"I don't want to play with you": Young children's use of social exclusion
Lead Research Organisation:
University of York
Department Name: Psychology
Abstract
Being excluded by others is a startlingly common experience. Three quarters of adults report that they have been ignored by someone they love and many of us remember occasions on which we have been prevented from joining groups or events that were important to us.
One reason that social exclusion is so common is that it's a powerful form of punishment. We refuse to talk to people who have upset us and avoid individuals who have been unkind. Social exclusion is not always so easily justified however - sometimes individuals are left out simply for belonging to a minority or disadvantaged group.
Whatever the reason, the effects on the person excluded can be devastating. Research has shown that being ignored even for a few short minutes is a very painful experience. In the longer term, individuals who are socially isolated are at increased risk of mental and physical health problems and are more likely to act in violent and anti-social ways. Social exclusion thus lies at the heart of serious social problems. Social science research can help us to understand why individuals exclude each other and, ultimately, how social exclusion can be reduced.
This research investigates the roots of social exclusion in young children. We know from previous research that children are very sensitive to the possibility of being excluded themselves, but we do not yet have any experimental evidence about when they choose to exclude others. Across three studies, I will investigate children's social preferences and how those preferences relate to who they choose to exclude from their social interactions.
The research will use a variety of methods in order to explore these questions. The first two studies will be conducted in York and will examine the situations under which children within Western cultures exclude others from their interactions. The first study will test whether children as young as two prefer individuals who conform to the rules of the group to individuals who dissent from them. The second study will build on this by testing whether slightly older children (3-year-olds) actively exclude individuals who continuously break the rules of the group (e.g., by telling an individual who repeatedly harms someone else 'you can't play with us anymore').
The third study will be conducted in the Black Sea region of Turkey and will investigate cultural differences in children's use of social exclusion. The vast majority of previous research on ostracism has been conducted within Western cultures, thus leaving us relatively ignorant of how a person's social background influences their responses to social problems. In this study, I will test whether groups that value conformity and obedience to social rules use ostracism more often than groups that value independence and autonomous decision-making.
Taken together, these studies will help us to understand the origins of social exclusion. By investigating this phenomenon early in development and across cultures, we can start to understand where our motivation to exclude others comes from. This work also has important practical implications. Understanding when individuals use social exclusion can ultimately help us to design interventions to reduce its prevalence. Furthermore, understanding how responses to social problems vary across different social groups can help produce a more tolerant attitude to cultural differences; a worthy goal in a multi-cultural society like Britain.
Targeted outreach activities will ensure that educators and others interested groups will be in a position to learn from, and contribute to, this research. Web related activities and contact with the media will allow the general public to engage with it.
One reason that social exclusion is so common is that it's a powerful form of punishment. We refuse to talk to people who have upset us and avoid individuals who have been unkind. Social exclusion is not always so easily justified however - sometimes individuals are left out simply for belonging to a minority or disadvantaged group.
Whatever the reason, the effects on the person excluded can be devastating. Research has shown that being ignored even for a few short minutes is a very painful experience. In the longer term, individuals who are socially isolated are at increased risk of mental and physical health problems and are more likely to act in violent and anti-social ways. Social exclusion thus lies at the heart of serious social problems. Social science research can help us to understand why individuals exclude each other and, ultimately, how social exclusion can be reduced.
This research investigates the roots of social exclusion in young children. We know from previous research that children are very sensitive to the possibility of being excluded themselves, but we do not yet have any experimental evidence about when they choose to exclude others. Across three studies, I will investigate children's social preferences and how those preferences relate to who they choose to exclude from their social interactions.
The research will use a variety of methods in order to explore these questions. The first two studies will be conducted in York and will examine the situations under which children within Western cultures exclude others from their interactions. The first study will test whether children as young as two prefer individuals who conform to the rules of the group to individuals who dissent from them. The second study will build on this by testing whether slightly older children (3-year-olds) actively exclude individuals who continuously break the rules of the group (e.g., by telling an individual who repeatedly harms someone else 'you can't play with us anymore').
The third study will be conducted in the Black Sea region of Turkey and will investigate cultural differences in children's use of social exclusion. The vast majority of previous research on ostracism has been conducted within Western cultures, thus leaving us relatively ignorant of how a person's social background influences their responses to social problems. In this study, I will test whether groups that value conformity and obedience to social rules use ostracism more often than groups that value independence and autonomous decision-making.
