Reducing Avoidance of Social Interaction with a Physically Disabled Person by Mentioning the Disability Following a Request for Aid1

The effectiveness of strategies for reducing avoidance of social interaction with a physically disabled person was experimentally investigated. Female college students privately expressed their preference for social interaction before and after learning the other was a female in a wheelchair or nondisabled. The results provide evidence for the effectiveness of mentioning the disability following a request for aid related to the disability (the Request-mention Strategy). Change in preference for social interaction was more positive when the disabled person employed the Request-mention strategy than when she said nothing. Requesting aid without mentioning the disability was not found to be effective. A request for aid unrelated to the disability was clearly ineffective. The disabled person who said nothing was avoided, in comparison to when the same person was nondisabled. Favorability of impressions of the other, as measured by ratings of her characteristics, was not influenced by the experimental conditions.     

The Effectiveness of Strategies for Increasing Social Interaction with a Physically Disabled Person1

The effectiveness of strategies a physically disabled person can use to increase a nondisabled person's willingness to engage in social interaction were investigated. In the strategies, the disabled person engages in behavior demonstrating that he/she is not preoccupied with the disability. Female college students chose the amount of time to be spent listening to music versus social interaction before and after learning that the other was a disabled male. The subject witnessed via “closed circuit” TV (actually a videotape) a brief interaction between the male and another female in the waiting room from which the subject had just come. In the Interest in others condition, the male encouraged the female to talk about herself. In the Typical activities condition, the male mentioned he had to pick up tickets, organize a party, and study for an exam. In the Athletic activities condition, the male mentioned he went swimming and bowling. In the Request condition, the male asked the female to pick up a paper he had dropped. In the Control condition, there was limited interaction. In the Inappropriate communication condition, the male mentioned the same activities as in the Typical activities condition but talked continuously without waiting for polite interest from the female. Changes in preference for social interaction were significantly more positive in the Attentive to others, Typical activities and Athletic activities conditions than in the Control conditions. It was concluded that demonstrating interest in others, typical activities and athletic activities are effective strategies.     

Counseling the Disabled Older Person for the World of Work

Although work is meaningful to many older persons, numerous barriers exist that prohibit their active participation in the labor force. Employment counselors must possess a variety of attributes to help break down these barriers. This article discusses skills that the counselor needs when working with older adults and in particular with those who are disabled. Specialized approaches to job placement are discussed, including job modification and job restructuring. To become a successful advocate for the disabled elderly wishing to enter or remain in the labor market, the employment counselor is urged to become familiar with characteristics of older persons and federal laws relating to job development and placement for older and handicapped workers.     

拒绝敏感残疾个体对不同类型社交线索的注意和解释特点

通过考察高低拒绝敏感残疾个体对不同类型社交线索的注意和解释特点,揭示残疾个体出现社交回避行为的原因。结果发现:(1)高低拒绝敏感残疾个体对厌恶面孔的反应时均显著短于健全人,即两类残疾个体对社交拒绝线索均存在注意警觉。(2)对于模糊社交线索,高拒绝敏感残疾个体存在消极解释倾向,而低拒绝敏感残疾个体和健全人则存在积极解释倾向。这表明,对社交线索的消极解释倾向是造成高拒绝敏感残疾个体出现社交回避行为的主要原因。     

合作与竞争不同情境下的自我参照效应

为了探究合作与竞争行为及其不同的行为结果对自我参照效应的影响,采用三个实验：实验一让被试阅读合作或竞争故事,测量其自我参照效应,结果发现,阅读竞争故事的被试表现出明显的自我参照效应,而阅读合作故事的被试表现出了他人参照效应;实验二让被试完成真实的合作或竞争游戏,结果发现,完成竞争游戏的被试表现出明显的自我参照效应,而完成合作游戏的被试没有表现出自我参照效应;实验三操作合作或竞争游戏的结果(成功或失败),结果发现,不论是合作行为还是竞争行为,被试在失败的结果下表现出的自我参照效应比成功时更明显。整个研究表明,人际间的行为互动模式(合作或竞争)及其行为结果(成功或失败)对自我参照效应有一定的影响。     

