Experimental Evidence of Scapegoating
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1 Kenneth Burke and the Theory of Scapegoating Charles K. Bellinger Words Sometimes Play Important Roles in Human History. I
Kenneth Burke and the Theory of Scapegoating Charles K. Bellinger Words sometimes play important roles in human history. I think, for example, of Martin Luther’s use of the word grace to shatter Medieval Catholicism, or the use of democracy as a rallying cry for the American colonists in their split with England, or Karl Marx’s vision of the proletariat as a class that would end all classes. More recently, freedom has been used as a mantra by those on the political left and the political right. If a president decides to go war, with the argument that freedom will be spread in the Middle East, then we are reminded once again of the power of words in shaping human actions. This is a notion upon which Kenneth Burke placed great stress as he painted a picture of human beings as word-intoxicated, symbol-using agents whose motives ought to be understood logologically, that is, from the perspective of our use and abuse of words. In the following pages, I will argue that there is a key word that has the potential to make a large impact on human life in the future, the word scapegoat. This word is already in common use, of course, but I suggest that it is something akin to a ticking bomb in that it has untapped potential to change the way human beings think and act. This potential has two main aspects: 1) the ambiguity of the word as it is used in various contexts, and 2) the sense in which the word lies on the boundary between human self-consciousness and unself-consciousness. -
Getting Beneath the Surface: Scapegoating and the Systems Approach in a Post-Munro World Introduction the Publication of The
Getting beneath the surface: Scapegoating and the Systems Approach in a post-Munro world Introduction The publication of the Munro Review of Child Protection: Final Report (2011) was the culmination of an extensive and expansive consultation process into the current state of child protection practice across the UK. The report focused on the recurrence of serious shortcomings in social work practice and proposed an alternative system-wide shift in perspective to address these entrenched difficulties. Inter-woven throughout the report is concern about the adverse consequences of a pervasive culture of individual blame on professional practice. The report concentrates on the need to address this by reconfiguring the organisational responses to professional errors and shortcomings through the adoption of a ‘systems approach’. Despite the pre-occupation with ‘blame’ within the report there is, surprisingly, at no point an explicit reference to the dynamics and practices of ‘scapegoating’ that are so closely associated with organisational blame cultures. Equally notable is the absence of any recognition of the reasons why the dynamics of individual blame and scapegoating are so difficult to overcome or to ‘resist’. Yet this paper argues that the persistence of scapegoating is a significant impediment to the effective implementation of a systems approach as it risks distorting understanding of what has gone wrong and therefore of how to prevent it in the future. It is hard not to agree wholeheartedly with the good intentions of the developments proposed by Munro, but equally it is imperative that a realistic perspective is retained in relation to the challenges that would be faced in rolling out this new organisational agenda. -
CYBERBULLYING Bullying Is Aggressive Behavior That Is Intentional and Involves an Imbalance of Power Or Strength
From the Stop Bullying Now Website http://www.stopbullyingnow.hrsa.gov/adults/cyber-bullying.aspx CYBERBULLYING Bullying is aggressive behavior that is intentional and involves an imbalance of power or strength. Usually, it is repeated over time. Traditionally, bullying has involved actions such as: hitting or punching (physical bullying), teasing or name-calling (verbal bullying), or intimidation through gestures or social exclusion. In recent years, technology has given children and youth a new means of bullying each other. Cyberbullying, which is sometimes referred to as online social cruelty or electronic bullying, has been defined as "an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself" (Smith et al., 2008, p. 