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The design of a lunchtime relational aggression prevention program targeting elementary school aged females

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Text
TitleInfo (ID = T-1)
Title
The design of a lunchtime relational aggression prevention program targeting elementary school aged females
SubTitle
PartName
PartNumber
NonSort
Identifier (displayLabel = ); (invalid = )
ETD_1602
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000051632
Language (objectPart = )
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eng
Genre (authority = marcgt)
theses
Subject (ID = SBJ-1); (authority = RUETD)
Topic
School Psychology
Subject (ID = SBJ-2); (authority = ETD-LCSH)
Topic
Girls--Psychology
Subject (ID = SBJ-3); (authority = ETD-LCSH)
Topic
Aggressiveness in children
Subject (ID = SBJ-4); (authority = ETD-LCSH)
Topic
Conflict management
Subject (ID = SBJ-5); (authority = ETD-LCSH)
Topic
Bullying--Prevention
Abstract
Aggression, in all of its forms, is a growing problem in today’s schools. Relational aggression, the attempt to harm another person through manipulation and damage of relationships with others, is a specific form of aggression that is not only increasingly prevalent, but also undertreated (Crick & Gropeter, 1995). Children gossip about peers, exclude each other from activities, and engage in name-calling, among other relationally aggressive behaviors. Females are more likely to engage in this behavior; males tend to engage in more physically aggressive behaviors (Yoon, Barton, & Taiariol, 2004). While frequently dismissed by teachers and administrators as “typical” childhood behavior, studies have shown that relational aggression can be as harmful as physical aggression (Bauman & Del Rio, 2006; Yoon et al., 2004). The purpose of this dissertation is to design and develop a classroom program for a central New Jersey public school to be implemented with third to fifth grade female students during lunch, an unstructured time of day during which children often engage in relational aggression with peers. The program is based on a thorough needs assessment conducted in the middle school for which the program is being designed (Maher, 2000). The program design also relies on Dodge’s (1986) Information Processing Model as a foundation for its design (Lochman & Dunn, 1993). The needs assessment examined students’ peer relationships and students’ bullying behaviors through student and teacher questionnaires. The program consists of ten classroom-based lessons that address bullying, relationship skills, anger management, and problem solving. The other part of the program is a teambuilding component for implementation during lunch and recess. The dissertation includes detailed lesson plans as well as session outlines for teambuilding activities. Also included are introductory lessons, which provide school personnel with a clear lesson for introducing each component of the program to students. Finally, the limitations of the program, implications for the program’s use, and future directions are also discussed.
PhysicalDescription
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electronic resource
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x, 155 p.
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application/pdf
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Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references (p. 138-145)
Note (type = statement of responsibility)
by Lauren Brooke Elkinson
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Elkinson
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Lauren Brooke
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1983
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author
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Lauren Brooke Elkinson
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Haboush
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chair
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Advisory Committee
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Karen L Haboush
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Elias
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Maurice
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co-chair
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Advisory Committee
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Maurice J Elias
Name (ID = NAME-1); (type = corporate)
NamePart
Rutgers University
Role
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degree grantor
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Graduate School of Applied and Professional Psychology
Role
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school
OriginInfo
DateCreated (point = ); (qualifier = exact)
2009
DateOther (qualifier = exact); (type = degree)
2009-05
Place
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xx
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3CV4HZD
Genre (authority = ExL-Esploro)
ETD doctoral
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The author owns the copyright to this work.
Copyright
Status
Copyright protected
Notice
Note
Availability
Status
Open
Reason
Permission or license
Note
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Lauren
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Elkinson
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Name
Lauren Elkinson
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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ETD
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application/pdf
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application/x-tar
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