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This special issue celebrates the impact of Baumeister and Leary's paper on the need to belong on its 25th birthday. This seminal work identified the importance of social connections for humans, suggested that the human need to belong is analogous to our needs for food and water, and identified the invisible hand that guides much of the research in social psychology. The first three articles in this special issue provide examples of how the need to belong has expanded from Baumeister and Leary's original conception of a need for close relationships to a broader need for all kinds of social connections. The next two articles demonstrate the impact of the need to belong. The final two papers give the final word to the paper's original authors, Roy Baumeister and Mark Leary. [ABSTRACT FROM AUTHOR]

Goffman defines stigma as a disgrace and social outcast/disqualification. Individuals with substance disorder are exposed to stigma at certain periods of their lives. Stigma particularly affects their thoughts, behaviors, and treatment processes, as well as their social life and identity perception. This paper examines the effects of social stigma experienced by individuals with substance disorder in Turkey and its reflections on social life in terms of Goffman's stigmatization theory. In this regard, studies examining the social stigmatization of individuals with addictions and social perceptions and attributes toward these individuals in Turkey were analyzed. This analysis suggests that socio-demographic and cultural factors play a significant role in stigmatization, that society has negative perception and representations toward addicts, that stigmatized addicts are likely to avoid interactions with "normals" and are often stigmatized by the media, colleagues, and health professionals, and that stigma develops/creates "an addicted identity.". This paper suggests the need for robust social policies that would aim to minimize stigmatizing attitudes and misconceptions toward individuals with addiction, ensure access to effective treatment, fulfill their social functioning, and integrate them into society should be implemented. [ABSTRACT FROM AUTHOR]

The Ofsted Subject report series: Religious Education (2024) and the CoRE report (2018) critically evaluate the shortcomings of the current Religious Education (RE) curriculum in UK schools, highlighting a lack of depth and consistency that inadequately prepares students for a diverse and complex world. This paper proposes the integration of ethnographic and anthropological methods into the RE curriculum as a transformative solution to enhance pedagogical effectiveness and deepen students' understanding of religious practices. By employing these methods, the curriculum can offer a more immersive, reflective, and comprehensive educational experience, aligning RE more closely with the realities of a multicultural and multi-faith society. This integration not only enriches students' learning but also fosters greater empathy and a nuanced appreciation of religious diversity, addressing the educational challenges highlighted by Ofsted and CoRE. [ABSTRACT FROM AUTHOR]

Reviews of articles from social and personality psychology journals have been largely limited to subsets of publications from particular years and to a focus on descriptive qualities of articles. This paper compares the methods and measures employed in all empirical articles published in 1982 to those that appeared in 2016 from Journal of Personality and Social Psychology. There has been an increase in self-report data, a decline in behavioral observations, and an increase in detailed reports of procedures and analyses. A heavy reliance on laboratory experimentation involving college students has been supplanted by online participant pools and data collection procedures. Compared to 1982, articles in 2016 were fewer in number but longer in length, included more studies per article, and had a greater number and diversity of authors. Explanations are offered for these findings along with implications for social and personality psychology. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of the politico-economic and ethnic-social basis of difference, paying special attention to the anti-difference violence suffered by indigenous peoples and the concrete experience of the Gurani-Kaiowa in Brazil. Ethnic-social differences and commonalities are here examined through a social sciences reinterpretation of Hegel's Phenomenology of Spirit. In this magistral book, Hegel problematises and gradually resolves many questions about human perception, the shortcomings of reason, and the incremental evolution of reason that can only happen through mediation and interaction. The unique features of each social group can consequently expand into ethnoclass commonalities shared with other, unique populations. That is particularly relevant to understand the many pressures to reduce the Guarani-Kaiowa to an indeterminate proletarian condition (generic members of the working class or the peasantry), which has nonetheless revitalised their sense of indigeneity. The Guarani-Kaiowa are different from other segments of the working class, but the more they see, and are seen, as different, the more immersed they become in the subalternity of the rest of the dispossessed population. The identification of the indigenous population as both members of the working class and of unique ethnical groups has major political consequences (the negation of the negation) in terms of poor-poor alliances that can challenge politico-economic trends and, particularly, the illegitimate concessions to agribusiness farmers. [ABSTRACT FROM AUTHOR]

Gianni Nebbiosi’s paper speaks to therapeutic action in a new key in the challenges of finding communion with a hard-to-reach patient. He achieves this through the creative interweaving of the nonsymbolic, his mime and music, and the symbolic, which attains greater purchase through painful personal reckoning in concert with his increasing awareness of previously unformulated states within and between each member of this particular analytic dyad. Central to this paper is the move from an empathic stance to greater complexity for each of the dyad. Distinguishing between empathy and recognition is germane. Particularly as we witness the transformation through therapeutic action of empathic presence to recognizing presence that permits the emergence of a more complex empathy—an achieved empathy that incorporatesfeeling and knowingthe multiple, more deeply held, and often paradoxical aspects of our patients and indeed of ourselves as these play out in intersubjective space. [ABSTRACT FROM AUTHOR]

Studies examining priming in autobiographical memory are fewer in number (some two dozen) compared to other areas (e.g., semantic memory priming), which have seen hundreds of studies. Nevertheless, autobiographical memory priming studies have utilised quite a number of different experimental paradigms, with many having interesting ecological implications. This paper reviews the bulk of these studies. It discusses the various theoretical implications of these studies, past and present. It suggests numerous future directions in this area, as the study of priming in autobiographical memory has had significant implications, despite the small number of studies, and it offers enormous future potential. [ABSTRACT FROM AUTHOR]

