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Fahoum N, Pick H, Rainer S, Zoabi D, Han S, Shamay‐Tsoory S. The Relationship between Creativity and Attitudes toward Intergroup Conflicts. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
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2
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Nasie M, Ziv M, Diesendruck G. Promoting positive intergroup attitudes using persona dolls: A vicarious contact intervention program in Israeli kindergartens. GROUP PROCESSES & INTERGROUP RELATIONS 2022. [DOI: 10.1177/13684302211005837] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study evaluated the effectiveness of a vicarious contact intervention program for improving knowledge and attitudes of Jewish-Israeli secular and religious children regarding their ingroup and three outgroups: secular/religious Jews, Ethiopian-descendant Jews, and Arabs. One hundred and nine kindergartners participated in a four-week intervention, in which experimenters introduced to them four persona dolls representing the different groups. Accompanied by stories, children were exposed to the dolls’ individual and group characteristics, and to positive encounters between the dolls. A pre- and post-test battery assessed the intervention’s effects on children’s intergroup knowledge and attitudes. Findings revealed an increase in children’s knowledge of the groups, improvements in religious children’s attitudes towards Arabs, and in both secular and religious children’s willingness to sit closer to Ethiopian-descendant children. These findings highlight the potential of indirect contact for reducing intergroup bias in young children living in multicultural and conflict-ridden societies.
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Affiliation(s)
- Meytal Nasie
- Department of School Counseling and Special Education, Tel Aviv University, Israel
| | - Margalit Ziv
- Department of Early Childhood Education, MEd program, Kaye Academic College of Education, Beersheba, Israel
| | - Gil Diesendruck
- Department of Psychology and Gonda Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
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Kauffman LE, Dura EA, Borzekowski DLG. Emotions, Strategies, and Health: Examining the Impact of an Educational Program on Tanzanian Preschool Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19105884. [PMID: 35627420 PMCID: PMC9140413 DOI: 10.3390/ijerph19105884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 04/28/2022] [Accepted: 05/03/2022] [Indexed: 02/01/2023]
Abstract
Around the world, well-produced television programming can engage vulnerable, hard-to-reach audiences by offering informal education and enrichment. Akili and Me is an animated children’s educational program available in Sub-Saharan Africa that provides age and culturally appropriate lessons. In 2018, the producers created socio-emotional and health content. This study examines the relationship between children’s exposure to the new Akili and Me content and socio-emotional and health outcomes. Participants included low-income school children (mean age 5.32 years, SD = 0.82) from Arusha, Tanzania. Researchers conducted one-on-one baseline and post-intervention surveys with each participant. Over 12 weeks, the children attended afterschool sessions with screenings of Akili and Me, with distinct content screened on different days. The research team recorded children’s attendance and assessed children’s receptivity to the program through character identification. Using MLM regression models with data from 411 participants from 10 public schools, the analyses showed that a greater exposure and receptivity to Akili and Me predicted improved outcomes scores on the socio-emotional and health outcomes, controlling for sex, age, baseline scores, and general media receptivity (non-Akili and Me characters). Contributing to the literature on educational media, this study shows that exposure to an animated program can teach vulnerable preschool children socio-emotional and health content.
