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.

'The Ism's' & SAC Completion

Session 10 - Sexism, Racism & Ageism


Students need to place the following in their workbooks underneath the heading Sexism, Racism & Ageism:

Sexism, racism and ageism are all forms of prejudice. These concepts are attitudes in which an individual or group has that is a mixture of negative thoughts, feelings of fear, envy or hostility that eventually results in discrimination based on gender, race or age.

Sexism & Advertising


Watch the following clip, read the media response and answer the following questions in your workbooks.


http://www.youtube.com/watch?v=i9cV6uAhFEA


http://www.smh.com.au/opinion/society-and-culture/sexism-dovetails-with-hypocrisy-20120620-20ocf.html

1. What were your initial thoughts about the advertising campaign? Do you find it offensive? Why or why not.
2. What does both the advert and the written response reveal about the world of advertising?
3. Do you think that this form of advertising is a true reflection of how many people feel about our society? Explain your answer.

Here's some other related articles that might be of interest:

http://www.abc.net.au/unleashed/39108.html

http://www.680news.com/sports/article/387299--british-cyclist-speaks-out-on-sexism-after-winning-silver-at-olympics

http://www.news.com.au/business/worklife/sexist-jokes-slang-hold-women-back-at-work/story-e6frfm9r-1226434736787

Racism in Australia


http://www.youtube.com/watch?v=yBVcqLyU_2c&feature=related

1. What is the main perception of Australia presented in this story? Do you agree the image being portrayed?
2. What does the term 'monoculturalism' refer to and how does it this term (or does this term) relate to the Australian society? 

http://www.youtube.com/watch?v=wG3pwYWSP34

1. What are your thoughts on the clip above? How do stories like this influence prejudice attitudes?
2. What role does the media have in addressing issues such as race and multiculturalism?

Age & Discrimination

http://www.youtube.com/watch?v=uYzLsNiAt00&feature=related

1. Although this clip is shot in England, do you think it resonates with some of the attitudes within the Australian society? Explain your answer - use your own personal experiences to support your opinion.

This next podcast relates to the story concerning an Australian politician, Sophie Mirabella who described Generation Y as the 'Meh Generation'. Basically she believes that due to all of the technological advances and parents pandering to their child's needs, Gen Y have become apathetic and self absorbed.

Click on the link below, read the introduction and then click on download mp3: MB to download the radio story. Answer the following questions once you have listened to the relevant audio byte.

http://www.abc.net.au/triplej/hack/stories/s3524496.htm

1. Is there any truth to Mirabella's opinion on this issue? Why or why not.
2. Does this type of story / opinion promote ageism in our society? Explain your answer.

You need to view (or listen) all of the clips presented above and answer the outlined questions in detail in your workbook. 

This work is due to be finished by Friday 3rd August - this is the day I will be checking workbooks.

The Bases of Prejudice, Reducing Prejudice, Discrimination & The 'Ism's'

Session 7 - The Bases of Prejudice & Reducing Prejudice


Run through the activities and observations from last session - 'D,D&R' and definitions of the Bases of Prejudice.

Watch the Australian Protectionist Party section of 'D,D&R' (20:20) - this time students are to highlight an example from the section whereby one / all of the bases of prejudice are evident. Run through thoughts and discuss...


Move onto Reducing Prejudice.


Students are to read through pages 180 -182 of the textbook and provide their own definitions and examples for the following terms:

• Inter-group Contact
• Sustained Contact
• Superordinate Goals
• Mutual Interdependence
• Equality

Run through definitions and examples...

Introduce the film / idea '12 Angry Men' and discuss the main ideas within the film (specifically Superordinate Goals, Mutual Interdependence & Equality:

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

The film is just outstanding - I have a copy for those interested...

Move onto completing 'Check Your Understanding 6.2' the activity from the Student Activity Handbook.

Session 8 - Cognitive Interventions & Discrimination

Students are to place the following in their workbooks under the heading Cognitive Interventions:


Some individuals may use cognitive interventions to guard against prejudice views and attitudes. Cognitive interventions are learned skills and behaviours that are intended to combat prejudice. Thoughts (cognition) about what skills can be adopted to minimise prejudice are kept in an individual's conscious with the intention of these skills becoming apart of everyday behaviour (interventions).


