bluuebunny/crossref_metadata_2025_split huggingface dataset:
Image Theory
Authors: Bilali Rezarta 
Published: November 2011

AbstractThe concept of image was introduced by Boulding (1959) as “the total cognitive, affective, and evaluative structure of the behavioral unit, or its internal view of itself and its universe” (pp. 120–121). This definition is inclusive of images of self and others. Each state might be motivated to project a positive self image by portraying itself in a positive light while avoiding negative portrayals. For instance, policymakers might take actions such as saving face or showing good will and prestige to present their nation in a positive light (Jervis, 1970). Images of others, on the other hand, can be considered as mental representations of those nations. As such, an image is a belief about the goals, intentions, and character of an actor in international relations. The function of international images is to simplify a complex international environment and guide perceptions and responses toward other nations. Knowledge of images serves to help us to understand and predict states’ behavior. Due to the importance of images in predicting foreign policy decisions, most work in this area has examined images of masses and elites of one nation about another, rather than images of one's own nation.
Intergroup Violence and Psychosocial Interventions, Cycles of
Authors: Christie Daniel J. 
Published: November 2011

Abstract
As the number of interstate wars has diminished in recent years, peace scholars and practitioners have redirected their attention to three kinds of intergroup violence: (1) structural violence, (2) terrorism, and (3) cycles of intergroup violence. Structural violence is a pernicious form of violence that is built into the structure of a society and generates enormous inequalities in power, wealth, and overall well‐being. Structural violence occurs when there are enough resources for everyone in a society but some segments of the society remain deprived of need satisfaction. The result is disproportionately high levels of infant mortality and shorter life spans for groups that are oppressed. Terrorism has been defined in a number of ways but usually refers to acts committed by nonstate actors who seek to target and kill civilian noncombatants with the purpose of advancing a political, religious, or ideological agenda. The current article addresses the third type of violence, cycles of intergroup violence. Three phases of the cycle will be identified and psychosocial intervention strategies that are most appropriate for each phase will be presented.
Just War Theory
Authors: Moseley Alexander 
Published: November 2011

Abstract
War unleashes deadly violence and destruction and inverts the normal codes and conventions of society: killing, maiming, and injuring become justifiable; damage to land, resources, and buildings a normal occurrence; and the seizure of people and property a regularity. Following a century that has accustomed us to think about war in terms of totalitarian effects and total consequences, of genocidal campaigns, of the obliteration of cities and the threat of mutually assured destruction with atomic weapons, it may seem an arcane proclamation that war's reach and vehemence ought to be restrained. Yet that is what the just war conventions seek to explore and to uphold as guides to human action. While the pacifist rejects war absolutely and thereby contends that all acts within war are immoral and inexcusable and the militarist declares that in war (as in love) all is fair (Holmes, 1989), the just war theorist takes a middle position, acknowledging that should war break out, a range of considerations concerning its justification and the procedures that soldiers follow ought to be maintained as guides to ensure, in effect, that some sanctuaries from war's evils are acknowledged (Clark, 1988; Norman, 1995; Walzer, 1977).
Media and Peace: Emerging Technologies
Authors: Kuriansky Judy , Mountcastle Catherine 
Published: November 2011

Abstract
While traditional forms of media have been useful in promoting peace, the current article examines advances in technology and instant digital communication that have greatly expanded platforms for mass media. As a result, there is greater communication between individuals and groups, and new possibilities for public awareness, social movements, and peace efforts. Internet and computer technologies are being applied to peace efforts through formats like dialogue forums, grassroots movements, and educational training programs, allowing people to interact and comment, and to form virtual communities. Greater accessibility to information and educational tools for intercultural cooperation is shifting power from political and corporate elite to grassroots civil society, and giving disenfranchised people a greater voice while motivating activism. At the same time, some potential dangers must also be recognized.
Military Psychology
Authors: Beech Deanna 
Published: November 2011

Abstract
Military psychology is most often assumed to mean the use of psychology in the effort to treat the wounds of war. However, this application is only the most visible aspect of a fertile and multifaceted field. Over the course of its history this discipline has expanded to the extent that it is now described as the application of all forms of psychology to the military context (Society for Military Psychology, 2009). Historically, the concept of “military context” was clearer. War was fought between two or more governments and, for the most part, it was fought by soldiers. However, with the Global War on Terrorism (GWOT) the scope of the military context has been stretched and psychological applications are rapidly stretching with it.
Mindfulness
Authors: Blumberg Herbert H. 
Published: November 2011