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Affiliation(s)
- Lauren E. Kauffman
- Department of Epidemiology and Biostatistics, School of Public Health, University of Maryland, College Park, MD 20742, USA;
| | - Elizabeth A. Dura
- Department of International Health, Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD 21205, USA;
| | - Dina L. G. Borzekowski
- Department of Behavioral and Community Health, School of Public Health, University of Maryland, College Park, MD 20742, USA
- Correspondence:
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Desmarais E, Brown K, Campbell K, French BF, Putnam SP, Casalin S, Linhares MBM, Lecannelier F, Wang Z, Raikkonen K, Heinonen K, Tuovinen S, Montirosso R, Provenzi L, Park SY, Han SY, Lee EG, Huitron B, de Weerth C, Beijers R, Majdandžić M, Benga O, Slobodskaya H, Kozlova E, Gonzalez-Salinas C, Acar I, Ahmetoglu E, Gartstein MA. Links between television exposure and toddler dysregulation: Does culture matter? Infant Behav Dev 2021; 63:101557. [PMID: 33878597 DOI: 10.1016/j.infbeh.2021.101557] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2020] [Revised: 01/19/2021] [Accepted: 03/20/2021] [Indexed: 10/21/2022]
Abstract
Television exposure in early childhood has increased, with concerns raised regarding adverse effects on social-emotional development, and emerging self-regulation in particular. The present study addressed television exposure (i.e., amount of time watching TV) and its associations with toddler behavioral/emotional dysregulation, examining potential differences across 14 cultures. The sample consisted of an average of 60 toddlers from each of the 14 countries from the Joint Effort Toddler Temperament Consortium (JETTC; Gartstein & Putnam, 2018). Analyses were conducted relying on the multi-level modeling framework (MLM), accounting for between- and within-culture variability, and examining the extent to which TV exposure contributions were universal vs. variable across sites. Effects of time watching TV were evaluated in relation to temperament reactivity and regulation, as well as measures of emotional reactivity, attention difficulties, and aggression. Results indicated that more time spent watching TV was associated with higher ratings on Negative Emotionality, emotional reactivity, aggression, and attention problems, as well as lower levels of soothability. However, links between TV exposure and both attention problems and soothability varied significantly between cultures. Taken together, results demonstrate that increased time spent watching television was generally associated with dysregulation, although effects were not consistently uniform, but rather varied as a function of culturally-dependent contextual factors.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | | | - Kati Heinonen
- University of Helsinki, Finland; Tampere University, Finland
| | | | | | - Livio Provenzi
- Child Neurology and Psychiatry Unit, IRCCS Mondino Foundation, Pavia, Italy
| | | | | | - Eun Gyoung Lee
- Ewha Social Science Research Institute, Ewha Womans University, Republic of Korea
| | | | | | - Roseriet Beijers
- Radboud University and Radboud University Medical Center, the Netherlands
| | | | | | - Helena Slobodskaya
- Research Institute of Physiology and Basic Medicine, Novosibirsk State University, Russia
| | - Elena Kozlova
- Research Institute of Physiology and Basic Medicine, Novosibirsk State University, Russia
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Vassilopoulos SP, Brouzos A, Kasapoglou E, Nikolopoulou O. Promoting Positive Attitudes toward Refugees: A Prejudice-Reduction, Classroom-Based Group Intervention for Preadolescents in Greece. JOURNAL FOR SPECIALISTS IN GROUP WORK 2020. [DOI: 10.1080/01933922.2020.1800878] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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6
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Borzekowski DL, Singpurwalla D, Mehrotra D, Howard D. The impact of Galli Galli Sim Sim on Indian preschoolers. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.101054] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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7
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Influs M, Masalha S, Zagoory-Shaon O, Feldman R. Dialogue intervention to youth amidst intractable conflict attenuates stress response to outgroup. Horm Behav 2019; 110:68-76. [PMID: 30807738 DOI: 10.1016/j.yhbeh.2019.02.013] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/16/2018] [Revised: 02/17/2019] [Accepted: 02/19/2019] [Indexed: 11/24/2022]
Abstract
Encounter with outgroup has been shown to elicit physiological stress response and when outgroup is perceived as threatening to one's own family and community, stress is higher. In such contexts, becoming familiar and learning to empathize with the other side may reduce stress. Building on the long-lasting Israeli-Palestinian conflict, we developed an eight-week group intervention focused on dialogue and empathy and tested it within a randomized controlled trial. Eighty-eight Israeli-Jewish and Arab-Palestinian adolescents (16-18 years) were randomly assigned to intervention or control groups. Before(T1) and after(T2) intervention, one-on-one interaction with outgroup member was videotaped, cortisol levels assessed five times during a 2.5-hour session involving exposure to outgroup stimuli, and adolescents were interviewed regarding national conflict. Intervention reduced cortisol response to social contact and reminders of outgroup (F = 4.92, p = .032, Eta2 = 0.109). This HPA-activity suppression was defined by two pathways. First, intervention had a direct impact on cortisol decrease; and second, intervention increased youth's behavioral empathy during one-on-one interaction with outgroup member and this empathic response mediated the effect of intervention on cortisol reduction. Adolescents' belief in the potential for reconciliation at T1 predicted greater empathy at T2. Our study provides the first evidence-based intervention for youth growing up amidst intractable conflict and demonstrates its impact on adolescents' physiological stress response to outgroup. Results contribute to research on the neurobiology of ingroup/outgroup relations, highlight the key role of dialogical empathy and social interactions for interventions targeting youth, and emphasize the importance of enhancing motivation for social inclusion for initiating positive behavioral and physiological processes. Clinical Trials Registry (NCT02122887; https://clinicaltrials.gov).
