Making I-Contact: Fostering Shared, In-the-moment Subjective Experiences

Numerous research studies have offered evidence that I-sharing (perceived subjective similarity) facilitates interpersonal connection (e.g. Huneke & Pinel, 2016; Pinel, Long, Landau, Alexander, & Pyszczynski, 2006; Pinel & Long, 2012). Despite this research, no interventions currently exist to foster I-sharing between individuals, thereby leaving interventionists and others unable to utilize I-sharing to nurture authentic connections. The current dissertation takes an important step in the direction of developing usable interventions based on I-sharing research. Specifically, I examine the effectiveness of a technique designed to foster I-sharing genuinely between individuals. Building on I-sharing theory, which specifies that people most confidently believe that they I-share when they react simultaneously and identically to the same stimulus (Pinel et al., 2006), I randomly assigned participants either to experience novel, emotionally-arousing stimuli that provoke predictable reactions in a context in which participants could also experience each other\u27s in-the-moment subjective experiences (the Fostered I-sharing condition), or in a condition in which they could not fully experience each other\u27s experiences (the comparison condition). To investigate whether I-sharing also proves effective for people who see themselves as dissimilar on an important self dimension, I also manipulated perceived value similarity of the other participant prior to the I-sharing intervention. Participants either learned of an unshared value, learned of a shared value, or did not receive any value information. Results showed that the I-sharing intervention significantly increased feelings of subjective similarity, but only increased liking and interpersonal behavior when participants also initially learned that they shared a similar value. I discuss potential explanations for results, and means of intervention improvement

The Romeo and Juliet Project: Teaching Shakespeare to English Language Learners

The No Child Left Behind Act says that schools must assess students at all grade levels and change their standards, and help those who may be at a lower level because every student is entitled to an education. By creating a unit plan teaching Shakespeare\u27s Romeo and Juliet, specifically making modifications for English Language Learners, Native English speakers will also learn and be challenged. Using theatre games and reading scripts to build vocabulary of the ELLs, mainstream students will also learn about the culture of ELLs to better integrate them into the school system. Theatre not only helps the students to elevate their vocabulary but also helped them to be more comfortable around the students in their classes because they all had to be included together all the time. This unit plan can be used in English classes which will further merge students because not all students take theatre classes but English class is usually required