The Effects of a Drama-Based Intervention on Relational Aggression in Middle School Students

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The Effects of a Drama-Based Intervention on
Relational Aggression in Middle School Students
Dani DeVincentis Hanover College
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Relational Aggression (RA)
 
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Relational Aggression (RA)

• Involves harming others through purposeful
  manipulation of or damage to peer relationships
  (Coyne, Archer, Eslea, 2006)
•  

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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)
•  

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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)

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Effects of Relational Aggression
 
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Effects of Relational Aggression

• In victims, RA is positively correlated with
  withdrawn behavior, victimization, rejection
  (Tan, 2009)

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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  withdrawn behavior, victimization, rejection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) 

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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  withdrawn behavior, victimization, rejection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)

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Interventions for Relational Aggression
 
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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

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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

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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

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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
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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

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Methods
Materials

• Young Adult Social Behavior Scale (YASB)
• When I am frustrated with my friend, I give that
  person the silent treatment.
• I deal with conflicts with my friends in an
  honest, straightforward manner.
• 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

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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

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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

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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

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Overall Pre and Post Test Performance
Significant main effect of gender, p.008.
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Pre and Post Test Performance by Gender
No significance for females, p.957
Significant effect for males, p.016.
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Males and Females, Experimental Group, Pre and
Post Test
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Discussion
Limitations

• Small sample size (n86 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 (m2.11), perhaps
  attributable to anti-bullying curriculum already
  in place

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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

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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

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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

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• Special thanks to
• Students and teachers of Southwestern
  Middle School
• Mrs. Bottomley, guidance counselor
• Mr. Jones, principal