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Affiliation(s)
- Moran Influs
- Interdisciplinary Center, Herzlia, Israel; Department of Psychology, Bar Ilan University, Ramat Gan, Israel
| | | | | | - Ruth Feldman
- Interdisciplinary Center, Herzlia, Israel; Child Study Center, Yale University, New Haven, CT, United States of America.
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Influs M, Pratt M, Masalha S, Zagoory-Sharon O, Feldman R. A social neuroscience approach to conflict resolution: Dialogue intervention to Israeli and Palestinian youth impacts oxytocin and empathy. Soc Neurosci 2018; 14:378-389. [PMID: 29799332 DOI: 10.1080/17470919.2018.1479983] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Abstract
The rapid increase in terror-related activities, shift of battlefield into civilian locations, and participation of youth in acts of violence underscore the need to find novel frameworks for youth interventions. Building on the Israeli-Palestinian conflict and social neuroscience models we developed an eight-week dialogue group-intervention for youth growing up amidst intractable conflict. Eighty-eight Israeli-Jewish and Arab-Palestinian adolescents (16-18years) were randomly assigned to intervention or control groups. Before (T1) and after (T2) intervention, one-on-one conflict interaction with outgroup member were videotaped, oxytocin levels assayed, attitudes self-reported, and youth interviewed regarding national conflict. We tested the hypothesis that dialogue intervention would enhance empathic behavior and increase oxytocin levels following interaction with outgroup member. Intervention increased youth perspective-taking on national conflict. Oxytocin increased from T1 to T2 only for adolescents undergoing intervention who improved perspective taking in the process. Structural equation modelling charted three pathways to behavioral empathy toward outgroup member at T2; via endogenous oxytocin, empathic cognitions, and dialogue intervention; however, an alternative model without the intervention arm was non-significant. Our findings highlight the important role of empathy in programs for inter-group reconciliation and support evolutionary models on the precarious balance between the neurobiology of affiliation and the neurobiology of outgroup derogation.
