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Wellbeing issues among international students in UK higher education have been recognised as a crisis. To address this, we integrate social identity and felt understanding approaches to wellbeing and mental health, testing whether felt understanding (the belief that others understand oneself) is an important process through which social identity predicts better wellbeing, over and above other, more established mediators (social support, life meaning, and personal control). International University students (including both undergraduates and postgraduates, N = 212) completed an online survey which measured three sets of variables: social identity variables (ingroup identification, multiple identities, multiple identity compatibility); process variables (social support, felt understanding, life meaning, personal control); and wellbeing outcomes (e.g., depression, anxiety, stress). Path analyses confirmed that felt understanding predicted better wellbeing outcomes over and above the other mediators. Additionally, indirect effects from social identity variables to wellbeing via felt understanding were consistently significant, even when adjusting for the other mediators. The results are consistent with the idea that felt understanding is an under-acknowledged resource through which social identities protect wellbeing. The findings contribute to social cure research and have implications for promoting wellbeing services from the perspective of group memberships.

AK Thompson’s “Ten Theses” is a timely and compelling piece. It challenges collective action scholars to address the nature, bases, and consequences of violence and physical force in a manner that does not position these as anomalous or outside the bounds of “normal” or “normative” action (a tendency that sees violence and physical force more regularly addressed on the other side of soft academic borders, such as that separating social movement and protest scholars from scholars of “terrorism”). I want to address this challenge here by reflecting on what my “home” discipline of social psychology can offer in terms of insights, and (more importantly) what blind spots and limitations remain. For convenience, I adopt a rather conventional and narrow working definition of “violence” as involving physical force, rather than a broader (but equally valid) definition that encompasses any act (including speech) that can cause hurt or harm.

How can intergroup trust and forgiveness be fostered in the face of violent, large-scale intergroup conflict? We addressed this challenge by testing the role of intergroup felt understanding – the extent to which outgroup members are perceived to understand ingroup perspectives – in predicting Ukrainian nationals’ inclinations to trust and forgive Russians for the conflict that has affected Ukraine since 2014. We did so using representative longitudinal data (N = 743 across three time points) collected six months before Russia’s full-scale invasion. Pre-registered analysis of dynamic mediation models confirmed that increases over time in felt understanding predicted increases over time in perceived positive regard, which in turn predicted increased outgroup trust and forgiveness over time. A mini-multiverse analysis indicated that this pattern was also largely robust to varying time point specifications. The findings provide further evidence that the feeling of being understood may be a key psychological factor that enables reconciliation.

Group members’ appraisals of their in-group’s collective history have been found to shape their engagement with the in-group, in terms of identification and willingness to work towards group goals. However, previous research has not examined the complexity and dimensionality of how collective history is appraised by group members, or how different forms of appraisals relate to different forms of in-group engagement. Our paper addresses this shortcoming by (1) outlining four key dimensions – richness, clarity, valence and subjective importance – of how an in-group’s collective history can be appraised, and (2) examining how these appraisal dimensions relate to group members’ engagement with the in-group. Focussing on the African in-group category, we tested these ideas using a qualitative – essay writing – approach. Analysis of responses (N = 33) indicated varied use of each of these dimensions of collective history appraisal, and that they relate to in-group engagement in differing ways. Two specific rhetorical strategies were identified: deploying the in-group’s history as a contrast; and deploying the in-group’s history as an inspiration. When collective history was appraised as rich, complex, negatively-valenced and unimportant, it was characterised as something from which the in-group should break away (i.e., history-as-contrast). Conversely, when collective history was appraised as rich, complex, positively-valenced and important, history was characterised as something to be used as a resource for the in-group (i.e., history-as-inspiration). Our findings build a fuller and more nuanced picture of how collective history shapes in-group engagement in a non-western setting.

In this study, we examined the intergenerational transmission of collective action from parents to children. Using a mixed-method approach combining quantitative and qualitative analysis, we analysed data from 100 dyads of activist parents in Chile (involved in the mobilizations against the dictatorship during the 1980s) and their adult children (N = 200). The quantitative analysis addressed the role of conversations about politics in the family. The results provided evidence of a direct association between those conversations and the frequency of participation in conventional and radical actions by the children, and an indirect association via children's knowledge about parental involvement in past social movements. The qualitative phase, which used interviews and thematic analysis on a subsample of 24 dyads (N = 48), confirmed the role of political conversations, but also revealed the influence of other factors such as cultural consumption and joint political participation. This phase allowed the identification of factors that facilitate or hinder family transmission. Overall, the study highlights the relevance of family as a critical site of socialization that enables the intergenerational transmission of protest.

