PSYCH 424 blog

Online communities have been relevant since the early 2000’s. The first social media platform was MySpace created in 2003. For a few years my space was extremely popular until around 2008 when Facebook became the more popular social network. For social psychologists the idea of community is very important. Learning ways to get people to interact in a positive manner is always the goal of a social psychologist. There are many positives and negatives to social networks/ online communities. In the positives it is a way for people to stay connected far and wide. We can keep our friends and family up to date on our lives as well as show off to the world what makes us unique. However, there have shown to be many downsides to social networks/ online communities particularly regarding people’s mental health. 

In recent years researchers have associated social networks and online communities with various “psychiatric disorders, including depressive symptoms, anxiety, and low self-esteem” (Pantic, 2014). Facebook is considerably the most popular social media network / online community to date. Even if you may consider yourself too young to be on Facebook and do not use it chances are you are on Instagram which is owned by Facebook. Though social media is supposed to be a way to stay connected to people, research has shown that an increased amount of internet use, not just social media, can lead to a reduced amount of communication with family members and one’s social circle. These tendencies can then have been linked to feelings of depression and loneliness (Pantic, 2014). In these circumstances social networks are actually doing the opposite of what they had intended to do. Being online all day puts you in your own bubble instead of being a part of everyone else’s. 

A large part of our mental health has to do with our levels of self esteem. Self esteem is “the evaluative component of the self—the degree to which one prizes, values, approves or likes oneself” (Pantic, 2014). When someone struggles with their self esteem it has been shown to be linked to various mental health problems including depression, eating disorders, and addiction. On social media networks, people are able to dictate everything they post. We can make the world view us exactly how we want to be viewed whether it is true or not. This type of control has led to show that social media can cause narcissistic tendencies. With this idea of constant self promotion, self obsession, and obsession with the opinions of others, the use of social networks have been linked to significantly lowering people’s self esteem which then ends up leading to more serious mental health concerns (Pantic, 2014). 

The idea that social networks/ online communities being bad for people’s mental health is far from new. It has been proven for some time now that social media can have extreme negative impacts on people’s self worth and self image. However, social media is not going away anytime soon either. Social media and online communities have developed so much now that people use social media as their job and number one source of income. Social media and online communities have their ups and downs so the goal should not be to completely get rid of them. Social psychologists and the overall community of social media users should start to focus on a way to make being on the internet and on online communities a safer place. People should also try to be on social media less if they are starting to feel the negative impacts of it.  

References: 

Pantic I. (2014). Online social networking and mental health. Cyberpsychology, behavior and social networking, 17(10), 652–657. https://doi.org/10.1089/cyber.2014.0070

Stereotyping, discrimination, and applied social psychology intertwine in a complex dance of societal perceptions and behaviors. Stereotyping, the cognitive shortcut that paints individuals with broad brushstrokes based on their group affiliations, often sets the stage for discrimination—the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex. Applied social psychology steps in as the mediator, applying scientific methods to understand and address these social issues. It’s a field that not only dissects the anatomy of attitudes and biases but also prescribes interventions to mitigate their adverse effects (Eberhardt, 1993).

The journey into this realm begins with the acknowledgment of stereotypes as the mind’s attempt to categorize the social world. While this process can be benign, it often morphs into a breeding ground for prejudice. Prejudice, a prejudgment about a person based on their group membership, can lead to discrimination, where actions are taken against a group based on negative stereotypes. This cascade from thought to action has far-reaching implications, influencing everything from employment opportunities to social interactions.

This is what has led us to the palpable tension, the corrupted heartbeat of this current nation which seems enveloped by stereotypes, prejudice, and discrimination. It stems from centuries of an “us vs. them” mentality, segregation, and hate-filled discrimination directed towards anyone not white to feel superior, or elite.  In the wake of the COVID-19 pandemic, The Black Lives Matter movement, and the attempt once again, to control women’s civil liberties, the ever-present tensions between race and gender have become confounded by political powers that be, toying with what should be our human rights.  Leaving many adrift, angry, and confused as to how in the year 2024 we are still, as a nation, creating victims of a divide.  However, despite the seemingly insurmountable length of time, this idiocy has endured, it can be altered, it can be fixed, and it begins with empathy.

