Journal of Applied Psychoanalytic Studies

, Volume 5, Issue 2, pp 211–222

Modifying Social Aggression in Schools

  • Stuart W. Twemlow
  • Peter Fonagy
  • Frank C. Sacco

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

Authors and Affiliations

  • Stuart W. Twemlow
    • 1
    • 2
  • Peter Fonagy
    • 3
    • 4
  • Frank C. Sacco
    • 5
  1. 1.Menninger ClinicTopeka
  2. 2.PsychiatryUniversity of Kansas School MedicineWichita
  3. 3.Child & Family CenterMenninger ClinicTopeka
  4. 4.Psychoanalysis UnitUniversity CollegeLondonEngland
  5. 5.Community Services InstituteSpringfield & Boston