Past research suggests that although citizens are generally favorable to pro-environmental policies, their negative economic impact can be a relevant source of concern. In two studies, we investigated the agreement with messages highlighting the positive vs. negative economic impact of a pro-environmental policy, as a function of the framing of the policy itself in terms of local relevance and environmental impact. In Study 1, participants were citizens of different Italian regions. Results showed that reference to the local relevance of the (...) proposed policy increased the tendency to agree with loss-framed messages on the economic impact of the policy. In Study 2, participants were a sample of actual lakeside residents from the Garda Lake area in Italy. Results showed that reading messages promoting the policy through stressing the negative consequences of not implementing it increased the tendency to agree with a subsequent loss-framed message on the economic impact of the policy. This effect was more evident among participants with stronger place identity. Discussion focuses on the relevance of framing and matching effects in devising persuasive messages on the environmental and economic impact of pro-environmental policies. (shrink)

Disasters incurred by natural hazards affect young people most. Schools play a vital role in safeguarding the wellbeing of their pupils. Consideration of schools’ psychosocial influence on children may be vital to resilience-building efforts in disaster-vulnerable settings. This paper presents an evidence-based conceptualization of how schools are psychosocially meaningful for children and youth in disaster settings. Drawing on Social Representations and Place Attachment Theories, we explore the nature of group-based meaning-making practices and the meanings that emerge concerning school environments in (...) disaster settings. We contribute a novel understanding of how schools may mitigate psychosocial risk for young people by considering how schools are conceptualised at four levels: (1) as physical environment, (2) as social arena, (3) as a place with individual and (4) group-based significance. In each of these domains schools can foster disaster resilience in young people. This paper highlights the evidence concerning the functions of schools beyond their capacity as educational institutions, critically considering their social and physical functions in their communities. This evidence can inform stakeholders involved in disaster resilience building. (shrink)