The majority of trust research has focused on the benefits trust can have for individual actors, institutions, and organizations. This “optimistic bias” is particularly evident in work focused on institutional trust, where concepts such as procedural justice, shared values, and moral responsibility have gained prominence. But trust in institutions may not be exclusively good. We reveal implications for the “dark side” of institutional trust by reviewing relevant theories and empirical research that can contribute to a more holistic understanding. We frame our discussion by suggesting there may be a “Goldilocks principle” of institutional trust, where trust that is too low (typically the focus) or too high (not usually considered by trust researchers) may be problematic. The chapter focuses on the issue of too-high trust and processes through which such too-high trust might emerge. Specifically, excessive trust might result from external, internal, and intersecting external-internal processes. External processes refer to the actions institutions take that affect public trust, while internal processes refer to intrapersonal factors affecting a trustor’s level of trust. We describe how the beneficial psychological and behavioral outcomes of trust can be mitigated or circumvented through these processes and highlight the implications of a “darkest” side of trust when they intersect. We draw upon research on organizations and legal, governmental, and political systems to demonstrate the dark side of trust in different contexts. The conclusion outlines directions for future research and encourages researchers to consider the ethical nuances of studying how to increase institutional trust.
Studies show that children with epilepsy are exposed to social, emotional, academic, personality, and behavioral problems when compared to healthy peers. This study focused on identifying the gaps between social skills and executive functioning among children with PCDH-19.
The researcher relied on the responses from the sampled population to create reliable findings, discussions, conclusions, and recommendations for this project. The study used quantitative design and self-report approach whereby the participants completed survey that was comprised of various rating scales. The study sample consisted of 25 participants. Results demonstrated a close correlation between social skills and executive functions among the children with PCDH-19 epilepsy. SSIS assessment indicated that children exhibited problems in social skills, academic competence, and behaviors. BRIEF-2 rating showed planning, attention, problem-solving, cognitive and emotional problems. The findings exhibited that the significant challenges encountered by girls with PCDH-19 include low levels of social competence which affect decision making in friendships, communicating, and interaction.
Keywords: social skills, executive functioning, PCDH-19, epilepsy, seizures, social assessment, cognitive measurement