Classification of situations specific to field and behaviour: The context of aggressive interactions in schools

Actor or victim of aggression: Divergent perspectives—divergent evaluations

“…In accordance with several propositions from different authors (Leyens, 1977;Tedeschi, Smith and Brown, 1974;Tedeschi, Melburg and Rosenfeld, 1981;Tedeschi, 1984) in the present study, aggression is conceived as a particular kind of social interaction instead of conceiving it as a kind of individual behaviour (Mummendey, 1982a,b;Mummendey, Bornewasser, Loschper and Linneweber, 1982;Mummendey, Linneweber and Loschper, 1984).…”

“…Because of the recipient's evaluation of the action as inappropriate and-if some additional criteria are met-as aggressive as well (Loschper, Mummendey, Linneweber and Bornewasser, 1984) the recipient feels justified to retaliate and to punish the actor for herbis inappropriate action; this means, the typical divergence between actor and recipient in evaluating the appropriateness of the critical action influences the further course of the interaction; as long as the divergence holds on, mutual punishing will continue and an escalation will be the special course of interaction (Mummendey, Loschper, Linneweber and Bornewasser, 1984).…”

The School of the Future: Conditions and Processes – Contributions of Architectural Psychology

“…They help to avoid isolation which manifests itself in alienation, vandalism, theft and violence (cf. Linneweber, Mummendey, Bornewasser, & Löschper, 1984). Smaller schools help minority or economically disadvantaged children to progress more quickly, and teachers can be encouraged to put their own experience to work for the benefit of students (Wasley et al, 2000, p. 2).…”

Schools for the Future

“…There is a growing demand for smaller schools. Linneweber, Mummendey, Bornewasser, & Löschper, 1984). Where it is not possible to reduce the total number of students, Lackney recommends other decentralizing steps of both architectural and administrative nature.…”