The paper is about the connection between logic and discrimination, with special focus on Plumwood's ideas in her groundbreaking article 'The Politics of Reason. Towards a Feminist Logic' (1993). Although Plumwood's paper is not focused on the notion of discrimination, what she writes is useful for illuminating some basic mechanisms of thought that are at the basis of discriminatory practices. After an introductory section about the concepts of logic and discrimination and their possible interconnections, I present Plumwood's ideas in 1993 with a special focus on their relevance for understanding the nature of discrimination. More specifically, I use examples of discriminatory practices that make the connection between logical operations and oppression envisaged by Plumwood clear. I focus especially on two questions: Can logic produce discrimination? Can logic contribute to the fight against discrimination? If so, how? [ABSTRACT FROM AUTHOR]

Since the 2010s, popular YouTube channels have used derogatory humour at the expense of gendered and racialised others. Founded upon the perception of an influx of 'wokeness' in comedy, these videos mock the mythologised 'unfunny, angry SJW' and teach the audience to laugh at enemies of the alt-right. Although empirical research has analysed the algorithmic radicalisation of viewers, few have addressed the role of cultural discourses in disseminating alt-right ideology through online media. Here, the right-wing 'pipeline' is understood as a tool of radicalisation that weaponises laughter as a tool of regulations and oppression. This paper analyzes the production of derogatory laughter by studying a network of North American content creators including Russell Peters, Lilly Singh, Jordan Peterson, Steven Crowder, and Matt Walsh, using critical tools from psychoanalysis, social psychology, and critical humour studies. Contrary to the alt-right rhetoric that 'edgy' humour is harmless, this paper posits derogatory humour as a tool of marginalisation and domination that reinforces white supremacist and cisnormative patriarchal value systems. [ABSTRACT FROM AUTHOR]

In my discussion of Janine Puget's deeply thought-provoking paper, I focus on her central argument that the subject's interior world and the world of intersubjective relationships answer to different logics and evolve along separate developmental paths. Puget's argument hinges on a notion of the other, and of otherness as disruptive and traumatic to the subject. My discussion aims to problematize this notion on two fronts. First, I suggest that otherness is not only external to the subject. I point to some ways in which psychoanalysis conceives of otherness and of the other as integral to the constitution and development of the subject. Further, I argue that individuals sometimes desire and actively seek otherness. I engage in this context the question of social displacement and immigration, Puget's other main concern in her paper. Life tourists, as Puget calls them, are a paradox of will and necessity, where the prospect of confronting otherness and being othered is both a threat and a life-affirming recourse. Yet there seems to be more involved in immigration than the psychology of individuals or their relationships. Drawing on my personal and clinical experience as an immigrant working with other immigrants, I suggest that beyond the self-other relation, we can recognize otherness on a third dimension, that of collective, socio-political, normative discourse. Looking at the psychoanalytic notion of Oedipus, I suggest the possibility that Puget's view of the subjective and intersubjective as disparate captures the effect this third, social dimension of human life on the construction of subjectivity and of human relating. I argue that the fault line Puget recognizes may be understood as the effect, within subjectivity, of social power. [ABSTRACT FROM AUTHOR]

In my discussion of papers by Trevarthen, Ammaniti & Trentini, and Gallese, I situate their work within an emerging paradigm of intersubjectivity. This new model finds philosophic grounding in the work of the phenomenologists (Husserl, Merleau-Ponty, Nancy) as it draws from the multiple sources that come together to comprise the new field of cognitive and affective neurosciences. These papers hold the potential to make relational psychoanalysis more relational by providing new foundations for rethinking the biological, developmental and clinical. What emerges is an intersubjective theory based in motor action and perception that serves as the embodied basis for human culture and community, a shared “we” space of basic human affinity. I extend this conception into the analytic setting with a brief introduction to enactive participation in clinical process. [ABSTRACT FROM AUTHOR]

This article is about differences between, and the adequacy of, response rates to online and paper-based course and teaching evaluation surveys. Its aim is to provide practical guidance on these matters. The first part of the article gives an overview of online surveying in general, a review of data relating to survey response rates and practical advice to help boost response rates. The second part of the article discusses when a response rate may be considered large enough for the survey data to provide adequate evidence for accountability and improvement purposes. The article ends with suggestions for improving the effectiveness of evaluation strategy. These suggestions are: to seek to obtain the highest response rates possible to all surveys; to take account of probable effects of survey design and methods on the feedback obtained when interpreting that feedback; and to enhance this action by making use of data derived from multiple methods of gathering feedback. [ABSTRACT FROM AUTHOR]

