Moral Disengagement in the Legitimation and Realization of Aggressive Behaviors in Soccer and Ice Hockey

The aim of the present study was to test the effect of moral disengagement on the tolerance and realization of aggressive acts in male soccer and ice hockey players in Switzerland. One hundred and four soccer and 98 ice hockey players evaluated the legitimacy of four videotaped aggressive behaviors and completed a questionnaire that included a moral disengagement scale and self-reported aggression. The level of moral disengagement, which mediates the effects of perceived coach and ego attitudes toward transgressions, largely explains the tolerance of hostile aggression within teams, as well as the level of high aggressive acts reported by the participants.

School Bullies’ Quest for Power: Implications for Group Dynamics and Intervention

Bullying is characterized by an inequality of power between perpetrator and target. Findings that bullies can be highly popular have helped redefine the old conception of the maladjusted school bully into a powerful individual exerting influence on his peers from the top of the peer status hierarchy. Study I is a conceptual paper that explores the conditions under which a skillful, socially powerful bully can use the peer group as a means of aggression and suggests that low cohesion and low quality of friendships make groups easier to manipulate. School bullies’ high popularity should be a major obstacle for antibullying efforts, as bullies are unlikely to cease negative actions that are rewarding, and their powerful position could discourage bystanders from interfering. Using data from the Finnish program KiVa, Study II supported the hypothesis that antibullying interventions are less effective with popular bullies in comparison to their unpopular counterparts. In order to design interventions that can address the positive link between popularity and aggression, it is necessary to determine in which contexts bullies achieve higher status. Using an American sample, Study III examined the effects of five classroom features on the social status that peers accord to aggressive children, including classroom status hierarchy, academic level and grade level, controlling for classroom mean levels of aggression and ethnic distribution. Aggressive children were more popular and better liked in fifth grade relative to fourth grade and in classrooms of higher status hierarchy. Surprisingly, the natural emergence of status hierarchies in children’s peer groups has long been assumed to minimize aggression. Whether status hierarchies hinder or promote bullying is a controversial question in the peer relations’ literature. Study IV aimed at clarifying this debate by testing the effects of the degree of classroom status hierarchy on bullying. Higher hierarchy was concrrently associated with bullying and predictive of higher bullying six months later. As bullies’ quest for power is increasingly acknowledged, some researchers suggest teaching bullies to attain the elevated status they yearn for through prosocial acts. Study V cautions against such solutions by reviewing evidence that prosocial behaviors enacted with the intention of controlling others can be as harmful as aggression.

Group Dynamics in Sex Offender Treatment Involving Individuals with Personality Disorders

This qualitative investigation primarily employing a phenomenological perspective and psychoanalytic interview approach intends to provide contextual understanding of group dynamics in sex offender treatment involving individuals with strong features of personality disorders or Axis II psychopathology according to the Diagnostic and Statistical Manual of Mental Disorder (4 ed., text rev.; DSM-IV-TR; American Psychiatric Association, 2000). Of note, this study particularly focuses on the cluster B type (Narcissistic, Borderline, Histrionic, and Antisocial Personality Disorders), based on the assumption that this type is more interpersonally operational in its nature. The present study is based on semi-structured interviews of three clinicians who arecurrently providing group treatment for sex offenders. The interview was designed to elicit the participants' clinical observations of group dynamics involving group members with features of the Axis II, Cluster B type. In this study, 11 therapeutic factors postulated by Yalom (2005) were utilized to qualitatively investigate group dynamics. Analyses of qualitative data highlighted how group members with features of the Axis II, Cluster B type may distinctively affect group dynamics. Based on the results, group members with Axis II diagnoses, as reported bythe therapists who responded to this study, were observed to present with altruistic behaviors in group. In addition, motivation appeared to be one of the most influential factors in promoting and maintaining therapeutic group behaviors. Group members with antisocial features appeared to present with low motivation for treatment, and individualswith a pervasive history of criminal institutionalization seemed more prone to disengagement in group. Individuals with borderline and histrionic traits seemed to be interpersonally oriented and affectively engaged in group process. Persons with a narcissistic tendency also appeared to be interpersonally invested and showed altruistic behaviors, yet the importance of confirming their superiority seemed to outweigh the need for acceptance or approval from other group members. As briefly discussed above, the qualitative analyses of the current data showed that individuals with Axis II disorders, Cluster B type uniquely affect group dynamics, which suggest clinical considerations foreffective treatment planning, maintenance, and outcomes.

