I SEE! Scotland: Tackling Sectarianism and Promoting Community Psychosocial Health
We developed and tested through two studies a new intervention run as a course, I SEE! Scotland, to reduce and prevent Protestant-Catholic sectarianism in Scotland, a historic intergroup conflict expressed in forms ranging from polite to violent, within a wider population that includes those who fee...
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| Veröffentlicht in: | Journal of strategic security 2016-12, Vol.9 (4), p.53-78 |
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| creator | Boyd-MacMillan, Eolene M. Fearon, Patricia Andrews Ptolomey, Amanda M. Mathieson, Laura J. |
| description | We developed and tested through two studies a new intervention run as a course, I SEE! Scotland, to reduce and prevent Protestant-Catholic sectarianism in Scotland, a historic intergroup conflict expressed in forms ranging from polite to violent, within a wider population that includes those who feel untouched. Designed to reflect the social ecology of Scotland and engage individuals regardless of sectarian involvement, the intervention aimed to increase cognitive complexity, measured as integrative complexity, through participatory theatre and experiential methods. We hypothesised that the confluence of experiential learning to support multiple forms of self, other, and systems awareness with narrative framing would increase integrative complexity management capacities. Tested with a diverse sample of 104 participants (secondary school staff; achieving, disruptive or vulnerable students; young adults returning to education; other professionals; prisoners; recovering drug addicts; unemployed), study one pre-post comparisons showed significant integrative complexity gains that cohered with second end of intervention integrative complexity measures, replicating results from other integrative complexity interventions despite differences in samples, conflicts, and context. Study two with twenty-eight of the one hundred and four participants showed significant pre post increases in resilience. These results predict peaceful outcomes to intergroup conflict, tackling sectarianism and promoting community psychosocial health. We note future research plans. |
| doi_str_mv | 10.5038/1944-0472.9.4.1556 |
| format | Article |
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Scotland: Tackling Sectarianism and Promoting Community Psychosocial Health</title><source>Jstor Journals Open Access</source><creator>Boyd-MacMillan, Eolene M. ; Fearon, Patricia Andrews ; Ptolomey, Amanda M. ; Mathieson, Laura J.</creator><creatorcontrib>Boyd-MacMillan, Eolene M. ; Fearon, Patricia Andrews ; Ptolomey, Amanda M. ; Mathieson, Laura J. ; University of California - Berkeley ; University of Glasgow ; University of Cambridge ; Glasgow Caledonian University</creatorcontrib><description>We developed and tested through two studies a new intervention run as a course, I SEE! Scotland, to reduce and prevent Protestant-Catholic sectarianism in Scotland, a historic intergroup conflict expressed in forms ranging from polite to violent, within a wider population that includes those who feel untouched. Designed to reflect the social ecology of Scotland and engage individuals regardless of sectarian involvement, the intervention aimed to increase cognitive complexity, measured as integrative complexity, through participatory theatre and experiential methods. We hypothesised that the confluence of experiential learning to support multiple forms of self, other, and systems awareness with narrative framing would increase integrative complexity management capacities. Tested with a diverse sample of 104 participants (secondary school staff; achieving, disruptive or vulnerable students; young adults returning to education; other professionals; prisoners; recovering drug addicts; unemployed), study one pre-post comparisons showed significant integrative complexity gains that cohered with second end of intervention integrative complexity measures, replicating results from other integrative complexity interventions despite differences in samples, conflicts, and context. Study two with twenty-eight of the one hundred and four participants showed significant pre post increases in resilience. These results predict peaceful outcomes to intergroup conflict, tackling sectarianism and promoting community psychosocial health. We note future research plans.