Facilitators and barriers to contact between asylum seekers and their Dutch neighbors

Currently, Europe is dealing with a large number of asylum seekers. A recent report show that attitudes toward asylum seekers are not that negative in the Netherlands, and yet Dutch citizens living close to asylum seeker centers barely have contact with them. Because contact is vital for a multicultural society, we investigated the facilitators and barriers for Dutch citizens to establish and maintain contact with asylum seekers where they live close together. We conducted semistructured interviews with Dutch people and analyzed them using thematic analysis. We found four themes: Physical possibilities for Contact, Goals for Contact, Social Identities, and Positivity and Openness, and proposed a grounded theory model based on how the themes are related. The findings are discussed in relation to debates on multiculturalism and intergroup tolerance, and can be used to improve the integration policies by local governments, because they present clear conditions and practical information as to how contact can be established and maintained

Turning to God in the Face of Ostracism: Effects of Social Exclusion on Religiousness

The present research proposes that individuals who are socially excluded can turn to religion to cope with the experience. Empirical studies conducted to test this hypothesis consistently found that socially excluded persons reported (a) significantly higher levels of religious affiliation (Studies 1, 2, and 4) and (b) stronger intentions to engage in religious behaviors (Study 2) than comparable, nonexcluded individuals. Direct support for the stress-buffering function of religiousness was also found, with a religious prime reducing the aggression-eliciting effects of consequent social rejection (Study 5). These effects were observed in both Christian and Muslim samples, revealing that turning to religion can be a powerful coping response when dealing with social rejection. Theoretical and practical implications of these findings are discussed

Die rol van die kerk as ondersteuningsnetwerk: Die verwantskap tussen psigo-sosiale klimaat, kerklike betrokkenheid en sielkundige welsyn

The role of the church as a supportive network: The relationship between psycho-social climate, church involvement, and psychological well-being. The aim of the present study was to determine whether mere involvement in church activities is enough to perceive the church as supportive, or whether the church should possess certain qualities before it is experienced as being supportive. The concept of psycho-social climate was used as a conceptual frame of reference to study the characteristics of the church. Two hundred and fourteen members of 10 different congregations completed a battery of questionnaires designed to measure their involvement in the church, their perception of the psycho-social climate of the church, and their level of psychological well-being. No relationship between church involvement and psychological well-being could be found. On the other hand, the analysis of the relationship between the dimensions of church climate and psychological well-being produced a number of significant correlations. Step-wise multiple regression analysis confirmed that the psycho-social dimensions of order/clarity, social concern, stability, and activity were significant predictors of the level of psychological well-being. The obtained relationship was interpreted as confirmation of the impact that the psycho-social environment has on individual functioning

To think or to do: the impact of assessment and locomotion orientation on the Michelangelo phenomenon

This work examines how individual differences in assessment and locomotion shape goal pursuits in ongoing relationships. The Michelangelo phenomenon describes the role that close partners play in affirming versus disaffirming one another's pursuit of the ideal self. Using data from a longitudinal study of ideal goal pursuits among newly committed couples, we examined whether the action orientation that characterizes locomotion creates an optimal environment in which to give and receive affirmation, whereas the evaluative orientation that characterizes assessment creates a suboptimal environment for giving and receiving affirmation. Consistent with hypotheses, locomotion is positively associated with partner affirmation, movement toward the ideal self, and couple wellbeing, whereas parallel associations with assessment are negative. We also explore the behavioral mechanisms that may account for such associations

Theorising interprofessional pedagogic evaluation: framework for evaluating the impact of interprofessional CPD on practice change

This paper outlines the development of a conceptual framework to guide the evaluation of the impact of the pedagogy employed in continuing professional development for professionals in education, health and social care. The work is developed as part of the Centre for Excellence in Teaching and Learning: Interprofessional Learning across the Public Sector (CETL: IPPS) at the University of Southampton. The paper briefly outlines the field for pedagogic research and comments on the underpinning theories that have so far been used to guide research into interprofessional learning (IPL). It maps out the development of interprofessional CPD in its specific context as part of the CETL: IPPS with its links to a local authority undergoing service reorganisation and the role of the continuing professional development (CPD) in effecting change. It then brings together a theoretical framework with the potential toexplore, explain and evaluate the essential features of the model of pedagogy used in interprofessional CPD, in which professionals from education have for the first time been included alongside those from health and social care. The framework draws upon elements of situated learning theory, Activity Theory and Dreier’s work (2002, 1999) on trajectories of participation, particularly Personal Action Potency. By combining the resulting analytic framework with an adapted version of an established evaluation model, a theoretically-driven, practicable evaluation matrix is developed. The matrix has potential use in evaluating the impact of pedagogic input on practice change. The paper models a process for developing a conceptual framework to steer pedagogic evaluation. Such a process and the resulting matrix may be of use to other researchers who are similarly developing pedagogic evaluation

Third party consultation: a method for the study and resolution of conflict

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/66597/2/10.1177_002200277201600105.pd