Taken together, these studies will help us to understand the origins of social exclusion. By investigating this phenomenon early in development and across cultures, we can start to understand where our motivation to exclude others comes from. This work also has important practical implications. Understanding when individuals use social exclusion can ultimately help us to design interventions to reduce its prevalence. Furthermore, understanding how responses to social problems vary across different social groups can help produce a more tolerant attitude to cultural differences; a worthy goal in a multi-cultural society like Britain.
Targeted outreach activities will ensure that educators and others interested groups will be in a position to learn from, and contribute to, this research. Web related activities and contact with the media will allow the general public to engage with it.
Planned Impact
The proposed research has the potential to benefit a wide sample of the population beyond academia. It will provide direct benefits for nursery, preschool, and school teachers, as well as for parents and the general public. Furthermore, by providing insights that could be used in translational research on how to increase social inclusion, this work has the potential to indirectly impact upon social wellbeing and cohesion. Below I outline how each of these target groups could, in principle, benefit from my research. In Pathways to Impact, I describe what I will do to maximise the potential impact of this work.
1. Enhancing the research knowledge and skills of preschool, nursery and school teachers
By investigating why children exclude others from their social groups, this work has the potential to help nursery, preschool and school teachers to understand how social exclusion can arise among the children they teach. If teachers understand some of the causes of social exclusion and isolation, they will be better able to deal with the social problems that emerge within their classrooms and on the playground. By investigating how cultural differences impact upon children's decisions about social exclusion, this work will help teachers develop further sensitivity to how children's cultural background can influence their responses to social conflict. This skill is particularly important within a multicultural society like Britain.
2. Helping parents to understand their children's social behaviour
In addition to helping teachers to understand social exclusion, this work will help parents to understand the social relationships between their children and their peer group. In doing so, it can enrich parents' understanding of their children's social experiences.
3. Increasing public engagement with research
Social exclusion is a common phenomenon; as adults, we use and experience it on a regular basis (Williams, 2007). As a result, this research will also be of interest to many members of the general public. As the topic is highly accessible and easy to relate to, it will increase public engagement with research and deepen people's understanding of their own social experiences.
4. Improving health, social welfare and quality of life
In the longer term, the basic research outlined in this proposal has the potential to inform translational research designed to reduce social exclusion in childhood. By understanding how and why children exclude others, researchers will be better able to design interventions to enhance inclusionary behaviour. We know from previous research that social isolation puts people at increased risk of mental and physical health problems (House, Landis, & Umberson, 1988) and is associated with increases in anti-social and aggressive behaviour (Warburton Williams, & Cairns, 2006). By informing interventions to reduce exclusion the work outlined in this proposal could indirectly enhance health, social welfare and cohesion as well as quality of life.
1. Enhancing the research knowledge and skills of preschool, nursery and school teachers
By investigating why children exclude others from their social groups, this work has the potential to help nursery, preschool and school teachers to understand how social exclusion can arise among the children they teach. If teachers understand some of the causes of social exclusion and isolation, they will be better able to deal with the social problems that emerge within their classrooms and on the playground. By investigating how cultural differences impact upon children's decisions about social exclusion, this work will help teachers develop further sensitivity to how children's cultural background can influence their responses to social conflict. This skill is particularly important within a multicultural society like Britain.
2. Helping parents to understand their children's social behaviour
In addition to helping teachers to understand social exclusion, this work will help parents to understand the social relationships between their children and their peer group. In doing so, it can enrich parents' understanding of their children's social experiences.
3. Increasing public engagement with research
Social exclusion is a common phenomenon; as adults, we use and experience it on a regular basis (Williams, 2007). As a result, this research will also be of interest to many members of the general public. As the topic is highly accessible and easy to relate to, it will increase public engagement with research and deepen people's understanding of their own social experiences.
4. Improving health, social welfare and quality of life
In the longer term, the basic research outlined in this proposal has the potential to inform translational research designed to reduce social exclusion in childhood. By understanding how and why children exclude others, researchers will be better able to design interventions to enhance inclusionary behaviour. We know from previous research that social isolation puts people at increased risk of mental and physical health problems (House, Landis, & Umberson, 1988) and is associated with increases in anti-social and aggressive behaviour (Warburton Williams, & Cairns, 2006). By informing interventions to reduce exclusion the work outlined in this proposal could indirectly enhance health, social welfare and cohesion as well as quality of life.
