Ervin Staub, Staub Ervin

The Psychology of Good and Evil

Why Children, Adults, and Groups Help and Harm Others

• Broschiertes Buch

Produktbeschreibung

This book attempts to understand the psychological roots of goodness and evil.

Produktdetails

• Verlag: Cambridge University Press
• Seitenzahl: 612
• Erscheinungstermin: 1. April 2010
• Englisch
• Abmessung: 229mm x 152mm x 36mm
• Gewicht: 980g
• ISBN-13: 9780521528801
• ISBN-10: 0521528801
• Artikelnr.: 21587073

Inhaltsangabe

Part I. Introduction and Core Concepts: 1. Introduction: good and evil:
themes and overview; 2. Studying the pivotal role of bystanders; 3.
Studying and promoting altruism and studying and working to prevent
genocide: the guiding role of early survival; 4. Is evil a useful concept
for psychologists and others?; 5. Basic needs and their role in altruism
and aggression; Part II. The Roots of Helping and Passivity: 6. Helping a
distressed person: social, personality, and stimulus determinants; 7.
Spontaneous (or impulsive) helping; 8. Social and prosocial behavior; 9.
The power to help others: report on a Psychology Today survey on values,
helping, and well being; Part III. How Children Become Caring and Helpful
vs. Hostile and Aggressive: Section 1. Culture, Socialization, and
Children's Experience: 10. Origins of caring, helping, and nonaggression:
parental socialization, the family system, schools, and cultural influence;
11. Natural socialization: participation in positive behavior and
experiential learning; 12. The origins of hostility and aggression; 13.
Cultural societal roots of violence: youth violence; 14. Bystanders and
bullying; 15. Students' experience of bullying and other aspects of their
lives in middle school in Belchertown; 16. Self-esteem and aggression; 17.
Father-daughter incest; Section 2. Interventions to Reduce Aggression and
Promote Caring and Helping: 18. Reducing boys' aggression: learning to
fulfill basic needs constructively; 19. The Caring Schools project; Part
IV. The Origins of Genocide and Other Collective Violence: 20. A note on
the cultural societal roots of violence; 21. Psychology of bystanders,
perpetrators, and heroic helpers; 22. Steps along a continuum of
destruction; 23. The SS and the psychology of perpetrators: The
interweaving and merging of role and person; 24. The origins of genocide:
Rwanda; 25. Bystanders as evil: the example of Rwanda; 26. Individual and
group identities in genocide and mass killing; 27. Mass murder: origins,
prevention, and US involvement; 28. When instigation does not result in
mass murder; 29. Persian Gulf Conflict was reflection of stormy
undercurrents in US psyche; 30. Mob violence: societal-cultural sources,
instigators, group processes, and participants; 31. Understanding and
Preventing Police Violence; Part V. The Aftermath of Mass Violence: Trauma,
Healing, and Reconciliation: 32. Preventing group violence; 33. Kosovo: the
need for flexible bystander response; 34. The effects of violence on groups
and their members; 35. Healing, reconciliation, and forgiving after
genocide and other collective violence; 36. Healing, forgiveness, and
reconciliation in Rwanda: project summary and outcome; 37. Further avenues
to prevention; 38. Commentary: human destructiveness and the refugee
experience; 39. A vision of holocaust education in holocaust centers and
schools; 40. Out of hiding; 41. Review of: Legacy of Silence: encounters
with children of the Third Reich; 42. What can we learn from this tragedy?:
a reaction days after September 11th, 2001; Part VI. Creating Morally
Inclusive Societies: 43. Transforming the bystander: altruism, caring, and
social responsibility; 44. Changing cultures and society; 45. Blind vs.
constructive patriotism: moving from embeddedness in the group to critical
loyalty and action; 46. Manifestations of blind vs. constructive
patriotism: summary of findings; 47. The ideal university in the real
world; Conclusion: 48. Creating caring societies; Appendix: what are your
values and goals?