Breaking the Borders/Violating the Norms: An Archaeological Survey of an Intersex in a Traditional Society, Bam (South Eastern Iran)

How does breaking boundaries and passing identity red lines affect social and personal life? How do people with contradictory identities experience life in a traditional society? What will happen if the material and bodily identity of an individual goes against social norms? This research is a narration of some parts of an intersex life, an individual with a vague, unknown identity who contradicts the common norms of the society. In a traditional society, where gender and sexual identity act as a taboo and a powerful source of identity, people with uncommon (gender and sexual) identities suffer from an unstable social status. The story of Setareh/Saman’s life is told based on the archaeological remains from the debris of destroyed layers of a house in Bam. This is the story of transforming from female to male, the story of limitations, social inequalities and pressures on the individuals and the minorities who are condemned because of who they are.     

Developmental Changes in Children''s Ethnic Preferences and Social Cognitions

An experiment was carried out to examine developmental changes in children's ethnic preferences and social cognitions to assess predictions drawn from sociocognitive theory and social identity theory. Two hundred and seventy Anglo-Australian children participated, with equal numbers of 8-, 10-, and 12-year-old children being drawn from one of three types of school that differed in its level of ethnic mix. The children listened to a story about an in-group Anglo-Australian boy and an out-group Vietnamese boy, each of whom displayed equal numbers of ethnic stereotype-consistent and stereotype-inconsistent traits. Each story character also displayed a positive and a negative behaviour. The results revealed that, as they increased in age, the children remembered more of the in-group versus out-group story character's stereotype-inconsistent versus stereotype-consistent traits and that they increasingly disliked the in-group story character, whereas they liked the out-group story character. In addition, the in-group and out-group story characters' negative behaviours were attributed to internal and external causes, respectively, whereas their positive behaviours were attributed to external and internal causes, respectively. The greater support for social identity versus sociocognitive theory revealed by these findings is discussed.     

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.     

Ethnic Identity and Prosocial Attitudes

In this study, I examined the relationships between ethnic identity, social support within one's own group, activity with one's own group, and readiness to cooperate with people of another group. The hypothesis that there will be a stronger link between ethnic identity and prosocial activity in a minority group was tested using a questionnaire collected from 60 Byelorussians and 62 Poles living in the same villages of eastern Poland. The analyses showed that Byelorussians had lower ethnic identity and social support than Poles but higher readiness to cooperate with Poles than the reverse. For the Byelorussians, the correlational analysis revealed significant coefficients between ethnic identity and social support, between ethnic identity, social support, and prosocial activity, and between social support and readiness to cooperate, whereas the relationships among these variables were not significant in the Polish group. On a cognitive level, therefore, the members of the dominant group identified more with the nation and country than the members of a minority, whose ethnic identity was more salient in social attitudes and ingroup and outgroup activities.     

The social identity theory of leadership: Theoretical origins,research findings,and conceptual developments

Over the past decade the social identity theory of leadership (Hogg, 2001a; Hogg & van Knippenberg, 2003) has reinvigorated social psychological research on leadership by reconnecting leadership to the social psychology of influence, and by explicitly elaborating on the (social) identity function, and associated social cognitive and social interactive processes, associated with leadership. The main tenet is that group prototypical leaders are better supported and more trusted, and are perceived as more effective by members than are less prototypical leaders; particularly when group membership is a central and salient aspect of members’ identity and members identify strongly with the group. This hypothesis has attracted unequivocal support across numerous studies, research teams, and research paradigms. In this article we describe the social identity theory of leadership and its conceptual origins, and overview the state of evidence. The main focus of the article is on new conceptual developments and associated empirical advances; including the moderating roles of uncertainty, group innovation and creativity, deviance, “norm talk”, charisma, fairness, as well as the extension of the social identity theory of leadership to an intergroup context. Throughout we identify directions for future empirical and conceptual advances.     

