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.
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Twemlow, S.W., Fonagy, P. & Sacco, F.C. Modifying Social Aggression in Schools. Journal of Applied Psychoanalytic Studies 5, 211–222 (2003). https://doi.org/10.1023/A:1022995905118
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DOI: https://doi.org/10.1023/A:1022995905118