Graduation Term

Fall 2025

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

Perry Schoon

Committee Member

Lydia Kyei-Blankson

Committee Member

Diane Wolf

Committee Member

Lindsey Hall

Abstract

Relational aggression, subtle behaviors such as gossip, exclusion, and social manipulation, can significantly undermine female students’ sense of belonging, peer relationships, and engagement in school. At Sinclair Intermediate School, Illinois 5Essentials Survey data revealed a sharp decline in peer relationship scores among female students, along with evidence gathered through student interviews, analysis of bullying report forms, and observation from an SEL lesson. This Dissertation in Practice investigates how a targeted intervention, Turning the Page on Toxic Friendships: How Stories Can Transform Female Friendships, can strengthen female peer relationships through bibliotherapy. Grounded in Carnegie Project on the Education Doctorate principles and Improvement Science, the study used a 90-day cycle of inquiry to implement and evaluate the intervention with fifth- and sixth-grade female students. Through literature-based lessons, guided discussions, and role-play, the intervention sought to increase students’ ability to recognize, respond to, and reduce relational aggression.

The data sources for the intervention included pre- and post-intervention student surveys, open-ended student responses, and facilitator feedback collected at the end of the six-week implementation. Through literature-based lessons, guided discussion, and role-play, the intervention sought to increase students’ ability to recognize, respond to, and reduce relational aggression. Quantitative results were not statistically significant, but qualitative data indicated increased student awareness of relational aggression and improved confidence in addressing peer conflict. Teacher facilitator feedback reinforced the practicality and relevance of bibliotherapy as an intervention. Findings highlight the potential of explicit, literature-based instruction to build students’ relational skills and foster a more inclusive school climate. Implications emphasize the importance of pairing targeted SEL instruction with consistent adult responses to disrupt patterns of harm and support healthy female friendships in middle school settings.

Access Type

Dissertation-Open Access

Download

Share

COinS