In 1921, in his ground-breaking Massenpsychologie und Ich-Analyse , Freud momentously redefined psychoanalysis, until then an individual psychology, as a social psychology. Whereas individual psychology had previously already been viewed as, de facto , interpersonal, even though not explicitly defined as such, Freud (1933a) unambiguously stated that “sociology, too, dealing as it does with the behaviour of people in society, cannot be anything but applied psychology,” and, by extension, applied social psychology as well. An essential part of social psychology is the relationship between the leader and the led. The latter applies not only to leader-led dynamics in small groups, but even more dramatically to the leaders of masses and mobs. Mass phenomena are seen as crucial to understanding diverse mass events in history: the two great World Wars of the 20th century and dictatorial fundamentalist political ideologies such as Fascism and Communism; and current events such as international terrorism and regional conflicts, and their relationship to a renewal of fundamentalist religious ideologies. Once again, political, social, and ideological differences are being addressed by violence and war. In the spirit of Freud's 1932 reply to Einstein “Why War?,” this paper is also a plea for using the peaceful method of interpersonal dialog and negotiation. [ABSTRACT FROM AUTHOR]

Likierman's paper is an exemplary demonstration of the exquisite attention to the patient's unconscious that is typical of many of the finest analysts, and of British object relationalists in particular. This attention facilitates the analyst's containment and eventually, interpretation, of the disturbing psychic elements, in the classic Kleinian sequence. Likierman's use of the term intersubjectivity in relation to this process is contrasted with its use in relational theory, where the analyst's active participation is affirmatively stressed along with hermoreabsorbent receptivity.Likierman's own use of Kleinian clinical theory is regarded ambivalently: On one hand, it supports the rigorous pursuit of reflection that is featured in her account; on the other, it carries a tone of severity and unacknowledged self-reproach. [ABSTRACT FROM AUTHOR]

This paper discusses the impact of White supremacy, ableism, and U.S. policing on both the history and current state of psychology and sheds light on ways that psychologists can acknowledge and divest from carceral White supremacist practices in mental healthcare. Because of how oppression and intersectionality function within a White supremacist society, not all Black lives have been equally valued by non-Black Americans. Similarly, White supremacy and ableism have had lasting impacts on the public perception of disabled people. Connecting the historical origins of the U.S. policing system to the current practices of the U.S. police system, this paper argues that the police have always been about controlling "disorder." Similarly, psychology and the larger mental health field have a troubled history of controlling Black, Brown, and disabled bodies. Recommendations for ways therapists can unlearn therapy practices stemming from White supremacy cultural practices (e.g., carceral therapeutic practices and biased mental health care) are provided along with action items for mental health practitioners to maintain a commitment to undoing the harm from these historic and systemic issues. [ABSTRACT FROM AUTHOR]

Following Goldman's seminal work, most contemporary philosophical contributions on the novice-expert relation have adopted a normative, expert-focused approach. In this paper, we aim to shift the focus of the philosophical analysis towards the characteristics of the novices, and how they might determine the choices that experts make. On the bases of recent empirical evidence from social psychology, we discuss how novices evaluate the messages that they receive and distinguish diverse kinds of novices according to their competence in message assessment. Building on that analysis, we discuss the difficulties of approaches to expertise that focus only on the standpoint of novices or assume novices are homogeneous. In our analysis, we introduce the standpoint of experts, and we pay special attention to the heterogeneity of novices. This approach allows us to identify and address the difficulties faced by experts in the context of science communication. In the last part of the paper, we characterise and discuss the problem of experts when choosing a strategy in the issuing of a public campaign to advise or inform certain populations of novices. [ABSTRACT FROM AUTHOR]

In discussing the paradigm shifting work of Fivaz-Depeursinge and her colleagues, I illustrate how developmental conceptions have shifted from a narrative centered on the discovery of “an Other” to narratives emphasizing what these authors term “collective intersubjectivity.” In this latter view, humans simultaneously share affect and intention with multiple others from birth, and subsequently continue to develop increasingly sophisticated means for doing so thorough out their lives. I situate this phenomenon in philosophy, nonlinear dynamic systems theory and evolutionary biology in order to highlight the species specific, phenomenologically given, and ecologically situated aspects of our intersubjective condition. Intersubjectivity from the perspective of Fivaz-Depeursinge and her group opens us to this collective dimension of membership in a human family. [ABSTRACT FROM AUTHOR]

In this commentary I support Layton's vision of psychotherapy as an unavoidably political practice. However, I caution against a belief in empathy as a primary means of motivating political activity. By sketching a brief history of the concept of empathy, I argue that it is a problematic concept that ultimately will not lead the profession to the type of progressive political practice Layton encourages it to undertake. Empathy preoccupies therapists and patients with inwardness, self-absorption, a modified but sometimes still present objectivism, and an apolitical vision trapped in the Cartesianism from which it originated. I suggest alternative terms to describe what therapists do when they believe they are acting empathically; offer philosophical, political, and socioeconomic reasons why therapists are reluctant to think in alternative terms; and make a link between those terms and a more effective, hermeneutic way of attending to the social realm. I conclude that empathy is not a natural, instinctive process that produces an automatic result and that what therapists mean by empathy is much more a culturally formed moral virtue than a technical skill; it is not a natural, instinctive process that produces an automatic result. Therapists, patients, and the society would be better served if we came to understand and appreciate the difference between virtues and skills, and confront the implications of that difference for both the politics of therapy and a therapeutic politics. [ABSTRACT FROM AUTHOR]