Organisations
People |
ORCID iD |
| Harriet Over (Principal Investigator) |
Publications
McLoughlin N
(2018)
Young children perceive less humanness in outgroup faces.
in Developmental science
Misch A
(2014)
Stick with your group: Young children's attitudes about group loyalty
in Journal of Experimental Child Psychology
Misch A
(2016)
I won't tell: Young children show loyalty to their group by keeping group secrets.
in Journal of experimental child psychology
Oostenbroek J
(2015)
Young children contrast their behavior to that of out-group members.
in Journal of experimental child psychology
Over H
(2016)
The origins of belonging: social motivation in infants and young children
in Philosophical Transactions of the Royal Society B: Biological Sciences
Over H
(2016)
Culture moderates children's responses to ostracism situations.
in Journal of personality and social psychology
Over H
(2015)
Children infer affiliative and status relations from watching others imitate.
in Developmental science
Plötner M
(2015)
The effects of collaboration and minimal-group membership on children's prosocial behavior, liking, affiliation, and trust.
in Journal of experimental child psychology
Plötner M
(2015)
Young children show the bystander effect in helping situations.
in Psychological science
Song R
(2015)
Children draw more affiliative pictures following priming with third-party ostracism.
in Developmental psychology
| Title | Centre for Life, Brain Zone |
| Description | The International Centre for Life in Newcastle developed a new exhibition called Brain Zone (funded by the Wellcome Trust) to introduce children and families to the scientific study of the mind and brain. I was a member of the scientific advisory board for this exhibition. In this role, I helped them to design a series of interactive exhibits for children. |
| Type Of Art | Artistic/Creative Exhibition |
| Year Produced | 2016 |
| Impact | The International Centre for Life report that they receive approximately 250,000 visitors a year including families from across the country and organised school trips. Brain Zone is one of their main attractions and they report that it has proved popular with visitors. |
| URL | http://www.life.org.uk/whats-on/brain-zone |
| Description | In line with the original objectives of the grant, I have developed a theoretical perspective emphasising the importance of social belonging in development (and relating it to social exclusion). A single author paper (Over, 2016) based on this work has been published in Philosophical Transactions of the Royal Society B. Together with my collaborator (and second mentor on the grant) Ayse Uskul, I have conducted a series of studies investigating belonging and social exclusion in cross-cultural perspective. These studies show that children from an interdependent culture estimate that ostracism is less painful than do children from an independent culture. This cultural difference has important implications for how children morally evaluate the individuals involved in ostracism situations. Children from the interdependent culture punish the perpetrators of ostracism less harshly than do children from the independent culture. A paper based on these findings is now published in the Journal of Personality and Social Psychology (Over & Uskul, 2016). In addition to this, Ayse and I recently published a theoretical review paper on Culture, Ostracism and Social Interdependence in Current Directions in Psychological Science (Uskul & Over, 2017). We have also written a book chapter on this topic that is due to be published later in 2017. (Please note that this work was funded by a combination of this ESRC grant and two British Academy grants awarded to Ayse). In response to my original ESRC application, my reviewers emphasised the importance of investigating social exclusion within an intergroup context and the ways in which prejudice might encourage children to exclude others. This feedback proved extremely important when my early results showed that children were reluctant to directly exclude individuals within interpersonal contexts. I have taken my reviewers' advice on board and investigated the nature of intergroup bias in childhood and how it relates to exclusion. For example, my collaborators and I have shown that children seek out biased information about social groups such that they prefer to hear information that favours their own group. This process has the potential to escalate intergroup bias and so exacerbate social exclusion. A paper based on these results has recently been published in Developmental Science (Over, Eggleston, Bell, & Dunham, 2017). Closely related to these findings, we have conducted research on another cause of social exclusion - dehumanisation. We have recently published two papers on this topic - one in Developmental Science (McLoughlin, Tipper, & Over, 2017) and one in Psychological Science (McLoughlin & Over, 2017). Over the course of the grant, my collaborators, students and I have published a number of empirical papers relevant to the theme of the grant. Although the studies were not directly supported by ESRC money, I worked on these papers during my fellowship. For example, we published a paper in Developmental Psychology showing that children draw more affiliative pictures when they have been primed with the threat of social exclusion. We published two papers in the Journal of Experimental Child Psychology investigating children's sense of loyalty to the group. In these papers, we showed that children are loyalty to the group even when it involves a personal cost and that they negatively evaluate people who are disloyal to the group. We published another paper, also in the Journal of Experimental Child Psychology, showing that children actively distance their behaviour from outgroup members. In addition to these studies, we published work in Psychological Science investigating the situations in which children fail to help others, and a paper in Developmental Science investigating children's understanding of affiliative relationships. Taken together, this work provides a substantial theoretical and empirical contribution to our understanding of belonging and exclusion in development. |