Abstract
Being mindful may help people who are embedded in a variety of situations related to peace psychology. Instructive publications by Thich Nhat Hanh and others explain the view that nonviolent social action and personal growth focused on behavioral and contextual awareness can readily potentiate each other rather than being incompatible choices or at best independent ones. Experimental research by Langer and colleagues supports the idea that mindfulness training can lessen prejudicial behavior against outgroups. Principles of mindfulness are, moreover, potentially applicable to all of the major areas of peace psychology.
Monitoring Human Rights in Educational Settings
Authors: Greene Michael B. 
Published: November 2011

Abstract
The first internationally recognized statement of modern‐day human rights is embodied in the Universal Declaration of Human Rights (UDHR). Ratified without objection by the United Nation General Assembly in 1948, the UDHR recognizes the “inherent dignity” and “equal and inalienable rights” of all persons. The UNHR and two subsequently adopted international human rights documents — the International Covenant on Civil and Political Rights (1966) and the International Covenant on Economic, Social and Cultural Rights (1966) — comprise the International Bill of Rights (IBR). In addition, the Convention on the Rights of the Child (CRC), adopted by the United Nations General Assembly in 1989, incorporates an unprecedented array of civil, political, social, cultural, and economic rights that accrue specifically to children. Together, the IBR and the CRC, supplemented by official commentaries, represent the most widely endorsed set of articulated fundamental human rights that can serve and have served to inform and direct educational policies and practices.
Native Peacemaking
Authors: Walker Polly O. 
Published: November 2011

Abstract
“Peacemaking is … a way of thinking and living in respectful relations with others.” This definition of Navajo peacemaking shared by Robert Yazzie (2004, p. 112), Chief Justice of the Navajo Peacemakers Court, also describes the peacemaking traditions of many other Native peoples in Canada and the United States. Native peacemaking seeks to maintain and restore balance and harmony to vast networks of relationships among living humans, ancestors, generations to come, and the natural world. It also seeks to restore balance within each individual, seeking to bring harmony to the spiritual, emotional, intellectual, and physical aspects of human experience. Native peacemaking might be described as processes which assist people to live in harmony with the flux and patterns of the natural world.
Negotiating Strategies and Processes, Psychological Aspects of
Authors: Olekalns Mara Olekalns , Olekalns Philip L. 
Published: November 2011

Abstract
One of the first decisions a negotiator makes is whether to adopt a broadly cooperative or broadly competitive approach. This decision is critical because it affects the boundaries that negotiators set (the range of acceptable outcomes), where they start the negotiation and their willingness to make concessions. It also shapes how negotiations unfold because it shifts negotiators' tactical preferences to more heavily emphasize either problem‐solving, collaborative behaviors or contentious, power‐oriented behaviors.
Nonviolent Democratic Transitions
Authors: Montiel Cristina Jayme 
Published: November 2011

Abstract

Nonviolent democratic transition refers to the use of peaceful means to dismantle an authoritarian structure and create a more open political system by increasing the distribution of political power among larger human pluralities. The nonviolent collective action generates political pressure through successful organization and mobilization of large numbers of prodemocracy groups, making manifest previously latent, hidden, or underground mass movements that challenge the status quo power arrangement. Antigovernment initiatives are thus able to remain contentious and coercive
vis‐à‐vis
the authoritarian state (Bond, Jenkins, Taylor, & Schock, 1997) without the employment of direct violence.
Normative Influence, Theories of
Authors: Louis Winnifred R. 
Published: November 2011

Abstract

Norms are defined as group‐based rules or standards for perception, attitudes, or action. In psychological research, norms may be explicit or implicit. In sociological research, the term is more likely to be reserved for implicit rules communicated nonverbally (e.g., “folkways”), in contrast to explicitly stated rules or “black‐letter” laws (“stateways”). A central distinction in psychological theories of normative influence is between
models of compliance
, in which normative influence changes behavior or expressed attitudes for extrinsic motives but private perceptions or attitudes are unaffected; and
models of conformity
, in which people internalize norms so that both private attitudes and public actions change.
Occupation
Authors: Nimrod Rosler Daniel Bar‐Tal 
Published: November 2011

Abstract
Occupation of a geographical area and its inhabiting population can be the deliberate or accidental product of a militarized intergroup conflict. Such a state of affairs carries military, political, economic, societal, and legal consequences for both the occupying and occupied societies. But when an occupation persists for a long period, it creates major human, material, psychological, and moral consequences for each of the involved societies and for their relations, affecting all aspects of individual and social life, as well as their image, set of beliefs and values, and codes of behavior.
Othering of People and Phenomena
Authors: Joffe Hélène 
Published: November 2011

