Cameron et al., 2006: Reflecting about friendships between refugees and ingroup members improved sense of connection and positive attitudes towards refugees among White English children
White 5-11 year-old children in England were read three stories over two sessions, which represented close friendships between ingroup members and refugees. The stories emphasized the individual characteristics of refugees (decategorization intervention), the common ingroup identity of refugees as a member of the school community (common ingroup identity intervention) or both the common ingroup identity and the unique subgroup identity of refugees (dual identity intervention). One to two weeks later, children in all three intervention conditions, as compared to a no-treatment control condition, reported a greater sense of connection to refugees and more positive attitudes toward refugees, with the dual identity intervention the most effective. However, there was no effect on children’s interest in interacting with refugees.