A group-analytic formulation of an incident of disruptive behaviour in a school
Date
2011-06
Authors
Bantjes, Jason
Nieuwoudt, Johan
Journal Title
Journal ISSN
Volume Title
Publisher
SA ePublications
Abstract
One way of approaching disruptive behaviour in schools is to pathologise the miscreants. Working within this paradigm, schools seek to discourage misconduct via concrete mechanisms such as control, discipline and exclusions. While sometimes helpful, these strategies fail to consider other less obvious dynamics and group processes complicit in precipitating misbehaviour. Reconceptualising disruptive behaviour from a group analytic perspective can offer an alternative formulation and suggest alternative strategies for promoting cooperative behaviour. This article, structured around an incident of mayhem in a school, demonstrates how concepts borrowed from group analytic theory can illuminate other hitherto unconscious dynamics contributing to disruptive behaviour. The paper illustrates the utility of group analytic theory in educational settings and contributes to the ongoing debate about the legitimacy of applying psychoanalytic concepts to understand socio-cultural phenomena.
Description
The original publication is available at http://www.sabinet.co.za/
Keywords
Disruptive behaviour, Misbehaviour, Adolescence, Group analytics, Behavior disorders in children, School discipline
Citation
Bantjes, J. & Nieuwoudt, J. 2011. A group-analytic formulation of an incident of disruptive behaviour in a school. Psycho-analytic Psychotherapy in South Africa, 19(2), 30-65.