Bullying and social identity: The effects of group norms and distinctiveness threat on attitudes towards bullying

Drawing from social identity theory (Tajfel & Turner, 1979), an experiment was carried out to determine the extent to which children's attitudes towards bullying could be moderated by in‐group norms and perceived threat to group distinctiveness. The study investigated the responses of 120 male primary school students aged 10‐13 years from five schools. The children read a story about a popular in‐group and an unpopular out‐group which involved the manipulation of three variables: the norms of the in‐group (bullying vs. fairness); distinctiveness threat (out‐group similarity vs. out‐group difference); and the behaviour of the in‐group character towards the out‐group character (bullying vs. helpful). It was predicted that a perceived threat to group distinctiveness, represented by similarity between the in‐group and the out‐group, and salient group norms that prescribed either bullying or fairness, would moderate the acceptability of bullying behaviours. Two story response measures were analysed: in‐group character liking and whether the in‐group character would be retained as a group member following his behaviour. The strongest support for social identity theory was revealed in the retention of in‐group character variable. The in‐group character was much more likely to have been retained as a group member when he behaved in accordance with group norms. Evidence was also found that bullying was more acceptable when directed at an out‐group member who was similar and therefore possibly represented a threat to the in‐group.     

Effects of group membership,intergroup competition and out‐group ethnicity on children's ratings of in‐group and out‐group similarity and positivity

Based on self‐categorization theory (SCT; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987 ), this study examined the extent to which 7‐ and 10‐year‐old children's perceptions of similarity to, and positivity towards, their in‐group would be increased by factors predicted to enhance the salience of in‐group–out‐group categorizations. In a minimal group study, participants met the in‐group before or after the out‐group (group timing), the out‐group had the same or different ethnicity as the in‐group (out‐group ethnicity), and there was or was not to be a competition between the in‐group and the out‐group (intergroup competition). Ratings of the in‐group similarity were influenced by the out‐group ethnicity, but not by group timing or intergroup competition. Consistent with SCT, participants rated themselves as more similar to the in‐group when the out‐group had different vs. the same ethnicity. SCT's predictions concerning in‐group positivity were not confirmed. Instead, participants rated the in‐group more positively than the out‐group and the in‐group was rated more positively, when participants met the in‐group before rather than after the out‐group. Older compared with younger participants were also more prepared to change groups when the out‐group had different ethnicity. The implications for SCT are discussed.     

The development of subjective group dynamics: When in‐group bias gets specific

Children aged 6–7 years and 10–11 years evaluated an in‐group or out‐group summer school and judged in‐group or out‐group members whose attitudes towards the summer schools were either normative or anti‐normative. According to a subjective group dynamics model of intergroup processes, intergroup differentiation and intragroup differentiation co‐occur to bolster the validity of in‐group norms. The hypothesis that this process develops later than simple in‐group bias was confirmed. All children expressed global in‐group bias, but differential reactions to in‐group and outgroup deviants were stronger among older children. Moreover, the increasing relationship, with age, between in‐group bias and evaluative preferences for in‐group and out‐group members that provide relative support to in‐group norms, is mediated by the degree of perceptual differentiation among group members.     

ABCD2评分法预测短暂性脑缺血发作后脑卒中发病风险的研究

为探讨APCD2评分法在短暂性脑缺血发作（T1A）后脑卒中发生风险的预测价值,选择发病48小时内的颈内动脉系统TIA患者112例进行ABCD2评定并分为0分、低危、中危、高危组并随访6个月。结果显示,高危组血管狭窄和软斑块程度较0分组、低危组、中危组显著严重;7天时高危组较中危、低危组卒中发生率显著增高;30天、60天...     

Self,in‐group,and out‐group evaluation: bond or breach?

A number of studies have looked at causes of in‐group bias, but few studies have actually investigated whether the two components of in‐group bias, i.e. in‐group and out‐group evaluation, are related to each other and whether they have similar or different predictors. In the Fiji Islands, self‐, in‐group, and out‐group evaluations were obtained using within‐subject correlations from a sample of 336 indigenous and Indian Fijians. Self‐evaluation was positively related to in‐group evaluation, and both were positively related to out‐group evaluation, supporting a spillover model. After controlling for background variables and the other evaluation variables, regression analyses showed that in‐group identification was positively related to in‐group evaluation, and social distance and political ethnocentrism were negatively related to out‐group evaluation. Additionally, ethnicity interacted with collective self‐esteem in determining both in‐group favouritism and out‐group derogation. Copyright © 2003 John Wiley & Sons, Ltd.     