| Exploitation Route | Following on from the work outlined above, I have started a comprehensive programme of research investigating the developmental origins of prejudice and discrimination. I recently won an ERC Starting grant to investigate this topic and a Philip Leverhulme Prize. My ESRC grant also allowed me the opportunity to reflect on possible applied implications of my research and how to deliver social impact. I recently submitted another grant application, together with my collaborator Cade McCall, to develop an intervention to reduce prejudice and encourage social inclusion among children. Over the course of my ESRC grant, I also began a collaboration with Professor Stephen Tipper. Together we wrote a successful application to the Leverhulme Trust to use mechanisms of social influence to encourage healthy eating in children. I hope that other researchers will also be able to use my findings to develop more applied projects. |
| Sectors | Communities and Social Services/Policy |
| Description | Enhancing public awareness of the social sciences: Throughout the course of my ESRC Future Research Leaders grant and beyond, I have sought to enhance public understanding of, and engagement with, social science. In September 2017, I was granted the Margaret Mead Award for the Social Sciences by the British Science Association. This award was conferred in recognition of my research and public engagement experience. It allowed me to give a talk at the British Science Festival in Brighton (September 2017). The British Science Festival is the largest public showcase of science in the UK and the longest established science festival in Europe. My award lecture, which was attended by approximately 200 people, was accompanied by multiple press releases (e.g., https://www.britishscienceassociation.org/news/mee t-our-2017-award-lecture-winners) an interview (https://www.britishscienceassociation.org/blog/a- future-divided) and a blog post (https://www.britishscienceassociation.org/blog/wi ll-you-be-my-friend). From 2017 to 2023, I will serve on the committee of the Psychology Section of the British Science Association. This committee is responsible for arranging events that publicise the best of British psychology at the British Science Festival each year. In addition to my involvement with the British Science Festival, I have sought other avenues for public engagement. For example, in May 2017 I gave a talk at a Pint of Science event in York and members of my team participated in the 2016 Festival of Ideas. My team and I regularly participate in 'Meet the Scientists' events at the International Centre for Life in Newcastle where we seek to increase public understanding of, and participation in, our research. I have also taken the opportunity to discuss my research with journalists. From February - June 2017, I consulted with rdf television on the television programme 'The Secret Life of Four-Year-Olds' for Channel 4. In this voluntary role, I provided rdftelevision with background information about the development of social exclusion and intergroup bias that helped inform their production. I have also sought to publicise my research wherever possible. In 2016, a paper of ours was covered in the Daily Mail and in 2015 another paper of ours was covered by the BBC website, BPS Research Digest and New York Magazine. Engaging with key user groups: In addition to engaging the general public in the social sciences, I have specifically sought to communicate with key user groups. I was on the organising committee for two workshops that were attended by applied researchers as well as by academics interested in basic research. The first workshop took place at the University of Surrey in 2014 and was called 'Social Cognition: Origins, Mechanisms and Disorders'. The second workshop took place at the University of Bangor in 2015 and was called 'Social Cognition: From Evolution to Applications'. The latter contained an entire session devoted to generating impact. Following on from this workshop, my colleagues and I edited a special issue of Philosophical Transactions of the Royal Society B: Catmur, Cross and Over (2016). Understanding Self and Other: From Origins to Disorders. This special issue contains papers by practitioners and applied researchers and touches on issues of important societal impact (for example, discussing social cognition in Autism Spectrum Disorder). Philosophical Transactions is the oldest science journal in the world and reaches a very broad audience of scientists and social scientists. In addition to this, our issue is now available free to the general public (http://rstb.royalsocietypublishing.org/content/37 1/1686). In order to engage teachers and other key user groups in our research, my team and I produce a newsletter every 3 to 6 months which we send to schools that have expressed an interest in our work. We also send an annual Christmas card to these organisations with an image we design to convey a message that is both festive and related to our current findings. Through our contact with local schools, we have formed working relationships with a number of teachers. These teachers have provided us with extremely valuable guidance in the design of our research and offered a different and extremely important perspective on its implications. Finally, throughout the course of my Future Research Leaders grant, I have given over 20 invited talks and presented 3 keynote addresses at international conferences. The audience at these talks