Recent developments in the field of AI have fostered multidisciplinary research in various disciplines, including computer science, linguistics, and psychology. Intelligence, in fact, is much more than just IQ: it comprises many other kinds of intelligence, including physical intelligence, cultural intelligence, linguistic intelligence, and emotional intelligence (EQ). While traditional classification tasks and standard phenomena in computer science are easy to define, however, emotions are still a rather mysterious subject of study. That is why so many different emotion classifications have been proposed in the literature and there is still no common agreement on a universal emotion categorization model. In this article, we revisit the Hourglass of Emotions, an emotion categorization model optimized for polarity detection, based on some recent empirical evidence in the context of sentiment analysis. This new model does not claim to offer the ultimate emotion categorization but it proves the most effective for the task of sentiment analysis.

Intergroup felt understanding – the belief that outgroup members understand and accept ingroup perspectives – has been found to predict positive intergroup outcomes, but the mechanism through which it has its positive effects is unclear. Across eight studies, we tested the hypothesis that felt positive regard – the perception that outgroup members like and respect ingroup members – mediates the positive effects of felt understanding on outcomes like outgroup trust. Studies 1-6 (total N = 1366) included cross-sectional and experimental designs, and a range of intergroup settings such as Sunni-Shia relations in Lebanon, gender relations, and support for ‘Brexit’ in the UK. Results of meta-analytic structural equation models across these studies provided evidence of the indirect effect of felt understanding via felt positive regard on outcomes including trust and positive relational emotions. Study 7 then tested the causal effect of felt positive regard through a direct manipulation. Findings confirmed that felt positive (vs. negative) regard did lead to more positive intergroup perceptions. Finally, Study 8 (N = 410) tested the indirect effect as a within-person change process using a year-long, two-wave study of the conflict in Chile between Indigenous Mapuche and non-Indigenous Chileans: Change over time in felt understanding indirectly predicted change over time in trust, via change in felt positive regard. We consider the theoretical implications of the findings for how intergroup relations may be improved, and the possibilities presented by felt understanding for intervention development.

A major theme in social psychological models of collective action is that shared social identity is a critical foundation for resistance and collective action. In this review, we suggest that this foundational role of social identity can be double edged for many minority groups because material disadvantage is often coupled with the historical erosion of key aspects of ingroup culture and identity. Focusing on the role of ingroup language in Welsh national identity and history in relation to African identity, we present an integrative review of our research on five different dilemmas of resistance that can arise when perceived threats to socio-cultural aspects identity sit alongside threats to the material position (in terms of status and power) of the group. We conclude that the central role of social identity in collective action and resistance can itself present challenges for groups whose core sense of who they are has been eroded.

Social media is used for political influence, but do digital advertisements have the power to shape how users interpret the sociopolitical messages that are shared through social media? In 2 experiments (ns = 86 and 225), we tested whether digital advertisements have the capacity to act as identity signals, affecting the degree to which the source of a sociopolitical message is perceived as an outgroup—rather than ingroup—member. We also examined whether these perceptions predict one form of sociopolitical behavior: solidarity-based collective action. Participants viewed an online blog that asked them to take collective action to support an outgroup. Simultaneously, ostensibly incidental banner advertisements were presented alongside the blog. In Study 1, these adverts related to either the outgroup, superordinate category, or neither category: Compared with control, digital advertisements relating to the outgroup led to a greater likelihood that the message source would be categorized as an outgroup member. In Study 2, the adverts related to either the outgroup, ingroup, or neither: Adverts relating to the ingroup led to reduced likelihood that the source would be categorized as an outgroup member, relative to adverts relating to the outgroup. In Study 1, social categorization of the message source, in turn, predicted solidarity-based collective action, moderated by social identification with the outgroup; however, there was no such association in Study 2. Our findings contribute to debates about the impact of social media on democracy, and the importance of transparency and accountability in how social media environments are curated.

