Many older adults experience what is clinically recognised as frailty but little is known about the perceptions of, and attitudes regarding, being frail. This qualitative study explored adults' perceptions of frailty and their beliefs concerning its progression and consequences. Twenty-nine participants aged 66–98 with varying degrees of frailty, residing either in their homes or institutional settings, participated in semi-structured interviews. Verbatim transcripts were analysed using a Grounded Theory approach. Self-identifying as ‘frail’ was perceived by participants to be strongly related to their own levels of health and engagement in social and physical activity. Being labelled by others as ‘old and frail’ contributed to the development of a frailty identity by encouraging attitudinal and behavioural confirmation of it, including a loss of interest in participating in social and physical activities, poor physical health and increased stigmatisation. Using both individual and social context, different strategies were used to resist self-identification. The study provides insights into older adults' perceptions and attitudes regarding frailty, including the development of a frailty identity and its relationship with activity levels and health. The implications of these findings for future research and practice are discussed.

This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and out of school; and pupils' aspirations in music. A Pupils' Music Questionnaire was administered to 1,479 pupils in Years 4, 6, 7 and 9 (aged 8–14 years) from 21 schools in England; Teacher Interviews were conducted with 42 head teachers and teachers responsible for music in all these schools; and follow-up Music Focus Groups were conducted with 134 pupils from the original sample. In contrast to earlier research, both teachers and pupils across the sample demonstrated very positive attitudes towards music, whilst also acknowledging constraints on good practice. Music listening formed an important part of pupils' lives, but music making was more prominent than suggested by previous research. Commitment to musical activity seemed more robust out of school than in school, and it is suggested that involvement in musical activity may be transitory for some children and adolescents.

This study investigated the degree to which English and American adolescents report similar reasons for listening to music. A questionnaire was completed by 245 participants (mean age = 15 27 years), on which they indicated how much each of 11 potential reasons for listening to music applied to them. Factor analysis revealed three factors which accounted for 60.3% of the variance in responses. These factors were interpreted as listening to music for reasons of "selfactualisation", to "fulfil emotional needs", and to "fulfil social needs". Whilst analysis of the factor scores did reveal some individual differences between responses of participants in each culture, overall there were no significant multivariate or univariate main effects of nationality. This suggests that the English and American adolescents' reasons for listening to music may similarly be explained by the same factors.

Three experiments (N=370) investigated the effects of social categorization on the experience of empathy. In Experiment 1, university students reported their empathy for, and intentions to help, a student who described a distressful experience. As predicted, participants reported stronger empathy and helping intentions when the student belonged to an ingroup compared to an outgroup university. Experiments 2 and 3 demonstrated that stronger empathy for outgroup members was experienced following the activation of an ingroup norm that prescribed the experience of this emotion. Activating this norm also led to the expression of more positive attitudes towards the outgroup (Experiment 3), and empathy fully mediated this effect. These findings indicate that like other emotions, empathy is influenced by social categorization processes.

This study investigated processes by which adolescents form positive evaluations of their peer groups. One-hundred and fifteen male and female adolescents aged 14-15 years made a series of comparisons between their own peer group (the ingroup) and a group of which they were not a member (the outgroup). In line with the predictions of social identity theory , participants behaved consistently in ways which favoured the ingroup: compared to the outgroup, the ingroup was associated to a greater extent with positive characteristics (e.g. being fun, nice, and honest) and to a lesser extent with negative characteristics (e.g. being ignorant, unfriendly, and boring). Their responses were also related to levels of identification with the ingroup: at higher levels of identification participants reported more favourable evaluations of their groups. These findings extend earlier research and show how the benefits derived from group membership in adolescence are in part realised through intergroup processes.