Suchergebnisse

Influencing others by using harsh tactics is more likely to violate justice norms than influencing by using soft tactics. Therefore, powerholders are supposed to enhance the self and devalue the targets more to justify harsh influence tactics. These social re-evaluations should also be more likely after influencing with tactics that are incongruent with the powerholders' power base (e.g. harsh tactics based on expert power or soft tactics based on position power). In two experiments with 61 interacting groups, one person in each group was presented as having expert versus position power and instructed to influence by using harsh versus by soft tactics. As expected, powerholders who influenced by harsh versus soft tactics enhanced self-evaluation (experiment 1) and reduced target evaluation (experiment 2), and powerholders who influenced by incongruent tactics enhanced self-evaluation (both experiments).

Decision-making groups are often biased in favor of shared information (sharedness bias) and in favor of its members' initial preferences (preference bias). The present experiment aimed at analyzing both biases at the group level (communication of information and preferences) and at the individual level (evaluation of information) simultaneously. Two interventions were evaluated, each focusing on one of the two biases and illustrating it with a group exercise. The interventions enhanced the amount of discussed information and reduced the preference bias but had no effects on decision quality. Dissent (diversity in members' initial preferences) enhanced the preference bias in information exchange but reduced both biases in information evaluation and improved decision quality when no intervention was applied. Decision quality correlated with individual-level processes but not with group-level processes.

Intergroup contact is an effective way to improve intergroup relations, but appropriate evaluative and field research is lacking. We assessed the short- and long-term effectiveness of intergroup contact between refugees and pupils with the workshop "Taking a Closer Look." A total of 388 pupils from 11 Austrian schools were divided into two groups: the contact group attended the workshop including intergroup contact; and the no-contact group, without it. Intergroup contact predicted changes from 1 week before to immediately after the workshop: The pupils' attitudes toward refugees improved in the contact group, whereas they remained unchanged in the no-contact group. Empathy, support for refugee-friendly policies, and willingness to engage in intergroup contact increased in both groups, but significantly stronger in the contact group. Intergroup anxiety decreased and knowledge about refugees increased equally in both groups. One month after the workshop, this knowledge gain remained stable in both groups, but the other effects disappeared.

Mit der Thematik Trans*- und Intergeschlechtlichkeit im Kindes- und jungen Erwachsenenalter beschäftigen sich die Autor*innen des vorliegenden Buches aus interdisziplinärer und multidimensionaler Perspektive. Die Beiträge sollen insbesondere pädagogischem und psychologischem Fachpersonal eine Handreichung beim Umgang mit inter- und trans*geschlechtlichen Kindern und Jugendlichen sein und unter anderem dabei helfen, deren spezifische Bedürfnisse, Interessen und Gefühlslagen besser zu verstehen.Über aktuelle Wandlungsprozesse und Forschungsergebnisse aus diesem Bereich informieren Vertreter*innen aus Psychologie, Soziologie, Biologie und Rechtswissenschaft. Sie alle streben eine differenzierte Informiertheit der Leser*innen an, um den wertschätzenden Umgang mit inter- und trans*geschlechtlichen Personen weiter zu fördern.Mit Beiträgen von Ulrich Klocke, Emily Laing, Alexander Naß, Eike Richter, Kurt Seikowski, Heinz-Jürgen Voß und Simon Zobel. Mit einem Grußwort von Petra Köpping

The purpose of this article is to present approaches that can help reducing the gaps between research and practice in the field of refugee integration. We provide examples of research-practice transfer activities that we hope will be taken up by researchers in different fields and implemented for refugee integration in various countries. We describe examples of bi-directional transfer between social psychological researchers and practitioners working with refugees organized by the "Fachnetzwerk Sozialpsychologie zu Flucht und Integration" (German Social Psychology Network on Forced Migration and Integration), and report on evaluations of these transfer activities. The activities so far include two transfer days for researchers and practitioners organized by the network, as well as articles provided by researchers and practitioners for mutual exchange on the platform www.fachnetzflucht.de Based on these experiences, we present lessons learned and derive recommendations for transfer activities in general as well as in the specific field of refugee integration.