</description><identifier>ISSN: 1944-0464</identifier><identifier>EISSN: 1944-0472</identifier><identifier>DOI: 10.5038/1944-0472.9.4.1556</identifier><language>eng</language><publisher>San Jose: Henley-Putnam University Press</publisher><subject>Adults ; Catholicism ; Catholics ; Civil war ; Cognitive complexity ; Communities ; Complexity ; Conflict ; Drug addiction ; Ecology ; Experiential learning ; Extremism ; Health education ; Health promotion ; Integrative complexity ; Intergroup relations ; Intervention ; Prisoners ; Protestantism ; Psychosocial factors ; Public health ; Replication ; Resilience ; Secondary schools ; Sectarian violence ; Sectarianism ; Social psychology ; Unemployed people ; Young adults</subject><ispartof>Journal of strategic security, 2016-12, Vol.9 (4), p.53-78</ispartof><rights>Copyright © 2016 by Henley-Putnam University</rights><rights>Copyright Henley-Putnam University Press Winter 2016</rights><rights>2016. 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Scotland: Tackling Sectarianism and Promoting Community Psychosocial Health</title><title>Journal of strategic security</title><description>We developed and tested through two studies a new intervention run as a course, I SEE! Scotland, to reduce and prevent Protestant-Catholic sectarianism in Scotland, a historic intergroup conflict expressed in forms ranging from polite to violent, within a wider population that includes those who feel untouched. Designed to reflect the social ecology of Scotland and engage individuals regardless of sectarian involvement, the intervention aimed to increase cognitive complexity, measured as integrative complexity, through participatory theatre and experiential methods. We hypothesised that the confluence of experiential learning to support multiple forms of self, other, and systems awareness with narrative framing would increase integrative complexity management capacities. Tested with a diverse sample of 104 participants (secondary school staff; achieving, disruptive or vulnerable students; young adults returning to education; other professionals; prisoners; recovering drug addicts; unemployed), study one pre-post comparisons showed significant integrative complexity gains that cohered with second end of intervention integrative complexity measures, replicating results from other integrative complexity interventions despite differences in samples, conflicts, and context. Study two with twenty-eight of the one hundred and four participants showed significant pre post increases in resilience. These results predict peaceful outcomes to intergroup conflict, tackling sectarianism and promoting community psychosocial health. 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Scotland: Tackling Sectarianism and Promoting Community Psychosocial Health</atitle><jtitle>Journal of strategic security</jtitle><date>2016-12-01</date><risdate>2016</risdate><volume>9</volume><issue>4</issue><spage>53</spage><epage>78</epage><pages>53-78</pages><issn>1944-0464</issn><eissn>1944-0472</eissn><abstract>We developed and tested through two studies a new intervention run as a course, I SEE! Scotland, to reduce and prevent Protestant-Catholic sectarianism in Scotland, a historic intergroup conflict expressed in forms ranging from polite to violent, within a wider population that includes those who feel untouched. Designed to reflect the social ecology of Scotland and engage individuals regardless of sectarian involvement, the intervention aimed to increase cognitive complexity, measured as integrative complexity, through participatory theatre and experiential methods. We hypothesised that the confluence of experiential learning to support multiple forms of self, other, and systems awareness with narrative framing would increase integrative complexity management capacities. Tested with a diverse sample of 104 participants (secondary school staff; achieving, disruptive or vulnerable students; young adults returning to education; other professionals; prisoners; recovering drug addicts; unemployed), study one pre-post comparisons showed significant integrative complexity gains that cohered with second end of intervention integrative complexity measures, replicating results from other integrative complexity interventions despite differences in samples, conflicts, and context. Study two with twenty-eight of the one hundred and four participants showed significant pre post increases in resilience. These results predict peaceful outcomes to intergroup conflict, tackling sectarianism and promoting community psychosocial health. 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| issn | 1944-0464 1944-0472 |
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| source | Jstor Journals Open Access |
| subjects | Adults Catholicism Catholics Civil war Cognitive complexity Communities Complexity Conflict Drug addiction Ecology Experiential learning Extremism Health education Health promotion Integrative complexity Intergroup relations Intervention Prisoners Protestantism Psychosocial factors Public health Replication Resilience Secondary schools Sectarian violence Sectarianism Social psychology Unemployed people Young adults |
| title | I SEE! Scotland: Tackling Sectarianism and Promoting Community Psychosocial Health |
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