Trajectories of Adolescent Aggression and Family Cohesion: The Potential to Perpetuate or Ameliorate Political Conflict

Correlations between intergroup violence and youth aggression are often reported. Yet longitudinal research is needed to understand the developmental factors underlying this relation, including between-person differences in within-person change in aggression through the adolescent years. Multilevel modeling was used to explore developmental and contextual influences related to risk for youth aggression using 4 waves of a prospective, longitudinal study of adolescent/mother dyad reports (N = 820; 51% female; 10–20 years old) in Belfast, Northern Ireland, a setting of protracted political conflict. Experience with sectarian (i.e., intergroup) antisocial behavior predicted greater youth aggression; however, that effect declined with age, and youth were buffered by a cohesive family environment. The trajectory of aggression (i.e., intercepts and linear slopes) related to more youth engagement in sectarian antisocial behavior; however, being female and having a more cohesive family were associated with lower levels of youth participation in sectarian acts. The findings are discussed in terms of protective and risk factors for adolescent aggression, and more specifically, participation in sectarian antisocial behavior. The article concludes with clinical and intervention implications, which may decrease youth aggression and the perpetuation of intergroup violence in contexts of ongoing conflict.

‘Plugging the Gap’: Shared Education and the promotion of community relations through schools in Northern Ireland

Although there is no consensus amongst educationalists as to the role schools play as drivers of hostilities in divided societies, there is broad agreement that they can facilitate more positive intergroup relations. In Northern Ireland the promotion of school based inter-group contact has been offered as a means through which this can happen. Until 2007, the approach was twofold, reflected on the one hand in short-term contact opportunities for pupils in predominantly Catholic and Protestant schools, and on the other, in support for integrated schools which educate Catholics and Protestants together. In 2007 the Shared Education Programme was introduced to ‘bridge the gap’ between short-term opportunities for contact, and ‘full immersion’ integrated schools. Informed by contact theory, shared education offers curriculum based interaction between pupils attending all school types, aimed at promoting the type of contact likely to reduce negative social attitudes and ultimately contribute to social harmony. In this paper, we examine the impact of shared education thus far. Our analysis suggests that whilst shared education is generally effective in promoting positive assessments of other group members, there is a danger that programme impact may be inhibited by the foregrounding of educational over reconciliation priorities. Appreciating that the downplaying reconciliation objectives may have been necessary when the programme was established in order to maximize recruitment to it, we argue that if the full potential of shared education is to be realized, moving forward, it is important for schools to engage with issues of group differences.

Does social deprivation influence inter-group contact outcomes for pupils in Northern Ireland?

The education system in Northern Ireland is characterized by division, with
around 95% of the pupil population attending predominantly co-religionist
schools. In a society that is transitioning from a thirty year conflict that has been
framed by hostilities between the main Catholic and Protestant communities, reconciliation
interventions in education have sought to promote the value of intergroup
contact between pupils attending separate schools. Some qualitative research
suggests that such initiatives are more likely to have positive outcomes for
pupils from more middle class backgrounds than those from more disadvantaged
communitiesand areas that experienced high levels of conflict related incidents and deaths during the pre-ceasefire years. Drawing on contact theory and empirical evidence from a large scale quantitative study, we seek to examine this theory. Using free school meals as a proxy for social class, our findings are consistent in finding that there is a differential impact of contact for those from less affluent backgrounds, and we conclude by arguing that this should be reflected in policy responses.

Promoting Harmonious Relations and Equitable Well-Being: Peace Psychology and “Intractable” Conflicts

The chapter explores Bar-Tal’s legacy in relation to key concepts, perspectives, and findings that comprise the growing field of peace psychology, specifically the promotion of sustainable peace through the indivisible constructs of harmonious relations and equitable wellbeing. Analyzed through a peace psychology lens, Bar-Tal’s work highlights both the barriers to and bridges for achieving sustainable peace. Central concepts from his work, such as fear, insecurity, and an ethos of conflict, demonstrate key obstacles to fostering harmonious intergroup relations based on social justice. Bar-Tal’s work also identifies processes that can overcome these barriers, which is consistent with peace psychology’s emphasis on the development of constructive responses to violence and conflict. For example, the chapter outlines how confidence-building mechanisms, mutually respectful identities, and reconciliation processes, may help foster an ethos of peace that can be embedded in the structure of societies through peace education. The chapter concludes with implications and suggestions for future research, with a focus on the role of young people in settings of prolonged intergroup division and generational approaches to peacebuilding, as conceptualized through a peace psychology lens.