Read through pages 182 -184 of the textbook and discuss the main ideas.


Move onto Discrimination - students are to place the following in their workbooks:

An individual’s or groups prejudices (attitudes) may lead to discrimination (behaviour) or the unequal treatment of people who should have the same rights as others. Discrimination frequently prevents people from doing things they should have the opportunity to do, such as getting a job, attending a particular school or playing a type of sport.

Introduce 'A Class Divided - Blue Eyes / Brown Eyes Experiment' - students must fill out relevant handout while watching the documentary.


Here's an interesting internet site that looks at the idea of Implicit Association - take one of the test...


https://implicit.harvard.edu/implicit/australia/takeatest.html

Session 9 - Prejudice - Nature V Nurture


Open with discussion concerning last session - 'A Class Divided - Blue Eyes / Brown Eyes Experiment' and the Implicit Association Test...


Move onto the nature v nurture debate surrounding prejudice:
http://www.sciencedaily.com/releases/2005/05/050525105357.htm

Watch the first 15 or so minutes of the Insight program - 'I'm not a racist but...' discuss the main ideas.


As a follow up to Blue / Brown Eyes - watch 'The Anatomy of Prejudice' - students are to fill out viewing sheet while watching. Discuss the main ideas and concepts.

*** IMPORTANT INFORMATION ****

SAC NOTIFICATION

UNIT 2 - OUTCOME 1:  On completion of this unit students should be able to explain how attitudes are formed and changed and discuss the factors that effect the behaviour of individuals and groups.


TASK:  Media Response

DURATION OF TASK:   Friday 3rd August (Viewing Film / Taking Notes) to Wednesday (Applying Knowledge Questions) - 70 minutes (5 minutes reading time)


Please note: Attendance at examinations and/or submission of SAC work on due dates is compulsory. If you are unable to attend or submit your work on this date you MUST bring documentary evidence of illness (medical certificates in year twelve) or an ‘N’ grade will be given.

Unit 2 - Interpersonal & Group Behaviour

Welcome Back!!!


Session 5 - Attitudes: Attitude Formation and Change


Open with a brief outline of what will be covered in the coming unit of work...


Move onto Attitudes PowerPoint - students will need to actively take notes in their work book throughout the presentation.


Complete the relevant activities outlined throughout the document - ABC's and Songs Activity.


Complete the following:

• Read through pages 175 - 178 of the textbook and 'Check Your Understanding 6.1' in their workbook.

Session 6 - Prejudice & Stereotypes


Review the concepts of last session concerning Attitudes and Song Analysis. Students are to write the notes of Cognitive Dissonance Theory in their workbooks - explain main ideas.

"If I can invite whom I want into my home, then I should have the right to say who comes into my country"
                                         Pauline Hanson (Maiden Speech HOR - 1996)


Thoughts about the quote above???


Brainstorm the following in terms:


Prejudice


Stereotypes


Collate ideas up on the W/B and then students are to develop their own definition of both terms - run through defintion

Question:

How tolerant is Australia?


Hungry Beast Clip
http://www.youtube.com/watch?v=UQ5Cs3tM0j8


Discuss the implications of this clip - what does it actually mean?
http://www.abc.net.au/news/2011-02-23/nearly-half-of-australians-are-anti-muslim-study/1954194

Move onto 'Dumb, Drunk & Racist' - Ep. 2 and students are to complete the viewing sheet while watching. Discuss the main points with the class.


Students are to provide definitions for the 'Bases of Prejudice' outlined on pages 185 & 186 in their workbooks.

Mental Illness: 'A Beautiful Mind', Treatment, The Facts, Diagnosis & Treatment

Session 1 & 2: 'A Beautiful Mind' 


Students are to watch the film 'A Beautiful Mind' and fill out the relevant viewing sheet.


Discuss the the main points and issues that are presented in the film...