初中流动儿童的内隐群体偏爱、社会支持及其对学校适应的影响

以群体偏爱的IAT测验为实验材料,结合社会支持和学校适应问卷,考察初中流动儿童在内隐群体偏爱、社会支持上与本地儿童之间的差异,并探讨这两种变量对流动儿童学校适应的影响.结果表明：（1）流动儿童存在内隐外群体偏爱,对自身所属群体表现出内隐的消极认同;本地儿童存在内隐内群体偏爱,对流动儿童具有内隐的消极认知;（2）流动儿童在父亲、教师以及同性朋友的社会支持上显著差于本地儿童;（3）在对流动儿童学校适应的影响上,社会支持的主效应显著,内隐群体偏爱和社会支持的交互作用显著;高内隐群体偏爱组中,高社会支持流动儿童的学校适应优于低社会支持儿童.     

Why recall our highs and lows: relations between memory functions, age, and well-being

This study examined whether positive and negative memories (life story high and low points) were differentially used for reminiscence functions concerning self and social aspects of reminiscing, and relations between function use and well-being in two age groups. Life story high and low points were collected from a sample of emerging (n =56) and older (n =55) adults, as well as a measure of the use of these memories for the self-functions of death preparation, identity, and problem solving, and the social functions of conversation and teach/inform, and a measure of psychological well-being. Memories were also coded for whether or not they contained a redemptive narrative structure (from emotionally negative to emotionally positive). Results showed that the endorsement of reminiscence functions did differ by memory type, with high points more often endorsed for the functions of identity, teach/inform, and conversation than low points. These main effects were qualified by memory type x age interactions. The use of these functions for each kind of memory was also related to well-being, but differentially for older and younger people, and redemptive sequencing was especially important to the well-being of the younger group. Findings are discussed in terms of the importance of different emotional memories for self and well-being at different points in the lifespan.     

Why recall our highs and lows: Relations between memory functions,age, and well-being

This study examined whether positive and negative memories (life story high and low points) were differentially used for reminiscence functions concerning self and social aspects of reminiscing, and relations between function use and well-being in two age groups. Life story high and low points were collected from a sample of emerging (n =56) and older (n =55) adults, as well as a measure of the use of these memories for the self-functions of death preparation, identity, and problem solving, and the social functions of conversation and teach/inform, and a measure of psychological well-being. Memories were also coded for whether or not they contained a redemptive narrative structure (from emotionally negative to emotionally positive). Results showed that the endorsement of reminiscence functions did differ by memory type, with high points more often endorsed for the functions of identity, teach/inform, and conversation than low points. These main effects were qualified by memory type × age interactions. The use of these functions for each kind of memory was also related to well-being, but differentially for older and younger people, and redemptive sequencing was especially important to the well-being of the younger group. Findings are discussed in terms of the importance of different emotional memories for self and well-being at different points in the lifespan.     

The induction of shared identity: the positive role of individual distinctiveness for groups

This article examines inductive processes of social identity formation, the bottom-up processes by which individual group members influence a social identity, integrating it with work on entitativity. Three studies tested the prediction that feelings of individual distinctiveness mediate the relation between inductive social identity formation and entitativity and that entitativity in turn predicts identification. The studies provided consistent support for this theoretical model over alternative models, using a range of different social groups and methods. Study 1 found support for the model in self-selected small groups. Study 2 supported it with a much broader set of groups that were not self-selected. Finally, Study 3 varied levels of inductive social identity formation systematically by varying group size and provided direct support for the hypothesized causal relations.     

Testing a model of minority identity achievement, identity affirmation, and psychological well-being among ethnic minority and sexual minority individuals

How is social identity related to psychological well-being among minority individuals? Drawing on developmental models of identity formation (e.g., Erikson, 1968) and on Social Identity Theory (Tajfel & Turner, 1979), we tested a conceptual model examining links between two key aspects of social identity and psychological well-being. We proposed that the association between identity achievement (exploring and understanding the meaning of one's identity) and psychological well-being is mediated by identity affirmation (developing positive feelings and a sense of belonging to one's social group). Across three studies, including ethnic minority high school students (Study 1), ethnic minority college students (Study 2) and lesbian and gay male adults (Study 3), we found strong support for the model. Results suggest that the process of exploring and understanding one's minority identity can serve as an important basis for developing positive feelings toward and an enhanced sense of attachment to the group, which can in turn confer psychological benefits for minority individuals. Implications and directions for future research are discussed.     

