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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/21900
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dc.contributor.authorPage, Angelaen
dc.contributor.authorCharteris, Jenniferen
dc.date.accessioned2017-09-26T11:49:00Z-
dc.date.issued2017-
dc.identifier.citationThe Educational and Developmental Psychologist, 34(1), p. 78-91en
dc.identifier.issn2059-0784en
dc.identifier.issn2059-0776en
dc.identifier.urihttps://hdl.handle.net/1959.11/21900-
dc.description.abstractSince 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.en
dc.languageenen
dc.publisherCambridge University Pressen
dc.relation.ispartofThe Educational and Developmental Psychologisten
dc.titleReconceptualising Relational Aggression as Strategic Communication: Girls, Goals, and Their Peer Groupsen
dc.typeJournal Articleen
dc.identifier.doi10.1017/edp.2017.2en
dc.subject.keywordsEducational Psychologyen
dc.subject.keywordsGender, Sexuality and Educationen
local.contributor.firstnameAngelaen
local.contributor.firstnameJenniferen
local.subject.for2008170103 Educational Psychologyen
local.subject.for2008130308 Gender, Sexuality and Educationen
local.subject.seo2008970113 Expanding Knowledge in Educationen
local.subject.seo2008970117 Expanding Knowledge in Psychology and Cognitive Sciencesen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailapage31@une.edu.auen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20170426-102954en
local.publisher.placeUnited Kingdomen
local.format.startpage78en
local.format.endpage91en
local.identifier.scopusid85027152243en
local.peerreviewedYesen
local.identifier.volume34en
local.identifier.issue1en
local.title.subtitleGirls, Goals, and Their Peer Groupsen
local.contributor.lastnamePageen
local.contributor.lastnameCharterisen
dc.identifier.staffune-id:apage31en
dc.identifier.staffune-id:jcharte5en
local.profile.orcid0000-0001-9857-9054en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:22090en
local.identifier.handlehttps://hdl.handle.net/1959.11/21900en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleReconceptualising Relational Aggression as Strategic Communicationen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorPage, Angelaen
local.search.authorCharteris, Jenniferen
local.uneassociationUnknownen
local.identifier.wosid000407371400007en
local.year.published2017en
local.fileurl.closedpublishedhttps://rune.une.edu.au/web/retrieve/43470344-eb25-424e-9766-9c5317714f4cen
local.subject.for2020520102 Educational psychologyen
local.subject.for2020390406 Gender, sexuality and educationen
local.subject.seo2020280114 Expanding knowledge in Indigenous studiesen
local.subject.seo2020280109 Expanding knowledge in educationen
local.subject.seo2020280121 Expanding knowledge in psychologyen
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