Post 2015: a new era of accountability?

The Millennium Development Goals (MDGs) were criticised for failing to address the issue of governance, and the associated notions of responsibility and accountability. The Sustainable Development Goals, we argue, need to recognise the structural constraints facing poor countries – the power imbalances in the global economic system that limit their ability to promote the prosperity and well-being of their people, as was clearly brought out by the Commission on Global Governance for Health, of which we were both members [Ottersen, O. P., J. Dasgupta, C. Blouin, Paulo Buss, Virasakdi Chongsuvivatwong, Julio Frenk, Sakiko Fukuda-Parr, et al. 2014. “The Political Origins of Health Inequality: Prospects for Change.” Lancet 383: 630–667]. This article is divided into three parts. We begin by making the case for a global justice perspective which emphasises the responsibility – and hence also accountability – of international organisations and rule-making bodies. We next demonstrate the limitations of accountability mechanisms of the type adopted in the MDGs. We conclude by arguing for a new approach to accountability that may be better suited to the post-2015 era.     

Counselling on Rails: Social Accountability Learning Among South African Psychology Students

This study investigated the utility of train transportation health care service in a North Eastern South African region. Participants were seven psychology graduate students at a South African university. They completed reflective journals on their subjective experience and objective reporting of their activities. While on the train, they provided psychological services to the local community members. Data were thematically analysed. Aspects such as problem-solving driven by community needs, personal motivation for community service, and awareness of differences in socioeconomic status and cultural orientation were highlighted by students. This process highlights the value of service learning and social accountability, particularly in South Africa and Psychology where a chasm exists between contextual challenges and the conventional training and interventions.     

Explaining the Relationship between Religiosity and Political Participation: The Mediating Roles of Transcendent Accountability and Religiopolitical Awareness

Prior research tends to find a positive relationship between religiosity and political participation. Explanations of this relationship have focused mostly on religiosity-generated organizational resources (e.g., civic skills), while paying less attention to psychological resources. We simultaneously examined different aspects of religiosity (belief, behavior, and belonging) and political participation (electoral and nonelectoral) in a structural equation model with two psychological resources as mediators: (1) “transcendent accountability”—seeing oneself as responsible to God or a higher power for one's impact on other people and the environment, and (2) “religiopolitical awareness”—perceiving the influence of one's religion and/or spirituality on one's political views and activities. Results from analyzing survey data from a US representative sample showed that transcendent accountability and religiopolitical awareness, whether together or awareness only, mediated positive relationships between religiosity (belief, private and public behaviors, and membership) and political participation (voting and other political activity), highlighting key psychological motivators of political participation.     

Strength-is-Weakness: The (ir)relevant relation between resources and payoffs in coalition formation

A key observation in coalition formation is that bargainers who control many resources are often excluded from coalitions by bargainers who control few resources, the Strength-is-Weakness effect. We argue that this effect is contingent on whether resources provide a legitimate claim to be included in a coalition. Across three incentivized coalition experiments (n = 2745; 915 triads), three participants (player A had four resources, player B had three resources, player C had two resources) negotiated about a payoff of 90 monetary units. Depending on condition, these resources were obtained randomly, earned, or earned and proportionally linked to the payoff. Results showed player As were less included when resources were obtained randomly and more often included in coalitions when resources were earned and/or proportionally linked to the payoff. This provides evidence that the Strength-is-Weakness is contingent on the legitimacy of the resources.     

PEER INTERVENTION EFFECTS ON COMMUNICATIVE INTERACTION AMONG HANDICAPPED AND NONHANDICAPPED PRESCHOOLERS

A peer-mediated intervention designed to promote communicative interaction on the part of three language-delayed children was evaluated. Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdrawn.     

问责能否抑制个体非伦理行为？——调节定向和自我损耗的作用机制

根据以往研究,问责对于非伦理行为的影响可能产生混淆的结论,它既可能降低,也可能促进非伦理行为的产生,即出现“问责失灵”的情况。鉴于此,本文通过实验研究来探究问责失灵的理论边界和内在机制。结果发现：（1）促进定向启动下的个体,问责对于非伦理行为有促进作用;预防定向下的个体,问责对于非伦理行为有抑制作用;（2）促进定向启动下,问责通过增加个体的自我损耗增强了其非伦理行为,即促进定向下个体的自我损耗中介了问责与非伦理行为的关系。     

Reappraising faces: effects on accountability appraisals,self-reported valence,and pupil diameter

Many of our emotions arise in social contexts, as we interact with and learn about others. What is not yet clear, however, is how such emotions unfold when we either react to others or attempt to regulate our emotions. To address this issue, 30 healthy volunteers reacted to or reappraised positive or negative information that was paired with neutral faces. While they were doing this task, we assessed pupillary responses. We also asked participants to provide ratings of accountability and experienced emotion. Findings indicated that appraised accountability increased in response to emotional information, and changes in accountability were associated with commensurate changes in valence reports and increased pupil diameter. During reappraisal, accountability and emotion decreased, but pupil diameter increased. The findings highlight the importance of accountability appraisals during the generation and regulation of emotional reactions to others, while also documenting pupillary increases during emotional reactivity and regulation.