26
Nov 15

Social Change Research: The Frontline For Change

Social change research is at the frontline of a society’s moral fabric. Mahatma Ghandi once said, “A nation’s greatness is measured by how it treats its weakest members.” Some groups in society are marginalized and exploited. They have no voice and feel there are no mechanisms to change their circumstances. By definition social change research is concerned with providing interventions and data to help advance the exploited group’s circumstances in society and create a more perfect union (Brydon-Miller, 1997). However, to have effective social change you must include input from these exploited populations. It is their input that allow researchers to create a “user friendly intervention.” It is this program that acts as a mechanism to push for social change. It is here that activist researchers are not standing idly by, they are interjecting a certain value.

An example of an activist research intervention is early voting. As an American, voting is one the greatest acts a citizen can exercise. Yet, voter participation among minorities, young adults and the poor which are marginalized groups are extremely low. Many researchers wanted to increase the voting turnout in these populations. They wanted to find out what can be done to improve voter turnout. So, researchers went into churches, colleges and different locations to reach these targeted populations. After input from the exploited groups, they discovered that many people did not have transportation to the voting precinct, did not register or their work hours were not conducive with the voting schedule. Armed with this data, many advocacy groups’ such as ACLU, GOTV and the NAACP lobbied various states to enact early voting which expanded the hours that voting stations would be open. The end result is that voter participation among the youth, minorities and the poor all increased during the 2008 election (Circle, 2010). Their increased participation rate had a significant impact on the 2008 presidential race. A secondary benefit is that it created a greater sense of empowerment to these people (Davis, 2010).

In the end, societies are measured by the treatment of the marginalized and less fortunate among them. It is social change researchers who are at the frontline of helping create a better society. Through their interaction with these populations, they are able to design and implement interventions to bring about the change that is needed for these groups to gain greater access in society.

References:

Brydon-Miller, M. (1997), Participatory Action Research: Psychology and Social Change. Journal of Social Issues, 53: 657–666. doi: 10.1111/j.1540-4560.1997.tb02454.x

The Center for Information & Research on Civic Learning and Engagement. Retrieved from
http://www.civicyouth.org/new-census-data-confirm-increase-in-youth-voter-turnout-in- 2008-election/

Davis, J. K. (2010). Voting as Empowerment Practice. American Journal of Psychiatric Rehabilitation, 13(4), 243-257. doi:10.1080/15487768.2010.523352


25
Nov 15

Racism, Prejudice and Stereotypes Will it Ever Be Eliminated from Our Communities?

I am old enough to have grown up during the latter part of the Civil Rights Movement. I was five years old when President John F. Kennedy was assassinated, ten when Martin Luther King Jr. and Robert F. Kennedy were also assassinated. I also remember watching the CBS Evening News with Walter Cronkite (we only got two channels back then) and the riots at the Democratic Convention in Chicago. I thought nothing like that goes on around here but, I grew up in a small rural town not far from University Park. When it came to diversity in this town it was somewhat limited. The town was made up of Irish,, Polish, or Slovakian. You were Protestant or Catholic and even the Catholics had three separate churches, one for the Irish, one for the Polish, and the third for the Slovakian. The adult males either worked in the coal, lumber industries or worked at one of the brick yards. The women who worked at that time generally worked in one of the sewing factories. The adults I knew at this time in my home town in 1968 were also very prejudice. It was like Norman Lear took bits and pieces from this town to create Archie Bunker his main character in the TV sitcom “All In The Family”.’

 In the 47 years since 1968 the issues of prejudice, discrimination and racism had been making improvements. Recently though is seems like we are going backwards. There have been incidents of white police officers shooting unarmed African Americans, issues at major college campuses that have put college presidents under fire for their actions or lack of actions dealing with racial problems. One of the most egregious acts of prejudice and discrimination showed its face in the past week or so. After the terrorist attacks in Paris on Friday November 13, 2015 President Obama spoke of accepting Syrian refugees. I was not surprised that 47% of the American public is not in favor of this (Beinart , 2015). What was shocking is that 37 Governors and Congress are overwhelmingly against allowing Syrian refugees into this country. So much for Congress and Declaration of Independence’s, “all men are created equal” (The Declaration of Independence , 1776). It is just surprising to me that people who have sworn to protect the United States Constitution can be so discriminatory, racist and prejudicial towards one group of people.

As described in a 2012 American Psychological Association report, “Discrimination creates substantial harm, for individuals and for U.S. society as a whole” (APA, 2012). It is hard to believe that an elected official would state that his state will not allow one Syrian refugee to cross his borders. Governor Paul LePage of Maine made the statement, “…I adamantly oppose any attempt by the federal government to place Syrian refugees in Maine, and will take every lawful measure in my power to prevent it from happening” (WCSH & NEWS CENTER, WCSH, 2015). At that time he was one of nine governors that shared the same view, since then the number has grown.

I do not think we will ever be without racism, prejudices, and discrimination, people have dealt “with is since the beginning of time. Noticing differences in people is natural” (APA, 2012) but how we judge and classify others is something we often pick up from our environment as we grow up and develop a part of how we were nurtured. Unfortunately some develop the perception that one race, religion or ethnicity is superior to another race or races (APA, 2012). It is wrong to believe that all members of one race, religion, or nationality process all the same characteristics or one specific group. Such as the case of thinking all Muslim’s or Syrians are terrorist. As humans we can have prejudicial thought without even having intent and even this can be harmful. We need to stop hiding behind the silence of not talking about racism, discrimination, prejudice, and stereotyping and bring it out in the open and have honest true discussions about it. Perhaps Congress and Governors need to replicate the Miss Elliott’s, “A Class Divided” experiment, but divide them by eye color not political party.

References:

APA. (2012). Race, prejudice and stereotypes: APA report on preventing discrimination and promoting diversity. Retrieved November 21, 2015, from American Psychological Association: http://www.apa.org/pi/about/newsletter/2012/04/discrimination-diversity.aspx

Beinart , P. (2015, November 23). Why Obama Is Standing by the Syrian Refugees. Retrieved from The Atlantic : http://www.theatlantic.com/politics/archive/2015/11/obama-syrian-refugees/417222/

The Declaration of Independence . (1776, July 4). Retrieved November 24, 2015, from Charters of Freedom: http://www.archives.gov/exhibits/charters/declaration_transcript.html

WCH, & NEWS CENTER, WCSH. (2015, November 16). LePage on Syrian refugees: “will take every lawful measure in my power to prevent it”. Retrieved November 22, 2015, from WCSH 6: http://www.wcsh6.com/story/news/2015/11/16/after-paris-attacks-gov-lepage-refuses-to-accept-syrian-refugees/75876664/

 

 

 

 


23
Nov 15

Social Change Research – The Key to Our Future

Social change can become necessary at any time or in any place due to a multitude of possible reasons. These reasons include, but are not limited to, environmental factors such as climate change, demographic factors such as an expanding population, or technological enhancements such as the increasing popularity of online shopping (Social Change, 2015). Therefore, social change plays a major role in all of our lives and like anything else of value in our lives, we should not try to tackle these issues without first performing adequate research. Lynne McLoughlin (2005) confirms the importance of social change research with respect to the development of effective social change programs.

Research for any social change initiative must be performed in such a way that it truly identifies whether or not a problem exists. Biased research or research performed by someone with a personal agenda may not always yield accurate results. For example, participatory research is typically performed by members of the community, organization, etc. who want to uncover and find a solution for a problem they believe is occurring within their community (PSU WC, L13, 2015). One such example can be found in a 2013 article written by Simonds, Wallerstein, Duran and Villegas. The authors discuss the need for participatory research in communities experiencing abnormally high instances of cancer so that effective intervention programs can be developed and implemented (Simonds et al., 2013). Additional focuses of community-based participatory research can be obtained via a quick search of the internet. Some of these topics include medicine, education, land use and transportation.

While participatory research could result in possible issues such as lower objectivity, I believe it yields greater accuracy than the alternative, activist research. Activist research expands participatory research by adding the component of a specific desired outcome (PSU WC, L13, 2015). For example, companies wanting you to buy their products will market the product using research which fully advocates their use. Our lesson commentary provides the example of “milk, it does a body good,” however, a number of others come to mind (PSU WC, L13, 2015). Several years ago, General Mills was sued due to a slogan which claimed their Nature Valley granola bars were “100% natural” even though they contained several not so natural ingredients (General Mills, n.d.). Another example is the marketing of products as containing “less sugar” or “more whole grains” in order to make consumers believe the products are healthier than alternatives on the market (Schober, n.d.) Over the years, I also recall reading about research indicating the health benefits of consuming dark chocolate, red wine, and other foods. While I do not know if these were scientific research studies or products of activist research, they definitely help to support the sale of those products.

Regardless of whether or not social change research is conducted using participatory research, activist research or at times may lack full objectivity, it continues to play a key role in raising awareness of important social change issues. For those of us in a position to evaluate that research, we must do so with the same caution we would use to analyze any other research. We cannot simply assume that what we see or hear is the whole truth, especially when it is directly related to the marketing of goods or services.

 

References

General Mills to Drop “100% Natural” Claims on Nature Valley Granola Bars with Artificial Ingredient. Center for Science in the Public Interest. (n.d.). Retrieved November 22, 2015, from http://www.cspinet.org/new/201411182.html

McLoughlin, L. (2005). The Role of Social Research in Effective Social Change Programs. Australian Journal of Environmental Education, 21, 57-70.

Pennsylvania State University World Campus. (2015). Lesson 13: Social Change/Participatory Research. PSYCH424: Applied Social Psychology.

Schneider, F. W., Gruman, J. A., and Coutts, L. M. (Eds.) (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (2nd ed.). Thousand Oaks, CA: Sage Publications.

Schober, T. (n.d.). 10 Ways Food Advertising Tricks are Misleading You. Retrieved November 23, 2015, from http://www.coachcalorie.com/food-advertising-tricks/

Simonds VW, Wallerstein N, Duran B, Villegas M. (2013). Community-Based Participatory Research: Its Role in Future Cancer Research and Public Health Practice. 10.

Social change. (2015). In Encyclopædia Britannica. Retrieved from http://www.britannica.com/topic/social-change.


23
Nov 15

Feminism and Activism

Change. It’s a word often heard, especially recently with the elections coming up. It seems like there is one side that wants change in the form of progress and new ideas, while the other is focused on going back to how things once were. This weekend I named myself a bleeding heart liberal, after I insisted on standing up for something I thought was important. I see this activism as something to take with pride and to embrace, where as media and the right-wing conservatives try to preach is a poor quality. Activism kind of reminds me of the bystander effect. You can either stand idly by and let someone else take care of something that you may believe is worth fighting for, or you can take care of it yourself.

As a feminist I feel it is important to spread the knowledge of the actual definition of feminism. Not every feminist is a bra burning, man hating, and “bitchy” woman. Feminist can be men too. The Merriam-Webster dictionary defines feminism as “the belief that men and women should have equal rights and opportunities” and “organized activity in support of women’s rights and interests”. I think lately, people tend to associate feminist as someone to be feared. I experience this frequently as I am extremely outspoken on social media and in person. I get put down or ridiculed for being to sensitive about the treatment of women, but if everyone chose to listen to the naysayers then nothing would ever change. Real change thrives in adversity. There are websites and social media pages dedicated to the war against feminisim “womenagainstfeminism.com”. Women give reasons for not needing feminism like, “I love to be sexy for my man and cook for him… in the KITCHEN!!” and “I don’t want to discourage MALE rape victims from speaking up! I’m pro equality! Men deserve rights, too!”. Yet all of these reasons are not what feminism is about, it is extremist feminism that feels that women should be treated better than men in all circumstances. We are seeing generalization problems in other social areas recently like the generalization made about the black and Muslim populations. When there is miscommunication about fact and belief people can wind up supporting the wrong causes.

 

References

womenagainstfeminism.com

http://www.merriam-webster.com/dictionary/feminism


23
Nov 15

Infant Attachment Styles: Mary Ainsworth’s Strange Situation

Parents can fulfill many different roles in the lives of their children. They can be their teachers, their rule enforcers, their buddies, their caretakers, and most importantly their attachment figures. The role of an attachment figure is a huge responsibility for the parent, because it is one of the most important predictors in what kind of emotional and social outcome the child will have later in their lives (Benoit, 2004).
Attachment is a definitive approach in the relationship between a child and parent that helps the child feel safe and protected (Benoit, 2004). This has little to do with the other roles that a parent has such as feeding, teaching, playing, and disciplining the infant. In this approach the parent is used as a safe haven when the child feels distressed or vulnerable (McLeod, 2009). Attachment theory contributes to the explanation as to how this relationship between the child and their parent emanates and how that impacts the child’s successive development (McLeod, 2009).
Mary Ainsworth formulated a technique called the “Strange Situation” to help determine how attachment differs between various children (McLeod, 2014). This experiment was conducted on infants aged 12 to 18 months old, and included 100 middle class American families (McLeod, 2014). There was a sequence of events introduced that lasted approximately 20 minutes and was able to be observed by one way glass (Brodie, 2015). There were eight episodes that each lasted roughly three minutes in this experiment; the first episode included the mother, baby, and experimenter in the room; the second episode included only the mother and the baby; the third episode introduced a stranger to the mother and baby; the fourth episode the mother left the baby alone with the stranger; the fifth episode the mother returned and the stranger left; the sixth episode the mother left the infant completely alone; the seventh episode the stranger returned; the eight episode the mother returned again and the stranger left (McLeod, 2014). While this was going on the researcher was studying the behavior of the infant. The researcher was looking for four interaction behaviors in which were focused on when the mother returned after leaving the room (McLeod, 2014). These included the proximity of the infant in relation to the mother and whether or not they sought contact, whether or not they maintained contact, whether or not they avoided proximity and contact, or whether they were resistant to contact and comforting (McLeod, 2014). Other behaviors were observed as well, such as, whether or not the infant moved around the room and/or played with toys, whether or not the infant searched for their mother by going to the door or banging on the door or whether the infant cried when the mother left the room and smiled when the mother returned (McLeod, 2014).
Based on the outcomes of this experiment, Ainsworth identified three main attachment styles (McLeod, 2014). The successful outcomes were described as being secure attachment, and the unsuccessful outcomes were described as insecure attachment style, anxious ambivalent, and insecure attachment style, avoidant (Schneider, Gruman, & Coutts, 2012). In the secure attachment style the infant was comfortable exploring the new surroundings while the mother was present, was upset once the mother left, was anxious when the mother left while the stranger was in the room, was not able to be comforted by the stranger, and was able to be calmed down when the mother returned; this style was found in the majority of the children that were studied (McLeod, 2014). In the insecure attachment style, anxious ambivalent the child did not explore the environment, was extremely distressed when the mother left the room, avoided the stranger when left alone with them, and resisted the mother when she returned effectively being unable to be comforted (McLeod, 2014). In the insecure attachment style, avoidant the child was not upset when the mother left, was able to be comforted by the stranger as well as the parent, and didn’t show much interest in the mother when she returned (McLeod, 2014). Ainsworth suggested that the way the caregiver behaves in relation to the infant is a predictor in which attachment style the infant would be classified (McLeod, 2014). Those infants that were found to be in in the secure attachment style had parents that were responsive and perceptive in their care. The infants that were in the insecure attachment, anxious ambivalent style had inconsistent parental care; sometimes their needs were met and sometimes they were not (McLeod, 2014). Those infants in the insecure attachment avoidant style had parents that were completely unconcerned with their care; these infants had already figured out that relaying their needs to their parents was fruitless (McLeod, 2014).
Research has shown that having a secure attachment to a parent is a protective factor against social and emotional disorders in children (Benoit, 2004). Insecure attachment styles whether they are avoidant or resistant have been shown to be risk factors in relation to social and emotional disorders in children (Benoit, 2004). All children have attachment to their parents, regardless of how inattentive they are, and these findings show that secure infant parent attachment is an extremely influential predictor of greater social and emotional outcomes later in a child’s life (Benoit, 2004).

