Publications by category
Journal articles
McGuire L, Palmer SB, Rutland A (In Press). Children’s and adolescents’ evaluations of peers who challenge their group: the role of gender norms and identity. Social Development
Yuksel AS, Palmer SB, Rutland A (In Press). Developmental Differences in Bystander Behavior towards Intergroup and Intragroup Exclusion. Developmental Psychology
Palmer SB, Filippou A, Argyri EK, Rutland A (In Press). Minority- and Majority-Status Bystander Reactions To, and Reasoning About, Intergroup Social Exclusion. Journal of Experimental Child Psychology
McGuire L, Palmer S, Faber N (In Press). The development of speciesism: Age-related differences in the moral view of animals. Social Psychological and Personality Science
Gönültaş S, Ketzitzidou Argyri E, Yüksel AŞ, Palmer SB, McGuire L, Killen M, Rutland A (2022). British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers.
Front Psychol,
13Abstract:
British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers.
The present study examined British children's and adolescents' individual and perceived group evaluations of a challenger when a member of one's own group excludes a British national or an immigrant newcomer to the school (Turkish or Australian) from participating in a group activity. Participants included British children (n = 110, Mage in years = 9.69, SD = 1.07, 44 girls, aged 8-11) and adolescents (n = 193, Mage in years = 14.16, SD = 0.92, 104 girls, aged 13-16), who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children's and adolescents' individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood.
Abstract.
Author URL.
Yüksel AŞ, Palmer SB, Argyri EK, Rutland A (2022). When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion.
Frontiers in Psychology,
13Abstract:
When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion
We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds, N = 340; Female N = 171, 50.3%) indirect bystander reactions (i.e. judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools.
Abstract.
Austin S, Lee F, Palmer SB (2021). A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls.
Educational and Child PsychologyAbstract:
A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls
Background: the self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al. 2012).
Aims: This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem.
Sample: Quantitative questionnaires (Phase 1) sampled 109 girls (Mage=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (Mage=14.3 years).
Methods: This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews.
Results: Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls’ self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls.
Conclusions: This study provides insight into adolescent mixed-race girls’ school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.
Abstract.
Wallrich L, Palmer SB, Rutland A (2021). Adolescents challenging discrimination: the benefits of a perspective-taking and action-planning intervention on self-efficacy.
JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY,
31(5), 530-536.
Author URL.
Van de Vyver J, Leite AC, Abrams D, Palmer SB (2018). Brexit or Bremain? a person and social analysis of voting decisions in the EU referendum. Journal of Community & Applied Social Psychology, 28(2), 65-79.
Palmer SB, Abbott N (2017). Bystander Responses to Bias-Based Bullying in Schools: a Developmental Intergroup Approach. Child Development Perspectives, 12(1), 39-44.
Palmer SB, Cameron L, Rutland A, Blake B (2017). Majority and minority ethnic status adolescents' bystander responses to racism in school. Journal of Community & Applied Social Psychology, 27(5), 374-380.
Abrams D, Palmer SB, Van de Vyver J, Hayes D, Delaney K, Guarella S, Purewal K (2016). Adolescents' Judgments of Doubly Deviant Peers: Implications of Intergroup and Intragroup Dynamics for Disloyal and Overweight Group Members. Social Development, 26(2), 310-328.
Mulvey KL, Palmer SB, Abrams D (2016). Race-Based Humor and Peer Group Dynamics in Adolescence: Bystander Intervention and Social Exclusion. Child Development, 87(5), 1379-1391.
Palmer SB, Rutland A, Cameron L (2015). The development of bystander intentions and social-moral reasoning about intergroup verbal aggression. British Journal of Developmental Psychology, 33(4), 419-433.
Abrams D, Rutland A, Palmer SB, Purewal K (2014). Children's responses to social atypicality among group members - advantages of a contextualized social developmental account. British Journal of Developmental Psychology, 32(3), 257-261.
Abrams D, Palmer SB, Rutland A, Cameron L, Van de Vyver J (2014). Evaluations of and reasoning about normative and deviant ingroup and outgroup members: Development of the black sheep effect. Developmental Psychology, 50(1), 258-270.
Abrams D, Rutland A, Palmer SB, Pelletier J, Ferrell J, Lee S (2014). The role of cognitive abilities in children's inferences about social atypicality and peer exclusion and inclusion in intergroup contexts. British Journal of Developmental Psychology, 32(3), 233-247.
Palmer S, Rutland A (2011). Do children want skinny friends? the role of "weight" in children's friendship preferences and intergroup attitudes. Anales de Psicologia, 27, 698-707.
Chapters
Palmer SB, Mulvey KL, Rutland A (2021). Developmental differences in evaluations of and reactions to bullying among children and adolescents. In Smith PK, O'Higgins-Norman J (Eds.) Handbook of Bullying, Wiley-Blackwell.
