Top

Gepubliceerd in:

08-03-2018 | ORIGINAL PAPER

Reducing Israeli-Jewish Pupils’ Outgroup Prejudice with a Mindfulness and Compassion-Based Social-Emotional Program

Auteurs: Rony Berger, Alaina Brenick, Ricardo Tarrasch

Gepubliceerd in: Mindfulness | Uitgave 6/2018

Abstract

This study evaluated the effectiveness of a newly developed mindfulness and compassion-based social-emotional intervention, Call to Care-Israel (C2C-I), in reducing prejudiced attitudes of Israeli-Jewish youth toward the Israeli-Palestinian outgroup. The C2C-I combines social-cognitive and social-emotional driven mindfulness and compassion practice into one program to create a community of care and cultivate compassion toward the self and others. Three hundred twenty-four Israeli-Jewish 3rd–5th graders (n_girls = 137) from three elementary schools in central Israel were assigned by partial randomization to the C2C-I intervention (n_C2CI = 175) or a wait-list control group. Outgroup prejudice was assessed by three measures—stereotyping, affective prejudice, and readiness for social contact—at pre- and post-intervention, as well as at a 6-month follow-up. Results showed that, compared to control group participants, those in the C2C-I intervention significantly reduced affective prejudice toward and negative stereotyping about the Israeli-Palestinian outgroup, while simultaneously increasing their readiness to engage in social contact with Israeli-Palestinian youth. Importantly, the significant effects found in the C2C-I group were maintained at the 6-month follow-up—a period that involved a violent escalation in the Israeli-Palestinian conflict—while further deterioration in intergroup attitudes emerged for the control group. High effect sizes for group differences in all prejudice measures emerged, further highlighting the robust impact of the C2C-I program. These results have significant implications for implementing C2C-I mindfulness and compassion-based practices in order to promote positive intergroup relations in areas characterized by ethnic tension and violent conflict.

vorige artikel Investigating Unique Contributions of Dispositional Mindfulness Facets to Depression, Anxiety, and Stress in General and Student Populations

volgende artikel The Interaction Between Mindfulness, Emotion Regulation, and Social Anxiety and Its Association with Emotional Eating in Bariatric Surgery Candidates

Alleen toegankelijk voor geautoriseerde gebruikers

Aboud, F. E. (2008). A social-cognitive developmental theory of prejudice. In S. M. Quintana & C. McKown (Eds.), Handbook of race, racism, and the developing child (pp. 55–71). Hoboken: John Wiley & Sons.

Abrams, D. (2011). Wherein lies children’s intergroup bias? Egocentrism, social understanding and social projection. Child Development, 82, 1579–1593. https://doi.org/10.1111/j.1467-8624.2011.01617.x.CrossRefPubMed

Allport, G. W. (1954). The nature of prejudice. Reading: Addison-Wesley.

Bar-Tal, D., & Teichman, Y. (2005). Stereotypes and prejudice in conflict: representations of Arabs in Israeli Jewish society. New York: Cambridge University Press.CrossRef

Beaumont, P. (2015). Is a third Palestinian intifada on the way—or has it already begun? https://www.theguardian.com/world/2015/oct/05/third-palestinian-intifada-on-way-or-already-begun

Beelmann, A., & Heinemann, K. S. (2014). Preventing prejudice and improving intergroup attitudes: a meta-analysis of child and adolescent training programs. Journal of Applied Developmental Psychology, 35, 10–24. https://doi.org/10.1016/j.appdev.2014.06.005.CrossRef

Berger, R. (2014). The ERASE-STRESS (ES) programmes: teacher-delivered universal school-based programmes in the aftermath of disasters. In D. Mitchell & V. Karr (Eds.), Crises, conflict and disability: ensuring equality (pp. 96–104). New York: Routledge.CrossRef

Berger, R., Abu-Raiya, H., & Gelkopf, M. (2015). The art of living together: reducing stereotyping and prejudicial attitudes through the Arab-Jewish class exchange program (CEP). Journal of Educational Psychology, 107, 678–688. https://doi.org/10.1037/edu0000015.CrossRef