Implications of the Social Model of Disability for Visitor Research

ABSTRACT

Museum professionals have long held the view that their institutions can play a central role in supporting learning and inclusion but evidence seems to be in sort supply in the case of visitors with disabilities. Until recently, most of the work conducted in museums relating to learning and access for this particular visitor group has been about developing products and services rather than assessing their impact. The lack of research in this area reflects the slow development of disability studies as a distinct field and the fact that anti-discrimination and human rights legislation only extended to those with disabilities in the mid to late 1990s. The author introduces one approach to negotiating a balanced design of visitor research and the principles of the emancipatory research framework. She argues that this framework has the capacity to delve into the experiences of people with disabilities and provide a deeper analysis that would not otherwise be possible. The Heritage Education For All project will be used as an example to demonstrate how this approach can be developed in practice, and to show that informal learning programs designed using an emancipatory insight have the capacity to enable people with disabilities to gain new insights into their lives and identities.     

儒家"为人处世"之道正负社会功用辨析

孔子对中华民族最大的贡献,是揭示了"道德"这个人之为人的准绳即"君子法",其实是国家治乱的根源.儒家的为人处世之道一是指君子之道,亦即忠诚、孝敬、责任、廉耻,二是指蕴含在礼乐精神之中的处世之道:乐的精神是和,礼的精神是序.作为制度的"礼"因出自自然血亲,戴上了温情脉脉的面纱.无论作为"君子法"的忠、孝、责任与廉耻,还是"处世之道"的礼乐精神,在现实中都是善恶相混,充满内在的矛盾与拮抗.     

On Being the Same in Different Places: Evaluating Frame‐of‐Reference Effects Across Two Social Contexts

Frame‐of‐reference (FOR) effects in personality assessment are demonstrated when self‐rated items oriented to specific contexts (e.g., workplace) show better predictive validity than noncontextualized items. Empirical support of FOR effects typically relies on job performance ratings or academic grades for criteria. The current study evaluates FOR effects using ratings of personality provided by informants from the home or school context. Items from the NEO Five‐Factor Inventory (NEO‐FFI; Costa & McCrae, 1992) were contextualized to the home and school contexts to create NEO‐Home and NEO‐School versions. One hundred fifty‐eight college students completed the NEO‐Home and NEO‐School questionnaires, and 161 college students completed the standard, noncontextualized NEO‐FFI. All participants recruited one peer from college and at least one parent to complete standard rater versions of the NEO‐FFI. Contextualized self‐ratings did not show FOR effects. NEO‐Home self‐ratings did not correlate higher with parent ratings than with peer ratings, and NEO‐School self‐ratings did not correlate higher with peer ratings than with parent ratings. Standard NEO‐FFI self‐ratings generally showed higher self‐informant agreement with both types of informants than contextualized self‐ratings. The pattern of correlations suggests that validity is enhanced more by specific trait‐informant combinations than by the contextualization of items to social contexts.     

Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood

In a cross‐sectional sample of African‐American 2nd–4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers’ social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children’s direct and indirect connections in the classroom. Results of multilevel models indicate that network‐based classroom aggression norms moderated relations between children’s aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.     

Social validation: Its Implications for Practitioners of Applied Behavior Analysis Serving the Developmentall Disabled

Abstract

The primary areas where a technology of social validation can impact the day-to-day functioning of the practitioner of applied behavior analysis are reviewed. Specifically, contributions in the literature of social validation to the subject of designating a) responses, b) strategies and c) outcomes as desirable/undesirable are examined with regard to their practical significance for the practitioner serving the developmentally disabled.     

The Effect of Social Network Site Use on Appearance Investment and Desire for Cosmetic Surgery Among Adolescent Boys and Girls

Although adolescents frequently use social network sites, little is known about whether the highly visual and self-presentation-centered character of such sites affects body-related outcomes such as investment in appearance and appearance-changing strategies. Due to gender differences in appearance pressures and appearance ideals, these effects of social network sites on body-related outcomes may differ between boys and girls. The aim of the current study was therefore to investigate the relationships between social network site use, appearance investment, and desire for cosmetic surgery among adolescents and to compare the experiences of boys and girls. We used data from a two-wave panel study among 604 Dutch adolescents (aged 11–18). Structural equation modeling showed that social network site use positively predicted adolescents’ desire to undergo cosmetic surgery indirectly through increased appearance investment. The relationships found between social network site use, investment in appearance, and cosmetic surgery desire applied to boys and girls and were not moderated by gender.     

