experience of, [>]–[>], [>]–[>], [>], [>], [>]–[>]
long-term effects, [>], [>]
and popularity, alliance-building, [>]–[>], [>]
clothing, appearance, [>], [>], [>]–[>], [>]–[>]
code names, [>], [>], [>]
code words
among non-white girls, [>]–[>]
for assertive girls, [>], [>], [>], [>]
"copying," [>]–[>]
"flirt," [>]–[>]
"hysterical," [>]
for "ideal" vs. "anti-girl," [>]
"I'm so fat," [>]–[>]
"she's all that," [>], [>]–[>], [>]–[>]
"slut" and "skank," [>], [>], [>], [>]–[>], [>], [>], [>]
See also communications; language
Cohen, Suzanne (mother), [>], [>], [>]–[>]
communications
anonymous messages, [>]–[>]
open, practicing, [>], [>]–[>]
between parents and children, [>]–[>], [>]–[>]
between parents and educators, [>]–[>], [>]–[>]
using social media, [>], [>], [>]–[>], [>]–[>], [>], [>]
using third-parties for, [>], [>]–[>]
written, assumed veracity of, [>], [>]
competition
among friends, [>]–[>], [>]
fear of engaging in, [>], [>]–[>], [>]–[>]
for Internet friends, [>]
positive, [>]
for relationships, [>]–[>], [>]–[>], [>]–[>]
computers, [>]
conceitedness, [>]–[>], [>]–[>], [>]–[>]
confidence
communicating, [>]
false, [>], [>], [>]
fear of showing, [>], [>]–[>]
negative response to, [>]–[>], [>]
conflict
accepting as natural, [>]–[>], [>]–[>]
avoiding, [>]–[>]
facing directly, [>], [>]–[>]
fear of, [>], [>], [>], [>]
impacts of class and race, [>]–[>]
inability to handle, [>]–[>], [>]–[>]
reasons for, [>]–[>]
stockpiling, [>], [>]
See also anger
confrontations
and alliance building, [>], [>], [>]–[>], [>], [>]
apologies, [>], [>]–[>], [>], [>], [>], [>]
with educators, [>]–[>]
enduring memories of, [>]
fear of, [>], [>], [>]
indirect/covert approaches, [>], [>]–[>], [>], [>], [>], [>], [>]–[>], [>]–[>]
ineffectiveness of, [>]–[>]
with parents, [>]
between parents, [>]–[>], [>]–[>]
practicing, [>]–[>]
to protect reputations, [>]
and resisting bullying, [>], [>]–[>]
role of middlegirls, [>]–[>]
using social media, [>], [>]–[>], [>], [>]–[>]
viewing as opportunity, [>]
views of, class and race differences, [>]
See also girl bullying; silent treatment, silence
connection, importance of, [>], [>]
controlling behaviors, [>]–[>], [>]
coping skills, [>]
"copying," [>], [>]–[>]
Corinna (student), [>]–[>]
Courtney (student), [>]
covert aggression, [>], [>]–[>], [>]–[>]
craziness, feelings of, [>], [>], [>]–[>], [>], [>], [>]
Cruel Intentions (movie), [>], [>]
cruelty, [>]–[>], [>], [>]–[>], [>]–[>]
cultural stereotypes, [>]–[>]
Curse of the Good Girl: Raising Authentic Girls with Courage and Confidence, The (Simmons), [>]
cyberbullying, [>]
characteristics, [>]–[>], [>], [>]
responses to, [>]–[>], [>], [>]–[>], [>]
Cyberbullying Research Center, [>]
cyberdrama, [>], [>]–[>], [>]–[>]
Dana (student), [>], [>]–[>]
danger, girls' vs. boys' perception of, [>], [>]
Daniella (student), [>], [>]
Danielle (student), [>]–[>], [>]
Danika (student), [>]
Dee Dee (student), [>]
Deirdre (student), [>]–[>]
denial
of bullying behaviors, [>], [>]–[>], [>], [>], [>], [>], [>]–[>]
of feelings, [>]–[>], [>], [>]–[>], [>], [>]–[>]
by parents, [>], [>]
depression, [>], [>], [>]–[>], [>], [>]
developmental stages
and access to social media, [>]–[>]
and bullying as "rite of passage," [>]–[>], [>]
and feelings of shame, [>]
healthy development, [>]–[>]
and relational aggression, [>], [>]
DiFranco, Ani, [>]
digital citizenship, [>]