Benoit, D. (2004). Infant-parent attachment: definition, types, antecedents, measurement and outcome. Paediatr Child Health. 9(8), 541-545.
McLeod, S. (2009). Attachment theory. Retrieved from: http:// www.simplypsychology.org/attachment.html
McLeod, S. (2014). Mary Ainsworth. Retrieved from: http://www.simplypsychology.org/mary_ainsworth.html
Brodie, R. Mary Ainsworth and attachment theory. Retrieved from: http://www.childdevelopmentmedia.com/articles/mary-ainsworth-and-attachment-theory/
Schneider, F.W., Gruman, J.A., & Coutts L.M. (2012). Applied social psychology: understanding and addressing social and practical problems. Washington DC: Sage Publications.


22
Nov 15

Why Bella Chose Edward Over Jacob

I recently watched the Twilight series for the first time and actually found the movie quite entertaining.  The storyline involves a high school girl named Bella who falls in love with a vampire named Edward.  Jacob, a local werewolf, befriends Bella and also falls madly in love with her.  Bella is forced to pick between Edward and Jacob which led me to a question applied social psychology may be able to answer: Why did Bella choose Edward over Jacob?  Both are very physically attractive and appealing men, yet Bella is able to choose Edward with confidence.  According to the field of applied social psychology, Bella might have chosen Edward simply because of proximity which led to familiarity.  Many relationships begin with physical proximity or nearness/accessibility to another person (Schneider, Gruman, & Coutts, 2012). In other words, the more time one spends with another person, the more likely liking and love will result (Shpancer, 2014). Another reason Bella may have chosen Edward is because of the similarities between one another.  Finally, the fact that Bella views Edward as a better parent figure and provider than Jacob may have swayed her decision.  Bella chose Edward over Jacob because Edward associates more with Bella, is more similar to her, and appears to Bella as a better parent and provider.

Edward and Bella are in closer proximity than Jacob and Bella because Edward and Bella go to school together. Edward and Bella formally meet when they become lab partners in biology class and continue to run into each other regularly at school. Because Bella associates with Edward more frequently than Jacob, this proximity breeds familiarity and likability (Schneider, Gruman, & Coutts, 2012). The interactions that come about as a result of Bella and Edward’s proximity leads to a greater chance of a relationship. The proximity effect, the tendency for increased interpersonal liking as a result of physiological or psychological nearness, may have caused Bella to like Edward first and thus more than Jacob (Schneider, Gruman, & Coutts, 2012). At the beginning of the movie before Bella meets Edward, she asks Jacob if he wants a ride to school; he declines because Jacob attends school at an Indian Reservation. Perhaps if Jacob had accepted, then Bella may have chosen him over Edward. Because Edward had more exposure to Bella sooner than Jacob, Bella may have perceived Edward as more familiar and thus more reassuring and pleasant (Schneider, Gruman, & Coutts, 2012). Had Jacob gone to the same school as Bella and been in closer proximity with her, perhaps she would have chosen him over Edward.

In addition to proximity, Edward and Bella share many similarities which may have led Bella to be attracted to him more than Jacob. People are drawn to other people who are similar to themselves (Shpancer, 2014). Bella and Edward are actually very similar in that they are both intelligent and even enjoy the same musical taste. Jacob and Bella are not as similar because Jacob enjoys things like riding motorcycles and fixing cars in which Bella I not particularly adept. Even physically Bella and Edward are both thin and pale-skinned while Jacob is muscular and tan. Although this may not seem to indicate much of anything, research has shown that most people seek long-term relationships with people who match their own level of attractiveness and who look similar to themselves (Schneider, Gruman, & Coutts, 2012). The key reason I think that Bella chose Edward over Jacob is because with Edward, Bella has the potential to become a vampire. They can be completely similar to each other and dissimilar to most everyone else. This unique chance of similarity between the two may have caused Bella to overlook Jacob since she can never become a werewolf. Bella could never reach the complete similarity of nature with Jacob as she could with Edward. The similarities between Edward and Bella are far more than Jacob and Bella.

Viewing Edward as a better provider and guardian than Jacob may have influenced Bella’s mate choice. Women tend to seek men with good earning capacity who can boost their own social standing and provide for them (Denisiuk, 2004). Edward is part of a wealthy family who will provide him with all of the means to survive comfortably. I am sure Bella recognizes this and unconsciously seeks Edward over Jacob, as a result. In addition, Edward is much older than Bella. He has experienced much of the world and life. This might indicate to Bella that Edward is mature enough to provide for her and a family. Jacob is younger than Bella and she seems to view him as a little brother figure more than a provider or romantic companion. Researchers have also identified that women seek good parenting skills in a partner (Nauert, 2008). Edward’s and Jacob’s temperaments are vastly different and Bella is aware of this fact. Edward is kind-hearted, protective, and self-controlled. He saves Bella from various evils, is constantly reassuring her, and even gives her the option of leaving him for the sake of her happiness. Contrarily, Jacob is hot-headed, cocky, and naïve. He is not exactly representative of a father-like figure for Bella’s children. In addition, the werewolves are prone to angry outbursts. The leader of Jacob’s pack even physically abused his wife, leaving her a facial scar. Being exposed to Jacob’s aggressive and immature tendencies may be enough for Bella to desire Edward over Jacob. In general, Edward is simply easier to view as a provider and father-figure than Jacob.

Using the logic of applied social psychology, one can conclude that Bella chose Edward over Jacob because she was able to bond more with Edward, they had more in common, and she viewed Edward as an adequate provider and father to their future children.  The fact that Bella and Edward see each other every day gives Edward an advantage over Jacob.  Bella and Edward are much more similar in appearance and personality compared to Jacob and Bella.  Just the idea of Edward as a better provider and parent could have affected Bella’s decision.  I am not sure who I would choose, Edward or Jacob, if I was in Bella’s position!

 

References

Denisiuk, J., (2004). Evolutionary Versus Social Structural Explanations for Sex Differences in Mate Preferences, Jealousy, and Aggression. In Personalityresearch.org. Retrieved from http://www.personalityresearch.org/papers/denisiuk.html

Nauert, R., (2008). How Women Choose Partners. In Psychcentral.com. Retrieved from http://psychcentral.com/news/2008/03/24/how-women-choose-partners/2071.html

Schneider, F., Gruman, J., & Coutts, L. (Eds.). (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (2nd ed.). Los Angeles: SAGE Publications, Inc.

Shpancer, N., (2014). Laws of Attraction: How Do We Select a Life Partner? In Psychology Today. Retrieved from https://www.psychologytoday.com/blog/insight-therapy/201412/laws-attraction-how-do-we-select-life-partner


22
Nov 15

I’d Be More Optimistic, If I Thought It Would Help

I’d be more optimistic, if I thought it would help.  I remember reading that on a bumper sticker from a car parked in front of me while being at a stand-still on the interstate one day.  I then wondered to myself about the emotions that were going on with the driver of that car.  Was he feeling positive at that time?  Or was there a rush of negative emotions running through that led him to just one more blood vessel being popped before the barrage of horn pounding started to commence.   Let me ask you this: do you think that the driver of that car had a positive or negative outlook on the situation?  Was the driver an optimist or pessimist?  I explain to you what the difference between optimists and pessimists, what the advantages and disadvantages are of each.

Optimists have a positive outcome of expectancies that significantly influence both their thinking and their approach to the world. (Schneider, Gruman, Coutts, 2012)  These are the GO-GETTERS!! You are self-motivating.  The only person you rely on is yourself to achieve the goals you’ve set.  Your ambitions are big, and there is no limit, not even the sky.  You set your mind to the bigger picture and never really bother sweating the small stuff.  When you have achieved something, you capitalize on the positive feedback you receive. In summary, you look for the good in everything.  Pessimists are people who doubt their chances of attaining desirable goals and tend to withhold effort. (Schneider, Gruman, Coutts, 2012)  These are the “well… we’ll see…”  type of people who would rather set the bar pretty low for themselves out of fear that they may never achieve anything that they set out for themselves.   The negative feedback you may receive may actually end up helping you instead of discouraging you because that’s what you were expecting in the first place.  In summary, you look for the worse in everything.

Advantages:

You may look at each of these and automatically assume that being optimistic would have all of the advantages, but that’s not entirely true.  There are advantages of being optimistic, as well as being pessimistic.  The advantage of being an optimistic person is that you always have a positive mindset for whatever the challenges in which you will face.  You may tend to live a healthier lifestyle.  The advantage of being a pessimistic is that you take a more settled approach to your life’s activities.  Instead of always shooting for the highest goals to obtain, you may lower you standards to help take unwanted pressure off of you.  This may help with reducing your nerves, or anxiety, with having that feeling of being a failure when something doesn’t go as plan.  This type of negative feeling may help you prepare, or cope, with life’s realities

Disadvantages:

One of the main disadvantages of being an optimistic person is that you end up taking more chances in life with your overload of confidence.  Yes, people say that you need to take risks in life to ultimately achieve what you may otherwise never attempt, but sometimes an optimistic person may not know his or her boundaries.  When someone sets their targets on lofty goals, the risks are a lot more, and consequences could end up effecting relationships, money, and maybe even your life.  The biggest disadvantage of being a pessimistic is that for most of the time you fail to have the motivation that is sometimes needed just to function in life.  Pessimists may be at a higher risk for depression, which can lead to unhealthy lifestyles, relationship problems, and an overall dissatisfaction with your life’s achievements.  You may spend a lot of time trying to convince yourself that things are going the way that you want them, but in the end, it’s the feeling of emptiness of sometimes knowing that you can do more if you just take those risks.

So what is your approach when you’re going for a job interview, watching your favorite sport teams, or even taking psychology classes at PSU?   We have all heard of the “glass half-full, or half empty,” analogy.  I’m more of a person who is determined to just get a refill on my glass when it is empty.  There’s really nothing wrong with how you approach life, just as long as it’s the life you feel comfortable living.

 

Reference:

Schneider, Frank W., Gruman, Jamie A., Coutts, Larry M., (2012) Applied Social Psychology; Understanding and Addressing Social and Practical Problems. 2nd Edition; SAGE Publications, Inc.

 

 

 

 


22
Nov 15

MIT research program on social changes

D.Fox Harrell, an associate professor at MIT, is currently developing advanced research programs for online learning environments for middle and high school aged children. Harrell has been working on his research for over 5 years and has recently received a large grant to fund his project. The focus of the project is on social change, virtual identities, and real-world values. His project will dive into the virtual environment and specialize on relationships between avatars and the students personal identities.

Harrell explains how our human values dictate what information we share online through social media, what types of technologies we use, and how we use them. As social media has grown exponentially over the past 10 years, social change is been a hot topic. The way we interact on a daily basis with others is vastly different. Many communications take place over the internet; through e-mails, communication types such as Twitter and Facebook, and through online video games. It seems that we are having less face to face communication as even schools are now available online, high schools and universities offer completely online learning environments. All of these are great for people with limited time for classes, ease of keeping in touch with people that may have otherwise been difficult, and giving older people with full-time jobs and families the ability to earn their degrees.

The video game that Harrell has developed is going to be used in the Boston and Cambridge area for middle and high school students. The project will introduce computer science learning courses in these public schools, but also be a research environment for Harrell. He will study the way the created virtual identities for the student impact their learning. The students will design their avatar , choosing from a wide array of characteristics allowing them to diversify their avatar. This will be a major part of their research, following the way students chose to represent themselves, how they interact with others in the environment, and the way their behaviors change throughout the semester.

I think this study is a great idea for the age range they are focusing on. As social media is taking over and becoming the most popular form of communication, research that focuses on the way we interact and express ourselves as well as acceptance of others is incredibly important. I personally am still a big fan of face to face communication for many reason, when it is not a viable option, the internet/cell phone/e-mail are always available.

http://news.mit.edu/2015/designing-virtual-identities-empowerment-and-social-change-1118


20
Nov 15

Why You are a Terrorist and I’m Not

IF you were offend by the title of this blog…Good! Now let me preface that this is NOT intend to advocate violence or radicalism but unfortunately this day in age requires me to address the political correctness police or “social justice warriors” a term coined by the stand up comedian Joe Rogan. I will not dwell on the over emphasized political correctness movement of this country, however I will not ignore it is very much related or a symptom of a greater issue facing this country.

Now, if you are still reading this, I would like to explain the purpose of this blog entry, which is simply to stimulate a dialogue and shift in perspective. In my humble opinion a shift in social conscious is necessary before the War on Terrorism can be resolved. Before a solution to any problem can be determined operational definitions must be agreed upon. So, I will present my operational definition or interpretation of: The War on Terrorism. According to the United State’s FBI agency Terrorism is defined as the following:

 

Definitions of Terrorism in the U.S. Code

18 U.S.C. § 2331 defines “international terrorism” and “domestic terrorism” for purposes of Chapter 113B of the Code, entitled “Terrorism”:

“International terrorism” means activities with the following three characteristics:

  • Involve violent acts or acts dangerous to human life that violate federal or state law;
  • Appear to be intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the conduct of a government by mass destruction, assassination, or kidnapping; and
  • Occur primarily outside the territorial jurisdiction of the U.S., or transcend national boundaries in terms of the means by which they are accomplished, the persons they appear intended to intimidate or coerce, or the locale in which their perpetrators operate or seek asylum.*

“Domestic terrorism” means activities with the following three characteristics:

  • Involve acts dangerous to human life that violate federal or state law;
  • Appear intended (i) to intimidate or coerce a civilian population; (ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the conduct of a government by mass destruction, assassination. or kidnapping; and
  • Occur primarily within the territorial jurisdiction of the U.S.

18 U.S.C. § 2332b defines the term “federal crime of terrorism” as an offense that:

  • Is calculated to influence or affect the conduct of government by intimidation or coercion, or to retaliate against government conduct; and
  • Is a violation of one of several listed statutes, including § 930(c) (relating to killing or attempted killing during an attack on a federal facility with a dangerous weapon); and § 1114 (relating to killing or attempted killing of officers and employees of the U.S.).

* FISA defines “international terrorism” in a nearly identical way, replacing “primarily” outside the U.S. with “totally” outside the U.S. 50 U.S.C. § 1801(c).

 

My question still remains what is terrorism? Furthermore, I would urge you to read the following: http://www.philosophytalk.org/shows/terrorism

I wanted to provide the previous link to demonstrate that this is not a new thought or approach to terrorism. So, what is a definition or explanation of terrorism that I agree with?

