Until recently, researchers operationalized and measured the psychological construct of forgiveness at the individual, rather than the group, level. Social psychologists started applying forgiveness to groups and examining the role intergroup forgiveness may have in conflict resolution and peace efforts. Initial attempts to define and measure forgiveness at the group level either assumed individual and group capacities were the same, or insufficiently described what intergroup forgiveness meant. We developed a new measure of intergroup forgiveness, and a novel group administration process, that operationalized the construct in a philosophically coherent way. Our conceptualization of intergroup forgiveness was rooted in what groups, as opposed to the individuals who compose them, have the capacity to do. We collected data on the psychometric properties of the measure with 595 participants in three different geographic and cultural settings. We assessed the factor structure, internal consistency, and validity of the measure. We also assessed a novel group-based method of administering the measure to better understand the relationship between group based reports and self-reports of intergroup forgiveness. The factor structure of the measure was supported, and the measure had strong internal consistency, as well as convergent and discriminant validity. The group administration process revealed important group dynamics and was not statistically different than a standard self-report administration; this finding has important implications for research and practice.

By using measurement survey, totally 410 middle school teachers were assessed with Resilience Scale. Then 62 high resilience teachers and 62 low resilience teachers were chosen to participate in the experiment. To explore the influence mechanism of teachers' resilience on implicit facial attractiveness stereotype, all subjects need to complete an implicit moral judgment task under different cognitive loads. The results show that: (1) The implicit stereotype of "what is beautiful is good"and"what is ugly is bad" exists in teachers' inference of students. (2) High resilience teachers only express significant implicit stereotype of" what is beautiful is good", but low resilience teachers express both significant implicit stereotype of"what is beautiful is good"and"what is ugly is bad". (3) The relationship between teachers' resilience and implicit facial attractive-ness stereotype is slightly moderated by cognitive load. High resilience can partly compensate for the negative impact of the cognitive load. Under high cognitive load, low resilience teachers react to stereotype-consistent information faster than stereotype-inconsistent information. But high resilience teachers' reaction time has no significant difference under different cognitive loads.