Abstract
This article delineates the role played by “othering” in the formation of people's identities and in their responses to mass threats. Cultural theory, most notably that of the modernist theorist Edward Said, utilizes the notion of othering to explain Western ways of subordinating certain peoples and thereby constructing superior identities. Drawing on psychoanalytic and social psychological theories, this article demonstrates that the process by which people buttress their own sense of identity by locating undesirable qualities in others is not necessarily culture specific. Such processes lie at the root of identity formation.
Peace Education
Authors: Nelson Linden L. 
Published: November 2011

Abstract
The idea that public education has an essential role in creating a more peaceful world has a long history. It was not until the twentieth century, however, that peace education programs were created. They were originally designed to teach about causes of war and approaches to preventing war, and later in the century they were developed to teach about social conflict, violence, and peace at all levels from interpersonal to international. While definitions of peace education vary in regard to the range of topics and methods that are included, contemporary definitions tend to be very broad. For example, a statement released by educators from 27 nations at a conference convened by the Hague Appeal for Peace on October 20–23, 2004, in Tirana, Albania, defined peace education as including “teaching for and about democracy and human rights, nonviolence, social and economic justice, gender equality, environmental sustainability, disarmament, traditional peace practices, international law, and human security” (Hague Appeal for Peace, 2004). In line with this very broad conception, peace education is defined here as teaching and learning that is intended to facilitate development of peaceful people.
Peace Psychology inAustralia
Authors: Bretherton Diane 
Published: November 2011

AbstractPeace psychology in Australia has been influenced by the history of colonization. Before the first fleet arrived from Britain the continent was occupied by a number of Indigenous nations, each with its own territory, language, and culture. The Indigenous people saw themselves not as owners of the land, but rather as custodians born from the land in order to be able to care for it. The creation of the land and its unique plants and animals occurred during the dreamtime, a mystic space which is eternal. Travel through the land of other nations was made possible through knowledge of the stories and songs of the people. In Aboriginal culture the possession of knowledge was of great importance and there are still rules as to who is permitted access to knowledge of particular rituals, sacred sites, and customs.
Peace Psychology: Contributions from North America
Authors: Christie Daniel J. 
Published: November 2011

Abstract
Peace psychology in North America has been shaped by geohistorical forces emerging during the Cold War, a period when the United States and Soviet Union were engaged in an arms race and competed for global hegemony. But the roots of peace psychology are much deeper. This article will use a historical lens and identify the contributions of North American psychologists to peace psychology. More details can be found in Christie, Wagner, and Winter (2001).
Peace Psychology, Philosophical Foundations of
Authors: Rudmin Floyd W. 
Published: November 2011

Abstract
Historically, psychology found its roots in philosophy (Hergenhahn, 1997). Modern psychology began to appear in the mid‐1800s, primarily in Germany but also in America, Austria, England, France, and Russia. Across the two millennia that psychology was intertwined with philosophy, most writings rarely mentioned peace or war. However, some philosophical psychologists did develop theories on peace and did actively engage in efforts to influence their contemporary politics. Two traditions are evident in this early history of peace psychology, both of which begin with a presumption that humans have a “natural” tendency towards violence and war.
People Power
Authors: Montiel Cristina Jayme , Berba Carlo Miguel 
Published: November 2011

Abstract
In an unexpected press conference in Camp Aguinaldo at around 6:30 p.m. on February 22, 1986, Philippine Vice Chief of Staff General Ramos and Defense Minister Enrile announced their withdrawal of support for strongman Ferdinand Marcos in the midst of political instabilities following nearly 14 years of dictatorship, countless political killings and human rights violations, the assassination of leading opposition senator Ninoy Aquino, and a recent election marred by massive fraud and violence. By 9:00 p.m., Jaime Cardinal Sin, Archbishop of Manila, went on radio, asking the Filipino people to support “our two good friends.” The popular archbishop made subsequent calls on radio, summoning people to fill the streets precisely to avoid bloodshed. By 10:20 p.m., Butz Aquino, leading social activist, called on all concerned citizens and political groups to gather in front of Camp Aguinaldo, along Epifanio de los Santos Avenue (EDSA). Through the first night, the number of people on the street had quickly risen to 30,000. This was the start of the Philippine People Power revolution, or what is now locally referred to as the EDSA revolution.
Personality Processes in Interpersonal Conflict, Assessing
Authors: Sullivan Katherine E. , Iyer Priya A. , Venzor Erika , Jensen‐Campbell Lauri A. 
Published: November 2011