Berger, R., Benatov, J., Abu-Raiya, H., & Tadmor, C. T. (2016a). Reducing prejudice and promoting positive intergroup attitudes among elementary-school children in the context of the Israeli–Palestinian conflict. Journal of School Psychology, 57, 53–72. https://doi.org/10.1016/j.jsp.2016.04.003.CrossRefPubMed

Berger, R., Gelkopf, M., Heineberg, Y., & Zimbardo, P. (2016b). A school-based intervention for reducing posttraumatic symptomatology and intolerance during political violence. Journal of Educational Psychology, 108, 761–771. https://doi.org/10.1037/edu0000066.CrossRef

Bigler, R. S., & Liben, L. S. (2007). Developmental intergroup theory: explaining and reducing children’s social stereotyping and prejudice. Current Directions in Psychological Science, 16, 162–166. https://doi.org/10.1111/j.1467-8721.2007.00496.x.CrossRef

Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Sefal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: a proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241. https://doi.org/10.1093/clipsy.bph077.CrossRef

Brach, T. (2004). Radical acceptance: embracing your life with the heart of a Buddha. New York: Bantam Books.

Brenick, A., & Killen, M. (2014). Moral judgments about Jewish-Arab intergroup exclusion: the role of culture and contact. Developmental Psychology, 50, 86–99. https://doi.org/10.1037/a0034702.CrossRefPubMed

Brenick, A., & Romano, K. (2016). Perceived peer and parent outgroup norms, cultural identity, and adolescents’ reasoning about peer intergroup exclusion. Child Development, 87, 1392–1408. https://doi.org/10.1111/cdev.12594.CrossRefPubMed

Brenick, A., Lee-Kim, J., Killen, M., Fox, N. A., Raviv, A., & Leavitt, L. A. (2007). Social judgments in Israeli and Arab children: Findings from media-based intervention projects. In D. Lemish & M. Götz (Eds.), Children and media at times of conflict and war (pp. 287–308). Cresskill: Hampton Press.

Brenick, A., Killen, M., Lee-Kim, J., Fox, N., Leavitt, L., Raviv, A., et al. (2010). Social understanding in young Israeli-Jewish, Israeli-Palestinian, Palestinian, and Jordanian children: moral judgments and stereotypes. Early Education and Development, 21, 886–911.CrossRef

Brown, R. (2010). Prejudice: its social psychology (2nd ed.). Hoboken: Wiley-Blackwell.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848. https://doi.org/10.1037/0022-3514.84.4.822.CrossRefPubMed

Christ, O., & Wagner, U. (2013). Methodological issues in the study of intergroup contact: towards a new wave of research. In G. Hodson & M. Hewstone (Eds.), Advances in intergroup contact (pp. 262–305). New York: Psychology Press.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Erlbaum Associates.

Condon, P., Desbordes, G., Miller, W. B., & DeSteno, D. (2013). Meditation increases compassionate responses to suffering. Psychological Science, 24, 2125–2127. https://doi.org/10.1177/0956797613485603.CrossRefPubMed

Dalai Lama, T. G., & Ekman, P. (2008). Emotional awareness: overcoming the obstacles to psychological balance and compassion: a conversation between the Dalai Lama and Paul Ekman. New York: Times Books/Henry Holt and Co..

Dodson-Lavelle, B., Berger, R., Makransky, J., & Siegle, P. (2014). Call to Care: educators’ professional development guide, (1^st edition), Amherst: Mind and Life Institute.

