| This project begins with an evaluation of the available literature regarding relational aggression. Theories related to the development of this type of bullying are explored, as are various problematic social and psychological correlates. The review then shifts to an evaluation of relational aggression within the school environment. Teachers are then identified as uniquely suited to observe and intervene in child and adolescent social interactions. However, the review reveals a lack of intervention by teachers in this problem. There are also few bullying prevention/intervention programs that address the issue of relational aggression; those who do often fail to adequately engage teachers or require considerable resources that may be lacking in many communities.;A training program to educate teachers about relational aggression is proposed in response to the literature findings. The purpose of the training is to improve teacher functioning in three areas found to be significant predictors of intervention: perceived seriousness of relational aggression, teacher empathy, and teacher confidence regarding intervention. It is expected that increased knowledge of the issue will lead to improvements in these areas and, subsequently, to greater likelihood and effectiveness of interventions. The proposed training program utilizes a systemic approach, with the intent to use teachers as an entry-point to initiate larger system changes. Special consideration is given to the appropriateness of the program in underresourced urban schools, which may lack the resources necessary for more complicated intervention programs. |