Here is a good place to start: http://plato.stanford.edu/entries/terrorism/

For the sake of time and your attention span, I will simply state there is no firm “operational definition” of terrorism, in my opinion. Now that we have hopefully reached some middle ground about the definition of terrorism or not that is ok too; we can explore war. Here is another link to a good starting point (my opinion): http://plato.stanford.edu/entries/war/

The take home message or emphasis from the previous site is the following: “War is a phenomenon which occurs only between political communities”

I will now try to synthesize the two previous concepts or The War on Terrorism and provide my opinion. I argue that because terrorism is ideology based and “war is a phenomenon which occurs only between political communities”, the War on Terrorism is fundamentally flawed. If you have followed the recent uprising or development of ISIS (how could you not) the reason there has been much debate about whether ISIS is an established “political state” is paramount in my opinion, because of what I’m attempting to explain… Legally speaking in order for the War on Terrorism to be “ethical” ISIS is required to be recognized as a “political community”.

I do not want this discussion to be driven by political disposition and morph into more of an “US versus THEM” mentality. In fact my goal is the complete opposite. I think that in order for the War on Terrorism to be RESOLVED not WON, because there is and will not be a single “winner”; we as a society must indulge or simply just attempt to adopt an opposition’s perspective, given not an easily surmountable task but necessary in my opinion before what the alleged goal of any war: Peace; can be accomplished.   I will not arrogantly speak to what the collective social conscious change must be or how it will be accomplished; rather, I think the first step is to attempt to consider another individual’s perspective or the politically charged words beliefs or faith.


20
Nov 15

Social Change

I decided to type in social change into a google search to see what I got. I stumbled across a plethora of TED talks. TED talks offer a large amount of information from specialist all over the world on different issues. There were about 100 different videos on different social change issues. The one that caught my eye was Zeynep Tufekci’s talk on online social change movements. In our commentary it explains about social change research and whether or not this particular research could be taken as good or bad. Tufekci talks about how social change is not spread and organized online and how it was implemented before the technology age.

I thought this video was interesting because it goes back to our communication through email paper and communication in general in applied social psychology. Tufekci talks about the civil rights movement back in the 1950’s and how quickly work spread of a protest and there was no social media available. When Rosa Parks was arrested word spread within two days of the arrest by pamphlets that were handed out by different civil rights groups. Pamphlets used to be the main form of social communication when the internet wasn’t around. Pamphlets helped spread ideals of the rebels before and during the American Revolution. Now we can use Twitter, Facebook, Instagram ect. . . Tufekci then goes on to explain how protests can start within a matter of hours due to today’s social media. She uses Turkey as her primary example on multiple occasions.

So which one is more effective? Today’s social change or pre-internet era social change? I would argue that they have strengths and weaknesses. Modern social media can provide speed while old school pamphlets can facilitate organization. With modern social media thousands of people get information in a matter of seconds and along the way information can change just as quick. With pamphlets and paper there is no room for miscommunication since there is only one shot at organizing something.

An important part of social research is how it is spread. In different countries news outlets are completely controlled by the government hence why social media has become so important with social change because the governments cannot control what is posted on Facebook and the others now they can block these sites and or block internet access. Again, this goes back to how important communication is and how we communicate is also important.

 


17
Nov 15

My Commute to Work is an Exercise in Stimulus Overload

Living in the city can be a constant barrage of noises, sounds and smells. It is enough to make a person feel overwhelmed. This condition is known as stimulus overload. It occurs when our nervous system is overworked with too much sensory information flooding our mind at the same time and we cannot give our full attention to the various situations that are surrounding us (Schneider, Gruman, and Coutts, 2012). Fortunately, there are strategies we use to combat stimulus overload and keep it from impacting our urban lifestyle. Milgram purposed there are six psychological retreat strategies we use to address stimulus overload. One, we try to get through social situations as fast as possible. Two, we prioritize who gets our attention. Three, we design systems to limit personal interaction. Four, we setup obstacles to make it hard to reach us. Five, we limit contact by using filters. Finally, we create specialized agents to deal with issues. My daily commute to work is an example of how we employ these strategies on a daily basis.

First, I usually arrive at the train station 15 minutes before the departure time. This gives me enough time to park and run to catch the train. People try to stop and ask me a question but I tell them I am running late for my train. The people usually understand and go on their merry way. So, I rushed through the social interaction with minimal contact. This is an example of the first condition which is we rush through social situations as fast as possible.

Second, there are usually people sitting outside the train station with signs asking for money. I do not make eye contact with these people or pay any attention to them. I do feel bad but I have other activities to watch out for. I have to watch the monitors to see which track the train is coming on. Also, I have to stay vigilant and keep an eye out for suspicious people. All the while I am listening to announcement to see if any of them are regarding my train. So you see, I am prioritizing which activities get my attention.

As the conductor comes around to collect my ticket, the third condition goes into effect. The seats on the train have a device which allows you to put your ticket or monthly pass in it. This gives the conductor access to it without any conversation or interaction. In addition, I pay for my monthly pass online, so I do not have to see a ticket agent for its purchase. These two transaction used structures to limit my interactions with people. This is the very definition of the third condition which we design systems to limit personal interaction.

Now that I am on the train and the conductor has confirmed that I am a paying customer, the fourth strategy comes to bear. You see, I just sit back and put my ear buds in my ears. Now, it is almost impossible to reach me. You would have to physically touch me and studies show most people would not feel comfortable touching a stranger (Suvilehto et al, 2015). This is an example of creating an obstacle to make it hard to reach you. I would say that about 90% of my fellow commuters have smartphones, earphones or are texting. I believe this strategy is the preferred method of psychological retreat for commuters.

At the end of the day, living in the city can be a great experience that can overwhelm our senses. Fortunately, our brain has mechanisms to combat this stimulus overload and we use these techniques every day. I used four of these techniques on my commute. However, we all probably employ all six throughout a given day. These include the following: One, we try to get through social situations as fast as possible. Two, we prioritize who gets our attention. Three, we design systems to limit personal interaction. Four, we setup obstacles to make it hard to reach us. Five, we limit contact by using filters. Finally, we create specialized agents to deal with issues. So, people employ psychology every day and do not even know it. Who would have thought my commute to work could be a Milgram experiment?

References:

Haddad, L., Schäfer, A., Streit, F., Lederbogen, F., Grimm, O., Wüst, S., Meyer-Lindenberg, A. (2015). Brain structure correlates of urban upbringing, an environmental risk factor for schizophrenia. Schizophrenia Bulletin, 41(1), 115-122. doi:http://dx.doi.org.ezaccess.libraries.psu.edu/10.1093/schbul/sbu072

Schneider, F, Gruman, J and Coutts, L (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems. Sage Publication Inc.: Thousand Oaks, CA

Suvilehto J, Glerean E, Dunbar R, Hari R and Nummenmaa L (2015) Topography of social touching depends on emotional bonds between humans. PNS. 112 (45) 13811-13816
doi:10.1073/pnas.1519231112


16
Nov 15

Social Media and the Negative Impact on Individuals

Social networking sites like Facebook, MySpace, Twitter, and any number of other social networking sites have made a huge impact on our culture. We now can connect with just about anyone, anywhere in the world. We can connect with our co-workers, the neighbor down the street, or friends and quaintness from thirty years ago in high school. We can connect with people from all over the world and feel as if we are part of a large community by browsing internet sites that are of interest to us. We do have to be careful thought, there is a downside to this easy casual connection we have in the electronic environment.

Privacy:

The social networking sites do their best to encourage use to be less inhibited about our personal lives. They are forever asking for more intimate details of our lives as are some of our so called friends on these sites. There are time people get lost in the moment and skip on past filters they may normally use and post private and intimate information they normally would not do (Jung, 2015). Posting personal information leaves you open to criminal activity such as identity theft, stalking, and robbery. I always like when one of our Facebook friends post pictures from vacation and let everybody in the world know they will be gone for the next week or two. Anybody who sees their post will now know that their house will be empty for that time period. Wait until you get home then post the vacation pictures.

You may also want to rethink about posting pictures you have taking or had taken of you at a party throwing back the shots and drinking straight from the keg. They may not appear as funny or spectacular when you are applying for a job. Many companies run a background check on the internet before hiring a perspective employee (Ta, 2014). Most of the social networking site allow users to control who can and cannot see your posting but sometime we may forget to set them or they do not work as well as we may think. To be safe becareful what you post, the language you use, and you may want to leave those racy spring break pictures off the internet.

Social media sites also give people a false sense of connection. In studies at Cornell University,, it was found that people have a hard time distinguishing between meaningful relationships that they build in the real world and the numerous causal relationships built through the social networking sites (Jung, 2015). When people bury themselves in their computers spending all their time and energy on meaningless relationships online their connections with their real world relationships become weakened and possibly lost.

 Decreased Productivity:

Many businesses today use social networking sites to advertise and communicate with clients. This works well for business but can also pose a distraction for employees. When employees spend more time checking the social networking site so see what friends have posted or post themselves work productivity has been shown to drop. “In a study done by Nucleus Research they found that Facebook takes away 1.5% of office productivity (Jung, 2015). It is also claimed that British companies lost billions of dollars a year thanks to social networking sites (Ta, 2014). This has led to companies taking the step of blocking access to social networking site as a means of keeping addicted employees from accessing these sites (Ta, 2014).

Cyber-bullying:

Probably the biggest negative impact of social networking is the Cyber-Bully. School age children, young girls and women are often the targets of bullying and harassment by unscrupulous people trolling the internet. The ability to remain anonymous online allows for dark impulsive behaviors to come out in a person that may have been suppressed in the real world. These cyber bullies will attack their victims anonymously or even pose as people their victims trust. These cyber-bullies will terrorize their victims in front of their peer and family. The impact of cyber-bullying leaves its victims with deep mental scars and has even led to prompt some victims to commit suicide.

Cyber-bullying has spread rapidly and according to a 2010 CBS news report over 42% of youth have been victimized by a cyber-bully (Ta, 2014). If you are a victim of cyber-bullying you do not have to take it. Bring it to the attention of somebody, if you are in school; take the incident to a trusted teacher or guidance counselor and pursue legal action. If you are an adult again do not take it seek legal action against the perpetrator.

Social Networking is great, it allows us to keep in contact with friends and family, meet new people from all over the world, and use it in the business world. But it is not all sunshine and flowers; we have to be vigilant of the negative side of social networking. We cannot let it lead us down that dark road.

 

 

References:

Jung, B. (2015). The Negative Effect of Social Media on Society and Individuals. Retrieved from Chron: http://smallbusiness.chron.com/negative-effect-social-media-society-individuals-27617.html

Ta, J. Q. (2014, August 13). What Impact Has Social Media Truly Had On Society. Retrieved from Business 2 Community: http://www.business2community.com/social-media/impact-social-media-truly-society-0974685#ReTtJ8uEKqJZSzA1.97

 

 


16
Nov 15

Love and Marriage and…

Think about the first time you thought about marriage? Did it include fantasies of blissful companionship with a beautiful mate or was it not so much a fantasy but a well reasoned consideration about what the logical approach to a lifelong partnership? If I had to guess it was probably closer to the former than the latter although maybe not as hopelessly romantic as my description. Given how commonplace the idea of marriage has become, it may surprise some people to learn that love and passion were not the foundation of most marriages for a large part of our history and it was only relatively recently that we put the love into marriage.

Author Stephanie Coontz wrote a book about this very idea, that we have romanticized this union that was once simply a practical matter often between more than two people. In the 16th century arranged marriages were common and most passionate connections between two people were happening outside the marriage. Around the 18th love began to factor into matrimony and by the latter part of the 20th century love would be considered the most important part of a marriage (Psychology Today, 2005). Relatively speaking, that is a short amount of time to jump from arranged marriages for financial and political reasons to love filled marriage based on a mutual desire to be entirely fulfilled by only one other person.

The history of marriage is quite interesting but even more is the repercussions of the shift in marriage. Are we happier now that our marriages are filled with love? I cannot answer that and I would argue it would be hard for anyone to answer that if for no other reason than the fact that happiness is so subjective even within our own culture and when you spread the comparison across many different cultures and eras it would be nearly impossible to land on an accurate conclusion. What I can answer though, is that marriage is not making us unanimously happy and this is evident in the national divorce rate. According to the CDC, in 2012 there was an average of 3.4 divorces per 1,000 population in the 44 states that reported. This number is half the reported marriages of the same year which was 6.8 per 1,000 population (CDC, 2014). These statistics tell us that love, at least in some cases, is not enough for marriage.

As someone who is married myself, I am not aiming to critique the institution of marriage or the notion that a marriage should consist of mutual love and affection. What I am critiquing is the way in which we have put love above all else and have managed to perpetuate that rose-tinted idea that true love can sustain any union between two people. We are doing a disservice to our future generations by casting aside the importance of mutual respect, shared ideology, and a logical perspective of the human condition. It is not reasonable to assume that there won’t be challenges in a marriage that will require you to put love aside and look at the bigger picture. It is not reasonable to expect that there is one person that can fulfill every need and it’s not reasonable to ask someone to try and be that person.

I am not suggesting that we return to the days of loveless marriages but I am suggesting that we consider adding more to the marriage recipe than just love and romance. The practicality found in the marriages of our ancestors may be something that we need to consider more now than we have in the last few centuries. Our society is becoming increasingly more complex with each generation and the need for practicality in every aspect of our life is more important now than ever. This complexity begs us to find a way to for love and logic to be married within marriage.

 

References:

Marriage, a History. (2005, May 1). Retrieved November 16, 2015, from https://www.psychologytoday.com/articles/200505/marriage-history

Marriage and Divorce. (2014, June 19). Retrieved November 16, 2015, from http://www.cdc.gov/nchs/fastats/marriage-divorce.htm


15
Nov 15

Logical Love

The ability to form healthy relationships is one of the most important skills we will gain in life. That being said, the misfortune at lacking this skill can cause a great deal of harm to oneself and those around us. It has been said that we cannot help who we love as if love were a unique life form of it’s own. But, I tend to disagree.

Relationships and attractions are something we foster and nurture within our own minds and through contact with others. We are intelligent beings with the ability to control one’s own thoughts and logically place value on healthy thoughts versus unhealthy thoughts that lead to reactions. The problem with forming relationships with perhaps an unhealthy partner does not lie in the mystery of love itself but within the mysterious depths of our own self perceptions and programming. We have uncovered the relationships of parental attachments and correlated these attachments with those we seek out in adulthood to become partners in life, but have we given enough thought to self when we feel the emotion of attraction or love?

What would happen if at the onset of this attraction toward another if we asked ourselves multiple questions such as am I attracted to something about this person that “seems” familiar and if so, is this familiarity something that is healthy? or Where are my emotions at this moment, am I feeling rebellious or self-destructive? or Does this person believe the same way that I do about life? Does this tend to take the mystery and romance out of love to the point that love does not exist? One might feel more like the logical Mr. Spock rather than the romantic and magical mysteries of love if one were to actually approach an important decision such as choosing one’s mate by such means.

I propose that love is not a mystery, nor is it magical. I propose that love is a union of people finding similarities that compliment and nurture each other in productive healthy ways. Love, whether it is through friendship, romance, or familial relationships is a concerted dance of human beings learning how to embrace one another with respect and kindness.


15
Nov 15

50/50

Attachment changes over time. When we are first born, we become attached to our parents and the people who are around us. This is a healthy attachment, because it helps us adapt to people and learn skills (some good ones, some not so good). As we grow older, what we need from people changes. Once we develop sexual attraction, we look for healthy attachments to other people. What we learned growing up from our parent’s and friends is what helps us develop romantic and sexual attachments with others.