Psychoanalytic field theory is integral to relational praxis. In his study of the analytic field and its interpersonal complexities and relational intricacies, Tubert-Oklander emphasizes its clinical promise. Tubert-Oklander's field orientation, however, is a conservative and limited one. This commentary proposes a new, more radical coparticipant theory of analytic praxis. As a unique form of clinical participation, coparticipant inquiry is marked by an emphasis on patients' and analysts' relational mutuality, coequal analytic authority, and dyadic uniqueness. Coparticipant inquiry represents both a one-person and two-person psychology—an integral of classical individualism and the social emphasis of the interpersonal/relational viewpoint. Coparticipant analysis calls for a new, multidimensional concept of the self that reconciles the seeming paradox that we are simultaneously communal and individual beings—from birth embedded in a series of social field, yet always uniquely individual. This psychoanalytic dialectic between personal, nonrelational selfic "I" processes and an interpersonal "me" pattern brings into relational play such concepts as will, self-determination, and agency. Coparticipation promotes a technically freer, more self-expressive, and spontaneous inquiry and emphasizes the curative immediacy of new relational experience. [ABSTRACT FROM AUTHOR]

Classical psychoanalysis tended to pose a sharp opposition between “internal” and “external,” arguing that the psychoanalytic inquiry should refer only to the internal, and that any attempt to interpret human affairs in terms of the external—i.e., of group, institutional, social, political, and cultural phenomena—implies leaving the strictly psychoanalytic field altogether. The author considers this to be a false dichotomy, which does not correspond with the actual functioning of human beings, since we cannot identify mind with the intrapersonal, understood as those processes which take place within the limits of an individual organism. If we define the mind field as the set of symbolization, communication, and symbolic transformation processes, it is obvious that interpersonal and transpersonal phenomena—whether group, institutional, social, or cultural—are necessarily mental. Besides, clinical observation shows that these are also subject to the conflict dynamics and defensive processes that Freud originally discovered and studied in the intrapersonal field. Therefore, most of the “external” phenomena and processes are also unconscious, both in the descriptive sense—i.e., they are out of consciousness at a given moment—and in the dynamic sense—i.e., they are kept out of consciousness as a consequence of an active effort to prevent their recognition by the subjects involved. In this phenomenon of false consciousness, there is a confluence of the Freudian concept of repression and the Marxist one of ideology. The inquiry of this unconscious dimension is the ultimate goal of psychoanalytic research. Conversely, the external is also internal, since not only is the individual psychic structure constituted from the internalization of the experience of relations that take place in the interpersonal, group, institutional, and social fields, but also the inter- and transpersonal processes pervade the individual, thus determining his or her experience and behavior, and becoming the deepest stratum of the unconscious. The individual, the group, and society thus become one and the same matrix, extending in all directions in space and time. This should be the object of the analytic inquiry. [ABSTRACT FROM AUTHOR]

In my discussion of Levenkron's article, I consider ways of understanding the patient's therapeutic progress that were not highlighted by the author. Adding my own criteria to Levenkron's definition of enactment, I suggest that what the author labels as enactment might be seen as a last-ditch but successful effort to get patient and analyst out of a stuck and painful place. I explore the interplay of confrontational and nonconfrontational interventions in contributing to cure, and I suggest placing a greater emphasis than did the author, on the intersubjective contexts out of which the patient's troublesome behaviors emerged. [ABSTRACT FROM AUTHOR]

Anchoring her views in the work of Benjamin and other American relational authors, Levenkron asserts that intersubjective relatedness in which there is recognition of separate realities is essentially the only form of relatedness. Framing growth as coming about through the recognition of another's subjectivity provides a basis for ‘confrontation’ and for a more direct injection of the analyst's subjectivity into the analytic encounter. More specifically, it fosters the expression of the analyst's subjectivity from what this author calls the ‘other-centered’ and ‘self’ perspectives. In contrast, the recognition of selfobject and caretaking relatedness positions the analyst to express directly aspects of the analyst's subjectivity pertaining to mirroring, idealizing, and twinship selfobject needs. Kohut and classical self psychologists have delineated selfobject needs and the selfobject dimension of relatedness and transference and have emphasized the consistent use of the empathic listening/experiencing perspective. American relational theorists have delineated intersubjective relatedness and the usefulness of the other-centered listening/experiencing perspective. This author focuses on an integrative theory including three forms of relatedness and different listening/experiencing perspectives. Different listening/experiencing perspectives and forms of relatedness fundamentally influence analysts' affective experiences within the analytic encounter as exemplified in Levenkron's case. [ABSTRACT FROM AUTHOR]

The aim of this paper is to bring into view an ethical task that we face when grieving the loss of a loved one. That task is to see the independent reality of the lost other. I shall do so through a reading of C. S. Lewis's A Grief Observed. I shall try to show that Lewis's struggle to see the independent reality of his wife, Joy, provides an important, and troubling, insight into what it means for us to grieve well. Lewis's account forces us to reflect on a key, but largely overlooked, assumption in contemporary philosophical accounts of grief, namely, that we do indeed see the independent reality of the lost other. Lewis's account reveals that the struggle to see the lost other is at the same time a struggle to escape deeply-rooted aspects of the self. [ABSTRACT FROM AUTHOR]

People's diets can serve as a basis for social identity, and the papers in this special issue examine the social psychological implications of vegetarianism as a social identity. The papers run the gamut from examining how vegetarians are viewed by the omnivorous majority to examining interventions designed to reduce meat consumption. In this paper I provide background information to provide a context for understanding the articles. This information includes a discussion of definitions of vegetarianism, people's motives for adopting a vegetarian diet, and some of the individual differences other than diet that distinguish vegetarians and non-vegetarians. [ABSTRACT FROM AUTHOR]