We report 5 studies examining the unique role of felt understanding in intergroup relations. In intergroup terms, felt understanding is the belief that members of an outgroup understand and accept the perspectives of ingroup members, including ingroup members' beliefs, values, experiences, and self-definition/identity. In Studies 1 (Scotland-U.K. relations; N = 5,033) and 2 (U.K.-EU relations; N = 861) felt understanding consistently and strongly predicted outcomes such as trust, action intentions, and political separatism, including participants' actual "Brexit" referendum vote in Study 2. These effects were apparent even when controlling for outgroup stereotypes and metastereotypes. Felt understanding was a unique predictor of outgroup trust and forgiveness in Study 3 (Catholic-Protestant relations in Northern Ireland; N = 1,162), and was a powerful predictor of political separatism even when controlling for specific, relational appraisals including negative interdependence and identity threat in Study 4 (Basque-Spanish relations; N = 205). Study 5 (N = 190) included a direct manipulation of felt understanding, which had predicted effects on evaluation of the outgroup and of ingroup-outgroup relations. Overall, the findings provide converging evidence for the critical role of felt understanding in intergroup relations. We discuss future research possibilities, including the emotional correlates of felt understanding, and its role in intergroup interactions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Research on collective action frequently characterizes social media as a tool for mobilization. However, social media activity can fulfil a variety of different functions for social change. In particular, the rhetorical functions of social media use by social movements are not well understood. We address this shortfall by analysing the rhetorical functions of Twitter use during an early stage of the Black Lives Matter social movement. We examine how activists used Twitter to balance competing aims for social change, such as growing the movement beyond disadvantaged-group members, while preventing appropriation or dilution of their message by advantaged-group ‘allies’. We find that although Twitter users promote different, and often competing, definitions of the issues that the movement represents, rhetorical strategies are used to advance inclusive definitions that focus on racism. When activists address alternative definitions of movement actors and issues, representations of Otherness are used to characterize the proponents of these definitions as in opposition to the movement. Finally, we find that one way of resolving the tension between growing the movement and promoting disadvantaged-group control is by using identity and technology resources to explicitly define (1) how different groups can be movement advocates, and (2) action strategies for social change. © 2019 The British Psychological Society

Historical representation of collective identity offer means of influencing the extent to which group members engage in activities in line with the collective interests of their group vs. their own individual interests. This research tested the effect of different historical representations of the African people on Africans’ perceptions of African social identity and engagement in identity management strategies across two studies. In Study 1 (N = 162), we tested the effect of two historical representations: positive (prestigious precolonial African history and resistance to the colonial power) and negative (inhumane practices of precolonial Africans). In Study 2 (N = 431), we tested the effect of two historical representations: positive (prestigious precolonial African history) and negative factual (inhuman practices of precolonial Africans) while also making salient the ubiquitous historical representation of the African people (negative colonial-perspective) across all history conditions. We predicted that positive (vs. negative) historical representation would lead to more positive perceptions of African identity, which in turn would predict more collectively-oriented identity management strategies. Altogether, results provided no support for these predictions. We highlight methodological (and by extension theoretical) features – such as, psychological reactance and outgroup audience effect – which may have limited the effect of the manipulations to help inform the interpretation of the null findings obtained. We conclude by discussing other limitations and the theoretical implications of our work, before pointing out various avenues for future research to help us better test, and understand, the role of historical representation in the African context.

Felt understanding is a key determinant of positive inter-personal relations, but its role and potential benefits in intergroup relations have been neglected. In the first multi-study, pre-registered test of its intergroup effects, we manipulated intergroup felt understanding (understood vs. misunderstood by an outgroup) in six studies (N = 1195) and meta-analyzed its effects. The results in most intergroup contexts supported the prediction that feeling understood (vs. misunderstood) would lead to more positive intergroup orientations (r = .25) and action intentions (r = .12). These effects were distinct from the effects of feeling liked by an outgroup, which was also manipulated in each study. An important caveat was that the felt understanding manipulation’s effect reversed when the outgroup was stereotypically low in competence, but high in warmth (older adults). Overall, the findings indicate the value of incorporating felt understanding into models of intergroup relations and how those relations can be improved.

Felt understanding is a key determinant of positive inter-personal relations, but its role and potential benefits in intergroup relations have been neglected. In the first multi-study, pre-registered test of its intergroup effects, we manipulated intergroup felt understanding (understood vs. misunderstood by an outgroup) in six studies (N = 1195) and meta-analyzed its effects. The results in most intergroup contexts supported the prediction that feeling understood (vs. misunderstood) would lead to more positive intergroup orientations (r = 0.25) and action intentions (r = 0.12). These effects were distinct from the effects of feeling liked by an outgroup, which was also manipulated in each study. An important caveat was that the felt understanding manipulation's effect reversed when the outgroup was stereotypically low in competence, but high in warmth (older adults). Overall, the findings indicate the value of incorporating felt understanding into models of intergroup relations and how those relations can be improved.

