Pro & Anti - social Behaviour

Session 20 - Pro - social Behaviour

Run through the main ideas and concepts from last session - including the CYU 7.4 from the textbook. Ensure all students have completed and up to date...

Move onto Pro-social Behaviour, students are to place the following in their workbooks:

Pro-Social Behaviour refers to any behaviour intended to help or benefit another person, group or society. It is intentional, i.e. the goal was to provide assistance. When the goal is not to help someone, regardless of whether somebody else benefits, it is not pro-social behaviour.  There are a number of factors that can influence pro-social behaviour. These include situational factors, social norms and personal factors.

Run through the ideas and concepts outlined above - discuss with the class. Discuss any examples that students have have experienced, witness or heard of...

Move onto the Pro–social Behaviour table – all students must complete using 213 – 216 of the textbook (definitions/examples). Will need to run through how to fill out the sheet with the class.

Allow time for students to complete – then go through definitions and examples.

Discuss the rest of the concepts and theories outlined in table with the class.

Move onto the questions:

• Are we born with a universal set of morals? Or are they learnt?
• Why do we behave they way we do in certain situations?
• Are these behaviours common across all organisms?

Discuss the questions above as a class - then move on to and introduce the TED talk:

http://www.ted.com/talks/lang/en/frans_de_waal_do_animals_have_morals.html

Discuss the main ideas from the clip - What can you take away from the experiments shown in the clip?

Session 21 - Anti-Social Behaviour


Run through the main ideas and concepts from last session - specifically the idas based around the TED talk (see above)...

Move onto the idea of Altruism – read section on page 216.

Question: If you could change the world (for the better) what would you do?

Look at the idea ‘Pay It Forward’

 http://en.wikipedia.org/wiki/Pay_it_forward

Watch ‘Pay it Forward’ clip and get student opinions – could this actually work???

Real life examples / movements:

http://www.dothedeed.org/

http://www.keloland.com/NewsDetail6162.cfm?Id=109374

http://www.dailymail.co.uk/health/article-1310356/Dont-worry-happy-Doing-good-deed-day-world-good.html

Move onto Anti-social Behaviour students are to copy the following down in their workbooks:

Anti-social behaviour is any behaviour that is disruptive or harmful to the wellbeing or property of others or to the functioning of a group or society.

Students are to then fill out the Anti-social behaviour section of the A3 paper - run through the definitions and the examples with the class.

Discuss the origins of the Bystander Effect - look at the Kitty Genovese murder:
http://www.wired.com/science/discoveries/news/2009/03/dayintech_0313

Watch the Bystander Effect clips - Would the general results from the clips be applicable to Melbourne or Fitzroy?

Students are to complete CYU 7.6 and 7.7 in their workbook.

Obedience & Conformity

Session 17 - Obedience

Run through the work from last session, including the homework...

Students are to place the following in their workbooks:

Obedience

Obedience occurs when we follow the commands of someone with authority, or the rules or laws of our society. There are a number of factors that can influence obedience to an authority figure.  These include social proximity, legitimacy of the authority figure and group pressure.

Move onto the Milgram Experiment - the overall question Milgram set out to investigate was how far people would go obeying an instruction if it involved hurting another person...

Watch the Milgram Obedience Study clip...

Discuss the implications of the study - what do the results actually mean???

Move onto the Milgram Experiment Role Play - see instruction sheet for details.

Once the role play has been completed students are to deconstruct the experiment using the research methods stated below - Title = The Milgram Experiment - An Obedience Study:

• Hypothesis
• IV & DV
• Method
• Participants
• Materials
• Procedure
• Results
• Conclusions
• Ethical Considerations
• Limitations

Run through the student's observations concerning the activity above - ensuring that all aspects are thoroughly covered.

Students are to place the following in their workbooks - Factors Affecting Obedience:

Social Proximity

Social Proximity refers to the physical closeness between 2 or more people.  It has been found that the closer the authority figure, the more likely that obedience will occur.

Legitimacy of Authority Figure

Legitimacy of Authority Figure refers to the perceived legitimacy of a person in authority. If a person/group’s authority is deemed legitimate, obedience is more likely to occur.

Group Pressure

Group Pressure refers to the perceived pressure due to the presence of other members of the group. An individual is more likely to be obedient when there is little or no group support for resisting the authority figure.

Homework - due Wednesday 22nd August:

Students are to read through pages 204 - 206 of the textbook and complete CYU 7.2 in workbook.

Session 18 - Conformity

Run through the work from last session, including the homework...

Here's a link to a really interesting article about Milgram's experiment - more detail and raises some insightful ideas / theories:
http://www.simplypsychology.org/Milgram%20-%20Obedience.pdf

Following on from this watch a clip from 'How Violent Are You?' (36:50 - 59:41) - introduce the series and discuss main ideas.

Students are to place the following in their workbooks:

Conformity

Conformity refers to the tendency to adjust one’s thoughts, feelings or behaviour in ways that are in agreement with those of others, or with accepted standards about how a person should behave in certain situations

Watch man in elevator clip...

Task: Come up with three past events / experiences / events where you had to conform - share with class.

Move onto Asch's Conformity Experiment - read through his studies on page 207 of the textbook. Watch the relevant clip and discuss...

