The Clinics of work: An Alternative Vision of Occupational Health

This theoretical paper depicts the clinics of work as a subdisciplinary and interdisciplinary field of the social psychology of work and organizations, interested in analyzing and intervening from a critical-clinical perspective in the subjectivity-work-context relationship, in the context of discomfort, suffering, and pleasure, and thus, in the mental health within this field. Consequently, it separates from traditional occupational health, which ignores subjective singularities. The subdiscipline of clinics of work develops the determinants of pleasure, discomfort, and suffering at work, standing out in the process as a possible alternative of occupational health, based on research practice and intervention from a critical perspective.

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Revisiting the Stanford Prison Experiment from the Perspective of the Social Model of Disability: A Teaching Experience

Education as Change ◽

10.25159/1947-9417/5715 ◽

2020 ◽

Vol 24 ◽

Author(s):

Mujde Koca-Atabey

Keyword(s):

Social Psychology ◽

Disability Studies ◽

Teaching Experience ◽

Social Model ◽

Social Forces ◽

Social Model Of Disability ◽

Cultural Aspects ◽

Interdisciplinary Field ◽

The Social ◽

Stanford Prison Experiment

This article aims to revisit the Stanford Prison Experiment (SPE) from the perspective of disability studies. The SPE is an issue that inevitably comes to light while teaching Social Psychology and how it contributes to a different course titled Psychological, Social and Cultural Aspects of Disabilities. The SPE presents a pioneering piece of research within Social Psychology. Similarly, the social model has reformed the concept of disability. The SPE and further studies demonstrate the importance of social forces in shaping human behaviour; i.e. they explore how good people might turn evil in particular circumstances. The social model of disability emphasises the role of social oppression in creating disability. As these two courses contribute to each other, it is discussed that an appropriate level of analysis within the discipline of psychology has much to contribute to the inherently interdisciplinary field of disability studies and vice versa. Interdisciplinary curriculums might be a step towards inclusive higher education.

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Discussion of: "The Social Psychology of Clinical Diagnosis," by Maurice K. Temerlin & William K. Trousdale, Psychotherapy: Theory, Research & Practice Volume VI, #4, Winter, 1969.

Psychotherapy ◽

10.1037/h0086611 ◽

1970 ◽

Vol 7 (4) ◽

pp. 260-260

Author(s):

Benjamin Goodnick

Keyword(s):

Social Psychology ◽

Clinical Diagnosis ◽

Practice Volume ◽

Research Practice ◽

Psychotherapy Theory ◽

The Social ◽

Theory Research

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The e-learning persuasion through gamification: an elaboration likelihood model perspective

Young Consumers Insight and Ideas for Responsible Marketers ◽

10.1108/yc-08-2020-1201 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Nirma Sadamali Jayawardena

Keyword(s):

Social Psychology ◽

Conceptual Model ◽

Elaboration Likelihood Model ◽

Elaboration Likelihood ◽

Content Type ◽

The Social ◽

Likelihood Model ◽

E Learning ◽

Psychology Theory ◽

Theoretical Paper

Purpose The purpose of this theoretical paper is to introduce a conceptual model to investigate e-learning persuasion through gamification elements using the social psychology theory of elaboration likelihood model (ELM). Design/methodology/approach The author systematically reviewed several theoretical and empirical papers which applied the ELM in various settings. Based on the literature, the author identified six research prepositions which facilitate to investigate e-learning persuasion through gamification. Findings This study contributes to the existing literature by identifying an ELM-based conceptual model which can be used to empirically investigate the e-learning persuasion using gamification elements. Accordingly, the central route persuasion could be conducted through argument quality, demographic differences and technology context facilitated through gamification elements. The peripheral route persuasion could be conducted through variables such as source credibility, social presence and message content. Practical implications This study contributes important findings to the e-learning research by introducing a conceptual model–based on the social psychology theory of ELM. Thereby, this study introduces a method for the future researchers, to investigate the e-learning persuasion using gamification elements. Further, future researchers can use this model to investigate the e-learning persuasion through gamification in different contexts including primary, secondary and tertiary educational levels. Originality/value To the best of the author’s knowledge, this study can be considered as the first theoretical paper which developed an ELM-based conceptual model to investigate the e-learning persuasion through gamification in education context.

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Extending the Social Psychology of Racism: A Framework for Critical Analysis

10.1093/oxfordhb/9780199938735.013.8 ◽

2016 ◽

Author(s):

Cristian Tileagă

Keyword(s):

Social Psychology ◽

Social Justice ◽

Critical Analysis ◽

Critical Perspective ◽

Political Processes ◽

The Social ◽

Historical Practices

Social psychologists, in dialogue with scholars from kindred fields, should strive to develop critical analyses of social, cultural, and political processes that justify and perpetuate racism and indignity. This chapter proposes an extension of current theorizing in the social psychology of racism toward the study of how racism is propagated and sustained through words, symbols, and material and historical practices. Racism is conceived as a cultural, historical, and societal creation, sustained through societal mechanisms of assigning, transforming, or altering the worth and dignity of specific groups. The case of anti-Romani racism in Europe reveals the potential of this approach to racism for social psychology to offer a more critical perspective on societies and to work for social justice.

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