The present research demonstrates intergenerational influences on collective action participation, whereby parents’ past and current participation in collective action (descriptive family norms) shape their children’s participation in conventional and radical collective action via injunctive family norms (perception that parents value such participation). Two unique data sets were used: dyads of activist parents and their adult children (Study 1, N = 100 dyads) and student activists who participated in a yearlong, three-wave longitudinal study (Study 2, Ns wave 1 = 1,221, Wave 2 = 960, and Wave 3 = 917). Parents’ past and current participation directly and indirectly predicted children’s protest participation in Study 1, while Study 2 showed a similar pattern longitudinally: Perceptions of parents’ participation (descriptive family norm) and approval (injunctive family norm) predicted change in collective action participation over time. Together, results highlight family environment as a critical setting for the intergenerational transmission of protest.

In this introduction to the special section on rapid societal change, we highlight the challenges posed by rapid societal changes for social psychology and introduce the seven papers brought together in this special section. Rapid societal changes are qualitative transformations within a society that alter the prevailing societal state. Recent such changes include the election of right-wing populist governments, the Arab Spring revolutions, and devastating civil wars in the Middle East. Conceptually, such events require consideration of how societal-level events relate to more proximal psychological processes to bring about the often abrupt, non-linear (as opposed to incremental and linear) nature of rapid societal change. They also require empirical approaches that allow such qualitative transformations to be captured and studied. This is true both in terms of directly addressing rapidly unfolding societal events in research, and in terms of how rapid, discontinuous change can be analysed. The papers in the special section help to address these issues through introducing novel theoretical and methodological approaches to studying rapid societal change, offering multiple perspectives on how macro-level changes can both create, and be created by, micro-level social psychological phenomena.

A prevailing view in psychology is that intergroup disadvantage poses a serious threat to psychological well-being. Lower self-esteem and out-group favoritism are two of the most examined forms of psychological damage thought to follow from intergroup disadvantage. We review theory and research on lower self-esteem and out-group favoritism with close attention to the nature of the evidence suggesting that intergroup disadvantage is detrimental psychologically. We argue that this evidence is not as strong or unambiguous as is widely believed. This has likely led to an underestimation of psychological resistance to disadvantage—that middle ground between the extremes of surviving at subsistence levels of psychological well-being and confronting disadvantage. We propose that greater attention to the psychological meaning that the disadvantaged give their position enables a more accurate assessment of the diverse forms of psychological resistance to intergroup disadvantage.

We tested the hypothesis that shared emotions, notably anger, influence the formation of new self-categories. We first measured participants' (N = 89) emotional reactions to a proposal to make university assessment tougher before providing feedback about the reactions of eight other co-present individuals. This feedback always contained information about the other individuals' attitudes to the proposals (four opposed and four not opposed) and in the experimental condition emotion information (of those opposed, two were angry, two were sad). Participants self-categorised more with, and preferred to work with, angry rather than sad targets, but only when participants' own anger was high. These findings support the idea that emotions are a potent determinant of self-categorisation, even in the absence of existing, available self-categories.

This research was supported by an Australian Research Council Discovery Early Career Researcher Award (DE120101029) to the first author, and a Murdoch University Distinguished Collaborator Award to the third author. The current article addresses bystander action to confront disparaging humor as a form of moral courage. We ask: When is disparaging humor seen as harmless fun or as a pernicious form of prejudice? What are the social and psychological processes through which bystanders confront, evade, or collaborate in disparaging humor? Three experiments (Ns = 95, 213, 220), involving a novel paradigm (‘the shared media paradigm’) test the role of bystander emotional responses (anger/amusement) in shaping action to confront disparagement humor, through emotion-based social influence. Study 1 demonstrates that bystander action to confront disparagement humor as prejudice is shaped by the angry (but not amused) responses of co-present others. Study 2 considers a moderator of the influence process: the role of one’s own emotional reaction to disparagement humor (angry/amused). Bystander confrontation was more intense when one’s own angry reaction was validated by that of other bystanders but there was otherwise mixed evidence that the two interacted to promote collaboration/confrontation. Study 3 tests the claim that disparagement humor is especially challenging to confront because humor disarms opposition. Intergroup commentary was seen as more amusing and confrontation was more strongly resisted when humor was used (vs. a non-humorous control remark). Overall, the results show that the reactions of bystanders play an important role in shaping what is (or is not) perceived to be prejudice. Courageous action to confront the disparagement of members of minority groups is enabled by the emotional signals of others who are co-present. Postprint

