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Relational Aggression and Victimisation: Perspectives of Boys and Girls, and Associations with Depression and Anxiety

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Relational Aggression and Victimisation: Perspectives of Boys and Girls, and Associations with Depression and Anxiety Relational Aggression and Victimisation: Perspectives of Boys and Girls, and Associations with Depression and Anxiety Author Pronk, Rhiarne Elise Published 2009 Thesis Type Thesis (PhD Doctorate) School Griffith University. School of Psychology DOI https://doi.org/10.25904/1912/1739 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/366637 Griffith Research Online https://research-repository.griffith.edu.au Relational Aggression and Victimisation: Perspectives of Boys and Girls, and Associations with Depression and Anxiety Rhiarne Elise Pronk BPsych(Hons) School of Psychology Faculty of Health Griffith University, Gold Coast Submitted in fulfilment of the requirements of the degree of Doctor of Philosophy in Clinical Psychology September, 2008 Relational Aggression ii Abstract Three studies were conducted to investigate how socioemotional functioning (depression, social worries, and social anxiety) and peer group processes are associated with adolescents’ relational aggression and victimisation, defined as behaviours that are intended to damage others’ peer group belonging and relationships. Studies 1 and 3 were investigations of aggression and socioemotional functioning among 297 10- to 13-years-olds and 335 9- to 15-year-olds, respectively. Participants with particular profiles of aggression and victimisation (N = 33) were selected from Study 1 to complete a semi-structured interview in Study 2. Drawing from these interviews, new measures of aggression/victimisation were developed in Study 3. In both Studies 1 and 3, associations between aggression, victimisation and socioemotional functioning were expected to be mediated via perception of peer relationships, and associations were expected to be stronger for girls than boys. Furthermore, in Study 3, dominance and affiliation motivations, peer acceptance and rejection, social prominence (a composite of popularity, leadership, and being well- known, influential and admired), and unpopularity were expected to explain aggression and victimisation. Results of Studies 1 and 3 showed that aggression and victimisation are associated with more depressive symptoms, and more intermittently associated with social worries and anxiety symptoms. Using new items developed in Study 3, two subtypes of relational victimisation were found, with ‘isolated’ victimisation loading on one factor and ‘connected’ victimisation loading on a second factor. The ability to examine these two victimisation subtypes revealed that peer-reported aggression and connected victimisation are more strongly correlated than aggression and isolated victimisation, and these associations were stronger among girls than boys. Relational Aggression iii When participants’ negative perceptions of their peer relationships were examined as mediators of associations, findings were mixed for the association of aggression with socioemotional outcomes. Perceptions of peers, especially of peer group exclusion and distrust, did mediate associations between aggression and depressive symptoms in Study 1, but this was not found in Study 3 when only perception of exclusion and distrust was measured. Findings of mediation were clearer for associations between victimisation and the outcomes of social worries and anxiety symptoms. Perception of peers played mediational roles in Study 1 when victimisation and social worries were examined and, in Study 3, similar findings emerged for both forms of victimisation and social anxiety symptoms. Most frequently, no gender differences in relational aggression or victimisation were found, but some marginal differences did emerge when extreme groups were examined, with girls higher in peer-reported aggression than boys. In addition, boys seem to self-report more aggression than girls. Although few instances of gender moderation were found, peer-reported victimisation is more strongly linked with girls’ than boys’ depressive and anxiety symptoms. Yet, aggression and victimisation usually have similar negative implications for the socioemotional functioning of girls and boys. Finally, in Study 2, boys and girls were interviewed about relationally aggressive behaviours and their perceived motivations for behaviours, and in Study 3 the roles of social motivations and peer status in aggression and victimisation were examined. Boys and girls describe relational aggression as driven by peer group dynamics, aggressors; emotions, and victim characteristics. Although there are few gender differences in these descriptions, adolescents do sometimes identify ways that boys carry out relational aggression that are different for girls, and some differences in how peer factors are associated with aggression. Finally, in Study 3, regression Relational Aggression iv models showed that those who are more aggressive and report more victimisation are less accepted (liked) by their peers. Also, those who are aggressors and those higher in connected victimisation are seen as more socially prominent, but those higher in isolated victimisation are nominated as lower in social prominence and are more rejected and unpopular. With regards to motivations, those who self-report more aggression have more dominance motivations, as do those who are higher in isolated victimisation. Adolescents higher in connected victimisation report less affiliation motivation, as do those who were higher in isolated victimisation. Future research is needed to extend on this investigation of the peer group factors and social motivations associated with relational aggression, to capture the day-to-day experiences of relational aggression, and to focus on dyadic and social networks of aggressors and victims. Implications for theory, research and practice are discussed, including the importance of school-based interventions for addressing relational aggression. Relational Aggression v Acknowledgements There are many people that I would like to thank for their assistance and support in this thesis preparation. First a big thanks to my supervisor Dr Melanie Zimmer-Gembeck. Melanie’s support and encouragement was a continual source of inspiration over the course of my PhD. After working with Melanie, I have grown such a passion for developmental research. Many thanks for also encouraging me to think ‘big’ and attend conferences at an international level. I have been so fortunate to have had Melanie as my research supervisor. I would like to thank all my family and friends for their support and encouragement over the course of my PhD. Many thanks to my fiancé Mark, who was always there for me at the end of a stressful research day, being there with me on the highs and lows. Many thanks to my amazing parents, Deborah and Albert, who were always a constant source of support, allowing me to believe that anything is possible. I am so fortunate to be where I am today because of them both. I am also truly grateful for the continual motivation and encouragement from all my family members, including my Nan and Grandpa, and my brothers Brandt and Leigh. Many thanks also to my friends and PhD colleagues, for all the fun times that would outweigh the stress of completing a Clinical PhD. Thank you to my secondary supervisor Dr Allison Waters for her constructive feedback and guidance in my final stages of writing. My gratitude also goes to the School of Psychology, Griffith Psychological Health Research Centre, and Griffith University, for providing such a wonderful learning environment and the financial support during my PhD candidature. My appreciation finally goes out to the four schools that kindly participated in my research: Nerang State School, Tallebudgera State School, Labrador State School, and Coomera Anglican College. Thank you to all the principals, teachers, parents and students for being a part of this project. Completing this research has been such a wonderful journey and it has been touched by so many wonderful people along the way. Relational Aggression vi Statement of Originality This work has not previously been submitted for a degree of diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself. _____________________________ Rhiarne Elise Pronk September, 2008 Relational Aggression vii Table of Contents Page Abstract ........................................................................................................................ ii Acknowledgements............................................................................................................v List of Tables....................................................................................................................xi List of Figures.................................................................................................................xiv CHAPTER 1......................................................................................................................1 Introduction................................................................................................................1 CHAPTER 2......................................................................................................................5 Relationally Aggressive Behaviour in Children and Adolescents................................5 Definitions of Relational Aggression ......................................................................6 Relational Aggression,
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