As a researcher and teacher, I have always worn two hats. On the one hand, the cornerstone of any potentially applicable science rests on the efforts of basic scientists, who test theoretically derived hypotheses. On the other hand, it's essential to keep a window to the world outside our laboratories; it is only in the helter-skelter world outside that we learn of the limitations of the effects that we find in our laboratories, and of the potential applications of our basic science for conceiving of social problems and working to ameliorate them.
For example, my early basic research on interpersonal conflict and the ways by which offenders use language to extricate themselves from the negative identity implications of their bad behavior led to subsequent experimental and nonexperimental research on the ways that politicians exploit language when confronted with real or alleged personal or professional misconduct, and on the consequences of their efforts to engage in the sociolinguistics of damage control.
To cite another example, our recent work on the phenomenology of forgiveness has revealed that forgiveness is a complex, multidimensional phenomenon that involves affective, cognitive, and behavioral changes, and our findings are germane to basic research questions about the relation between cognition and affect, and about psychological changes that unfold over time. As important, our enhanced understanding of the phenomenon of forgiveness in the aftermath of harm-doing enables us to form collaborations with advocates of victim-offender mediation, a community based alternative to retributive justice. What psychological and behavioral changes are associated with victims' satisfaction with victim-offender mediation, and what aspects of the complex dynamics of victim-offender mediation are associated with what kinds of affective, cognitive, and behavioral benefits to victims of crime?
Kurt Lewin, in many respects the father of contemporary social psychology, once asserted that "a science that produces nothing but books will not suffice." Whether addressing the psychological underpinnings of successful energy conservation programs, patient education programs, political socialization in the public schools, or restorative justice and forgiveness, I have worked to combine the best that basic and applied research have to offer researchers who want to give psychology away to those who would benefit most from our generosity.
- Aggression, Conflict, Peace
- Applied Social Psychology
- Communication, Language
- Interpersonal Processes
- Political Psychology
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- Gonzales, M. H., Tavris, C., & Aronson, J. (Eds.). (2010). The scientist and the humanist: A festschrift in honor of Elliot Aronson. New York: Psychology Press.
- Chanley, V., Sullivan, J. L., Gonzales, M. H., & Kovera, M. B. (1994). Lust and avarice in politics: Damage control for four politicians accused of wrongdoing (or, politics as usual). American Politics Quarterly, 22, 297-333.
- Gonzales, M. H., Riedel, E., Williamson, I., Avery, P. G., Sullivan, J. L., & Bos, A. (2004). Variations of citizenship education: A content analysis of rights, obligations, and participation in high school civic textbooks. Theory and Research in Social Education, 32(3), 301-325.
- Williamson, I. & Gonzales, M. H. (2007). The phenomenology of forgiveness: Postive construals of the forgiveness experience. Journal of Social and Clinical Psychology, 26, 407-446.
- Burgess, D. J., Mobilio, L. J., & Gonzales, M. H. (2001). The allure of bad plans: Implications of plan quality for progress toward best possible selves and post-planning energization. Basic and Applied Social Psychology, 23, 87-108.
- Gonzales, M. H., Burgess, D. J., & Mobilio, L. J. (2001). The allure of bad plans: Implications of plan quality for progress toward best possible selves and post-planning energization. Basic and Applied Social Psychology, 23, 87-108.
- Gonzales, M. H., Kovera, M. B., Sullivan, J. L., & Chanley, V (1995). Private reactions to public transgressions. Predictors of evaluative responses to allegations of political misconduct. Personality and Social Psychology Bulletin, 21, 136-148.
- Gonzales, M. H., Manning, D. J., & Haugen, J. A. (1992). Explaining our sins: Factors influencing offender accounts and anticipated victim responses. 65, 958-971.
- Gonzales, M. H., Riedel, E., Avery, P.G., & Sullivan, J. L. (2001). Rights and obligations in civic education: A content analysis of the National Standards for Civics and Government. Theory and Research in Social Education, 29 (1), 109-128.
- Applied Social Psychology
- Directed Research in Psychology
- Impression Management
- Introduction to Psychology
- Introduction to Social Psychology
- Principles of Social Psychology
Marti Hope Gonzales
Department of Psychology, Elliott Hall
University of Minnesota
75 East River Road
Minneapolis, MN 55455
- Work: (612) 625-9035
- Mobile: (612) 554-0312
- Fax: (612) 626-2079