376). Cyberbullying can involve: • Sending mean, vulgar, or threatening messages or images • Posting sensitive, private information and/or lies about another person • Pretending to be someone else in order to make that person look bad • Intentionally excluding someone from an online group (Willard, 2005) Children and youth can cyberbully each other through: • Emails • Instant messaging • Text or digital imaging messages sent on cell phones • Social networking sites • Web pages • Blogs • Chat rooms or discussion groups • Other cyber technologies Bullying via instant messaging appears to be particularly prevalent (Dehue et al., 2008; Kowalski et al., 2008). How Common Is Cyberbullying? Research studies have produced different answers to this question. Rates of cyberbullying vary depending on the definition of cyberbullying that is used, the ages and characteristics of children surveyed, and the time frame involved (Kowalski & Limber, under review). -
Universidad Nacional Abierta Y a Distancia Unad
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD ESCUELA DE CIENCIAS SOCIALES, ARTES Y HUMANIDADES PROGRAMA DE PSICOLOGÍA MODULO DEL CURSO DE PSICODIAGNOSTICO DE LA PERSONALIDAD Elaborado Por: Jorge Enrique Bejarano B. 2007 Bogotá Ajustado por: Edgar O. Anaya Herrera 2009 Bucaramanga CURSO DE PSICODIAGNÓSTICO DE LA PERSONALIDAD TABLA DE CONTENIDO Pág. UNIDAD 1: CONCEPTO DE PERSONALIDAD 2 Capítulo 1 - Origen e historia del concepto “persona” y “personalidad” 2 Lección 1 - Evolución de las teorías de la personalidad 7 Lección 2 - Integradoras del Yo – Biosociales 19 Lección 3 - Simbólica 27 Lección 4 - Humanista 28 Lección 5 - Conductista 30 Capítulo 2 - Construcciones personalizadas 34 Lección 6 - Evolutiva 34 Lección 7 - Interpersonal 34 Lección 8 - Definición de Personalidad 37 Lección 9 - La personalidad como sistema complejo 39 Lección 10 - Características del sistema personalidad 40 Capítulo 3 - Retroalimentación y Autoorganización 41 Lección 11 – Indeterminación 42 Lección 12 - Temperamento 43 Lección 13 - Carácter 45 Lección 14 - Estilo de Vida 46 Lección 15 – Voluntad 47 UNIDAD 2: PSICODIAGNOSTICO 50 Capítulo 4 – Concepto de normalidad y anormalidad 50 Lección 16 - Trastornos de la Personalidad 55 Lección 17 - Proceso de Psicodiagnóstico 75 Lección 18 - Aplicación de diferentes pruebas de personalidad 79 Lección 19 - La evaluación proyectiva de la personalidad 82 Lección 20 - Finalización de la Evaluación Psicodiagnóstica 87 Capítulo 5 - Pruebas y Técnicas para la Evaluación y Psicodiagnóstico de la Personalidad 88 Lección 21 - 16 -
Intersectional Invisibility (2008).Pdf
Sex Roles DOI 10.1007/s11199-008-9424-4 ORIGINAL ARTICLE Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities Valerie Purdie-Vaughns & Richard P. Eibach # Springer Science + Business Media, LLC 2008 Abstract The hypothesis that possessing multiple subordi- Without in any way underplaying the enormous nate-group identities renders a person “invisible” relative to problems that poor African American women face, I those with a single subordinate-group identity is developed. want to suggest that the burdens of African American We propose that androcentric, ethnocentric, and heterocentric men have always been oppressive, dispiriting, demor- ideologies will cause people who have multiple subordinate- alizing, and soul-killing, whereas those of women group identities to be defined as non-prototypical members of have always been at least partly generative, empower- their respective identity groups. Because people with multiple ing, and humanizing. (Patterson 1995 pp. 62–3) subordinate-group identities (e.g., ethnic minority woman) do not fit the prototypes of their respective identity groups (e.g., ethnic minorities, women), they will experience what we have Introduction termed “intersectional invisibility.” In this article, our model of intersectional invisibility is developed and evidence from The politics of research on the intersection of social historical narratives, cultural representations, interest-group identities based on race, gender, class, and sexuality can politics, and anti-discrimination legal frameworks is used to at times resemble a score-keeping contest between battle- illustrate its utility. Implications for social psychological weary warriors. The warriors display ever deeper and more theory and research are discussed. gruesome battle scars in a game of one-upmanship, with each trying to prove that he or she has suffered more than Keywords Intersectionality. -
