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Spiegel describes 'the phenomenology of campus disorders', examines 'the psychological processes which lead individuals to join one or another of the contending groups', and explores the interplay between social and psychological factors. A 'premonitory phase' involves mounting student anger over curriculum, public policies, and the student's right to influence institutional policy. Perfunctory administration responses lead to hardening of student attitudes; student disillusionment then leads to disruptive acts. 'Dove', 'hawk', and 'temporizing' attitudes appear in the administration. Negotiations begin in a crisis atmosphere and factions appear among the students. Some sort of resolution occurs. Students' premonitory phase ambivalence about authorities gives way to a view of the authority as oppressor. The libidinal component is attached to the student group. Faculty 'doves' envy the students' aggressiveness while 'hawks', who have usually struggled up from humble origins, feel threatened in their positions and identify their fate with that of the institution. Value conflicts are forced into the open as in a therapeutic situation. Hopefully, constructive resolution of the differences may result.