A dual-process model of reactions to perceived stigma

The authors propose a theoretical model of individual psychological reactions to perceived stigma. This model suggests that 2 psychological systems may be involved in reactions to stigma across a variety of social contexts. One system is primarily reflexive, or associative, whereas the other is rule based, or reflective. This model assumes a temporal pattern of reactions to the stigmatized, such that initial reactions are governed by the reflexive system, whereas subsequent reactions or "adjustments" are governed by the rule-based system. Support for this model was found in 2 studies. Both studies examined participants' moment-by-moment approach-avoidance reactions to the stigmatized. The 1st involved participants' reactions to persons with HIV/AIDS, and the 2nd, participants' reactions to 15 different stigmatizing conditions.     

Rethinking the Crisis in Social Psychology: A Dialectical Perspective

This paper examines the crisis in social psychology as a multifaceted process. The epistemological, theoretical, and methodological tensions and controversies that arise in the extensive, reflexive debate on the crisis in social psychology are considered in their interconnections with psychological practice. The paper argues that despite the dominant tendency to return to “business as usual”, the increasing disunity and fragmentation of social psychology only indicate that its crisis has deepened. The paper offers a critical account of the main strategies for the resolution of the crisis in social psychology and suggests a dialectical perspective as a tool for a critical reflection on important theoretical and methodological issues of psychology as a discipline (the relationship between theory and practice, relationship between individual and society, empiricism, etc.)     

Meaning Coconstruction in Group Counseling: The Development of Innovative Moments

This study discusses a model of group counseling, the narrative mediation path (NMP), which is a unique narrative, multimodal approach that combines four narrative modes (metaphoric, iconographic, writing, and bodily) and the narrative group. The purpose of the NMP is to foster reflexive processes with underachieving university students and to improve their academic performance. The study analyzes a single case of group counseling for seven underachieving economics students at an Italian university and the process of meaning construction among NMP narrative modes and the follow-up session. It applies the innovative moments coding system, a reliable method for studying change by tracking narrative innovations in sessions. More specifically, we focus on how innovative moments (IMs: action, reflection, protest, and reconceptualization) evolve during the four different narrative modes and the follow-up session. The findings suggest that the NMP fosters narrative innovations, mainly of a reflexive nature (reflection and reconceptualization). Moreover, during counseling and the follow-up session, the pattern of change is primarily characterized by reconceptualization IMs, the most complex form of narrative innovation.     

Reflexive Ecclesiology: A Challenge to Applied Research in Religious Organizations

This essay addresses the issue of applied research in, on, and for religious organizations, especially trends in how research has been carried out in relation to religious organizations. It asks how applied research has changed, and what are the implications for the larger field of social scientific research. The essay begins with some general comments about the challenges that face religious organizations in a post‐traditional world that require reflexive monitoring of their traditions and ecclesial practices if these organizations are to survive and engage the future in a significant way. Applied research is defined as one form of reflexive monitoring and includes both (1) research commissioned by leaders of religious organization as an aid for understanding a particular situation or shaping policy or programs, and (2) research that, though not commissioned by religious organizations, has as its primary intent providing religious organizations with policy‐relevant information. Using this definition, the essay then traces trends in applied research from the earlier part of the twentieth century to the present, focusing especially on the past fifty years. It concludes with an assessment of these research efforts as examples of reflexive monitoring.     

Taking control of reflexive social attention

Attention is shifted reflexively to where other people are looking. It has been argued by a number of investigators that this social attention effect reflects the obligatory bottom-up activation of domain-specific modules within the inferior temporal (IT) cortex that are specialized for processing face and gaze information. However, it is also the case that top-down factors may modulate the activation of IT cells. Here we examined behaviorally whether reflexive social orienting is purely automatic or sensitive to top-down modulation. Participants were shown an ambiguous stimulus that could be perceived either as representing EYES or a CAR. In we demonstrated between groups that an automatic shift of attention, equivalent to that triggered by a schematic FACE, occurred only when the stimulus was referred to as possessing EYES. In all participants received the EYES and CAR conditions. When the stimulus was first referred to as a CAR and then as EYES, an attentional shift was only present for the EYES condition. However, when the stimulus was first referred to as possessing EYES, and then later as a CAR, attentional shifts were observed for both conditions. These data indicate that the emergence of a reflexive social attention effect is influenced by top-down mechanisms but in an asymmetrical manner. Top-down processes appear to be effective for triggering IT involvement, that is, for perceiving a stimulus as a face, which produces the social attention effect. But top-down mechanisms are ineffective once IT involvement has been triggered. That is, once a stimulus has been seen as having eyes, it continues to be seen that way, and accordingly, the social attention effect persists.     

