Parasocial Experiences


Parasocial Experiences: Psychological Theory and Application
by David C. Giles and Gayle S. Stever

Release date: October 25, 2024
280 pages
Oxford University Press
Hardcover $99 (order for $69.30 from https://global.oup.com/academic with promotion code ASPROMP8)

This book covers key aspects of parasocial relationships (PSRs), or the relationships people have with media personalities, including fictional characters. The principal feature of a PSR is that it is not individually reciprocated although when the parasocial object is a real person, usually a celebrity, that celebrity often has a reciprocal relationship with their audience as a group.

The authors begin by addressing the many instances where relationships exist in a gray area that is neither fully social and reciprocated nor parasocial and non-reciprocated. In describing parasocial experience, the authors address social relationships vs. parasocial relationships as a continuum rather than a dichotomy. They also discuss prominent theories in psychology and how they should be applied to parasocial theory, as well as psychoanalytic theory and the role of the unconscious in parasocial relationships. This is followed by chapters on applications of evolutionary psychology, attachment theory, and the effects of social media on PSRs, particularly a very new social media service, Cameo.

Through a meaningful exploration of social theories as they influence parasocial experiences, this book unveils areas for future study and opens up pathways for new, more sophisticated research.

Gayle S. Stever is Professor of Psychology at Empire State University of New York. She has worked in the field of media psychology since 1988, with a focus on the study of celebrities and their fans in parasocial relationships. Her publications include The Psychology of Celebrity (2018) and Understanding Media Psychology (2021), as well as articles and book chapters in the areas of parasocial theory and fan studies. She is an associate editor of the journal Psychology of Popular Media.

David C. Giles is Reader in Psychology at the University of Winchester. His work explores the parasocial relationships between audiences (users of media) and the full diversity of people and characters they encounter in media (media figures). His 2002 paper on parasocial interaction published in Media Psychology has been cited more than 1,500 times, and he has authored and coauthored several books on psychology and the media.

 

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Programs featuring Gayle Stever

Programs featuring Gayle Stever being interviewed by various media personnel.

#1 Phil deFanco show on YouTube, a featured guest on the subject of parasocial relationships, April, 2023.

https://youtu.be/cgaScqQNJe8?si=9xDydpvT1y3ppjM6

#2 Australian Broadcast Company podcast February 17, 2024

Click here to listen

#3 Time Magazine piece on July 13, 2023, both print and video interviews.

https://time.com/6294226/parasocial-relationships-benefits/

#4 Podcast on parasocial relationships from June 22, 2021 (also featuring Riva Tukachinsky Forster)

https://neonnottingham.com/2021/06/22/podcast-parasocial-relationships/

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Understanding Media Psychology

Understanding Media Psychology

by Gayle S. Stever, David C. Giles, J. David Cohen, and Mary E. Myers

Understanding Media Psychology is the perfect introductory textbook to the growing field of media psychology and its importance in society, summarizing key concepts and theories to provide an overview of topics in the field.

Media is present in almost every area of life today, and is an area of study that will only increase in importance as the world becomes ever more interconnected. Written by a team of expert authors, this book will help readers to understand the structures, influences and theories around media psychology. Covering core areas such as positive media psychology, the effects of gaming, violence, advertising and pornography, the authors critically engage with contemporary discussions around propaganda, fake news, deep fakes, and the ways media have informed the COVID-19 pandemic. Particular care is also given to addressing the interaction between issues of social justice and the media, as well as the effects media has on both the members of marginalized groups and the way those groups are perceived. A final chapter addresses the nature of the field moving forward, and how will continue to interact with closely related areas of study.

Containing a range of pedagogical features are present throughout to aid teaching and student learning, including vocabulary and key terms, discussion questions, and boxed examples, this is an essential resource for media psychology courses at undergraduate and introductory master’s level globally.

Review by Grant J. Rich, Ph.D. published in The Amplifier Magazine (Society for Media Psychology & Technology, Division 46 of the American Psychological Association):   Media Psychology Arrives!”

 

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Chapter: Real Characters – The psychology of parasocial relationships with media characters

edited by Karen E. Shackleford PhD, published January 4, 2021

Gayle S. Stever: How Do Parasocial Relationships with Celebrities Contribute to Our Development Across the Lifespan?

Review here

More information here

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The Psychology of Celebrity

Why are we fascinated by celebrities we’ve never met? What is the difference between fame and celebrity? How has social media enabled a new wave of celebrities?

The Psychology of Celebrity explores the origins of celebrity culture, the relationships celebrities have with their fans, how fame can affect celebrities, and what shapes our thinking about celebrities we admire. The book also addresses the way in which the media has been and continues to be an outlet for celebrities, culminating in the role of social media, reality television, and technology in our modern society.

Drawing on research featuring real life celebrities from the Kardashians to Michael Jackson, The Psychology of Celebrity shows us that celebrity influence can have both positive and negative outcomes and the impact these can have on our lives.