has included researchers in a range of different disciplines as well as practitioners and applied researchers. Enhancing quality of life and creative output From 2014 to 2017, I served on the scientific advisory board for a Wellcome Trust funded exhibition at the International Centre for Life in Newcastle called 'Brain Zone' (https://www.life.org.uk/events/brain-zone). The purpose of this exhibition is to introduce young children and families to psychology, neuroscience and anthropology. During the three years I was on the board, I had regular meetings with the Centre and advised them on appropriate content for the exhibition, for example how to explain the importance of social interaction and belonging to young children. Forming a basis for translational research: My ESRC Future Research Leaders grant provided me with a foundation from which I could start to pursue more translational research myself. In 2016, my collaborator Steve Tipper and I were awarded a grant from the Leverhulme Trust to use social techniques to encourage healthy eating ('Harnessing the power of visuo-motor fluency to encourage healthy choices'; £266,328). In 2017, I was awarded a European Research Council Starting grant (MINDTOMIND; €1,230,000) to investigate the origins of intergroup bias in children. This grant too incorporates an applied element, seeking to understand how to reduce prejudice and social exclusion among children. I am currently pursuing two more applied projects. One, in collaboration with a health psychologist, seeks to make the NHS information on pregnancy more socially inclusive. The other, in collaboration with two researchers working on atypical development, seeks to understand the social profile of children with Autism Spectrum Disorder and Williams Syndrome. Overcoming challenges: My impact agenda has faced a serious challenge. Since 2013, I have been the victim of a stalking campaign. As a result of this, I have not been able to engage with social media to the extent that I would have liked to. For example, as a result of the stalker's online activities, I no longer maintain a Facebook or Twitter profile for my lab. I informed the ESRC about this problem early in my grant and they have been extremely understanding. When I have given talks in public, I have had to inform the organisations hosting me in advance and they have kindly put extra security precautions in place so I feel safe. The perpetrator of this stalking has now been convicted of harassment and I have an indefinite restraining order against him. I am thus optimistic that my future impact related activities will be unhindered by this situation. |
| First Year Of Impact | 2015 |
| Sector | Culture, Heritage, Museums and Collections |
| Impact Types | Cultural,Societal |
| Description | (MINDTOMIND) - From mind to mind: Investigating the cultural transmission of intergroup bias in children |
| Amount | € 1,223,054 (EUR) |
| Funding ID | 755719 |
| Organisation | European Commission |
| Sector | Public |
| Country | European Union (EU) |
| Start | 01/2018 |
| End | 12/2022 |
| Description | Co-investigator on a Project Grant |
| Amount | £266,328 (GBP) |
| Organisation | The Leverhulme Trust |
| Sector | Charity/Non Profit |
| Country | United Kingdom |
| Start | 10/2016 |
| End | 09/2020 |
| Description | Advisory board |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | Yes |
| Geographic Reach | National |
| Primary Audience | Public/other audiences |
| Results and Impact | I help the Centre for Life design exhibits that introduce children to the scientific study of the mind. The new Exhibition 'Mind Lab' will include exhibits on social interaction and social behaviour. School children from around the region (and beyond) will be exposed to exhibits that offer them a scientific perspective on the mind. We hope to encourage young children to become engaged with, and enthusiastic about, science. |
| Year(s) Of Engagement Activity | 2014,2015 |
| Description | Invited talk at Kent |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Talk sparked questions and discussion afterwards Some colleagues reported changes in how they thought about children's social behaviour |
| Year(s) Of Engagement Activity | 2014 |
| Description | Invited talk at Yale University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Talk sparked considerable discussion and suggestions for further work Increased awareness of my research among the top individuals within my field as well as with applied researchers working to reduce social exclusion |
| Year(s) Of Engagement Activity | 2015 |
| Description | Invited talk for council |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | Talk to a council that include school teachers, bankers, and university employees among other members of the community. The talk sparked a great deal of discussion afterwards and interesting questions relating to the impact of my research |
| Year(s) Of Engagement Activity | 2015 |
| Description | Invited talk, Department of Psychology, University of Liverpool |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Postgraduate students |
| Results and Impact | As a result of this talk, my research reached a wider audience of academics that it would otherwise have done |
| Year(s) Of Engagement Activity | 2016 |
| Description | Invited talk, Institute of Psychiatry |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Professional Practitioners |
| Results and Impact | As a result of this talk, my research reached a wider audience of academics that it would otherwise have done. I was able to discuss clinical implications of my research and directions for future collaboration |
| Year(s) Of Engagement Activity | 2016 |
| Description | Invited talk, Leiden University |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | As a result of this talk, my research reached a wider audience of academics that it would otherwise have done and I was able to discuss plans for future collaborations |
