bluuebunny/crossref_metadata_2025_split huggingface dataset:
Patriotism and Nationalism
Authors: Kimmel Paul R. 
Published: November 2011

Abstract
George Washington cautioned Americans about patriotism in his Farewell Address: “A fire not to be quenched, it [patriotism] demands a uniform vigilance to prevent its bursting into a flame, lest, instead of warming, it should consume.” There has been a resurgence of patriotism and nationalism in the United States since 9/11 and the ensuing war on terrorism, which increased a sense of fear and vulnerability in Americans. As Unger (2006) noted: “The events of September 11 were closely followed by enhanced perceptions of oneness with other Americans and a decline in perception of similarity to other people.…This pattern of enhanced ingroup identification and disparagement of outgroups is characteristic of nationalism and some forms of patriotism” (p. 83). Christie (2006) wrote “a nationalistic climate was further inflamed by the rhetoric of the US president” (p. 33), mentioning that Bush did not distinguish patriotism from nationalism. This climate resulted in aggression against those identified as threatening us and negative feelings and actions toward those not with us.
Peace and Conflict Studies versus Peace Science
Authors: Clemens Julie L. 
Published: November 2011

AbstractGrasping the full extent of peace scholarship, given its wide‐ranging areas of research and pedagogy, can be quite challenging. Indeed, peace scholarship consists of several academic cultures, which, though related, remain distinct and distant from each other. These separate cultures that have emerged within higher education present obstacles to contemporary peace scholars, who typically have little knowledge about the genealogies of the individual academic peace communities outside their own bailiwick. As Dunn (2005) observes, many participants have “no direct experience of, or memory of, the circumstance in which [the field] developed” and “those who may know of events and context may not be aware of, or misunderstand, the interplay of events, and the consequent effect upon the research agenda and research dynamic” (p. 9). In this article, I explain how peace scholarship came to have disparate communities through a brief historical account of critical events in its growth and development. To that end, the article describes and compares the present‐day characteristics of two distinct academic cultures of peace scholarship: “peace and conflict studies” and “peace science.”
Peace Education: Lessons Learned in Israel/Palestine, Research on
Authors: Salomon Gavriel 
Published: November 2011

Abstract

The variant of peace and coexistence education in Israel between Israeli Jews and Israeli Arabs and between the former and Palestinians is typical of such programs in regions of intractable conflict and prolonged intense interethnic tension: Northern Ireland (“Education for Mutual Understanding”), Bosnia‐Herzegovina (“Education for Peace”), Kosovo, Congo (International Peace Education Development), and such. Some see this brand of peace education as the prototype of the field entailing all that makes peace education what it is, much in line with the 1998 United Nation's
Resolution on the Culture of Peace
: “… an integral approach to preventing violence and violent conflicts, and an alternative to the culture of war and violence based on education for peace” (p. 1). Central to this brand of peace education, and the attribute that makes it seen as the prototype, is the desire to change minds and hearts between real adversaries who pose a perceived collective threat to each other. Programs of this kind are not designed primarily to resolve a conflict, leaving it to political and social forces, but to mainly change attitudes toward, perceptions of, attributions to, stereotypes of, and the prevailing dehumanization and delegitimization of the collective adversary.
Peace Psychology: Contributions from Africa
Authors: Heuchert J. W. P. 
Published: November 2011

AbstractAs the cradle of humankind, Africa probably has the longest history of negotiating human relationships — including resolving conflicts and building peace. Over the centuries many stable communities were established all over Africa by successful conflict resolution. This is not to say that there were never any wars in Africa, but ancient African communities most often evolved through cooperation and mutual respect. In most modern African countries colonial intervention ended the relative stability and peaceful coexistence prevalent on the continent. Boundaries were redrawn to suit the needs of the colonizers and with little regard of the historic reasons for the boundaries. Groups were split up, or artificially combined, rekindling old animosities and creating fresh grievances. Long‐standing traditions that ensured peace and justice were carelessly abandoned in favor of new, poorly explained systems thrust upon societies that were very different from the colonial society where the laws and practices evolved. Remnants of indigenous aspects of peacebuilding have sustained many communities in Africa and some of those will be offered here as contributions from Africa to the field of peace psychology.
Peace Zones
Authors: Iyer Pushpa 
Published: November 2011

