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Reducing violence and prejudice in a Jamaican all age school using attachment and mentalization theory

Twemlow, SW; Fonagy, P; Sacco, FC; Vernberg, E; Malcom, JM; (2011) Reducing violence and prejudice in a Jamaican all age school using attachment and mentalization theory. Psychoanalytic Psychology , 28 (4) 497 - 511. 10.1037/a0023610. Green open access

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Abstract

A study is reported of a psychoanalytic intervention in a very violent and prejudiced Jamaican school with disenfranchised children 7-9 grades who had failed academic streaming examinations. Over the period of 3 years of the intervention using mentalization and power issues approaches grounded in attachment theory, children were assisted to feel connected and valued by their school. There were striking improvements in academic performance, decreased victimization, and increased helpfulness especially in boys including significant trickle down effects to grades 1-6. Overall, the school became a place teachers wanted to join and the Jamaican government recognized their success and built a new school for them in a better location.

Type: Article
Title: Reducing violence and prejudice in a Jamaican all age school using attachment and mentalization theory
Open access status: An open access version is available from UCL Discovery
DOI: 10.1037/a0023610
Publisher version: http://dx.doi.org/10.1037/a0023610
Language: English
Additional information: This is the authors' accepted version of this published article. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.
Keywords: schools, trauma, bullying, Jamaica, attachment, bully students, communities, aggression, bystander, teachers, model
UCL classification: UCL
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: https://discovery.ucl.ac.uk/id/eprint/1331689
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