‘Who am I? Who are you?’ Kids’ understanding of social categories has implications for conflict resolution. How and when children recognize names, symbols and social cues influences how they understand and identify with relevant social groups. How they identify with one group also affects their attitudes and behaviours toward ‘others.’ This effect can be even stronger in settings with a long history of conflict.
Northern Ireland, Kosovo and Macedonia, for example are rooted in a history of conflict. The two dominant social groups in each setting have remained notably segregated across neighbourhoods and schools. Although the overt conflict has ended, it has left a lasting effect on post-accord generations. Understanding these effects can help research-based reconciliation and peace-building projects. In the long-term, this can build a healthy and cohesive society.
The Helping Kids! project explored how children from five to eleven years old in Northern Ireland, Kosovo and Macedonia perceive prevalent social cues – such as names or icons – associated with conflict-related groups. Across all three settings, children readily recognized cues belonging to conflict-related categories. This recognition increased with age. For example, in Northern Ireland, children identified the poppy as belonging to the Protestant/British community, while the shamrock represented the Catholic/Irish community; in Macedonia, children distinguished between celebratory foods as Macedonian or Albanian; and in Kosovo, children recognized various murals and pop artists as either Albanian or Serbian.
The more aware children were of conflict-related group markers, the more they preferred their own groups’ symbols; those who preferring in-group symbols also shared fewer resources (e.g., stickers) with the outgroup. Thus, the way children thought about conflict-related groups had behavioural implications even at early ages. The bright side is that children’s previous experience seems to counteract this pattern. If a child reported more positive experiences with outgroup children, he/she was more likely to share resources with the outgroup.
Previous work in Northern Ireland has identified similar patterns. Children from segregated neighbourhoods in Belfast distributed more resources to ingroup members, especially when they held a strong group identity. Moreover, youth in Belfast who had higher quality and quantity contact with outgroup members had higher peacebuilding attitudes and civic engagement.
From this we know that children know about and have preferences for social cues related to conflict-related groups. This knowledge and preference has influences how resources are shared with others, an important first step in peacebuilding. Fostering more positive outgroup attitudes and opportunities for outgroup helping may have promising, long-term implications for more constructive intergroup relations.
The Helping Kids! lab is working to apply these findings in other contexts. As such, these findings may have implications for the 350 million children living in conflict-affected areas.
- Guest post by Dr. Laura K. Taylor, Dr. Jocelyn Dautel, Risa Rylander MSc, Dr. Ana Tomovska Misoska, and Edona Maloku Berdyna MSc.
*This phase of the Helping Kids! project was funded by the School of Psychology Research Incentivisation Scheme (RIS) and the Department for the Economy (DfE) - Global Challenge Research Fund (GCRF) Award [DFEGCRF17-18/Taylor].
The annual cost of domestic abuse in Australia is estimated to be over $12.6 billion. That figure doesn’t account for the physical and psychological toll this abuse takes on victims, their friends and families.
The abuse depicted in domestic violence campaigns and on the news might lead people to believe that domestic abuse is men physically abusing women. While this is true in many cases, it fails to reflect the diverse reality of abusive relationships.
In Australia, non-physical violence (14% men, 25% women) in relationships is experienced at higher rates than physical violence (5% men, 16% women) by both males and females.
What is non-physical domestic abuse and why is it important?
Non-physical domestic abuse is any harm inflicted by a past or present romantic partner that is not physical or sexual.
Behaviours like stalking, threats, emotional assaults, belittling comments, and humiliation of the victim are often used to control what their partner wears, where they go, who they see, where they live, what they can buy, where and whether they work, and many other aspects of daily life.
Like physical and sexual abuse, victims of non-physical domestic abuse have poor physical and mental health outcomes.
What you should know about domestic abuse
Abuse can be subtle, especially in the early stages of a relationship. It’s important to remember that many abusers are master manipulators.
Physical and sexual abuse is almost always preceded by non-physical abuse, and even in cases where the abuse never becomes physical, the non-physical abuse typically escalates in severity and overtness over the course of a relationship.
The earlier people become aware of abuse, the less committed they are to the unhealthy relationship which should reduce some of the barriers victims face is the process of leaving an abusive relationship.
Why some victims do not leave their abusive relationship
Leaving a relationship with abuse can be far more difficult and complex than many imagine. Barriers to leaving vary from victim to victim and it’s necessary to be compassionate towards victims. Two common barriers are explored below.
People may not know they’re being abused
This is particularly true for non-physical abuse. Such behaviours can be subtly manipulative and controlling, appearing to stem from jealousy or protective instincts that are often romanticised in popular culture.
For example, the popular Twilight and 50 Shades series idealise jealousy as an often controlling, ‘all consuming’ romance. It’s important to challenge the ideals that may romanticise some forms of abusive and controlling behaviours.
Victims may feel blamed or shamed
Victims are often judged harshly with many people blaming victims for their abuse, especially when they fail to leave the relationship after the first instance of abuse. When victims take on this blame it becomes another barrier to leaving their abuser.
Victim blame may also be related to sexism. Victims who fail to behave in accordance with the traditional gender ideal of either a strong, dominant man, or a nurturing, submissive woman may be more likely to be blamed for their experience of abuse by those who endorse these ideals.
My PhD aims to explore these topics and themes, aiming to empower survivors and to reduce the prevalence of physical and non-physical intimate partner violence.
