Prof. Dr. Ingo Zettler
Department of Psychology & Copenhagen Center for Social Data Science (SODAS), University of Copenhagen

A Glimpse Into Person and Situation Factors Related to Anti- and Prosocial Behaviour

Humans engage in various kinds of anti- and prosocial behaviour, spanning cooperation, helping, and sharing, as well as aggression, corruption, and dishonesty. Given that antisocial behaviour typically entails important negative economic, psychological, and societal consequences, and that prosocial behaviour typically entails positive ones, research across various disciplines within and outside psychology has aimed to shed light on their antecedents, correlates, and consequences.

In this talk, I provide an overview of important person and situation factors related to anti- and prosocial behaviour. Among other factors, I present evidence concerning the role of basic personality dimensions, the D Factor of Personality, social norms, and the monitoring (or observability) of behaviour. At this juncture, I illustrate how combining different data, designs, and methods – such as experiments, meta-analyses, register data, surveys, thematic analyses, and cross-societal (cross-country) comparisons – contributes to a more comprehensive understanding of psychological relations in general and of anti- and prosocial behaviour in particular.

Ingo Zettler, Ph.D., is a Professor in Personality and Social Behavior at both the Department of Psychology and the Copenhagen Center for Social Data Science (SODAS), University of Copenhagen. His research interests are across behavioral economics, educational psychology, personality psychology, and work and organizational psychology. He is particularly interested in research on aversive and prosocial behavior, linking personality characteristics to various criteria, and the interplay between personality and situation in shaping behavior. Zettler studied psychology at the University of Bonn, Germany, and received his diploma in psychology in 2006. He worked at RWTH Aachen University, Germany, where he received his Ph.D. in 2009, as well as the University of Tübingen, Germany (until 2014).

https://research.ku.dk/search/result/?pure=en%2Fpersons%2F473161
ORCID

Prof. Dr. Anna Kende
ELTE Eötvös Loránd University, Budapest, Hungary

Connecting Identity Fragility and Political Instability through a Psychological Lens

Political instability—characterized by low social cohesion and trust, a lack of solidarity among citizens, and an inability to resist destabilization—is a widespread experience for people living in many parts of the world, especially in these turbulent times. Nationalism, homophobia, prejudice against indigenous and immigrant communities, and the rise of populist, authoritarian, and illiberal politics that exploit these divisions are defining features of contemporary societies. Political instability can both result from and contribute to vulnerable collective identities. These identities arise from individual and collective historical experiences of conflict, structural inequalities, and the inability to reconcile with difficult collective memories. They are driven by a need for control in unpredictable social, political, and economic contexts. As such, fragile identities play a critical role in fueling societal tensions and intergroup conflicts.

This talk will explore the impact of social, political, and historical contexts, as well as fragile identities, on intergroup relations, including attitudes, conciliatory preferences, collective action, and solidarity. It will draw on studies investigating the structural oppression of Roma people in Europe, intergroup conflicts in post-colonial societies, and the conditionality of solidarity with refugees in contexts marked by political instability. These studies highlight the potential of social psychological research that considers the normative and contextual dimensions of intergroup relations, rather than focusing on individualistic solutions to collective problems.

Anna Kende is a professor of Social Psychology at ELTE Eötvös Loránd University, Budapest. Her research focuses on the broad topic of intergroup relations, more specifically, she investigates the psychological underpinnings of social change both in the area of prejudice reduction and engagement in social movements, volunteerism and intergroup solidarity. She has conducted a number of research projects concerning anti-Gypsyism, anti-Semitism, gender relations, and attitudes toward refugees and immigrants, mainly focusing on the region of East-Central Europe. Her work covers both basic and applied research, which she has published in leading international journals. She has fulfilled leadership positions in international academic organizations and received the Nevitt Sanford award Nevitt Sanford Award for Outstanding Professional Contributions to Political Psychology in 2023 from the International Society of Political Psychology.

https://ppk.elte.hu/en/staff/anna-kende

Prof. Dr. Veljko Jovanović
Department of Psychology, Faculty of Philosophy, University of Novi Sad