In recent decades, the number of publications on teacher resilience has increased exponentially. Despite the numerous rich contributions, the lack of a theoretical consensus regarding the phenomenon's conceptualisation and operationalisation has hindered dialogue between the various results. This paper aims to address this problem by proposing a theoretical model of teacher resilience as a common framework for organising and articulating existing and future research results in the field. We propose two main ideas for conceptualising teacher resilience, based on Vygotskian Cultural Psychology: a) teacher resilience is a dialectical relationship between the teacher and her everyday professional adverse situations that causes a positive transformation of both the teacher and the situation; and b) this relationship is mediated by cultural artefacts that are distributed in social and professional communities. The paper presents this model and articulates some of the current research on teacher resilience accordingly. It is argued that such a model offers a comprehensive framework for understanding teacher resilience, gives new theoretical significance to current research on the phenomenon, and facilitates further development of the field. [ABSTRACT FROM AUTHOR]

This paper seeks to understand how subjective perceptions of human rights influence the justifiability of terrorism at the individual level, net of individual and country-level controls. Utilizing the seventh wave of World Values Survey data and 65,668 respondents from 52 countries, this study finds those who report greater interference in their lives from security agents and those who see the country as being run more democratically are more likely to find terrorism justified, while those who perceive less respect for human rights are less likely to do so. The effect of state terror on the justifiability of terrorism is moderated by perceived democracy, with those perceiving the country as being run more democratically being more likely to find terrorism justified when state terror is high. [ABSTRACT FROM AUTHOR]

The paper explored the extent to which hospital appointed official root cause analysis (RCA) panels consider antecedent and proximal events when they investigate communication related sentinel events (CRSEs) in hospitals. It also explored which CRSEs are most common in the hospital setting in Hong Kong and the communication modes most commonly associated with CRSEs. The data consisted of Risk Alert and Annual Report on SEs issued by the Hong Kong Hospital Authority from October 2007 to September 2017. Over the period studied, there were 379 reported sentinel events (SEs). In 186 of these SEs we identified communication as a contributing factor. We examined the RCA panels' reports on contributing factors and subsequent recommendations in these 186 SEs and found that their recommendations only highlighted the proximal contributing factors and not antecedent factors that may be relevant. RCA panels most often recommended that communication should be enhanced or documentation improved. We propose that it is time to review the RCA process to recognize that many CRSEs may occur because of antecedent factors that result from the complex hospital organizational structure and its associated hierarchical culture. We suggest two ways forward, 1) applying a language and social psychology perspective to the investigations of CRSEs and, 2) the involvement of experts from different disciplines who can work with clinicians during RCA investigations. [ABSTRACT FROM AUTHOR]

The author revisits his previous papers on dramatology published in 2009, 2011, and 2015, adding the results of new research. The additions are ideas about dramatic action by philosophers William James and John Dewey and literary theorist Kenneth Burke. There is a new discussion of the relation between dramatology and narratology. The approach is a retrospective application of dramatization to Freud’s method in analyzing the famous cases of Dora and Schreber. A new finding is dramatization in DSM-5 diagnoses. Another new interest is applying dramatology to Freud’s mass psychology and world-wide events as dramas of history. [ABSTRACT FROM AUTHOR]

The COVID-19 global pandemic continues, and in Hong Kong numerous measures have been put in place to contain the spread of the coronavirus. One of the many facets of life that is being affected is education, with many face-to-face classes suspended and students having to go online for lessons. The virus continues to be active in the city, so our usual way of assisting secondary school students' character-building through visitation to elderly homes is restricted. Now we can only provide such service-learning in online mode. This paper explores how an online project helped adolescents in a boys' secondary school apply and adapt principles taught previously in their course dealing with positive character strengths such as kindness, love, social intelligence, gratitude, teamwork, and perseverance. [ABSTRACT FROM AUTHOR]

The present paper examines attribute substitution in terms of both heuristics and attribution theory in social psychology. Alternative 'old' approaches in psychology were special because they considered choice in terms that were similar to attributional inference in social psychology and anticipated limitations of the static heuristics and biases approach. Attribute substitution plays an important role in reflective reasoning as an independent entity relative to rationality and produces good decisions, even those are sub-optimal and may be influenced by primitive processes such as intuition and habits. The attribute-substitution research enhances our understanding of intense shifts in economic expectations. It makes possible the conceptual incorporation of substantive theoretical constructions, which are inherent in psychological propensities of alternative, and mainly, heterodox approaches in economics such as Post Keynesian, Institutional and Austrian economics. This research agenda paves the way for possible forms of synthesis of those theories with behavioural economics. [ABSTRACT FROM AUTHOR]

School governance is a topic of general interest worldwide in educational research, and in recent years, it has also drawn widespread attention in China. In order to examine the problems faced in the process of promoting the modernization of school governance at Chinese primary and secondary schools, we conducted interviews with different stakeholders such as experts, principals, teachers, and parents, and as a result, we found that the problems currently in urgent need of attention are concentratively reflected in the areas of pluralistic co-governance and accountability, specifically including: A low degree of and few channels for teachers' participation in school governance; shallowing and superficializing of parents' participation in school governance; no establishment of checks and balances and accountability mechanisms in the internal operation of power. The causes producing the problems are complex and multifarious, including both causes in the area of social psychology and causes in the area of school leadership styles. Recommendations addressing the problems and their causes are provided at the end of the paper. [ABSTRACT FROM AUTHOR]