Abstract
Peace Zones (PZs) — alternatively known as Zones of Peace (ZoPs) — are zones that are meant to provide safety from the chaos of conflict. In the context of violent conflict, PZs can be geographical, personal, temporal, or goal specific. Territorially defined zones are generally safe havens for communities wanting to escape from fear and violence. Individuals or groups who are threatened, endangered, or have some special status can be declared as ZoPs when warring parties agree to specifically not target them during conflict. Temporal ZoPs are ones that are declared for specific periods of time, for clearly defined purposes, and during which time warring parties agree to halt violence. Goal‐specific PZs are ones that are created for certain purposes; when these purposes are served, the PZs are usually dissolved or take on newer goals. PZs may be created in the period before violence breaks out or in the midst of war. They may also emerge in the period after a negotiated settlement to war and/or a ceasefire agreement is in place, that is, in times of relative calm.
Peaceful Personality
Authors: Nelson Linden L. 
Published: November 2011

AbstractAlthough psychologists have often recognized and measured individual differences in social dispositions ranging from aggressiveness to helpfulness, there have been relatively few efforts to define and measure a more general tendency for peacefulness. One approach with a rather specific focus involves conflict resolution styles. For example, Sternberg and colleagues (Sternberg & Dobson, 1987) developed methods for measuring conflict resolution styles. In their studies the participants either evaluated the desirability of various conflict resolution tactics in specific situations or indicated how they would deal with examples of conflict. Although most of the examples involved interpersonal conflict, some involved conflict between groups and nations. They conducted factor analyses in several studies that suggested the various styles could be usefully classified as active/mitigating, passive/mitigating, active/intensifying, or passive/intensifying. For example, the passive/mitigating style includes actions such as giving in and waiting, and the active/mitigating style includes behaviors like bargaining and mutual discussion. The conflict mitigating styles could be seen as peaceful dispositions.
Peacekeeping, Psychology of
Authors: Langholtz Harvey J. 
Published: November 2011

Abstract
The psychology of peacekeeping is a complex and multi‐level topic that can be viewed from several different perspectives and taken to mean different things. One perspective is that of the psychology of peacekeeper on the ground — the soldier serving on a peacekeeping mission. Other perspectives include the psychological issues faced by international civilian police serving on peacekeeping missions, civilian humanitarian relief workers, ex‐combatants, and the indigenous population living in the area of conflict. Separate from this are the psychological aspects of conflict resolution and diplomacy. And perhaps most important — and most broadly — are widely accepted assumptions about the psychology of relations between nations and peoples. Each of these topics certainly deserves a book‐length examination, but they will all be briefly addressed here (Langholtz, 1997).
Political Psychology and Peace
Authors: Gornick Laura Janelle , Conway Lucian Gideon 
Published: November 2011

AbstractIf world peace were quite as easy as developing a Crayola bomb, in all likelihood we would have succeeded by now. But peace is not so easily obtained. Why? Part of the reason pertains to human psychology, the way people think and feel about themselves and each other. And the interface of this psychology with politics — aptly described by Roosevelt as “the science of human relationships” — is the subject of this article.
Positive Psychology and Peace Psychology
Authors: Floody Dale R. 
Published: November 2011

AbstractThe first quotation above reflects the sentiments of a variety of individuals who argue that personal serenity and inner peace are important prerequisites of peace among groups (from street gangs to nations). For example, Kool (2008) argues that personal nonviolence must precede community nonviolence. While peace psychologists have focused primarily on intergroup relations, war, genocide, social injustice, and conflict resolution, positive psychology potentially has much more to offer at the level of personal serenity and inner peace.
Post‐Violence Reconstruction
Authors: Wessells Michael 
Published: November 2011

Abstract
Following armed conflict and political violence, reconstruction for peace is a high priority. Although physical reconstruction is typically emphasized, it is equally important to address the needs for social and communal reconstruction for peace. Otherwise, there is a risk is that a ceasefire will be signed yet remaining social divisions, hatreds, and hostilities will spark additional violence. If particular groups are denied political voice or influence, the resulting issues of alienation and discrimination may fuel additional fighting and social divisions.
Psychologists for Social Responsibility
Authors: Anderson Anne 
Published: November 2011

Abstract

Psychologists for Social Responsibility (PsySR, pronounced Sy‐ess‐arr) is an independent, nonprofit, tax‐exempt organization that applies psychological knowledge to promote peace, social justice, human rights, and sustainability. Its mission on its website reads: “Building Cultures of Peace with Social Justice” (
www.psysr.org
). Members include psychologists, related professionals, students, and other advocates for peaceful social change in the United States and around the world.
Psychospiritual Harmony
Authors: Permanadeli Risa 
Published: November 2011

Abstract
Psychospiritual harmony was originally considered a movement in psychotherapy that referred to the nonduality of mind–body as a way to answer the quest for true self. Springing from the need to find psychological foundations outside the boundaries of Western conceptions of a split mind–body and a separated self–society, this movement borrowed from Asian wisdoms and formulated ideas of spirituality and harmony that constituted the base for individual psychological balance and social peace. Ontologically, psychospiritual harmony can be understood as a representation dialectically positioned to Western notions that emphasize the dichotomy between the mind as something absolute in its perfection and the body as something material and even sinful. More than three centuries after Descartes defined Spirit as the root of human progress, a countervailing movement began to promote a nondual humanity, reconciling the mind–body split and individual–social union.
Qualitative Methods and Coding
Authors: Kronberger Nicole 
Published: November 2011

