Responses to the ELCA “Draft social statement on women and justice”

Social statements are social teaching and policy documents in the Evangelical Lutheran Church in America. Created by task forces composed of ELCA members and supported by ELCA churchwide staff members, social statements are developed through a series of participatory steps. Contributors in this work share their feedback on the “Draft Social Statement on Women and Justice” with the task force as part of the process to create a proposed social statement for an assembly vote.     

Rudd's Apology to the Stolen Generations: Challenging Self‐Sufficient Arguments in “Race” Discourse

While the public debate on whether to apologise to the Stolen Generations ended on 13 February, 2008, public opinion was still divided, reflected particularly in the arguments against apologising that were common in political and public discourse. We examine the ways in which differing arguments can be flexibly deployed and combined within a political context to not just resist, but also to support, an act of reparation for historical injustice. In particular, we consider how Rudd makes use of specific rhetorically self‐sufficient arguments to justify offering the apology; precisely the same arguments that had previously been used by political leaders and members of the public to oppose the apology. It is the use of such arguments in combination with each other and additional common tropes drawn from egalitarian and liberal discourse that allow for the building of a rhetorically powerful case for offering the apology. Rather than the traditional focus of such research on the ways in which racism is accomplished in talk, we suggest that Rudd's apology to the Stolen Generations can be seen as a practical tool‐kit for building an “anti‐racist” rhetoric in the context of Indigenous and non‐Indigenous relations in Australia.     

“Oh Events” for the Professor: Studies and Stories of Religious Studies Abroad

This response explains three ways in which the preceding essays are a significant contribution to the study of study abroad, explores three additional issues, and makes three suggestions for future work on religious studies and study abroad. This response is published alongside of six other essays, comprising a special section of the journal (see Teaching Theology and Religion 18:1, January 2015).     

“Our Sister,Mother Earth”: Solidarity and Familial Ecology in Laudato Si’

Laudato si’, with its articulation of a familial ecology reflecting Francis’s Latin American context, expands the subject of solidarity in Catholic social teaching and thought. Yet, this ecological vision of family fails to attend to the problem of gender subordination latent in Catholic social teaching, including in its approaches to ecology. A vision of solidarity that eradicates gender and ecological subordination must elaborate a familial ecology characterized by both mercy and equality.     

The contribution of “cool” and “hot” components of decision-making in adolescence: Implications for developmental psychopathology

Impairments in either “cool” or “hot” processes may represent two pathways to deficient decision-making. Whereas cool processes are associated with cognitive and rational decisions, hot processes are associated with emotional, affective, and visceral processes. In this study, 168 boys were administered a card-playing task at ages 13 and 14 years to assess response perseveration. This task was designed to initially reward playing and gradually associate playing with punishment. Measures of subjective ordering (cool processes) and neuroticism (hot processes) at age 13 years were used to examine how these individual characteristics relate to perseveration over time. A decrease in perseveration from age 13 to 14 was associated with cool processes whereas hot processes were associated with response perseveration only over time. A complementary but simultaneous assessment of cool and hot processes, such as neuropsychological and personality tests, could facilitate treatment planning of children with behavioral problems.     

What Applied Social Psychology Theories Might Contribute to Community Bushfire Safety Research After Victoria's “Black Saturday”

From 1900 to 2008, bushfires in Australia claimed 552 lives. Partly in response to disastrous fires in 1967 and 1983, a national community bushfire safety policy emerged, summarised as “prepare, stay and defend, or leave early.” On 7 February 2009, “Black Saturday,” Victoria experienced Australia's worst‐ever day of bushfires: 173 people died as a result and more than 2,000 homes were destroyed. Three investigations in the aftermath of the fires indicated significant shortcomings in the effectiveness of current approaches to community bushfire safety generally. We examine whether application of social psychological theories from the fields of health promotion and injury prevention might play a role in improving community bushfire safety. We review four theoretical approaches: the theory of planned behaviour, the extended protection motivation theory, the extended parallel process model, and the terror management health model. We conclude that there is good evidence supporting the general utility of each of these theories as predictive of health‐promoting behaviour. Furthermore, there are sound reasons to conclude that they hold promise for addressing important problematic issues in community bushfire safety practice.     