I am reminded of when I learned of and understood discrimination before I had ever even heard the word.  My best friend and I, unbeknownst to us, were of different skin colors, “My brother says we can’t be friends anymore because you’re white,” she told me one day. I recall thinking this was far beyond sticks and stones, that did not apply here, I was devastated.  This was my introduction to discrimination and it occurred when I was six years old.  My best friend’s older brother had likely experienced discrimination in many forms, and many times over by now, so, because I was white and they were not, our separating as friends was an inevitable outcome to be addressed immediately.  Melannie went on to explain that we would still secretly remain friends, but that according to him, I was never really able to be trusted or truly be her friend.  Although we remained friends for years after, I still describe this moment as a feeling of being crushed, and utterly bewildered. This experience stuck with me, it burned into my soul, it lives in me still at this moment, and every facet of what I stand for stems from this tender moment of my youth.  So, when posed with the opportunity to write about discrimination and stereotyping, it was no question that this assignment I would tackle with glee.

As a teenager in the early ‘90s, I recall the beating of Rodney King, now we speak the name George Floyd, Trayvon Martin, and so many others.  Whether it’s a machine gun in school shootings, or police brutality our world as we know it is looking grim, to say the least (Mears et al., 2017).  This is what makes the story of the “Blue-eyed, Brown-eyed Experiment” still very relevant today.

In the wake of Martin Luther King Jr.’s assassination in 1968, Jane Elliott, a third-grade teacher from Iowa, sought to impart a profound lesson that really ought to be blasted across the national news stations right now (Psychology & Nelson, 2024).  Ms. Elliot, feeling disturbed by the overtly racist undertones in the media coverage had resolved to prevent such biases from taking root in her students. She devised an innovative exercise, segregating her class based on eye color, assigning superiority to blue-eyed students, and granting them privileges while encouraging them to belittle their brown-eyed peers. The exercise yielded startling results: friendships were cast aside as discrimination took hold over trivial, fabricated differences. Remarkably, this bias even influenced academic performance, with blue-eyed children excelling and brown-eyed children’s results declining, demonstrating a significant variance solely attributed to eye color. By reversing the roles the following day, Elliott exposed the arbitrary nature of such discrimination and fostered empathy and understanding among the students by having them walk in each other’s shoes. This experiment underscored the ease with which prejudice can be instilled and its tangible effects on behavior and performance. It offers a stark warning against the perils of baseless stereotypes and the importance of cultivating a society that values equality and compassion.

Ms.  Elliott’s exercise had a profound impact on education and society. It became a pivotal moment in diversity training, highlighting the capricious and constructed nature of prejudice. The experiment was groundbreaking in its simplicity and effectiveness, showing that even superficial differences could lead to significant disparities in treatment and self-perception.  This exercise showed us just how deeply embedded our discrimination was, but most importantly demonstrated that the true nature of human beings is love, not hate.  The “Blue Eyes/Brown Eyes” exercise remains a significant tool in the ongoing effort to address and dismantle systemic prejudice, serving as another reminder of the power of societal constructs and the importance of critical self-reflection in the pursuit of equality.

References

Eberhardt, J. (1993, May). Where the invisible meets the obvious: The effects of stereotyping biases on the fundamental attribution error – ProQuest. Www.proquest.com; ProQuest. https://www.proquest.com/docview/304044865?pq-origsite=gscholar&fromopenview=true&sourcetype=Dissertations%20&%20Theses

Mears, D. P., Craig, M. O., Stewart, E. A., & Warren, P. Y. (2017, November). Thinking fast, not slow: How cognitive biases may contribute to racial disparities in the use of force in police-citizen encounters☆. Science Direct; Journal of Criminal Justice. https://www.sciencedirect.com/science/article/pii/S0047235217303173#s0035

Psychology, D., & Nelson, A. (2024, March). https://psu.instructure.com/courses/2313584/modules/items/40248716. Login.microsoftonline.com; Penn State. https://psu.instructure.com/courses/2313584/modules/items/40248716

