scholarly journals From Contact to Enact: Reducing Prejudice Toward Physical Disability Using Engagement Strategies

2022 ◽  
Vol 12 ◽  
Author(s):  
Kristian Moltke Martiny ◽  
Helene Scott-Fordsmand ◽  
Andreas Rathmann Jensen ◽  
Asger Juhl ◽  
David Eskelund Nielsen ◽  
...  
Keyword(s):  
Social Psychology ◽  
Physical Disability ◽  
Real Life ◽  
Prejudice Reduction ◽  
Second Person ◽  
Indirect Contact ◽  
Hybrid Strategy ◽  
Engagement Strategies ◽  
Prejudicial Attitudes ◽  
People With Physical Disabilities

The contact hypothesis has dominated work on prejudice reduction and is often described as one of the most successful theories within social psychology. The hypothesis has nevertheless been criticized for not being applicable in real life situations due to unobtainable conditions for direct contact. Several indirect contact suggestions have been developed to solve this “application challenge.” Here, we suggest a hybrid strategy of both direct and indirect contact. Based on the second-person method developed in social psychology and cognition, we suggest working with an engagement strategy as a hybrid hypothesis. We expand on this suggestion through an engagement-based intervention, where we implement the strategy in a theater performance and investigate the effects on prejudicial attitudes toward people with physical disabilities. Based on the results we reformulate our initial engagement strategy into the Enact (Engagement, Nuancing, and Attitude formation) hypothesis. To deal with the application challenge, this hybrid hypothesis posits two necessary conditions for prejudice reduction. Interventions should: (1) work with engagement to reduce prejudice, and (2) focus on the second-order level of attitudes formation. Here the aim of the prejudice reduction is not attitude correction, but instead the nuancing of attitudes.

scholarly journals Multiple Means of Engagement Strategies for Maximising the Learning of Mathematics in Pandemic-regulated Classrooms

2021 ◽  
Vol 20 (8) ◽  
pp. 68-90
Author(s):  
Matshidiso M Moleko
Keyword(s):  
Mathematics Teachers ◽  
Universal Design For Learning ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Corrective Feedback ◽  
Real Life ◽  
Disadvantaged Area ◽  
Engagement Strategies ◽  
Design For Learning ◽  
Varying Demand

Many learners find mathematics learning challenging. In response to that actuality, this paper highlights mathematics teachers’ experiences of, and insights into how they adopted and implemented the principle of “Multiple Means of Engagement” (MME) to maximise learning in pandemic-regulated classrooms (in the context of the study, characterised by alternative weeks of attendance, social distancing and wearing of masks). The MME principle is one of the three universal design for learning (UDL) key principles, which guides on how diverse groups of learners can be effectively catered for. The empirical processes, premised on a phenomenological case study, commenced with focus group discussions with 8 high school mathematics teachers from a previously disadvantaged area, who have prior-training in MME. A free attitude interview (FAI) technique was used, to afford the teachers the opportunity to share their insights into the application of MME in their pandemic-regulated classrooms. The content analysis of the teachers’ reflections revealed the following aspects: clear instructions, step-by-step guides, checklists to enhance self-regulation, varying demand and resources to meet challenges, fostering collaboration, providing corrective feedback to sustain effort and persistence, addressing mathematical vocabulary and using real-life situations to recruit interest. These strategies were found not only essential in maximising learning in mathematics under normal circumstances, but also indispensable during the prevailing conditions of the pandemic. The findings therefore suggest MME as a suitable mathematical approach during this Covid19 period.

scholarly journals Inteligencia emocional, Resiliencia y Autoestima en personas con discapacidad física y sin discapacidad

2018 ◽  
Vol 17 (2) ◽  
pp. 263-283
Author(s):  
Magdalena Gómez-Díaz ◽  
María Jiménez-García
Keyword(s):  
Emotional Intelligence ◽  
Physical Disability ◽  
Personal Development ◽  
Physical Disabilities ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
Emotional Management ◽  
Different Dimensions ◽  
People With Physical Disabilities