Dina (student), [>], [>]
distancing behaviors, [>]
divorce, parental, [>]–[>]
domestic violence, battered women, [>]
Dominican culture, girls in, [>]–[>]
Donna (mother), [>]–[>]
drama, [>]–[>], [>]
Drew (student), [>]
duplicity, hypocrisy, [>], [>]–[>], [>], [>]
educators, teachers
challenges faced by, [>]
classroom strategies, [>]–[>]
modeling desired behaviors, [>]–[>]
noninterference strategy, [>]–[>], [>], [>]–[>], [>]–[>]
recognizing/handling relational aggression, [>]–[>], [>]–[>], [>]–[>], [>]–[>]
showing empathy, [>]–[>]
social-emotional learning (SEL), [>]–[>]
training needs, [>]–[>]
working with parents, [>]–[>], [>], [>]–[>], [>]–[>], [>]–[>]
egalitarian ethos, [>]–[>]
Elaine (mother), [>]–[>]
electronic aggression, [>]
Elizabeth (student), [>], [>]–[>], [>], [>]–[>]
Ellen (mother), [>], [>], [>]
Ellie (student), [>], [>]
e-mail, aggressive or hurtful, [>], [>], [>], [>], [>], [>], [>], [>]–[>], [>], [>]. See also communications; privacy; social media
Emily (student), [>], [>], [>], [>], [>]
emotions, feelings
accepting/expressing, [>]–[>], [>], [>]–[>], [>], [>]
denying/repressing, [>]–[>], [>], [>]–[>], [>], [>]–[>]
and typing while distraught, [>]–[>]
empathy
conveying, [>], [>]–[>]
emotional expression vs., [>]
from parents and teachers, [>]–[>], [>]–[>]
Erica (student), [>]
Erin (student), [>]–[>], [>]–[>], [>]–[>], [>]–[>], [>], [>], [>], [>]
Esther (student), [>]–[>]
ethical use contracts. See social media contracts
Evans, Gail, [>]
exclusion
fear of, [>]–[>]
in kindergarten, [>]
and loneliness, [>]–[>], [>]
as relational aggression, [>], [>]–[>], [>], [>]–[>], [>]–[>]
See also loss
eye rolling. See nonverbal communication
Facebook
anonymous postings on, [>]
communications using, [>], [>], [>], [>]–[>]
and cyberdrama, [>]–[>]
and exclusion, [>]–[>]
Honesty Box, [>]
and the paradox of authenticity, [>]–[>], [>]–[>]
and popularity, [>], [>]–[>], [>]–[>], [>]
safety concerns, [>]–[>]
supervising use of, [>]–[>]
Facebook Official (FBO) status, [>]
Faith (teacher), [>]–[>], [>]
fathers, [>]–[>]. See also parents
"Fat Talk" study, [>]–[>]
Faye (mother), [>]–[>]
fear
of blame, [>], [>]–[>], [>]–[>], [>]–[>], [>]–[>]
of competition, sho
wing confidence, [>], [>]–[>], [>]–[>]
of conflict, confrontation, [>], [>], [>], [>], [>]
and defensiveness, [>]
of expressing feelings, [>]–[>], [>]
as response to bullying, [>], [>]–[>], [>]
See also loss
feelings. See emotions, feelings
femininity
and empowerment, [>], [>]
and female aggression, [>]
middle-class model, [>]
and physical aggression, [>]
stereotypes and rules, [>], [>]–[>], [>]
Fields, Laura (administrator), [>]–[>]
fights, physical, [>]–[>], [>]–[>], [>]
fitting in, as imperative, [>]–[>], [>]
flirting, [>], [>], [>]
Formspring.me website, [>], [>]–[>], [>]–[>], [>]–[>]
friends, friendship networks
and alliance building, [>]–[>], [>], [>]
among African American girls, [>]–[>]
anger toward, [>]–[>], [>]–[>], [>]–[>]
best friends, BFFs, [>], [>], [>]–[>], [>]–[>], [>]–[>]
commitment to, [>]–[>]
conversations about, [>]
"divorce," [>], [>], [>]–[>]
dynamics, [>], [>]–[>], [>], [>]–[>], [>]–[>], [>]–[>], [>], [>]–[>], [>]
expectations for, [>], [>]–[>], [>]
finding new friends, [>]
importance of, [>], [>]
insecurity about, [>]
and intimacy, [>]–[>], [>], [>]–[>]
learning social skills through, [>]–[>]
and popularity, [>], [>]–[>], [>], [>]–[>], [>]