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Affiliation(s)
- Moran Influs
- a Department of Psychology , Bar Ilan University , Ramat Gan , Israel.,b Baruch Ivcher School of Psychology , Interdisciplinary Center , Herzlia , Isreal
| | - Maayan Pratt
- a Department of Psychology , Bar Ilan University , Ramat Gan , Israel.,b Baruch Ivcher School of Psychology , Interdisciplinary Center , Herzlia , Isreal
| | - Shafiq Masalha
- c Cegla Center for Interdisciplinary Research , Tel Aviv University , Tel Aviv , Israel
| | - Orna Zagoory-Sharon
- b Baruch Ivcher School of Psychology , Interdisciplinary Center , Herzlia , Isreal
| | - Ruth Feldman
- b Baruch Ivcher School of Psychology , Interdisciplinary Center , Herzlia , Isreal.,d Child Study Center , Yale University , New Haven , CT , USA
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9
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Borzekowski DL. A quasi-experiment examining the impact of educational cartoons on Tanzanian children. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2017.11.007] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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10
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Abstract
Abstract. In recent years in our increasingly globalized world in many countries we have seen the rise of anti-immigrant feelings among the youth. This has resulted in both discrimination against immigrants and negative psychological outcomes which harm both the individual and hinder social integration within society. In this article, we highlight how psychological research can play an important role in informing the design and conduct of educational interventions based on intergroup contact theory that are aimed at reducing prejudice toward immigrants. We review recent research showing anti-immigrant attitudes among the youth across the globe, and how these attitudes are related to parental and peer relationships. Research indicates that a color-blind approach to prejudice reduction among youth is not helpful and, in contrast, it suggests a more effective approach could be a multicultural approach to diversity, which celebrates both group differences and similarities while promoting social integration through quality contact between different social groups. Recent psychological research shows that this contact can take many forms, ranging from direct contact (i.e., cross-ethnic friendships), to extended contact (i.e., reading a book in which someone from your group has a positive interaction with someone from another group) and even imagined contact (i.e., engaging in imagined play involving characters from different groups having positive relations). The findings of this research demonstrate that it is possible to challenge anti-immigrant attitudes when and where they develop in young people.
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Affiliation(s)
- Siân Jones
- Department of Psychology, Goldsmiths, University of London, UK
| | - Adam Rutland
- Department of Psychology, Goldsmiths, University of London, UK
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Hopkins EJ, Weisberg DS. The youngest readers’ dilemma: A review of children’s learning from fictional sources. DEVELOPMENTAL REVIEW 2017. [DOI: 10.1016/j.dr.2016.11.001] [Citation(s) in RCA: 37] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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12
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Moderating attitudes in times of violence through paradoxical thinking intervention. Proc Natl Acad Sci U S A 2016; 113:12105-12110. [PMID: 27790995 DOI: 10.1073/pnas.1606182113] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
In the current paper, we report a large-scale randomized field experiment, conducted among Jewish Israelis during widespread violence. The study examines the effectiveness of a "real world," multichanneled paradoxical thinking intervention, with messages disseminated through various means of communication (i.e., online, billboards, flyers). Over the course of 6 wk, we targeted a small city in the center of Israel whose population is largely rightwing and religious. Based on the paradoxical thinking principles, the intervention involved transmission of messages that are extreme but congruent with the shared Israeli ethos of conflict. To examine the intervention's effectiveness, we conducted a large-scale field experiment (prepost design) in which we sampled participants from the city population (n = 215) and compared them to a control condition (from different places of residence) with similar demographic and political characteristics (n = 320). Importantly, participants were not aware that the intervention was related to the questionnaires they answered. Results showed that even in the midst of a cycle of ongoing violence within the context of one of the most intractable conflicts in the world, the intervention led hawkish participants to decrease their adherence to conflict-supporting attitudes across time. Furthermore, compared with the control condition, hawkish participants that were exposed to the paradoxical thinking intervention expressed less support for aggressive policies that the government should consider as a result of the escalation in violence and more support for conciliatory policies to end the violence and promote a long-lasting agreement.
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Nasie M, Diamond AH, Bar-Tal D. Young Children in Intractable Conflicts. PERSONALITY AND SOCIAL PSYCHOLOGY REVIEW 2016; 20:365-392. [DOI: 10.1177/1088868315607800] [Citation(s) in RCA: 65] [Impact Index Per Article: 8.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The article examines the political socialization of young Jewish-Israeli children who live under the Israeli–Palestinian intractable conflict. It proposes arguments and presents empirical evidence to suggest that the way in which political socialization of young children happens in this context contributes to the development of conflict-supporting narratives of ethos of conflict and collective memory by the youngest generation. As a result, the conflict solidifies adherence to these narratives in adulthood, thereby serving as a major obstacle to the processes of peace-making and peace-building. Specifically, as evidence for showing how the political socialization works in Israel, a series of studies conducted in Israeli kindergartens and elementary schools are presented. These studies recount the contents acquired by young children, as well as contents delivered by teachers, related to the Israeli–Palestinian conflict. This indicates the serious consequences of acquiring conflict-supporting narratives at an early age in societies involved in intractable conflict.