 

What matters when it comes to relationships? According to our text, there are several, but I want to talk about physical looks. We make split-second judgments that help us select potential mates. But once we’ve found someone that we find attractive, how do we understand what our attachment looks like?

But, what is a healthy attachment when it comes to relationships? It’s often said that relationships are a 50/50 situation. But sometimes it’s 60/40. This is because there are times when we need more than what we can give, and that’s okay, because we are people and not robots. There should be nothing wrong with that; however, it seems that in our binary society, the male has to stand firmly at the head of the household and the woman steps behind him. These are ideas we’ve adopted from biblical times; in those times, it may have been helpful, but today, we need to adapt to the times. Relationships are about give and take.


15
Nov 15

Relationships

I would not consider myself the expert on relationships since I have only ever been in one. My current and only relationship has gone very well for today’s society. My boyfriend and I have been together for 4 years now, and had lived together for two of those years. Eventually we will get married, but obviously not rushing things. Reading the class textbook I found that we have a very comfortable, and trustworthy relationship which obviously has had rocky times, as do all relationships. When I go shopping I always see the women magazines with the raunchy titles for hot sex, how to keep your man, is he cheating on you, can you trust him. These magazines make me laugh because most of the time the authors are middle aged women coming out of a divorce and or a twenty something who has gone through 20 different men in the past year. Now that works for some people, but for serious relationship advise for people who want a committed relationship they are not a good resource.

My boyfriend and I met in high school during junior year. Honestly I thought he was the largest ass in the school. It wasn’t until the last months of senior year when we starting getting along. When we first starting dating the honeymoon phase set in until six months in when things started to get rocky. I was a very strong willed, outgoing, and social while he was very reserved and hated new experiences. Our personality differences caused huge rifts in our relationships, so I brought it up. Communication in relationships is a huge part of their success. With communication comes trust, and security. Not only do you know what is going on in the other person’s head, but you also learn their needs. Each individual has different needs and in a mate those needs should be met.

When my relationship was having problems I became very insecure about if I was doing something wrong, or if he was cheating on me and every other thought that ran through my head. After talking with him about all of my worries things were settled, and I never questioned any other of my insecurities and our attachment style has been strong and secure. There is no need to force a ring on my finger, or buying a house because I have a partner who listens, and makes me a better person.


15
Nov 15

Hot to Trot…Or Not

Many years ago I dove head-first into the strange world of online dating. Things may be different now but in 2002 on match.com, the process began with whittling down the desired personal criteria like a library search! Athletic build (definitely, but no Incredible Hulks please), roommates? (no! even though I still live at home), level of education (college graduate, but um, I’m still working on my degree). Then you gain entry to a sea of faces to scroll through and add to your cart like online shopping for throw pillows. I precisely remember thinking that the whole process of looking for a mate via hundreds of digital headshots was futuristic, impersonal, bizarre, exhilarating, horrible, and convenient. I thought I was such a deep soul searching for a meaningful connection, and while that was true, here I was passing by the photos of the unattractive guys and marking the hot ones with a favorites heart. In reality, I would never ever be able to tolerate dating a beautiful boy with a small heart or shallow spirit and was always attracted to intelligence, playfulness, depth, humor, and kindness, and dated men that had these characteristics. But everyone has to find the qualities they like in a physical package to which they are sexually attracted. The interesting thing is that people seem to have a dichotomy of behavior in the looks department: we have upward attractions on the hotness spectrum but tend to end up with mates on our own level of physical attractiveness (Schneider, Gruman, & Coutts, 2012).

Research over the last 50 years has consistently shown that the number one trait people use in selecting people to date is physical attractiveness. It’s difficult in this day and age to tease out how much of our superficiality is evolutionary-based or culture-specific, but we are hardwired to some degree to associate a pretty or handsome face and figure with vitality, longevity, and virility/fertility, and therefore place a serious value on looks. Men especially use these prejudging assumptions (unconsciously). Furthermore, studies reveal that good-looking people are associated with numerous advantages like better social skills, personal character, and job performance, as well as increased sexuality, kindness, and overall competence. Yet research also confirms that these physical attractiveness stereotypes are erroneous judgments and people’s actual ratings of those virtues don’t vary at all with regard to physical attractiveness. Perhaps that explains why, despite the urge to go for a 9 on the hotness scale when you consider yourself a 5, the matching phenomenon exists where people tend to choose long-term partners that more closely match their own hotness rating (Schneider et al., 2012).

The matching phenomenon is born out of people’s avoidance of rejection (upwardly seeking to date a 10) and disappointment (downwardly seeking to date a 2) (Schneider et al., 2012). I’m not sure I understand why, but it seems that we collectively like this tendency for couples to look similarly attractive. There seems to be something visually appeasing about that message of beauty: stay in your lane. But why? It even becomes a spectacle when people breaks these rules – the beauty and the beast. I know a couple in their forties and they are both funny, sweet people and I never thought much about their discrepancy in attractiveness, but my husband has known them for years and says that it’s always been their defining feature. He is short, round, mostly bald with some red hair and pale skin. She is tall, thin, and blond, with blue eyes and lovely defined features. My husband says that all these years everyone always joked and remarked about their physical differences and that no one ever understood why she married down or how he got so lucky to marry up so high. Maybe they just love each other! While I recognize their outer incongruity, I don’t quite understand the controversy. It seems to create cognitive dissonance for people to see a very attractive person with an unattractive one. Why? I wonder if there is an evolutionary reason for this or if any research has been done.

Regardless, these predispositions seem quite consistent. When I was on match.com, just like the research said, I felt disappointed when less attractive guys “liked” me just as I feared reaching out to the few very successful (according to self-reports), supermodel guys. (I have a theory that they have a certain number of really hot confederate “plants” on these sites, or maybe that’s just sour grapes!). In the end I actually met someone online who I think perfectly matched my own level of attractiveness and we fell madly in love.

References

Schneider, F. W., Gruman, J. A., & Coutts, L. M. (2012). Applied social psychology: Understanding and addressing social and practical problems. Thousand Oaks, CA: Sage Publications, Inc.


15
Nov 15

The Power of Positive Thinking

This latest chapter on Positive Psychology was nothing new to me.  I have been a long time believer in the power of positive thought, or optimism, if you will. I have been a long time follower of people who embrace the theory of positivism such as Oprah Winfrey, Wayne Dyer, Deepak Chopra and those who contributed to the book, The Secret. I used to be a downer. I used to have negativity in my life. Not always, but enough. I am proof that you can change that but you need inspiration to do that. It doesn’t just happen.

When I started to have children I needed to do something to make some money while I stayed home. I became a sales consultant for Mary Kay Cosmetics. I stayed with it for several years although I never did turn a profit. I did, however, meet a wonderful group of women who only were upbeat, positive thinking and encouraging to the other women. It was truly a great experience if, for no other reason, than to show me how to be a positive, supportive person.

I started to get involved with Oprah’s inspirational shows, subscribed to her magazine, enjoyed her guests that she had on such as those mentioned above and started reading more on those people.  I read The Secret and really stated to live my life and changed my though processes from what I learned. The thoughts and actions you put out into the world will come back to you. And it is absolutely true. You must get yourself out of a negative mindset.  If you walk around with doom and gloom that’s what will follow you. It’s the law of attraction. If you want to attract happiness and good things you have the power to do so by being optimistic. Look at your life and say ,”Wow, look at all that I have! Look what I have accomplished.”

I liken this to the chapter reading on optimism. If you’re optimistic about life then your life will be full and you will see it as good. If you’re a pessimist you will look at all that you have or done and see it as negative, you’ll see all that you do not have or have not accomplished. Which would you prefer?

Take that which you have and make the best of it, look at it in a positive light and see how much better things will start to be.


13
Nov 15

Salsa Activism – One Step At A Time

I live in a politically polarized household.  That makes talk of any politics a challenge and 99.9% of the time we have to agree to disagree in order to avoid divorce court. One thing we do agree on is that we need to be informed voters. Many of the campaign advertisements use statistics and information to sway voters in one direction or the other. Unfortunately, the sources of the data are often revealed in very fine print at the bottom of the screen or in a two second flash at the end of the commercial. We, as the viewing public, are then left to do our own research to determine the validity of the claims in the commercials. My husband and I figure that not very many people take the time to do that.

This isn’t to say that all advertising or social programming is aiming to deceive in order to receive support. Quite the contrary. On any given day, I receive at least five emails asking for my time or money to support different causes. Most of these causes (i.e. The American Cancer Society, Habitat for Humanity, The Kennedy Foundation) are proven to put their funds to good use. They are intervening in society to implement change for the betterment of physical health, material communities, and mental health services across the country. Each of these organizations rely on research to further their respective goals. Activist research is research conducted on behalf of a certain entity to collect data that supports continuation of the work being done (The Pennsylvania State University World Campus PSYCH 424 L13 P1, 2015).  One entity in particular, Soldiers Who Salsa, has done extensive work in this regard.

Soldiers Who Salsa is a non-profit organization that uses dance therapy to assist soldiers with a variety of issues (i.e. post-traumatic stress disorder, missing limbs, etc.) (Soldiers Who Salsa, 2014). They recognized a need in the community and knew that in order to gain funding for their program, they would need to conduct research. Their board of directors is composed of several retired military personnel as well as physical therapists and professional dance instructors – each of whom contributed their own research to support the benefits they list on their website (www.soldierswhosalsa.org). While the data is not scientific, the researchers have seen the before and after in each participant. They observed improvements both physically and mentally in both the participants and their spouses.

(Ables, 2014)

Obviously, the work they are doing is remarkable and noteworthy. Their non-scientific approach to research does not necessarily invalidate the outcomes. In this case, the testimonials from participants and their families makes the case for Soldiers Who Salsa better than any scientific study could hope to achieve.

I will add that I am proud to personally know the Executive Director of Soldiers Who Salsa. Jennifer Ables is an amazing woman that I have known for almost 30 years (yes, we were children when we met). So in a way, even this blog entry could be considered activist in nature.  I’ll take that risk because the work she is doing is essential. Helping our service members find their voices, through their feet, is the least we can do to say “Thank You”.

 

Ables, J. (2014, May 4). Salsa Therapy for Wounded Warriors. (B. Lawrence, Interviewer)

Soldiers Who Salsa. (2014). Resources and Education. Retrieved from Soldiers Who Salsa: http://www.soldierswhosalsa.org/menu/resources-education

The Pennsylvania State University World Campus PSYCH 424 L13 P1. (2015). Lesson 13: Social Change/Participatory Research. Retrieved from PSYCH 424: Applied Social Psychology: https://courses.worldcampus.psu.edu/fa15/psych424/001/content/14_lesson/01_page.html


12
Nov 15

Did You See Everything?

You are driving down the road one morning and you see two cars pulled off to the side. As you drive past you see two individuals having an altercation, and one is brandishing a handgun. You call 9-1-1 to report the incident as you continue to drive on by without stopping. Two hours later the police are at your door. It happens that when the police responded to your 911 call when they arrived on the scene one of the individuals had been shot and the other had left the scene. Now the question is how much did you really see and how much you can remember.

Chances are you will not be able to recall as much as you think. Under normal circumstances a person’s ability to recall events is quite good at processing information. Our ability to process information is also very good when we witness a non-violent crime. When we witness a violent crime the amount of information we are able to process drops off considerable. “In a study of arousal, anxiety and violence distraction by Clifford and Hollins (1981) they looked at they looked at the relationship between the level of violence and recall” (Sammons, 2009) It was found that the higher the level of violence the lower recall participants had (Sammons, 2009). Violent incidents increase anxiety and autonomic arousal, which has a detrimental effect on memory. “According to the Yerkes-Dodson Law, an increase in arousal improves performance but only up to a point,” (Sammons, 2009). Generally an increase in arousal will improve our recall performance but once we go beyond the critical the optimum, performance point our memory performance will decline.

When a weapon, any kind of weapon is involved during a violent crime the focus of the witness is drawn to that weapon. When this happens there is little or no processing of other information. Witnesses have a hard time describing facial features, what the perpetrator was wearing, how tall the individual was or the body type. This is known as “Weapon Focus”, this is a tendency of the witness to focus solely on the weapon being used in the crime. Weapon focus usually leads to poor testimony because the witness adjusts all their attention to the threat of the weapon being used. They will be able to give great testimony dealing with the weapon, but little else.

In one study on Weapon Focus Dr. Loftus and al (1987) in one experiment on weapon focus participants watched a slide show. The weapons group view a slide show that showed a man holding a gun on the cashier who then hands him money, the control group saw the same man hands the cashier a check (Loftus, Loftus, & Messot, 1987). Afterwards the participants were given a questionnaire to fill out regarding details of the slides. Those in the weapons group were slightly less accurate with their answers than the control group. Eye movement was also part of this experiment used to measure eye fixations. It was found that there were more fixations for a longer period of time made on the gun by the weapons group than there were on the check by the control group. Even though the effect was marginally significant the weapon focus did reduce the ability to recognize the individual holding the gun (Loftus, Loftus, & Messot, 1987).

This is why those who witness a violent crime involving a weapon can describe in detail that weapon, but not the person holding that weapon. So don’t be worried when you cannot tell the police what color that guy’s eyes were.

References

Loftus, E. F., Loftus, G. R., & Messot, J. (1987, November 1). Some Facts About “Weapons Focus”. Law and Human Behavior, 11(1), 55-62.

Sammons, A. (2009). Eyewitness Testimony. Retrieved from http://www.simplypsychology.org/Eyewitness%20Testimony.pdf

 

 

 

 

 


10
Nov 15

Violence in Schools: A Community Problem

School violence is defined as violent acts that are committed by youth on school property (Center for Disease Control, 2015). These violent acts can include bullying, fighting, weapon use, electronic aggression, and gang violence (CDC, 2015). This type of violence can occur during school hours, on the way to or from school or school sponsored events, or during school sponsored events (CDC, 2015). In this type of violence youth can be the perpetrator, witness, or victim, and there are times in which adults can be affected as well (CDC, 2015).

In 2011, 12% of youth in grades 9-12 reported that they were in a physical fight on school property; 5.9% of students missed school for one or more days because they didn’t feel safe being at school or traveling to and from school; 5.4% reported that they carried a weapon on school property; 7.4% reported that they had either been threatened or injured by a weapon on school property; 20.1% reported that they had been bullied on school property (CDC, 2012). This is not a problem that is only happening in urban schools; this kind of violence occurs in all schools (Juvonen, 2001).  However, it seems to be most prevalent in larger schools (Juvonen, 2001). Roughly half of students in public middle and high schools stated that they were a part of at least one incident in which there was a physical attack, theft, larceny or vandalism involved; students ages 8-15 rated bullying as their biggest issue even in respect to discrimination, racism or violence (Juvonen, 2001). The actual statistics on violent behavior are much higher than those that are reported due to biases in reporting (Juvonen, 2015). It is however a forgone conclusion due to these numbers that violence is a very large problem in our schools (Juvonen, 2001).