“It's the Way That You Do It”: Developing an Ethical Framework for Community Psychology Research and Action

In the 50 years since the 1965 Swampscott conference, the field of community psychology has not yet developed a well‐articulated ethical framework to guide research and practice. This paper reviews what constitutes an “ethical framework”; considers where the field of community psychology is at in its development of a comprehensive ethical framework; examines sources for ethical guidance (i.e., ethical principles and standards) across multiple disciplines, including psychology, evaluation, sociology, and anthropology; and recommends strategies for developing a rich written discourse on how community psychology researchers and practitioners can address ethical conflicts in our work.     

Listening to Diversity Stories: Principles for Practice in Community Research and Action

Through a telling of key events in the history of the “Teen Action Center” (TAC), a drop-in youth center located in downtown “Unionville,” this story demonstrates how ‘youth’ is an important diversity category. The community conflict highlighted in this story centers around the 1997 arrest of TAC's Executive Director and two youth leaders (all Puerto Rican) because a small group of Latino and African-American youth was smoking cigarettes on the sidewalk in front of the Center. This conflict brings into focus divergent views on where Unionville's youth of color belong in the city, both physically and figuratively. The lessons learned in this story have wide application as Unionville, and other cities undergoing demographic transformation and economic decline, are likely to continue to experience these types of clashes, where the dominant paradigm of economic development overrides the realities, rights, and interests of marginalized groups.This article has been adapted from a chapter in my dissertation (Ross, 2002) Rebuilding Communities, Shaping Identities: The Impact of a Participatory Neighborhood Planning Process on Young, Low-Income Adolescents of Color, completed at the University of Massachusetts-Boston Public Policy Program. I am a White, female middle class faculty member at a small private university. I remain connected to “TAC” as a Board member. Names have been changed to protect the identity of the participants. Names of data sources (newspapers) have been modified to protect the identity of the study location.     

“Communities isn't just about trees and shops”: students from two South African universities engage in dialogue about ‘community’ and ‘community work’

The question of what constitutes ‘a community’ or even ‘the community’ takes on an extra salience in a divided society such as South Africa where the entire environment remains imprinted with the legacy of enforced segregation along racial lines. Higher education institutions need to prepare emerging health and social service students for the world of practice in a context of diversity, continuing segregation and marked inequality. As one step to helping students deal with working in a divided society, academic departments from two different South African universities have been involved in a collaborative teaching and research project. Fourth year psychology and social work students from the two universities took part in a collaborative, practical course which formed part of their curricula. In this course, students were given the opportunity to engage with the notion of ‘community’ and ‘community work’ with each other. The students came from diverse racial, class and political backgrounds, and by engaging with one another as they did, had the opportunity to ‘visit’ worlds they have rarely had access to. While this course was able to achieve a broadening awareness among students from different backgrounds about the notion of community, it will take both more engagement with courses of this kind, and a continuing history of change in South Africa, for students to feel more comfortable in transcending both physical and psychological boundaries. Copyright © 2007 John Wiley & Sons, Ltd.     

Making Human Rights Emotional: A Research Agenda to Recover Shame in “Naming and Shaming”

Shame is an emotion that is the cornerstone of International Relations (IR) human rights scholarship but remains undertheorized from an explicitly emotional perspective. Given the dubious and unsettled efficacy of human rights “naming and shaming” campaigns, in this article, we outline the theoretical and methodological contours of a research agenda designed (1) to uncover the emotional content of naming and shaming and (2) to pay greater attention to how nonstate actors, especially human rights nongovernmental organizations (NGOs), evoke and experience shame, thus engaging in “emotional diplomacy.” Drawing on theories of emotions in IR and political psychology, we present a thicker account of shame by highlighting the individual and social origins of shame, discussing different varieties of shame, and by distinguishing between emotions that are often conflated with shame. We end with a discussion of the methodological tools suitable for pursuing this agenda, using examples of prominent human rights NGOs.     

