Self-other overlap: A unique predictor of willingness to work with people with disability as part of one's career

The effects of self-other overlap and group efficacy on group-based anger and collective action tendency: An online experimental study

Collective emotions and actions represent foundational constructs in social psychology, significantly influencing societal dynamics and responses. Within this framework, the Self-Other Overlap (SOO) - wherein individuals perceive minimal distinction between their own and others' identities - has been identified as an impactful factor at the interpersonal level. However, the extrapolation of SOO's implications at the collective, group level remains an underexplored domain in contemporary research. In addressing this lacuna, the present research endeavors to elucidate the multifaceted implications of SOO on group emotions and actions, contextualized within societal challenges such as "food hygiene problems". Utilizing validated instruments including the Self-Other Overlap Scale, Group-Based Anger Scale, Collective Action Tendency Scale, and Group Efficacy Scale for Coping Situations, this study adopts a tripartite situational experiment, engaging a collective sample of 359 participants, systematically recruited via the Credamo smart research platform to ensure representativeness. Study 1 examined the potential influence of variable SOO degrees on Group-Based Anger (GA) and Collective Action Tendency (CAT). Study 2 further refined the exploration, discerning the differential impacts of SOO targets on GA and CAT. Conclusively, Study 3 sought to ascertain the potential moderating role of Group Efficacy (GE) within the SOO-GA-CAT relationship. The empirical findings yielded several salient insights: notably, an augmentation in SOO levels corresponded with an amplification of GA and CAT. Furthermore, a delineation in SOO targets, specifically from external to ingroup entities, manifested in a pronounced augmentation of GA and CAT. Intriguingly, while elevated SOO predisposed heightened CAT, the modulatory effect of GE on CAT manifested predominantly in lower SOO contexts. In summation, the present study underscores the pivotal role of SOO magnitude and orientation as determinants of GA and CAT. The nuanced interplay between SOO degree and GE, particularly vis-à-vis CAT, provides a fresh scholarly perspective, contributing to the enriched understanding of group dynamics and collective behavioral paradigms.

The relationship of inclusive climate and peers' attitude on children with disabilities in China: A mediating role of empathy

Objective

Peer attitude towards children with disabilities can significantly impact on the successful implementation of inclusive education. The current study examined the attitude of Chinese students toward peers with disabilities in relation to inclusive climate and empathy.

Method

A total of 392 typically developing students (aging from 10 to 17 years old, with average age of 12.7) in primary and middle schools participated in the study by reporting the Inclusive Climate Scale, Peers Attitude to Students with Disabilities Scale, and Balanced Emotional Empathy Scale.

Results

We found that students held a neutral attitude to peers with disabilities, and girls were more acceptable than boys. There were positive relationships among inclusive climate, empathy and attitude to classmates with disabilities. The mediation analysis showed that empathy played a partial mediation role between inclusive climate and the peers' attitude towards children with disabilities.

Conclusion

Implications for improving students' attitude on peers with disabilities were discussed in the paper.

Educating health science students about disability: Teachers' perspectives on curricular gaps

BACKGROUND

People living with disabilities are significantly more likely than their peers to find health professionals' skills and facilities inadequate. The 66th World Health Assembly called for better health care for people with disabilities including more inclusive health services and a stronger focus on professional training.

OBJECTIVE

To explore how teachers at a New Zealand university perceived the need, approaches, and systemic challenges to enhance disability education for health professionals in training.

METHODS

Qualitative analysis of interviews with 11 key informants teaching in population health, medicine, nursing, pharmacy, and optometry training programmes. Transcribed interview recordings were analysed using a general inductive approach.

RESULTS

The participants described a range of teaching approaches that they used to increase disability awareness among their students. However, these were largely ad hoc individually driven initiatives reflecting personal interests. Participants identified a critical need to develop and implement a systematic, integrated approach to enhance disability education particularly from a social justice perspective among students in health disciplines. Engaging people with lived experience of disability in teaching and course design, and senior administrative commitment were identified as necessary to address current gaps in education.

CONCLUSIONS

In order to develop a health professional workforce competent to respond to the needs of people with disabilities, greater attention is required at a strategic level to enhance the profile of disability education in health curricula. Meaningful engagement of people with disability and senior leadership commitment are critical components that can enable effective progression of this agenda.