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Modifying social aggression in schools

Twemlow, SW; Fonagy, P; Sacco, FC; (2003) Modifying social aggression in schools. Journal of Applied Psychoanalytic Studies , 5 (2) pp. 211-222. 10.1023/A:1022995905118.

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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.

Type: Article
Title: Modifying social aggression in schools
DOI: 10.1023/A:1022995905118
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: http://discovery.ucl.ac.uk/id/eprint/134290
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