Splitting and Projection at Work in Schools

Autor/inn/en	Dunning, Gerald; James, Chris; Jones, Nicola
Titel	Splitting and Projection at Work in Schools
Quelle	In: Journal of Educational Administration, 43 (2005) 3, S.244-259 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578230510594787
Schlagwörter	Educational Psychology; Instructional Leadership; Foreign Countries; Information Technology; Secondary Schools; Psychological Patterns; Defense Mechanisms; Industrial Psychology; Developmental Stages; Conflict Resolution; Affective Behavior; Student Behavior; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Instruction; Leadership; Bildung; Erziehung; Führung; Ausland; Informationstechnologie; Sekundarschule; Abwehrverhalten; Betriebspsychologie; Industriepsychologie; Conflict solving; Konfliktlösung; Konfliktregelung; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Schülerverhalten
Abstract	Purpose: The purpose of this paper is to report research into the social defence of splitting and projection in schools. In splitting and projection, organisational members separate their unbearable feelings from the more acceptable ones and project them, typically towards other individuals and groups. Design/methodology/approach: The research was undertaken in three secondary (11-18), co-educational, maintained schools in Wales, UK, using a case study method and a psychoanalytic approach and interpretive perspective. Data were collected during interviews and meetings with key players. Findings: The cross-case analysis and interpretation showed how features in the whole system such as institutional stress can create a setting in which splitting and projection may flourish. The inadequate definition and management of institutional roles may also contribute. Individuals and groups may act as "lightning rods" receiving and taking in projected feelings and may play a part in establishing themselves in that role. Splitting and projection can develop into blame, demonisation, scapegoating and bullying. The ability of those involved to transform projected feelings, that is, to accept them, contain them, change them into benign and acceptable forms, and then return them in that different form, is crucial to minimising the impact of splitting and projection and to ensuring that it does not grow into more dangerous organisational phenomena. This transformation-and-return process is a key educational leadership task. Originality/value: The paper provides a new perspective on a widespread behaviour in schools and colleges and describes how the behaviour can be managed. It has implications for all educational leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10