The Irony of Social Trust: Individual‐level and Contextual‐level Links with Protest Intention and Radical Right Support in Switzerland

This research examines how social trust translates into dynamics of mobilisation for inclusion or exclusion in Swiss cantons by studying how social trust is linked to equality‐directed protest intention versus radical right support, comparing individual‐level and contextual‐level relationships. The study is based on data from the Swiss Household Panel collected between 2002 and 2008. The impact of individual‐level and contextual‐level social trust is analysed in three‐level regression models of repeated observations, nested in individuals who are nested in cantons. The results indicate complex patterns that depend on the level at which social trust is assessed and confirm the need for a contextualised view of social trust and social capital. For individuals, higher social trust is associated with higher protest intention and lower radical right support. However, in cantons characterised by higher rates of social trust, individuals are less likely to engage in protest actions and more likely to support the radical right. Further analyses show that canton‐level social trust is intertwined with other contextual factors, suggesting that in certain configurations, that is, combined with low levels of cultural and social diversity, climates of social trust may be linked to more restricted forms of solidarity and the persistence of inequality. Copyright © 2015 John Wiley & Sons, Ltd.     

The Use of Social Psychology in Rural Development? Two Readings of Rural Business Owners' Values

Rural development refers to diverse attempts being made to address the problems of rural communities. In Finland, rural development leans heavily on entrepreneurship and small business development. Rural development processes have a strong social psychological component that entails that psychological knowledge is crucial for rural development agents. Nevertheless, psychological knowledge has also been criticised for simplifying highly complex development processes and overstating the role of internal psychological factors. In this paper, we argue that, regarding the relevance and utility of psychological knowledge, the question is not only how extensively different factors are taken into account but also how knowledge about psychological factors is read and interpreted. In this paper, we focus on Finnish rural business owners' values and demonstrate that value survey data can be read from two different social psychological perspectives: those of substantialism and relationalism. Although data and the conducted analyses are kept constant, the two readings produce differing types of knowledge of rural business owners' values; one reveals what business owners ‘truly’ are like and the other informs how to best communicate with business owners. Both readings are potentially useful for rural development work. Copyright © 2016 John Wiley & Sons, Ltd.     

Mnemic neglect: Selective amnesia of one’s faults

The mnemic neglect model predicts and accounts for selective memory for social feedback as a function of various feedback properties. At the heart of the model is the mnemic neglect effect (MNE), defined as inferior recall for self-threatening feedback compared to other kinds of feedback. The effect emerges both in mundane realism and minimal feedback settings. The effect is presumed to occur in the service of self-protection motivation. Mnemic neglect is pronounced when the feedback poses high levels of self-threat (i.e., can detect accurately one’s weakness), but is lost when self-threat is averted via a self-affirmation manipulation. Mnemic neglect is caused by self-threatening feedback being processed shallowly and in ways that separate it from stored (positive) self-knowledge. The emergence of mnemic neglect is qualified by situational moderators (extent to which one considers their self-conceptions modifiable, receives feedback from a close source, or is primed with improvement-related constructs) and individual differences moderators (anxiety, dysphoria, or defensive pessimism). Finally, the MNE is present in recall, but absent in recognition. Output interference cannot explain this disparity in results, but an inhibitory repression account (e.g., experiential avoidance) can: Repressors show enhanced mnemic neglect. The findings advance research on memory, motivation, and the self.     

Perceiving the World Through Group-Colored Glasses: A Perceptual Model of Intergroup Relations

Extensive research has investigated societal and behavioral consequences of social group affiliation and identification but has been relatively silent on the role of perception in intergroup relations. We propose the perceptual model of intergroup relations to conceptualize how intergroup relations are grounded in perception. We review the growing literature on how intergroup dynamics shape perception across different sensory modalities and argue that these perceptual processes mediate intergroup relations. The model provides a starting point for social psychologists to study perception as a function of social group dynamics and for perception researchers to consider social influences. We highlight several gaps in the literature and outline areas for future research. Uncovering the role of perception in intergroup relations offers novel insights into the construction of shared reality and may help devise new and unique interventions targeted at the perceptual level.     