Social Contexts and Building Social Capital for Collective Action: Three Case Studies of Volunteers in the Context of HIV and AIDS in South Africa

Social capital is increasingly conceptualised in academic and policy literature as a panacea for a range of health and development issues, particularly in the context of HIV. In this paper, we conceptualise social capital as an umbrella concept capturing processes including networks, norms, trust and relationships that open up opportunities for participation and collective action that allow communities to address issues of common concern. We specifically outline social capital as comprising three distinct forms: bonding, bridging and linking social capital. Rather than presenting original data, we draw on three well‐documented and previously published case studies of health volunteers in South Africa. We explore how social contexts shape the possibility for the emergence and sustainability of social capital. We identify three cross‐cutting contextual factors that are critical barriers to the emergence of social capital: poverty, stigma and the weakness of external organisations' abilities to support small groups. Our three case studies suggest that the assumption that social capital can be generated from the ground upwards is not reasonable. Rather, there needs to be a greater focus on how those charged with supporting small groups—non‐governmental organisations, bureaucracies and development agencies—can work to enable social capital to emerge. Copyright © 2014 John Wiley & Sons, Ltd.     

社会互动视角下的有意识情绪感染

随着超扫描技术的兴起,研究者们开始关注社会互动情境中有意识情绪感染的脑间神经同步问题。研究发现,脑间神经同步可能是有意识情绪感染在神经层面的指标。“发送者-接收者”模式的应用使得研究者们思考自我-他人重叠理论是否可作为有意识情绪感染脑间神经同步的心理解释机制。未来研究可采用基于自然情境的“发送者-接收者”模式以及“自然讨论”模式来探究不同社会因素对有意识情绪感染及其脑间同步机制的影响;未来还应构建有意识情绪感染的多模态超扫描平台,以此拓展相关研究。     

Differentiation Processes for Social Stimuli with Different Degrees of Category Representativeness

The influence of the categorization process is investigated in the context of conceptions of categories as fuzzy sets, represented by prototypes. The experiment specifically considers two social categories corresponding to Italian regional groups: for each of these, stimuli were constructed which represented the respective categories in different degrees. We hypothesized that the accentuation of the degree in which individual exemplars represent a category, obtained by the addition of an attribute of the category, produces the effect of accentuating inter-category differences and intra-category similarities. Our results confirm the hypothesis regarding differentiation, but not that regarding assimilation. The effect of differentiation is strong at the category borders, i.e. for the less representative exemplars. A final issue considered is the theoretical problem of distinguishing, within the prototype of a category, between stereotypical attributes and those which permit categorial identification of individual cases.     

The Emergence of Eric: Co-Therapy in the Treatment of a Family with a Disabled Child

This paper focuses on the problem of socialization of the disabled child within his family. For the family of the disabled child, socialization is doubly challenging; the family must teach its child not only how to be human, but also how to be disabled in the larger society. Often families of disabled children need help in enhancing their child's participation in family life — a critical aspect of socialization. One highly effective means of assisting families in this task is the use of family therapy. A case study is included to illustrate the use of family interviewing with a congenitally blind adolescent boy. Two therapists — a rehabilitation counselor (who is blind) from a state agency serving blind children^a and a social worker from a child guidance agency^b— collaborated in working with the family, which included a mother, father, their congenitally blind thirteen-year-old boy, and his two sighted brothers. The authors conclude that the child's family is the most potentially powerful resource for the successful habilitation of the disabled child into larger society and postulate family treatment as an effective means of attaining this end.     

Exploring the Use of Family Therapy with Adults with a Learning Disability

Clients with a learning disability have received little attention so far from psychotherapeutic services. Systems thinking seems to have obvious potential for this group, given the stresses which such a disability puts on the client and his family and the variety of different organizations with which they become involved. This paper describes the use of family therapy within a clinic setting and considers similarities to and differences from general family therapy practice. Ways of overcoming communication difficulties are highlighted, as is the need to redress the power imbalance within the therapeutic situation.