and social media, [>], [>]–[>], [>], [>]–[>], [>]–[>]
stereotypes and myths about, [>]–[>]
See also cliques, clique expulsion; relational aggression
ganging up, [>], [>], [>]–[>], [>], [>]. See also alliance building
Garrett, Lindsey. See Lindsey (student)
Gatens, Brian (administrator), [>]–[>]
gender roles, discussing, [>]
"Gettin' in the Way" (video), [>]
Getz, Lori, [>]–[>], [>]–[>]
Gilligan, Carol, [>], [>], [>], [>], [>], [>], [>]–[>]
girl bullying
acceptance of, as normal, [>]–[>], [>], [>]
acknowledging role of targets, [>]
addressing in the classroom, [>]–[>]
admitting, difficulty of, [>]–[>]
and alliance building, [>]–[>]
appearing "nice," [>], [>]–[>], [>], [>]
behaviors associated with, [>], [>], [>]–[>], [>], [>]–[>], [>]–[>], [>]–[>], [>]
and blaming others, [>]
boys' aggression vs., [>]–[>], [>]–[>]
by close/best friends, [>]
covert tactics/invisibility, [>], [>]–[>], [>]–[>], [>], [>]–[>], [>]–[>]
day-to-day social aggression, [>]–[>]
denial of bullying behaviors, [>], [>]–[>], [>], [>], [>], [>], [>]–[>]
ease of participating in, [>]–[>]
educators' role in addressing, [>]–[>], [>]–[>]
emotional and physical impacts, [>]–[>], [>], [>], [>], [>], [>], [>], [>]–[>], [>], [>]
finite nature of, [>]
frequency of, [>], [>]–[>]
gender-unequal rules for, [>]
group aggression, [>]–[>]
hiding from adults, [>]–[>], [>], [>]
ignoring, as participation, [>]
and intimacy, [>], [>]
meanness, [>], [>], [>], [>]–[>], [>]–[>], [>]–[>], [>]–[>]
in middle school, [>]
myths and stereotypes about, [>], [>]–[>], [>], [>]
and noninterference strategy, [>]–[>], [>], [>]–[>], [>]–[>]
parents' role in addressing, [>]–[>], [>]–[>], [>], [>]–[>]
precursor behaviors, [>]–[>], [>]–[>]
recognizing and discussing, [>], [>]–[>], [>], [>]–[>], [>]–[>], [>]–[>], [>]–[>], [>]–[>]
research on, [>], [>], [>]–[>], [>], [>], [>]
responding to, resisting, [>], [>]–[>], [>]–[>], [>], [>]–[>], [>]–[>]
social context for, [>]–[>]
as social skills problem, [>]–[>], [>]
transfer of dynamics to parents, [>]
triggers, [>]–[>], [>]–[>]
types, [>]
ubiquity of, [>], [>]–[>]
when to go for help, [>]–[>]
See also cyberbullying; interventions; relational aggression; social media
girl power, [>]
GIRL protocol, [>]–[>], [>]
girls
and female identity, [>], [>], [>], [>], [>], [>]
perception of danger, [>], [>]
sexualization of, [>]
stereotypes and myths about, [>]–[>], [>]–[>]
Girl Scout study, [>]
Girls Leadership Institute, [>]
glares. See nonverbal communication
"good girls," [>]–[>], [>], [>]–[>], [>]–[>], [>]–[>]
gossip, lies, rumors
and alliance building, [>]
as covert aggression, [>], [>]–[>], [>]–[>], [>]
as form of violence, [>], [>]–[>]
and social media, [>]–[>], [>]
views of, class and race differences, [>]
grades, impact of bullying on, [>]
group aggression, [>]–[>], [>]–[>]
guilt, [>], [>], [>], [>]. See also self-blame
Haley (student), [>]–[>], [>]
Hannah (student), [>]–[>], [>], [>], [>]
Harrigan, Diane (parent), [>]–[>]
Harrigan, Erin. See Erin (student)
Heather (student), [>]
Heathers (movie), [>]–[>], [>], [>]
help, getting, [>]
helplessness
as female characteristic, [>]–[>]
overcoming, [>], [>]
parental feelings of, [>], [>], [>]–[>], [>], [>]
as response to bullying, [>], [>], [>], [>]
Hinduja, Sameer, [>]–[>], [>]
Hispanic American culture, girls in, [>]–[>], [>]
"History of Me" project, [>]
Odd Girl Out Page 43