The reasons for this type of violence are not simple (American Psychological Association, 2015). Some children don’t know how to express their feelings of anger or frustration and they use violent acts as a way of expressing these feelings to others (APA, 2015). Some use it as a form of manipulation to get things from others that they desire (APA, 2015). Some use it as a form of retaliation against others that have hurt them in some way (APA, 2015). And, others use violence simply because they have learned to behave in a violent manner from their parents, peers, video games, television and movies (APA, 2015; CDC, 2015).

This type of violence is not easily understood, because there is no real clear cut answer as to why young people become violent (CDC, 2015).  However, there are risk and protective factors that help to give an idea as to why some students behave violently and some do not (CDC, 2015). There are several risk factors that increase the likelihood that a young person will commit a violent act, these include individual risk factors, family risk factors, peer and social risk factors, and community risk factors.  Individual risk factors include, a history of violent victimization, attention deficits, history of early aggressive behavior, drug, alcohol or tobacco use, low IQ, poor behavior, social cognitive or information processing ability deficits, high emotional distress, treatment of emotional issues, antisocial attitudes, and exposure to violence within their family; family risk factors include, authoritarian parenting style, harsh, lax or inconsistent discipline, low parental involvement, low emotional attachment to parents, lack of parental education, low income household, parental substance abuse, parental criminality, poor family functioning, and poor supervision; peer and social risk factors include, association with delinquent peers, gang involvement, peer rejection, no involvement in activities, poor academic performance, and low commitment to school; community risk factors include, diminished economic opportunities, high concentrations of poor residents, high level of transiency, high level of family disruption, low levels of community participation, and socially disorganized neighborhoods (CDC, 2015). Just as there are different risk factors associated with school violence there are also protective factors (CDC, 2015). Individual protective factors include intolerant attitude toward deviance, high IQ, high academic achievement, positive social orientation, highly developed social skills, and religiosity; family protective factors include, family connectedness, ability to discuss problems with parents, perceived parental high school performance expectations, frequently shared activities with parents, consistent presence of a parent during at least one of the following: when awakening, when arriving home from school, at evening mealtime, and when going to bed, involvement in social activities, and family use of constructive coping strategies for problems; peer and social protective factors include, possession of affective relationships with those at school, commitment to school, close relationships with non-deviant peers, membership in peer groups that do not allow antisocial behavior, involvement in prosocial activities, and school climates that have intensive supervision, clear behavior rules, consistent negative reinforcement of aggression, and engagement of parents and teachers (CDC, 2015).

There are several prevention techniques that have been implemented in trying to stop school violence (CDC, 2012). One intervention is a universal school-based prevention program that is available to students in which they learn about various topics and establish important skills to help to deter violent behaviors; these include such skills as emotional self-awareness and control, positive social skills, problem solving techniques, conflict resolution, and teamwork (CDC, 2012). Another intervention is one that targets parents and families (CDC, 2012).  In these programs parents and families learn to lower the risk for future violence by using effective communication skills in order to solve problems in a nonviolent way (CDC, 2012). There are also community programs in which are directed towards at-risk youth to show them how to mediate conflict and change how they think and behave in terms of violence (CDC, 2012). Schools can also implement changes in order to reduce the incidence of violence; some of these school programs include, physical surveillance, which includes weapons deterrence and the presence of security guards on campus, policies for punishing violent offenders, instruction based programs that address what can precipitate violence, profiling possible violent offenders, counseling at-risk students, and conflict mediation and resolution (Juvonen, 2001).

Any amount of school violence is unacceptable and is a problem that affects everyone in every community. These acts of violence disturb the learning process and can have an adverse effect on the students and the community as a whole. Knowing the risk factors and protective factors that precipitate these acts helps to deter the behaviors before they start.

 

Centers for Disease Control. (2015). Understanding school violence. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/school_violence_fact_sheet-a.pdf

Centers for Disease Control. (2012). Youth violence. Retrieved from: http://www.cdc.gov/violenceprevention/pdf/yv-datasheet-a.pdf

Centers for Disease Control (2015). School violence: risk and protective factors. Retrieved from: http://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html#Protective

American Psychological Association. (2015). Warning signs of violence. Retrieved from: http://www.apa.org/helpcenter/warning-signs.aspx

Juvonen, J. (2001). School violence: prevalence, fears and prevention. Retrieved from: http://www.rand.org/pubs/issue_papers//IP219/index2.html

 

 

 


10
Nov 15

Like a Good Neighbor, Gentrification is there…!

Many urban neighborhoods in different areas go through extensive transitions. These transitory states may include a differentiation between racial demographics, income levels, or age groups. You can be sure that at some point or another, the lower income states are dissolved by a higher power (2012, Sheppard). The community is divided into an optimistic influx of new residents, hoping to begin a new foundation, and the senior residents who solemnly lament for their old neighborhood back. Gentrification is a fright for any low-income resident, and all to real is the knowledge of it’s impending reality.  Communities of smaller capacity may be better able to achieve unity through their small interconnected ties. Larger areas may remain defeated as the sense of community is not so innate. Effects of gentrification include displacement, health issues, and loss of culture (2009, Brent). In many ways, gentrification can take on a city, just like a sociological plague.

When low-income housing is bought by wealthier citizens or businesses, usually the cost of surrounding housing is increased in return (2012, Sheppard). The wealth buy the cheap housing at an extremely low rate, renovate, and then resell or rent it out to other wealthy citizens, at an exorbitant price (2012, Sheppard). The market price then begins to shift, to meet the new demand. Those who are left unable to afford the housing, must move to another areas. Pro-gentrification advocates may be proud of this; since poverty and crime go hand-in-hand, crime is reduced as the poverty stricken members of the community move away (2009, Brent). Though poor, they are still members of society and still impact the lives of one another. Unable to remain in their own neighborhood, they are left to shelter in much costlier surrounding areas. This displacement may make work or school commutes farther. The add cost of further transportation only exacerbate the state of the destitute.

Where we live, eat, work, and sleep has a great effect on our health (2013). Being in a safe environment, with adequate access to life needs is an important part of maintaining  psychological health (2013). Living in an environment free of pollution or smog are important for physical health. Take into consideration the displaced citizen who is now desperately trying to build a new community from the ground up. Unfamiliar to the area, they’re safety is no longer guaranteed. Because they are more likely to reside where the standard of living is lower, they may endure a decrease in the quality of foods they  can consume (2013). Urban areas or low-income areas are not as likely to have the same health clinics, the same produce markets, or the same youth centers. Even if the quality was poor in the old pre-gentrification neighborhood, these community amenities, provide consistent support to the physical and mental well-being of the citizens (2013). Without a proper substitute, physical and psychological well-being may decline.

Supporting each other economically is not all a community does. Communities help to reinforce social norms, values, and morals. People who congregate together have the benefit of strengthening each other’s belief system (2009, Brent). The addition of new members, especially heterogeneous, can have a minority influence on the community. Aspects of what is appropriate public behavior, what constitutes noise or nuisances, or what is fashionable can be dramatically changed by the minority influence (2012, Sheppard); and just as minority influences work, soon the majority will hold the same view. In historical context, this can be seen with the Americanization of the Native American Indians. Culturally opposite of the Native Americans, European settlers used their advantage of wealth and political power to force the Native Americans to adopt their way of life. As a result, the original Native American culture is now a faint memory of the past, with little to no representation in modern society. Communities make a culture and a culture is grown through the longevity of the community.   At the root of gentrification, culture is uprooted and transformed by the shift in the community. Those too poor, too powerless, or too unhealthy will just have to have their culture lost.

It can be said that a newly gentrified area provides a positive impact to local environments and in turn this promotes healthier people. It is beneficial to society as a whole to have economic development, an increase in fiscal revenues, a decrease in crime, and less vacant housing (Bernt, 2009). But the worry of where to go from being displaced, the lack of sleep from longer working commutes and lack of proper nutrients from lower quality markets, and the trouble of gaining financial stability in a high standard of living are degenerative effects of gentrification. There is also a  lack of awareness to the cultural corruption within an evolving community (2012, Sheppard). Is this to say that people should not improve an area? Is this to mean that people should not reform crime-ridden, low-income communities? Does this imply that change is bad? Not at all. The very essence of human beings are to be advance social creatures. We improve upon our current situations to build and bring better opportunities. In the field of applied social psychology, aim should be taken to progress the current community members in the evolving society, so that they may preserve their culture, safety, or health, while advancing along with society. This may be done by implementing community fairs with social service aid on-site for any resident. Residents will be able  to receive literature on changes and improvement upon in the community, to be able to sign up for housing assistance, to search through job listings as well as inexpensive training courses. Proactive aid to prevent the negative effects of gentrification is key. In any good community, there’s a community that  demonstrates caring support for its’ entire community.

 

 

Bernt, M and Holm, A. 2009. Is it, Or Is Not? The Conceptualisation of Gentrification and Displacement and its Political Implications in the Case of Berlin‐Prenzlauer Berg. City: Analysis of Urban Trends, Culture, Theory, Policy, Action, 13, pp. 312-332

Grant, Benjamin. 2003, June 17. What is Gentrification? PBS, retrieved from: http://www.pbs.org/pov/flagwars/special_gentrification.php

Sheppard, Stephen. 2012. Why is Gentrification a Problem? Center for Creative Community Development.

2013, August 21. Health Effects of Gentrification. Center for Disease Control, retrieved from: http://www.cdc.gov/healthyplaces/healthtopics/gentrification.htm


09
Nov 15

Ready to Fail

One of my favorite sayings is, “hindsight is always 20/20;” and it is.  As I continue my education, my repertoire of knowledge grows; and as my knowledge grows, I find out more about myself and how I operate and why.  When I come across something in one of my readings that defines me to a tee, I take a moment to reflect on my past self and contemplate on who I’d like to be in the future.  If who I was in the past is someone I like, I stay the path; if the person I was is someone I don’t like so much, I decide on a course of action to better myself.  I had one of these epiphanies while reading about self-serving strategies and self-handicapping last week.

Self-serving strategies are those that protect our self concept or enhance our self image; in other words they allow us to think that we’re rock-stars when we’re, more than likely, behaving like amateurs.  In the long run, they are self defeating, even though they seem positive when we use them. One self-serving strategy is called self-handicapping and it refers to when you create barriers to successful performance(s) prior to (or simultaneously with)  an achievement task.  Or simply put, people tend to handicap their own performances on tasks so that they have a ready excuse for failure.  For example: a few years ago, I knew that I had an important test coming up in a coupe days, but instead of cracking down and studying for it when I wasn’t in class, I decided to hang out with my friends and go out.  Needless to say, the day of the test I was feeling pretty anxious and under-prepared because I had only put in an hour of study time.  After the test I had felt that I had done pretty well considering, but when I got the test back, I had received about 10 points lower than I had expected.  But instead of owning that I was to blame because I slacked and decided to go out with my friends,  I convinced myself that the teacher had put stuff on the test that we hadn’t been taught and that I did good considering how long I studied.  Now I’d convinced myself that I had done well, even though I hadn’t; I also condoned my behavior which exacerbated my use of self-handicapping.  It became a vicious circle from which I was never able to break; until now.

When I read those definitions, all my incidents of slacking before a test or procrastinating before major project flooded my mind.  How many times had I opted to watch that extra episode of my favorite TV show instead of study? Or how many times had I chosen to go hang out with friends instead of work on a project I knew was due in a few days? Unfortunately, too many times to count.  And in that moment I was ashamed, but at the same time relieved.  I had always known I had a tendency to procrastinate, but I had never known why; now I had answers to my 15+ year dilemma.  I felt ashamed because I knew that due to my use of self-handicapping, I allowed myself to develop a negative academic self-concept, it negatively impacted my academic performance, lead to long term negative effects of other measures of self achievement, and interfered with my ability to take responsibility for my own performance (even when it’s a positive and successful outcome).  On the other hand, I felt relieved because now I was able to see my past clearly (man that hindsight I tell ya) and since who I saw was someone I didn’t admire, I was able to think about who I wanted to become.  I now have the information and knowledge to make a better path for myself and change who I am as a student, and person, for the better.

 

 

Schneider, F. W., Gruman, J. A., & Coutts, L. M. (2012). Applied Social Psychology. SAGE Publications, Inc.


09
Nov 15

Online Communities

Does social networking damage or improve our sense of unity in a modern world?

It is no longer realistic to expect to get through a typical day without some interaction with your preferred social media site. Internet use is so fundamental to daily life that asking others to cut down on their Facebook, Twitter, or Instagram activity in favor of physical contact or face-to-face conversation is seen as an unreasonable request. Naturally, this saturation of online socialization begs the question: should we be worried? Some would say that virtual interactions lack the quality of traditional companionships. But can social networks actually be used to improve genuine emotional support in an isolating world? Perhaps there are advantages to being connected through social media that outweigh the negatives. Psychological research can help us understand how online communities can be healthy complements to face-to-face communication.

According to a study by Pew Research Center, social media is not as socially isolating as previously studies would have us believe. Despite worries that new technologies have left Americans alienated and with fewer ties to neighborhood communities, the data suggests that modern Internet and cell phone use is actually associated with increased and more diverse social interactions (Hampton, Goulet, Her, & Rainie, 2009). Tang, Zheng, and Fan (2015) additionally found that social support from online communities improves the quality of life of people living with chronic diseases – a group who often faces social exclusion. The researchers discovered that, in addition to providing information and companionship, emotional support from online health care communities had a significantly positive impact on the psychological and the physical well-being of medical patients suffering from chronic disorders (Tang, Zheng, & Fan, 2015).

On the other hand, research does show a connection between psychological disturbances and problematic Internet usage. Casale, Lecchi, and Fioravanti (2015) found that overall, there is evidence to suggest that low psychological well-being is associated with culturally inappropriate use of Internet communicative services. This seems to indicate that, rather than causing psychological problems such as social isolation, the Internet is sometimes used as a tool or coping mechanism by individuals who already exhibit troublesome or adverse psychological tendencies. If used in an unhealthy way, time spent online can exacerbate those already existant symptoms (Casale, Lecchi, & Fioravanti, 2015). In other words, the Internet does not cause normal, healthy individuals to become unhealthy, psychologically-unstable individuals. Those suffering from psychological issues may have an increased tendency to use the Internet in problematic ways, but the Internet itself is not the problem – the underlying psychological issues that already exist are.

The bottom line is that informed social media users who are aware of the dangers of the Internet can use social networking to complement and enrich their social lives. Interweaving online and face-to-face interaction allows us to develop a broader range of contacts through access to new networks and local businesses or activity groups. For example, research shows that Internet users are more likely to visit cafes and coffee shops than people who don’t use the Internet, and since people are no longer restricted to using the Internet exclusively at home, time spent online does not necessarily have to detract from activities taking place in public spaces like libraries, bars, and restaurants (Hampton, Goulet, Her, & Rainie, 2009). At the end of the day (and as with anything else), moderation is key. Social networks do not have to replace traditional interaction; used properly, the Internet can be an effective tool that aids us in adapting to a changing society in a way that provides more, not less, human contact. Meeting friends through new avenues, learning about opportunities in your local area, and deriving social support from people all over the world are just some of the ways online communities can strengthen our sense of unity.

 

References

Casale, S., Lecchi, S., & Fioravanti, G. (2015). The association between psychological well-being and problematic use of internet communicative services among young people. The Journal of Psychology: Interdisciplinary and Applied, 149(5), 480-497.