Abstract
Give a small boy a hammer and he will find that everything he encounters needs pounding. This statement illustrates the “the law of instrument” (Kaplan, 1964), the tendency common to many social scientists, once they know a method, to formulate research questions in ways that require exactly these techniques. The same type of solution is proposed to every problem encountered, and research questions that do not lend themselves to the well‐known method remain simply unasked. Awareness of this danger to scientific inquiry has motivated the development of many research methods assembled under the umbrella term “qualitative research.” A core concern expressed in many writings is that the methods used should be adapted to the phenomenon of interest, not the other way round. As a consequence, over time, researchers have developed an overwhelming number of qualitative methods (each with a specific nomenclature) to address specific contexts and contents. These methods rarely provide step‐by‐step guides but rather must be considered sources of inspiration. All this makes it difficult for the newcomer to gain an overview of the field of qualitative methods. To further complicate the situation, the field is characterized by several controversies. These debates include both internal and external controversies, with the internal debates relating to competing “schools” of qualitative research, and the external debates consisting of a battle of words between proponents of qualitative and quantitative methods. The (often polemic) discussions have centered on epistemological questions, research goals, and methods used. Textbooks such as Bauer and Gaskell (2000), Denzin and Lincoln (2000), Flick, von Kardorff, and Steinke (2004), and Robson (2002), to name a few, give an overview of both the controversies and the broad range of methods of qualitative data collection and analysis.
Quantitative Methods and Coding
Authors: Weingart Laurie R. , Olekalns Mara 
Published: November 2011

Abstract
Direct examination of negotiation processes provides information about what negotiators actually do rather than about what they planned to do, or what they thought they did. The resulting data can be used to capture general strategies employed by negotiators (through frequency analysis), how they employed those strategies (through sequential analysis), and when they did so (through phase analyses). Besides gaining a better understanding of the negotiation process itself, this information can be used to predict whether negotiators reach agreement as well as the quality of their agreements, and to determine how negotiators can be better trained to negotiate effectively.
Refugees and Asylum Seekers: Stereotyping and Prejudice
Authors: Balvin Nikola 
Published: November 2011

Abstract
One of the aims of peace psychology is to use psychological knowledge to bring about positive change for people experiencing socially driven disadvantages. Refugees and asylum seekers are one such group. Not only do they experience a myriad of difficulties in the countries they flee, but they are also frequently subject to discrimination in the countries where they seek a new life. This article first introduces who refugees and asylum seekers are and then reviews some of the negative stereotyping and prejudice they encounter when resettling in a new country. It concludes with examples of how psychology can contribute to improving such conditions.
Relative Deprivation Theory
Authors: Smith Heather J. , Pettigrew Thomas F. 
Published: November 2011

Abstract

Relative deprivation theory and research proposes that people use comparisons with other people, groups, or themselves at different points in time to evaluate their current circumstances. If these comparisons lead people to believe that they do not have what they deserve, they will be angry and resentful.
Relative
deprivation (RD) describes these subjective evaluations.
Restorative Conferencing, Method of
Authors: Nwoye Augustine 
Published: November 2011

Abstract
Restorative conferencing has recently emerged as an invigorated alternative to the old method of dealing with offenders, particularly young offenders. It seeks to repair the harm done to individuals or relationships within a community by allowing everyone involved to meet and gain a better understanding of what happened, why it came about, the impact of the incident, and the preferred outcomes. In the current essay, the focus is on young offenders and the method draws heavily from experiences in the African context.
Ripeness Theory
Authors: Pruitt Dean G. 
Published: November 2011

Abstract
Ripeness theory (Zartman, 2000, 2006) concerns the conditions that lead parties in overt conflict to enter negotiation. The theory specifies two necessary — though not sufficient — perceptual conditions: The parties see themselves as being in a “mutually hurting stalemate,” where neither can defeat the other and both are experiencing unacceptable costs. A “recent or impending catastrophe” can add impetus to such a stalemate, providing sharply increased costs or a deadline for escaping the conflict. The parties perceive a “way out,” that is, they foresee that a “negotiated solution is possible for the searching and that the other party shares that sense and the willingness to search too” (Zartman, 2000, p. 228). Ripeness theory can be helpful to third parties who are trying to decide when and how to intervene in an ongoing conflict. It can also provide a useful template for scholars who are examining how negotiation began in historical cases.
Role Playing as a Training and Assessment Tool
Authors: Levi‐Minzi Micol E. , Browning Samuel L. , Van Hasselt Vincent B. 
Published: November 2011

