Scapegoat Theory: Shifting Blame and Displacing Aggression
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Bystander Intervention Handout
WHAT IS HAZING? Based on the definition provided, when does an activity cross the line into hazing? The following three components of the hazing IS... definition of hazing are key to understanding hazing: “Hazing is any activity 1. Group context | Hazing is associated with the process of joining expected of someone and maintaining membership in a group. joining or participating 2. Abusive behavior | Hazing involves behaviors and activities that in a group that are potentially humiliating and degrading, with potential to cause humiliates, degrades, physical, psychological and/or emotional harm. abuses, or endangers 3. Regardless of an individual’s willingness to participate | The “choice” to participate in a hazing activity is deceptive because it’s them regardless of a person’s willingness to usually paired with peer pressure and coercive power dynamics that (Allan & Madden, 2008) are common in the process of gaining membership in some groups. participate.” Circumstances in which pressure or coercion exist can prevent true (Allan & Madden, 2008) consent. WHAT MIGHT HAZING LOOK LIKE? • Ingestion of vile substances or concoctions • Being awakened during the night by other members • Singing or chanting by yourself or with other members of a group in public in a situation that is not a related to an event, game, or practice • Demeaning skits • Associating with specific people and not others • Enduring harsh weather conditions without appropriate clothing • Being screamed, yelled, or cursed at by other • Drinking large amounts of alcohol to the point of members getting sick or passing out • Wearing clothing that is humiliating and not part • Sexual simulations or sex acts of a uniform • Sleep deprivation • Paddling or whipping • Water intoxication • Forced swimming REMEMBER: Hazing is not necessarily defined by a list of behaviors or activities. -
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. -
Assessing the Efficacy of Analytical Definitions in Hazing Education
Assessing the Efficacy of Analytical Definitions in Hazing Education by Paul Robert Kittle, Jr. A dissertation submitted to the Graduate Faculty of Auburn University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Auburn, Alabama December 8, 2012 Keywords: hazing, definition, cognitive, extensional, analytical, bystander Copyright 2012 by Paul Robert Kittle, Jr. Approved by David C. DiRamio, Chair, Associate Professor of Educational Foundations, Leadership and Technology James E. Witte, Professor of Educational Foundations, Leadership and Technology Maria Witte, Associate Professor of Educational Foundations, Leadership and Technology Abstract Hazing is a problem that persists on college campuses and in high schools. According to Nuwer (2011) between 1970 and 2006, there was at least one hazing-related death each year on a college campus. Hazing education and prevention programs, such as speaker series, anti-hazing marketing campaigns, policy enforcement efforts, and sanctioning, which are frequently grounded in an extensional definition of hazing, have been present on college campuses for the past 20 years, yet the incidents of hazing are on the rise (Ellsworth, 2006; Nuwer, 2004). The literature repeatedly states that, due to the lack of a common definition, awareness and prevention efforts are often unsuccessful at increasing students’ awareness of hazing activities or reducing the likelihood that hazing activities will occur (Allan & Madden, 2008; Ellsworth, 2006; Hollmann, 2002; Shaw, 1992; Smith, 2009). Allan and Madden (2008) found that 91 percent of students who have experienced hazing do not identify themselves as being hazed. The purpose of this study was to investigate whether or not there were differences in students’ ability to identify hazing activities after treatment which consisted of reading either an extensional or analytical definition of hazing. -
Social Acceptance and Rejection: the Sweet and the Bitter