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Bar-Tal D, Diamond AH, Nasie M. Political socialization of young children in intractable conflicts. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2016. [DOI: 10.1177/0165025416652508] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
This article examines the political socialization of young children who live under conditions of intractable conflict. We present four premises: First, we argue that, within the context of intractable conflict, political socialization begins earlier and faster than previously suspected, and is evident among young children. Second, we propose that the agents of political socialization impart narratives of the ethos of conflict and of collective memory in young children that support continuation of the conflict. Third, we maintain that the great majority of the young children form systematic and coherent systems of beliefs, attitudes, and emotions that support the conflict as a result of political socialization and direct exposure to conflict. Finally, we suggest that the conflict-related contents absorbed by children have lasting effects on the solidification of children’s later socio-psychological repertoire. Our arguments highlight the serious consequences of political socialization processes on very young children in societies involved in intractable conflict.
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Affiliation(s)
- Daniel Bar-Tal
- School of Education, Tel Aviv University, Tel Aviv, Israel
| | - Aurel Harrison Diamond
- Federmann School of Public Policy & Government, The Hebrew University of Jerusalem, Israel
| | - Meytal Nasie
- School of Education, Tel Aviv University, Tel Aviv, Israel
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Berger R, Benatov J, Abu-Raiya H, Tadmor CT. Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli-Palestinian conflict. J Sch Psychol 2016; 57:53-72. [PMID: 27425566 DOI: 10.1016/j.jsp.2016.04.003] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2015] [Revised: 01/17/2016] [Accepted: 04/20/2016] [Indexed: 11/18/2022]
Abstract
The current investigation tested the efficacy of the Extended Class Exchange Program (ECEP) in reducing prejudicial attitudes. Three hundred and twenty-two 3rd and 4th grade students from both Israeli-Jewish and Israeli-Palestinian schools in the ethnically mixed city of Jaffa were randomly assigned to either intervention or control classes. Members of the intervention classes engaged in ECEP's activities, whereas members of the control classes engaged in a social-emotional learning program. The program's outcomes were measured a week before, immediately after, and 15months following termination. Results showed that the ECEP decreased stereotyping and discriminatory tendencies toward the other group and increased positive feelings and readiness for social contact with the other group upon program termination. Additionally, the effects of the ECEP were generalized to an ethnic group (i.e., Ethiopians) with whom the ECEP's participants did not have any contact. Finally, the ECEP retained its significant effect 15months after the program's termination, despite the serious clashes between Israel and the Palestinians that occurred during that time. This empirical support for the ECEP'S utility in reducing prejudice makes it potentially applicable to other areas in the world, especially those that are characterized by ethnic tension and violent conflicts.
