Community Social Psychology in Brazil

Des comptes-rendus de deux Conférences organisées en Psychologie Sociale des Communautés, l'une à São-Paulo en 1981 et l'autre en 1988 à Belo Horizonte, nous extrayons une revue de ce qui a été réalisé dans ce champ depuis dix ans. Au début, les buts visaient la santé mentale et l'éducation populaire sans focaliser sur le rôle des psychologues. Dans les rapports de 1988, nous observons une définition plus claire de leur travail en conseil et en dynamique des groupes, à la recherche de la prise de conscience et de l'organisation des individus dans les communautés.
Une recherche participative entreprise dans une favela est présentée en détail, amenant une systématisation de la théorie et de la pratique en Psychologie Sociale des Communautés.
By using the published reports of two conferences on community social psychology, one held in São Paulo in 1981 and the other in Belo Horizonte in 1988, we present an overview of the developments in the field over a 10-year period. In 1981, emphasis was placed on mental health and popular education and not on the role of the psychologist. In 1988, however, the psychologist's role was more clearly defined: using counselling and group dynamics to reach consciousness and the organisation of communities.
Participative research undertaken in a favela is reported in detail, which systematises theory and practice in community social psychology.     

Damned if you do,damned if you don’t: Effects of empathy and responsibility in Muslim leaders’ mediated responses to extremist attacks

ABSTRACT

Muslim American leaders are often called upon to publicly respond to violent attacks carried out by Muslim extremists. Yet it is unclear what types of responses are most likely to satisfy non-Muslim Americans and ultimately improve attitudes toward Muslim Americans as a group. In three experiments, we examined how expressions of empathy and responsibility within Muslim leaders’ mediated responses to extremism affect response satisfaction. We did so immediately after real terrorism incidents carried out internationally (Study 1) and domestically (Study 2), as well as within a controlled fictional incident (Study 3). Across studies, expressing (vs. not expressing) empathy decreased the perception that the issued statement was motivated by external pressure, which was associated with (a) increased response satisfaction and trust in Muslim Americans and (b) decreased perceptions that Muslim Americans were collectively responsible for the incident. In contrast, accepting (vs. denying) responsibility increased the perception that the response was issued out of a sense of collective guilt, which, in Study 3, led to (a) decreased response satisfaction and trust in Muslims and (b) increased Muslim collective responsibility. These findings illustrate the perilous task facing group leaders who use the media to publicly respond to actions of extremist ingroup members.     

Developmental Contributions to Emotional Awareness

The Levels of Emotional Awareness Scale (LEAS) has received considerable support as a reliable and valid measure of individual differences in emotional awareness (EA) since the original report involving 40 participants (Lane, Quinlan, Schwartz, Walker, &; Zeitlin, 1990 Lane, R., Quinlan, D., Schwartz, G., Walker, P., &; Zeitlin, S. (1990). The Levels of Emotional Awareness Scale: A cognitive-developmental measure of emotion. Journal of Personality Assessment, 55, 124–134. doi:10.1080/00223891.1990.9674052[Taylor &; Francis Online], [Web of Science ®] , [Google Scholar]). However, the hypothesized developmental nature of EA (conceptualized as a cognitive skill) has thus far only been examined in that 1 early study. Here we report multiple regression analyses on the entire sample of 94 participants who completed the LEAS as part of that original study, as well as the same developmental and affective measures used in the original report. We first observed that different developmental measures, including the Object Relations Inventory and the Sentence Completion Test of Ego Development, accounted for unique portions of the variance in LEAS scores. We also observed that higher LEAS scores were associated with greater within-category variance in the self-reported positive and guilt- and shame-related emotions people reported experiencing on a typical day. Based on these findings, we introduce a 3-dimensional cognitive-developmental framework that LEAS scores plausibly track, including (a) the transition from focusing on external/physical to internal/psychological characteristics, (b) greater conceptual complexity, and (c) self–other differentiation. We then discuss the implications of this framework for understanding the nature of EA and for future research.