"Guess what I just heard!": Indirect aggression among teenage girls in Australia

By L. Owens, R. Shute, Phillip Thomas Slee. 2000

471 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ddca2da36a4a0e91b48f575385ddd1623ee27a75

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Citations in the corpus

Reactions to bullying and peer victimization: Narratives, physiological arousal, and personality ☆ (2006, unknown): “Recent work by Owens and his colleagues supports the basis for this prediction; in qualitative analyses of teenage girls’ use of relational aggression, they have found that a key motive for engaging in aggression was to create excitement in their lives ( Owens, Shute, & Slee, 2000a, 2000b ).”
Preschoolers' Normative and Prescriptive Judgments about Relational and Overt Aggression (2002, background): “Owens, Shute, and Slee (2000) report that adolescent girls attribute relational aggression to the alleviation of boredom, attention seeking, and the desires to create excitement and to be accepted by a group.”
Sex differences in indirect aggression : Psychological evidence from young adults (2006, background): “Jealousy over physical appearance, grades, friends, and boys frequently triggered this aggression (Owens et al., 2000b).”
The impact of direct and indirect bullying on the mental and physical health of Italian youngsters (2004, background): “Gender differences show that girls are more involved in indirect bullying either as bullies, victims, or both, whereas boys are more likely to inflict direct physical pain [Baldry, 1998; Bjorkqvist et al., 1992; Owens et al., 2000; Roland and Ids e, 2001].”
Cyberbullying: its nature and impact in secondary school pupils. (2008, background): “Pupils expressed some pessimism in focus groups about the possibility of preventing cyberbullying; this pessimism was also encountered by Owens, Shute, and Slee (2000) in their focus group study of girls (traditional) bullying.”
Teenagers’ Explanations of Bullying (2011, background): “... prevention efforts and interventions have to help children and adolescents to discover, understand and consider the complexity of bullying and factors such as social participation roles in bullying and the power and responsibility of bystanders (O’Connell et al. 1999; Salmivalli 2010; Salmivalli”
Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals (2006, background): “Boys tend to be victimized through direct aggression, while girls are more likely to be victimized through indirect or relational aggression (Craig & Pepler, 1997; Crick & Grotpeter, 1996; Owens et al., 2000).”
The Nature of School Bullying and the Effectiveness of School-Based Interventions (2003, background): “If so, we may not impact so effectively on girls bullying (Owens et al., 2000).”
It’s “Mean,” But What Does It Mean to Adolescents? Relational Aggression Described by Victims, Aggressors, and Their Peers (2010, background): “In one of the earliest qualitative studies of indirect forms of relational aggression, Owens, Shute, and Slee (2000a) interviewed Australian adolescent girls (aged 15 and 16) to describe their perceived reasons for indirect aggression, defined as “more subtle psychological forms,” and was…”
Voices from the classroom: pictorial and narrative representations of children's bullying experiences (2006, background): “Some authors have attempted to complement quantitative studies by asking children to provide graphic and narrative illustrations of bullying and victimization experiences (e.g., Owens et al., 2000, 2001; Reimer & Furrow, 2001; Goodwin, 2002).”