Current Directions in Psychological Science Social Acceptance and Rejection: 20(4) 256 –260 © The Author(s) 2011 Reprints and permission: The Sweet and the Bitter sagepub.com/journalsPermissions.nav DOI: 10.1177/0963721411417545 http://cdps.sagepub.com C. Nathan DeWall1 and Brad J. Bushman2 1University of Kentucky and 2The Ohio State University and VU University, Amsterdam Abstract People have a fundamental need for positive and lasting relationships. In this article, we provide an overview of social psychological research on the topic of social acceptance and rejection. After defining these terms, we describe the need to belong and how it enabled early humans to fulfill their survival and reproductive goals. Next, we review research on the effects of social rejection on emotional, cognitive, behavioral, and biological responses. We also describe research on the neural correlates of social rejection. We offer a theoretical account to explain when and why social rejection produces desirable and undesirable outcomes. We then review evidence regarding how people cope with the pain of social rejection. We conclude by identifying factors associated with heightened and diminished responses to social rejection. Keywords social rejection, social exclusion, social acceptance, need to belong Deep down even the most hardened criminal is starving identify factors associated with heightened and diminished for the same thing that motivates the innocent baby: responses to social rejection. Love and acceptance. — Lily Fairchilde What Are Social Acceptance Hardened criminals may seem worlds apart from innocent and Social Rejection? babies. Yet, as the Fairchilde quote suggests, there is reason to Social acceptance means that other people signal that they believe that most people share a similar craving for social wish to include you in their groups and relationships (Leary, acceptance. -
A Theory of Biobehavioral Response to Workplace Incivility
BIOBEHAVIORAL RESPONSE TO INCIVILITY THE EMBODIMENT OF INSULT: A THEORY OF BIOBEHAVIORAL RESPONSE TO WORKPLACE INCIVILITY Lilia M. Cortina University of Michigan 530 Church Street Ann Arbor, MI 48104 [email protected] M. Sandy Hershcovis University of Calgary 2500 University Drive NW Calgary, AB T2N 1N4 [email protected] Kathryn B.H. Clancy University of Illinois at Urbana-Champaign 607 S. Mathews Ave. Urbana, IL 61801 [email protected] (in press, Journal of Management) ACKNOWLEDGEMENTS The authors are grateful to Christine Porath, who provided feedback on an earlier draft of this article. Hershcovis acknowledges support from the Social Sciences and Humanities Research Council of Canada. Clancy acknowledges support from NSF grant #1916599, the Illinois Leadership Center, and the Beckman Institute for Advanced Science & Technology, and thanks her trainees as well as the attendees of the 2019 Transdisciplinary Research on Incivility in STEM Contexts Workshop for their brilliant thinking and important provocations. BIOBEHAVIORAL RESPONSE TO INCIVILITY 1 Abstract This article builds a broad theory to explain how people respond, both biologically and behaviorally, when targeted with incivility in organizations. Central to our theorizing is a multifaceted framework that yields four quadrants of target response: reciprocation, retreat, relationship repair, and recruitment of support. We advance the novel argument that these behaviors not only stem from biological change within the body, but also stimulate such change. Behavioral responses that revolve around affiliation, and produce positive social connections, are most likely to bring biological benefits. However, social and cultural features of an organization can stand in the way of affiliation, especially for employees holding marginalized identities. -
Blame Attribution in Sexual Victimization ⇑ Carin Perilloux , Joshua D
Personality and Individual Differences 63 (2014) 81–86 Contents lists available at ScienceDirect Personality and Individual Differences journal homepage: www.elsevier.com/locate/paid Blame attribution in sexual victimization ⇑ Carin Perilloux , Joshua D. Duntley 1, David M. Buss University of Texas at Austin, Austin, TX 78712, United States article info abstract Article history: The current study explored how victims and third-parties attribute blame and perpetrator motivation for Received 13 October 2013 actual sexual victimization experiences. Although we do not assert that victims are responsible for per- Received in revised form 24 January 2014 petrators’ behavior, we found that some victims do not allocate all blame to their perpetrator. We sought Accepted 25 January 2014 to examine how victims and third-parties allocate blame in instances of actual completed and attempted sexual victimization and how they perceived perpetrator motivations. Victims of completed rape (n = 49) and attempted sexual assault (n = 91), and third-parties who knew a victim of sexual assault (n = 152) Keywords: allocated blame across multiple targets: perpetrator, self/victim, friends, family, and the situation. Partic- Rape ipants also described their perceptions of perpetrator’s motivation for the sexual assault. Victims tended Blame Perpetrator to assign more blame to themselves than third-parties assigned to victims. Furthermore, victims per- Victim ceived perpetrators as being more sexually-motivated than third-parties did, who viewed perpetrators Sexual violence as more power-motivated. Results suggest that perceptions of rape and sexual assault significantly differ between victims and third-party individuals who have never directly experienced such a trauma. Ó 2014 Elsevier Ltd. -
