Pro And Anti Social Behaviour

Front 1

Social Relationship

Back 1

Connection or association between two or more people, especially with regard to how they think, feel and behave towards each other.

Front 2

Social Behaviour

Back 2

Any behaviour where interaction occurs between two or more people.

Front 3

Pro Social Behaviour

Back 3

Any behaviour intended to help or benefit another person, group or society.

Front 4

Kitty Genovese Case

Back 4

Kitty was violently stabbed one early New York morning and while she tried to escape, the attacker caught her and stabbed her numerous times. Her pleas for help woke 38 neighbours however none came to her aid and only one called 911. They all watched as the attacker left Kitty to die on the footpath.

Front 5

Factors influencing Pro Social Behaviour

Back 5

- Situational Factors

- Social Norms

- Personal Factors

Front 6

Situational Factors (Pro Social Behaviour Influences)

Back 6

- Noticing the Situation

- Interpreting the Situation

- Taking responsibility

Front 7

Noticing the Situation (Situational Factor - Pro Social Behavior)

Back 7

You need to notice the situation in order to help. Clearly, if you don’t notice that there is a situation where help may be required you will not respond in an appropriate pro-social way. Research findings also indicate individuals are quicker to notice things when alone rather than when in a group.

Front 8

Interpreting the Situation (Situational Factor - Pro Social Behaviour)

Back 8

The less ambiguous the situation is, the more likely help will be offered. Conversely, the more ambiguous the situation, the less likely it is that help will be offered.

Front 9

Bickman Experiment - Alone in Cubicle

Back 9

Female participants sitting alone in a cubicle heard a crash and a person’s scream, followed by the reaction of a ‘witness’ to the apparent accident. Each one of the females heard one of the following:

* the accident described by the witness as a certain emergency
* the accident described as a certain non-emergency
* the accident described with uncertainty about whether or not it was an emergency.

When the participants heard the witness interpret the event as a certain emergency, they helped more frequently and more quickly than when the interpretation was uncertain or when the event was identified as a non-emergency.

Front 10

Clarke and Word Experiment - Falling Ladder on Mechanic

Back 10

A maintenance worker who was "working" in a room adjoining the room to where the participant was seated fell off the ladder and then pulled the ladder down onto himself. In all conditions of the experiment, whether they were alone or with other participants, 100% of the participants went to the aid of the victim.

Front 11

Taking Responsibility for Helping (Situational Factor - Pro Social Behaviour Influences)

Back 11

Though you may notice and correctly interpret a situation as one in which help is required, you are unlikely to intervene and help unless you believe it is your responsibility to do so.

When someone else is nearby in an emergency situation, we may leave the responsibility to help to them, even if we don’t interpret them as having the responsibility to help.

Front 12

Latane and Dabbs Experiment - Coins dropped in Lift

Back 12

145 confederates ‘accidentally’ dropped coins or pencils while in a lift. In 1497 journeys in the lift, the confederates were helped 40% of the time when they were in the lift with only one other person and less than 20% of the time when there were six other passengers.

Front 13

Bystander Effect

Back 13

The bystander effect is is the tendency for individuals to be less likely to help another person in need when other bystanders are present, or believed to be present, as compared to when they are alone. Furthermore, the greater the number of bystanders, the less likely any one of them is to help.

Front 14

Social Norms Definition (Pro Social Behaviour Influences)

Back 14

Social norms are standards, or ‘rules’, that govern what people should or should not do in different social situations.

Front 15

Two Social Norms (Pro Social Behaviour Influences)

Back 15

Reciprocity Norm

Social Responsibility Norm

Front 16

Reciprocity Norm (Social Norms - Pro Social Behaviour Influences)

Back 16

The reciprocity norm prescribes that we should help others who help us. However, for a variety of reasons, some people are unable to reciprocate when they have been helped. For example, children, elderly people and disabled people are often unable to give as much help as they receive. In such cases, the social responsibility norm influences us to help.

