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Voter Outreach

Voter Outreach

Concepts, strategies and objectives to move voters to action

Written by Peter Grear Educate, Organize and Mobilize: Each week over the past several months I’ve written about various aspects of voter suppression with the purpose of explaining its concepts,…

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Keatts A Keeper For New-Look Seahawks

Keatts A Keeper For New-Look Seahawks

New Head Men’s Basketball Coach was all smiles

New Head Men’s Basketball Coach was all smiles at Trask Coliseum. WILMINGTON, NC – Boldly proclaiming, “I’m a winner,” and promising “an exciting brand of basketball” newly-christened UNCW head men’s basketball coach Kevin Keatts said Tuesday that a new day in Seahawk basketball has arrived.

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Lied-to Children More Likely to Cheat and Lie

Lied-to Children More Likely to Cheat and Lie

The study tested 186 children ages 3 to 7

The study tested 186 children ages 3 to 7 in a temptation-resistance paradigm. Approximately half of the children were lied to by an experimenter, who said there was “a huge bowl of candy in the next room” but quickly confessed this was just a ruse to get the child to come play a game. 

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Unconscious Mind Can Detect a Liar When Conscious Mind Fails

Unconscious Mind Can Detect a Liar When Conscious Mind Fails

The unconscious mind could catch a liar

“We set out to test whether the unconscious mind could catch a liar – even when the conscious mind failed,” says ten Brinke. Along with Berkeley-Haas Assistant Professor Dana R. Carney, lead author ten Brinke and Dayna Stimson (BS 2013, Psychology), hypothesized that these seemingly paradoxical findings may be accounted for by unconscious mental processes.

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Alliance of North Carolina Black Elected Officials: Educate, Organize, and Mobilize

Alliance of North Carolina Black Elected Officials: Educate, Organize, and Mobilize

North Carolina Alliance of Black Elected Officials

Written by Peter Grear, Esq.  Since August 2013 I've continued to ask myself "what would an effective campaign to defeat voter suppression look like?” Well, on Friday, February 14, 2014, Valentine's Day, I got my answer from Richard Hooker, President of the…

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Download Greater Diversity News Digital PDF Edition for FREE

Download Greater Diversity News Digital PDF Edition for FREE

FREE Full PDF Edition includes stories not featured on the website

The FREE Full PDF Edition includes stories not featured on the website. No paper, no hasel, read on your laptop or mobile devices. 

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How Youth Programs Foster Responsibility

Written by Wake Forest University on 06 February 2008.

Youth programs that include boring or difficult tasks are more likely to develop responsibility in teenagers than those that are all fun and games, according to a study of youth programs and responsibility by a Wake Forest University psychologist. The study appears in the January/February issue of the journal Child Development. Programs for adolescents need to be engaging.
Dustin Wood Situations that ask young people to make sacrifices and do difficult things for the good of the group are most likely to foster responsibility, said Dustin Wood, assistant professor of psychology at Wake Forest and lead author of the study.

“Some programs for young people probably focus so much on entertaining members that they shy away from the activities that are most likely to help members become more responsible,” Wood said. “Our research is a reminder that getting youth to do hard work for a purpose is a key to moving them toward becoming responsible adults.”

Reed Larson and Jane Brown at the University of Illinois, Urbana-Champaign, co-authored the study.

Wood and his colleagues surveyed 107 high school students in 11 extracurricular programs. The programs included 4-H and FFA chapters, a high school production of “Les Miserables,” a community-based youth activist group, a school-based media arts training program and a variety of other school and community groups.

Wood wanted to find out what characterizes programs that foster responsibility and determine the role that demands and expectations play in the process.

The teens were interviewed about their experiences in the program and asked how they had changed from participating in the program. The researchers also gathered information from interviews with adult leaders of the programs as well as from site observations.

About a quarter of the students reported becoming more responsible. These youth consistently mentioned performing tasks within their programs as a key to developing responsibility, Wood said.

For one student, that meant caring for a pig for an agricultural project. For another, it meant giving up time with friends to spend long hours in rehearsals. For others, it meant fulfilling the expectations of leadership positions in their group.

Volunteering for specific tasks was also an important element in the development of responsibility. When teens willingly took on tasks, they were more likely to persevere and to later indicate that they had become more responsible.

Program leaders also influenced the development of responsibility, Wood says. Youth reported becoming more responsible when leaders had high expectations for them. “Leaders who encouraged youth to take ownership over demanding tasks and roles provided conditions for youth to demonstrate that they could be depended on in meaningful situations,” he said.

In the study, Wood identified three programs with substantially higher numbers of youth reporting increases in responsibility.

“These programs had leaders who stressed youth accountability,” Wood said. “They refused to let youth off the hook if they failed to accomplish tasks they had agreed to complete. In contrast, in programs where youth did not gain responsibility, leaders sometimes finished uncompleted tasks themselves.”

Some of the findings would probably surprise a number of psychologists or youth program leaders, Wood said. “They would be surprised by the implication that a more ‘hard-nosed’ leadership style might be better suited to promoting certain developmental outcomes.”

Source: Wake Forest University