Studies on Peer Victimization and Social Exclusion from A
Patrik Söderberg Not Only Bad Luck Studies on Peer Victimization and Social Exclusion from a Multilevel Perspective Adolescent victimization and social exclusion are universal phenomena with long-term negative Patrik Söderberg mental health consequences. Meanwhile, studies on the effectiveness of anti-bullying programs have yielded mixed result. Patrik Söderberg | Not Only Bad Luck | 2018 Söderberg | Not Only Bad Luck Patrik Not Only Bad Luck This thesis adopts a multilevel approach to explore the bi-directional relationships between psycho- Studies on Peer Victimization and Social Exclusion social maladjustment and peer victimization, in settings that participants have little to no choice from a Multilevel Perspective but to belong to, such as nomadic forager band societies, modern high-school classrooms, and the family environment. Based on the results, the thesis suggests that whole-school programs should continue to pro- mote inclusiveness and diversity, but should also acknowledge the impact of individual characteris- tics and family adversities on peer victimization. 9 789521 237393 ISBN 978-952-12-3739-3 Patrik Söderberg Born 1980 in Vasa, Finland Studies, exams, and present occupation: Master’s degree in Developmental Psychology at Åbo Akademi University in 2010 Bachelor’s degree in Political Science at Åbo Akademi University in 2009 Patrik Söderberg is currently working as a university teacher in Developmental Psychology within the Faculty of Education and Welfare Studies at Åbo Akademi University in Vasa, Finland. His research and teaching interests include peer victimization, social inclusion, gene- environment interaction, and youth political participation. Portrait photo: Raija Skyttälä, Foto Airaksinen Cover photo: User PublicDomainPictures on Pixabay, released under Creative Commons CC0 Åbo Akademi University Press Tavastgatan 13, FI-20500 Åbo, Finland Tel. -
How Does Individualism-Collectivism Relate to Bullying Victimisation?
International Journal of Bullying Prevention https://doi.org/10.1007/s42380-018-0005-y ORIGINAL ARTICLE How Does Individualism-Collectivism Relate to Bullying Victimisation? Peter K. Smith 1 & Susanne Robinson1 # The Author(s) 2019 Abstract Large-scale surveys have pointed to considerable country variations in the prevalence and nature of bullying victimisation. In seeking to explain these, one possible explanatory factor has been the cultural values of a country, such as expounded by (Hofstede 1980; Hofstede et al. 2010). Of his six dimensions of cultural values, the most investigated in relation to aggression and bullying has been that of individualism-collectivism (IDV). The theoretical background and several empirical studies have suggested more aggression in individualist societies, but the evidence has been mixed and often based on small samples. Here, we investigate how the prevalence of victimisation in different countries relates to IDV. We also examine predictions about the proportion of bullying which is relational and the ratio of bullies to victims. We primarily used the Health Behaviour in School- aged Children surveys, available at 3 age groups and over six time points. We also use data from 4 other surveys where appropriate. The overall findings are for less victimisation in individualist societies, but only in more recent years; some support for a greater proportion of relational victimisation in individualist societies and a higher ratio of bullies to victims in collectivist societies. The findings are discussed in relation to other factors, and a hypothesis is advanced that regulatory frameworks and resources have reduced victimisation primarily in more individualist societies in the last two decades. -
C96e3b9693564ffee85f3615c77