Hampton, K., Goulet, L. S., Her, E. J., & Rainie, L. (2009). Social isolation and new technology. Pew Research Center.

Tang, Y., Zheng, Q., & Fan, X. (2015). The impact of online social support on patients’ quality of life and the moderating role of social exclusion. Journal of Service Research, 18(3), 369-383.


09
Nov 15

Social Justice and the Internet

Our textbook referred to social justice as the fair and equitable distribution of resources and opportunities within society, and advocating for the right of the least privileged members of society (Schneider, Gruman, & Coutts, 2012). Now the internet and technology play bigger roles in promoting social justice for groups that could be discriminated against, and it can inform people about different issues happening around them. Not only it allows individuals to access a forum  to obtain educational information, but they can also find peers to talk to about their issues.

We can learn about social justice issues thanks to a hashtags and videos. If something happens on one part of the country and we think it’s unfair, then we take it upon ourselves to share links, videos, and as much information as we can with our followers. We create an online community in a way, in which we all discuss and issue and try to solve it.

Sometimes I feel like if it wasn’t for social media sites such as Twitter or Facebook, I wouldn’t even find out about the things that are happening not only in the United States but around the world. For example, there the case of the Egyptian Revolution of 2011. If it wasn’t for social media, I would have never found about about what really was happening in that country because the media in the United States was not properly covering the issue. Social media also contributed greatly to this uprising. Activist bloggers with different political views were brought together online to discuss the issues that were affecting the country. With the use of social media, the people who started the revolution were able to inform others and to encourage them to take action. Like one of the activists said, their aim “is not to build a political party or bring about a revolutionary overthrow of the government,” their goal in blogging, rather, was “to bring about political consciousness, to create a culture of informed engagement, a willingness to challenge and critique the state”  (Hirschkind, 2011, p. 73).

References:

Hirschkind, C. (2011). from the blogosphere to the street: Social media and egyptian revolution. Oriente Moderno, 91(1), 61-74.

Schneider, F.W., Gruman, J.A., & Coutts, L.M. (2012). Applied social psychology: Understanding and addressing social and practical problems. Washington, DC: Sage Publications Inc.


09
Nov 15

To Talk or Not To Talk

“Can’t I just talk to a human being?!” Well, do you really want to?  Depending how you prioritize your life, you may or may not care to speak to another human being again.  Our lives are filled with so many things that we can focus our attention on; we call it a stimulus overload.  Stimulus overload is a concept that describes a condition in which our nervous systems are overwhelmed to the point where we cannot simultaneously respond to everything in the environment. (Schneider, Gruman, Coutts, 2012)   But do to the fact that there are so many things to focus our attention on, how do we decide what to focus on and what not too? Back in 1970, Psychologist Stanley Milgram developed 6 different concepts on the strategies he believes people utilize to avoid all of the overwhelming demands that we may be subjected to, but would like to find a way to escape from it all.  These 6 retreats include ways on how people prioritize their lives, how we choose to spend our time, and what we really want to focus on.  I would like to discuss 3 of these 6 retreats as I believe they truly correlate with one another by means of new age technology.  These retreats include structures, barriers, and filters.

 

3rd – Structures

We set up that take the personal element out of our transactions. (Schneider, Gruman, Coutts, 2012).  For example, we have only to think about holiday season coming up soon-how many of us plan on doing our shopping at the malls and department stores?  How many of us plan on doing our shopping online?  Would people really trade in the traditions of holiday decorations, free wrapping, and crowds for just the simple convenience of the internet?  The answer is… yes!  Statistics have shown that department stores are being submissive to online stores just as holiday cards have been replaced by emails, social media posts and text messages.  Consider yourself fortunate if you receive a gift besides someone’s overstock of gift cards.  After all, ‘tis the season for not receiving, it’s all about the spirit of convenience to be able to give.

 

4th – Barriers

We erect barriers to social interaction as we go about our daily life. (Schneider, Gruman, Coutts, 2012)  The invention of the smartphone has truly changed the way we occupying a lot of our free time these days. When you walk into a place where people are waiting, are others conversing with one another, or is everyone just busy texting, emailing, and playing Candy Crush?  People are more willing to let others know where they are at (e.g. Facebook check-ins, tweets, texts, etc.) and carry on a conversation with people online, rather than the people who are actually waiting with them. When I think about the use of smartphones, IPad, and mini-laptops, I can’t be too critical because after all, aren’t they just replacing the book we used to lug around, or the infamous doctor’s office magazines?

 

5th – Filters

We use filters such as often having to go through complex automated phone menus or layers of people before reaching the intended targets. (Schneider, Gruman, Coutts, 2012) Most of the companies that we commonly utilize have adapted to similar types of these layers, especially for their telephone support.  Utility companies, cable, and financial services seem to be the most common examples.  “For account information, press 1.  For billing information, press 2.  For technical support, press 3.  To talk to a customer representative, please hang up and visit our website, a response will be emailed to you within 24 hours.” Companies have moved towards expanding their areas of expertise, while at the same time shrinking their workforce and not having a sufficient amount of workers to handle the high demands of incoming phone calls.  How many times have you heard: “Due to heavy call volume, your expected wait time is between 45 and 60 mintues.” Grrrr….

These are just three different ways how we as people, can truly separate ourselves from others within our community and society as well.  If you find yourself adapting to these retreats, you might becoming what is known as deindividuated.  Deindividuated is when people become less concerned with self-evaluation, reduce their self-restraint, and increase engaging in antisocial behavior. (Schneider, Gruman, Coutts, 2012) So I challenge you on your next trip to the DMV:  don’t take any mechanical devices with you, and see how many friends you can make.

 

References:

Schneider, Frank W., Gruman, Jamie A., Coutts, Larry M., (2012) Applied Social Psychology; Understanding and Addressing Social and Practical Problems. 2nd Edition; SAGE Publications, Inc.


08
Nov 15

Core Values

A sense of belonging, how is this sense of belonging accomplished? I live in a picturesque Texas community with beautiful old buildings surrounding a magnificent courthouse adorned with large oak and pecan trees. I have a strong sense of belonging to this town and to the people who live here. I do not personally know each resident of Athens nor do I have a direct knowledge of how each person believes morally or otherwise. Yet, I feel a responsibility with my actions and behaviors of those that surround me.

My home is located deep within dense acreage. My nearest neighbor lives across the back north forty, through a patch of woods, across a stream, and yet another gated pasture filled with cattle. I do not know this neighbor well, but my grandmother mended fences between his grandfathers pasture and shared expenses of new repairs as did my father did with his father before he and I began this tradition. When a grass fire threatened my home, he and his sons were the first to cross the pasture to come to my aid. When his cattle break out me and my sons and daughters are the first to come to his aid. When the event is over we thank one another and cross back into our own territories. We do not share dinners together nor do we attend church together, we are strangers who share core values and are comfortable in our occasional meetings. Our core values have been instilled in us through our parents and our grandparents. The way in which we treat one another even though we may not have contact with one another for many years. There is a standard that we were taught at an early age and it yields a sense of security that the neighbor on the other side of the border will come to your aid when necessity arises. “A defining feature of community psychology is that it makes explicit reference to its underlying core values (Schneider et al., 2002).” These core values are shared and are taught to future generations.

While sameness may help a sense of community, diversity, in my experience has been difficult to overcome the cohesive sense of community. Twenty years ago a new pastor came to town and was installed in “The” First Baptist Church, a great red brick building one block off our town square with a steeple that reaches high into the sky. This church had a reputation throughout the county as being rather snobbish and exclusive. I did not think this pastor would last. I felt that his ideals would soon be snuffed out by the powers that be and felt very embarrassed at the reception he soon received once his ideas of tolerance and acceptance were made known. Twenty years later, and several bruises later, “The” Baptist Church is just as well known as it was before but for something very different, for acceptance of all. I admire the courage this pastor and his family had in bringing about change and still feel the pains of the bruises he and his family felt while trying to bring about this change, but the change brought about less division and more inclusion. Even in small towns there is division and a sense of loneliness for those who do not have a sense of belonging. Like this minister and his family, we may experience a few bumps along the way but the outcome of stepping out on a limb and instilling a sense of sameness through diversity and popular education can bring a unity in the sense of completeness instead of unity through exclusion.


08
Nov 15

A Sense of Community

Depending on your age you may or may not remember a time in which there was very little technology. I recall a time before individuals had computers or cell phones. Kids got together to play outside from early morning until they were called home for dinner. Adults sat on their front porches and visited with family and friends. People knew the names and faces of all their neighbors. Individuals trusted one another and did not feel a need to lock their front door or to keep their travel plans a secret. There was a strong sense of community. Over the years things have definitely changed. Today, kids seem content with staying inside playing video games, texting their friends and surfing the internet. Fewer and fewer people are relaxing on their front porches. I only know the name of one of my neighbors and many of my friends not only lock their doors but also have a home security system. Local organizations such as the Rotary Club or Lions Club have been struggling to find new members, especially members from younger generations. When the community does occasionally hold an event of some kind, it is often viewed as something you attend only when you have nothing better to do. Why? The world around us has changed and continues to change and the sense of community we once had has changed as well.

This week’s lesson commentary defines a community as an interrelated group of individuals (2015). Using this definition, communities have existed in one way or another since humans first roamed the earth. Throughout the 1900s many people probably associated the word community with the town or county in which they lived and interactions often occurred face-to-face. Today, this may or may not be the case. The invention of the internet has opened the door for virtual communities in which individuals with similar hobbies, opinions, etc. can interact with one another even if they never meet in person (PSU WC, L11, 2015). Furthermore, individuals are no longer limited to communities within their geographic area and the size of many modern communities are often much larger in size than they once were (PSU WC, L11, 2015).

Larger sized communities often create “stimulus overload” which occurs when more information exists than our brains can process at a given point in time (Schneider et al., 2002). When there is more information available than we can handle, our bodies often block out stimuli deemed insignificant in order to focus on stimuli perceived as important (Schneider et al., 2002). This can in turn lead to a diffusion of responsibility because we might be blocking out someone’s cry for help or we simply assume that with plenty of other people around, someone else will be able to help (Schneider et al., 2002). As communities have evolved, programs and organizations have been formed to help people in times of need which may also result in a diffusion of responsibility as individuals no longer feel obligated to help (Schenider et al., 2002). Stimulus overload can therefore lead to a detachment from one’s social environment which might in turn decrease one’s sense of community (PSU WC, L11, 2015).

Mobility is another reason people might perceive a reduction in the number of community minded individuals. In the past, communities typically remained fairly unchanged with the exception of births and deaths. Families did not usually pick up and move across the country for a new job. Today, after a number of enhancements (i.e. transportation and technology), people have become much more mobile (PSU WC, L11, 2015). As a result, a town that use to consist primarily of individuals from the same ethnic and religious background may now have a much more diverse population (PSU WC, L11, 2015). Also, mobility can result in individuals not living close to family and friends and make it much harder for everyone to get to know their neighbors.

The world around us has changed and continues to change every day. Individuals are now more mobile and are able to join and participate in both face-to-face and virtual communities. Therefore, the sense of community we once had is not completely lost, rather it has evolved over time and is simply different than ever before.

 

References

Pennsylvania State University World Campus. (2015). Lesson 11: Community. PSYCH424: Applied Social Psychology.

Schneider, F. W., Gruman, J. A., and Coutts, L. M. (Eds.) (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (2nd ed.). Thousand Oaks, CA: Sage Publications.


08
Nov 15

Zero-tolerance policies and education

The zero-tolerance policies we have in the United States were adopted by public schools a few decades ago. Zero-tolerance initiatives made it so that students who misbehaved in schools were dealt with appropriately through suspensions and expulsions. These policies were put into place because many believed that they would make the schools a safer place for our children to learn, free of the typical classroom misbehaving child.

The raw data shows that this method of extreme punishment for acting out didn’t really make schools any more safe for students, and have led to the suspension and expulsion of students who may not have actually deserved such a punishment. Personally I think they need more of a positive reinforcement method than a negative one in a healthy learning environment. I think the zero-tolerance policy needs to be tweaked to ensure only students deserving of this type of punishment are on the receiving end and that those who are beginning to misbehave are responded to in a positive manner instead of severe punishments. Education is so important to our young people, keeping them in school and working around difficult situations is necessary. For some children, the schooling system is the only place where they getting positive feedback from adults. We need to be nurturing these relationships instead of giving up on unruly children.

http://www.nydailynews.com/opinion/randi-weingarten-school-discipline-mistake-article-1.2426358


08
Nov 15

The New Age Bully

The advent of the Internet and the increasing prevalence of online communities have created a shift from formal bullying to cyberbullying. The occurrence of cyberbullying has heightened and emerged as a form of harassment that impacts public mental health (Icellioglu, 2014).

Studies have indicated that children have begun to not use their actual identities on the Internet (Icellioglu, 2014). The adoption of unidentified personas has resulted in underdeveloped social-skills, lower levels of self-esteem, higher levels of social anxiety and aggression (Icellioglu, 2014). The development of social anxiety associated with cyberbullying lends to negative biased thoughts regarding self-image (Icellioglu, 2014). Furthermore, the onset of social-anxiety causes individuals to limit or avoid social interaction (Icellioglu, 2014).

The ramifications of cyberbullying should not be ignored in my opinion. It is unfortunate that antagonistic behavior and attitudes have infiltrated online communities. The reality that a certain population cannot escape or not be subjected to anti-social behavior whether it is in person or in the virtual realm is a major problem. The victimization or oppression of youth has profound effects on a developing psyche.

I’m not certain about how to develop strategies to reduce cyberbullying, however, I contend that a collective effort among students, teachers and parents must be made. I think that educators must place an emphasis addressing inappropriate online behavior. Additionally, I think parents have a responsibility to be aware of their child’s online presence. Finally, the youth have a responsibility to report and disapprove cyberbullying attitudes and behavior.

 

 

Icellioglu, Serra., & Ozden, S.M. (2014). Cyberbullying: A New kind of peer bullying        through online technology and its relationship with aggression and social anxiety. Social and Behavioral Sciences, 116, 4241-4245.


07
Nov 15

Applied Social Psychology, Tutoring, and Student Success

Tutoring peers is a rewarding and challenging job that can use applied social psychology as a guide for optimal teaching strategies. I currently tutor college students in several different areas including English and humanities. In order for my students to reach their full potential, I should try to help them boost their academic self-concept. Academic self-concept is the feelings, perceptions, and attitudes that students have towards their ability to succeed in academics (Schneider, Gruman, & Coutts, 2012). Another strategy for helping students benefit from my tutoring would be holding high expectations for all of my students. Research has shown that student outcome is affected by the teacher’s perception on a student’s success; therefore, if I truly believe all of my students can thrive, then they will have a better chance of actually succeeding. A final way in which I can provide the best tutelage to my students would be by reducing the effects of self-serving bias on both my part and on the part of my students. Self-serving bias is the notion that people tend to attribute positive outcomes to internal causes and negative outcomes to external causes (Schneider, Gruman, & Coutts, 2012). Knowing the true source of a success or failure can be detrimental to improving as a student and as a tutor. By improving students’ academic self-concept, holding high expectations for student performance, and reducing tutor and student self-serving bias, the students I tutor can have a better chance at succeeding in college.