Abstract
Interpersonal conflict is an inevitable part of life and has been linked to important developmental outcomes. The sequelae associated with interpersonal conflicts are not exclusively negative; conflicts can have both positive and negative consequences for individuals. In order to understand why some conflicts are harmful while others may actually lead to personal and social growth, one must consider that interpersonal conflict involves mutual opposition between two or more persons. Research has consistently found that personality is an important influence on how individuals deal with conflict, which in turn, influences the potential deleterious effects of these conflicts (Jensen‐Campbell & Graziano, 2001). This paper will examine different methodological and statistical assessments that may be employed in determining how personality influences conflict in conjunction with situational influences. We will begin by examining important ways to assess personality followed by how to incorporate these personality assessments into conflict research.
Positioning Theory
Authors: Harré Rom 
Published: November 2011

Abstract

The scope of what people actually do is very much narrower than what they can do. “May” is a tighter concept than “can” in the world of human action. Intervening between the domain of the possible and the domain of the actual is the domain of the permissible and the impermissible. Every society, whether large or small, maintains a moral order, a loose system of rules, conventions, and principles that shape what people believe it is appropriate or proper to do. How does this dominant feature of human life fit with the ambitions of psychology? Behaviorism dealt with patterns in what people actually do. Cognitivism opened up the background of behavioral
possibilities
in researching into the schemata which, if the occasion were called for, could be realized in action. Cognitive psychology showed us what people are able to do. Positioning theory tackles the third question — what are the processes by which the domain of the permissible is extracted from the domain of the possible? In short, positioning theory leads to an understanding of how moral orders are involved in the selection of what is done from what can be done.
Post‐Conflict Psychosocial Intervention
Authors: Wessells Michael 
Published: November 2011

AbstractFollowing armed conflict, psychosocial support is needed on a large scale (de Jong, 2002) yet is highly challenging to organize. Insecurity, which limits humanitarian access and impedes healing, often increases through widespread crime and gender‐based violence, including family violence associated with high levels of unemployment and economic distress. Post‐conflict environments are chaotic, as displaced populations return home and humanitarian agencies flood in. Also, few trained psychologist or psychiatrists are present in most war zones.)
Praxis
Authors: Osorio Jorge Mario Flores 
Published: November 2011

Abstract
Praxis in Latin American psychology, education, sociology, and philosophy is posed as an explanation/transformation process of dealing with problems arising from the oppression and exclusion suffered by most of the world population (Flores Osorio, 2009). Thus, it is necessary to analyze the sense and meaning this notion has in its theoretical construction and in the understanding of psychological problems, and analyze also the epistemological references and specific practice from where resignification of the concept has been made in social sciences. That concept is no longer a philosophical abstraction; it is a social reality.
Prejudice, Types and Origins of
Authors: Cohrs J. Christopher , Duckitt John 
Published: November 2011

Abstract
Prejudices are ubiquitous. In the fifth round of the World Values Survey, carried out between 2005 and 2008, 44% of the respondents from 57 countries from around the world agreed or agreed strongly that “men make better political leaders than women do,” and 53% said they did not trust very much or did not trust at all “people of another nationality.” In the fourth round of the European Social Survey, carried out in 2008 and 2009, 16% of the respondents from 17 European countries disagreed or disagreed strongly that “gay men and lesbians should be free to live their own life as they wish,” and 48% tended to agree that “people over 70 are a burden on the country's health service these days.” Prejudiced attitudes such as these have negative social and health consequences for members of the targeted groups. They also have negative consequences for societies as a whole because they impair social interactions and undermine the positive contributions of groups to societies. Prejudices can translate into actual discriminatory and violent behavior, further aggravating these negative consequences. If prejudices are widely shared in a culture, they represent cultural violence, legitimating and facilitating individual and collective oppression and violence. Against this background, it is not surprising that the body of research on prejudice is immense.
Problematization
Authors: Montero Maritza 
Published: November 2011

Abstract
The concept of problematization was formally articulated by Brazilian educator Paulo Freire in 1970, although he had already been practicing this maieutic process or method that helps bring forth ideas and insights, within his pedagogic practice, since the 1960s. Freire proposed a change in the traditional type of education where the student passively receives information unrelated to one's life. He criticized “banking education,” metaphorically alluding to the pupils as a sort of piggy bank receiving structured knowledge without the capacity to produce, apply, or transform it. Freire (1970) introduced problematization as a technique or strategy to critically analyze one's being and role in the world “in which and with which” one is (p. 90).