领导-团队投入匹配对团队绩效的影响：团队满意度氛围的作用

基于领导-团队匹配的视角,研究以133名领导和645名成员的团队配对数据,采用二次多项式回归与响应面分析对领导工作投入与团队投入氛围的一致性匹配和不一致性匹配,以及团队满意度氛围如何影响团队绩效进行了探讨。结果发现：领导工作投入与团队投入氛围一致与不一致相比,团队绩效较好;并且一致性匹配具有加强效应,即当领导工作投入与团队投入氛围一致时,团队绩效随着双方投入的增加而提高;同时,团队满意度氛围在领导-团队投入的一致性匹配与团队绩效的线性关系中起到部分中介作用。     

Predicting the paths of peripherals: the interaction of identification and future possibilities

Two studies investigated how both degree of identification and the individual's position within the group influence aspects of group loyalty. The authors considered ingroup position in terms of both the individual's current position within a group and expectations concerning the likelihood that one's position might change in the future. Peripheral group members learned that their acceptance by other group members would improve in the future or that they could expect rejection by other group members. Various indices of group loyalty (ingroup homogeneity, motivation to work for the group, and evaluation of a motivated group member) showed that when group members anticipated future rejection, the lower the identification the less loyal they were. In contrast, those who expected future acceptance were more loyal (more motivated to work for the group) the lower their identification. Current group behavior depends on both intragroup future expectations and level of identification.     

Trust and Acceptance in Response to References to Group Membership: Minority and Majority Perspectives on Cross‐Group Interactions1

This research examined anticipated feelings of trust and acceptance in cross‐group interactions among members of ethnic minority and majority groups, depending on whether an out‐group member referred to their group membership. In Study 1, Asian, Latino, and White participants read scenarios describing interactions between them and an in‐group member, an out‐group member, or an out‐group member who referred to their group membership. Participants from each group responded more negatively toward interactions with out‐group members when they referred to group membership. These findings were replicated in Study 2 with samples of Black and White participants, also showing that anticipated prejudice partially mediated the effects of out‐group members' references to group membership on feelings of trust and acceptance. Implications of these findings are discussed in terms of facilitating intergroup communication and conversations about group differences.     

麻醉诱导期右美托咪定滴鼻在患儿中的镇静及躁动研究

探究麻醉诱导期右美托咪定滴鼻对患儿术中及术后的镇静效果。择期手术患儿60例,随机分为3组,D1组、D2组和C组,麻醉诱导期分别给予1.0μg/kg右美托咪定滴鼻,2.0μg/kg右美托咪定滴鼻和等量生理盐水滴鼻。结果三组滴鼻前时刻T0血流动力学无差异（P〉0.05）,滴鼻后45min时刻（T1）和拔出导管或喉罩时刻（T2）D1组与D2组较C组心率和血压低（P〈0.05）,但在允许范围内;T1、T2时刻,D1组与D2组差异不明显（P〉0.05）;术后躁动评分,D1组与D2组较C组低（P〈0.05）,D2组较D1组低（P〈0.05）;术后疼痛评分,D1组与D2组较C组低（P〈0.05）,D1组与D2组差异无统计学意义（P〉0.05）;术后镇痛需求,D1组与D2组较C组少（P〈0.05）;不良反应无差异（P〉0.05）。麻醉诱导期右美托咪定滴鼻起到有效镇静作用,减少麻醉苏醒期躁动,减轻疼痛。2.0μg/kg的右美托咪定剂量麻醉诱导期滴鼻减少术后躁动效果更明显,不增加不良反应的发生。     