How one perceives their ability to do well greatly affects how well a person actually performs. This idea is relative to academic achievement. Motivation and performance are both affected by a student’s academic self-concept (Schneider, Gruman, & Coutts, 2012). If a person thinks they can do well in a course such as English, the positive academic self-concept they possess gives them a greater likelihood of actual achievement in the course. Positive academic self-concept is linked to students putting greater effort into succeeding and using more mindful learning strategies. As a tutor, I should provide an environment that can enhance my students’ positive beliefs about their success and competency (Schneider, Gruman, & Coutts, 2012). Perhaps words of encouragement and realistic optimism can help with this endeavor. In order to provide encouragement, I should be conscientious of students whose academic self-concept may be negative or injured through bad test result. It appears that succeeding in college courses is as much psychological as it is innate.

It is important to keep in mind as a tutor that how well I expect my students to perform influences how well they will actually perform academically. Through an experiment by Robert Rosenthal and Lenore Jacobson, it was confirmed that teacher expectations and student performance are correlated (Schneider, Gruman, & Coutts, 2012). If a teacher believes a student should achieve a certain level of academic performance, then this could affect the way a teacher treats his students and thus affect student performance. In other words, if one expects high or low performance, students will perform accordingly. This idea is an example of a self-fulfilling prophesy. A self-fulfilling prophesy refers to when one has expectations about another person that influence how they perceive and treat that person. The expectations and the behaviors influenced by the expectations can generate behavior from the other person that confirm the expectations (Schneider, Gruman, & Coutts, 2012). In essence, it is critical for me to believe that each of my students can reach their full potential and perform well academically. If I do not believe in them, how are they expected to believe in themselves? My outlook on tutoring should be that any student can learn anything with the proper instruction; this will help me avoid generating negative self-fulfilling prophesies about academic performance. It is staggering the way teachers’ expectancies can influence students in essential ways.

Self-serving bias is another factor one should avoid as a tutor and as a student. People have a tendency to blame outside causes for failures and attribute positive outcomes to internal causes (Schneider, Gruman, & Coutts, 2012). If one of my students were to get a bad grade on an exam, the student is likely to blame the teacher, the test, me, or any other external circumstances for their failure. I am likely to blame the student for not studying properly. Blaming others for failures can be a very harmful practice. Not passing an exam or doing poorly on a project is usually a result of not studying properly or not putting in the time to present quality work. If a student blames everything and everyone but themselves, they cannot make an effort to correct their mistakes. As a tutor, I should be aware of the maladaptiveness of self-serving bias and try to reduce it (Schneider, Gruman, & Coutts, 2012). Helping students plan ahead and not allowing them to have unrealistic optimism about their preparation for an exam or quiz will help reduce the effects of self-serving bias (Schneider, Gruman, & Coutts, 2012). I should take responsibility for the grades and attitudes of my students and modify the way that I teach them if they are not getting the results they are anticipating. If one is aware how the human mind works, one can avoid lapses in judgment that result from self-serving bias.

Keeping in mind the influence of academic self-concept, educator expectation, and self-serving bias on academic performance, I can help the students I tutor achieve their greatest success. Depending on the attitudes and beliefs a student holds towards their education called academic self-concept, students are more or less likely to do well in school. Even the way I perceive a student can influence how I tutor them and how well they perform academically. Self-serving bias is a risky mental process that can lead to undesirable results if not corrected. Every student has the potential to do their best with the help of a sound tutor!

 

References

Schneider, F., Gruman, J., & Coutts, L. (Eds.). (2012). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (2nd ed.). Los Angeles: SAGE Publications, Inc.


07
Nov 15

Say It / Show It / Grow From It

Kids can be mean. I don’t think they do it intentionally. In trying to sort out their place in the world, kids say things and point out differences using obvious, blunt words. Most kids haven’t learned nuance or tone in order to truly convey their curiosity. For instance, kids will say, “You’re fat!” or “You are REALLY short!” The person hearing those words already knows that they are overweight or short, but hearing someone point it out can be hurtful. If the person hearing those words is another child, the words can explode inside of them like a grenade. No matter how long it has been since they heard it, a person can recollect with vivid clarity the day and the place and the time that they were picked on or bullied for their appearance (or their academic standing, or their choice of school activities). It hurts. It can wake a person up from a dead sleep feeling as if it was happening all over again. Generally speaking, children learn social graces and tact as they age and as they develop. Some students need more guidance in those areas than others. Some never seem to learn and grow up to be adult bullies. These are the most frightening of all.

Many times, adult bullies are reacting to whatever happened to them before. They are products of their environments. Workplace bullies turn offices and cubicles into virtual torture chambers, where the employees feel that they are held captive. Many times the bullies are tolerated, much like they were as children, because it feels as if reasoning with them will do no good and it’s easier to just give in than to try to fight it. What if they never learned to be bullies to begin with? What if we, as a society, said “enough” and addressed the issue? What would that look like? Where would we start?

There is no question that the public school system in the United States is full of teachers that are maxed out with trying to teach to standardized, common core tests. I propose that we stop trying to get kids to learn how to take a test and go back to teaching them how to think. Let’s show them that emotional intelligence is just as important as academic intelligence. Let’s teach and encourage them to have emotional integrity and how to interact with others. Long before “common core” became an unfortunate part of our lexicon, a woman named Jane Elliott developed a lesson plan to help her students have a better understanding of discrimination (The Pennsylvania State University World Campus, Psych 424, L10, 2015). By separating her students by eye color (brown vs. blue) and explaining the problems with one group compared to the other, she created an atmosphere of conflict and anger. Even though she never told them to, some of the children resorted to physical violence to deal with the conflicts. This was a clear illustration of the work of Albert Bandura. His work explains that humans learn behaviors through observing others (Bandura, 1978). The act of observing helps us to avoid wasting time reinventing the wheel, so to speak, and pick up the behaviors quickly so that we can add our own pieces to the puzzle. So, while the children in Ms. Elliott’s classroom were never told to hit anyone, the students took what she taught them (about disliking and ignoring children with different eye colors), adopted that behavior and then some took it to the next level of hitting. All of this happened in just a few days.

Children are always watching. They see what we do, they hear what we say. They take what they hear and see and absorb it. And then they build on it. In the musical, Into The Woods (lyrics and music by Stephen Sondheim), the character of the witch delivers the ultimate moral of the story:

(Sondheim, 1998)

That’s the goal – each generation learning more and growing more and surpassing those before them. Teachers have an enormous impact on the children in their stead. Leading with example about how to treat others and enforcing the negative consequences for non-empathetic behavior could go a long way in preventing schoolyard bullies from turning into boardroom bullies.

Bandura, A. (1978). Social learning theory of aggression. Journal of Communication, 12-29.

Sondheim, S. (1998). Children Will Listen. (B. Peters, Performer) Royal Festival Hall, London, England.

The Pennsylvania State University World Campus, Psych 424, L10. (2015). Lesson 10: Education. Retrieved from PSYCH424: Applied Social Psychology: https://courses.worldcampus.psu.edu/fa15/psych424/001/content/11_lesson/02_page.html


06
Nov 15

Part of A Community

Earlier this week, I took my mother grocery shopping, and there was this lady that couldn’t start her car. She asked a man if he had jumper cables and he said no. I knew I had some in my car, so I approached her and asked if she needed a jump. I pulled my car around and helped her. After, letting her car run for a little, I told her she should really get her battery checked out, just to make sure that everything else is okay with her car. She thanked me and asked if she owed me anything. “No, not at all,” I said. On my drive home, I kept thinking about what she said to me. Here was this woman who thought that she may owe me something just because I helped her out. Was she used to people always wanting something from her? I thought about the community we were in. Yeah, we didn’t live in the same area, but she is a part of my mother’s community by geographical association. (Both women live in a small town called Conyers.) By helping her, I felt like I was helping someone from my global community-a human being. We should be able to rely on one another for help without there being a “one-hand-washes-the-other” situation.

This situation made me re-examine the global community that I believe in. According to our textbook, a positive sense of community is established by people if members feel that: a) they have membership, that they are valued and a part of the bigger picture; b) they are influenced by their community and/or have influence on their community, which fosters responsibility; c) their needs are met by the other members; and d) they share an emotional connection, which helps us to build lasting relationships and to discover our own thoughts and feelings. These 4 aspects combined is what makes us feel like we have a positive experience. Unfortunately, this is not always the case. There are too many young people who don’t feel like they are a part of our global community and feel that taking their lives is the only way to become part of a community. Is there a way we can make everyone feel and believe that they are wanted?

 


04
Nov 15

Bystander Effect

I am not aware of any bystander effect case more devastating than that of the murder of Kitty Genovese. That horrible murder happened in Queens, NY in 1964.  I was only five years old at the time, living in the Washington Heights section of upper Manhattan. Of course I was too young to understand or really even pay much attention to what was happening in the world other than what was going on in my little life at the time but through the years this story continued on and I learned of it.  Living in the city I had witnessed many a run-by purse snatching. I, also, lived through the jewelry chain snatching in the subways during the 1980’s.  But Kitty always stayed with me though the years.  I suppose it was because of how horribly she died. And how no one did anything to help her.

The events surrounding her death were seemingly incredulous. She ran through the streets where she lived towards her apartment screaming for help while her attacker  stabbed her twice, followed her to her building, and stabbed her a third and final time, while people watched from their windows and listened to her screams. The police were not called until it was too late to save her.

What made these neighbors of Kitty standby and do nothing during this vicious attack? According to an article posted online by The New York Times, some were frightened, others did not want to get involved, and yet others were simply apathetic. Once the event was over they all came out of their holes, though.

One phone call. One person needed to make one phone call and that woman could possibly have been saved from a psychotic killer. This is what happens when people do not get involved.  When they think, “Someone else will do it,” “I don’t want to get involved,” “It’s not my responsibility.”

Don’t be a bystander. Take action. So what if someone already called the police? Call again.  What’s the harm? Or ask, “has anyone called for help?” Don’t be apathetic. What if it were your daughter/son/parent? Wouldn’t you want someone to help them?

Reference

Gansberg, M. (1964, March 27). 37 Who saw murder didn’t call the police. New York. The New York Times. Retrieved from http://www.nytimes.com/1964/03/27/37-who-saw-murder-didnt-call-the-police.html?_r=0


04
Nov 15

Bystander Intervention

As an American student on a college campus, more weeks than not I encountered an emergency situation that required some form of response. I have been named the “Mom” of almost all of my friend groups. Maybe its because I am always telling my friends to bring snacks on long road trips or bring a sweater when it’s a bit nippy outside. Or maybe it is because I am the one who is always taking care of everyone on nights out.

 

I think a perfect example of this weeks lesson on community and diffusion of responsibility and bystander effect is my experience at a Saint Patrick’s Day daylong at a fraternity. I saw a girl grouched down by a door with her head between her legs, visibly struggling to breathe. There was a group of girls standing near her with their backs turned. I thought that it was weird that no one seemed to care that this girl seemed to be in severe trouble. I took it upon myself to go over to her and see if everything was okay. Her friends swore to me “she does this all the time” and “she’s just looking for attention”. I fortunately did not buy it and kneeled down to see from her if she was okay. Turns out she was having a severe asthma attack and her sorority sisters were over her forgetting her inhaler. Her friends did not want to bother with taking her back to her dorm, so I took this stranger back to her dorm room only to find out she didn’t have her key. I had to convince the commons desk to give me her key to let her in. I went through great lengths for a complete stranger because at the fraternity with dozens of people no one else even looked at her.

 

Lucky for this girl, I was around. But for several other college students this is not the case. This weeks discussion discussed possible interventions for this problem that would affect not only psychology students. After I submitted my discussion post for the lesson I received an email from Penn State titled “Bystander intervention training continues for faculty, staff, students”. A four-day session will be introduced to the school to implement instructor certification training to make campus a safer place to be. The program will teach recognition skills of problematic situations, how to step in and diffuse, or seek the necessary help. Those who receive the certification will be able to teach their individual classes. I think regardless if students are interested in the lessons, the mention of the bystander effect and the story of Kitty Genovese will be of significant influence.

Reference

Penn State Email Link


02
Nov 15

Communities and Vaccines

Community Health and Immunizations

            The idea of vaccination has been around for thousands of years. There are records of the ancient Chinese people inoculating themselves against the smallpox virus4. Vaccination has helped communities around the globe become healthier and stronger. Thousands of outbreaks occur each year along with epidemics, most of which could be eliminated with vaccination. If a vaccination is available and is within means to be gotten then it should be received. It should be obtained not only to keep the individual healthy, but their families, and their communities. There are already many interventions in place to keep children and all other age groups vaccinated against common diseases.

In 2015 a large news story was the Measles outbreak, 189 confirmed cases were reported which were linked to an amusement park in California. Most of the cases that were reported the infected individual was not vaccinated2. Most vaccinations are covered somewhat under health insurances which now a lot more Americans have health insurance. The measles outbreak was only considered an outbreak because of its rapid increase in a generally close geographical area; epidemics are usually spread throughout areas3. A pandemic is when a disease has spread through several countries and infection is through a large amount of people3.

Community health can be improved by increasing the amount of individual vaccinations against basic diseases such as the flu, measles, polio, and diphtheria (there are many more). When a community is physically healthy it allows the community to strengthen its relationship, and quality of life. More events are able to take place, and people are able to come together in a safer environment. Schools have a chance to improve education because their students aren’t getting ill, and companies have a change of increasing their productivity because their employees are healthier.

Most interventions are considered preventative because when a disease becomes a pandemic it is almost impossible to save as many people as a preventative plan can. Schools, stores/pharmacy’s hold vaccination clinics, education is also being spread through social media. Learning about health and vaccination can help an individual help them selves, which will lead to the community being helped. Small steps to any plan can lead to large, beneficial results.

 

Works Cited:

 

Community Immunity. (n.d.). Retrieved November 2, 2015, from Vaccines.gov website:

http://www.vaccines.gov/basics/protection/

Measles. (2015, February 23). Retrieved November 2, 2015, from Centers for Disease Control and      Prevention website: http://www.cdc.gov/measles/cases-outbreaks.html Principles of Epidemiology. (2012, May 18). Retrieved November 2, 2015, from Centers for Disease      Control and Prevention website: http://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson1/      section11.html The History of Vaccines. (n.d.). Retrieved November 2, 2015, from http://www.historyofvaccines.org/      content/timelines/all


02
Nov 15

The Educational Divide

Recently I listened to an episode of This American Life which investigated the results of the divide that exists in our current education system. You can listen to the episode here and I highly suggests you do only because my brief synopsis is not going to convey the message in the story the same way as hearing the voices of the people who experienced this divide first hand.  The first part of the story centers around an event in which some students from a low income neighborhood with a failing school system spend a few days in a high school in the affluent neighborhood a few miles down the street. This experience was, for one high school girl in particular, too much to process and had a lasting negative effect on her.  She could not understand how there were students within miles of her who were receiving a far superior education despite the fact that she was very intelligent and deserving of the same opportunities as these students.  Despite this anger she felt at the disparity of her situation she applied for a scholarship that was awarded each year to inner city kids to go on to an ivy league private college. She became a finalist only to be cut in the last round.  This student loved school and had always seen herself as a Master’s level college graduate but without this scholarship she did not believe she could go on to the any of the colleges she felt destined for because her current high school did not offer the preparatory classes needed to attend these colleges.  This heartbreaking reality caused her to give up on the idea of college altogether.