Abstract
Role playing refers to the rehearsal or practice of interpersonal interactions by simulating or enacting real‐life situations. The most traditional definition stems from behavioral psychology that views role playing as a vehicle for assessment and modification of individuals' behavior in specific contexts. While behaviorally oriented therapists, teachers, and trainers have historically favored in vivo methods, ethical, economic, and pragmatic limitations often preclude use of such strategies. Thus, analogue techniques, such as role play tests, have been utilized as viable alternatives.
Security
Authors: Bar‐Tal Daniel , Magal Tamir 
Published: November 2011

AbstractOne of the key concepts of the social sciences and particularly of political science is security. In political science, the concept typically denotes a situation which provides national and international conditions favorable to the protection of a nation, a state, and its citizens, against existing and potential threats. Specifically, the situation of security assures a survival of a state, its territorial integrity, repulsion of a military attack, defense of citizens' lives, protection of state and citizens' property, protection of societal stability, and even protection of societal values (Buzan, 1991; Nye & Lynn‐Jones, 1988). The political science approach focuses mainly on the analysis of the numerous conditions which either hamper or increase the security of states and regions.
Security Dilemma in Structural International Relations Theory
Authors: Glaser Charles L. 
Published: November 2011

Abstract
The security dilemma plays a central role in theories that explain international competition as a result of the pressures created by the international system. The challenge faced by these theories — which are termed structural realism — is to explain how rational states that are interested only in security can nevertheless end up in competition and war. Prominent structural‐realist theories emphasize the roles played by international anarchy — the lack of an international authority that can enforce agreements and protect states against the use of force — and the importance of power (Waltz, 1979). In the end, however, a satisfactory explanation of competition and war requires appreciation of the security dilemma. Including the security dilemma in structural international relations theories has dramatic implications, enabling them to explain variation in the competition fueled by the international system and raising the possibility of extensive international cooperation and sustained peace.
Seville Statement on Violence
Authors: Adams David 
Published: November 2011

Abstract
Can war be abolished? Is it a custom or is it intrinsic to human nature? These questions are of great importance today, because there is no task more important on the historical agenda of our times than the abolition of this age‐old form of violence that has become so destructive that it threatens the very life of the planet. As Sigmund Freud wrote to Albert Einstein in their famous correspondence of 1932 on this subject: “These two factors — man's cultural disposition and well‐founded fear of the form that future wars will take — may serve to put an end to war … but by what ways or byways this will come about, we cannot guess.”
Sexual Harassment
Authors: Spears Barbara A. 
Published: November 2011

Abstract
Behaviors that included deliberately suggestive comments or jokes, staring or leering, unwelcome touching, hugging, cornering, kissing, or unnecessary familiarity were without a common name prior to 1976 (HREOC, 2009). As a consequence, these behaviors were not recognized as what we now know as sexual harassment (SH): unwanted sex‐related behavior towards someone, especially by someone with authority towards a subordinate. Around the same time, bullying was just beginning to be explored in Europe, but workplace bullying, sexual bullying, and the use of sexually explicit emails or short message service (SMS) messages to denigrate another, including “sexting,” would not be understood until much later.
Simulation: Learning through Role Playing and Design
Authors: Druckman Daniel , Ebner Noam 
Published: November 2011

Abstract
Role plays and simulations are familiar methods in the pedagogy of many areas of peace and conflict studies. In some fields, such as those of negotiation and mediation, they have long been considered a central element of classroom study (Ebner & Efron, 2005; Druckman & Ebner, 2008). In other areas, ranging from the policy sciences to peacebuilding, they enjoy an important place in the educator's toolbox (see Truger, 2001), although the way they are used depends on preferences of teachers or trainers.
Social Influence
Authors: Kent Valerie 
Published: November 2011

Abstract
The study of social influence has been central to social psychology since its earliest days and still flourishes. In everyday usage conformity and social influence are terms which can have negative connotations, but in social psychology they have more neutral, exact meanings. Conformity refers to a change in a person's behavior or beliefs due to perceived pressure from an individual or group, whether that pressure is real or imagined, imposed or sought. Although often used synonymously, social influence refers to the process or processes through which this happens.
Social Justice Education
Authors: Adams Maurianne 
Published: November 2011

AbstractIn Western philosophical traditions,justicegenerally refers to overarching, fundamental, abstract, universal principles that can (or should) adjudicate the distribution of goods and benefits, rights and duties, services, obligations, and opportunities. Whether based on principles of theology, philosophy, politics, or economics, justice requires that distribution and retribution accord with rational, neutral, objective judgments that assure fair, equitable, and impartial treatment for everyone.