- Kiara Minto
When was the last time you changed your mind about something? What brought an important issue to your attention? Chances are it was something you saw, rather than something you read.
The right image can be a powerful way capture and engage people with an important issue.
For many of us, the haunting and graphic images of toddler Alan Kurdi washed up on a Turkish shore focused our attention on the Syrian refugee crisis.
Yet not all images are created equal. Some are better than others. Some may even hurt your cause.
For example, although they grab our attention, familiar and iconic images used in communications about climate change (i.e., smokestacks, polar bears) fail to make us feel like we can do anything about climate change.
So which images are best?
What properties of images increase the likelihood that the reader will engage with your overall message? My research on images used in communications about sustainable urban stormwater management found that images are more likely to engage when they:
1. Evoke an emotional connection
Images are highly emotive and emotions help shape attitudes. Given that images are the first thing people see on a webpage or news article, they can create a connection with your message before a single word has even been read.
Critically, different emotions can give rise to different motivations. For example, to approach or to avoid. For this reason it is important to select images that evoke emotions what psychologists call an ‘approach motivation’. That is, emotions that encourage the reader to pay attention to your message. Positive emotions, like happiness and pride, are known to have an approach motivation. Some negative emotions, like sadness and anger, can also motivate people to engage with your message. However, you should try to avoid images that elicit emotions with strong avoidance motivations, like disgust and fear. Such emotions may encourage the reader to simply switch off and not pay attention to your message.
2. Relevant to the topic
When presenters use images in presentations that are congruent with what they saying, people are more likely to remember the message. This is because images that are not immediately understood as relevant to the topic reduce the ease with which the viewer can process your message. That is, irrelevant images increase the mental effort needed to process the overall message and can become a distraction.
To avoid using irrelevant images, don’t make assumptions about what your target audience does and doesn’t understand about the issue you are communicating. For example, a cleaner ocean is a major goal of improved urban stormwater management initiatives, so images of ocean environments are often used in communications new stormwater initiatives. Unfortunately, our recent image study found that most people did not think that pictures of oceanic environments were relevant to the topic of stormwater management.
3. Personally relevant
If the viewer sees something in an image that is personally relevant to them, they are more likely to engage with the message content.
To increase the personal relevance of your message, choose images of locations that are highly familiar to your viewer (the more local, the better) or choose photographs of people that your target audience are more likely to identify with. For example, using images of melting ice caps to communicate about climate change suggests that the impacts are happening somewhere else to someone else. Conversely, images of extreme weather events (for example, in Australia, flooding is a major concern), highlight a more localised, and personally relevant, impact of climate change.
- Tracy Schultz
Evaluating community programs to maximize impact and efficiency
Around the world, thousands of organizations run programs aimed at helping people: development agencies try to lift communities out of poverty; rehabilitation programs aim to support addicts to reclaim control of their lives; youth programs want at-risk kids to get the best start in life.
Whatever the mission, community programs are trying to make a difference.
Money is invested by governments, by foundations, by people like you and I, because we want to see these programs succeed. But do they? Are we sure they work?
For years, across all areas of social work, there has been growing pressure to evaluate community programs and ensure they are effective. Randomized control trials help us to see if positive change is occurring over time by comparing people who participate in programs and those who do not.
Such research tells us if people taking part in the program are, as a result, more able to feed their children, less likely to relapse into drug abuse, or more likely to stay in school.
Evaluations that tell us if a program works are essential. They give donors confidence and ensure people receive help in a way that works. “Black box” evaluations measure variables of interest—like malnutrition rates, drug use, or school attendance—before and after an intervention, to see if it makes any difference. And many of them do.
A new question is therefore arising: how exactly do they work?
Researchers and practitioners now want to measure aspects within an intervention to understand how it works. And to see if it works in the way it should.
With some colleagues in New Zealand, and in partnership with the Graeme Dingle Foundation, we used data from an evaluation of Project K, a youth development program, to ask just this kind of question.
Project K consists of three components over the course of 14 months—an outdoor adventure experience where young people learn skills, teamwork, and leadership; a community service project to address a need within their local community; and a mentoring partnership with a supportive adult. A previous control trial evaluation of Project K showed that participants significantly improve in social resources (connectedness with others, sense of belonging in their community, and their social skills and self-beliefs) because of the program. Now we wanted to know how the program achieved such social gains.
Our analysis showed that adolescents who had positive experiences in the outdoor adventure and the mentoring components of Project K showed the greatest progress. Their experiences in the community service aspect did not contribute to their social development.
Such results highlight the value of evaluating not just if community programs work but how they do. Project K staff gained valuable knowledge from the research that allowed them to change the program to ensure it was as effective as possible for the young people they serve. And as efficient as possible with the resources their funders entrust them with.
This is the value of effective research: knowledge gleaned can help you do more good for more people with less money.
- Cassandra Chapman
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Chapman, C.M., Deane, K.L., Harré, N., Courtney, M.G.R., & Moore, J. (2017). Engagement and mentor support as drivers of social development in the Project K youth development program. Journal of Youth and Adolescence, 1-12. doi:10.1007/s10964-017-0640-5.
Read the full research report online: http://rdcu.be/oWIW
All researchers in the Social Change Lab contribute to the "Do Good" blog. Click the author's name at the bottom of any post to learn more about their research or get in touch.