A study of school psychologists' knowledge of and experience with bullying and relational aggression in students from kindergarten through twelfth grade

This study examined school psychologists' perceptions and knowledge regarding relational aggression, their experience with relational aggression in school settings, and their involvement in intervention programs and school policies to deal with this form of bullying. A random sample of 500 school psychologists across the United States, who were members of the National Association of School Psychologists, were asked to complete the questionnaire developed by the author for the purpose of this study. Data were analyzed using descriptive statistics, chi-square test of independence, paired sample t-test, multiple regression, and Pearson r correlation coefficient. With a 40.2% return rate, the results of this study revealed that the majority of school psychologists have had at least one referral for bullying and relational aggression reported to them within the past 12 months. Males continued to be associated with overt forms of bullying such as hitting and kicking, whereas females were more likely to engage in covert forms of bullying such as ignoring a friend or gossiping. Based on the results of this study, it appears that if males use relational aggression or are victims of relational aggression, it is likely that a female is involved.;Overall, the majority of school psychologists surveyed had received some form of training on bullying. However, significantly fewer respondents had training specific to relational aggression. Despite lack of training in the area of relational aggression, the majority of school psychologists identified relational aggression as bullying and recognized the importance of interventions to deal with this form of aggression. However, their knowledge of appropriate interventions to deal with relational aggression continued to be lacking.;While the majority of the respondents indicated that their school systems had anti-bullying programs and policies, the components included in these programs and policies do not parallel what is recommended in research. Not only are school psychologists not utilized in anti-bullying programs or policy development, but they generally do not recognize ways to be involved beyond counseling. Obstacles to being involved with interventions to address relational aggression included lack of time and training.