Abrams D, Powell C, Palmer SB, Van de Vyver J (2017). Toward a Contextualized Social Developmental Account of Children's Group‐based Inclusion and Exclusion. In (Ed) The Wiley Handbook of Group Processes in Children and Adolescents, 124-143.
Abrams D, Powell C, Palmer S, Van de Vyver J (2017). Toward a contextualized social developmental account of children’s group-based inclusion and exclusion: the developmental model of subjective group dynamics. In Rutland A, Nesdale D, Spears Brown C (Eds.) The Wiley-Blackwell Handbook of Group Processes in Children and Adolescents, UK: John Wiley & Sons Ltd, 124-143.
Publications by year
In Press
McGuire L, Palmer SB, Rutland A (In Press). Children’s and adolescents’ evaluations of peers who challenge their group: the role of gender norms and identity. Social Development
Yuksel AS, Palmer SB, Rutland A (In Press). Developmental Differences in Bystander Behavior towards Intergroup and Intragroup Exclusion. Developmental Psychology
Palmer SB, Filippou A, Argyri EK, Rutland A (In Press). Minority- and Majority-Status Bystander Reactions To, and Reasoning About, Intergroup Social Exclusion. Journal of Experimental Child Psychology
McGuire L, Palmer S, Faber N (In Press). The development of speciesism: Age-related differences in the moral view of animals. Social Psychological and Personality Science
2022
Gönültaş S, Ketzitzidou Argyri E, Yüksel AŞ, Palmer SB, McGuire L, Killen M, Rutland A (2022). British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers.
Front Psychol,
13Abstract:
British Adolescents Are More Likely Than Children to Support Bystanders Who Challenge Exclusion of Immigrant Peers.
The present study examined British children's and adolescents' individual and perceived group evaluations of a challenger when a member of one's own group excludes a British national or an immigrant newcomer to the school (Turkish or Australian) from participating in a group activity. Participants included British children (n = 110, Mage in years = 9.69, SD = 1.07, 44 girls, aged 8-11) and adolescents (n = 193, Mage in years = 14.16, SD = 0.92, 104 girls, aged 13-16), who were inducted into their group and heard hypothetical scenarios in which a member of their own group expressed a desire to exclude the newcomer from joining their activity. Subsequently, participants heard that another member of the ingroup challenged the exclusionary act by stating that they should be inclusive. Children's and adolescents' individual evaluations of the bystander who challenged the social exclusion of an immigrant peer were more positive than their perceived group evaluations, recognizing that groups are often exclusionary. Only adolescents but not children differed in their individual and perceived group evaluations in the social exclusion of British peers. When the newcomer was an immigrant peer, adolescents were more likely to evaluate the challenger positively in both their individual and perceived group evaluations compared to children. Further, children, compared to adolescents, were more likely to reason about social and group norms to justify their evaluations only when the excluded peer was an immigrant but not when the excluded peer was British. Adolescents were more likely to reason about fairness, rights, and equality. The findings indicate that exclusionary group norms surrounding immigrants begin in childhood. Interventions that focus on changing group norms to be more inclusive could be effective in reducing prejudicial attitudes toward immigrants in childhood.
Abstract.
Author URL.
Yüksel AŞ, Yuksel A (2022). Developmental Differences in Bystander Reactions to and Social and Moral Reasoning about Social Exclusion:. The Role of Group Membership, Group Status and Group Norms.
Abstract:
Developmental Differences in Bystander Reactions to and Social and Moral Reasoning about Social Exclusion:. The Role of Group Membership, Group Status and Group Norms
Immigrant children and adolescents experience intergroup exclusion, which has many adverse psychological and academic outcomes. Bystander challenging reactions are effective in reducing social exclusion in schools. The likelihood of bystander challenging, however, can decrease developmentally. Previous research indicates that group membership, group status, and group norms can affect how youth evaluate, reason about, and react to intergroup bullying. The present thesis extends the existing knowledge by examining how group membership, group status and group norms developmentally influence children’s (aged 8-11 years) and adolescents’ (aged 13-15 years) evaluations of, reasoning about, and bystander reactions to the social exclusion of immigrants and non-immigrants, for the first time, in intergroup compared to intragroup exclusion contexts, drawing from a developmental intergroup approach.