Athlete Perceptions of Intra-Group Conflict in Sport Teams

The study of conflict has been of primary interest in various fields such as organisational psychology for decades (e.g. Barki & Hartwick, 2004). In sport psychology, however, conflict research has been almost nonexistent (Lavoi, 2007) with few exceptions (e.g. Holt et al., 2012; Sullivan & Feltz, 2001). The importance of understanding conflict in sport and in groups, however, has been acknowledged because it has potentially serious implications for group outcomes (Lavoi, 2007). The present study investigated competitive sport athletes’ perceptions of intra-group conflict in sport. Ten intercollegiate athletes: (N=5 males, N=5 females; Mage=25.00, SD=2.87) participated in semi-structured interviews. Athletes perceived the nature of conflict to manifest itself in several ways including: (a) disagreements; (b) negative emotions; and (c) interference/antagonistic behaviors. In addition, conflict episodes were perceived to arise in task and social situations. The findings are discussed in terms of their contributions to current perspectives on intra-group conflict in sport.

Athlete Perceptions of Intra-Group Conflict in Sport Teams

The study of conflict has been of primary interest in various fields such as organisational psychology for decades (e.g. Barki & Hartwick, 2004). In sport psychology, however, conflict research has been almost nonexistent (Lavoi, 2007) with few exceptions (e.g. Holt et al., 2012; Sullivan & Feltz, 2001). The importance of understanding conflict in sport and in groups, however, has been acknowledged because it has potentially serious implications for group outcomes (Lavoi, 2007). The present study investigated competitive sport athletes’ perceptions of intra-group conflict in sport. Ten intercollegiate athletes: (N=5 males, N=5 females; Mage=25.00, SD=2.87) participated in semi-structured interviews. Athletes perceived the nature of conflict to manifest itself in several ways including: (a) disagreements; (b) negative emotions; and (c) interference/antagonistic behaviors. In addition, conflict episodes were perceived to arise in task and social situations. The findings are discussed in terms of their contributions to current perspectives on intra-group conflict in sport.

Prejudiced attitudes, group norms, and discriminatory behaviour

Most current attitude research focuses on range of non-social attitudinal targets, including health-related and consumer outcomes. In this paper, a program of research that considers the relations among intergroup attitudes, group norms, and behavior will be described. The first study examined the effect of ingroup norms relating to multiculturalism on the extent to wich participants hehaviourally enacted their attitudes. Consistent with social identity theory, attitudebehaviour consistency in relation was influenced by ingroup norms, particularly when national identity was salient. The results of a large scale field study that essential replicated this pattern of results will also be discussed.

Premières évidences de la validité de l'échelle de désengagement moral pour des actes discriminatoires (Initial evidence of the validity of a scale on moral disengagement in discriminatory behavior)