In three studies, we examined the effect of intergroup status on group members' tendencies to characterize the ingroup's relationship with an outgroup as conflictual following outgroup action. Findings from all three studies supported the prediction that the intergroup relationship would be characterized as less conflictual when the ingroup had relatively high rather than low status. Consistent with the hypothesis that the effect of status reflects strategic concerns, it was moderated by the perceived relevance of the outgroup's action to intergroup status relations (study 1), it was sensitive to audience (study 2), and it was partially mediated by status management concerns (study 3). The role of strategic, status-related factors in intergroup relations is discussed.

The argument of this paper is that social psychological models of collective action do not (and cannot) adequately explain social change and collective action through models based on shared varianc...

International audience; The present research investigated the influence of coaches' exclamations on referees' decision-making in judo. Under time pressure, 65 judo referees judged identical throw situations played on video. The coaches' exclamations during throws were audible in the experimental condition, whereas no sound was present in the control condition. The throw situations varied in ambiguity (low vs. high) and strength (minor sanctions vs. hard sanctions), while coaches' exclamations interpreted the throws in a manner that was congenial for their own competitor. Results indicated that referees may use an audience response heuristic or a consensus heuristic to help them make decisions.

This chapter reviews key approaches to tackling bullying that have emerged since D. Olweus’ seminal work was published before exploring the way in which adopting a social identity approach to this phenomenon has helped to advance thinking even further. The sheer pervasiveness of bullying suggests that something beyond the dyadic interplay between target and perpetrator must underlie it. A social identity approach to understanding bullying is one in which all parties directly involved – perpetrators, victims and bystanders – are treated as, and perceive themselves to be, members of social groups. Moving out of the laboratory and into the classroom has shown that children’s responses to bullying vary according to what is normatively acceptable. The chapter analyses the development of bullying research since the 1970s, shifting from an initial focus on individual psychopathology towards a more social-psychological and, then, an explicitly social identity-based approach.

International audience; The influence of competition level on referees' decision-making was investigated. Referees' decisions in 90 handball games (30 games X 3 competition levels) were observed in different situations related to the advantage rule, and 100 referees from two different levels of expertise were subsequently asked to offer explanations for the competition-level effects from the first part of the study. Results revealed that at the highest level of competition referees intervened less frequently with sporting sanctions, but more frequently with disciplinary sanctions. These effects were apparent mainly in immediate intervention situations and unsuccessful advantage situations, but not in successful situations. Referees explained these effects of competition level in terms of a player competence stereotype, in addition to referees' different expertise across competition level. The implications of the findings for understanding how status-related stereotypes impact on intervention behavior are discussed.

The literature tends to use ‘asylum seeker’ and ‘refugee’ interchangeably, creating uncertainty about the mental health of asylum seekers. However, asylum seekers occupy a unique position in British society which differentiates them from people with refugee status and which may have implications for their mental health. For example, ‘asylum seekers’ are supported and accommodated in dispersal areas under the National Asylum Support Service and they are not entitled to work. This mixed‐methods study investigated asylum seekers' symptoms of psychological distress, using mental health screening questionnaires (N = 29) and asylum seekers' subjective experiences of the asylum process, its potential impacts on their mental health, and participants' suggestions for tackling mental health needs, using in‐depth interviews (N = 8). Asylum seekers, refugees and practitioners working with asylum seekers were consulted from the outset regarding the cultural sensitivity of the measures used. Given the potential limitations of using ‘idioms of distress’ across cultures, interview data provided rich descriptive accounts which helped locate the mental health needs that the asylum seekers experienced in the specificities of each participant's social context. Asylum seekers originated from 13 countries. The results revealed that psychological distress is common among asylum seekers (for example anxiety and post‐traumatic stress), but so are post‐migratory living difficulties (for example accommodation, discrimination, worry about family back home, not being allowed to work). They also report mixed experiences of health and social care services. These results suggest that asylum seekers' unique social position may affect their mental health. Implications for practice are presented and potential limitations highlighted.