Front 17

Social Responsibility Norm (Social Norms - Pro Social Behaviour Influences)

Back 17

The social responsibility norm prescribes that we should help those who need help because it is our responsibility or duty to do so.

Front 18

Personal Factors (Pro Social Behaviour Influences)

Back 18

Various personal factors can influence pro social helping behaviour.

Front 19

Three Personal Factors (Pro Social Behaviour Influences)

Back 19

- Empathy

- Mood

- Competence

Front 20

Empathy (Personal Factor - Pro Social Behaviour Influences)

Back 20

We are more likely to help someone in need of help if we feel empathy for them. Empathy is the ability to identify with and understand another person’s feelings or difficulties.

Front 21

Batson Experiment - Prerecorded Voice Hearing

Back 21

Batson and his colleagues (1997) asked 40 male and female university students who volunteered to be participants to listen to a pre-recorded interview with a female student. In the interview contained a story about the hardship she was facing.

Half of the students were told to listen to the interview while the other half weren't. When asked if the participants would raise money in order to help, 50% of the participants who hadn't heard the story offered to help while 80% of the participants who heard the story offered to help.

Front 22

Mood (Personal Factor - Pro Social Behaviour Influences)

Back 22

Generally, the results of research studies also indicate that a good mood increases helping, whereas a bad mood will sometimes increase and sometimes decrease helping behaviour.

Front 23

Competence (Personal Factor - Pro Social Behaviour Influences)

Back 23

Our actual or perceived ability to help can be influence whether or not we help in a specific situation, as well as the type of help we might offer.

Front 24

Altruism

Back 24

Altruism refers to pro-social behaviour focused on the wellbeing or benefit of others without any thought to personal gain or reward.

Front 25

Diffusion of Responsibility

Back 25

Diffusion of responsibility is the belief that, in a situation where help is required and others are present, one or more other people will or should take responsibility for helping.

Front 26

Audience Inhibition

Back 26

Not helping another person because of a fear of appearing foolish in the presence of others.

Front 27

Smoke Filled Room Experiment

Back 27

Latane and Darley used 60 male uni students and they were asked to fill in a questionnaire in a room that had a one way mirror attached. There were three experimental conditions.

- a participant was in the room alone

- one participant was in the room together with two confederates who had been instructed to not react when help was needed

- a group of three participants were in the room together and all three were ‘true’ participants.

Front 28

Results of Smoke Filled Experiment

Back 28

Of the participants who were alone in the room (condition 1), 50% left the room to report the smoke within two minutes and 75% had reported the smoke within 3½ minutes.

62% Participants in conditions 2 and 3 continued filling out the survey throughout the whole six minute period.

Front 29

Cost Benefit Analysis

Back 29

Involves an individual weighing up the personal and social costs of helping against the benefits of helping.

Front 30

Anti Social Behaviour

Back 30

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

Front 31

Aggression

Back 31

Defined as any behaviour intended to cause physical or psychological harm to a person (including self), animal or object.

Front 32

Four Perspectives of Explaining Aggression

Back 32

1. psychodynamic perspective: aggression is an inner urge or ‘force’ that builds up within us until it needs to be released
2. ethological perspective: aggression is instinctive and has adaptive and survival functions
3. biological perspective: aggression has a biological basis and is therefore influenced by our genes, biochemistry, brain and nervous system
4. social learning perspective: aggression is a learned behaviour and most of the learning occurs through observing aggressive behaviour and copying what we see.

Front 33

Psychodynamic Perspective

Back 33

A theory developed by Freud, he believes the 'primitive' aggressive urge 'rages' inside of us and we are at a constant battle to keep it under control. He also proposes that we offload this urge by directing it into socially acceptable activities.

Front 34

Ethological Perspective

Back 34

Lorenz believe that aggression is a fighting instinct that is directed against members of the same specie. He also believed that this instinct has evolved over many generations to help animals adapt and survive.

Aggression promotes survival of a specie because it is used for:

- Defence of the young

- Balancing distribution of species across available environments

- Provide a structure for their society

Front 35

Biological Perspective

Back 35

The biological perspective proposes that there are important psychological factors that affect whether aggression will be shown. Influences can occur through genetics, through the brain and nervous system and biochemically (naturally or self ingested).