canvas lecture materials

1. Social Identity Theory: Social identity theory, a key concept in social psychology, explains how individuals derive their sense of identity and belonging from group memberships. In the context of sense of community, psychology suggests that people tend to form stronger bonds and feel a greater sense of belonging when they identify with a group that shares common interests, values, beliefs, or experiences. This psychological need for affiliation and social connection influences how individuals perceive and engage with their communities, whether in physical neighborhoods or online platforms.
2. Online Disinhibition Effect: The online disinhibition effect, as proposed by psychologist John Suler, describes how individuals may behave differently in online communities compared to face-to-face interactions. Factors such as anonymity, reduced social cues, and asynchronous communication can lead to disinhibited behaviors, both positive (e.g., self-disclosure, empathy) and negative (e.g., aggression, trolling). Understanding this psychological phenomenon is crucial for managing online communities effectively and promoting a sense of positive community among members.
3. Group Dynamics: Psychology also explores group dynamics within communities, including aspects like leadership, communication patterns, cohesion, norms, and conflict resolution. These dynamics influence the sense of community by shaping relationships, power structures, and collective goals. Online communities, in particular, often rely on effective moderation, clear communication channels, inclusive practices, and shared values to foster a sense of belonging and mutual support among participants.
4. Social Comparison Theory: Social comparison theory, proposed by psychologist Leon Festinger, suggests that individuals evaluate themselves by comparing their abilities, opinions, and attributes with others. In online communities, this psychological process can influence members’ self-perception, self-esteem, and sense of belonging. Positive comparisons or social support within the community can enhance the sense of community, while negative comparisons or perceived exclusion can lead to feelings of alienation or disconnection.
5. Virtual Community Building: Psychologically informed strategies can be employed to build and sustain online communities effectively. These strategies may include creating clear community guidelines and expectations, facilitating meaningful interactions and discussions, promoting empathy and understanding among members, addressing conflicts constructively, and providing opportunities for collaboration, shared experiences, and mutual support. By leveraging psychological principles, online communities can nurture a sense of belonging, promote positive social interactions, and enhance members’ overall well-being.

In summary, psychology’s insights into social identity, online disinhibition, group dynamics, social comparison, and virtual community building are instrumental in understanding and fostering a sense of community, both in physical and digital spaces. By applying psychological knowledge and strategies, community leaders, platform designers, and members themselves can contribute to creating inclusive, supportive, and thriving communities that meet individuals’ social needs and enhance their sense of belonging and connection.

https://www.psychologytoday.com/us/blog/the-science-of-fandom/202303/can-social-media-and-online-communities-be-good-for-us

1. Cognitive Development: Education systems significantly influence cognitive development by providing structured learning experiences that stimulate critical thinking, problem-solving skills, and intellectual growth. Exposure to diverse subjects, engaging learning materials, and interactive teaching methods can enhance students’ cognitive abilities, such as memory retention, information processing, and analytical skills. Moreover, the education system contributes to the development of metacognitive skills, enabling students to monitor and regulate their own learning processes effectively.
2. Emotional Regulation: Education systems impact emotional regulation by fostering social-emotional learning (SEL) competencies among students. SEL programs within educational settings promote self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are essential for managing emotions, building healthy relationships, coping with stress, and developing resilience. A supportive school environment with empathetic teachers, peer support networks, and emotional well-being initiatives can positively influence students’ emotional regulation and mental health outcomes.
3. Identity Formation: Education systems play a vital role in identity formation by providing opportunities for self-discovery, exploration of interests, and personal growth. Students develop a sense of identity and self-concept through academic achievements, extracurricular activities, cultural experiences, and interactions with peers and mentors. The curriculum, teaching methods, and school culture can influence students’ beliefs, values, aspirations, and sense of belonging within their communities. A diverse and inclusive education system that celebrates individual differences and promotes positive identity development contributes to students’ overall psychological well-being.
4. Motivation and Achievement: The education system influences motivation and academic achievement by creating a learning environment that fosters intrinsic motivation, engagement, and a growth mindset. Factors such as clear expectations, feedback mechanisms, recognition of effort, and opportunities for autonomy and mastery can impact students’ motivation to learn and succeed. A supportive educational ecosystem that values effort over outcomes, encourages goal-setting, and provides pathways for personal and academic growth can enhance students’ motivation levels and academic performance.
5. Socialization and Peer Influence: Education systems facilitate socialization and peer influence, shaping students’ social behaviors, values, beliefs, and attitudes. Interactions with classmates, group activities, collaborative projects, and extracurricular involvement contribute to social development, interpersonal skills, empathy, and perspective-taking abilities. Peer relationships and social dynamics within educational settings can influence students’ social identity, social comparison processes, and peer acceptance/rejection experiences, impacting their psychological well-being and social integration.

