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Innovative Psychodynamically Influenced Approach to Reduce School Violence

NCJ Number
187571
Journal
Journal of the American Academy of Child and Adolescent Psychiatry Volume: 40 Issue: 3 Dated: March 2001 Pages: 377-379
Author(s)
Stuart W. Twemlow M.D.; Peter Fonagy Ph.D.; Frank C. Sacco Ph.D.
Date Published
March 2001
Length
3 pages
Annotation
This paper uses a psychodynamic model to explain and suggest prevention measures for school violence.
Abstract
The psychodynamic model suggests that in all schools experiencing violence, a covert power dynamic (PD) is present. This PD refers to a conscious or unconscious coercive pattern in which an individual or group controls the thoughts and actions of others. At times, this dynamic may be subtle and unconsciously motivate, but usually the school climate reveals this PD through high levels of disciplinary referrals and poor academic achievement. In this PD model, a bully is described as a child, teacher, or other staff member of the school who abusively coerces others repeatedly through humiliation and mockery. Bullying usually involves a stronger, more dominant personality coercing a weaker, more submissive personality in what is rarely significant physical injury. Instead, the major injury is emotional humiliation. The victim of this power dynamic is a child, or any other school member, who feels dominated or abused by this bullying. In high school settings, a coercive PD may be maintained by social groups that can dominate the atmosphere, leaving others feeling helpless and frustrated. In addition to direct questioning about bullying and victimization, it is helpful for child and adolescent psychiatrists who consult to school systems to ask students about their social experiences at school and what bully-victim-bystander roles they have observed. Sets of questions suitable for each school level may illuminate these dynamics. Sample questions for preschool/elementary students are listed, along with sample questions for middle/high school students. A consultant can help school staff rebalance PD's to facilitate a safer school culture and achieve improvements in academic achievement as well as reductions in violent incidents in the school. More detailed recommendations are offered. 9 references