Research with adults shows that negative ingroup behavior can affect identification with the group, but also that the way in which members respond to negative events is moderated by prior levels of identification. Research with children shows that how strongly they identify with a group influences how they react to group-level bullying. The authors integrate these findings by examining how a bullying incident affects children’s group identification. Children aged 7–8 and 10–11 years were randomly assigned to either a perpetrator group or a target group. They read a scenario describing a target group member being bullied by members of the perpetrator group. The perpetrator group had a norm of behaving either kindly or unkindly to other children. How strongly children in the perpetrator group identified with their group was influenced by group norm and by initial in-group identification. Identification was higher when the group was normatively kind rather than unkind, but only among children whose initial identification was high.

We consider how ingroup norms, identification and individual attitudes interact when a behaviour (heavy alcohol consumption) is defining of an ingroup identity. We sampled 115 students at a UK university, measuring ingroup identification and attitudes to heavy drinking before manipulating the ingroup drinking norm (moderate vs. heavy). Heavy drinking intentions and tendencies to socially include/exclude two target students—one of whom drank alcohol regularly and one of whom did not—were measured. As predicted, participants with a positive attitude to heavy drinking and who identified strongly with the ingroup reported stronger intentions to drink heavily when the ingroup had a moderate, rather than a heavy drinking norm, indicating resistance to the normative information. A complementary pattern emerged for the social inclusion/exclusion measures. Implications for theory and interventions that focus on group norms are discussed.

In 2 field studies (Ns = 71 and 113), we tested the prediction that in-group identification would mediate the acquisition of group norms by new group members. Study 1 demonstrated that participants surveyed after a team-development program reported greater awareness of in-group norms of teamwork and cooperation, compared to those surveyed at the start. Moreover, there was evidence that this effect was mediated by increased in-group identification. Study 2 replicated this finding, and showed that the effects were specific to the norm of teamwork. Acquisition of alternative norms of individualism and competitiveness did not increase after participation in the program, and did not correlate with identification. Practical implications and future work are discussed.

Evidence attests to the efforts made by minority groups to defend and promote ‘distinctive’ attributes that potentially define the ingroup. However, these attributes are often only available to a prototypical minority within the minority category. In two studies we tested the hypothesis that, under certain conditions, large projected increases in the numerical strength of a ‘distinctive’ attribute (emotional intelligence in Study 1; ingroup language in Study 2) within a minority category can paradoxically evoke less-than-positive reactions from those who already have the attribute. Findings confirmed that while a large projected increase in the numerical strength of a ‘distinctive’ attribute was viewed positively when the comparative context focused on the inter-category relation with a majority outgroup, this increase was viewed less positively, and as undermining their own identity, in a narrower intra-category context. Implications for identity management strategies in minority groups are discussed.

n two studies, we tested the hypothesis that not having a potentially group-defining attribute (e.g., in-group language) can affect social identification and support for group goals (e.g., national autonomy). Focusing on the Welsh minority in the UK, Study 1 provided evidence that Welsh language fluency predicted Welsh identification and support for national autonomy, and that identification accounted for the language–autonomy association. Study 2 extended this by (1) examining British and English as well as Welsh identification; and (2) quasi-manipulating the surrounding context (Welsh speaking vs. non-Welsh speaking). As predicted, low Welsh language fluency predicted stronger British and English identification, but only where language was criterial (Welsh-speaking regions). British identification, in turn, predicted lower support for national autonomy. Implications and prospects for future research are discussed.

Background. Research on bullying increasingly focuses on social processes, showing that group membership affects children's responses to bullying scenarios. Additionally, correlational research has shown links between norms of cooperation and prosocial behaviour, and between competition and more aggressive forms of behaviour. Aims. This paper focuses on how children's peer group membership affects their group-based emotions in response to an intergroup bullying incident, and the action tendencies that these emotions predict, in the context of different background norms (for competitive or cooperative behaviour). Sample. Italian schoolchildren, 10–13 years old (N= 128, 65 males) took part in this study. Methods. Participants were randomly assigned to the group of a perpetrator, target, or third-party group member described in a scenario. Next, they played a game designed to induce a cooperative, competitive, or neutral norm, and read the scenario. They then answered a questionnaire measuring their group-based emotions. Results. Results underscored the role of norms and group processes in responses to bullying. In particular, children exposed to a cooperative norm expressed less pride and more regret and anger about the bullying than those in other conditions. Conclusions. This study indicates that the influence peer groups have on bullying may be tempered by the introduction of a cooperative normative context to the school setting.