Introducción: La Inteligencia emocional, resiliencia y autoestima son conceptos relacionados con el desarrollo personal. Las personas que presentan discapacidad física, la percepción de las diferentes situaciones a las que tienen que enfrentarse pueden influir en sus emociones y comportamiento.Objetivo: Analizar las diferencias o similitudes entre las personas con discapacidad y sin discapacidad en el ámbito de la inteligencia emocional, la resiliencia y la autoestima. Metodología: Estudio cuantitativo de tipo descriptivo, transversal, y prospectivo, utilizando las escalas de la Inteligencia emocional TMMS-24, la escala de la Resiliencia CD-RISC10 y la escala de la autoestima de Rosemberg, con un total de 100 participantes. Resultados: Las personas con discapacidad física presentan medias estadísticamente superiores en inteligencia emocional y resiliencia, aunque en autoestima las personas sin discapacidad presentan medias superiores. Discusión: Distintos autores ponen de manifiesto que las emociones juegan un papel fundamental en el bienestar de los individuos. En el caso de las enfermedades que implican discapacidad física, afectan a los diferentes aspectos de la vida de las personas, por lo tanto se hace más necesario aún el buen manejo emocional para evitar que la persona sufra mayores consecuencias físicas y/o emocionales. Conclusiones: Las personas con discapacidad física presentan unos niveles adecuados de inteligencia emocional en sus diferentes dimensiones, desarrollando estrategias de afrontamiento que les permiten hacer frente a dichas dificultades. La autoestima de las personas con discapacidad física, se ve mermada por la baja percepción de control independiente. Introduction: Emotional intelligence, resilience and self-esteem are concepts related to personal development. People who have physical disabilities, the perception of the different situations that have to face may influence emotions and behavior.Objective: Analyze the differences or similarities between people with disabilities and without disabilities in the field of emotional intelligence, resilience and self-esteem.Methodology: Type descriptive, transversal and prospective, quantitative study using the scales of the emotional intelligence TMMS-24, the scale of the Resilience CD-RISC10 and the scale of the Rosenberg self-esteem, with a total of 100 participants.Results: Persons with physical disabilities present mean statistically higher on emotional intelligence and resilience, although regarding self-esteem people without disabilities have an upper mean.Discussion: Different authors have shown that emotions play a fundamental role in the well-being of individuals. In the case of diseases that involve physical disability, affect different aspects of the life of people, therefore even good emotional management is necessary most to avoid that the person may suffer greater consequences physical and/or emotional.Findings: Persons with physical disability have adequate levels of emotional intelligence in its different dimensions, developing coping strategies that enable them to cope with such difficulties. The self-esteem of people with physical disabilities is weakened by the low perception of independent control.

A Qualitative Examination of Dialogical Elements in Anti-Racist Deep Canvassing Conversations

2021 ◽  
pp. 001100002110554
Author(s):  
William Brennan ◽  
Margo A. Jackson
Keyword(s):  
New York ◽  
Action Research ◽  
Cognitive Dissonance ◽  
Perspective Taking ◽  
Personal Experience ◽  
Prejudice Reduction ◽  
Racial Justice ◽  
Interpersonal Processes ◽  
Community Based ◽  
Prejudicial Attitudes

This community-based action research study aimed to better understand the dialogical process underlying deep canvassing (Denizet-Lewis, 2016), a social justice intervention technique for engaging in nonconfrontational discussions designed to constructively challenge prejudicial attitudes. Previously, it has been suggested, but not demonstrated, that cognitive dissonance and perspective taking may serve as the mechanisms of change that facilitate shifts in the process of these dialogues. In the current study, 15 anti-racist deep canvassing conversations with White individuals were facilitated by White canvassers working with Showing Up for Racial Justice New York City. A dialogical approach was used to address the question of what intrapsychic and interpersonal processes occurred in these conversations on the topic of reparations. Themes included Interpersonal Agreement, Intervoice Dynamics, Authoring the Self and the Other, and Bringing in Personal Experience. We discuss the results and implications for future action research with prejudice reduction interventions.

The social psychology of adjustment to physical disability.

2014 ◽  
pp. 18-32 ◽  
Author(s):  
Roger G. Barker ◽  
Beatrice A. Wright
Keyword(s):  
Social Psychology ◽  
Physical Disability ◽  
The Social

scholarly journals Beyond synchrony: the capacity of fMRI hyperscanning for the study of human social interaction

2020 ◽  
Author(s):  
Masaya Misaki ◽  
Kara L Kerr ◽  
Erin L Ratliff ◽  
Kelly T Cosgrove ◽  
W Kyle Simmons ◽  
...  
Keyword(s):  
Social Interaction ◽  
Social Cognitive ◽  
Real Life ◽  
Social Neuroscience ◽  
Fair Use ◽  
Great Promise ◽  
Second Person ◽  
Activation Patterns ◽  
History Of ◽  
Asymmetric Activation

Abstract Hyperscanning—simultaneous brain scanning of two or more individuals—holds great promise in elucidating the neurobiological underpinnings of social cognitive functions. This article focuses on functional magnetic resonance imaging (fMRI) hyperscanning and identifies promising targets for studying the neuroscience of social interaction with fMRI hyperscanning. Specifically, we present applications of fMRI hyperscanning in the study of social interaction along with promising analysis approaches for fMRI hyperscanning, with its high spatial and low temporal resolution. We first review fMRI hyperscanning studies in social neuroscience and evaluate the premise of using this costly neuroimaging paradigm. Many second-person social neuroscience studies are possible without fMRI hyperscanning. However, certain fundamental aspects of social cognition in real-life social interactions, including different roles of interactors, shared intention emerging through interaction and history of interaction, can be addressed only with hyperscanning. We argue that these fundamental aspects have not often been investigated in fMRI hyperscanning studies. We then discuss the implication of the signal coupling found in fMRI hyperscanning and consider analysis approaches that make fair use of it. With fMRI hyperscanning, we can explore not only synchronous brain activations but whole-brain asymmetric activation patterns with a lagged association between interacting individuals.

scholarly journals Why Social Psychology Needs Autism and Why Autism Needs Social Psychology: Forensic and Clinical Considerations