Session 3: Mental Illness - The Facts, Diagnosis and Treatment


Students are to place the following notes in their workbooks:

A mental illness or disorder is a diagnosable illness that significantly interferes with an individual's cognitive, emotional or social abilities. There are many different types of disorders, which occur to varying degrees of severity. 
About 20% of adult Australians, or one in five people, will experience a mental illness at some stage in their lives. Many will live with more than one mental illness at a time, such as anxiety and depression, which commonly occur together.
There are positive and negative aspects to labeling mental disorders. Psychologists and psychiatrists all over the world use the classification system found in the 'Diagnostic and Statistical Manual of Mental Health Disorders, known as the DSM IV.


Once you have copied the above down in your workbooks, you'll need to follow the outline below and complete all of the activities:


THE FACTS:

• Click on the 'Unit 1 Psychology Materials' link just below the 'Class Resources' heading. Scroll down and open the 'Mental Health Fact Poster' document. Read through the poster and in your work book, highlight 3 aspects (statistics / statements) of mental health that you believe are the most important / interesting - provide your own thoughts on why you have chosen these aspects.

DIAGNOSIS:

• Click on the link below:

http://allpsych.com/disorders/dsm.html

• Read through the overview regarding the DSM IV - ensuring that you understand the reason why it exists and how professionals use this reference in everyday diagnosis.

• Once you have read through how the manual works and what it is used for, click on this link: http://allpsych.com/disorders/disorders_alpha.html and have a browse through some of the disorders - do YOU have any of these disorders???

• Click on the 'Unit 1 Psychology Materials' link just below the 'Class Resources' heading. Scroll down and open the 'Excerpt from The Psychopath Test' document. Read from half way down on page 266 and answer the following questions in your workbook:

1. Outline some of the positives of psychologists and psychiatrists using the DSM IV to diagnose clients in their professional practice.
2. Outline some of the negatives of psychologists and psychiatrists using the DSM IV to diagnose clients in their professional practice.
3. From your perspective, do you think that the existence of such a manual is important / needed within the mental health field?

TREATMENT:

• Watch and listen to the following links (the first link is a brief history of the treatment of mental health and contains some graphic footage)

http://www.youtube.com/watch?v=1Izmyru5T_w&feature=fvwrel

http://www.sane.org/information/factsheets-podcasts/200-antidepressant-medication

http://www.youtube.com/watch?v=Rcy2jF1EXjk&feature=related

http://www.youtube.com/watch?v=Wv49RFo1ckQ

• Click on the 'Unit 1 Psychology Materials' link just below the 'Class Resources' heading. Scroll down and open the 'Mental Health Article' document. Read and answer the following questions in your workbook:

1. What does the article reveal about the role of medication, specifically big pharmaceutical companies (Big Pharma) in treating mental illness?
2. What does this excerpt from the article mean, 'The social matrix becomes more crucial when one considers that anxiety is the underlying thread of most mental illness."?
3. What link is made between wealthy countries and the levels of depression? Why do you think this is the case?
4. What is the overall message concerning the treatment of mental illness presented in the article?

Session 4: DAX Centre Reflection & Holiday Homework

Please answer the following reflection questions in your workbook:

David's Story

1. Initial thoughts about David? How did you perceive him? What preconceptions did you have?
2. Describe some of the triggers that David believed contributed to his illness? (think about his childhood / adolescence)
3. How did he use drugs and alcohol and why did he believe he used these vices?
4. What were David's experiences in relation to the care that he received when he had an episode?
5. What things did you 'take away' from David's story?

DAX Gallery

1. What were overall impressions of the gallery?
2. Do you agree that paintings from confidential therapy sessions should be on show for the public to see?
3. What picture from the gallery most interested you and why?

Holiday Homework - this is due the first Wednesday back in Term 3

You need to collect 2 newspaper, magazines, online articles that look specifically at the concepts of prejudice, discrimination, stereotypes and racism. This really shouldn't be a hard task - articles of this type are easily accessible.

PS - Both Miranda and I were super impressed with the way in which you conducted yourself on the excursion. The comments from the DAX staff about your input and intelligence were overwhelming - thank you.