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Although it is believed by many that the application of psychodynamic concepts to social problems can produce unique and surprising results, examples of this kind of work are far too few. One group reports a remarkable effort to intervene using mentalization and power-issues approaches to a failing and violent school in Jamaica. The goal of the
study was to determine whether a “highly insecure and disadvantaged school could be stabilized by promoting an understanding and practice of mentalization” (p. 498). The investigators applied to social systems Fonagy's definition of mentalization as the “capacity to see human relationships in terms of ideas, beliefs, and feelings that are personal, and provide a bridge to communication with others” (p. 498). Thus, a mentalizing individual will reflect, empathize with self and others, modulate affect storms, set boundaries, and become a self agent (initiating). If a social system is dysfunctional, mentalization will be replaced by behaviors directed only toward control (power issues), which frequently results in physical violence. Such was the case with the school that was the site of the study.
The intervention was introduced around the activity of making bread. This valued activity created a locus of quiet, respected activity during which two staff members “acted as role models and insisted on positive reflective behavior” (p. 503). As stated by the investigators, “The design of the program was to mentor 7-9 grade students through a mentalization / power dynamics focused activity with a chance of creating a secure attachment system in the school, through trickle down to the 1-6 graders, who were being cared for and made to feel secure by the transformed bullies, who themselves were more securely attached” (p. 503). The hypothesis was that if the older school children could successfully begin to mentalize both themselves and others, this would result in a reduction of violence in favor of collaboration as a way to solve pro