Front 36

Genetics (Biological Perspective)

Back 36

Generally, psychologists believe that our genetic make-up may make us more likely to become or be an aggressive person, but environmental factors play a crucial role in determining whether or not we do in fact become an aggressive person or are pre-disposed to use aggressive behaviour.

Front 37

Neural Influences (Biological Perspective)

Back 37

Researchers have identified several different parts of the brain involved in the production and control of aggressive behaviour. Scientists have found that when the amygdala and hypothalamus are electrically stimulated, aggressiveness increases.

Front 38

Biochemical Influences (Biological Perspective - Natural Influences)

Back 38

In most species, males have been found to be more aggressive than females. An explanation for this is that males contain much more testosterone than man which has been found to be responsible for violent crimes.

Front 39

Biochemical Influences (Biological Perspective - Self Ingested Influences)

Back 39

Research studies have consistently shown that other kinds of chemicals such as drugs, alcohol can also play a part in your aggression. Even with a little bit of alcohol, many people become disinhibited, which makes people have less control over their feelings and reactions.

Front 40

Social Learning Theory

Back 40

An explanation of how we learn aggressive behaviour through our interactions with others in the course of everyday life. They also explore the role of rewards and punishments in learning. The most commonly described type of learning is called observational learning or modelling.

Front 41

Observational Learning (Or Modelling)

Back 41

Observational learning involves learning by watching someone else’s behaviour and the consequences of their behaviour, and then modelling, or imitating, the behaviour.

Front 42

Model (Definition)

Back 42

The people who's behaviour we observe and imitate.

Front 43

Five Processes of Observational Learning

Back 43

- Attention

- Retention

- Reproduction

- Motivation

- Reinforcement

Front 44

Attention (Observational Learning Step 1)

Back 44

For learning to take place, we must pay attention to or closely watch the model’s behaviour. We are more likely to imitate models who:

- Are perceived as positive, has a high status

- Model is familiar to observer

Front 45

Retention (Observational Learning Step 2)

Back 45

We need to be able to remember the model’s behaviour. There is a need to store the information in memory.

Front 46

Reproduction (Observational Learning Step 3)

Back 46

Following observation of a model’s behaviour, we need to have the ability to be able to reproduce, or imitate, the information that has been learned.

Front 47

Motivation (Observational Learning Step 4)

Back 47

The observer must also be motivated to perform the behaviour. Unless the behaviour provides some sort of incentive or reward, it is unlikely that they will want to learn it in the first place.

Front 48

Reinforcement (Observational Learning Step 5)

Back 48

Reinforcement influences the motivation to reproduce the observed behaviour and increases the likelihood of reproduction.

Front 49

Bandura Experiment (Bobo Dolls)

Back 49

Three groups of preschool children watched a movie of an aggressive adult model punching, hitting, kicking and verbally abusing a large inflatable doll named BoBo the clown. Each group saw a different version of the movie. Afterwards, children were placed in a room with the inflatable doll and other toys.

Front 50

Three Conditions of Bandura Experiment

Back 50

Group 1: the adult model’s aggressive behaviour was rewarded with lollies, soft drink and praise by another adult

Group 2: the adult model’s aggressive behaviour was punished with a spanking and by being told off by another adult

Group 3: there were no consequences for the adult model’s aggressive behaviour.

Front 51

Results of Bandura Experiment

Back 51

Children who watched the aggressive model either being reinforced or receiving no consequences imitated the model’s aggressive behaviour more than children who watched the model be punished.

When offered a reward as an incentive even those who saw the model being punished tended to imitate the model’s behaviour.

Front 52

Ethical Issues with Bandura Experiment

Back 52

- Voluntary Participation

- Informed Consent

- Withdrawal Rights

- Debriefing

Front 53

Bullying

Back 53

Aggressive behaviour that involves the inappropriate use of power by one or more persons over another less powerful person or group, and is generally repeated over time.