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

Bibliographic Data

ID19422914
AuthorsStuart W Twemlow (Community Services Institute, corresponding author), P Fonagy (0000-0003-0229-0091, University College London), Frank C Sacco (Baylor College of Medicine), Eric Vernberg, Eric M Vernberg (University College London), Jennifer M Malcom (Anna Freud Centre)
Year2011
Volume28
Issue4
Pages497-511
Publication date2011-10-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePsychoanalytic Psychology (JOURNAL)
Journal identifiersISSN: 0736-9735 • E-ISSN: 1939-1331
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/a0023610
OpenAlexW2166277956
LanguageEN
Citations received9
References cited8

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

Developmental psychology · Helpfulness · Mentalization · Psychoanalytic theory · Psychotherapist · Child Welfare and Adoption · Homelessness and Social Issues · Parental Involvement in Education · Psychology · Social Psychology

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Unique citing works9
Citations per year0.69
Citation span2013 - 2024 (12)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 8

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