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  • All fields: girls
(245 results)



Display: 20

    • Page 41

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    • Girls and Relational Aggression 37 Overwhelmingly, the girls agreed that when a girl was mean and used forms of relational aggression against them they usually ignored them. Coping with relational aggression was reported as difficult for most...
    • Page 42

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    • Girls and Relational Aggression 38 of subjects that are multiethnic, the possibility that relational aggression among girls this age could be a cultural phenomenon and not be only a girl problem should be examined. Conclusion The findings of this...
    • Page 43

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    • Girls and Relational Aggression 39 References Bremer, C., & Smith, J. (2004). Teaching social skills. Information Brief, 3(5). Crick, N., Casas, J., & Mosher, M. (1999). Relational and overt aggression in preschool. Developmental Psychology, 33(4),...
    • Page 44

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    • Girls and Relational Aggression 40 Pediatrics, 126(2), 298-305 Kawabata, Y., & Crick, N. (2011). The antecedents of friendship in moderately diverse classrooms; social preference, social impact, and social behavior. International Journal of...
    • Page 45

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    • Girls and Relational Aggression 41 Mullin-Rindler, N., (2003). Relational aggression: A different kind of bullying. Principal, 82(5). Pronk, R., & Zimmer- Gembeck, M. (2010). “It’s mean, but what does it mean to adolescents?” Relational aggression...
    • Page 46

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    • Girls and Relational Aggression 42 Sparks, S., (2011) Study finds academic payoffs in teaching students social skills. Education Week, 30 (20). Young, E., Nelsen, D., Hottle, A., Warburton, B., & Young, B., (2011). Relational agression among...
    • Page 27

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    • DAVID’S VS. GOLIATH 27 Chapter 4: Results As discussed above, Jones and Pittman’s (1982) self-presentational strategies were categorized and studied in multiple communication settings. The five classes in the taxonomy include ingratiation,...
    • Page 48

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    • Girls and Relational Aggression 44 Appendix A Parent Consent Form Dear Parents or Guardians, I would like to invite your student to participate in a valuable research program being held at your school during the After School Program. A researcher...
    • Page 49

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    • Girls and Relational Aggression 45 Formulario de consentimiento del programa de investigación Septiembre de 2012 Estimados padres o tutores, Me gustaría invitar a su estudiante a participar en un proyecto de investigación valioso recluido en su...
    • Page 269

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    • present City Jail s t a n d s , on the side s t r e e t connecting Main Street and First East Street. The Branch Agricultural College Alumni Association met with the City Council in relation to the City assisting them with plans for an athletic...
    • Page 493

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    • Clarence's wife, Lavetta were already living there with her. Clarence was made bishop of the Pacheco Ward in Oct. of that year. Being a carpenter, Broughton made his mother a casket out of some of the boards on which she placed her cheese while it...
    • Page 34

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    • DAVID’S VS. GOLIATH 34 Small Girls PR also makes a claim to fame when they write, “Forbes listed Small Girls as one of the top 15 women-led startups in 2013 and NY Post heralded them “the reigning prom queens of the NY tech scene” (2013). Limelight...
    • Page 35

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    • DAVID’S VS. GOLIATH 35 The second theme that emerged under the strategy of self-promotion was speaking about particular brands the boutiques have worked for or fields they do work in. Style House Public Relations introduces themselves by discussing...
    • Page 13

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    • EFFECTS OF BACKGROUND MUSIC 9 a viola played sixteen melodies for the children. Four of each song represented sad, angry, happy and frustrated emotions. There was a control group of one hundred college-aged students, so the researchers could...

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