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
Article

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 aggression bullying violence prevention 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bloom, A. (1988). The closing of the American mind. New York: Touchstone Books.Google Scholar
  2. Chessick, R. (1999). Emotional illness and creativity: A psychoanalytic and phenomenologic study. Madison, CT: International Universities Press, Inc.Google Scholar
  3. Devine, J. (1996). Maximum security: The culture of violence in inner-city schools. Chicago: University of Chicago Press.Google Scholar
  4. DeWaal, F. (1989). Peacemaking among primates. Cambridge, MA: Harvard University Press.Google Scholar
  5. Erikson, E. (1974). Dimensions of a new identity. New York: W. W. Norton & Co.Google Scholar
  6. Fonagy, P. (2001). Atachment theory and psychoanalysis. New York: Other Press.Google Scholar
  7. Fonagy, P., Twemlow, S., Vernberg, E., Fultz, J., Sacco, F. Creating a Peaceful School Learning Environment: The Impact of a Violence Prevention Program on Educational attainment. Submitted for PublicationGoogle Scholar
  8. Russell, B. (1969). Unpopular essays. New York: Simon & Shuster.Google Scholar
  9. Sacco, F. & Twemlow, S. (1997). School violence reduction: A model Jamaican secondary school program. Community Health Journal, 33(3), 229–234.Google Scholar
  10. Twemlow, S. (2000). The roots of violence: Converging psychoanalytic explanatory models for power struggles and violence in schools. The Psychoanalytic Quarterly, LXIX(4), 741–785.Google Scholar
  11. Twemlow, S. (2001). Modifying violent communities by enhancing altruism: A vision of possibilities. Journal of Applied Psychoanalytic Studies. 3, (4): 431–462.Google Scholar
  12. Twemlow, S., Fonagy, P., & Sacco, F. (2001a). An innovative psychodynamically influenced intervention to reduce school violence. Journal of the American Academy of Child and Adolescent Psychiatry, 40(3), 377–379.Google Scholar
  13. Twemlow, S.W., Fonagy, P., Sacco, F., Brethour, J. Teacher's perceptions of other teachers who bully students. MS submitted for publication.Google Scholar
  14. Twemlow, S., Fonagy, P., & Sacco, F. (2001b). A social systems-power dynamic approach to preventing school violence. In M. Shafii & S. Shafii (Eds.), School violence: Assessment, management, prevention (pp. 273–289). Washington, DC: American Psychiatric Publishing, Inc.Google Scholar
  15. Twemlow, S., Fonagy, P., Sacco, F., Gies, M., Evans, R., & Ewbank, R. (2001). Creating a peaceful school learning environment: A controlled study of an elementary school intervention to reduce violence. American Journal of Psychiatry, 158(5), 808–810.Google Scholar
  16. Twemlow, S., Fonagy, P., Sacco, F., O'Toole, M.E., & Vernberg, E. (2002). Premeditated mass shootings in schools: Threat assessment. Journal of American Academy of Child & Adolescent Psychiatry. 41, (4): 475–477.Google Scholar
  17. Twemlow, S, Sacco, F, Twemlow, S. (2000). Creating a Peaceful School Learning Environment: A Training Program and Philosophy for Elementary Schools, 2 nd Ed. 77 Reed St Agawam, MA 01001.T&S Publishing Group.Google Scholar
  18. Twemlow, S. & Sacco, F. (1999). A multi level conceptual framework for understanding the violent community. In H. Hall & L. Whitaker (Eds.), Collective violence: Effective strategies for assessing and intervening in fatal group and institutional aggression. New York: CRC Press.Google Scholar
  19. Vernberg, E., Jacobs, A., Twemlow, S., Sacco, F., & Fonagy, P. Developmental trends in aggression, victimization and violence related cognitions from Middle Childhood through Adolescence. In preparation.Google Scholar

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

Personalised recommendations