跨情境下集群行为的动因机制

群体性事件是当下我国典型的集群行为。本研究通过实验室情景设计的方法, 考察了跨情境下群体相对剥夺如何通过群体认同作用于集群行为, 及群体愤怒和群体效能对集群行为的影响。结果表明：1) 同一触发情境下, 群体认同调节群体相对剥夺－集群行为(意向)之间的关系。一般群体认同凸显的个体在高群体相对剥夺水平下有更强烈的集群行为参与(意向)。这源自群体认同对群体相对剥夺不同水平下群体效能与集群行为意向之间的二次调节。对于特定群体认同凸显的个体, 无论群体相对剥夺水平的高低, 都有较高的集群行为参与(意向)。这当中, 群体愤怒起到了部分中介的作用。2) 不同触发情境下, 群体认同对群体相对剥夺与集群行为意向的调节作用出现差异。该调节作用仅出现在利益无关情境中。此外, 群体愤怒与群体效能对集群行为意向的影响在不同情境下有区别：在利益无关情境中, 群体愤怒的影响显著大于群体效能; 在利益相关情境中, 群体效能与群体愤怒的影响无显著差异。本研究扩展了集群行为的双路径模型, 并为政府预防和化解群体性事件提供思路。     

Effects of information about group members on young children's attitudes towards the in‐group and out‐group

Research shows that being a member of a group is sufficient to instigate more positive attitudes towards the in‐group than an out‐group in young children. The present study assessed whether children's intergroup attitudes during the middle childhood years are moderated by additional information about in‐group and out‐group members, as proposed by Aboud's (1988) socio‐cognitive theory (ST). To a minimal group 6‐, 8‐, and 10‐year‐old children (N=159) were assigned, and received information, or no information, about the interests and activities of the in‐group and out‐group members. Results indicated that the in‐group was always rated more positively than the out‐group, and that the in‐group's ratings were unaffected by either the in‐group or out‐group information. In contrast, out‐group ratings were affected by out‐group information, but only when there was no information available about the in‐group. The implications of the findings for ST, and for social identity development theory, are discussed.     

不同科学创造力个体干扰抑制机制的比较*

选取《科学创造力量表》筛选出高、低科学创造力个体各20名,通过完成经典Stroop色字干扰抑制任务,探讨高、低科学创造力的个体抑制机制的差异。结果发现:在Stroop色字任务上,无论是高科学创造力组还是低科学创造力组,都出现了Stroop干扰效应,但低科学创造力组的Stroop效应更明显;高科学创造力组在字色不一致条件下的错误率显著低于低科学创造力组,但是两组被试在Stroop任务反应时上差异不显著。本研究结果提示高科学创造力个体的认知抑制能力强于低科学创造力个体。     

Personality of College Under-Achievers Who Improve with Group Psychotherapy

The 16 PF and a rating scale were given to a group of college underachievers and the following subgroups emerged: 38 test responders (TR) who were not interested in group therapy, an experimental (E) group containing 19 subjects who received group therapy, and a control (C) group containing 13 subjects who were interested in but did not receive group therapy. After an interval of about 17 weeks, and following the termination of group therapy for the E group, data on academic improvement were obtained. The results indicate: (a) significantly greater academic improvement in the E group than in the C group; (b) higher correlations between certain adaptive or “healthy” personality variables and academic improvement in the E group than in the TR and C groups.     

团体宽恕干预在恋爱受挫群体中的运用及其对大学生心理健康教育的启示

为探讨团体宽恕干预在大学生恋爱受挫群体中的应用效果,本研究以31名在恋爱中受到过伤害的女大学生为对象进行6次团体宽恕干预,并设立一般干预组和控制组进行比较。研究结果显示：（1）前测中,三个组在恋爱宽恕问卷的四个维度、抑郁量表、焦虑量表和幸福感量表上均不存在显著差异;（2）后测中,在恋爱宽恕问卷的四个维度上,宽恕干预组均优于控制组,而一般干预组和控制组没有显著差异;在抑郁、焦虑和幸福感三个量表上,宽恕干预组和一般干预组都要优于控制组,但两个干预组之间差异并不显著;（3）前后测比较显示,宽恕干预组在各个指标上均有了显著变化;一般干预组在抑郁、焦虑和幸福感量表的得分上有了显著变化,但在恋爱宽恕的各个维度上（除报复维度）变化不显著;控制组则在各个指标上都没有显著变化。研究表明,面对恋爱受挫群体,宽恕干预的针对性更强,并对大学生的心理健康教育具有一定的启示作用。     

高中生考试焦虑的团体辅导干预研究

通过对高一、高二学生被试实验组13人进行为期一周的考试焦虑团体辅导、控制组14人进行一般性团体辅导,探讨团体辅导对高中生考试焦虑水平的改善作用。结果表明,经过干预训练后,实验组被试的考试焦虑水平显著低于控制组被试、对考试重要性的认识显著优于控制组被试,但在考试策略上不存在显著差异。这意味着考试焦虑的团体辅导干预能有效地降低考试焦虑水平、提升对考试重要性的合理认识程度。     

Aliveness in the work of the group: a subjective guide to creative character change.