De nombreuses études ont mis en évidence le fait que les individus étaient prêts à commettre des actes discriminatoires pour autant qu'ils puissent les justifier (Crandall & Eshleman, 2003). Nous proposons de contribuer à la compréhension de ce phénomène grâce au concept de désengagement moral pour des actes discriminatoires (DMD). Nous définissons le désengagement moral comme le fait de justifier ses propres actes immoraux de manière à les rendre acceptable. Ce concept trouve ses origines dans les travaux de Bandura et al. (1996) portant sur les comportements agressifs chez des enfants. Il se compose de huit mécanismes (p.ex. le déplacement de responsabilité). Notre recherche dépasse le cadre théorique développé par Bandura et al. pour inscrire le désengagement moral dans le champ de la discrimination intergroupe. De plus, en conceptualisant le désengagement moral comme une différence individuelle, nous proposons également de présenter les premières étapes du développement d'une échelle permettant de mesurer le DMD. L'échelle de DMD a été développée en trois étapes en suivant la procédure proposée par Hinkin (1998). Tout d'abord, une liste de 72 items a été générée suivant une méthode déductive. Puis, suite à une étude (n = 13) portant sur la cohérence des items vis-à-vis du concept et de ses mécanismes, cette liste a été réduite à 40 items (5 par mécanisme). Enfin, 118 étudiants universitaires ont participé à une étude dans le but de mener des analyses factorielles (exploratoire et confirmatoire), ainsi que de tester les validités convergente, divergente et prédictive de l'échelle. La première partie de cette étude se composait de différentes échelles (p.ex. mesure de personnalité, préjugés anti-immigrés, etc.). La seconde partie de l'étude était une expérience portant sur l'évaluation d'idées de méthodes de sélection (discriminatoire versus méritocratique) des étudiants suisses et étrangers à l'université, ayant pour but de réduire la surpopulation dans les salles de cours. Les résultats obtenus sont prometteurs pour le développement de l'échelle, autant du point de vue de sa structure (p.ex. α = .82) que de sa validité. Par exemple, plus le niveau de DMD des participants était élevé, plus ils étaient favorables à une méthode de sélection discriminatoire des étudiants à l'université. L'ensemble des résultats sera présenté durant la conférence. Nous discuterons également des potentielles contributions de cette échelle pour de futurs projets de recherche. Référence : Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Mechanisms of moral disengagement of the exercise of moral agency. Journal of Personality and Social Psychology, 71 (2), 364-374. Crandall, C. S., & Eshleman, A. (2003). The Justification-suppression model of the expression and experience of prejudice. Psychological Bulletin, 129 (3), 414-446. Hinkin, T. R. (1998). A brief tutorial on the development of measures for use un survey questionnaires. Organizational Research Methods, 1 (1), 104.121.

Moral disengagement: Towards a context-general category-based measure of the concept

Bandura (1986) developed the concept of moral disengagement to explain how individuals can engage in detrimental behavior while experiencing low levels of negative feelings such as guilt-feelings. Most of the research conducted on moral disengagement investigated this concept as a global concept (e.g., Bandura, Barbaranelli, Caprara, & Pastorelli, 1996; Moore, Detert, Klebe Treviño, Baker, & Mayer, 2012) while Bandura (1986, 1990) initially developed eight distinct mechanisms of moral disengagement grouped into four categories representing the various means through which moral disengagement can operate. In our work, we propose to develop measures of this concept based on its categories, namely rightness of actions, rejection of personal responsibility, distortion of negative consequences, and negative perception of the victims, and which is not specific a particular area of research. Through our measures, we aim at better understanding the cognitive process leading individuals to behave unethically by investigating which category plays a role in explaining unethical behavior depending on the situations in which individuals are. To this purpose, we conducted five studies to develop the measures and to test its predictive validity. Particularly, we assessed the ability of the newly developed measures to predict two types of unethical behaviors, i.e. discriminatory behavior and cheating behavior. Confirmatory Factor analyses demonstrated a good fit of the model and findings generally supported our predictions.

The Social Environment in Children’s Sport: Cohesion, Social Acceptance, Commitment, and Enjoyment

The primary purpose of the current study was to determine whether perceptions of cohesion mediated the relationship between social acceptance and individual commitment and enjoyment in children’s sport. A secondary purpose involved the assessment of the temporal nature of cohesion over the course of an athletic season. A total of 209 (Mage = 9.87 years; SD = 1.34) recreational soccer players completed questionnaires at three time points (T1 – social acceptance, cohesion; T2 – cohesion; T3 – commitment, enjoyment, cohesion) during an athletic season. Using structural equation modeling, the results indicated that task cohesion mediated the relationship between social acceptance and commitment and enjoyment, whereas social cohesion did not. In addition, individual perceptions of cohesion did not vary significantly over the course of the season. These results will be discussed in terms of their theoretical and practical implications. As one example, the relative stability in terms of perceptions of cohesion in this population could inform future intervention work aimed at enriching the social environment