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Aronson et al., 2016: Learning about immigrant lives and cultures increased interest among young children in interacting with immigrant children over 3 weeks and reduced anxiety among American children over 10 weeks

Reference:

Aronson, K. M., Stefanile, C., Matera, C., Nerini, A., Grisolaghi, J., Romani, G., ... & Brown, R. (2016). Telling tales in school: Extended contact interventions in the classroom. Journal of Applied Social Psychology, 46(4), 229-241.
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Summary:

In samples of (1) predominantly White second- and third-grade children in the United States and (2) ethnically diverse 8-9 year-old Italian children, those who read 5-6 weekly storybooks including immigrant protagonists (Somali or African and Chinese) and relevant cultural information (e.g., religious holidays, food) reported greater interest in interacting with immigrant children 2-3 weeks after the intervention ended with the greatest effects among younger children (2nd-graders and 8 year-olds). The younger children in the US sample, also reported less anxiety about interacting with immigrant children up to 9-10 weeks later; the Italian sample, however, showed the opposite pattern for anxiety.

Psychological Process:

What Desired Meaning is At Stake?

What is the Person Trying to Understand?

Other People and Groups

Approach to Desired Meaning

What about it?

Changing beliefs about social groups and group conflict

Psychological Process 2:

Need

What is the Person Trying to Understand?

What Desired Meaning is At Stake?

What Desired Meaning is At Stake?

What About it?

Approach to Desired Meaning

Approach to Desired Meaning

How?

Psychological Question Addressed

Psychological Question Addressed

Psychological Question Addressed

Psychological Process 3:

Need

What Desired Meaning is At Stake?

Approach to Desired Meaning

How?

Psychological Question Addressed

Social Area:

Intervention Technique:

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Posted By:

Walton & Wilson, 2018