Date of Conferral

4-11-2025

Date of Award

April 2025

Degree

Ph.D.

School

Counselor Education and Supervision

Advisor

Katarzyna Peoples

Abstract

Since the early 1990s, there have been examinations of the predictors of Relational Aggression (RA) in girls, but many questions remain unanswered that contribute to the lived experiences of school counselors addressing RA. RA is best defined as behavior that is deliberate and unfriendly, with the intent to cause harm to others through verbal, social, and emotional control. The purpose of this study was to explore the lived experiences of school counselors addressing RA in African American girls. A hermeneutic phenomenological lens was used to examine the individual perceptions of eight school counselors. Semistructured interviews were used to gather the lived experiences of these participants. The results of this study revealed powerful descriptions of the participants’ experiences, while also revealing the importance of building meaningful and lasting connections with these students. The rich and deep depictions of each counselor's accounts of addressing this phenomenon revealed that African American girls who exhibit signs of RA, as either victims or perpetrators, are viewed and treated in much less favorable ways than their peers of other races. Future research that focuses on training school staff in the areas of cultural competence and sensitivity, as well as revising current antibullying policies to reflect terminology and examples of RA may provide additional benefits to African American girls. Social change implications for school counselors and others who shape and mold the futures of school-age AA girls include providing more education and advice on how to seek assistance on the topic of RA. Creating mentorship opportunities that focus on student empowerment and prosocial behaviors will also support these students.

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