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Table of Contents
Chapter 1: Introduction
Chapter 2: Social Science Theories
Chapter 3: Celebrity vs. Fame
Chapter 4: Challenges of Life as a Celebrity
Chapter 5: Celebrities and Fans
Chapter 6: The 21st Century/Social Media

Publisher: Routledge
Series: The Psychology of Everything
Edition: First Edition
Copyright: 2018
Pages : 122 pages (paperback)
Product Dimensions: 5 x 0.2 x 7.8 inches (paperback)
ISBN 9780815369561 (paperback)
Price: $15.95 (paperback)

BISAC Subject Codes/Headings:
PSY031000PSYCHOLOGY / Social Psychology

More information about this book from the publisher

More about the Psychology of Everything series

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Evolutionary Psychology and Mass Media

by Gayle S. Stever, November 2020

In book: The Sage Handbook of Evolutionary Psychology (pp.398). Publisher: Sage  Link to article.

Evolutionary theory as it relates to media psychology is often controversial (Grabe, 2011). A fundamental tenet relating the two fields posits that because our species has not had time, in an evolutionary sense, to adapt to media, we process mediated stimuli as if it were real (Reeves and Nass, 1996). So much violence is consumed through media that we as a society suffer from Post Traumatic Stress Disorder (PTSD; Restak, 1991). For example, a media portrayal of sexual assault can be a trigger for one’s own past experiences, possibly as powerful as perceiving such an event in real life. An attachment to a media figure, or parasocial attachment, can afford a person a sense of safety and felt security almost as effectively as can a real and physically proximal attachment object or person (Stever, 2013, 2017a). Media role models are able to influence the behavior of viewers as powerfully as can real and proximal role models (Bandura, 2001). This chapter explores the dichotomy between the social determinist models that are more often employed by media scholars, as contrasted with the biological determinism that is more often proposed by evolutionary psychologists. One observation is that processing audiovisual media as “real” does not appear to be maladaptive in most cases although the potential is there for problems for some individuals. As media becomes more sophisticated, it becomes easier to merge media stimuli with real stimuli, blending them together into unique experiences (Grabe, 2011). Examples of how this happens are presented in this chapter, along with a summary of the work that has been done to date on the applications of evolutionary theory to the study of mass media in both psychology and also communication studies.

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Fan studies in psychology: A road less traveled

by Gayle S. Stever, September 15, 2019

Transformative Works and Cultures, Vol. 30

This article describes the methods and materials used in my various studies of fan cultures in the years from 1988 to 2018. It delineates a mixed methods/multi-perspectivist approach and describes the process by which fan groups were selected and studied. Contrary to the concept of “aca-fan,” an academic who studies a fan group of which she or he is already a part, this article describes the engagement of a number of fan groups with whom I was not already involved. I traveled throughout North American and Europe in order to observe fan behavior across the lifespan and across a number of different cultures . Both pop star musicians’ fans and television fans were included. Immersion in the fan culture was the goal in each case with each study lasting anywhere from four to twelve years.

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Theorizing Development of Parasocial Engagement

by Riva Tukachinsky, Gayle Stever, December 15, 2018

Communication Theory, Volume 29, Issue 3, August 2019, Pages 297–318

The article proposes a theoretical model of the development of parasocial relationships (PSRs) building on Knapp’s model of relationship development. Through synthesis of research across disciplines, the model conceptualizes the relational goals and parasocial interactions (PSIs) specific to the PSR. The model identifies variables that predict engagement at that level, describes the stage’s outcomes/effects, and considers the utility of existing measures to assess these stages. The conceptualization of PSRs as a dynamic process rather than intensity of a monolithic experience offers new directions worthy of empirical examination.

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Conference Paper: Theorizing development of parasocial experiences.

by Riva Tukachinsky, Gayle S. Stever, May 2018

International Communication Association

The manuscript proposes an overarching theoretical model of parasocial experiences including parasocial interactions (PSIs), relationships (PSRs) and attachment (PSA). Building on Knapp’s model of relationship development, the model describes stages of media consumers’ development of PSRs with media figures from initiation (i.e., first encounter with the media persona) to integration (development of secondary attachment). Through synthesis of research across disciplines, the model conceptualizes the relational goals at each stage of the PSR, identifies variables that predict engagement at this level, and describes this stage’s outcomes/effects. PSIs specific to the PSR at each stage are discussed. The integrated model offers a novel understanding of how PSRs operate and indicates directions worthy of empirical examination in future research.

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Chapter: Social Media and Lifelong Learning for Sustainable Development

by Lorraine Lander and Gayle S. Stever, September 2017

Handbook of Lifelong Learning for Sustainable Development

The United Nations’ sustainable development goals cover a broad range of global problems and reaching those goals will require effort and education. Lifelong learning has become an essential part of modern life with rapidly changing technology, globalization, and increased urbanization, as well as environmental changes and the rise of green careers. Given the importance of sustainable development and global changes, it is important to identify effective ways of educating toward the UN’s goals. Lifelong learning, whether formal through programs and institutions or informal through self-direction, is increasingly important as a way of providing education for change, but also as a force for social justice and can be an important support for reaching these goals. The rise of the Internet and social media provides a conduit for delivery of lifelong learning that can transcend time and place, and harnessing its power can support the UN’s goals for sustainable development. This paper will identify various ways that social media can support lifelong learning in relation to sustainable development. Using a four-stage model of self-directed learning, the authors will outline how social media can support each stage. In addition, the authors will provide suggestions for application of social media for lifelong learning within the social movements of environmentalism and gender equality, two aspects of sustainable development.

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