2019 ◽  
Vol 82 (1) ◽  
pp. 5-30 ◽  
Author(s):  
Douglas W. Maynard
Keyword(s):  
Social Psychology ◽  
Autism Spectrum Disorder ◽  
Social Science ◽  
Real Life ◽  
Anomalous Behavior ◽  
Autism Spectrum ◽  
Autistic Behavior ◽  
Responsive Behavior ◽  
Clinical Considerations ◽  
The 1960S

We know a lot about why the prevalence of autism spectrum disorder (ASD) has risen so dramatically since the 1960s. However, social science and social psychology in particular fall short in the analysis of autistic behavior, the real-life manifestations of the disorder. In this address, I suggest that unless we tackle behavior in interaction, rather than as emanating from individuals, we cannot analytically comprehend behavior as a socially real and holistic entity. The particular phenomena under investigation is transpositioning, or how a neurotypical (NT) professional initiates a sequence of action (first position) involving a recipient who has ASD. Then, the person with ASD fashions a response (second position) that is resistive or noncooperative. However, the NT professional subsequently fashions an action that portrays the ASD person’s second position or responsive behavior as an initiation or feature independent of what may have prompted it. Moreover, in reporting on the event in police, clinical, or other records, there is an elision of the prior initiations or first position actions such that the person with ASD is shown to have manifested ostensibly autonomous and anomalous behavior requiring interventions or remediation.

The meaning of experiencing disability and its effect on one’s perception of society

2019 ◽  
Vol 45 (3) ◽  
pp. 5-16
Author(s):  
Monika Skura
Keyword(s):  
Physical Disability ◽  
Physical Disabilities ◽  
Social Mechanisms ◽  
Check List ◽  
Disabled People ◽  
Adjective Check List ◽  
The Disabled ◽  
People With Physical Disabilities

People with physical disabilities, just as other people who have a different appearance or function in a different way may experience negative social mechanisms. Therefore, it is worth asking, what does it mean to experience different stages of the process of accepting one's disability in a society. The research sample consisted of 75 people with physical disabilities. The data was collected using a questionnaire and the Adjective Check List (ACL) by H.B. Gough, A.B. Heilbrun. The first part of this article aims to determine what difficulties are involved in experiencing a disability. Subsequently, the data is presented regarding the perception of the disabled people of: non-disabled people, people with physical disabilities and people with a different type of disability. It turns out, that regardless of the stage of adapting to their own disability, people with a physical disability are most likely to meet with the able-bodied and their own group of people.

scholarly journals ASSESSING THE DISABILITY INCLUSIVENESS OF UNIVERSITY BUILDINGS IN HONG KONG

2016 ◽  
Vol 20 (2) ◽  
pp. 184-197 ◽  
Author(s):  
Wai Kin LAU ◽  
Daniel Chi Wing HO ◽  
Yung YAU
Keyword(s):  
Hong Kong ◽  
Indoor Air ◽  
Physical Disability ◽  
Real Life ◽  
Assessment Tools ◽  
Free Access ◽  
Building Performance ◽  
Environmental Friendliness ◽  
Persons With Disabilities ◽  
University Buildings

Tended to view disability inclusion as merely another mandate, building and construction practitioners have yet to recognize its value in social sustainability. In academia, similarly, it has received less attention than other building performance attributes such as environmental friendliness and indoor air quality. With rights to access now acknowledged as basic human rights, there is demand for a tool to assess building disability inclusiveness, indicating the extent to which building considerations include persons with disabilities (PWDs). This paper proposes a Building Inclusiveness Assessment Score (BIAS) to fill the existing gap. The BIAS framework comprises two hierarchies of inclusion attributes identified from literature, guides, and standards of barrier-free access and universal design. The final product consists of two building disability inclusiveness assessment tools: the Physical Disability Inclusion Sub-score (PDIS) and the Visual Impairment Inclusion Sub-score (VIIS). These are simple, quantitative, objective tools for assessing buildings. We performed a Monte Carlo simulation to validate the assessment protocols. Following the validation, we assessed 48 university buildings at four universities in Hong Kong to illustrate the real-life application of the tools.

scholarly journals Prejudice Reduction in Public Schools: A Dialogic Approach

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Maru Gonzalez ◽  
Michael J. Kokozos
Keyword(s):  
Public Schools ◽  
Social Group ◽  
Prejudice Reduction ◽  
Intergroup Dialogue ◽  
Evidence Based ◽  
Intergroup Relationships ◽  
Dialogic Approach ◽  
K 12 ◽  
Prejudicial Attitudes ◽  
Group Memberships

Increasingly, students are facing hostility and violence as a result of one or more of their social group memberships. Such prejudicial attitudes and actions contribute to antagonistic intergroup relationships in public schools (i.e., K–12). This article examines dialogic approaches to prejudice reduction, with a specific emphasis on intergroup dialogue in public K–12 schools. Evidence-based steps and strategies that educators can use to develop intergroup dialogue competencies and cultivate a more dialogic environment in their schools and classrooms are also introduced.

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