“Nobody Wants to Be an Outsider”: From Diversity Management to Diversity Engagement

This article develops an analysis of diversity in two ways. We start with a theoretical discussion of the ways in which diversity has been approached within psychology, showing the competing arguments that have been developed that connect diversity, community, and multiculturalism. We show that not only are there psychological consequences to contemporary experiences of increased diversity but also that fundamental psychological capacities—such as self‐consciousness, identity, and dialogue—actually stem from the experience of diversity. This has important implications for diversity management policies. The second part of the article gives an empirical illustration of how diversity is experienced in schools across England drawing on 13 interviews with senior staff and 11 focus groups with pupils aged between 12 and 14 years old. We discuss three themes related to experiences of diversity: (1) from difference to diversity, (2) real and imagined mobility across communities, and (3) collaborative practices, projects, and knowledge. What the empirical examples show is that critically engaging with diversity can be a more productive project than practices which construct diversity in terms of distinct groups that need respect and tolerance. Hence we argue approaches that promote engaging with diversity rather than traditional diversity management are more in line with foundational psychological insights as well as empirical research findings.     

When Living and Working Well Together in Organizations Changes Into Good Social Coexistence: The Talent Club Case

In our contemporary age, where a combination of individualism and mutual distrust is unhappily common among people and society is “liquid” and disoriented, so-called intermediate units (groups, associations) are a precious resource that promotes positive coexistence within organizations and in local communities, too. The present contribution describes an example of such an intermediate unit, the Talent Club, located in a peripheral neighborhood of a metropolitan area in northern Italy. This case study shows the development of positive living and working together in organizations and their transformation in the tool for community development and good coexistence. Qualitative and quantitative data show that the relational aspect is crucial because it promotes authentic exchange among people, supporting participation and social cohesion against self-referential habits and isolation. Although at present the Talent Club is mostly functioning in a affiliating coexistence among members, seeds of a more generative coexistence are clearly detectable.     

Developing coherence in community and clinical psychology: the integration of idealism and pragmatism

Illustrations of how ideas from community psychology may be integrated with clinical psychological thinking and practice are described from the perspective of a clinical psychologist working in the NHS. The intentions are to consider socially relevant conceptualizations of the causes of people's well-being and distress, and to develop ways of helping individuals and communities to clarify and address these causes. Incorporating an analysis of social power also necessitates a critical awareness of the limited potency of psychological interventions. © 1998 John Wiley & Sons, Ltd.     

Central-Eastern European Collective Experiences

The social-psychological phenomena in the post-communist countries of Central-Eastern Europe can be understood only if studied in terms of their pre-communist past. These countries have a complex history. The events relating to dictatorship, democracy and nation are particularly conspicuous. The present study examines the meanings of the terms ‘dictatorship’, ‘democracy’ and ‘nation’ in Hungary, from 1973 until 1995, using the semantic differential. It is argued that the changes in the meanings of these terms can be explained in terms of socio-political changes in Hungary. (© 1997 by John Wiley & Sons, Ltd.)     

Disaster risk reduction: Psychological perspectives on preparedness

Facilitating people's ability to anticipate, prepare for and recover from disaster is an important component of the UNISDR strategy for disaster risk reduction. Following a discussion of the functional characteristics of preparedness, this paper first discusses how hazard characteristics and psychological constructs influence people's ability to anticipate uncertain future events. It then reviews how psychological theories (Health Belief Model, Protection Motivation Theory, PrE Theory, Theory of Planned Behaviour, Critical Awareness Theory, Social Marketing, Protective Action Decision Model, Social Capital, Community Engagement Theory and Social Identity Theory) can inform understanding of preparedness for likely and current hazard events. Discussion then then turns to applying concepts and theories to understanding preparedness for current disasters. The all-hazards and cross-cultural applicability of preparedness theory is discussed, as are a need for a critical appraisal of preparedness, its predictors, and the nature and development of the preparedness process and its application in facilitating effective intervention strategies.     