Recent research has shown that a group-level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine- to eleven-year olds were randomly assigned to the same group as story characters who were described as engaging in bullying, as being bullied, or as neither engaging in bullying nor being bullied. Participants read a story in which a bully, supported by his or her group, was described as acting unkindly towards a child in a different group. Gender of protagonists and the bully's group norm (to be kind or unkind to other children) were varied. Identification affected responses to the bullying incident, such that those who identified more highly with each group favoured this group. Moreover, children's group membership predicted the group-based emotions they reported, together with the associated action tendencies. Implications for understanding the processes underlying bullying behaviour are discussed.

A considerable body of research has shown that group members establish and emphasize characteristics or attributes that define their in-group in relation to comparison out-groups. We extend this research by exploring the range of ways in which members of the same social category (Welsh people) deploy a particular attribute (the Welsh language) as a flexible identity management resource. Through a thematic analysis of data from interviews and two public speeches, we examine how the deployment of the Welsh language is bound up with characterizations of the in-group's wider intergroup position (in terms of power relations and their legitimacy and stability), and one's position within the in-group. We focus in particular on the rhetorical and strategic value of such characterizations for policing in-group boundaries on the one hand, and for the in-group's intergroup position on the other. We conclude by emphasizing the need to (1) locate analyses of the uses and importance of group-defining attributes within the social setting that gives them meaning and (2) to appreciate such characterizations as attempts to influence, rather than simply reflect that setting.

There have been important developments in psychological theory of crowd dynamics (Reicher 2001). When this body of knowledge has been combined with operational policing it has been associated with conflict reduction in the context of high risk football matches with an international dimension (e.g., Stott et al. 2007). This paper extends this body of work by reporting upon a longitudinal observational study of policing within the environment of domestic football in England and Wales. This paper focuses upon the potential impact policing has upon crowd dynamics and ‘disorder’. On the basis of the analysis recommendations are developed with regard to understandings of ‘risk’ to public order, strategy and tactics, operational structure, role and function of officers and multi-agency cooperation. This paper concludes by exploring the relevance of psychological theory for models of good practice, policy making and training in the arena of the policing of domestic football in England and Wales.

University of Liverpool andPolice Academy of the NetherlandsThis paper contributes to the science of crowd dynamics and psychology byexamining the social psychological processes related to the relative absence of“hooliganism” at the Finals of the 2004 Union Europe ´enne de Football Association(UEFA) Football (Soccer) Championships in Portugal. Quantitative data from astructured observational study is integrated with data from a questionnaire survey ofa group associated ubiquitously with ‘hooliganism’ – namely England fans. Thisanalysis provides support for the contention that the absence of ‘disorder’ can beattributed in large part to the non-paramilitary policing style adopted in citieshosting tournament matches. Evidence is presented which suggests that this style ofpolicing supported forms of non-violent collective psychology that, in turn, servedto psychologically marginalise violent groups from the wider community of fans.The study highlights the mutually constructive relationships that can be createdbetween psychological theory, research, policing policy and practice, particularly inrelation to the successful management of ‘public order’. The paper concludes byexploring some of the wider implications of this research for theory, policy, themanagement of crowds, social con ict, and human rights more generally.Keywords: policing, crowds, hooliganism, social identity

This paper presents an analysis of collective behaviour among England football fans attending the European football championships in Portugal (Euro2004). Given this category's violent reputation, a key goal was to explore the processes underlying their apparent shift away from conflict in match cities. Drawing from the elaborated social identity model of crowd behaviour (ESIM) data were obtained using semi-structured observations and interviews before, during and after the tournament. Qualitative analysis centres first on three key incidents in match cities where the potential for violence was undermined either by ‘self-policing’ among England fans, or by appropriately targeted police intervention. These are contrasted with two ‘riots’ involving England fans that occurred in Algarve during the tournament. A phenomenological analysis of England fans' accounts suggests that the contexts created by different forms of policing helped bring to the fore different understandings of what constituted proper and possible behaviour among England fans, and that these changes in identity content underpinned shifts toward and away from collective conflict. The implications of this analysis for the ESIM, understanding public order policing, social change and social conflict are discussed. Copyright © 2006 John Wiley & Sons, Ltd.

Research on bullying has confirmed that social identity processes and group-based emotions are pertinent to children’s responses to bullying. However, such research has been done largely with child participants, has been quantitative in nature, and has often relied on scenarios to portray bullying. The present paper departs from this methodology by examining group processes in qualitative reports of bullying provided by teachers. Fifty-one teachers completed an internet-based survey about a bullying incident at a school where they worked. Thematic analysis of survey responses concerned two core themes in the reports: (a) children ganging up on another child and (b) children sticking together to protect each other. There was evidence that children act in specific ways, in line with social identity processes, in order to support or resist bullying. There was also evidence that teachers understand bullying to be a group phenomenon. The implications of these findings for anti-bullying interventions are discussed.

