Fostering Trust and Forgiveness Through the Acknowledgment of Others\u2019 Past Victimization

The present work examines the acknowledgment of past ingroup victimization by adversary outgroup leaders as an effective means to promote intergroup trust. More specifically, through an experimental study we demonstrated that Israeli-Jewish participants who were exposed to Palestinian leaders\u2019 messages acknowledging the Jews\u2019 suffering from anti-Semitic persecutions (past victimization condition) displayed more trust toward outgroup leaders than participants who were exposed to messages acknowledging the Jews\u2019 sufferings from the ongoing conflict (present victimization condition) and participants who were exposed to a control message condition. Further, trust mediated the relationship between acknowledgment of past victimization by rivals and forgiveness toward the outgroup as a whole. The implications of these results for restoring fractured intergroup relations are discussed

OBJECTIVE SELF-AWARENESS, SELF-ESTEEM AND CAUSAL ATTRIBUTIONS FOR SUCCESS AND FAILURE.

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Psychological features affecting the Israeli-Palestinian relations and thoughts about facilitating peace in the Middle-East

Feature: Politics and Religio

Fostering Trust and Forgiveness Through the Acknowledgment of Others’ Past Victimization

The present work examines the acknowledgment of past ingroup victimization by adversary outgroup leaders as an effective means to promote intergroup trust. More specifically, through an experimental study we demonstrated that Israeli-Jewish participants who were exposed to Palestinian leaders’ messages acknowledging the Jews’ suffering from anti-Semitic persecutions (past victimization condition) displayed more trust toward outgroup leaders than participants who were exposed to messages acknowledging the Jews’ sufferings from the ongoing conflict (present victimization condition) and participants who were exposed to a control message condition. Further, trust mediated the relationship between acknowledgment of past victimization by rivals and forgiveness toward the outgroup as a whole. The implications of these results for restoring fractured intergroup relations are discussed

The needs-based model of reconciliation: How identity restoration processes can contribute to more harmonious and equal social relations

The needs-based model is a conceptual framework for understanding the identity-related aspects of reconciliation processes. According to the model, (a) conflicting parties experience threats to their agentic (victims) and moral (perpetrators) identities—leading to heightened needs for empowerment and acceptance, respectively, and (b) satisfying these needs increases victims' and perpetrators' readiness for reconciliation. In this chapter, we review studies testing the model in interpersonal and intergroup contexts. We apply the model to conflicts characterized by mutual transgressions and discuss different ways victims' and perpetrators' identities can be restored (e.g., via empowering and accepting messages from the other or a third party, identity-affirmation exercises). We also apply the model to contexts of structural inequality by (a) presenting evidence that intergroup contact that satisfies disadvantaged and advantaged group members' needs for empowerment and acceptance is associated with their support for change, (b) discussing the moderating role of system justification, and (c) integrating our findings with the rank-based perspective on social class. Finally, we discuss the model's boundary conditions and directions for future research

Gendered Help: Effects of Gender and Realm of Achievement on Autonomy- Versus Dependency-Oriented Help Giving

Building on research on helping relations and gender stereotypes, the present research explored the effects of gender-stereotypical perceptions on willingness to offer dependency- and autonomy-oriented help to women and men. Two studies were conducted in a 2 (Gender of the person in need) × 2 (Domain of achievement) between-participants design. Study 1 examined future success expectations of male versus female students needing help in performing either a stereotypically masculine or a stereotypically feminine academic task, and the kind of help participants preferred to offer them. Study 2 further explored perceptions of male versus female students who exhibited long-term failure in a gender-stereotypical versus non-stereotypical academic task, perceptions of their intellectual and social abilities, feelings toward them, attributions of their need, and the preferred way of helping. Our findings indicate that women failing in a stereotypically masculine domain may expect others to give them dependency- rather than autonomy-oriented help, and judge their traits and abilities in an unflattering manner. In other words, gender achievement stereotypes create a social context where helping interactions reproduce power and status discrepancies