Relational Aggression between Primary School Girls.

Abstract

This article presents the findings of a case study undertaken with the year 5 girls in one school to investigate their experiences and understanding of covert intimidation, as well as the effects and impact of these practices in the school setting. The findings of the study were obtained from the analysis of interviews, researcher-generated documents (worksheets) and surveys. They suggest that covert intimidation does exist in the school setting, and more particularly that
these practices are an integral part of relationships between girls, through which they resolve the anger and conflict that arise in their friendships. These practices are located in the heart of girls’ relationships and operate beneath the surface of ordinary school life. The conclusion of the study is that the term relational aggression should be used as a descriptor to help bring the phenomenon of covert aggression into the open. Open acknowledgment of these practices will help address these behaviours between girls so that they can learn open and honest ways of relating to each other, particularly in the resolution of their conflicts.