This paper proposes early exposure to fairy tales as an important factor of mass psychology that can help understand and predict broad public tendencies and reactions, especially in times of uncertainty and change such as wars and political unrest. Early childhood's transition to self-awareness, and the resulting realization of one's shortcomings, lead to the original loss of significance, with the consequences of seeking a way to restore the feeling of being important and special. In the resulting quest to restore lost significance, fairy tales play a prominent role. Fairy tales' moral lessons are learned through modeling and operant conditioning, with characters' rewards becoming intrinsic rewards for the child who identifies with the characters. These early moral models pave the way for significance quests of later life, especially when one's choices are made under stress and uncertainty, which make the use of heuristics more likely than deliberation, enabling the early moral lessons from fairy tales to influence adult judgments and behaviors. [ABSTRACT FROM AUTHOR]

This paper discusses the challenges involved in developing solidarity during pandemics. We draw from the field of economics, social psychology, political psychology and organisational theory to understand and explain how decision-makers and actors think and behave during pandemics. We argue that the rational action theory (RAT) and identity politics are the 'rationalities' that underpin global efforts used to establish solidarity. We see these mindsets as obstacles to addressing pandemics, which show no respect for geographical or genealogical borders. As an alternative, we explore how African philosophy of Ubuntu can offer another rationality in developing solidarity during pandemics. We propose an analytical tool to assess how nation-states might react when called to display solidarity during pandemics and how the international community can bring them on board. [ABSTRACT FROM AUTHOR]

This article seeks to understand the place of the Russian immigrant community in the larger Israeli culture and to explore how immigrants themselves negotiate their position. One site of such negotiation is the film Paper Snow (2003) created predominantly by Russian-Israeli filmmakers. Their distinct vantage point emerges through the film's casting, genre, style, and language. Paper Snow features such iconic figures of Israeli culture-in-the-making as actress Hanna Rovina and poets Alexander Penn and Avraham Shlonsky, but represents them as part of the Russian intelligentsia. In this way, the film adheres to the familiar story of nation building, but tells it with an accent: by emphasizing the Russianness of the Israeli national past, the film inscribes contemporary Russian immigrants onto the grand narrative of the nation. By revising the official collective memory, Paper Snow produces accented memory. [ABSTRACT FROM AUTHOR]

I promptly read their co-authored paper, Self Psychology and the Concept of the Nuclear Self: A Dynamic Systems Perspective (J. Trop & Trop, [5]). B Sarah: b Gabe, you were saying earlier that even though you're not a clinician or a therapist - Jeff, you will turn to Gabe to bounce ideas off about particular cases. At the International Association for Psychoanalytic Self Psychology conference in 2019, I attended a plenary, A Dynamic View of Self hood, Affect and Political Context. [Extracted from the article]

This essay examines contemporary antiracist discourse in psychoanalytic communities, in particular its emphasis on challenging whiteness and implicit bias among analysts primarily through education, such as holding study groups and workshops on racism and changing curricula. The author explores the ways in which anti-black racism has been approached and challenged in these conversations and offers her own thoughts while keeping in mind the question: how can we challenge whiteness without using the tools of whiteness (e.g., coercion, disparaging vulnerability)? The author argues that while challenging white privilege through dialogues and education is necessary and useful, it is not sufficient to achieve cultural diversity and racial equity in psychoanalytic communities. An alternative vision for psychoanalytic racial justice is proposed. This vision, informed by works in moral and political philosophy, social psychology and anthropology, entails a two-pronged approach to racial justice based on both mutual recognition – through dialogue and education—and equitable distribution of resources. While the former approach highlights the role of the individual in challenging anti-black racism, the latter addresses its more insidious, systemic, structural nature. This paper explores how we might apply the concept of distribution to psychoanalytic communities. [ABSTRACT FROM AUTHOR]

The future of school psychology requires us to examine present challenges, our capacity to address them, and how we might better prepare ourselves for what lies ahead. This piece raises the question of whether school psychology is not only demographically but structurally oriented to the norms of middle-class White women, especially those who demonstrate gender normative identities. Our dependence on the social norms of White women, although having conferred benefits to date, may be limiting the impact of school psychology, especially in the effort to achieve and sustain systemic changes in education. Evidence cited in support of the points made here ranges from literature in social psychology and organizational psychology, to education and Black feminism, to school psychology scholarship and professional standards. The crux of this thesis is not that the feminization of our profession is to blame for the yet unrealized potential of our leadership within education. Rather, as a product of structural, patriarchal racism, the race by gender socialization process creates particular vulnerabilities in White women's social identities that affect the values and behaviors of the profession in ways that may be hindering school psychology from achieving its stated goals. Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.1956856. Impact Statement School psychology is a profession dominated by White women, who are generally taught to see themselves as powerless, in the service of both racism and misogyny. For the past twenty years, school psychology has diligently championed evidence-based school reform, but little sustained, widespread impact is yet evident. This paper examines how much of school psychology has been shaped by White women's social norms, and how those norms may undermine school reform efforts. The overall goal is that discussing the issue openly will help us to begin to change and become more effective advocates for children, schools, and communities. [ABSTRACT FROM AUTHOR]