Chapter One reviews the literature regarding intergroup exclusion and bystander reactions and outlines the Social Reasoning Developmental model (SRD) upon which this thesis draws. Chapter Two provides a behavioural examination of the role of group membership and group status in how children (8- to 10-year-olds) and adolescents (13- to 15-year-olds, N = 292) react to the intergroup and intragroup exclusion of immigrants and non-immigrants using an online ball-throwing game, Cyberball. In Chapters Three, Four and Five, participants were aged 8 to 10 and 13 to 15 years (N = 340). Chapter Three examines how children’s and adolescents’ evaluation of exclusion and group support change developmentally in intergroup and intragroup peer group contexts. Chapter Four examines the developmental differences in children’s and adolescents’ expectations of peer challenging reactions, and their individual bystander challenging reactions to exclusion in intergroup and intragroup peer group contexts. Chapter Five examines the developmental differences in children’s and adolescents’ indirect bystander challenging reactions to and reasoning about the social exclusion of immigrants and non-immigrants. In Chapters Six and Seven, participants were aged 8 to 11 and 13 to 15 years (N = 463). Chapter Six examines how injunctive peer group norms (i.e. what peers approve of) and descriptive peer group norms (i.e. what peers actually do) influence children’s and adolescents’ bystander reactions to the social exclusion of immigrants and non-immigrants. Chapter Seven examines how injunctive and descriptive peer group norms influence children’s and adolescents’ evaluations of social exclusion and their group’s bystander reactions. Overall, these studies show how group membership, group status, and group norms can play an important role in shaping youth’s decreasing bystander reactions to social exclusion with age. In Chapter Eight, the findings of the current work are discussed in relation to the SRD, and the theoretical, methodological and practical implications are provided.
Abstract.
Yuksel A (2022). Developmental Differences in Bystander Reactions to and Social and Moral Reasoning about Social Exclusion:. The Role of Group Membership, Group Status and Group Norms.
Abstract:
Developmental Differences in Bystander Reactions to and Social and Moral Reasoning about Social Exclusion:. The Role of Group Membership, Group Status and Group Norms
Immigrant children and adolescents experience intergroup exclusion, which has many adverse psychological and academic outcomes. Bystander challenging reactions are effective in reducing social exclusion in schools. The likelihood of bystander challenging, however, can decrease developmentally. Previous research indicates that group membership, group status, and group norms can affect how youth evaluate, reason about, and react to intergroup bullying. The present thesis extends the existing knowledge by examining how group membership, group status and group norms developmentally influence children’s (aged 8-11 years) and adolescents’ (aged 13-15 years) evaluations of, reasoning about, and bystander reactions to the social exclusion of immigrants and non-immigrants, for the first time, in intergroup compared to intragroup exclusion contexts, drawing from a developmental intergroup approach.
Chapter One reviews the literature regarding intergroup exclusion and bystander reactions and outlines the Social Reasoning Developmental model (SRD) upon which this thesis draws. Chapter Two provides a behavioural examination of the role of group membership and group status in how children (8- to 10-year-olds) and adolescents (13- to 15-year-olds, N = 292) react to the intergroup and intragroup exclusion of immigrants and non-immigrants using an online ball-throwing game, Cyberball. In Chapters Three, Four and Five, participants were aged 8 to 10 and 13 to 15 years (N = 340). Chapter Three examines how children’s and adolescents’ evaluation of exclusion and group support change developmentally in intergroup and intragroup peer group contexts. Chapter Four examines the developmental differences in children’s and adolescents’ expectations of peer challenging reactions, and their individual bystander challenging reactions to exclusion in intergroup and intragroup peer group contexts. Chapter Five examines the developmental differences in children’s and adolescents’ indirect bystander challenging reactions to and reasoning about the social exclusion of immigrants and non-immigrants. In Chapters Six and Seven, participants were aged 8 to 11 and 13 to 15 years (N = 463). Chapter Six examines how injunctive peer group norms (i.e. what peers approve of) and descriptive peer group norms (i.e. what peers actually do) influence children’s and adolescents’ bystander reactions to the social exclusion of immigrants and non-immigrants. Chapter Seven examines how injunctive and descriptive peer group norms influence children’s and adolescents’ evaluations of social exclusion and their group’s bystander reactions. Overall, these studies show how group membership, group status, and group norms can play an important role in shaping youth’s decreasing bystander reactions to social exclusion with age. In Chapter Eight, the findings of the current work are discussed in relation to the SRD, and the theoretical, methodological and practical implications are provided.
Abstract.
Yüksel AŞ, Palmer SB, Argyri EK, Rutland A (2022). When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion.