Joining together or pushing apart? Building relations and exploring difference through shared education in Northern Ireland

In divided societies, the promotion of cross-cultural contact through the education system has been central to efforts to improve intergroup relations. This approach is informed by an understanding of the contact hypothesis, which suggests that positive contact with a member of a different group should contribute to improvements in attitudes towards the group as a whole. While a substantial body of research provides support for contact theory, critics have argued that its emphasis on harmonious encounters can result in the neglect of group differences and associated issues of conflict and discrimination during contact. The research discussed in this article explores this tension with reference to two shared education projects in Northern Ireland. Research data, gathered primarily through interviews with pupils, confirms that divisive issues are rarely addressed during contact and explores several influences on this: the nature of pupils’ relationships, the programme structure, and the prevailing social norms of avoidance.

The Imagined Contact Hypothesis

Imagined intergroup contact (Crisp & Turner, 2009) is a new indirect contact strategy for promoting tolerance and more positive intergroup relations. Research has shown that mentally simulating a positive interaction with an outgroup member can elicit more favorable explicit and implicit outgroup attitudes, less stereotyping, and enhance intentions to engage in future contact. This review documents the range of benefits that accrue from imagined contact, the processes through which it operates, and the conditions that limit or enhance its effectiveness. Studies have shown when, how, and why imagining contact reduces prejudice against a range of different target groups, and how it can be integrated with existing contact-based approaches to provide maximally effective strategies for improving intergroup relations. The approach is not without its critics, and this review addresses the controversies and debates stimulated by imagined contact theory and research. The review concludes with a discussion of the value that imagery techniques can bring to implementations of contact theory, and how the approach offers a new, flexible, and effective tool for practitioners and policy makers in their efforts to promote, encourage, and enhance more harmonious intergroup relations.

Explaining the success of karmic religions

One of the central claims of Norenzayan et al.’s article is that supernatural monitoring and intergroup competition have facilitated the rise of large-scale prosocial religions. Although the authors outline in detail how social instincts that govern supernatural monitoring are honed by cultural evolution and have given rise to Big Gods, they do not provide a clear explanation for the success of karmic religions. Therefore, to test the real scope of their model, Norenzayan et al. need to seriously engage with questions concerning the evolution of karmic prosocial religions.

Measuring the macrosystem in post-accord Northern Ireland: A social-ecological approach

The macrosystem refers to the overarching patterns that influence behavior at each level of the social ecology (Bronfenbrenner, 1977), making it a necessary component for assessing human development in contexts of political violence. This article proposes a method for systematically measuring the macrosystem in Northern Ireland that allows for a subnational analysis, multiple time units, and indicators of both low-level violence and positive relations. Articles were randomly chosen for each weekday in 2006-2011 from two prominent Northern Irish newspapers and coded according to their reflection of positive relations and political tensions between Catholics and Protestants. The newspaper data were then compared to existing macro-level measurements in Northern Ireland. We found that the newspaper data provided a more nuanced understanding of fluctuations in intergroup relations than the corresponding measures. This has practical implications for peacebuilding and advances our methods for assessing the impact of macro-level processes on individual development.

Political Socialisation

The process of political socialisation (PS) has been classically defined as the “learning of social patterns corresponding to [an individual’s] societal position as mediated through various agencies of society” (Hyman, 1959, p. 25). Distinguishing PS from other types of socialisation (e.g. ethnic, cultural), this definition still serves as the foundation for the majority of empirical research in this area, despite methodological advances and new attention to previously under researched aspects of PS. As it was assumed that PS was relatively stable throughout life, early research focused on analysing this process during early childhood (Merelman, 1986). However, more recent studies found that ideas and attitudes acquired during childhood change through emerging adulthood due to multiple factors, such as personality, maturation and past experiences (“Beyond Political Socialization,” 2014). Therefore, current research has expanded beyond the effects of the classic socialisation agents (i.e., parents, peers, school) to include other relevant factors such as overarching context and individual cognitive development. Yet, the research to date offers a fragmented perspective of the process with heterogeneous results related to PS outcomes (e.g., voting behaviour, political engagement, identities, intergroup attitudes, prejudice, discrimination, etc.). This fact highlights the need for further research from childhood through emerging adulthood that also considers a wider-range of multiple socialisation agents, the over-arching context, and a greater numbers of outcomes related PS processes.