In this study, we developed and validated a scale that measures the sense of community among Korean military personnel. We conducted the research in three stages. In the first preliminary stage, we administered an open-ended questionnaire to 47 military officers in order to develop the initial questions. Experts verified the content validity of the 60 preliminary questions, and the questions were modified based on the experts' input. In the second preliminary stage, we extracted preliminary scales for 20 items based on the responses of 457 Army soldiers. In the third stage, we provided the preliminary scale to 656 Korean military personnel, and their responses were used to extract a five-factor matrix with 20 items. The five factors were Needs Fulfillment, Influence, Shared Emotional Connection, Rule Compliance, and Membership; each factor consisted of four items. Finally, after four weeks, we administered the scale to 208 additional military personnel, and the stability of the scale was confirmed, with a test-retest reliability of .90. To conclude the paper, we describe the implications of the scale developed in this study as well as directions for future studies. [ABSTRACT FROM AUTHOR]

The aim of this paper is to give the reader an overview of several theoretical, empirical, and clinical features of survivor guilt, and to integrate recent contributions of psychodynamic theory and, in particular, of control-mastery theory into the understanding of the concept alongside the latest findings in social psychology about it. After introducing the concept of survivor guilt and its origins in clinical observations on the consequences of having survived severe traumas (e.g., internment in concentration camps), we will discuss the findings in social psychology on the concept of survivor guilt in everyday social interactions, which is based on a conception that does not connect it strictly to severe traumas. We will then focus our attention on clinical observations and empirical research studies about survivor guilt, discussing the hypotheses developed by several control-mastery theorists about its role in psychopathology. Finally, we will illustrate some manifestations of survivor guilt with a brief clinical vignette. [ABSTRACT FROM AUTHOR]

We piloted a low-cost, flipped model of professional development to help improve undergraduate writing. An adjunct instructor first watched online videos and then discussed the materials with a trainer, and used the provided resources in a Social Psychology summer course. Post-training student papers were significantly better than those from control group (taught by same instructor in the previous year). Both instructor and students rated the intervention very positively. The training was an effective, low-cost way to improve student writing, and a similar approach could be adopted by other departments. [ABSTRACT FROM AUTHOR]

This paper overviews limitations in both the way attitude function has been conceptualized in social psychology, and in the empirical basis for the claims made. We suggest that the premise that attitudes are expressed for cognitive/motivational reasons is an untested artefact of the methodological procedures commonly used. In contrast, an investigation of 'attitudes' in the wild (assessments, evaluations, judgements) is offered as an alternative pathway to address questions of function. The analytic core of the paper is the analysis of a collection of interactional examples where an Object-side assessment (e.g. 'this soup is lovely') is issued in combination with a Subject-side assessment (e.g. 'I love this soup'). We investigate what is achieved by combining O-side and S-side assessments: why use an O-side assessment and then an S-side assessment? Or, why use an S-side assessment and then an O-side? We show that (a) O-side and S-side assessments support different actions; (b) the combination manages world and speaker issues in a single package; (c) the combination of O-side and S-side can be hearably complete; (d) O-side first, S-side second can be a resource for building (on) affiliation; (e) S-side first, O-side second can be a platform for continued dispute. Programmatic work on the function of assessments is proposed. [ABSTRACT FROM AUTHOR]

The present paper invites a critical reflection, from a decolonial perspective, on the importance of considering gender in the approach to mental health problems. From a methodological point of view, this critical position includes consideration of the hermeneutic condition of the intersection between gender, race and other social historical determinants. It also explores the development and the incorporation of a gender perspective as an expression of decolonial thought, in approaches to mental health in the Cuban context. The paper draws on the critique of colonial thought in relation to psychology and gender. It analyses the history and the development of these ideas from the academic experience developed in the East of Cuba, a place on the periphery, a context that is distant and distinct from Havana, which is often seen as the main scientific centre and point of reference. As such, this paper includes a critique of colonial power with respect to the geographical location of the profession of psychology. In this way, it contributes to the central objective of promoting awareness of decolonial thinking, with an emphasis principally on gender and as a way to favour the professional development of clinical psychology in all of Cuba. [ABSTRACT FROM AUTHOR]

Within social psychology, group identification refers to a mental process that leads an individual to conceive of herself as a group member. This phenomenon has recently attracted a great deal of attention in the debate about shared agency. In this debate, group identification is appealing to many because it appears to explain important forms of intentionally shared actions in a cognitively unsophisticated way. This paper argues that, unless important issues about group identification are not illuminated, the heuristic function ascribed to this notion for an understanding of shared agency remains dubious at best and unfulfilled at worst. This paper offers such a clarification by distinguishing and describing two different mental processes that constitute group identification: adoption of the group perspective and transformation in self-understanding. It is claimed that the latter process consists in the production of what Ruth Millikan labels "Pushmi-Pullyu representations" and that it is developmentally prior with respect to the ability of adopting the group perspective. [ABSTRACT FROM AUTHOR]

The 2016 referendum result with a majority for Brexit came as a surprise to many in metropolitan centres. Deep divisions were exposed that appeared to have largely been hidden from those centres. In the wake of this, many explanations were put forward: perhaps most importantly, the notion of 'post-truth' gained a new prominence. The paper argues that post-truth could be said to depend upon notions of virality, contagion and harks back to founding work in social psychology relating to Le Bon's work on crowds. In doing so, it concentrates on issues of class, especially in relation to affect and working-class voters. It does so by referring to a small funded study with two South Wales communities, exploring their views on and their demands and desires after Brexit. Considering the outcomes of that work leads to the discussion of the affective histories and practices of the communities involved and asks how we might research working class histories and practices in a non-pathologising way. The paper concludes with a discussion of some examples of approaches that provide suggestive ways forward for future research in this field. [ABSTRACT FROM AUTHOR]