In conclusion, the education system exerts a profound influence on various aspects of psychology, including cognitive development, emotional regulation, identity formation, motivation, academic achievement, socialization, and peer influence. Recognizing and understanding these effects can inform educational policies, practices, and interventions aimed at promoting positive psychological outcomes and holistic student development.

https://www.apa.org/education-career/guide/subfields/teaching-learning

Social Inequality from Discrimination

Alessandra DeVito

Stereotyping, prejudice, and discrimination are a trifecta that perpetuates social inequality and injustice, yet their distinctions are often blurred. Understanding each component is pivotal in dismantling systemic biases and fostering a more inclusive society.

Stereotyping, involves making assumptions about individuals based on characteristics such as race, gender, or religion. These oversimplified beliefs create a rigid framework through which people are perceived, often ignoring their individuality. Whether it’s assuming “all Asians are good at math” or “all women are nurturing”, or “Nearly half of Americans (46%) say there is “a lot” of discrimination against Black people”.  Stereotypes diminish the complexity of human experience and reinforce harmful biases.

Prejudice, takes stereotypical beliefs a step further by attaching emotions such as dislike or hostility to certain groups. It’s the emotional response to perceived differences, often stemming from fear, ignorance, or social conditioning. Prejudice not only clouds judgment but also influences behavior, fueling discrimination and creating barriers to social cohesion.

Discrimination, is the action or behavior resulting from prejudice. It’s the manifestation of biased attitudes in real-world interactions, leading to unequal treatment or opportunities for certain individuals or groups. Discrimination can take various forms, from overt acts like racial profiling to subtler forms such as microaggressions in everyday interactions. Regardless of its guise, discrimination reinforces power imbalances and perpetuates systemic inequalities.

Overall, understanding the interconnected nature of stereotyping, prejudice, and discrimination is crucial in combating social injustices. By challenging stereotypes, addressing prejudice, and actively working to eliminate discriminatory practices, we can strive towards a more equitable and inclusive society where individuals are valued for their unique qualities rather than judged based on preconceived notions. It’s only through collective awareness and action that we can dismantle the barriers that divide us and pave the way for a more just and compassionate world.

Reference:

https://www.pewresearch.org/short-reads/2021/03/18/

     There is an overrepresentation among Black/African American in special education in the US. Special education can be defined as necessary support needed in a classroom to assist with academic achievement, educational equity, social-emotional development, and high school graduation (Garwood & Carrero, 2023). Black students from ages 6-21 were more likely than other students to receive services in special education classrooms (Garwood & Carrero, 2023). An over-representation of Black students in the special education classroom is defined by the percentage of Black students higher than the other students (Gardwood & Carrero, 2023). 

     In 2002, Black students were 17% of the public-school population but made up 27% of the special education population (Garwood &  Carrero, 2023). One may think, “why is this an issue?’” This is an issue because these students that are under this category may see themselves as inherently defective (Garwood & Carrero, 2023). These students can be bullied and often put into out-groups due to this label, and personally I have seen it first hand after being in my internship in the special education classroom. 

     The reason that I chose this article this week was to bring attention to ongoing issues in education that Black students face. Research should continue to emphasize literature like this and find ways to combat this problem. For example, getting to the root of why Black students are often diagnosed before their counterparts would be a great start where I’m sure there is also literature on. 

     To conclude, over-representation of Black students in the special education classroom is a real issue that leads to bullying and inherent defective feelings. These feelings may lead into adulthood causing significant issues with their mental health leading to other diagnoses and possible suicidal ideation. That feeling of something being wrong with you could be a feeling that never goes away and will be stuck the rest of their lives. 

Garwood, J. D., & Carrero, K. M. (2023). Lifting the Voices of Black Students Labeled With Emotional Disturbance: Calling All Special Education Researchers. Behavioral Disorders, 48(2), 121-133. https://doi.org/10.1177/01987429221130729

Have you ever wondered how social psychology principles can shape the dynamics of the classroom and enhance the learning experience for both students and teachers? When it comes to education, using social psychology principles can profoundly influence student engagement and academic success. This is why it is significant to understand how individuals perceive themselves and how they perceive others in educational settings as it allows teachers to create an inclusive environment that nurtures learning and growth.

