Stuart W. Twemlow

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APA’s Practice Guideline for the Treatment of Patients with Acute Stress Disorder and Posttraumatic Stress Disorder was published in October 2004. Since that time, a number of well-designed randomized controlled trials of pharmacological and psychotherapeutic interventions for posttraumatic stress disorder (PTSD) have been conducted in various populations(More)
BACKGROUND While school-based anti-bullying programs are widely used, there have been few controlled trials of effectiveness. This study compared the effect of manualized School Psychiatric Consultation (SPC), CAPSLE (a systems and mentalization focused whole school intervention), and treatment-as-usual (TAU) in reducing aggression and victimization among(More)
This study evaluated the validity of mediating pathways in predicting self-assessed negative affect from shyness/social withdrawal, peer rejection, victimization by peers (overt and relational), and the attitude that aggression is legitimate and warranted. Participants were 296 3rd through 5th graders (156 girls, 140 boys) from 10 elementary schools.(More)
Near deaths experiences are being reported with increasing frequency, but whether the constellation of factors comprising these experiences is unique to near death situations is unknown. This investigation compared near death experiences to other out-of-body experiences to determine if there are unique features associated with near death experiences. Our(More)
A developmental model is proposed applying attachment theory to complex social systems to promote social change. The idea of mentalizing communities is outlined with a proposal for three projects testing the model: ways to reduce bullying and create a peaceful climate in schools, projects to promote compassion in cities by a focus of end-of-life care, and a(More)
The bystander is defined as an active and involved participant in the social architecture of school violence, rather than a passive witness. Bullying is redefined from a triadic (bully-victim-bystander) rather than dyadic (bully-victim) perspective. Teachers, including administrators, and students can promote or ameliorate bullying and other forms of(More)
This paper summarizes a theoretical argument for the use of a mentalization-based approach to the systemic problem of school bullying. The Peaceful Schools Project of the Menninger Department of Psychiatry, Baylor College of Medicine, is an experimental test of this model. Data is presented from a randomized controlled trial of this intervention in nine(More)
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(More)
OBJECTIVE To examine how involvement in aggressor-victim interactions is linked to somatic complaints, illnesses, and physical injuries among elementary school-aged children. STUDY DESIGN This study was composed of a school-based sample of 590 children in grades 3 through 5. Independent sources were used to assess victimization (self-report) and(More)