When the world collapses : Changed worldview and social reconstruction in a traumatized community

Background: Traumatic experience can affect the individual’s basic beliefs about the world as a predictable and safe place. One of the cornerstones in recovery from trauma is reestablishment of safety, connectedness, and the shattered schema of a worldview. Objective: This study explored the role of negatively changed worldview in the relationship between war-related traumatization and readiness for social reconstruction of intergroup relations in a post-conflict community measured by three processes: intergroup rapprochement, rebuilding trust, and need for apology. It was hypothesized that more traumatized people are less supportive of social reconstruction and that this relationship is mediated by the changed worldview. Method: The study included a community random sample of 333 adults in the city of Vukovar, Croatia, that was most devastated during the 1991–1995 war. Six instruments were administered: Stressful Events Scale, Impact of Event Scale-Revised, Changed Worldview Scale, and three scales measuring the post-conflict social reconstruction processes: Intergroup Rapprochement, Intergroup Trust and Need for Apology. Results: Mediation analyses showed that the worldview change fully mediated between traumatization and all three aspects of social reconstruction. Conclusions: In a population exposed to war traumatization the worldview change mediates post-conflict social recovery of community relations

Positive intergroup contact modulates fusiform gyrus activity to black and white faces.

In this study, we investigated the effect of intergroup contact on processing of own- and other-race faces using functional Magnetic Resonance Imaging (fMRI). Previous studies have shown a neural own-race effect with greater BOLD response to own race compared to other race faces. In our study, white participants completed a social-categorization task and an individuation task while viewing the faces of both black and white strangers after having answered questions about their previous experiences with black people. We found that positive contact modulated BOLD activity in the right fusiform gyrus (rFG) and left inferior occipital gyrus (lIOC), regions associated with face processing. Within these regions, higher positive contact was associated with higher activity when processing black, compared to white faces during the social categorisation task. We also found that in both regions a greater amount of individuating experience with black people was associated with greater activation for black vs. white faces in the individuation task. Quantity of contact, implicit racial bias and negatively valenced contact showed no effects. Our findings suggest that positive contact and individuating experience directly modulate processing of out-group faces in the visual cortex, and illustrate that contact quality rather than mere familiarity is an important factor in reducing the own race face effect

Will opposites attract? Similarities and differences in students' perceptions of the stereotype profiles of other health and social care professional groups

The extent to which health and social care (HSC) students hold stereotypical views of other HSC professional groups is of great potential importance to team working in health care. This paper explores students' perceptions of different HSC professional groups at the beginning of their university programmes. Findings are presented from an analysis of baseline data collected as part of the New Generation Project longitudinal cohort study which is assessing the impact of interprofessional education over time on a range of variables including stereotyping. Questionnaires were administered to a cohort of over 1200 students from 10 different HSC professional groups entering their first year of university. Stereotypes were measured using a tool adapted from Barnes et al. (2000) designed to elicit stereotype ratings on a range of nine characteristics. The findings confirm that students arrive at university with an established and consistent set of stereotypes about other health and social care professional groups. Stereotypical profiles were compiled for each professional group indicating the distinctive characteristics of the groups as well as the similarities and differences between groups. Midwives, social workers and nurses were rated most highly on interpersonal skills and on being a team player whilst doctors were rated most highly on academic ability. Doctors, midwives and social workers were perceived as having the strongest leadership role, whilst doctors were also rated most highly on decision making. All professions were rated highly on confidence and professional competence and, with the exception of social workers, on practical skills. A comparison of profiles for each professional group reveals that, for example, pharmacists and doctors were perceived as having very similar characteristics as were social workers, midwives and nurses. However, the profiles of nurses and doctors were perceived to be very different. The implications of these similarities and differences are discussed in terms of their potential impact on interprofessional interactions, role boundaries and team working

The week after:Do the effects of imagined contact last over time?

