Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgments
- PART I INTRODUCTION AND CORE CONCEPTS
- PART II THE ROOTS OF HELPING OTHER PEOPLE IN NEED IN CONTRAST TO PASSIVITY
- PART III HOW CHILDREN BECOME CARING AND HELPFUL RATHER THAN HOSTILE AND AGGRESSIVE
- PART IV THE ORIGINS OF GENOCIDE, MASS KILLING, AND OTHER COLLECTIVE VIOLENCE
- PART V THE AFTERMATH OF MASS VIOLENCE: TRAUMA, HEALING, PREVENTION, AND RECONCILIATION
- 33 Preventing Group Violence
- 34 Kosovo: The Need for Flexible Bystander Response
- 35 The Effects of Violence on Groups and Their Members
- 36 Healing, Reconciliation, and Forgiving after Genocide and Other Collective Violence
- 37 Healing, Forgiveness, and Reconciliation in Rwanda: Project Summary and Outcome, with Addendum on Other Projects
- 38 Further Avenues to Prevention
- 39 Commentary: Human Destructiveness and the Refugee Experience
- 40 A Vision of Holocaust Education in Holocaust Centers and Schools
- 41 Out of Hiding
- 42 Review of Legacy of Silence: Encounters with Children of the Third Reich
- 43 What Can We Learn from This Tragedy? A Reaction Days after September 11, 2001
- PART VI CREATING CARING, MORALLY INCLUSIVE, PEACEFUL SOCIETIES
- Appendix: What Are Your Values and Goals?
- Index
- References
38 - Further Avenues to Prevention
Published online by Cambridge University Press: 07 May 2010
- Frontmatter
- Contents
- Preface
- Acknowledgments
- PART I INTRODUCTION AND CORE CONCEPTS
- PART II THE ROOTS OF HELPING OTHER PEOPLE IN NEED IN CONTRAST TO PASSIVITY
- PART III HOW CHILDREN BECOME CARING AND HELPFUL RATHER THAN HOSTILE AND AGGRESSIVE
- PART IV THE ORIGINS OF GENOCIDE, MASS KILLING, AND OTHER COLLECTIVE VIOLENCE
- PART V THE AFTERMATH OF MASS VIOLENCE: TRAUMA, HEALING, PREVENTION, AND RECONCILIATION
- 33 Preventing Group Violence
- 34 Kosovo: The Need for Flexible Bystander Response
- 35 The Effects of Violence on Groups and Their Members
- 36 Healing, Reconciliation, and Forgiving after Genocide and Other Collective Violence
- 37 Healing, Forgiveness, and Reconciliation in Rwanda: Project Summary and Outcome, with Addendum on Other Projects
- 38 Further Avenues to Prevention
- 39 Commentary: Human Destructiveness and the Refugee Experience
- 40 A Vision of Holocaust Education in Holocaust Centers and Schools
- 41 Out of Hiding
- 42 Review of Legacy of Silence: Encounters with Children of the Third Reich
- 43 What Can We Learn from This Tragedy? A Reaction Days after September 11, 2001
- PART VI CREATING CARING, MORALLY INCLUSIVE, PEACEFUL SOCIETIES
- Appendix: What Are Your Values and Goals?
- Index
- References
Summary
dialogue, conflict resolution, problem solving, and other joint projects
Dialogue groups, engagement in problem solving by antagonistic groups, conflict resolution, and joint projects serve a number of positive goals. They can help overcome devaluation and foster healing and reconciliation. They can also resolve political issues and point to solutions for practical problems.
Creating contact is one of their significant contributions. Deep engagement by members of groups with each other, ideally under conditions of equality and other supporting conditions, can help overcome negative stereotypes and hostility (Allport, 1954; Cook, 1970; Deutsch, 1973; Pettigrew, 1997; Staub, 1989). The creation of joint goals and shared efforts in their behalf are extremely valuable (Deutsch, 1973; Sherif, Harvey, White, Hood, & Sherif, 1961; Staub, 1989).
In dialogue groups, members describe the pain and suffering of their group. They are led to express empathy and to assume responsibility for their group's role in causing the other's suffering (Fisher, 1997; Volkan, 1988). In problem-solving workshops (for example, Kelman, 1990; Rouhana & Kelman, 1994), which are one version of conflict resolution approaches (Fisher, 1997, 2000), members address real-life issues, practical as well as political, that have to be resolved for the groups to live in peace. Some of the processes that take place in dialogue groups must occur, and can occur, relatively naturally in the course of problem solving. Both parties are aware of their own difficulties, but their awareness expands.
- Type
- Chapter
- Information
- The Psychology of Good and EvilWhy Children, Adults, and Groups Help and Harm Others, pp. 455 - 459Publisher: Cambridge University PressPrint publication year: 2003