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51, 44–51. https://doi.org/10.1037/a0038256.CrossRef

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226. https://doi.org/10.1037/0003-066X.56.3.218.CrossRefPubMed

Gilbert, P. (2010). An introduction to compassion focused therapy in cognitive behavior therapy. International Journal of Cognitive Therapy, 3(2), 97–112. https://doi.org/10.1521/ijct.2010.3.2.97.CrossRef

Hutcherson, C. A., Seppala, E. M., & Gross, J. J. (2008). Loving-kindness meditation increases social connectedness. Emotion, 8, 720–724. https://doi.org/10.1037/a0013237.CrossRefPubMed

Inzlicht, M., Tullett, A. M., Legault, L., & Kang, S. K. (2011). Lingering effects: stereotype threat hurts more than you think. Social Issues And Policy Review, 5(1), 227–256. https://doi.org/10.1111/j.1751-2409.2011.01031.x.CrossRef

Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016.CrossRef

Kaminsky, M., & Bar-Tal, D. (1996). Stereotypic perceptions of different Israeli-Arab labels as a function of age and religiosity. Studies in Education, 1, 121–157.

Kang, Y., Gray, J. R., & Dovidio, J. F. (2014). The nondiscriminating heart: lovingkindness meditation training decreases implicit intergroup bias. Journal of Experimental Psychology: General, 143(3), 1306–1313.CrossRef

Killen, M., & Rutland, A. (2011). Children and social exclusion: morality, prejudice, and group identity. Hoboken: Wiley-Blackwell. https://doi.org/10.1002/9781444396317.CrossRef

Lavelle Heineberg, B. D. (2016). Promoting caring: mindfulness- and compassion-based contemplative training for educators and students. In K. A. Schonert-Reichl & R. W. Roeser (Eds.), Handbook of mindfulness in education: integrating theory and research into practice (pp. 285–294). New York: Springer-Verlag Publishing. https://doi.org/10.1007/978-1-4939-3506-2_18.CrossRef

Lemmer, G., & Wagner, U. (2015). Can we really reduce ethnic prejudice outside the lab? A meta-analysis of direct and indirect contact interventions. European Journal of Social Psychology, 45(2), 152–168.CrossRef

Lim, D., Condon, P., & Desteno, D. (2015). Mindfulness and compassion: an examination of mechanism and scalability. PLoS One, 10(2), e0118221. https://doi.org/10.1371/journal.pone.0118221.CrossRefPubMedPubMedCentral

Lueke, A., & Gibson, B. (2015). Mindfulness meditation reduces implicit age and race bias: the role of reduced automaticity of responding. Social Psychological and Personality Science, 6(3), 284–291. https://doi.org/10.1177/1948550614559651.CrossRef

Lueke, A., & Gibson, B. (2016). Brief mindfulness meditation reduces discrimination. Psychology of Consciousness: Theory, Research, And Practice, 3(1), 34–44. https://doi.org/10.1037/cns0000081.CrossRef

Makransky, J. (2007). Awakening through love: a Buddhist guide for unveiling deepest goodness. Boston: Wisdom Publishing.

Maoz, I. (2011). Contact in protracted asymmetrical conflict: twenty years of planned encounters between Israeli Jews and Palestinians. Journal of Peace Research, 48(1), 115–152.CrossRef

Nelson, D. W. (2009). Feeling good and open-minded: the impact of positive affect on cross cultural empathic responding. Journal Of Positive Psychology, 4(1), 53–63. https://doi.org/10.1080/17439760802357859.CrossRef

Parks, S., Birtel, M. D., & Crisp, R. J. (2014). Evidence that a brief meditation exercise can reduce prejudice toward homeless people. Social Psychology, 45(6), 458–465. https://doi.org/10.1027/1864-9335/a000212.CrossRef

Pettigrew, T., & Tropp, L. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38(6), 922–934. https://doi.org/10.1002/ejsp.504.CrossRef

Raabe, T., & Beelmann, A. (2011). Development of ethnic, racial, and national prejudice in childhood and adolescence: a multinational meta-analysis of age differences. Child Development, 82(6), 1715–1737. https://doi.org/10.1111/j.1467-8624.2011.01668.x.CrossRefPubMed

Ramsey, A. T., & Jones, E. E. (2015). Minding the interpersonal gap: mindfulness-based interventions in the prevention of ostracism. Consciousness and Cognition: An International Journal, 31, 24–34. https://doi.org/10.1016/j.concog.2014.10.003.CrossRef

Rutland, A., & Killen, M. (2015). A developmental science approach to reducing prejudice and social exclusion: intergroup processes, social-cognitive development, and moral reasoning. Social Issues and Policy Review, 9(1), 121–154. https://doi.org/10.1111/sipr.12012.CrossRef

Safran, J. D., & Segal, Z. V. (1990). Interpersonal process in cognitive therapy. New York: Basic Books.

