Going All the Way: Politicizing,Polarizing, and Radicalizing Identity Offline and Online

This essay conceptualizes radicalization as a collective process that evolves within the context of global, national, or local intergroup tensions. People do not radicalize on their own, but as part of a group in which a collective identity is developed. Some members of the group may take a radical activist route to promote or prevent social change. Their interactions with their opponents intensify, while their ideas and beliefs sharpen. In this essay, I propose an interpretative framework to analyze radicalizing collective identities. The framework departs from the notion that supranational processes shape and mold the micro level of (radicalizing) citizens' demands, the meso level of social movements and political parties, and the macro level of national political systems. The answer to questions such as who radicalizes, why people radicalize, and the forms radical action takes lies in the interaction of supranational processes, national political processes, and the context of political mobilization. It is argued that radicalizing identities are key in this process, no radicalization without identification!     

Disentangling the Frequency and Severity of Bullying and Victimization in the Association with Empathy

This study disentangled the frequency and perceived severity of experienced bullying and victimization by investigating their associations with cognitive and affective empathy. Participants were 800 children (7–12 years old) from third‐ to fifth‐grade classrooms who completed self‐report measures of the frequency and perceived severity of their bullying and victimization and of cognitive and affective empathy. Results showed that the frequency and perceived severity of bullying were moderately correlated in the entire sample but unrelated within the subsample of bullies. Frequency and perceived severity of victimization were significantly and positively correlated in the entire sample (moderate effect) and the subsample of victims (small effect). Frequent, but not severe, bullies reported less cognitive empathy than non‐bullies whereas both frequent and severe victims reported more affective empathy than non‐victims. Within subsamples of bullies and victims, frequency of bullying was negatively associated with cognitive and affective empathy, and perceived severity of bullying was positively associated with affective empathy. Frequency of victimization was not associated with cognitive and affective empathy, but perceived severity of victimization was positively associated with both forms of empathy.     

What Works for Whom,How and under What Circumstances? Testing Moderated Mediation of Intervention Effects on Externalizing Behavior in Children

In this study, we investigate whether changes in child social cognitive functioning and parenting are the mechanisms through which an individually delivered real‐world child intervention, Stay Cool Kids, aimed at preventing externalizing problem behavior in high‐risk elementary school children, induces changes in child behavior. Moreover, we tested whether mediation was moderated by child characteristics (gender and personality). The sample consisted of 264 fourth‐grade children displaying externalizing behavior (TRF t‐score > 60). Forty‐eight schools were randomly assigned to the intervention or no‐intervention control condition. The results of mediation analyses provided evidence for child positive self‐perception and maternal involvement as working mechanisms of the intervention. Child personality factor extraversion moderated the mediating effect of involvement whereas no moderated mediation was found for gender. Working mechanisms of the intervention differ for children with different personality characteristiscs.     

Downgrading as a counterstrategy: a case study in child welfare

Child welfare conversations in cases of suspected sexual child abuse are often slow and complex processes in which professionals and clients proceed cautiously. These conversations may best be considered as negotiations between professionals aiming at classifying clients in or out of problem categories, and clients distancing themselves from these categories or downgrading them. In a case study of a conversation between a child welfare worker and a 15‐year‐old boy who is the likely victim of sexual abuse by his stepfather, this process is demonstrated by an interactional analysis. It is shown that the client is not co‐operating in a co‐operative way.     

Who Believes in the Storybook Image of the Scientist?

Do lay people and scientists themselves recognize that scientists are human and therefore prone to human fallibilities such as error, bias, and even dishonesty? In a series of three experimental studies and one correlational study (total N = 3,278) we found that the “storybook image of the scientist” is pervasive: American lay people and scientists from over 60 countries attributed considerably more objectivity, rationality, open-mindedness, intelligence, integrity, and communality to scientists than to other highly-educated people. Moreover, scientists perceived even larger differences than lay people did. Some groups of scientists also differentiated between different categories of scientists: established scientists attributed higher levels of the scientific traits to established scientists than to early-career scientists and Ph.D. students, and higher levels to Ph.D. students than to early-career scientists. Female scientists attributed considerably higher levels of the scientific traits to female scientists than to male scientists. A strong belief in the storybook image and the (human) tendency to attribute higher levels of desirable traits to people in one’s own group than to people in other groups may decrease scientists’ willingness to adopt recently proposed practices to reduce error, bias and dishonesty in science.     

