An integrative approach to changing children's intergroup attitudes.

In this chapter the authors contend that, in order to develop effective, age-appropriate interventions, researchers must consider theories and findings from both social and developmental psychology. Furthermore, by utilizing theoretically derived interventions, researchers will have an opportunity to test their psychological approaches to prejudice development in the field and thereby advance psychological theory. In this chapter the authors present a series of studies in which prejudice-reduction interventions that considered both social and developmental theories of prejudice were designed and implemented. The first two studies examined the effect of an intergroup contact intervention on children's attitudes toward people with disabilities and refugees, respectively. Possible moderators and mediators of these interventions are also discussed. This is followed by an overview of research conducted by Cameron, Rutland, and Brown, which examined the effectiveness of intergroup contact and a social cognitive intervention, multiple classification training. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (chapter)