Bertelsen, P. (2018): Mentoring in Anti-radicalisation. LGT: A Systematic Assessment, Intervention and Supervision Tool in Mentoring. In: Overland, G, Andersen, A., Førde, K. E., Grødum, K. and J. Salomonsen (eds.): Violent Extremism in the 21st Century. International Perspectives. Cambridge Scholars Publishing: Newcastle

I dette bogkapitel fremlægges en model for mentorindsats i tilværelsespsykologiens perspektiv

Preben Bertelsen (2018) ‘The Fight against Violent Extremism: The Aarhus Model’, in: Jana Kärgel (ed.) ‘They Have No Plan B.’ Radicalization, Departure, Return – Between Prevention and Intervention. Bundeszentrale für politische Bildung, Bonn

En kort introduktion til Aarhusmodellen - mentoring og antiradikalisering i tilværelsespsykologiens perspektiv

Kruglanski, A. & Bertelsen, P. (2020): Life Psychology and Significance Quest. A Complementary Approach to Violent Extremism and Counter Radicalization. Journal of Policing, Intelligence and Counter Terrorism. DOI: 10.1080/18335330.2020.1725098

Abstract: We compare two recent psychological theories of violent extremism that share substantial commonalities: (1) The Life Psychology model (Bertelsen, 2015) that underwrites the mentoring tool in the Aarhus/Danish model of countering violent extremism, and (2) Significance Quest Theory that highlights the conjunction of Needs, Narratives and Networks in prompting this phenomenon (e.g. Kruglanski et al., 2013, 2014, 2017; Kruglanski, Belanger & Gunaratna, 2019). Integration of the two theories clarifies further the conditions for violent extremism and implies practical guidelines for reducing it

Ozer, S., & Bertelsen, P. (2018): Capturing violent radicalization: Developing and validating scales measuring central aspects of radicalization. Scandinavian Journal of Psychology, DOI: 10.1111/sjop.12484

Abstract: Violent radicalization has emerged as an important topic of theoretical and empirical investigation motivated by the devastating face of terrorism and by the aim of preventing such expressions of extremism. One central aspect of such research inquiries is the foundation of solid measurement. In this article, we develop and validate two generic scales pertaining to (1) endorsement of extremism and (2) acceptance of violent and/or illegal means. In conclusion,

the scales yielded sound psychometric properties and cross-cultural equivalence, providing a solid measure of the important aspects of extremism which can be empirically employed in elucidating generic mechanisms of violent radicalization processes.

Ozer, S. & Bertelsen, P. (2019): Countering Radicalization: An Empirical Examination from a Life Psychological Perspective. Peace and Conflict.  DOI: 10.1037/pac0000394

Abstract: Life Psychology has emerged as an integrative framework theory that recently has been applied in interventions preventing and countering radicalization processes. The theory mphasize the interplay between generic life tasks and skills through which the individual is able to reach a god enough life embedded within a secure attachment to the sociocultural context. Through cross-national samples from the US and Denmark, the present paper operationalize and validate the central concepts of life skills and life-attachment. Furthermore, these measures are applied in a statistical model finding insecure life-attachment to be a root factor in relation to extremism and life skills to be moderating this relationship. Consequently, the study draws attention to how interventions can develop generic life skills as a way of preventing and countering radicalization processes. The findings are discussed in relation to relevant psychological research on radicalization and in relation to its implications.

Ozer, S. og Bertelsen, P. (2020): The Moral Compass and Life Skills in Navigating Radicalization Processes: Examining the Interplay among Life Skills, Moral Disengagement, and Extremism. Scandinavian Journal of Psychology. DOI: 10.1111/SJOP.12636

Abstract: Basic human life skills are needed and employed in everyday participation in own and common life. Consequently, deficiently developed life skills can impede successful agency and participation within both the local community and in larger society; furthermore, deficiently developed life skills may obstruct an individual from achieving a good enough life. To reestablish one’s successful life embeddedness, the individual might engage in extremism to make profound changes to general life conditions, culture and society without concern for others. Such harmful attempts to reach a good enough life may rely on immoral behavior, suggesting that mechanisms of moral disengagement are central within a generic model of radicalization. The present study investigated the interplay among deficient life skills, moral disengagement, and extremist attitude across two national contexts. Using a sample of young students in high school or college (N = 686) the present study found significant indirect effects between deficient life skills (agency and structure) and various aspects of an extremist mindset through moral disengagement These findings suggest that these two psychological concepts of life skills and moral disengagement are relevant for understanding and countering violent radicalization processes; that is to say that morality can direct the life skills toward either violent extremism or nonviolent, legal civil participation. Furthermore, the development and empowerment of life skills could enhance individual resilience to morally disengaging narratives and radicalized ideologies