Development and validation of the REMINT: a reflection measure for individuals and teams

A growing number of studies have investigated the role of team reflexivity, the extent to which teams reflect on and adapt their functioning. However, the way team reflexivity has been conceptualized and operationalized reveals several weaknesses, in particular the conception as a unidimensional construct. To provide greater conceptual clarity, we therefore propose a team reflexivity framework that integrates four interacting but distinct reflexive processes. In four studies, we focus on reflection as a fundamental reflexive process, and develop and validate an extended multidimensional reflection measure that captures the relevant dimensions of quality and quantity of reflection and the key transition processes of information seeking and information evaluation. Moreover, in order to delineate two common composition methods, we develop and validate a direct consensus and a referent-shift consensus version of the reflection measure. Data collected from a total of 803 students and employees in four studies revealed excellent construct validity, as well as good nomological validity (Studies 1 and 2). Furthermore, we found evidence of the criterion-related validity at the team level (Study 3) and the individual level (Study 4). Together, the results demonstrate the effectiveness of our measure, revealing consistent relations with outcome measures and diverse behavioural indicators across different contexts.     

Rethinking attentional development: reflexive and volitional orienting in children and adults

It is thought that a child takes the first 8 years of life to develop an adult‐like volitional attention system. The data that support this belief, however, are based on studies that inadvertently measured a combination of volitional and reflexive attention, rather than volitional attention alone. What is immature then in children that are younger than 8 years of age? The volitional attention system or the manner that volitional and reflexive attention systems combine? We investigated this issue, with preschool and adult populations, by first isolating and then combining volitional and reflexive attention systems. Our results indicate that both volitional attention, and the way it combines with reflexive orienting, are immature in preschool children. We suggest that when volitional attention becomes adult‐like its combination with reflexive attention will also become mature.     

Paradoxes,Double Binds,and Reflexive Loops: An Alternative Theoretical Perspective

This article presents a new theory of refiexivity in systems of social meaning and action. It is argued that Russell's Theory of Logical Types, which formed the basis of the early work of the Palo Alto group, rests upon an inappropriate and largely outdated epistemology. The theory offered here rejects the assumption that reflexivity and paradox are coterminous. It is further argued that reflexivity is a natural and necessary feature of human systems of meaning. New analytic tools are offered for discerning problematic from nonproblematic reflexive loops. The new tools take the form of a symbol system that can be used to represent the rules that organize reflexive relationships. The theory also contains a set of statements designed to delimit conditions under which problematic reflexive loops have ramifications for persons' mental health.     

The Political Psychology of Liberation: From Politics to Ethics and Back

The origins and development of the psychology of liberation are described, detailing the intellectual and political context in which the concept of liberation emerged in Latin American social sciences. Its constitution as a mode of doing psychology, and the founding ideas of Ignacio Martin Baró, its pioneer, are analyzed. Primary concepts such as problematization, de-ideologization, and de-alienation are discussed, and I explain how they are integrated into a central process characterized as conscientization. The role of relatedness as an epistemological base for knowledge construction and liberation is highlighted. The dynamics in which these processes interact in order to facilitate and catalyze the transformation of negative living conditions through participatory action and reflection, to empower people so they become conscious citizens, and to strengthening civil society and democracy is also discussed. I argue that the ethical, critical, and political character of the liberating actions respond for the participatory, reflexive, and transformative conception of this form of psychology.     

Assessment and reflexivity in family therapy training

Educational contexts can be both enriched and impoverished by our relationship with learning and our ‘identity stories’ as learners influence how we construct contexts for learning. Keenoy et al. (2007) describe identity as a ‘transient bridging concept’ between the individual and society which is constructed through ‘reflexive processes of naming, labelling, classifying and associating symbolic artefacts and social actors in a dialogical process of social definition and redefinition’. Can methods of assessment be constructed to afford reflexive, dialogical learning opportunities? This paper outlines the design and methodology of a reflexive framework for the summative assessment of abilities used on the Intermediate Level course at Northumbria University.     