The subjective response of aliveness in the work of the group may be a valuable signal on the journey toward creative character change in group therapy. In order to promote change in others, the group therapist must engage deeply and use internal responses as guides during interactions with group members as well as in relation to the group as a whole. Subjective awareness of increased aliveness that is linked with a sense of the work of the group may guide both therapist and group participants in the midst of inevitable anxieties and passions aroused during this quest for new vitality and freedom in relationships in the group. Winnicott's concept of potential space as well as group-relations theory about the primary task provide a conceptual foundation for this approach not only on the level of the individual member within the group but also on the level of the group as a whole.     

急性心肌梗死患者直接经皮冠状动脉介入治疗前后窦性心律振荡的临床观察

探讨急性心肌梗死（AMI）患者直接经皮冠状动脉介入（PCI）前后窦性心律振荡（HRT）的变化及意义.选择伴室性早搏的AMI患者（观察组）和无器质性心脏病的室性早搏患者（对照组）各42例,PCI前伴室早的观察组患者,用节律Ⅱ导联记录室早的心电图,PCI后2周时观察组及对照组均记录24h动态心电图（AECG）,计算其震荡初始（TO）和震荡斜率（TS）,并行心脏彩色多普勒超声检查,测定左室射血分数（LVEF）.结果观察组PCI后2周时和对照组LVEF分别为：（59.1＆#177;7.5）%和（61.3＆#177;8.4）%.观察组PCI前TO显著升高,TS显著降低,差异有统计学意义（P＜0.05）;观察组PCI后2周TO较前降低,TS较前升高,但和对照组相比差异仍有统计学意义（P＜0.05）;观察组PCI后2周时和对照组左室射血分数（LVEF）相比无差异.提示AMI患者HRT减弱,PCI后2周HRT改善但和观察组相比仍有统计学意义,提示AMI患者PCI后早期仍存在心脏自主神经功能下降,HRT可作为评价AMI患者预后的一个指标.     

Processes that mediate the relationship between a group goal and improved group performance

The relationships between the level of a group performance goal for quantity, group process, and group performance were assessed. Forty groups of 3 people performed 3 trials of a production task. One half of the groups were assigned a low goal for Sessions 2 and 3, and one half were assigned a high goal. To measure group process, videotapes of each group were analyzed and self-reports of behavior were collected. A significant difference in performance across the high and low goal conditions was found for Session 3, and measures of group process showed that effort, group planning, changes in individual and group performance plans, and reduced concern for quality mediated the group goal effect. These results are discussed in relation to Weldon and Weingart's (1988) model of group goals and group performance.     

Small group therapy and preadolescent same-sex friendship

On the rationale that group psychotherapy focuses on interaction processes in close relationships, our study sought to investigate the hypothesis that small group therapy would be effective in enhancing intimate friendship in a dyadic relationship. The study group consisted of 102 elementary school students who had been referred for counseling help. Matched by age, sex, and similarity of problem, each pair of students was divided into an experimental group (N = 55) and a control group (N = 47). The experimental group contained eight small treatment groups and the control group contained seven matching small groups, leaving one special education group with no control. The results support our hypothesis that group psychotherapy positively affects intimate friendship of girls and boys. They further suggest the boys' need for such an experience, since without it they markedly deteriorate in intimate friendship. Implications for the group leader are derived from the correlations between gains in intimate friendship and group intimacy.     

同伴互动小组结构对小学生创造性问题提出的影响

采用4（小组结构）*2（任务难度）混合实验设计,以149名小学四年级学生为被试,考察了在不同任务难度情景中,同伴互动小组结构对创造性问题提出的影响。结果表明：（1）与单独学习相比,同伴互动的学习方式更能促进学生创造性问题提出的发展;（2）小组结构对学生的创造性问题提出有显著影响,同质组、自选组学生的创造性问题提出得分显著高于控制组;（3）任务难度对学生的创造性问题提出有显著影响,低难度任务情境下的创造性问题提出得分显著高于在高难度情境;（4）小组结构与任务难度对学生创造性问题提出的影响存在显著的交互效应。