This book describes how the violent dimension of intergroup relations can be better understood if the interplay between psychological and social-developmental factors is taken into account. Ten unique, innovative and original chapters by international scholars of social and developmental psychology address the way how social reality is constructed as a hierarchical order, and how social norms, beliefs and cognitive-behavioral patterns are learned, shared and repeatedly processed on how to uphold or challenge this social order. The volume covers diverse issues such as the effects (or lack thereof) of power and violent video games on people’s thinking and behavior, the acquisition of social norms and attitudes during childhood, minorities’ identity management strategies, the role of mothers’ educational beliefs and the impact of ideologies. This volume is inspired by the oeuvre of Maria Benedicta Monteiro, emphasizing the psychogenetic and sociogenic diacronies that are too often neglected by the predominantly synchronic paradigm of social psychology. It is therefore an indispensable reading for researchers and advanced students in social, community and developmental psychology, for scientifically interested practitioners working with families, school contexts or intergroup conflict, and for everyone interested in the expanding field of the social developmental approaches to attitudes and behaviour.

With insightful chapters from key social psychologists and peace scholars, this handbook offers an integrative and extensive overview of critical questions, issues, processes, and strategies relevant to understanding and addressing intergroup conflict.

Although many scholars and practitioners recognize that development and conflict are intertwined, there is much less understanding of the mechanisms behind these linkages. This book takes a new approach by critically examining how various development strategies provoke or help prevent intrastate violence, based on cases from all developing regions.

Addressing core questions about prejudice and stereotyping--their causes, consequences, and how to reduce them--this noted text is now in a thoroughly revised third edition with 50% new material. Written in an engaging, conversational style, the book brings social-psychological theories and research to life with compelling everyday examples. The text explores the personal and societal impacts of different forms of prejudice. Students learn about the cognitive, emotional, motivational, contextual, and personality processes that make stereotyping and prejudice more (or less) likely to occur. The book reviews anti-bias interventions and critically evaluates the evidence for their effectiveness. Every chapter concludes with an instructive glossary and discussion questions. New to This Edition *Full chapter on implicit prejudice. *Chapters on anti-gay and anti-fat prejudice. *New or updated discussions of timely topics: how children develop prejudice, structural racism, benevolent versus hostile sexism, how contact reduces prejudice, and more.

This book examines the ways in which decolonial theory has gained traction and influenced knowledge production, praxis and epistemic justice in various contemporary iterations of community psychology across the globe. With a notable Southern focus (although not exclusively so), the volume critically interrogates the biases in Western modernist thought in relation to community psychology, and to illuminate and consolidate current epistemic alternatives that contribute to the possibilities of emancipatory futures within community psychology. To this end, the volume includes contributions from community psychology theory and praxis across the globe that speak to standpoint approaches (e.g. critical race studies, queer theory, indigenous epistemologies) in which the experiences of the majority of the global population are more accurately reflected, address key social issues such as the on-going racialization of the globe, gender, class, poverty, xenophobia, sexuality, violence, diasporas, migrancy, environmental degradation, and transnationalism/globalisation, and embrace forms of knowledge production that involve the co-construction of new knowledges across the traditional binary of knowledge producers and consumers. This book is an engaging resource for scholars, researchers, practitioners, activists and advanced postgraduate students who are currently working within community psychology and cognate sub-disciplines within psychology more broadly. A secondary readership is those working in development studies, political science, community development and broader cognate disciplines within the social sciences, arts, and humanities.

This concise guide offers an accessible introduction to social development, social relations, identity development and self-awareness from childhood to adolescence. It integrates insights from both typical and atypical development to reveal the fundamental aspects of human growth and development, and common developmental disorders. The topic books in this series draw on international research in the field and are informed by biological, social and cultural perspectives, offering explanations of developmental phenomena with a focus on how children and adolescents at different ages actually think, feel and act. In this volume, Stephen von Tetzchner explains key topics including: attachment; sibling and peer relations; self and identity; gender development; play; media and understanding of society; and the transition toward adulthood. Together with a companion website that offers topic-based quizzes, lecturer PowerPoint slides and sample essay questions, Typical and Atypical Child and Adolescent Development 7: Social Relations, Self-awareness and Identity is an essential text for all students of developmental psychology, as well as those working in the fields of child development, developmental disabilities and special education. The content of this topic book is taken from Stephen von Tetzchner’s core textbook Child and Adolescent Psychology: Typical and Atypical Development. The comprehensive volume offers a complete overview of child and adolescent development – for more information visit www.routledge.com/9781138823396

This edited collection explores the intersectionality of childhood and disability. Whereas available scholarship tends to concentrate on care-giving, parenting, or supporting and teaching children and young people with special educational needs and disabilities, the contributors to this collection offer an engaging and accessible insight into childhoods that are impacted by disability and impairment. The discussions cut across traditional disciplinary divides and offer critical insights into the key issues that relate to disabled children and young people’s lives, encouraging the exploration of both disability and childhoods in their broadest terms. Dis/abled Childhoods? will be of interest to students and scholars across a range of disciplines including Special Educational Needs; Childhood Studies; Disability Studies; Youth Studies; and Health and Social Care.