Salomon, G. (2006). Does peace education really make a difference? Peace and Conflict: Journal of Peace Psychology, 12(1), 37–48. https://doi.org/10.1207/s15327949pac1201_3.CrossRef

Salzberg, S. (2002). Loving-kindness: the revolutionary art of happiness. Boston: Shambhala.

Schachner, M. K., Brenick, A., Heizmann, B., Van de Vijver, F. J. R., & Noack, P. (2015). Structural and normative conditions for interethnic friendships in multiethnic classrooms. International Journal of Intercultural Relations, 47, 1–12. https://doi.org/10.1016/j.ijintrel.2015.02.003.CrossRef

Schmitt, M. T., Branscombe, N. R., Postmes, T., & Garcia, A. (2014). The consequences of perceived discrimination for psychological well-being: a meta-analytic review. Psychological Bulletin, 140, 921–948.CrossRef

Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial. Developmental Psychology, 51(1), 52–66.CrossRef

Shapiro, S. L., & Carlson, L. E. (2009). The art and science of mindfulness: integrating mindfulness into psychology and the helping professions. Washington, DC: American Psychological Association.CrossRef

Shwed, U., Shavit, Y., Dellashi, M., & Ofek, M. (2014). Integration of Arab Israelis and Jews in schools in Israel. Taub Center for Social Policy Studies in Israel. Retrieved from: http://taubcenter.org.il/integration-of-arabisraelis-and-jews-in-schools-in-israel.

Teichman, Y., Bar-Tal, D., & Abdolrazeq, Y. (2007). Intergroup biases in conflict: reexamination with Arab pre-adolescents and adolescents. International Journal of Behavioral Development, 31(5), 423–432.CrossRef

Tirch, D. D., Silberstein, L. R., & Kolts, R. L. (2016). Buddhist psychology and cognitive-behavioral therapy: a clinician’s guide. New York: The Guilford Press.

Titzmann, P. F., Brenick, A., & Silbereisen, R. K. (2015). Friendships fighting prejudice: a longitudinal perspective on adolescents’ cross-group friendships with immigrants. Journal of Youth and Adolescence, 44, 1318–1331. https://doi.org/10.1007/s10964-015-0256-6.CrossRefPubMed

Wallace, B. A., & Shapiro, S. L. (2006). Mental balance and wellbeing: building bridges between Buddhism and Western psychology. American Psychologist, 61, 690–701. https://doi.org/10.1037/0003-066X.61.7.690.CrossRefPubMed

Weare, K. (2013). Developing mindfulness with children and young people: a review of the evidence and policy context. Journal of Children’s Services, 8(2), 141–153.CrossRef

Titel: Reducing Israeli-Jewish Pupils’ Outgroup Prejudice with a Mindfulness and Compassion-Based Social-Emotional Program
Auteurs: Rony Berger
Alaina Brenick
Ricardo Tarrasch
Publicatiedatum: 08-03-2018
Uitgeverij: Springer US
Gepubliceerd in: Mindfulness / Uitgave 6/2018
Print ISSN: 1868-8527
Elektronisch ISSN: 1868-8535
DOI: https://doi.org/10.1007/s12671-018-0919-y

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 6/2018

Sati, Memory, and Wisdom. Response to Ven. Anālayo’s “Mindfulness Constructs in Early Buddhism and Theravāda: Another Contribution to the Memory Debate”

Meditation-Induced Near-Death Experiences: a 3-Year Longitudinal Study

The Efficacy of Cognitively-Based Compassion Training for African American Suicide Attempters

Paradoxes of Mindfulness

Childhood Trauma and Somatization: Identifying Mechanisms for Targeted Intervention

A Systematic Review of the Demographic Characteristics of Participants in US-Based Randomized Controlled Trials of Mindfulness-Based Interventions