| Year(s) Of Engagement Activity | 2017 |
| Description | Invited talk, UCL |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | I was invited to give a talk at UCL Psychology Department N/A |
| Year(s) Of Engagement Activity | 2014 |
| Description | Invited talk, University of Amsterdam |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Postgraduate students |
| Results and Impact | As a result of this talk, my research reached a wider audience of academics that it would otherwise have done |
| Year(s) Of Engagement Activity | 2017 |
| Description | Invited talk, University of Exeter |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Postgraduate students |
| Results and Impact | As a result of this talk, my research reached a wider audience of academics that it would otherwise have done |
| Year(s) Of Engagement Activity | 2017 |
| Description | Invited talk, University of Warwick |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Postgraduate students |
| Results and Impact | As a result of this talk, my research reached a wider audience of academics that it would otherwise have done |
| Year(s) Of Engagement Activity | 2016 |
| Description | Open Days |
| Form Of Engagement Activity | Participation in an open day or visit at my research institution |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Schools |
| Results and Impact | School students sought the answers to questions relevant to developmental psychology After my talk, students expressed interest in developmental psychology |
| Year(s) Of Engagement Activity | 2014,2015 |
| Description | Organised a workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | The workshop we organised stimulated a lot of discussion. We included a designated section on impact in which we sought to reflect on applied implications of our research as well as on new opportunities for generating impact. |
| Year(s) Of Engagement Activity | 2015 |
| URL | http://sonicsocialcognition.weebly.com/2015-meeting.html |
| Description | Organised workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | I was part of the organising committee for a workshop hosted by the University of Surrey. At this workshop, I also presented a talk about my research. Two colleagues and I have put together a proposal for a special issue of a journal emanating from the talks in this workshop. |
| Year(s) Of Engagement Activity | 2014 |
| Description | Presentation at workshop |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | I presented a talk at a workshop highlighting my latest research findings The main impact of this activity was to promote interdisciplinary exchange. I am now co-authoring an interdisciplinary book chapter with another participant from this workshop |
| Year(s) Of Engagement Activity | 2014 |
| Description | Presentation at workshop |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | National |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | I presented a talk at a workshop highlighting my latest research findings The main impact of this activity was to promote interdisciplinary exchange. I am now co-authoring an interdisciplinary book chapter with another participant from this workshop |
| Year(s) Of Engagement Activity | 2014 |
| Description | Project website |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | We regularly update our lab Facebook page. This page is followed by fellow academics, members of the public and organisations participating in our research. It generates interest in, and comments about, our research It generates interest in the work of our lab and in developmental psychology in general as indicated by 'likes' and comments on our page. As previously discussed with the ESRC, I am restricted in my use of social media as a result of ongoing harassment/stalking. In an attempt to ensure my privacy and prevent trolling, this website contains less personal information and has higher privacy settings than it would otherwise do, and is consequently somewhat limited in its scope. |
| Year(s) Of Engagement Activity | 2013,2014,2015 |
| URL | https://www.facebook.com/socialorigins/ |
| Description | Regular newsletter |
| Form Of Engagement Activity | A magazine, newsletter or online publication |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Participants in your research and patient groups |
| Results and Impact | We produce a regular lab newsletter that we send to all the schools and other organisations that participate in our research. The goal of this newsletter is to keep participants informed about our results and to encourage them to maintain their participation. We have been able to forget ongoing connections with local schools and with a regional science museum. The museum asked me to join their advisory board for a new exhibition and recently asked me to present a talk to their visitors as well |
| Year(s) Of Engagement Activity | 2013,2014,2015 |
| Description | Schools and Museum |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | I have forged links with a number of schools and a regional Science Museum. These organisations have shown interest in our research and, as a result of that, we have been able to provide information days in which we collect data from participants and tell the public about our research Increased public understanding of, and participation in, science |
| Year(s) Of Engagement Activity | 2014,2015 |
| Description | invited talk, Plymouth |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Other academic audiences (collaborators, peers etc.) |
| Results and Impact | Talk sparked much discussion and stimulating questions Academics expressed changes in their thinking about children's social behaviour |
| Year(s) Of Engagement Activity | 2014 |