SEFARAD, vol. 72:2, julio-diciembre 2012, págs. 325-350 ISSN: 0037-0894, doi: 10.3989/sefarad.012.010 Construcción y deconstrucción del converso a través de los memoriales de limpieza de sangre durante el reinado de Felipe III ∗ Juan Hernández Franco, Antonio Irigoyen López ** Universidad de Murcia En este artículo ponemos de relieve cómo el gran momento de la reforma de los esta- tutos de limpieza de sangre, que tendrá lugar en la segunda década del siglo XVII, tiene un destacado e intenso prolegómeno, que se fecha a partir del último tercio del Quinientos. En un ambiente mayoritariamente partidario de la ideología de los cristianos viejos y su propósito de excluir a los conversos de los honores sociales, tímidamente tanto Felipe II, en sus últimos años de vida, como Felipe III, la Inquisición y en concreto inquisidores generales como Quiroga, Niño de Guevara y Rojas, o bien sobresalientes religiosos como Rivadeneira, de las Casas y Montemayor, van a dar su apoyo en unos casos y a revisar en otros la conducta con la que se asocia al converso. Los últimos harán hincapié en su condi- ción de cristianos auténticos y las ventajas que reportaban sus conocimientos y formación para la sociedad y sus instituciones. PALABRAS CLAVE: Estatutos de limpieza de sangre; exclusión social; intolerancia; cris- tianos viejos; conversos; identidad socio-religiosa. * Este trabajo forma parte del proyecto de investigación 15300/PHCS/10 Nobilitas. Estudios y base documental de la nobleza del Reino de Murcia, siglos XV-XIX. Segun- da fase: análisis comparativos, financiado por la Fundación Séneca: Agencia regional de Ciencia y Tecnología de la Región de Murcia; del proyecto de investigación 11863/ PHCS/09: El legado de los sacerdotes. -
Social Exclusion Topic Guide
TOPIC GUIDE ON SOCIAL EXCLUSION Seema Khan About this guide This GSDRC resource guide aims to introduce some of the best literature on the definitions, understandings, causes, and impact of social exclusion, as well as the ways in which exclusion can be measured and addressed by governments, civil society actors and international organisations. It also highlights the major debates taking place on the issue within the international development and academic communities. It is intended primarily as a reference guide for policymakers. New publications and emerging issues will be incorporated on a quarterly basis. The guide was written by Seema Khan (GSDRC), in close collaboration with Professor Frances Stewart (Centre for Research on Inequality, Human Security and Ethnicity), Dr Rosalind Eyben (Institute of Development Studies) and Professor Bina Agarwal (University of Delhi). The GSDRC also appreciates the contributions made by Dr Rosamund Ebdon (DFID). The guide was last updated by Erika McAslan Fraser. Comments, questions or documents can be sent to [email protected]. About the GSDRC The Governance and Social Development Resource Centre (GSDRC) provides cutting-edge knowledge services on demand and online. It aims to help reduce poverty by informing policy and practice in relation to governance, conflict and social development. The GSDRC receives core funding from the UK Department for International Development (DFID) and the Australian Agency for International Development (AusAID). www.gsdrc.org First published December 2009 This revised edition published February 2012 © International Development Department, University of Birmingham Contents Introduction ..................................................................................................................... 4 Definitions and different understandings of social exclusion ............................................. 5 What are the socially excluded excluded from? ........................................................................ -
Working with People Who Commit Hate Crime RANIA HAMAD (UNIVERSITY of EDINBURGH) December 2019 INSIGHT 50 · Working with People Who Commit Hate Crime 2
INSIGHTS 50 A SERIES OF EVIDENCE SUMMARIES Working with people who commit hate crime RANIA HAMAD (UNIVERSITY OF EDINBURGH) DECEMBER 2019 INSIGHT 50 · WORKing with PEOPLE WHO COMMit HATE CRIME 2 Acknowledgements This Insight was reviewed by Helen Allbutt and Kristi Long (NHS Education for Scotland), Sarah Davis (Community Intervention Team, City of Edinburgh Council), Paul Iganski (Lancaster University), Steve Kirkwood (University of Edinburgh), Maureen McBride (University of Glasgow), Neil Quinn (University of Strathclyde) and colleagues from Scottish Government. Comments represent the views of reviewers and do not necessarily represent those of their organisations. Iriss would like to thank the reviewers for taking the time to reflect and comment on this publication. This work is licensed under the Creative Commons Attribution-Non Commercial-Share Alike 2.5 UK: Scotland Licence. To view a copy of this licence, visit https://creativecommons.org/licenses/by-nc-sa/2.5/scotland/ Copyright ©December 2019 INSIGHT 50 · WORKing with PEOPLE WHO COMMit HATE CRIME 3 Key points • Criminal Justice Social Work (CJSW) practitioners work on a daily basis with people convicted of hate crime and/or display prejudice, but there is a lack of specific Scottish research on effective practice in this area. • From the existing research, hate crime interventions are best undertaken one-to-one, incorporating cultural/diversity awareness, anger/emotion management, hate crime impact and restorative justice. • People convicted of hate crime frequently experience adverse circumstances and may have unacknowledged shame, anger, and feelings of threat and loss. • Practitioners should develop relationships with people who commit hate offences characterised by acceptance, respect, and empathy, without judgement or collusion. -
Technology-Enabled Bullying & Adolescent Non-Reporting
Technology-enabled Bullying & Adolescent Non-reporting Breaking the Silence Justin Connolly1 and Regina Connolly2 1Dublin City University, Dublin 9, Dublin, Ireland 2Dublin City University, Business School, Dublin 9, Dublin, Ireland Keywords: Information and Communication Technologies, Technology-enabled Bullying, Cyberbullying. Abstract: Although early research has pointed to the fact that the successful intervention and resolution of cyberbullying incidents is to a large degree dependent on such incidents being reported to an adult caregiver, the literature consistently shows that adolescents who have been bullied tend not to inform others of their experiences. However, the reasons underlying reluctance to seek adult intervention remain undetermined. Understanding the factors that influence adolescent resistance will assist caregivers, teachers and those involved in the formulation of school anti-bullying policies in their attempts to counter the cyberbullying phenomenonre should be a space before of 12-point and after of 30-point. 1 INTRODUCTION harmful behavior. Direct cyberbullying involves repeatedly sending offensive messages. More The problem of adolescent bullying has evolved in indirect forms of cyberbullying include tandem with the digitization of society. Bullying is disseminating denigrating materials or sensitive a problem that transcends social boundaries and can personal information or impersonating someone to result in devastating psychological and emotional cause harm (p.10).’ trauma including low self-esteem, poor academic As can be seen from the above definitions, there performance, depression, and, in some cases, are important distinctions between cyberbullying violence and suicide. In its traditional context, it has and bullying. The first distinction relates to the been described as being characterized by the nature of the bullying. -
A/HRC/46/57 General Assembly
United Nations A/HRC/46/57 General Assembly Distr.: General 3 March 2021 Original: English Human Rights Council Forty-sixth session 22 February–19 March 2021 Agenda item 3 Promotion and protection of all human rights, civil, political, economic, social and cultural rights, including the right to development Minority issues Report of the Special Rapporteur on minority issues, Fernand de Varennes*, ** Summary In the present report, the Special Rapporteur on minority issues, Fernand de Varennes, provides an overview of his activities since his previous report (A/HRC/43/47), and a thematic report in which he addresses the widespread targeting of minorities through hate speech in social media. He describes related phenomena, including the widespread denial or failure of State authorities to recognize or effectively protect minorities against prohibited forms of hate speech. He concludes by emphasizing the responsibility of States, civil society and social media platforms to acknowledge that hate speech is mainly a minority issue and, as a matter of urgency, their duty to take further steps towards the full and effective implementation of the human rights obligations involved. * The present report was submitted after the deadline so as to reflect the most recent information. ** The annexes to the present report are circulated as received, in the language of submission only. GE.21-02920(E) A/HRC/46/57 I. Introduction 1. The mandate of the Special Rapporteur on minority issues was established by the Commission on Human Rights in its resolution 2005/79 of 21 April 2005, and subsequently extended by the Human Rights Council in successive resolutions.