Romantic Relationship Commitment and Its Linkages with Commitment to Parents and Friends during Adolescence

This five‐wave longitudinal study examines linkages between adolescents' perceptions of romantic relationship commitment and the development of adolescents' perceptions of commitment to parents and friends. A total of 218 early‐to‐middle adolescents (39.0 percent boys) and 185 middle‐to‐late adolescents (30.8 percent boys) participated. Multivariate growth curves showed that higher base levels of commitment and a stronger positive development of commitment to parents and friends were associated with higher levels of later commitment to romantic partners. The effects were equally strong in early‐to‐middle adolescence and middle‐to‐late adolescence. Also, commitment to parents and commitment to friends were associated equally strong to romantic relationship commitment. No gender differences were found regarding these linkages. Overall, this study shows the importance of parents and friends for boys and girls regarding committed romantic relationships. The results support the idea of one stable and general working model used in different types of relationships.     

Jealousy in Firstborn Toddlers within the Context of the Primary Family Triad

Childhood jealousy has typically been examined in a limited number of jealousy‐evoking contexts and mainly with the mother only, thus providing a narrow view on the manifestations of jealousy. The aim of the present article is to examine childhood jealousy within parent–child dyads and (mother–father–child) triads and across multiple contexts. The sample included 87 Dutch families with a toddler (38 girls, 49 boys, M_age: 23 months). Children were challenged in several jealousy‐evoking situations using social and non‐social objects as rivals during videotaped family play sessions. Children's jealous behavior (e.g., negativity, distraction) and jealous emotions (e.g., anger) were coded. We found the most jealous behavior in contexts including a doll as a rival and the least in the non‐social object conditions. Children showed more jealous behavior toward mothers than fathers. Children showed elevated levels of anger in most jealousy situations.     

Brèves remarques sur le travail comme vecteur de la citoyenneté*

This article examines the history of the notion of work in relation to its philosophical and anthropological meaning, as well as to its meaning in a sociological context. Work is certainly conceived of as a productive act, but it is also considered as bestowing the right to benefit from the privileges of membership in society. Three perspectives are looked at in this context: those of A. Gorz, R Bourdieu and A. Touraine. On this basis, the proposition that “work is dead” is examined closely. The author argues that work is still a way of integrating into society, but a way that actually compromises citizenship rights with regard to those who are working. Young people are the members of the population who are principally affected by this form of integration called “flexploitation.” La généalogie de la notion de travail est d'abord retracédans cet article, tant dans l'orbite de la philosophic et de l'anthropologie que de la sociologie. Le travail y est certes conçu comme action productive mais également comme fer de lance du droit de cité. Trois perspectives sont abordées à ce sujet: celles d'A. Gorz, de P. Bourdieu et d'A. Touraine. Sur cette base, la thèse de la «fin du travail» est passée au crible. L'auteur argue que le travail est encore vecteur d'in‐tégration à la société, mais sous une forme qui fait l'impasse sur les droits des personnes qui l'exercent, bref, sur leur citoyenneté. Les jeunes représentent la tranche de la population touchée au premier chef par cette forme d'insertion nommée flexploitation.     

Citizenship education for a pluralistic world: the selection of children’s literature in Dutch Protestant primary schools

The goals of citizenship education are often contested in Protestant schools with an ethnically heterogeneous population of pupils in multicultural European societies today. This is connected to the tension between the inclusive goal of citizenship for a pluralistic world and the exclusive goal of education in the Christian faith. This paper presents an explorative study on citizenship education. It describes the opinions of teachers and parents on the selection and use of children’s literature in Dutch ‘liberal’ Protestant primary schools. The results show that most teachers favour the avoidance of books that might not fit in with the Protestant identity of the school or possibly raise objections from orthodox parents. There is considerable diversity in the positions parents take on the issue.     

Reconciling marginalism with egalitarianism: consistency, monotonicity, and implementation of egalitarian Shapley values

One of the main issues in economic allocation problems is the trade-off between marginalism and egalitarianism. In the context of cooperative games this trade-off can be framed as one of choosing to allocate according to the Shapley value or the equal division solution. In this paper we provide three different characterizations of egalitarian Shapley values being convex combinations of the Shapley value and the equal division solution. First, from the perspective of a variable player set, we show that all these solutions satisfy the same reduced game consistency. Second, on a fixed player set, we characterize this class of solutions using monotonicity properties. Finally, towards a strategic foundation, we provide a non-cooperative implementation for these solutions which only differ in the probability of breakdown at a certain stage of the game. These characterizations discover fundamental differences as well as intriguing connections between marginalism and egalitarianism.