Volunteering, social cohesion and race: the German Technical Relief Service

This paper contributes to the debate on whether volunteering influences social cohesion, and argues that issues of race equality should be considered in this discussion. Whilst the German government, like other European states, promotes volunteering as a way of improving social cohesion, discussions on social cohesion in Germany tend not to mention race explicitly, whilst studies on volunteering tend to neglect to explore race at all. When they do, race is simply considered a factor influencing engagement, rather than a structural issue. Employing the example of the German Technical Relief Service for civil defence, the paper explores race relations and representation in Germany, where discussions on race generally remain taboo, drawing on theories of structural racism and whiteness. The paper concludes that it cannot be unproblematically assumed that volunteering leads to social cohesion in an ethnically diverse society if racial inequalities are not addressed.

‘Not like rose-tinted glasses… like taking a pair of dirty glasses off’: A pilot intervention using positive emotions in expressive writing

Studies conducted in various contexts and with varied populations have found expressive writing enhances physical and psychological wellbeing. This pilot intervention study countered the predominantly quantitative evidence by adopting a qualitative methodology, exploring the experience of using positive emotions in expressive writing. Participants (n = 10), who all had previous experience in expressive writing, were asked to select one of ten positive emotion cards (PECs) each day for three days. Participants were then asked to write expressively through the ‘lens’ of their chosen emotion. Semi-structured interviews were conducted and experiences were evaluated using Thematic Analysis. The results identified two main themes that compared the experience of expressive writing both with and without the PECs. The first theme, Processing (without the PECs) contained three sub-themes: sense of relief, habitual perspective and reactive to experience. The second main theme, Progressing (with the PECs) contained three different sub-themes: sense of direction, changed perspective and interactive with experience. This study found that, for expressive writers, positive emotions may function in three ways: to relate to others or self-expand, to move past challenges cognitively or change unconstructive perspectives, and finally as a way to interactively link or ‘bridge’ from the written subject matter to constructive action, thus breaking cycles of reactive writing and rumination. Implications of the study on the practice of expressive writing and its potential as a positive psychology intervention (PPI) are discussed.