Move onto the Mix & Match Activity – will involve students reading 208, 209 & 210 and completing the Factors Affecting Conformity Act 6.2 from Student Activity Manual – discuss results.

Session 19 - Group Influence = Changing Behaviour

Run through the main ideas from last session - specific focus on Social Loafing..

Read through article:
http://www.spring.org.uk/2009/05/social-loafing-when-groups-are-bad-for-productivity.php

Move onto watching the London Riot mugging video and ask: 

                          How do incidents like this happen?

List ideas up on the W/B and then lead onto the content below.

Students to place the following in their workbooks under the heading Group Influence to Change Behaviour:

The Peer Group

The peer group is a group usually made of people who have similar interests, do the same sorts of things and associate or interact with one another on relatively equal terms.

 E.g._______________________

Peer Pressure

Peer pressure refers to the social influence of peers on each other, whether it is real or imagined.  It can affect how the individual thinks, feels and behaves. 

Risk-taking Behavior

Risk-taking behaviour is behaviour that has potential negative consequences, whether they are physical or psychological.  The outcome of risk-taking behaviour is not always negative however.

Identify, as a classroom some real life examples of risk –taking behaviour – place up on W/B. Maybe even rank these examples from most to least risky…

Move onto the concept of young people / risk-taking and driving – read through the stats and ideas on this website:

http://www.tacsafety.com.au/jsp/content/NavigationController.do?areaID=13&tierID=2&navID=5CF5918F7F000001008BD6860747371E&navLink=null&pageID=345

Watch the Australian Story, 'Dumb and Dumber' - students need to highlight the reasons why these two boys did what they did...

Students are then to read through pages 210 & 211 and complete ‘Check Your Understanding 7.4’ in their workbooks - must be completed by next Wednesday.

Social Influences on Individual Behaviour

Session 15 - Status & Power

Begin with looking at and scoring the Likert Scales from last session - make sure that scoring details are up on the whiteboard for students to use. Gather the scores from all students relating to all of the Likert Scales in the activity - place up on W/B and get the class attitude average for each scale / issue / attitude.

Run through Chapter 6 Multiple Choice and Short Answer Questions with the students - ensure that all students have completed the set work.

Move onto next unit of study - Social Influences on Individual Behaviour

Place the following title and content up on the W/B for students to get down in their workbooks:

Social Influences on the Individual

Social influence refers to the effects of the presence or actions of others, either real or imagined, on how people think, feel and behave.  Social influence can be constructive, destructive or neutral.

Status and Power Within Groups

Within in a group, each member can have an identifiable status. Status refers to the importance or ‘standing’ of individuals within a group, as perceived by members of the group.

A person’s status in a group determines how much power they have within the group. Power is an individual’s (or group’s) ability to control or influence the thoughts, feelings or behaviour of another person (or group).

Move onto reading through pages 201 - 202 of the textbook concerning Zimbardo's Prison Experiment.

Watch documentary and students to complete the following in their workbooks:

• Hypothesis
• IV & DV
• Method
• Participants
• Materials
• Procedure
• Results
• Conclusions
• Ethical Considerations
• Limitations

Run through the observations concerning the above with the class - ensure that all aspects of the experiment are covered and explained.

Session 16 - Status & Power (cont.)

Finish the Stanford Prison clip and run through the observations concerning the above with the class - ensure that all aspects of the experiment are covered and explained.

Move onto Social Power students are to read through page 202 & 203 of the textbook and place the following in their workbooks:

Social Power refers to a person's capacity to exert influence over others. According to psychologists Raven and French (1958), there are 5 distinct types of social power that have been identified. They suggested that depending on the situation and the group, the nature of the influence a person has differs.

Students are to copy down Table 7.1 in their workbook - include title, description, one example from the text and another personal example.

Move onto 'The Summer Heights High' clip - students to answer questions from the viewing sheet.

Students are to complete CYU 7.1 in their workbooks.

Measurements of Attitudes

Session 14 - Measurements of Attitudes

Ask the question to the class – ‘How do we measure peoples attitudes?’ – Place ideas up on the W/B.

Open with the ‘Measurements of Attitudes’ PowerPoint and ensure that all students have a copy of the W/S to fill out while viewing the PowerPoint.

Run through the number of ways presented and the slides with the class – ensuring that all students are completing the appropriate H/O.

After completing the PowerPoint, move onto students creating their own Likert scale (firstly read through pg 192 and look at the scale on pg 193 from text) – then Activity 5.12 from the Nelson Student Book.

Hand out A3 'Create Your Own Likert scale' sheet and run through with the class - work in table groups. Move onto the activity of each group creating their own active likert scale on a particular topic/issue - place possible issues up on the whiteboard.

Allow time for groups to develop 10 statements (5 positive and 5 negative) and place on butcher's paper. Once all of the scales are completed, hand out the likert recording sheets and each student must fill out their responses on the record sheet.

Homework - DUE WEDNESDAY 15TH AUGUST:
Read through pages 191-192 and complete Check Your Understanding 6.5 in workbook.

Read through Chapter Summary page 196 and complete all of Section A - Multiple Choice Questions and Section B - Short Answer Questions ONLY QUESTIONS 1,2,3,4,5 & 10. Your written responses must include specific psychological terminology, language and definitions.