[1][2] Although it can be used in many contexts and among different age groups, relational aggression among adolescents in particular, has received a lot of attention.
The attention relational aggression has received has been augmented by the help of popular media, including movies like Mean Girls and books like Odd Girl Out by Rachel Simmons (2002), Nesthäkchen and the World War by Else Ury (1916), and Queen Bees and Wannabes by R. Wiseman (2003).
Relational aggression has been primarily observed and studied among girls, following pioneering research by psychologist Nicki R.
Peers provide many new behavioral models and feedback that are essential for successful identity formation and for the development of one's sense of self.
[6] Peer relationships are also very important for determining how much adolescents value school, how much effort they put into it, and how well they perform in class.
Adolescents tend to form various cliques and belong to different crowds based on their activity interests, music and clothing preferences, as well as their cultural or ethnic background.
Primary reasons for victimization include looks and speech; adolescents are also frequently bullied because of a disability, particular ethnicity, or religion.
[15] It can be proactive (planned and goal-oriented) or reactive (in response to perceived threats, hostility, or anger), and it can be, for instance, peer-directed or romantic.
In addition, recent international research shows that both genders tend to use relational aggression, but girls are more aware and distressed by it.
[23][24][25] For example, a study by Horn[26] found that girls are more likely to say that it is morally wrong to exclude someone based on their crowd membership.
[34] Amanda Rose (2004)[35] claims that the main purpose of using relational aggression in first place is to enhance or maintain one's social status.
Many skills that are needed to be popular are also essential for being "successful" at employing relational aggression, e.g. ability to "read" people and adjust one's behavior accordingly, etc.
Victims or the unpopular withdrawn children are excessively anxious, lack social skills needed to initiate new contacts or break into a group activity.
[43][44] Some of the most common underlying reasons for bullying include low socioeconomic status, disability, and obesity.
[45][46][47] Research shows that in comparison with other adolescents victims often use worse problem solving strategies.
[49] These skills seem to be especially important in order to use relational aggression in an instrumental manner—for achieving specific social goals.
[57] Although early research has mostly focused on victims and bullies, currently more and more attention has been given to the roles of other students, or bystanders: bully-reinforcer's and assistants, victim-defenders, and outsiders.
[60] Outsiders are adolescents who like to stay away from the conflict situations, participate in spreading rumors, or actively support either side.
[51] In general, the best predictor for whether an adolescent will choose to be a defender or an outsider in a particular situation is their relationship to the victim or bully.
And while problems with peers might be a result of one's poor social skills and maladjustment, difficulty making friends, and regular experience of aggression can also be a cause of many short and long term negative consequences on one's mental health and academic and professional achievements.
[63][64][65] Experience of relational aggression, peer rejection, and unpopularity are shown to be linked to various problems in adolescence, which are listed below:[66][67][68][69] Some negative effects persist into adulthood.
In a longitudinal study, Dan Olweus (2003)[43] found that young adults, who were victims of bullying in adolescence, had more symptoms of depression and lower self-esteem than did their non-victimized peers.
[73][74][75][76][77] Withdrawn children feel exceedingly lonely, at risk of low self-esteem, depression, and diminished social competence.
Kim (2005)[85] found that there are some gender differences as victimized female but not male students were at significantly greater risk for suicidal ideation.
Further research has shown that increased risk for suicidal ideation and attempts depend on a specific interaction between gender, frequency, and type of aggression.
[89] In addition, research shows that support from teachers can be a significant environmental factor for higher academic achievement and school engagement.
[90] Teacher attitudes towards bullying were found to moderate the extent to which victims internalize and feel distressed and express it by avoiding school and similar behavior.
Witnessing the harassment of others can also reduce some harmful effects of being victimized:[93] victims-only feel more humiliated and angry than victims-witnesses on the same day.