Frontiers in Psychology,
13Abstract:
When do bystanders get help from teachers or friends? Age and group membership matter when indirectly challenging social exclusion
We examined developmental changes in British children’s (8- to 10-year-olds) and adolescents’ (13- to 15-year-olds, N = 340; Female N = 171, 50.3%) indirect bystander reactions (i.e. judgments about whether to get help and from whom when witnessing social exclusion) and their social-moral reasoning regarding their reactions to social exclusion. We also explored, for the first time, how the group membership of the excluder and victim affect participants’ reactions. Participants read a hypothetical scenario in which they witnessed a peer being excluded from a school club by another peer. We manipulated the group membership of the victim (either British or an immigrant) and the group membership of the excluder (either British or an immigrant). Participants’ likelihood of indirect bystander reactions decreased from childhood into adolescence. Children were more likely to get help from a teacher or an adult than getting help from a friend, whereas adolescents were more likely to get help from a friend than getting help from a teacher or an adult. For both indirect bystander reactions, children justified their likelihood of responding by referring to their trust in their teachers and friends. Adolescents were more likely to refer to group loyalty and dynamics, and psychological reasons. The findings support and extend the Social Reasoning Developmental (SRD) approach by showing the importance of group processes with age in shaping children’s judgments about how to respond indirectly by asking for help from others, when they are bystanders in a situation that involves exclusion. The findings have practical implications for combating social exclusion and promoting prosocial bystander behavior in schools.
Abstract.
2021
Austin S, Lee F, Palmer SB (2021). A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls.
Educational and Child PsychologyAbstract:
A mixed methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls
Background: the self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al. 2012).
Aims: This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem.
Sample: Quantitative questionnaires (Phase 1) sampled 109 girls (Mage=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (Mage=14.3 years).
Methods: This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews.
Results: Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls’ self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls.
Conclusions: This study provides insight into adolescent mixed-race girls’ school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.
Abstract.
Wallrich L, Palmer SB, Rutland A (2021). Adolescents challenging discrimination: the benefits of a perspective-taking and action-planning intervention on self-efficacy.
JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY,
31(5), 530-536.
Author URL.
Wallrich L, Palmer S, Rutland A (2021). Adolescents challenging discrimination: the benefits of a perspective-taking and action-planning intervention on self-efficacy.
Palmer SB, Mulvey KL, Rutland A (2021). Developmental differences in evaluations of and reactions to bullying among children and adolescents. In Smith PK, O'Higgins-Norman J (Eds.) Handbook of Bullying, Wiley-Blackwell.
2018
Van de Vyver J, Leite AC, Abrams D, Palmer SB (2018). Brexit or Bremain? a person and social analysis of voting decisions in the EU referendum. Journal of Community & Applied Social Psychology, 28(2), 65-79.
2017
Palmer SB, Abbott N (2017). Bystander Responses to Bias-Based Bullying in Schools: a Developmental Intergroup Approach. Child Development Perspectives, 12(1), 39-44.
Palmer SB, Cameron L, Rutland A, Blake B (2017). Majority and minority ethnic status adolescents' bystander responses to racism in school. Journal of Community & Applied Social Psychology, 27(5), 374-380.
Abrams D, Powell C, Palmer SB, Van de Vyver J (2017). Toward a Contextualized Social Developmental Account of Children's Group‐based Inclusion and Exclusion. In (Ed) The Wiley Handbook of Group Processes in Children and Adolescents, 124-143.
Abrams D, Powell C, Palmer S, Van de Vyver J (2017). Toward a contextualized social developmental account of children’s group-based inclusion and exclusion: the developmental model of subjective group dynamics. In Rutland A, Nesdale D, Spears Brown C (Eds.) The Wiley-Blackwell Handbook of Group Processes in Children and Adolescents, UK: John Wiley & Sons Ltd, 124-143.
2016
Abrams D, Palmer SB, Van de Vyver J, Hayes D, Delaney K, Guarella S, Purewal K (2016). Adolescents' Judgments of Doubly Deviant Peers: Implications of Intergroup and Intragroup Dynamics for Disloyal and Overweight Group Members. Social Development, 26(2), 310-328.
Mulvey KL, Palmer SB, Abrams D (2016). Race-Based Humor and Peer Group Dynamics in Adolescence: Bystander Intervention and Social Exclusion. Child Development, 87(5), 1379-1391.
2015
Palmer SB, Rutland A, Cameron L (2015). The development of bystander intentions and social-moral reasoning about intergroup verbal aggression. British Journal of Developmental Psychology, 33(4), 419-433.
2014
Abrams D, Rutland A, Palmer SB, Purewal K (2014). Children's responses to social atypicality among group members - advantages of a contextualized social developmental account. British Journal of Developmental Psychology, 32(3), 257-261.
Abrams D, Palmer SB, Rutland A, Cameron L, Van de Vyver J (2014). Evaluations of and reasoning about normative and deviant ingroup and outgroup members: Development of the black sheep effect. Developmental Psychology, 50(1), 258-270.
Abrams D, Rutland A, Palmer SB, Pelletier J, Ferrell J, Lee S (2014). The role of cognitive abilities in children's inferences about social atypicality and peer exclusion and inclusion in intergroup contexts. British Journal of Developmental Psychology, 32(3), 233-247.
2011
Palmer S, Rutland A (2011). Do children want skinny friends? the role of "weight" in children's friendship preferences and intergroup attitudes. Anales de Psicologia, 27, 698-707.
