Journal of Applied Psychoanalytic Studies

, Volume 5, Issue 2, pp 211–222

Modifying Social Aggression in Schools

Authors

  • 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
Article

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

Abstract

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