INTERGROUP CONTACT THEORY 123
During extended contact, an individual may have new norms of contact modelled to
suit them by challenging negative out-group views and also allowing for cognitive reevaluation of the out-group member into wider friendship circles (Wright et al 1997).
The theory has demonstrated applicability to classroom interventions, as in-group
members’ intergroup friendships positively influenced attitudes towards out-group
members (Cameron, Rutland and Brown 2007; Cameron et al 2006; Liebkind and
McAlister 1999). Paolini et al (2004: 770) found extended contact between Catholics
and Protestants in Northern Ireland reduced anxiety and prejudice and increased the
perception of variability rather than homogeneity towards the out-group. Christ et al
(2010) also found that extended contact improved intergroup attitudes within
Northern Ireland, although direct contact was more effective. As imagined, extended
contact produced many of the same effects as direct contact, showing that it has the
potential to play a key role in not only improving intergroup relations themselves, but
also in laying the foundations of optimal conditions for direct contact. As with the
optimal conditions of contact, community workers and policy makers would benefit
from a greater knowledge of these processes.
Conclusion
When intergroup contact is discussed in relation to Northern Ireland, the
complications of enhancing the optimal conditions are largely ignored and underresearched, despite their potential to undermine contact-based approaches to
reconciliation. Those involved in community and educational initiatives must be
made more aware of these important factors. Therefore, more effective dissemination
of research to lay-people and greater involvement of academics in these initiatives
must be achieved. Greater understanding of alternative approaches such as imagined
and extended contact could also be useful in building the capacity of society to
experience successful contact. To date, these alternative approaches have not been
implemented in Northern Ireland. The author is currently undertaking research in this
area and suggests that interventions based upon imagined contact would be ideal for
application within the English, Drama or Citizenship school curriculum. Extended
contact could be achieved by creating greater opportunities to share and celebrate
positive contact experiences in local community events. Such initiatives may receive