Reconciliation's Contributions to Quality Peace

In this chapter we ask what unique contributions reconciliation can make toward building quality peace. We begin by briefly reviewing some of the diverse approaches to understanding the term reconciliation, and settle on a formulation consistent with the emerging perspective of a quality of peace. We then identify three levels – international, state-citizen, intergroup – at which reconciliation can impact peace. We explore how reconciliation may function at each level and how specific factors may advance a more robust and lasting peace process. We synthesize this analysis by identifying key aspects of reconciliation that advance our understanding of a quality of peace: inclusive participation, balancing symbolic and material actions, integrating psychosocial processes, and emphasizing generational approaches. The chapter concludes with suggestions of possible indicators and future research that may support the links between reconciliation and peace processes.

Confidence in Contact: A New Perspective on Promoting Cross-Group Friendship Among Children and Adolescents

Intergroup contact theory proposes that positive interactions between members of different social groups can improve intergroup relations. Contact should be especially effective in schools, where opportunities may exist to engage cooperatively with peers from different backgrounds and develop cross-group friendships. In turn, these friendships have numerous benefits for intergroup relations. However, there is evidence that children do not always engage in cross-group friendships, often choosing to spend time with same-group peers, even in diverse settings. We argue that in order to capitalize on the potential impact of contact in schools for promoting harmonious intergroup relations, a new model is needed that places confidence in contact at its heart. We present an empirically driven theoretical model of intergroup contact that outlines the conditions that help to make young people contact ready, preparing them for successful, sustained intergroup relationships by giving them the confidence that they can engage in contact successfully. After evaluating the traditional approach to intergroup contact in schools, we present our theoretical model which outlines predictors of cross-group friendships that enhance confidence in and readiness for contact. We then discuss theory-driven, empirically tested interventions that could potentially promote confidence in contact. Finally, we make specific recommendations for practitioners and policy makers striving to promote harmonious intergroup relations in the classroom.

The Evolution of Extreme Cooperation via Shared Dysphoric Experiences

Willingness to lay down one’s life for a group of non-kin, well documented in the
historical and ethnographic records, represents an evolutionary puzzle. Here we
present a novel explanation for the willingness to fight and die for a group, combining evolutionary theorizing with empirical evidence from real-world human groups. Building on research in social psychology, we develop a mathematical model showing how conditioning cooperation on previous shared experience can allow extreme (i.e., life-threatening) pro-social behavior to evolve. The model generates a series of predictions that we then test empirically in a range of special sample populations (including military veterans, college fraternity/sorority members, football fans, martial arts practitioners, and twins). Our results show that sharing painful experiences produces “identity fusion” – a visceral sense of oneness – more so even than bonds of kinship, in turn motivating extreme pro-group behavior, including willingness to fight and die for the group. These findings have theoretical and practical relevance. Theoretically, our results speak to the origins of human cooperation, as we offer an explanation of extremely costly actions left unexplained by existing models.
Practically, our account of how shared dysphoric experiences produce identity fusion, which produces a willingness to fight and die for a non-kin group, helps us better understand such pressing social issues as suicide terrorism, holy wars, sectarian violence, gang-related violence, and other forms of intergroup conflict.

Collective synchrony increases prosociality towards non-performers and out-group members

Previous research has found that behavioural synchrony between people leads to greater prosocial tendencies towards co-performers. In this study we investigated the scope of this prosocial effect: does it extend beyond the performance group to an extended in-group (extended parochial prosociality) or even to other people in general (generalized prosociality)? Participants performed a simple rhythmic movement either in time (synchrony condition) or out of time (asynchrony condition) with each other. Before and during the rhythmic movement, participants were exposed to a prime that made salient an extended in-group identity. After the task, half the participants had the opportunity to help an extended in-group member; the other half had the opportunity to help an out-group member. We found a main effect of our synchrony manipulation across both help targets suggesting that the prosocial effects of synchrony extend to non-performers. Furthermore, there was a significantly higher proportion of participants willing to help an out-group member after moving collectively in synchrony. This study shows that under certain intergroup contexts synchrony can lead to generalized prosociality with performers displaying greater prosociality even towards out-group members.