Lost in Translation: Problems, Implicit Assumptions, and Consequences of Cross-Cultural Research on Happiness

Over the past two decades, the ranking of countries according to the happiness levels of their citizens has attracted considerable attention from researchers, while the findings of cross-cultural happiness studies have become particularly appealing to the media, lay audiences, and popular science communicators. Such results are often presented as spectacular—for example, headlines proclaiming that “Young people in Serbia rank third among the happiest in the world”—and are frequently accepted uncritically, accompanied by enthusiasm and the claim that they reveal the best and worst places to live on our planet. However, this line of research entails a range of problems, including methodological issues (such as whether and to what extent concepts of happiness are cross-culturally comparable), as well as ideological concerns (for instance, which notions of the good life and desirable subjective states are implicitly promoted) and political implications (such as what these findings suggest about the ideal society). Because these problems are largely overlooked in popular science accounts and media reporting, and remain marginal within the academic literature, this lecture aims to address them explicitly.

The lecture will begin by examining the complex and sensitive issue of the equivalence of meaning of concepts used to describe the good life across different languages and cultures, followed by a critique of the Western-centric conception of happiness that dominates large international studies. It will then reassess the usefulness, scope, consequences, and implicit assumptions of cross-cultural research focused on ranking countries by levels of happiness. I will argue that such studies contribute less to the improvement of human well-being and the development of public policies aimed at enhancing quality of life, and more to the maintenance of the social status quo and the promotion of a problematic notion of the “happy society” as an ideal, by reinforcing a conception of the self rooted in neoliberal values.

Veljko Jovanović (born 1984) is a Full Professor at the Department of Psychology, Faculty of Philosophy, University of Novi Sad. His research primarily focuses on the assessment and determinants—both individual and societal—of subjective well-being, with a particular emphasis on a cross-cultural perspective. In his teaching, he encourages students to critically examine the foundational assumptions of mainstream psychology and strives to foster an understanding of psychology as a scientific discipline and professional practice that is inseparable from its historical, political, and cultural contexts.

https://www.ff.uns.ac.rs/sr/fakultet/odseci/psihologija/zaposleni/veljko-jovanovic

Children’s Rights in Practice: Adult Responsibility and the Conditions for the Realization of Children’s Rights

Moderators:
Svetlana Nešić Bajgo & Tamara Tomašević
Language: Serbian

Children’s rights provide a fundamental framework for understanding child development, well-being, and social position, as well as for guiding professional decision-making when working with children. From this perspective, professional roles are not neutral with regard to children’s rights; rather, they are directed toward their realization, protection, and advancement. This workshop is designed for psychology students, students of other social sciences and humanities disciplines, and professionals who work—or intend to work—with children. Its goal is to deepen participants’ understanding of children’s rights and their application in everyday practice, while encouraging critical reflection on common assumptions regarding rights, obligations, and responsibilities. Particular attention will be given to understanding that children’s rights do not constitute a set of isolated norms, but an interconnected system that requires thoughtful consideration, reflection, and responsible professional action. The workshop promotes the understanding that the protection and realization of children’s rights are neither the sole responsibility of individuals nor of families alone, but a shared responsibility of all systems involved in children’s lives.

Through experiential exercises, group work, case analyses, and the application of participation frameworks, participants will explore how the fundamental principles of the UN Convention on the Rights of the Child are implemented in everyday practice. Questions explored during the workshop include: How can children’s right to participation be balanced with adults’ responsibility to ensure their protection? How should the best interests of the child be assessed in complex circumstances? How can professionals respond to diverse developmental needs without discrimination? And how can conditions that support children’s lives, development, and well-being be created? Special attention will be paid to situations in which different rights, needs, and interests come into conflict, as well as to approaches to professional decision-making that help ensure all four guiding principles of children’s rights remain simultaneously respected and protected.