Sailing through social LA GRRAACCEESS: tool for deconstructing and facilitating reflective and reflexive practice

Reflective and reflexive practice has become an integral component of practitioner professional training, particularly within professions associated with psychology and nursing. One way of facilitating reflective and reflexive practice is to integrate sensitivity of social interrelated constructs and social differences in relation to Gender, Race, Religion, Age, Abilities, Class, Culture, Ethnicity, Education, Sexual orientation and Spirituality as outlined in the GRRAACCEESS acronym. Inspired from the eighteen-century sailing vessel replica ‘La Grace’, this paper extends Burnham’s original GRRAACCEESS acronym by adding ‘Language’ and ‘Anatomy’ to form the ‘LA GRRAACCEESS’ model. This paper explores the merits and implications of the LA GRRAACCEESS model in order to assist practitioners with unravelling or deconstructing reflective practice and encourage ongoing mindful reflective practice.     

ERPs reveal similar effects of social gaze orienting and voluntary attention, and distinguish each from reflexive attention

Spatial attention can be reflexively captured by a physically salient stimulus, effortfully directed toward a relevant location, or involuntarily oriented in the direction of another person's gaze (i.e., social gaze orienting). Here, we used event-related potentials to compare the effects of these three types of orienting on multiple stages of subsequent target processing. Although gaze orienting has been associated more strongly with reflexive capture than with voluntary attention, the present data provide new evidence that the neural effects of social gaze orienting are markedly different from the effects of reflexive attentional capture by physically salient stimuli. Specifically, despite their similar behavioral effects, social gaze orienting and reflexive capture produce different effects on both early sensory processing (~120 ms; P1/N1 components) and later, higher-order processing (~300 ms; P3 component). In contrast, the effects of social gaze orienting were highly similar to those of voluntary orienting at these stages of target processing.     

Niklas Luhmann's Systems Theory as a Challenge for Ethics

The author discusses Niklas Luhmann's concept of ethics and morals. Therefore he sketches the main traits of Luhmann's theory of systems (e.g. the terms autopoiesis, system and environment, code and programme). From the system-theoretical point of view, ethics are characterized as the reflexive theory of morals. Morals are described as the communication of regard or disregard. The author shows which consequences follow from this concept by discussing problems concerning several subsystems at the same time. The problems of Luhmann's theory of morals and ethics are demonstrated by analyzing the concepts of risk and responsibility. Finally, the author demands that ethics should be understood even more as social ethics which reflect upon their social foundation in a more consequent way.     

An Insider’s Moments of Confucian Ethical Conflict: Reflexivity as the “Middle Way” Response

Cultural ethical dilemmas occur when ethical research practices, as prescribed by the research ethics codes of Western research institutions, conflict with the cultural and social norms of non-Western researchers and their participants. Thus, insider-researchers working with participants from similar cultural backgrounds may experience ethical dilemmas that result in disconcerting cultural estrangement from their communities. Using reflexive narratives, the author identifies moments of cultural ethical dilemmas that necessitate a choice between two competing sets of values. Working out of a Western university, the narratives reflect on cultural ethical dilemmas relating to non-coercion, confidentiality, and beneficence, encountered during interviews in the researcher’s community. Analyzed through the lens of Confucian social and ethical behavior, the paper asks whether there is a need for East–west polarization, or whether research ethics codes based on Western worldviews can be reconciled with Confucian worldviews. The paper suggests the “Middle Way” approach to reconciling and integrating the diverse worldviews of ethics, through the use of an ethical reflexive process that engenders trust in the research process and resolves cultural ethical dilemmas.     

The society for community research and action on a path toward conocimiento: From silences and statements to solidarities in action in U.S. community psychology

A first-person narrative essay is presented through a critically reflexive auto-ethnography of a community psychologist's experiences as a member of the Society for Community Research and Action (SCRA) and (as of this writing) co-chair of the Cultural, Ethnic and Racial Affairs council. Through this methodological orientation, an analysis of some of the discourses that circulated within the SCRA listserv in relation to the murder of Mr. George Floyd, and amidst an ensuing pandemic are analyzed and discussed in relation to Anzaldúa's seven stages of conocimiento. The intentions that guide and ground this first-person account are to animate deeper reflection, accountability, and solidarity-in-action, as well as an organizational shift in the culture of the SCRA. Guided by a set of questions—What accounts for the organizational silences within the SCRA? How did the SCRA respond or engage with the murder of Mr. Floyd, anti-Blackness, Black Lives Matter, and related racial justice efforts?—the purpose is to turn a critical social analysis gaze to the SCRA in order to align its purpose, values, and mission with liberation and a decolonial feminist praxis. Anzaldúa's seven-stage framework of conocimiento is utilized to describe the possibilities for an organizational cultural shift in the SCRA that aligns with racial justice and liberatory decolonial feminist praxes.     