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Affiliation(s)
- Rony Berger
- Department of Emergency Medicine and PREPARED Center for Emergency Response Research, Ben-Gurion University of the Negev, Beer-Sheba, Israel
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Bilali R, Vollhardt JR, Rarick JRD. Assessing the Impact of a Media-based Intervention to Prevent Intergroup Violence and Promote Positive Intergroup Relations in Burundi. JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY 2015. [DOI: 10.1002/casp.2246] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Rezarta Bilali
- Department of Applied Psychology; New York University; 246 Greene Street New York NY 10003 USA
| | | | - Jason Ray David Rarick
- Department of Applied Psychology; New York University; 246 Greene Street New York NY 10003 USA
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Hitti A, Killen M. Expectations About Ethnic Peer Group Inclusivity: The Role of Shared Interests, Group Norms, and Stereotypes. Child Dev 2015; 86:1522-37. [DOI: 10.1111/cdev.12393] [Citation(s) in RCA: 93] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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18
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Vezzali L, Hewstone M, Capozza D, Giovannini D, Wölfer R. Improving intergroup relations with extended and vicarious forms of indirect contact. EUROPEAN REVIEW OF SOCIAL PSYCHOLOGY 2014. [DOI: 10.1080/10463283.2014.982948] [Citation(s) in RCA: 109] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Mares ML, Pan Z. Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2013. [DOI: 10.1016/j.appdev.2013.01.001] [Citation(s) in RCA: 119] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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20
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Aboud FE, Tredoux C, Tropp LR, Brown CS, Niens U, Noor NM. Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: A systematic review. DEVELOPMENTAL REVIEW 2012. [DOI: 10.1016/j.dr.2012.05.001] [Citation(s) in RCA: 204] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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21
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Bruneau EG, Saxe R. The power of being heard: The benefits of ‘perspective-giving’ in the context of intergroup conflict. JOURNAL OF EXPERIMENTAL SOCIAL PSYCHOLOGY 2012. [DOI: 10.1016/j.jesp.2012.02.017] [Citation(s) in RCA: 134] [Impact Index Per Article: 11.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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22
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Killen M, Rutland A, Ruck MD. Promoting Equity, Tolerance, and Justice in Childhood and commentaries. ACTA ACUST UNITED AC 2011. [DOI: 10.1002/j.2379-3988.2011.tb00069.x] [Citation(s) in RCA: 82] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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23
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Durkin K, Nesdale D, Dempsey G, McLean A. Young children's responses to media representations of intergroup threat and ethnicity. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2011; 30:459-76. [PMID: 22882374 DOI: 10.1111/j.2044-835x.2011.02056.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Two studies are reported in which ethnic majority children's reactions to media representations of ethnic minorities are examined. In Study 1, 20 white Scottish 6-year-olds viewed short television stories in which white or ethnic minority children were depicted as hostile to the participants' in-group (threat present) or not (threat absent). A strong effect of threat on liking was obtained but no effect of ethnicity of target and no interaction. In Study 2, 4- and 6-year-old white Scottish children viewed PowerPoint displays in which Scottish people were shown only as white (traditional version) or as ethnically diverse (multicultural version). Intergroup threat was manipulated. Again, a strong effect of threat was obtained. However, when threat was absent, participants exposed to the traditional condition liked the white out-group more than the multi-ethnic out-group, while participants exposed to the multicultural condition liked the multi-ethnic out-group more than the white out-group. The results are interpreted as consistent with the predictions of Social Identity Development Theory.
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Affiliation(s)
- Kevin Durkin
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, UK.
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24
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Borzekowski DL, Henry HK. The impact of Jalan Sesama on the educational and healthy development of Indonesian preschool children: An experimental study. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2010. [DOI: 10.1177/0165025410380983] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Jalan Sesama was developed to address the developmental needs of Indonesian children ages 3 to 6 years. Using a randomized experimental research study design, this study examined the effect of a 14-week intervention on 160 children in the Pandeglang District in Indonesia’s Banten Province. Results offer solid evidence that early cognitive skills, literacy, mathematics, health and safety knowledge, social development, environmental awareness, and cultural awareness significantly improved from baseline to post-intervention. Those with the greatest exposure to Jalan Sesama performed the best, even after controlling for baseline scores, gender, age, and parents’ education. This paper describes how an educational media intervention can have great benefits, even in locales where the children face difficult hardships and lack basic resources.
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Affiliation(s)
| | - Holly K. Henry
- Johns Hopkins Bloomberg School of Public Health, Baltimore, USA
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Brenick A, Killen M, Lee-Kim J, Fox N, Leavitt L, Raviv A, Masalha S, Murra F, Smadi Y. Social Understanding in Israeli-Jewish, Israeli-Palestinian, Palestinian, and Jordanian 5-year-old Children: Moral Judgments and Stereotypes. EARLY EDUCATION AND DEVELOPMENT 2010; 21:886-911. [PMID: 25741172 PMCID: PMC4346136 DOI: 10.1080/10409280903236598] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
An empirical investigation was conducted of young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study live in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings revealed that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provided positive results about the young children's inclusive views regarding peer interactions.