Cities are becoming more and more car-dependent. In tandem, public transit systems are facing an increasing loss of ridership. In this scenario, researchers have started investigating loyalty behaviour to understand what encourages user retention. This paper reviews the academic literature on loyalty formation in public transit, including (i) the research context; (ii) the methods applied and the assessment of heterogeneity; (iii) the conceptualisation and operationalisation of loyalty; and (iv) the influence of researched constructs on loyalty. Finally, potential avenues for future research are highlighted. The literature is largely concentrated in Asia, North America, and Europe. Most studies use a combination of quantitative data, cross-sectional design combined with survey data collection, modelling, and, to a lesser extent, clustering. In this sense, structural equation modelling (SEM) is broadly applied. The loyalty construct is usually operationalised according to attitudinal variables, while behavioural measures are less assessed. The research on this field is strongly influenced by marketing theory. Consequently, service quality, satisfaction, and perceived value are often modelled. Both satisfaction and service quality are repeatedly shown to have a strong positive influence on the development of loyalty. Nonetheless, the operationalisation of these constructs can differ greatly across studies, which makes it harder to compare the findings. Additionally, most SEM studies only report direct effects, which inhibit assessing the full influence of the variables on loyalty. There are also small clusters of research on other variables, such as image, involvement, problem experiences, and social psychology variables. To different degrees, these constructs are found to influence loyalty. Sometimes, even to a greater extent than service quality and satisfaction. In this sense, future research could benefit from further exploring these less research variables as they can bring new theoretical and operational perspectives to the current understanding of loyalty behaviour. [ABSTRACT FROM AUTHOR]

For years we have argued that however implicit bias might be defined, to equate it to the output of a measure that one happens to also call "implicit" or is a bad idea (e.g., Fazio & Olson, [9]; Olson & Fazio, [20]; Olson & Gill, [22]; Olson & Zabel, [23]). Fazio and colleagues replicated this essential effect with respect to racial prejudice in a later paper (Fazio, Jackson, Dunton, & Williams, [7]). Personality & Social Psychology Bulletin, 33 (9), 1214 - 1224. doi: 10.1177/0146167207303023 20 Olson, M. A., & Fazio, R. H. (2009). A wealth of research supports these predictions (see Fazio & Olson, [10], or Olson & Fazio, [20], for reviews). [Extracted from the article]

The target paper of Gawronski, Ledgerwood, and Eastwick (this issue) provides a valuable contribution to the literature on implicit bias (IB). Although it is thus understandable that current examples of BIM are relatively poor lab models of IB in the real world, in principle, more useful lab models of IB could be developed in the future. A second potential reason to cherish BIM as instances of IB in the laboratory is that BIM can provide a lab model of IB. Just like different instances of IB outside of the laboratory can differ with regard to the way in which conditions are suboptimal, also different instances of IB in the laboratory (e.g., BIM) can differ with regard to how conditions are suboptimal. [Extracted from the article]

Over half of our news use is comprised of habits: routine behavior that is firmly ingrained in people's everyday life. Conversely, citizens who have not taken up news in their daily routines rarely form novel patterns of news use. Yet, we know surprisingly little about how news habits come into being, especially in real-life situations. Previous research suggests that considerable life changes and disruptions in daily routines can give rise to the adaptation or formation of habits. This paper asks how and to what extent citizens created novel patterns of news use or adapted existing news routines during the COVID-19 pandemic. Connecting insights from social psychology to journalism and audience studies, it analyzes which affective, social and contextual cues stimulate or hinder news habit formation. Employing a questionnaire with open-ended questions with 1293 Dutch news users, we identified 5 groups of news users whose news habits each demonstrate a different response to the COVID-19 pandemic: news avoiders, followers turned avoiders, stable news users, frequent news users and news junkies. In-depth follow-up interviews with these users (N = 22) show that differences in users' everyday context, social cues, levels of stress and anxiety, and affective cues may explain these different behaviors. [ABSTRACT FROM AUTHOR]

Mothering in the context of a South African high-risk community has undue complexities. Apart from the compounding risks for families and the reality of many "poverty traps," when mothers' personal and parenting competencies within this context are compromised, then the entire family suffers. There is a need for the development and evaluation of a wellness program for mothers living in high-risk communities in the South African context. Moreover, scholars argue for a contextual understanding of structural conditions and, particularly, for the inclusion of a participatory and social justice approach to such program development. The aim of the program described in this paper was to strengthen the personal and parenting abilities of mothers living in a South African high-risk low-income community. We describe our modus operandi in combining research-generated academic information with contextual data obtained via participatory processes to inform the content and focus of the program. Additionally, thematic analysis of data obtained via a focus group discussion with social worker participants was used to identify prerequisite skills and competencies for this program to enhance mothers' well-being as well as appropriate parenting skills. We describe the content of the wellness program comprising concept mapping of four modules called Mattering; Mothering; Managing; and, Mentoring located within the theoretical framework of Community Psychology. Guidelines from various parenting programs were incorporated as best practices toward effective implementation. [ABSTRACT FROM AUTHOR]