Midstream Modulation in Biotechnology Industry: Redefining What is ‘Part of the Job’ of Researchers in Industry

In response to an increasing amount of policy papers stressing the need for integrating social and ethical aspects in Research and Development (R&D) practices, science studies scholars have conducted integrative research and experiments with science and innovation actors. One widely employed integration method is Midstream Modulation (MM), in which an ‘embedded humanist’ interacts in regular meetings with researchers to engage them with the social and ethical aspects of their work. While the possibility of using MM to enhance critical reflection has been demonstrated in academic settings, few attempts have been made to examine its appropriateness in industry. This paper describes the outcomes of a case study aiming to find out firstly whether MM can effectively be deployed to encourage and facilitate researchers to actively include social and ethical aspects in their daily R&D practice, and secondly to what extent the integration activities could form an integral part of the engaged industrial researchers’ professional activities. Our data show that after MM, researchers display increased reflexive awareness on the social and ethical aspects of their work and acknowledge the relevance and utility of such aspects on their daily practice. Also, all participants considered actively reflecting on social and ethical aspects to be part of their work. Future research on the role of MM in industrial settings could focus on how to embed social and ethical integration as a regular part of innovation practice. We suggest that one possibility would be through aligning social and ethical aspects with innovation Key Performance Indicators.     

Critical moments in career construction counseling

An important research need concerns identifying and describing factors that promote reflexivity and change in life-design career interventions. Career construction counseling, a primary life-design intervention, uses narrative methods in an interpersonal process of helping people design a work life through reflexive action. Using Interpersonal Process Recall (IPR), the present study examined what prompts reflexivity and change in career construction counseling. A single case analysis method involving a 24-year old Caucasian woman examined one client's experience of processes that prompted change and reflection about her current career transition. Post-counseling IPR with the client of her videotaped career construction counseling session indicated five major themes: (a) role models prompt identity reflection, (b) early recollections foster cohesion, (c) follow-up questions add depth to the story, (d) counselor as audience provides clarity and validation, and (e) career construction interview questions illuminate perspective and need for action. Results support prior research indicating the usefulness of career construction counseling for promoting reflexive action in life design.     

Existential Transcendence in Late Modernity: Edgework and Hermeneutic Reflexivity

Increasing attention to existentialist thought by criminologists and other social scientists in recent decades has created an opportunity to envision new possibilities in critical theoretic inquiry that extend well beyond the classical formulations of this tradition. In this essay, I draw on existentialist ideas to outline a critical perspective rooted in recent developments associated with Ulrich Beck’s notion of “risk society” and the related theory of reflexive modernization. I argue that, though the detraditionalization consequences of reflexive modernization give greater scope to agency in the risk society, transcendence in the existentialist sense is found in the hermeneutic reflexivity one experiences in high risk practices I call “edgework”. Finally, I explore several options for using existential transcendence in hermeneutic reflexivity as a reference for critical analysis and, in doing so, suggest an alternative to Beck’s own critical approach—cosmopolitanism—as a foundation for a critical theory of the second modern social order.     

Of Nanochips and Persons: Toward an Ethics of Diagnostic Technology in Personalized Medicine

This paper proposes an ethical reflection on personalized medicine and more precisely on the diagnostic technology underlying it, including nanochips. Our approach is inspired by a combination of two philosophical frames of reference: first, John Dewey’s distinction between intuitive valuation and reflexive evaluation, second, John Rawls’ reflective equilibrium. We aim at what we call a ‘reflexive equilibrium’, a mutual adjustment between on the one hand, the intuitive beliefs scientists have about the ethics of the technologies they work on (‘valuations’ in Dewey’s vocabulary) and, on the other hand, the reflexive ethical assessment of these technologies (‘evaluations’). Our goal, in this paper, is to provide the first step of this process through a philosophical analysis of some valuations on individualized medicine. In order to apprehend the ethical values shaping the development of biochips, we present and analyze qualitative interviews with scientists involved in the conception and the development of biochips involving nanotechnologies. We then propose a critical assessment of the role of ethics in these scientific practices. Last, we suggest two distinct and complementary ways to solve some of the issues brought to light by the interviews, without aiming at any dogmatic or “ready-made” answer. The first of these perspectives gives a central role to the capability individuals could achieve through personalized medicine; the second approach analyses the ethical disruptions entailed by personalized medicine with a special focus on care.