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One way in which educators can help to address increasingly pressing environmental problems, including climate change, is to encourage individuals to change their behavior and to press for structural changes in society. The promotion of climate-protective behavior is challenging because the payoffs for various actions and inactions are structured such that they create social dilemmas. The conflict between short-term personal benefit and long-term collective gain in such dilemmas often leads to self-serving motives that can ultimately be self-defeating. We created a social dilemma simulation specific to climate change, called Climate Trap: Social Dilemma Simulation, to help students observe how they and others respond to these conflicts, and predicted that doing so would lead to climate-protective motivations and behaviors after the simulation. The simulation participants (N = 344) reported greater confidence in their knowledge and understanding of the social dilemma context of climate change, higher environmental concern and more self-determined motivation to act, and they engaged in more climate-protective behaviors compared to the students who did not complete the simulation. Moreover, the simulation participants reported greater pro-environmental engagement on all of the measures after the simulation compared to before they participated in the simulation. The results suggest that a climate-specific social dilemma simulation can create uniquely motivating experiences, and can have utility as a teaching tool, research instrument and intervention.
Perri B. Druen; Stephanie J. Zawadzki. Escaping the Climate Trap: Participation in a Climate-Specific Social Dilemma Simulation Boosts Climate-Protective Motivation and Actions. Sustainability 2021, 13, 9438 .
AMA StylePerri B. Druen, Stephanie J. Zawadzki. Escaping the Climate Trap: Participation in a Climate-Specific Social Dilemma Simulation Boosts Climate-Protective Motivation and Actions. Sustainability. 2021; 13 (16):9438.
Chicago/Turabian StylePerri B. Druen; Stephanie J. Zawadzki. 2021. "Escaping the Climate Trap: Participation in a Climate-Specific Social Dilemma Simulation Boosts Climate-Protective Motivation and Actions." Sustainability 13, no. 16: 9438.
The COVID-19 Behavioral Health Mindset inventory (CVBHM) was designed to protect consumers and workers by assessing biosafety risk through acceptance of responsibility for the protection of oneself and others, social distancing, and adhering to prevention measures. The 30-item inventory was evaluated in two surveys of 1,455 (Time 1) and 431 respondents (Time 2). The CVBHM has strong internal consistency (T1 α = .90, T2 α = .88), test-retest reliability (r = .84) and predictive validity with the criterion of wearing a facemask (T1 β = .64, T2 β= .60). The CVBHM was a stronger predictor of safe behavior than other individual differences, although employment status, vocational interest, personality, and demographics were related. There was a drop in CVBHM scores over the study period, with predictable exceptions.
Michael R. Cunningham; Perri B. Druen; Anita P. Barbee; John W. Jones; Brian W. Dreschler. COVID-19 Behavioral Health Mindset Inventory: A Method for Enhancing Employee and Consumer Safety. Basic and Applied Social Psychology 2021, 43, 120 -140.
AMA StyleMichael R. Cunningham, Perri B. Druen, Anita P. Barbee, John W. Jones, Brian W. Dreschler. COVID-19 Behavioral Health Mindset Inventory: A Method for Enhancing Employee and Consumer Safety. Basic and Applied Social Psychology. 2021; 43 (2):120-140.
Chicago/Turabian StyleMichael R. Cunningham; Perri B. Druen; Anita P. Barbee; John W. Jones; Brian W. Dreschler. 2021. "COVID-19 Behavioral Health Mindset Inventory: A Method for Enhancing Employee and Consumer Safety." Basic and Applied Social Psychology 43, no. 2: 120-140.
Psychologists have a responsibility to be advocates for the individuals they serve within public service settings, and there is a need to identify or develop training strategies to support these efforts. Low-income families are a subset of consumers who frequently require services within these settings yet also may face providers who are not optimally supportive. One factor that interferes with providers' ability to engage in empathic, well-informed, and effective advocacy is their underlying attributions about causes of poverty that overemphasize personal responsibility. The current studies examined whether a poverty simulation training would be sufficient to modify participants' poverty attributions. Undergraduate participants in Study 1 (N = 126, Mean age = 21.6, SD = 5.6) were significantly more likely to emphasize external causes of poverty following the simulation. In Study 2, social service providers (N = 98, Mean age = 38.58, SD = 11.56) reported lower internal beliefs following participation in a poverty simulation but did not shift to a predominantly external belief index. The results of these studies demonstrate that causal attributions of poverty within both student and professional samples can be modified by participation in a poverty simulation. Because these attributions have important implications for advocacy work with consumers and efforts to address poverty, the poverty simulation experience has the potential to be an effective training tool that could yield real-world impact. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Jennifer N. Engler; Perri B. Druen; Laura West Steck; Mary Ligon; Steve Jacob; Lisa J. Arseneau. Enhancing advocacy for individuals in poverty: The role of a poverty simulation training. Psychological Services 2020, 17, 110 -119.
AMA StyleJennifer N. Engler, Perri B. Druen, Laura West Steck, Mary Ligon, Steve Jacob, Lisa J. Arseneau. Enhancing advocacy for individuals in poverty: The role of a poverty simulation training. Psychological Services. 2020; 17 (S1):110-119.
Chicago/Turabian StyleJennifer N. Engler; Perri B. Druen; Laura West Steck; Mary Ligon; Steve Jacob; Lisa J. Arseneau. 2020. "Enhancing advocacy for individuals in poverty: The role of a poverty simulation training." Psychological Services 17, no. S1: 110-119.