Acute stress disorder among civilians during a war and post-traumatic growth six years later: the impact of personal and social resources

Background and Objectives: Various studies suggest a link between stress response to a traumatic event and post-traumatic growth (PTG), but little is known about their long-term relationship. In this study, the relationship between acute stress disorder (ASD) among civilians during a war on the home front and PTG six years later was examined for the first time. Based on the conservation of resources (COR) theory, the role of personal and social resource loss and gain as moderating factors was investigated. Design and Methods: At Time 1 of the research (the Second Lebanon War in 2006), a structured questionnaire was administered to 370 civilians living within rocket range. At Time 2, 6 years later, 301 participants from Time 1 were again examined. The data analysis refers to the 301 respondents who participated at Time 2. Results: The findings indicate a significant relationship between ASD and PTG. Examination of the interaction revealed that resource gain (but not resource loss) moderates (strengthens) the relationship between the two. Conclusions: These findings are not consistent with the COR view that resource loss has a greater effect on stress responses than resource gain.     

Self-Compassion and Predictors of Criminality

The main focus of this article is to conduct an exploratory investigation of self-compassion, a positive indicator of mental health, as a predictor of violence and criminality within a sample of prisoners. Correlation and regression analyses were used to explore the relationship that self-compassion has with self-control, self-esteem, and social connectedness. Associations between self-compassion and the subscales of self-control were also examined. Results from both correlational analysis and regression indicate that self-compassion is correlated with all 3 variables. Correlations revealed that self-compassion was related to all 6 subscales of self-control. Regression, however, revealed that impulsivity was the only predictor of self-compassion. Further analysis revealed problems with multicollinearity. Implications and limitations of these results are discussed.     

From My Place: Teaching the Holocaust and Judaism at the University of Mississippi Fifty‐Three Years after James Meredith

This essay explores classroom dynamics when students identify and connect their own painful experiences to structural racism or ethnocentrism exhibited in the Holocaust or parts of Jewish history. The intrusion of this proximal knowledge can be an obstacle to student learning. If engaged by professors, however, I argue that proximal knowledge can be a catalyst that promotes learning. Social scientific theory provides a useful lens for helping students to better grasp and contextualize both their old experiences and the new materials that are being taught in the course within the larger structural frames of race, religion, and ethnicity that they have selected, but may not fully appreciate. Reflective guided journaling is an essential part of the learning experience.     

Cross-sex versus same-sex experience and relationship satisfaction: addressing diverse social networks among Orthodox Jews

Romantic experiences in adolescence often predict relationship stability and marital status in adulthood. Religious practice and belief also have been linked to increased marital satisfaction and overall wellbeing. However, certain religions limit cross-sex interaction in areas of education, social and romantic relationships. Although gender segregation has been studied in educational and occupational contexts, no previous research has addressed religious gender segregation and its impact on relationship development, marital satisfaction, and overall wellbeing. The present study addressed the generalisability of data on cross-sex experience derived from normative populations to a religious subculture, outlining predictors for marital satisfaction and wellbeing in an Orthodox Jewish sample. Results showed some similarities between the general population and the Orthodox Jews represented by the study sample. However, some factors illustrated divergent paths and outcomes for this sample. This study demonstrates the influence of societal norms and the importance of addressing cultural context when evaluating marital satisfaction.     

Transforming school ensemble instruction through spiritually informed teaching practices

The transformative experiences that could be central to learning are curiously absent from American school music education. Students are motivated through competition and the goal of most programmes is flawless large ensemble performance. This paper describes a music programme in which the daily instructional practices have been modified and influenced by an outreach programme in which the students taught socially and economically challenged children of similar age. This programme was developed by a teacher with a deep sense of faith. His spiritually informed teaching practices emphasise the same principles of social justice espoused by secular educational philosophers. Parallels between spiritual and educational philosophies and a discussion of the transformations experienced by students conclude the paper.