Citation

Twemlow SW, Fonagy P, Sacco FC, Gies ML, Evans R, Ewbank R. Am. J. Psychiatry 2001; 158(5): 808-810.

Affiliation

Child and Family Center, The Menninger Clinic, Topeka, USA. Stuart.Twemlow@Austenriggs.net

Copyright

(Copyright © 2001, American Psychiatric Association)

DOI

unavailable

PMID

11329408

Abstract

OBJECTIVE: The impact of a manual-based antiviolence program on the learning climate in an elementary school over 4 years was compared with the outcome in a control school. METHOD: The two schools were matched for demographic characteristics. The intervention in the experimental school was based on zero tolerance for bullying; the control school received only regular psychiatric consultation. Disciplinary and academic achievement data were collected in both schools. RESULTS: The experimental school showed significant reductions in discipline referrals and increases in scores on standardized academic achievement measures. CONCLUSIONS: A low-cost antiviolence intervention that does not focus on individual pathology or interfere with the educational process may improve the learning environment in elementary schools.

Language: en