A Return to “The Clinic” for Community Psychology: Lessons from a Clinical Ethnography in Urban American Indian Behavioral Health

Community psychology (CP) abandoned the clinic and disengaged from movements for community mental health (CMH) to escape clinical convention and pursue growing aspirations as an independent field of context‐oriented, community‐engaged, and values‐driven research and action. In doing so, however, CP positioned itself on the sidelines of influential contemporary movements that promote potentially harmful, reductionist biomedical narratives in mental health. We advocate for a return to the clinic—the seat of institutional power in mental health—using critical clinic‐based inquiry to open sites for clinical‐community dialogue that can instigate transformative change locally and nationally. To inform such works within the collaborative and emancipatory traditions of CP, we detail a recently completed clinical ethnography and offer “lessons learned” regarding challenges likely to re‐emerge in similar efforts. Conducted with an urban American Indian community behavioral health clinic, this ethnography examined how culture and culture concepts (e.g., cultural competence) shaped clinical practice with socio‐political implications for American Indian peoples and the pursuit of transformative change in CMH. Lessons learned identify exceptional clinicians versed in ecological thinking and contextualist discourses of human suffering as ideal partners for this work; encourage intense contextualization and constraining critique to areas of mutual interest; and support relational approaches to clinic collaborations.     

“I Wasn’t Prepared for the Emotion”: Archival Research in Religious and Theological Studies

One might think that primary research in library and church archives would be a dry, lifeless endeavor, far removed from the present–day spiritual urgency that quickens the religious studies classroom. After all, archives raise the specter of musty tomes housed in dark, dank, and isolated basements. To the contrary, based on interviews with several students and teachers doing such research, this article maintains that primary archival research in religious and theological studies is often experienced as empowering, connecting researchers to their subjects with an immediacy that secondary sources simply cannot provide. Diaries, letters, hymns, administrative reports, and church–school teaching notes are the sorts of documentary evidence and personal effects at issue, and these offer unexpected insights to researchers who brave the archives.     

Paul’s “Thorn in the Flesh” and Christian Mission to People with Disabilities

This article attempts a holistic theological analysis of what the mission of the church to people living with disabilities (PLWDs) should be. The article pays attention to Paul’s reference to a “thorn in his flesh” using the theory of complex embodiment. It counters the emphasis in some churches on healing as the proper response to the needs of PLWDs. Rather, the article seek to present a theology that gives PLWDs greater knowledge of and control over their bodies to live meaningful lives even with their disabilities. The article argues that Paul lived with a disability and that although he sought to have it healed, he later accepted it and lived fully and meaningfully with it. It concludes that, from the example of Paul, the church’s mission to PLWDs should not necessarily be the healing of disabilities but their empowerment and integration in our societies.     

“It's Only Other People Who Make Me Feel Black”: Acculturation,Identity, and Agency in a Multicultural Community

This article explores identity work and acculturation work in the lives of British mixed‐heritage children and adults. Children, teenagers, and parents with mixed heritage participated in a community arts project that invited them to deliberate, construct, and reconstruct their cultural identities and cultural relations. We found that acculturation, cultural and raced identities, are constructed through a series of oppositional themes: cultural maintenance versus cultural contact; identity as inclusion versus identity as exclusion; institutionalized ideologies versus agency. The findings point towards an understanding of acculturation as a dynamic, situated, and multifaceted process: acculturation in movement. To investigate this, we argue that acculturation research needs to develop a more dynamic and situated approach to the study of identity, representation, and culture. The article concludes with a discussion on the need for political psychologists to develop methods attuned to the tensions and politics of acculturation that are capable of highlighting the possibilities for resistance and social change.     

Psychopathy and the ability to read the “language of the eyes”: Divergence in the psychopathy construct

The capacity to interpret others people's behavior and mental states is a vital part of human social communication. This ability, also called mentalizing or Theory of Mind (ToM), may also serve as a protective factor against aggression and antisocial behavior. This study investigates the relationship between two measures of psychopathy (clinical assessment and self‐report) and the ability to identify mental states from photographs of the eye region. The participants in the study were 92 male inmates at Bergen prison, Norway. The results showed some discrepancy in connection to assessment methodology. For the self‐report (SRP‐III), we found an overall negative association between mental state discrimination and psychopathy, while for the clinical instrument (PCL‐R) the results were more mixed. For Factor 1 psychopathic traits (interpersonal and affective), we found positive associations with discrimination of neutral mental states, but not with the positive or negative mental states. Factor 2 traits (antisocial lifestyle) were found to be negatively associated with discrimination of mental states. The results from this study demonstrate a heterogeneity in the psychopathic construct where psychopathic traits related to an antisocial and impulsive lifestyle are associated with lower ability to recognize others' mental states, while interpersonal and affective psychopathic traits are associated with a somewhat enhanced ability to recognize others' emotional states.