January 16, 1989
tressing: Classes, activities get to students 14 THURSDAY, JANUARY 19, 1989 JAMES MADISON UNIVERSITY VOL. 66 NO. 30 Sprint splash 'Scream' JMU population is getting too big By Wendy Warren staff writer A group of JMU students, angry about what they say is a threat to the university's identity, plans to fight what they consider uncontrolled enrollment growth. The Student Committee to Review Enrollment at Madison (Scream) wants to keep enrollment at a level JMU can handle, said founder Stephan Fogleman, who also is secretary of the Student Government Association. "The reason I chose JMU was that it was not too big and not too small," Fogleman said. "But [JMU] is real close to losing that attractive feature." The overcrowded conditions have made JMU impersonal, and "almost like a corporation now," he said. Scream's members consist of JMU sophomores and freshmen who are active in the Student Government Association, since "these arc the people who will Staff photo by LAWRENCE JACKSON have to deal with the enrollment issues," Fogleman A runner treks along JMU's rain-streaked track Sunday afternoon. said. Most seniors who are active in campus politics are too busy to solve JMU's long-term problems, he said. "It's what will happen over the next four years Students vary on hazing views that worries me." Within the next week, the group will circulate a petition against increasing JMU's current enrollment, By Rob Morano presented to about 45 greek organizations nationwide, assistant editorial editor he attempts to define hazing and its dangers. Fogleman said. -
What Bullying Is What Bullying Can Look Like in Elementary School What Bullying Can Look Like in Junior High School
FS-570 BulliesBullies When I was a young boy, What bullying is What bullying the bully called me names, stole my bicycle, forced With all the focus that has surrounded can look like in me off the playground. teenage gangs and gun violence, it may elementary school be easy to forget that the teenage years He made fun of me in are not the only times that children face Being a victim is the most common front of other children, violent behavior. In fact, aggressive in second grade, and the likelihood of forced me to turn over behavior and bullying are even more being bullied decreases each year after my lunch money each day, common in elementary school than in that (see Figure 1). Bullies in elementary threatened to give me junior and senior high! Some studies school are more likely to pick on children a black eye if I told suggest that around 20 percent of all younger than themselves. Bullying is adult authority figures. American children have been the victim often very physical in nature, with open At different times I was of bullying at some point in elementary attacks of aggression being the most subject to a wide range of school, and about the same number common. Boys are more likely to be degradation and abuse – have described themselves as engaging doing the bullying, but girls and boys de-pantsing, spit in my face, in some form of bullying behavior. are equally likely to be victims. forced to eat the playground Bullying can range from teasing, to dirt....To this day, their stealing lunch money, to a group of handprints, like a slap students physically abusing a classmate. -
Kipling D. Williams
VITA KIPLING D. WILLIAMS FEBRUARY 2021 Birth date: December 24, 1953 Place of Birth: Columbus, Ohio, USA Office Address: Department of Psychological Sciences Purdue University 703 Third Street West Lafayette, IN 47907 E-mail Address: [email protected] Web pages: http://www2.psych.purdue.edu/~kip http://williams.socialpsychology.org/ Home Address: 3213 Covington Street West Lafayette, IN 47906 EDUCATIONAL HISTORY: Ph. D. The Ohio State University, 1981. Social Psychology Minors: Consumer Behavior, Statistics Dissertation: (advisor: B. Latané). The effects of cohesiveness on social loafing in simulated word-processing pools. M.A. Ohio State University, 1977. Social Psychology Thesis: (advisor: B. Latané). The loss of control as a determinant of social loafing. B.S. (cum laude) University of Washington, 1975. Major: Psychology EMPLOYMENT HISTORY: 2021-presnt Director of Diversity, Equity, and Inclusion, Department of Psychological Sciences, Purdue University. 