Methoden sind ein Mittel, um die Vorstellungen eines Forschers in Handlungen zu ubersetzen. Im Allgemeinen geht es bei diesen Vorstellungen um eine oder mehrere Fragen zu einem Phanomen. In der Sozialpsychologie ware ein Beispiel fur eine solche Frage: „Wie kommt eine Gruppe von kompetenten Menschen dazu, eine unkluge Entscheidung zu treffen, von der man dies zum Zeitpunkt der Entscheidung eigentlich bereits hatte wissen konnen?“ (➧ Abschn. 11.4.4). Ein Forscher konnte eine Vermutung daruber haben, wie dieses Problem zu erklaren ist. Beispielsweise kam es moglicherweise dadurch zu der schlechten Entscheidung, dass die Gruppe einen machtigen Anfuhrer besitzt; dieser hat eventuell in einem fruhen Stadium des Entscheidungsprozesses eine Praferenz zum Ausdruck gebracht und auf diese Weise die systematische Bewertung besserer Alternativen unterdruckt. Um herauszubekommen, ob diese Vermutung zutrifft, musste der Forscher Informationen uber Fuhrungsstile in Gruppen sammeln, die schlechte Entscheidungen treffen. Forschungsmethoden sind die Verfahren, an die sich der Forscher halt, um diese Informationen zu sammeln, und Methodologie ist ein Begriff, der fur alle Aspekte der Anwendung von Methoden verwendet wird.

International audience; The influence of player gender on referees' decision making was experimentally investigated. In Experiment 1, including 145 male handball referees, we investigated (a) the influence of referees' level of expertise on their decisional biases against women and (b) the referees' gender stereotypes. Results revealed that biases against women were powerful regardless of the referees' level of expertise and that male referees' stereotype toward female players tends to be negative. In Experiment 2, including 115 sport science students, we examined the influence of the participants' gender, motivation to control bias, and time constraints on gender bias. Results indicated that participants' gender had no impact on gender bias and that participants were able to reduce this bias in conditions in which they were motivated to control the bias.

In four studies, we report evidence that admiration affects intergroup behaviors that regulate social hierarchy. We demonstrate that manipulating the legitimacy of status relations affects admiration for the dominant and that this emotion negatively predicts political action tendencies aimed at social change. In addition, we show that greater warmth and competence lead to greater admiration for an outgroup, which in turn positively predicts deferential behavior and intergroup learning. We also demonstrate that, for those with a disposition to feel admiration, increasing admiration for an outgroup decreases willingness to take political action against that outgroup. Finally, we show that when the object of admiration is a subversive “martyr,” admiration positively predicts political action tendencies and behavior aimed at challenging the status quo. These findings provide the first evidence for the important role of admiration in regulating social hierarchy., Highlights ► Greater admiration is felt for a group with legitimate status. ► Greater admiration is felt for warm and competent groups. ► Admiration for powerful groups is associated with hierarchy-maintaining behaviors. ► Admiration for “subversive” groups is associated with hierarchy-challenging behaviors. ► Admiration towards an outgroup inhibits hierarchy-maintaining behaviors.

Research on bullying increasingly focuses on social processes, showing that group membership affects children's responses to bullying scenarios. Additionally, correlational research has shown links between norms of cooperation and prosocial behaviour, and between competition and more aggressive forms of behaviour.This paper focuses on how children's peer group membership affects their group-based emotions in response to an intergroup bullying incident, and the action tendencies that these emotions predict, in the context of different background norms (for competitive or cooperative behaviour).Italian schoolchildren, 10-13 years old (N= 128, 65 males) took part in this study.Participants were randomly assigned to the group of a perpetrator, target, or third-party group member described in a scenario. Next, they played a game designed to induce a cooperative, competitive, or neutral norm, and read the scenario. They then answered a questionnaire measuring their group-based emotions.Results underscored the role of norms and group processes in responses to bullying. In particular, children exposed to a cooperative norm expressed less pride and more regret and anger about the bullying than those in other conditions.This study indicates that the influence peer groups have on bullying may be tempered by the introduction of a cooperative normative context to the school setting.