Drawing on Bronfenbrenner’s ecological model of development, participants will examine how families, peers, educational, health and social welfare systems, local communities, media, and the broader social environment influence the realization of children’s rights from the earliest stages of development. Through mapping relationships, power dynamics, and responsibilities among different actors, participants will explore how children’s rights are enabled or constrained in everyday practice, as well as the responsibilities of individuals, institutions, and governments in creating conditions that support the full development of every child.

When professionals ground their work in scientific knowledge, professional ethics, reflection, and the continuous examination of their own assumptions, they not only fulfill their professional role but also actively contribute to creating conditions in which every child can exercise their rights, develop their potential, and participate fully in community life. In this sense, the realization of children’s rights is not an addition to professional practice—it is one of its fundamental goals and a key indicator of its quality.

Svetlana Nešić Bajgo is a psychologist and psychodrama counselor with more than 20 years of professional experience in the field of human rights protection, focusing primarily on children’s rights, gender equality, and the rights of persons with disabilities.
She began her engagement in human rights advocacy as a student through active involvement in the Psychology Students’ Club “Transfer” and the Novi Sad Association of Students with Disabilities. In 2002, together with a group of colleagues, she launched an initiative to introduce sign language education at the University of Novi Sad and coordinated the Sign Language School. Five years later, she participated in the establishment of Iz Kruga – Vojvodina, an organization that continues to provide support to women with disabilities who have experienced violence. She gained the majority of her professional experience at the Institution of the Provincial Protector of Citizens (Ombudsperson), where she spent 18 years working on expert and analytical activities related to children’s rights and gender equality. Her work included handling citizens’ complaints, initiating investigations, conducting human rights research, and collaborating with international organizations, public institutions, and civil society organizations. Since 2006, she has actively contributed to the Network of Institutions “Life Without Violence,” and since 2020 she has served as the Ombudsperson’s representative on the Program Committee of the Mental Health Festival. She also participated in the design, coordination, and operation of the first Children’s Council of the Provincial Ombudsperson.
Svetlana is the author of numerous publications, educational resources, programs, and training materials focused on children’s rights. She has facilitated a wide range of workshops and seminars for children and professionals working in education, social welfare, healthcare, law enforcement, and the judiciary. Her areas of expertise include children’s rights, gender equality, gender-based violence, discrimination, and the rights of persons with disabilities.
In October 2025, she co-founded the Vojvodina Center for Children’s Rights, an organization dedicated to the protection, advocacy, and promotion of children’s rights, inclusion, and approaches that enable the meaningful and active participation of children in society. Human rights and children’s rights are both her professional commitment and personal values, and she believes that the maturity of a society is reflected in the way it treats its children.

Tamara Tomašević is a psychologist and senior trainer with 26 years of experience in human rights, children’s rights, nonviolent communication, and anti-discrimination through non-formal education, as well as more than 11 years of experience in the fields of ethics, integrity, and accountability. Since 2003, she has worked directly with children and young people through the design and implementation of non-formal education programs aimed at promoting and protecting human rights and children’s rights across Serbia and the wider region. She has also trained civil society professionals and employees of educational and social welfare institutions, with a particular focus on understanding and applying children’s rights in practice.
She is the founder and long-time coordinator of several youth programs and youth clubs that encourage participation, peer education, and the active engagement of young people in social processes. In her work, Tamara combines psychology, non-formal education methodologies, and the arts, using artistic expression and artivism as tools for social change, intercultural dialogue, and youth empowerment. She places particular emphasis on working with children and young people who face an increased risk of discrimination and unequal opportunities. Her areas of focus include inclusion, violence prevention, cultural sensitivity, and nonviolent communication.
As a trainer and expert, she has designed and delivered numerous capacity-building programs for professionals working in education, social welfare, law enforcement, the judiciary, and civil society, focusing on protecting children from all forms of violence, discrimination, and exploitation. Since 2018, she has coordinated the activities of the Children’s Information and Cultural Center – DX Club, in partnership with the Child Rights Centre. Through this initiative, children and young people actively participate in the promotion and protection of their rights by contributing to public policies, reports, and educational resources at both national and international levels, as well as by developing educational platforms tailored to children and youth and engaging in peer education activities.