Social cure and social curse: Social identity resources and adjustment to acquired brain injury

There is increasing evidence that identification with social groups can protect and enhance health, establishing a kind of ‘social cure’. However, for those affected by chronic or disabling conditions such as acquired brain injury (ABI), their identity may also represent a burden, a form of ‘social curse’. The present study explored the identity benefits and burdens available to 15 participants living with ABI using semi-structured interviews. The qualitative data was then analysed systematically using thematic analysis. The findings highlight social identity changes as central to the experience of brain injury. Participants reported changes in their social networks and social group memberships after injury. Identity loss and reduced social support were described as disabling. Engagement in meaningful group activity with others affected by ABI and access to affected peers enabled new group-based resources such as social support. In this way, group activity can be seen as a form of identity enactment that can drive social cure effects. Similarly, adaptation to life after injury was demonstrably linked to social identity processes pointing to the importance of a social cure approach to rehabilitation.     

Surviving the Kosovo Conflict: A Study of Social Identity, Appraisal of Extreme Events, and Mental Well-Being

Our study examined the role of social identity processes in determining how individuals evaluate, deal with, and are affected by severe events of war. We reasoned that for those who experience such events collectively and who identify strongly with their group, primary appraisal will be filtered through the prism of social identity. In a sample of Kosovo Albanians who had survived the armed conflict in 1999, we found that those who were able to evaluate the war as affirming their group identity presented lower levels of depressive mood and anxiety and higher levels of self-efficacy. Furthermore, this process of war appraisal affected the process of secondary appraisal. Specifically, positive war appraisal increased availability of support from close others and reduced the importance of positive individual coping strategies in dealing with extreme events. Conversely, negative war appraisal reduced availability of support from close others and reduced the importance of negative coping strategies in dealing with extreme events.     

Social Comparisons,Social Support,and Self-Perceptions in Group Exercise for People With Parkinson's Disease

People with Parkinson's disease (PD) may experience declining function and limited interaction with others with PD. Group exercise provides opportunities for physical accomplishment and social support, as well as potential social challenges. We used interpretative phenomenological analysis to examine experiences of social comparison, social support, and self-perceptions of 20 people with PD in group exercise. Participants experienced (a) reticence evolving to inspiration, (b) anxiety relief through camaraderie and breaking taboos, and (c) maintaining athletic identity through participating and helping others. Practical implications include facilitating a safe space and support to alleviate anxiety and sustain participation.     

In Defense of Transracialism

Former NAACP chapter head Rachel Dolezal's attempted transition from the white to the black race occasioned heated controversy. Her story gained notoriety at the same time that Caitlyn Jenner 1 graced the cover of Vanity Fair, signaling a growing acceptance of transgender identity. Yet criticisms of Dolezal for misrepresenting her birth race indicate a widespread social perception that it is neither possible nor acceptable to change one's race in the way it might be to change one's sex. Considerations that support transgenderism seem to apply equally to transracialism. Although Dolezal herself may or may not represent a genuine case of a transracial person, her story and the public reaction to it serve helpful illustrative purposes.     

社会认同对抑郁的影响及其理论解释

社会认同作为个体在群际和内群体层面的社会联结,总体上对抑郁产生了积极影响,表现为认同程度、认同重要性、认同群体数量以及认同变化的影响等4个方面。现有研究从需求、认知和行为层面探讨了社会认同影响抑郁的中介因素,并检验了身份认同动机和消极群体评价两个调节因素。社会认同视角下的4种理论分别从社会医治、心理资源、认同变化以及认同层次等不同角度解释了社会认同影响抑郁的心理机制。未来应厘清社会认同对抑郁的深层影响机制,重视社会认同影响抑郁的调节因素,及建构社会认同影响抑郁的能动-共生模型。     

Social Identity, Health and Well-Being: An Emerging Agenda for Applied Psychology

The social environment comprising communities, families, neighbourhoods, work teams, and various other forms of social group is not simply an external feature of the world that provides a context for individual behaviour. Instead these groups impact on the psychology of individuals through their capacity to be internalised as part of a person's social identity. If groups provide individuals with a sense of meaning, purpose, and belonging (i.e. a positive sense of social identity) they tend to have positive psychological consequences. The impact of these identity processes on health and well-being is explored in the contributions to this special issue. In this editorial, we discuss these contributions in light of five central themes that have emerged from research to date. These themes address the relationship between social identity and (a) symptom appraisal and response, (b) health-related norms and behaviour, (c) social support, (d) coping, and (e) clinical outcomes. The special issue as a whole points to the capacity for a social identity approach to enrich academic understanding in these areas and to play a key role in shaping health-related policy and practice.     