Even with no personal ties to anyone in this story it has scarred my soul, because I know that this one high school in the Bronx, NY is not the only school in America that is pushing kids through the system with little to no preparation to do anything else except work minimum wage jobs. Schools in low income neighborhoods are grossly underfunded compared to the affluent neighborhoods and as a result the students of these schools are not receiving the same level of education, which does not allow for them to continue onto a higher level of education which keeps them at poverty level which keeps their children’s schools underfunded. With each generation we are broadening the income divide and the people who are on the top side of that divide do not want to change anything and those on the bottom side cannot change anything.  The girl from the Bronx in the story mentioned above was one of hundreds of students who applied for the scholarship and only ten (10) were afforded to inner city students. I understand that it is not possible to grant scholarships to everyone who applies but we are not making any noticeable changes when only a fraction of a percent of low income students are given the chance to further their education.  Not to mention, even when they are given the opportunity to go on to higher education, more often than not they are not prepared for what an ivy league education looks like.  The second half the podcast linked above addresses this exact issue, students with a full ride but no preparation.

Since listening to this episode the first time, I often engage in conversations with friends and family about what we could do, as a society, to minimize this divide. Obviously, neither myself or those I am close with have any pull in changing the education system but my silence does nothing either and maybe if enough people are talking someone will listen.  I really believe that we need to level the playing field, I’ve said it more than one time in my writings for this class because I believe it is key to a lot of social problems.  One of the most cognitively basic ways to level the field when it comes to education would be to change school taxes into a state or federal tax and evenly distribute this tax across the state or country respectively. This is a very unpopular opinion among some who live in neighborhoods with thriving school systems and the trickle down effect of a move like this would reach far and wide, but arguably for the better in many ways.  The effects of receiving an equal education could reach far beyond the financial benefits into other social areas such as racial inequality, health care, and crime to name a few. Plus, there is the added bonus of the positive effects of children feeling as though they are valued in the same way as every other child which has powerful implications in and of itself.

Ultimately, the issue of education is one that feels very defeating and hopeless because there does not seem to be much that we can do on an individual level that could cause a ripple effect. My middle class income brought into a lower class neighborhood is not going to have any more than a miniscule effect on that neighborhood’s school district. Unless there is a systemic change from the top down we are going to continue to trap students in poor neighborhoods into a failing system that will only perpetuate itself until we make some sort of change. Why we are not more enraged, as a society, about this divide is confusing to me but at least I can choose to not remain silent when I am given a platform of any size to give my opinion.


02
Nov 15

Women in the Sciences

Why aren’t more women involved in the science fields? I remember growing up I was interested in the sciences. I was fascinated by space, physics, and NASA; I would spend hours reading about those subject. I think I would have pursued that career path if perhaps someone would have motivated me to do so. Sometimes little girls are discouraged from following these careers. Instead of encouraging girls to play with microscopes or chemistry sets, they are being told that they have to play with dolls or with kitchen sets instead. This in a way tells them that My sister is an engineering major, and she tells me that she’s been told several times that the classes that she is taking might be too difficult for her, and when she signs up for advance classes, she is maybe one of the few girls in the classroom. If a women pursues a science career, it is also more difficult for her to find a job after she graduates. Male graduate students are more likely than women to get jobs as research assistants and the salary gender gap is widening among more senior academics (Mervis, 2001)

Sometimes the fact that women are not very interested in the sciences is because of the self-fulfilling prophecy. The self-fulfilling prophecy refers to having expectations about another person that influence how one behaves toward that person. If a parent or teachers have the expectations that girls do not really belong in the science fields, then they will behave around the girls differently not encouraging them to get into those fields, but instead expecting them to get into more typical fields for women, such as nursing, social work, or teaching.

A way that this issue can be changed can start at home. Parents can encourage both their daughters and sons to explore different subjects. Take them to science museums to see if the sciences are something that could be of interest to the children. This could also change when the teacher expectations change. Teachers can have high expectations for girls in the science field, and could also encourage them to go outside of the box when it comes to choosing a career. This can be done by giving the students more challenging material to learn, and by giving positive feedback. Schools can create more after school clubs that promote the sciences and outside activities such as the girls scouts can also promote or teach more about different science and technology fields.

Sources:

Mervis, J. (2001). Men still have edge in U.S. science careers. Science, 294(5549), 2067-2067.

 


01
Nov 15

Stereotype Threat

A stereotype threat is the fear that one’s own actions will confirm the beliefs that are held in regards to a certain stereotype against them. I think it is safe to assume that we have all experienced this at one time or another throughout our lives. For example, I feel that at times I overcompensate to prove my ability as a woman, because of all of the stereotypes that women are challenged with. Sometimes, when I am trying too hard to disprove a stereotype, I spend so much energy in the mental stress over it, I wind up falling short of the task at hand. Like driving in a car with a judgmental male driver (aka my older brother) who is critical of my driving. Perhaps it is just an older brother thing. I know I am a good driver, my driving record shows that I am an excellent driver, as does my auto insurance rate. However, when I am driving him in the car with me, I tend to not drive as well. It is so frustrating, it makes me more anxious, and my driving gets worse by the minute. At the end of the day, it may be another year before we actually drive together, so the affects of the stereotype threat are not detrimental to me, but that is not always the case with stereotype threats.

When students are faced with a stereotype threat, it negatively affects their academic motivation, self-concept, and academic performance (Schneider, Gruman, & Coutts, 2012). This can create a great deal of anxiety for a student. Just from the fear of discrimination (stereotype) itself, the student’s academic self-concept can be reduced. As a result self-handicapping can occur and this only perpetuates the stereotypical belief on behalf for the party that is discriminating, as well as the student that this is being discriminated against.

There is a reciprocal relationship that exists between academic self-concept and academic self-achievement, and this tends to be the reason why a student begins to self-handicap their own performance. Inevitably, the student becomes disengaged. Research has shown that students in academically stigmatized groups are affected negatively by being underestimated and will confirm these underestimations in their performance because of it (Schneider, Gruman, & Coutts, 2012). Sometimes a “stereotype threat can produce the opposite effects, actually increasing quality of performance, in some circumstances” (Reducing Stereotype Threat.org, N.D.). However, in most other cases students tend to internalize the failure. Some students may disengage as a coping mechanism to a stereotype threat, even from the stereotypical group they were affiliated with and activities they may have once enjoyed.

According to the American Psychological Association (2006) it’s become clear that negative stereotypes raise inhibiting doubts and anxieties in a test-taker’s mind, resulting in the phenomenon of “stereotype threat.” This challenges previous beliefs that genetic and cultural differences were to blame. This research is indicative of how race and gender stigmas can have negative implications for a student, even after they are done with school. One long term affect is that the stereotyped students’ professional identities can be altered and actually redirect their aspirations and career paths (Reducing Stereotype Threat.org, N.D.).

Research has determined that positive student and teacher interactions are pertinent and that labels should be avoided. All students should be treated equally, with the expectation that they all have the capability to succeed (Vogt, N.D.). It has also been recommended that teacher’s be aware of their biases in how they teach and advise students. Furthermore, one cannot help but believe that educating students early on about stereotypes and discrimination, as part of the curriculum, would be an intervention worth investing in, considering the negative implications.

 

References

American Psychological Association. (2006, July 15). Stereotype Threat Widens Achievement Gap. Retrieved from American Psychological Association: http://www.apa.org/research/action/stereotype.aspx

Channel News Asia. (2014, June 2). Threat of Stereotypes | Social Experiments Illustrated | Channel NewsAsia Connect. Retrieved from YouTube: https://www.youtube.com/watch?v=FTYMSulvnyw

Reducing Stereotype Threat.org. (N.D.). What are the Consequences of Sterotype Threat. Retrieved from Reducing Stereotype Threat.org: http://www.reducingstereotypethreat.org/consequences.html

Schneider, F. W., Gruman, J. A., & Coutts, L. M. (2012). Applied Social Psycholgy: Understanding and Addressing Social and Practical Problems (2nd ed.). California: Sage Publicationss.

Vogt, D. C. (N.D.). CHANGE: STEREOTYPE THREAT: CAUSES, EFFECTS, AND REMEDIES. Retrieved from Engineering Equity Extension Service: https://www.nae.edu/File.aspx?id=14325

 

 


01
Nov 15

Self-handicapping

When I was eighteen, I was going to college full-time, waiting tables at Don Pablo’s, and using my tips to see a psychotherapist. Some wise part of me recognized that my habit of procrastinating made college even harder than high school, and apparently I was concerned enough to seek help. I remember feeling afraid that procrastination was going to ruin my life. I didn’t understand why I entered into a tortuous cycle of procrastination, anxiety, the inevitable crying fit where I wanted to give up, and then staying up all night every time I had to write a paper or study for a test. I think that when I was younger I could get by and even do well with minimal effort. But then when the difficulty of classes and increase of workload inevitably ensued, I had never developed the proper study skills or the discipline to use them. School had been easy and I grew lazy. Part of problem was that my emotional late-night marathons tended to yield positive results and I think I became dependent on the adrenaline rush to get things done. I romanticized my eccentric creative process as necessary to produce a successful outcome, when really I just hurt myself and the rest of my college career in many ways.

Procrastination is associated with self-handicapping, which is where people do something that may sabotage their performance in order to provide an excuse to explain any subsequent failure. This subconscious strategy stems from a lack of self-efficacy and fear of failure, so that a person’s self-worth remains unaffected in the case of a negative outcome. People who self-handicap are afraid that trying hard and failing at a task translates into their inherent stupidity and worthlessness. Without making the separation between personal character and results, it feel too vulnerable to risk the exposure of unadulterated effort (Schneider, Gruman, & Coutts, 2012).

According to Snyder, Malin, Dent, and Linnenbrink-Garcia (2014), self-handicapping is rooted in attribution theory and gifted students tend to have internal attributions for high achievement, associating ability with outcome. However, gifted students also tend to be insufficiently challenged academically so when they eventually experience failure, their resilience skills can be underdeveloped, leaving them fearful as to whether it’s possible to return to being a successful student. When people feel overwhelmed by performance expectations they often develop self-handicaps, and this is frequently the time when gifted students manifest them as maladaptive coping mechanisms. Because they internally attribute their circumstances, the academic failure (which may actually be minute in reality) is interpreted as the loss of intellectual giftedness instead of poor transient decision-making that can be improved upon in the future. This can lead to what researchers call gifted underachievement where ability is high and achievement is low. The self-worth theory of achievement motivation explains this phenomenon by focusing on the compelling motivation people feel to protect their sense of self-worth. In the case of gifted underachievement, students fear failure and accordingly avoid challenging situations, all in an effort to not threaten their perception of self-worth. This is often achieved through self-handicapping (Snyder et al., 2014).

I think this may have been what happened to me. At the end of elementary school, I was on the gifted program’s honor role, became class president, and had won the award for most physically fit girl in my grade. Fast forward a couple years to junior high and I began experimenting with drugs and alcohol, my grades plummeted, and I started wearing that academic failure as a badge of honor. I actually thought it was cool to flunk a test or even a course. What the heck happened? The Snyder et al. (2014) paper helps elucidate my dramatic shift in behavior. I don’t even remember what occurred, but my parents told me that in seventh grade I had a nasty biology teacher who seemed to have it out for me and I started having trouble in his class, earning C’s and D’s on tests. I had been a perfect student up until that point so my parents were concerned, got involved, met with the teacher, guidance counselor, and principal to understand the issue and seek justice. In my mind, there’s little recollection of that class and no memory of having a traumatizing experience. But something happened, and between that event and being less popular in junior high than elementary school, I bet it was just enough to feel like failure. If I internally attributed that failure as reflections of my ability and self-worth, then it makes sense that my subsequent underachievement was facilitated by the self-handicapping behaviors of procrastination, drugs, and alcohol. It’s amazing to think that I was so fragile as to not feel able to rebound, but it’s also comforting to find in the literature that this can be a common behavioral pattern.

As opposed to the entity theory which views intelligence as fixed in nature, the incremental theory recognizes that ability is mutable and success/failure outcomes are more related to effort. This means that poor performance can be improved with increased work, and the promoting of these incremental messages to gifted students is associated with lower behavioral self-handicapping (Snyder et al., 2014). Another set of interventions to help thwart these self-sabotaging tendencies is to associate with peers that value academic achievement and consciously think about the importance of education in relation to one’s career goals. These efforts are particularly effective towards establishing better priorities and decision making right before a project or exam (Schneider et al., 2012). I wish I had been aware of these obvious yet important practices twenty years ago, but then my life may have traveled a very different course. It’s been more difficult to kick and fight to find independent strategies to avoid self-handicapping but my sense of responsibility, accountability, and self-disciple while not nearly perfect are light-years ahead of where I began. And that feels good to say!

References

Schneider, F. W., Gruman, J. A., & Coutts, L. M. (2012). Applied social psychology: Understanding and addressing social and practical problems. Thousand Oaks, CA: Sage Publications, Inc.

Snyder, K. E., Malin, J. L., Dent, A. L., & Linnenbrink-Garcia, L. (2014). The message matters: The role of implicit beliefs about giftedness and failure experiences in academic self-handicapping. Journal of Educational Psychology, 106(1), 230-241. doi:http://dx.doi.org.ezaccess.libraries.psu.edu/10.1037/a0034553

 


01
Nov 15

In the classroom

Having worked in a charter school system, I had an opportunity to see why some students perform better then others. I am not saying that this is true in all schools or that it is true for all students, but what I am saying is that my experience has led me to believe that many students who underperform do so because of self-handicapping. Students are constantly evaluated by standardized tests; this format of testing has been hounding them as early as first grade with pre- and post-tests and ITBS testing. These students are used to sitting at their desk and taking a multiple choice test to determine how much information they’ve retained from the lessons, how smart they are and what they may or may not already know. These tests are also an easy way for teachers to be evaluated; if their data shows that more then half of their students are retaining the information, then maybe they are doing something right.

But what about the students who don’t think like that, the students who don’t do well in school because they can’t sit still long enough for a test, or students who don’t understand the content in the same way as the other students do? They are evaluated on the same standards. So if Michael, a 6th grade student in a classroom of 27 other students, has not been doing well on classroom tests and has a record of not performing well on tests since 1st grade, is asked to take a test, he is less likely to study hard and ask for help in class. He may fly under the radar because the teacher has so many other students to worry about. Instead of studying for history or for his post-test or his CRCT (now GA Milestone), he plays video games and goes skateboarding. When the results come back and he doesn’t do well at all, he blames it on not knowing the content, not having studied because he “knows” he will not do well. (This is the concept of self-handicapping.)

So, is there a way we can target kids like Michael, who may need some extra help in order to get them on grade level? Finding an answer to that is difficult. There are systems in place, such as remedial education, EIP and IEP that will help students in their education, but here in Georgia, it is hard to qualify for these programs. After 6 months of teacher observation and a battery of tests, a student can be denied this extra help.

What if there was more funding to reduce class sizes and hire more teachers, so that all students in a classroom could get more one-on-one time with the teacher? I am not suggesting hand holding, but I am suggesting more individualized educational experiences for students so that everyone can have an equal opportunity at success. Where would this money come from? Great question… maybe private prisons, or a greater portion of our taxes… I don’t have the perfect answer to this.


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