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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
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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: 2059-0784
Fields of Research (FoR) 2008: 170103 Educational Psychology
130308 Gender, Sexuality and Education
Fields of Research (FoR) 2020: 520102 Educational psychology
390406 Gender, sexuality and education
Socio-Economic Objective (SEO) 2008: 970113 Expanding Knowledge in Education
970117 Expanding Knowledge in Psychology and Cognitive Sciences
Socio-Economic Objective (SEO) 2020: 280114 Expanding knowledge in Indigenous studies
280109 Expanding knowledge in education
280121 Expanding knowledge in psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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