The vast majority of studies assessing the prejudice reduction properties of imagined contact have focused so far on the immediate effects of the intervention. In an attempt to contribute to the literature examining the long-term effects of imagined contact, the two studies reported in this paper tested the immediate and long-term effects of imagined contact on outgroup attitudes, intergroup anxiety, and behavioral intentions in Experiment 1, and also on contact self-efficacy in Experiment 2. Both studies were conducted in a context of entrenched intergroup conflict, Cyprus. The results supported the effectiveness of imagined contact in eliciting more positive attitudes, lower levels of anxiety, more positive behavioral intentions, and higher contact self-efficacy when these were measured immediately after contact. However, evidence for the endurance of these effects was systematically found only for outgroup attitudes and intergroup anxiety. While these results speak to the ability of imagined contact to lead to long-term changes in important and commonly studied intergroup outcomes, lack of consistent evidence regarding its ability to yield lasting changes on variables pertaining to intended behavior toward the outgroup compose a challenge for the intervention

I Feel what You Feel if You Are Similar to Me

Social interactions are influenced by the perception of others as similar or dissimilar to the self. Such judgements could depend on physical and semantic characteristics, such as membership in an ethnic or political group. In the present study we tested whether social representations of the self and of others could affect the perception of touch. To this aim, we assessed tactile perception on the face when subjects observed a face being touched by fingers. In different conditions we manipulated the identity of the shown face. In a first experiment, Caucasian and Maghrebian participants viewed a face belonging either to their own or to a different ethnic group; in a second experiment, Liberal and Conservative politically active participants viewed faces of politicians belonging to their own or to the opposite political party. The results showed that viewing a touched face most strongly enhanced the perception of touch on the observer's face when the observed face belonged to his/her own ethnic or political group

Relative distancing: a grounded theory of how learners negotiate the interprofessional.

A number of extant educational, psychological and sociological theories have been suggested as possessing utility for interprofessional education (IPE). However, there is limited theory proposed that has been derived directly from data. This article adds to the theoretical toolkit by theorizing from data using constructionist grounded theorizing. This article discusses the grounded theorizing of participants' approaches to IPE and describes the social process of relative distancing, a collection of strategies employed by participants to construct their own professional identities and negotiate their way through interprofessional interactions. The categories of relative distancing are conceptualized as (1) integrating the professional and the interprofessional; (2) constellating and maintaining distance; (3) tensioning and manipulating distance and (4) the dimensions of distance. The first, and most theoretically integrative, category will be discussed in detail here. It was found that participants valued certain learning outcomes over others. They favored learning opportunities that were perceived to be of direct relevance to their own professional development and contributed finite personal resources to these. Resources were committed to those interprofessional learning opportunities where relevance was perceived and the conditions of co-presence (with other professions) and a context for interaction were achieved. The discussion draws links between the data and contemporary discourses of economics and identity

Evolution of in-group favoritism

In-group favoritism is a central aspect of human behavior. People often help members of their own group more than members of other groups. Here we propose a mathematical framework for the evolution of in-group favoritism from a continuum of strategies. Unlike previous models, we do not pre-suppose that players never cooperate with out-group members. Instead, we determine the conditions under which preferential in-group cooperation emerges, and also explore situations where preferential out-group helping could evolve. Our approach is not based on explicit intergroup conflict, but instead uses evolutionary set theory. People can move between sets. Successful sets attract members, and successful strategies gain imitators. Individuals can employ different strategies when interacting with in-group versus out-group members. Our framework also allows us to implement different games for these two types of interactions. We prove general results and derive specific conditions for the evolution of cooperation based on in-group favoritism

A theoretical framework and research agenda for studying team attributions in sport

The attributions made for group outcomes have attracted a great deal of interest in recent years. In this article we bring together much of the current research on attribution theory in sport and outline a new conceptual framework and research agenda for investigating the attributions of team members. The proposed framework draws on multiple conceptual approaches including models of attribution, group dynamics and stress responses to provide a detailed hypothetical description of athletes' physiological, cognitive and affective responses to group competition. In describing this model we outline important antecedents of team attributions before hypothesising how attributions can impact hormonal and cardiovascular responses of athletes, together with cognitive (goals, choices, expectations), affective (self-esteem, emotions), and behavioural (approach-avoidance actions) responses of groups and group members. We conclude by outlining important methodological considerations and implications for structured context specific attribution-based interventions