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Ardila-Rey A, Killen M, Brenick A. Displaced and non-displaced Colombian children's evaluations of moral transgressions, retaliation, and reconciliation. SOCIAL DEVELOPMENT 2009; 18:181-209. [PMID: 25722543 PMCID: PMC4338991 DOI: 10.1111/j.1467-9507.2008.00483.x] [Citation(s) in RCA: 42] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
In order to assess the effects of displacement and exposure to violence on children's moral reasoning, Colombian children exposed to minimal violence (non-displaced or low-risk) (N = 99) and to extreme violence (displaced or high-risk) (N = 94), evenly divided by gender, at 6-, 9-, and 12 - years of age, were interviewed regarding their evaluation of peer-oriented moral transgressions (hitting and not sharing toys). The vast majority of children evaluated moral transgressions as wrong. Group and age differences were revealed, however, regarding provocation and retaliation. Children who were exposed to violence, in contrast to those with minimum exposure, judged it more legitimate to inflict harm or deny resources when provoked and judged it more okay to retaliate for reasons of retribution. Surprisingly, and somewhat hopefully, all children viewed reconciliation as feasible. The results are informative regarding theories of morality, culture, and the effects of violence on children's social development.
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Cole CF, Labin DB, del Rocio Galarza M. Begin with the children: What research on Sesame Street's international coproductions reveals about using media to promote a new more peaceful world. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2008. [DOI: 10.1177/0165025408090977] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
For nearly four decades, Sesame Workshop has brought the joy of learning to the world's youngest citizens through the introduction of locally-produced coproductions of the preschool television series, Sesame Street. Many of these television shows have been specifically designed to forward important prosocial messages directly linked to the complex socio-political backdrop in which they are created. Focusing on recent projects in Israel, Palestine, Jordan, and Kosovo, this article reviews research on the educational effectiveness of these initiatives and highlights the ways in which study results provide information on best practices for media projects designed for children living in regions of conflict. The paper also reviews the strengths and weaknesses of various approaches and provides practical information on how difficult issues have been presented in an age-appropriate and culturally-relevant manner. By acknowledging the challenges inherent to producing media designed to effect attitudinal and behavior changes in places mired in ongoing conflict, these studies, when examined as a group, provide emerging evidence of the need for increasingly direct and specific media intervention efforts. Presenting these studies in light of the projects that they evaluate and the related socio-political circumstances offers a body of evidence suggesting the educational value of these media efforts and indicating a need for further study in this field.
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Knafo A, Plomin R. Prosocial behavior from early to middle childhood: Genetic and environmental influences on stability and change. Dev Psychol 2006; 42:771-86. [PMID: 16953685 DOI: 10.1037/0012-1649.42.5.771] [Citation(s) in RCA: 120] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Prosocial behavior is important for the functioning of society. This study investigates the extent to which environment shared by family members, nonshared environment, and genetics account for children's prosocial behavior. The prosocial behavior of twins (9,424 pairs) was rated by their parents at the ages of 2, 3, 4, and 7 and by their teachers at age 7. For parent ratings, shared environmental effects decreased from .47 on average at age 2 to .03 at age 7, and genetic effects increased from .32 on average to .61. The finding of weak shared environmental effects and large heritability at age 7 was largely confirmed through the use of teacher ratings. Using longitudinal genetic analyses, the authors conclude that genetic effects account for both change and continuity in prosocial behavior and nonshared environment contributes mainly to change.
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Affiliation(s)
- Ariel Knafo
- Psychology Department, The Hebrew University of Jerusalem, Jerusalem, Israel.
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