The Effects of a Drama-Based
Intervention on Relational
Aggression in Middle School
Students
Dani DeVincentis
Hanover College
Relational Aggression (RA)
Relational Aggression (RA)
• Involves harming others through purposeful manipulation of
or damage to peer relationships (Coyne, Archer, & Eslea,
2006)
Relational Aggression (RA)
• Involves harming others through purposeful manipulation of
or damage to peer relationships (Coyne, Archer, & Eslea,
2006)
• Examples include exclusion, "the silent treatment,"
spreading rumors or lies with intent of damaging a peer's
reputation or popularity status, gossip (Gomes, 2007)
Relational Aggression (RA)
• Involves harming others through purposeful manipulation of
or damage to peer relationships (Coyne, Archer, & Eslea,
2006)
• Examples include exclusion, "the silent treatment,"
spreading rumors or lies with intent of damaging a peer's
reputation or popularity status, gossip (Gomes, 2007)
• More common in girls than in boys (Crick & Grotpeter,
1995)
Effects of Relational Aggression
Effects of Relational Aggression
• In victims, RA is positively correlated with withdrawn
behavior, victimization, rejection (Tan, 2009)
Effects of Relational Aggression
• In victims, RA is positively correlated with withdrawn
behavior, victimization, rejection (Tan, 2009)
• Among 13-16 year old RA victims, one third of participants
reported feeling panicky or nervous in school, experiencing
recurring memories of bullying incidents, and impaired
concentration in school (Sharp, 1995)
Effects of Relational Aggression
• In victims, RA is positively correlated with withdrawn
behavior, victimization, rejection (Tan, 2009)
• Among 13-16 year old RA victims, one third of participants
reported feeling panicky or nervous in school, experiencing
recurring memories of bullying incidents, and impaired
concentration in school (Sharp, 1995)
• Being bullied is positively associated with increased risk of
frequent absences and discipline problems at school
(Gastic, 2008)
Interventions for Relational Aggression
Interventions for Relational Aggression
• Ostrov, Massetti, Stauffacher, Godleski, Hart, Karch, et al.
(2009): Utilized a puppet show and participatory sessions
with pre-school students to reduce RA
Interventions for Relational Aggression
• Ostrov, Massetti, Stauffacher, Godleski, Hart, Karch, et al.
(2009): Utilized a puppet show and participatory sessions
with pre-school students to reduce RA
• Feschbach & Feschbach (1982): empathy training in
elementary school age students increased positive social
behaviors in both aggressive and nonaggressive students
Interventions for Relational Aggression
• Ostrov, Massetti, Stauffacher, Godleski, Hart, Karch, et al.
(2009): Utilized a puppet show and participatory sessions
with pre-school students to reduce RA
• Feschbach & Feschbach (1982): empathy training in
elementary school age students increased positive social
behaviors in both aggressive and nonaggressive students
• Richardson, Hammock, Smith, & Gardner (1994): found
empathy to be associated with constructive and
nonaggressive responses to conflict among college students
Hypothesis
If students are presented with a participatory skit depicting
instances of relational aggression designed to humanize and
increase empathy for the victim, they will then engage in
fewer relationally aggressive acts
Methods
Participants
• One class from each the sixth, seventh, and eighth grade
from Southwestern Middle School participated
• A control group consisting of one sixth, seventh, and eighth
grade class also participated
• Participants (n= 86) were 59% female and 41% male,
primarily white, with an average age of 12.8
• Nine participants were removed due to absences
• Participants already take part in Olweus Bullying
Prevention Program through their school
Methods
Materials
• Young Adult Social Behavior Scale (YASB)
o When I am frustrated with my friend, I give that person the
silent treatment.
o I deal with conflicts with my friends in an honest,
straightforward manner.
o When I do not like someone, it makes me happy when a friend
listens to and agrees with what I think about that person.
• Standard demographic questionnaire
• Researcher-written skit depicting three scenes of RA
Methods
Procedure: Prior to Data Collection
• Informed consent forms were signed by parents and
students
• Students were coded alphabetically by grade and by class
roster by teachers; the researcher remained blind to any
identifying information
Methods
Procedure: Timeline of Data Collection
• Friday, 29 January: YASB Pre-Test
• Friday, 5 February: Skit
• Tuesday, 21 February: YASB Post-Test, Demographic form,
Debriefing
Performance
Behaviors depicted in the skit included:
•
•
•
•
•
Stealing a rival's friend
Rumor spreading
Revenge-seeking
Ganging up on a single victim
Using intimate knowledge to manipulate and embarrass
publicly
• Following the skit, students were encouraged to interact
with the performers, provide feedback on characters'
actions, and discuss their own experiences
Overall Pre and Post Test
Performance
Significant main effect of gender, p=.008.
Pre and Post Test Performance
by Gender
No significance for
females, p=.957
Significant effect
for males, p=.016.
Males and Females,
Experimental Group,
Pre and Post Test
Discussion
Limitations
•Small sample size (n=86 in total, significantly less once
condition and classes are taken into account)
• Two week delay in post-test data collection due to
weather
•Very low pre-test RA value (m=2.11), perhaps
attributable to anti-bullying curriculum already in place
Discussion
• Girls' relationships are driven largely by a need for
belonging and inclusion (Newman, 2003)
• This drive may supersede their natural feelings of
empathy and lead them to ignore interventions that
emphasize elements such as empathy
• As such, their involvement in RA may be controlled
primarily by their need for belonging
• Identifying with an aggressor and becoming an
aggressor is a safer bet for inclusion and belonging than
standing up for a victim and practicing less aggressive
behavior
Discussion
• Boys have less of a drive for inclusion and belonging
(Newman, 2003)
• This may allow for them to be more affected by
interventions that emphasize elements such as empathy
• Therefore their relational aggression may decrease
when they empathize with the victim, without fear of
losing their status within a group or clique of friends
Discussion
Future Directions
• Relational aggression in boys: factors that cause and
reduce the behavior
• Drama-based interventions as behavior modification
tool
• Association between girls' need for belonging and
involvement in RA
Special thanks to:
•
Students and teachers of Southwestern
Middle School
•
Mrs. Bottomley, guidance counselor
• Mr. Jones, principal