Özyeğin University, Çekmeköy Campus Nişantepe District, Orman Street, 34794 Çekmeköy - İSTANBUL
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E-mail: info@ozyegin.edu.tr
02.12.2022 - 02.12.2022
Psychology Seminar Invitation
We would like to invite you to the online seminar that will be held this Friday (December 2, 2022) at 14:40 as part of the psychology graduate seminar course. The talk will be held in English, and it is open to everyone who is interested in the topic. You can find the content of the talk and the Zoom link to the talk below:
Speaker: Dr. Seçil Gönültaş
Title: It’s Complicated: The Role of Intergroup Attitudes, Peer Group Norms and Social-cognitive skills in Judgments and Responses to Intergroup Social Exclusion and Bias-Based Bullying
Abstract:
How do intergroup processes shape children's and adolescents' social outcomes in different contexts? This is the core question that motivates my research, which is at the intersection of developmental and social psychology. My talk will address this overarching question by examining responses to social exclusion and bullying as bystanders in different contexts: (1) Inclusive or not? How Are Group Norms Related to Bystander Responses to Social Exclusion of Immigrant Peers (2) Predictors of Adolescents’ Bystander Responses to Bias-based Bullying of Syrian Refugee Youth in Turkey: Insight from a High-Tension Intergroup Context
Firstly, I will talk about a study that we investigated whether ingroup and outgroup peer norms of inclusion and exclusion shaped British youth’s bystander responses. Peer group norms shape adolescents’ attitudes about inclusion and exclusion of outgroups. However, our knowledge is limited regards how group norms (both ingroup and outgroup norms) are related to different types of bystander challenging responses to social exclusion within the context of immigration. Findings revealed that participants who heard about an inclusive ingroup norm were more likely to think their group would evaluate the challenger and themselves (if they were a challenger) more positively compared to participants who were presented with an exclusive ingroup norm. In addition, when the norm was exclusive adolescents were more likely to expect that their group would evaluate the challenger negatively compared to pre-adolescents. Importantly, this increase with age in participants’ negative perceived group evaluations in the exclusive ingroup norm condition, was in turn related to more negative individual evaluations of the challenger. This showed that, when an exclusive ingroup norm existed, with age adolescents increasingly thought their group would be more negative about a challenger and this was related to adolescents’ themselves showing more negative individual evaluations of the challenger. In the second part, we examined to what extent Turkish adolescents’ reactions to school bullying as bystanders vary as a function of two different forms of bullying, namely bias-based (a Syrian youth is bullied because of refugee status) and generalized bullying (a Turkish youth is bullied because of shyness) in hypothetical scenarios. Further, we explored the possible role of intergroup related factors and cognitive abilities as predictors of bystander moral judgments and responses to bias-based bullying. Results showed that adolescents were more likely to support the bully in bias-based bullying compared to generalized bullying. Results also revealed that adolescents with higher theory of mind and empathy were more likely to explicitly challenge the bully and less likely to explicitly support the bully in bias-based bullying. In terms of intergroup factors, adolescents with high intergroup contact with Syrian refugees were more likely to explicitly challenge the bully and less likely to explicitly support the bully. Relatedly, adolescents with high prejudice and discriminatory tendencies towards Syrian refugees reported that they were more likely to engage in explicit support of the bully and less likely to engage in explicit challenges of bullying. Examining factors involved in bystander responses to bullying is important to inform why intervention programs should consider multiple factors in intergroup contexts where there is a great need for new research to inform policy and programming to ensure just and fair treatment of all youth. Overall, findings from these studies provide implications to understand distinct intergroup processes and social cognitive factors in designing effective theory-informed interventions.
Firstly, I will talk about a study that we investigated whether ingroup and outgroup peer norms of inclusion and exclusion shaped British youth’s bystander responses. Peer group norms shape adolescents’ attitudes about inclusion and exclusion of outgroups. However, our knowledge is limited regards how group norms (both ingroup and outgroup norms) are related to different types of bystander challenging responses to social exclusion within the context of immigration. Findings revealed that participants who heard about an inclusive ingroup norm were more likely to think their group would evaluate the challenger and themselves (if they were a challenger) more positively compared to participants who were presented with an exclusive ingroup norm. In addition, when the norm was exclusive adolescents were more likely to expect that their group would evaluate the challenger negatively compared to pre-adolescents. Importantly, this increase with age in participants’ negative perceived group evaluations in the exclusive ingroup norm condition, was in turn related to more negative individual evaluations of the challenger. This showed that, when an exclusive ingroup norm existed, with age adolescents increasingly thought their group would be more negative about a challenger and this was related to adolescents’ themselves showing more negative individual evaluations of the challenger. In the second part, we examined to what extent Turkish adolescents’ reactions to school bullying as bystanders vary as a function of two different forms of bullying, namely bias-based (a Syrian youth is bullied because of refugee status) and generalized bullying (a Turkish youth is bullied because of shyness) in hypothetical scenarios. Further, we explored the possible role of intergroup related factors and cognitive abilities as predictors of bystander moral judgments and responses to bias-based bullying. Results showed that adolescents were more likely to support the bully in bias-based bullying compared to generalized bullying. Results also revealed that adolescents with higher theory of mind and empathy were more likely to explicitly challenge the bully and less likely to explicitly support the bully in bias-based bullying. In terms of intergroup factors, adolescents with high intergroup contact with Syrian refugees were more likely to explicitly challenge the bully and less likely to explicitly support the bully. Relatedly, adolescents with high prejudice and discriminatory tendencies towards Syrian refugees reported that they were more likely to engage in explicit support of the bully and less likely to engage in explicit challenges of bullying. Examining factors involved in bystander responses to bullying is important to inform why intervention programs should consider multiple factors in intergroup contexts where there is a great need for new research to inform policy and programming to ensure just and fair treatment of all youth. Overall, findings from these studies provide implications to understand distinct intergroup processes and social cognitive factors in designing effective theory-informed interventions.
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