2019 (July) Instructor to Grades 9-12 at Gifted Education Research and Resource Institute (GER2I), on “Outcast: The Psychology of Ostracism” 2017-present Distinguished Professor of Psychological Sciences, Purdue University 2017 (June-July) Summer School Faculty, Shanghai Jiao Tong University, Shanghai, China. 2012 (July-Aug) Summer School Faculty, SIE-Sun Yat-Sen University, Guangzhou, China. 2012 (Feb-June) Lorentz Center Fellow of Netherlands Institute for Advanced Study (NIAS), Wassenaar, NL. 2004-present Professor, Department of Psychological Sciences, Purdue University, West Lafayette, IN. 2001-2004 Professor, Department of Psychology and Deputy Dean of Division of Linguistics and Psychology, Macquarie University, Sydney, Australia. 1997-2000 Senior Lecturer-Assoc. Prof, University of New South Wales, Sydney, Australia. 1995-1996 Visiting Professor of Psychology, University of Queensland, Brisbane, Australia. -
Stealth Authoritarianism Ozan O
A7_VAROL.DOCX (DO NOT DELETE) 4/13/2015 3:47 PM Stealth Authoritarianism Ozan O. Varol ABSTRACT: Authoritarianism has been undergoing a metamorphosis. Historically, authoritarians openly repressed opponents by violence and harassment and subverted the rule of law to perpetuate their rule. The post- Cold War crackdown on these transparently authoritarian practices provided significant incentives to avoid them. Instead, the new generation of authoritarians learned to perpetuate their power through the same legal mechanisms that exist in democratic regimes. In so doing, they cloak repressive practices under the mask of law, imbue them with the veneer of legitimacy, and render anti-democratic practices much more difficult to detect and eliminate. This Article offers a comprehensive cross-regional account of that phenomenon, which I term “stealth authoritarianism.” Drawing on rational- choice theory, the Article explains the expansion of stealth authoritarianism across different case studies. The Article fills a void in the literature, which has left undertheorized the authoritarian learning that occurred after the Cold War and the emerging reliance on legal, particularly sub-constitutional, mechanisms to perpetuate political power. Although stealth authoritarian practices are more prevalent in nondemocracies, the Article illustrates that they can also surface in regimes with favorable democratic credentials, including the United States. In so doing, the Article aims to orient the scholarly debate towards regime practices, rather than regime -
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. -
Pre-Raphaelite Brotherhood (PRB) Had Only Seven Members but Influenced Many Other Artists
1 • Of course, their patrons, largely the middle-class themselves form different groups and each member of the PRB appealed to different types of buyers but together they created a stronger brand. In fact, they differed from a boy band as they created works that were bought independently. As well as their overall PRB brand each created an individual brand (sub-cognitive branding) that convinced the buyer they were making a wise investment. • Millais could be trusted as he was a born artist, an honest Englishman and made an ARA in 1853 and later RA (and President just before he died). • Hunt could be trusted as an investment as he was serious, had religious convictions and worked hard at everything he did. • Rossetti was a typical unreliable Romantic image of the artist so buying one of his paintings was a wise investment as you were buying the work of a ‘real artist’. 2 • The Pre-Raphaelite Brotherhood (PRB) had only seven members but influenced many other artists. • Those most closely associated with the PRB were Ford Madox Brown (who was seven years older), Elizabeth Siddal (who died in 1862) and Walter Deverell (who died in 1854). • Edward Burne-Jones and William Morris were about five years younger. They met at Oxford and were influenced by Rossetti. I will discuss them more fully when I cover the Arts & Crafts Movement. • There were many other artists influenced by the PRB including, • John Brett, who was influenced by John Ruskin, • Arthur Hughes, a successful artist best known for April Love, • Henry Wallis, an artist who is best known for The Death of Chatterton (1856) and The Stonebreaker (1858), • William Dyce, who influenced the Pre-Raphaelites and whose Pegwell Bay is untypical but the most Pre-Raphaelite in style of his works.