scholarly journals Impact of the COVID-19 pandemic on mothers: the social - psychological consequences and the need for counselling interventions

Author(s):  
Samudra Senarath
2016 ◽  
Vol 21 (1) ◽  
pp. 72-96 ◽  
Author(s):  
Maykel Verkuyten ◽  
Kumar Yogeeswaran

The global increase in cultural and religious diversity has led to calls for toleration of group differences to achieve intergroup harmony. Although much social-psychological research has examined the nature of stereotyping, prejudice, and discrimination, and its impact on targets of these biases, little research has examined the nature and impact of toleration for intergroup relations. Toleration does not require that people give up their objections to out-group norms and practices but rather mutual accommodation. Integrating research from various social sciences, we explore the nature of intergroup tolerance including its three components—objection, acceptance, and rejection—while drawing out its implications for future social-psychological research. We then explore some psychological consequences to social groups that are the object of toleration. By doing so, we consider the complex ways in which intergroup tolerance impacts both majority and minority groups and the dynamic interplay of both in pluralistic societies.


This book provides an overview of current social psychological scholarship on collective victimhood. Drawing on different contexts of collective victimization—such as those due to genocide, war, ethnic or religious conflict, racism, colonization, Islamophobia, the caste system, and other forms of direct and structural collective violence—this edited volume presents theoretical ideas and empirical findings concerning the psychological experience of being targeted by collective violence in the past or present. Specifically, the book addresses questions such as: How are experiences of collective victimization passed down in groups and understood by those who did not experience the violence personally? How do people cope with and make sense of collective victimization of their group? How do the different perceptions of collective victimization feed into positive versus hostile relations with other groups? How does group-based power shape these processes? Who is included in or excluded from the category of “victims,” and what are the psychological consequences of such denial versus acknowledgment? Which individual psychological processes such as needs or personality traits shape people’s responses to collective victimization? What are the ethical challenges of researching collective victimization, especially when these experiences are recent and/or politically contested? This edited volume offers different theoretical perspectives on these questions and shows the importance of examining both individual and structural influences on the psychological experience of collective victimhood—including attention to power structures, history, and other aspects of the social and political context that help explain the diversity in experiences of and responses to collective victimization.


PEDIATRICS ◽  
1963 ◽  
Vol 32 (2) ◽  
pp. 291-297
Author(s):  
Stephen A. Richardson

HELPING A PERSON with a handicap to maximize his assets and minimize the negative consequences of the handicap has long been the goal of rehabilitation. If we examine the practice of rehabilitation, however, we find that the early emphasis on physical restoration and the maximization of physical function is still dominant. More recently increasing emphasis has been given to minimizing economic dependency through vocational training and placement and, in the case of children, special educational training. Least systematic attention has been paid to the effect of handicapping on a person's social development and the learning of human relations skills. The purpose of this paper is to discuss some of the research and developing concepts bearing upon some of the social psychological consequences of handicapping. Two major questions exist. The first of these is whether handicapping has a blunting or sensitizing effect on a person. The second—in a sense the converse of the first—is whether the handicapped person develops certain specialized skills in managing his social relationships with the nonhandicapped. By blunting effects of a handicap I mean the impoverishment of the individual's resources for dealing with other people and observing them; by sensitizing I mean the opposite. It has been argued—perhaps particularly on the basis of literary works—that a handicap tends to make a person especially sensitive. Some people believe, for example, that Byron's club foot on Elizabeth Barrett Browning's invalidism may have been partly responsible for their sensitivity as poets. Others have suggested that those who are forced to stand on the sidelines and watch life go by become sensitive as observers because so many of their satisfactions have to be derived vicariously rather than through direct involvement and participation.


2018 ◽  
Vol 57 (2) ◽  
pp. 327-345 ◽  
Author(s):  
Katherina Alvarez ◽  
Esther van Leeuwen ◽  
Esteban Montenegro-Montenegro ◽  
Mark van Vugt

2019 ◽  
Vol 78 (1-2) ◽  
pp. 69-75 ◽  
Author(s):  
Mikaël De Clercq ◽  
Charlotte Michel ◽  
Sophie Remy ◽  
Benoît Galand

Abstract. Grounded in social-psychological literature, this experimental study assessed the effects of two so-called “wise” interventions implemented in a student study program. The interventions took place during the very first week at university, a presumed pivotal phase of transition. A group of 375 freshmen in psychology were randomly assigned to three conditions: control, social belonging, and self-affirmation. Following the intervention, students in the social-belonging condition expressed less social apprehension, a higher social integration, and a stronger intention to persist one month later than the other participants. They also relied more on peers as a source of support when confronted with a study task. Students in the self-affirmation condition felt more self-affirmed at the end of the intervention but didn’t benefit from other lasting effects. The results suggest that some well-timed and well-targeted “wise” interventions could provide lasting positive consequences for student adjustment. The respective merits of social-belonging and self-affirmation interventions are also discussed.


1963 ◽  
Author(s):  
Frederick L. Bates ◽  
◽  
C. W. Fogleman ◽  
V. J. Parenton ◽  
R. H. Pittman ◽  
...  

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