Overcoming the “Holy Hush”: A Qualitative Examination of Protestant Christian Leaders’ Responses to Intimate Partner Violence

Described as a “holy hush,” past research has noted a general silence about and reluctance to address intimate partner violence (IPV) in religious congregations. To explore this, we interviewed 20 Protestant Christian religious leaders about how they understood and responded to IPV. Based on a thematic content analysis, our study revealed some of the challenges, tensions, and complexities that may be barriers to leaders speaking about and responding to IPV, and also the ways religious leaders in our sample attempted to overcome these challenges. For example, results revealed religious leaders understood violence on a gradation from less to more severe, and linked a need for and type of response to the level of violence. Throughout, religious leaders expressed a tension between their leadership role and responding to IPV. Furthermore, religious leaders acknowledged their need for greater training and connections to service providers, however, they reported not currently being connected to other IPV resources or organizations in the community. We discuss how the findings illuminate challenges and tensions for religious leaders in responding to IPV and how some leaders in this study were navigating these tensions to respond. We also discuss how findings may inform future research and the development of trainings and protocols for religious leaders and congregations on responding to IPV, promoting survivor safety, and fostering a greater understanding of IPV. Implications for collaboration with other community‐based IPV organizations are also discussed.     

Community Perspectives on Adults With Autism Spectrum Disorder

Little is known about community attitudes toward adults with autism spectrum disorder (ASD) and what factors lead to more positive attitudes. Using a cross-sectional design with a quantitative correlational approach, 60 adults were surveyed regarding experiences, knowledge, and comfort with adults with ASD living in the community. Most participants reported having encountered a person with ASD. Among these participants with personal experience, knowledge about ASD was relatively high. Amount of experience was the only variable associated with comfort. Results suggest that increasing exposure to people with ASD may be more effective in improving community acceptance compared to informational campaigns.     

Education for the future: The emerging paradigm of thrivable education

A new education paradigm is emerging to address the need to educate a planetary citizenry under conditions relevant to the living context of our planet. Key to this new paradigm is the emphasis on lifelong learning and empathy-oriented education—both critical ingredients to the transformative role of education for individual and collective thrivability. This article explores the parameters of this role and the indicators that point to its emerging presence in a variety of education contexts, both formal and informal as well as virtual and face-to-face.     

Socio-economic status and the developing brain in adolescence: A systematic review

Socioeconomic status is associated with differences in social, cognitive, and behavioral outcomes for adolescents. Correspondingly, the period reflects continued dynamic, complex, and adaptive brain development. Research demonstrates associations between the developing adolescent brain and SES; however, such research has not been systematically integrated. We undertook a systematic search of studies and review 21 papers that examined both SES and brain development or functioning as measured during adolescence or young adulthood in nonclinical populations (13–25 years old). Few studies focused on architecture and such findings were varied. The majority of studies focused on functioning with two themes emerging. First, studies demonstrate different activation in regions of interest to cognitive and behavioral tasks relative to SES. Second, when similar neurological activation is evident, they can be related to different behavioral observations relative to SES. There is also evidence of different neurological functioning associated with SES with regard to different conceptualizations and coding of SES. Further, some of the reviewed studies identified potential mediators to the relationship, such as parenting practices, stress, and IQ. Overall, the findings suggest it is important to consider SES and neighborhood context within neuroscience research and practice.     

文化心理学与人类学积极融合的新趋势

当前以文化心理学为代表的研究热潮被誉为是心理学发展中的第四个解释维度。这一热潮促进了多元化研究方法的发展,不仅加强了心理学实证研究的普遍性,而且提升了理论建构解释的力度和重要性。长期以来,心理学与人类学有着紧密的联系,文化心理学与人类学有着更密切的联姻。随着文化心理学与人类学的进一步积极融合,不仅为心理学的全球化发展带来了新契机,而且对于积极探索构建人类命运共同体的社会心理机制,实现心理学研究范式多样化的统一,具有重要的学理意义及现实针对性。