; Charteris, Jennifer  (author)orcid 
Publication Date: 2017
DOI: 10.1017/edp.2017.2
Handle Link: https://hdl.handle.net/1959.11/21900
Abstract: Since its inception, relational aggression has been conceptualised as a set of destructive attempts by young girls to get their own way, and these aggressive acts have been demonised in public and media debate. This article challenges the prevailing developmental psychopathologisation literature to centre the focus on functionality, positioning relational aggression as a set of behaviours that are used as specific communication strategies. A 'Girls' Relational Aggression Communication Model' is provided as a new conceptual framework that integrates positioning subtypes from the literature: 'popular', 'regular', and 'tough' girls. This reconceptualised communication model is a contribution to the field as it enhances understanding of the nuances in girls' relationships. In particular, it reframes the positioning of 'tough' girls, who have been largely ignored in relational aggression research.
Publication Type: Journal Article
Source of Publication: The Educational and Developmental Psychologist, 34(1), p. 78-91
Publisher: Cambridge University Press
Place of Publication: United Kingdom
ISSN: 2059-0776
2059-0784
Field of Research (FOR): 170103 Educational Psychology
130308 Gender, Sexuality and Education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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