The social dynamics involved in recovery and return to sport following a sport-related concussion: A study of three athlete-teammate-coach triads

An athlete's connection to their team and team members is an important part of their sport experience. However, researchers currently know little about the nature of these social dynamics with respect to concussed athletes. Our study explored athletes' recovery and reintegration into the team environment following a sport-related concussion. We conducted semi-structured interviews with each member of three athlete-teammate-coach triads (N = 9). We analysed the data using thematic narrative analysis and present the results as three stories that focused on each athlete's experience. For Cassie, we found two major plot points in her story: the transition in her role (and shift in identity) from athlete to student assistant coach/team manager and, once recovered, back to an athlete on the team. For Jess, we found that the main plot in her story was “pressure”. Specifically, the interplay between internal (placed on herself) and external (perceived from teammates and coaches) pressures to return to sport. In the third and final story, the main plot point was the tensions that arose from Jaden's preferences for social support and the type of support that his teammates and coaches believed he needed during his recovery. Our results highlight the interplay between athlete's personal and social identities, feelings of pressure to return and readiness, and the challenges of providing the right amount and type of social support. This research contributes to our limited understanding of the social dynamics involved in athletes' return to sport following a concussion.     

Social identity,group processes,and helping in emergencies

Using insights from a review of recent research on social identity approaches to helping, the Chapter sets out four key elements of a social identity approach to helping in emergencies: the salience of social identity, the boundaries of social identity, the contents of social identity, and the strategic interests of social identity. Evidence that illustrates the impact of social identity processes on group size and helping, which has traditionally focused on the inhibition of helping in the presence of others, is then reviewed. Finally, recent developments in the literature on intergroup emotions are considered, and their impact on a social identity approach to helping in emergencies is explored, highlighting the relatively neglected social identity relationship between bystanders and perpetrators. The review concludes by considering the current state of knowledge of a social identity approach to helping in emergencies, and identifies important questions that remain to be addressed.     

Subjective Well-Being in Mexican and Mexican American Women: The Role of Acculturation,Ethnic Identity,Gender Roles,and Perceived Social Support

Latinas experience multiple oppressions and poorer mental health due to their often triple minority status as poor, female, women of color. The present study examined whether identifying with both Mexican culture and the dominant culture (bicultural), having high ethnic identity, identifying with both feminine and masculine behavior (androgynous gender role), and perceiving greater family social support predicted life satisfaction and positive affect in low socioeconomic status, Mexican and Mexican American women (n = 194). Results indicated that greater ethnic identity and greater perceived family social support significantly predicted Mexican and Mexican American women’s life satisfaction. Greater ethnic identity, greater feminine gender identity, greater androgynous gender identity, and greater perceived family social support were significant predictors of positive affect. Furthermore, as expected, social support from family was the most significant predictor for both life satisfaction and positive affect. Implications of the results and suggestions for future research are discussed.     

The narrative identity approach and romantic relationships

Narrative identity is an internal and evolving life story in which the narrator integrates conceptions of the personal past, present, and presumed future within a coherent story‐based framework. Carrying a number of personal and social implications, this construct represents a psychological resource. We contend that, like life itself, one's history within the romantic domain as well as one's current romantic relationship(s) are often viewed using story‐based frameworks. As such, we argue that the greater adoption of the narrative identity approach within the close relationships literature would complement and extend current assessment paradigms used to study romantic relationships. In this article, we outline the conceptual and methodological background of the narrative identity approach. This is followed by a brief review of extant research using narrative methodologies in the study of romantic relationships. Finally, a series of current and future research directions are presented that rest at the nexus between the narrative identity approach and the study of romantic relationships. We conclude that the more extensive integration of the narrative identity approach within the close relationships literature would contribute to the understanding of such relationships. This is a story worth telling.