A focused attention intervention for coping with ostracism

Molet, Mikaël; Macquet, Benjamin; Lefebvre, Olivier; Williams, Kipling D.

doi:10.1016/j.concog.2013.08.010

Cited by 62 publications

(44 citation statements)

References 18 publications

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“…For example, cogni tive coping factors such as focusing on breath ing (as opposed to unfocused attention) before Cyberball appears to have a beneficial effect on improving ostracized participants' fundamental needs states, but not mood, at 3-min delay (Molet, Macquet, Lefebvre, & Williams, 2013). Dis traction, as opposed to nonspecific rumination, for 1.5 min after Cyberball improves threats to fundamental needs in the Ostracism condition relative to needs threats immediately after Cy berball ostracism (Wesselmann, Ren, Swim, & Williams, 2013).…”

Section: Psychosocial Factors Influencing the Persistence Of Distressmentioning

confidence: 96%

Does inclusion after ostracism influence the persistence of affective distress?

Zwolinski¹

2014

Group Dynamics: Theory, Research, and Practice

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This study used the ostracism detection theory to investigate the persistence of affective distress following ostracism and whether subsequent group inclusion would influence the recovery from ostracism more so than the passage of time. A total of 430 college students played 1 or 2 games of Cyberball. In Game 1, participants were randomly assigned to the Ostracism or the Inclusion condition. In Game 2, participants were randomly assigned a Wait condition or to the Inclusion condition. Game 1 (Ostracism vs. Inclusion)-Game 2 (Inclusion vs. Wait) group differences were used to examine level of positive and negative affect from baseline, after each game of Cyberball and at 10-min delay. Results suggest that ostracism uniquely contributed to immediate dis tressed affect. Among Game 2 Inclusion participants who were ostracized in Game 1, the episode of Game 2 Inclusion increased positive affect and decreased negative affect, more than waiting. In terms of change in affect from Game 2 to Delay, positive affect declined faster for the Game 2 Inclusion group (especially if they were ostracized in Game 1) than the Game 2 Wait group. Relative to Baseline, positive affect declined whereas negative affect recovered within 10 min of the initial experience of ostracism for all groups. These results shed light on the persistence of affective distress following ostracism. They also suggest the possibility of a short-term improvement of some immediate negative affective consequences of ostracism by providing ostracized par ticipants with the opportunity for group inclusion.

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Section: Psychosocial Factors Influencing the Persistence Of Distressmentioning

confidence: 96%

Does inclusion after ostracism influence the persistence of affective distress?

Zwolinski¹

2014

Group Dynamics: Theory, Research, and Practice

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“…In the context of exclusion, some studies with adults and college students investigated the effects of brief mindfulness training (Chan, ; Heppner, ; Molet, Macquet, Lefebvre, & Williams, ) finding promising results of this strategy in diminishing negative emotions and fostering recovery after rejection. Moreover, other studies have found trait mindfulness (Jones, Wirth, Ramsey, & Wynsma, ) and mindfulness‐based intervention (Ramsey & Jones, ) to reduce the propensity to commit ostracism.…”

Section: Strategies To Help Children and Adolescents Coping With The mentioning

confidence: 99%

Learning to cope with everyday instances of social exclusion: A review of emotional and cognitive strategies for children and adolescents

Timeo

Riva

Paladino

2019

J Appl Biobehavioral Res

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Over 20 years of research has shown that social exclusion is a pervasive and powerful form of social threat. Social exclusion causes a wide variety of negative outcomes including negative emotions and threats to fundamental human needs (i.e., self-esteem). Most importantly, experiencing exclusion during childhood or adolescence can provoke long-term negative effects such as depression and anxiety disorders.Despite the growing interest in this domain, only recent studies have started to examine possible coping strategies to contrast the negative effects of exclusion. In this article, we first review the empirical findings concerning the consequences of social exclusion in children and adolescent populations. Second, we focus on cognitive and socio-emotional strategies that children and adolescents can use to deal with exclusion when it has occurred. Implications and future directions are discussed.

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“…In sum, ostracism appears to occupy attention. Indeed, the effects of ostracism can be mitigated by mindfulness training that focuses attention on the here-andnow and away from the ostracizing event (Molet, Macquet, Lefebvre, & Williams, 2013).…”

Section: Potential Mechanisms Mediating Resources and Human Motion Pementioning

confidence: 99%

Ostracism, resources, and the perception of human motion

Gorman

Harber

Shiffrar

et al. 2017

Euro J Social Psych

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Is perception of human motion affected by psychosocial resources? According to the Resources and Perception Model, perception is jointly affected by subjective threat and psychosocial resources that buffer threat. Two experiments tested whether social threat (i.e., ostracism) and psychosocial resources affect perception of human motion. Observers attempted to identify human movement in ambiguous point‐light displays after being ostracized or not ostracized. Additionally, trait resources (self‐esteem plus social support) were measured (Studies 1 and 2), and self‐affirmation was manipulated (Study 2). Study 1 showed that ostracism reduced sensitivity for detecting human motion but not among people with ample trait resources. Study 2 replicated this ostracism‐by‐trait resources interaction. It also showed that self‐affirmation improved human motion perception for all included participants but only benefited ostracized participants with ample trait resources. These studies show that a basic visual skill—detecting human motion—is jointly affected by social threats and psychosocial resources.

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A focused attention intervention for coping with ostracism

Cited by 62 publications

References 18 publications

Does inclusion after ostracism influence the persistence of affective distress?

Does inclusion after ostracism influence the persistence of affective distress?

Learning to cope with everyday instances of social exclusion: A review of emotional and cognitive strategies for children and adolescents

Ostracism, resources, and the perception of human motion

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