Journal of Applied Psychoanalytic Studies

, Volume 5, Issue 2, pp 211–222

Modifying Social Aggression in Schools


  • Stuart W. Twemlow
    • Menninger Clinic
    • PsychiatryUniversity of Kansas School Medicine
  • Peter Fonagy
    • Child & Family CenterMenninger Clinic
    • Psychoanalysis UnitUniversity College
  • Frank C. Sacco
    • Community Services Institute

DOI: 10.1023/A:1022995905118

Cite this article as:
Twemlow, S.W., Fonagy, P. & Sacco, F.C. Journal of Applied Psychoanalytic Studies (2003) 5: 211. doi:10.1023/A:1022995905118


The paper identifies aspects of subtle social aggression in the school environment that can make children and staff feel quite miserable and unsafe, and which will thus likely impair a child's capacity to learn, and a teacher's capacity to teach. Unaddressed power dynamics created by the interaction and attitudes of those in the social context are defined, and the interpersonal dynamics of the abdicating bystander described. A randomized controlled trial of an intervention for elementary schools is described briefly, which attempts to modify social aggression.

social aggressionbullyingviolence prevention

Copyright information

© Human Sciences Press, Inc. 2003