Social psychology can be defined as a way to understand how people think about, feel about, relate to, and influence one another (Gruman et al., 2017). One social psychology principle that can be used in the classroom is belief perseverance. According to the textbook, belief perseverance can be defined as people’s tendencies to maintain their initial ideas or beliefs despite exposure to disconfirming evidence (Gruman et al., 2017). Studies have found that students with medium to low grade-point average continue to perform poorly on exams because they remain confident to their initial beliefs that they will perform well and continue to tank their grades because they do not commit to any changes due to belief perseverance. My whole life I have been really good at understanding and applying mathematical concepts. When I was in middle school, my algebra teacher noticed how confidently I would enter exams even without studying just by simply paying attention to his teaching during class. He found that he would use almost the same exact problems on the exams as the ones he would use for examples during class time, and I would be able to memorize the method and apply it without actually studying it on my own. Because of this I would walk into exams confidently and achieve high scores without studying. However, when my teacher decided to switch the exam by using the same concepts covered in class on the exam but different problems, I did not achieve as high of a score. I thought that the reason why I didn’t do good is because which is when he sat me down and told me that I shouldn’t let my initial beliefs that I am good at mathematics to stop me from studying. He knew I based my knowledge on facts, and it was a fact that I did not do as well on my exam as I should have because I did not study. Ever since his class and interacting with him as a teacher, I rejected my belief perseverance and studied for all my exams in the future.

Another social psychology principle that can be used in the classroom is fundamental attribution error. According to the textbook, the fundamental attribution error can be defined as the tendency people have to focus on personal causes of other’s people’s behavior and to downplay the influence of situational causes (Gruman et al., 2017). This principle would allow educators to foster a more supportive and understanding learning environment. For example, if a student who tends to be more outgoing and disruptive during a class may fail a quiz because they did not understand the way the teacher explained the concepts. However, instead of the teacher reflecting on that and see why the student might have not gotten the concepts, the teacher will assume that the student failed an exam because they are usually disruptive during a class lesson and therefore did not pay close attention to her explaining such concepts. When the teacher emphasizes effort and strategies over what a student’s behavior might have been like, it will help the students develop a mindset where they will want to continue working hard and navigate through different challenges.

As we explore social psychology more and see how it can be applied in educational environments, we can foster inclusive learning environments with space for students to engage and develop. By addressing different social psychology principles such as belief perseverance and fundamental attribution error, educators can create the right learning environment for students that will empower them in the future.

Source:

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (Eds.). (2016). Applied social psychology : Understanding and addressing social and practical problems. SAGE Publications, Incorporated.

The education system is constantly evolving. An approach that stands out for its impacts on student growth is student-led learning. This approach, places the education on the learners themselves, encouraging self-guided practices.

One of the most significant advantages of student-led learning is the development of critical thinking and problem solving skills. When students are at the center of their education careers, they are constantly faced with decisions that require evaluating information, and create an informed conclusion. Practicing self learning will allow students to solve problems on their own, which can be valuable for them inside and outside the classroom (Dias, n.d).

Student-led learning also has an impact on student engagement. By allowing students to engage in topics that they’re most interested in, along with allowing them to move at their own pace can make them much more likely to fully engage in the topic. Doing this also makes education more entertaining and exciting for students (Dias, n.d)!

Another important advantage student-led learning offers is good communication skills. As students work together on projects, and use peer-to-peer teaching, they learn to have clearer thoughts, improve their listening skills, and work cooperatively with one another. These skills are also important for success in real world situations, where everyone is increasingly valuing teamwork. Student-led learning is a great approach to approve academic success, and improve students skills that will benefit them throughout life (Dias, n.d).

Source:

Dias, R. (n.d.). Empowering classrooms with student-led learning. GESS Education. https://www.gesseducation.com/gess-talks/articles/empowering-classrooms-with-student-led-learning

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopment disorder than is usually diagnosed in childhood or adolescence. Symptoms of the disorder can include, but not limited to: difficulty focusing, hyperactivity, short attention span, irritability, and more (So, 2008). If this disorder is left untreated, it can lead to adverse outcomes in academics throughout school years, and occupations throughout adulthood. One treatment technique that has been tested is behavior training using token economy in the classroom. This is brought on by B.F. Skinner’s behaviorism theory because the children are rewarded for appropriate behavior, which helps limit ADHD-like behaviors.

In a study conducted by So, Leung, and Hung (2008), children were rewarded for behaviors such as following directions, working quietly, raising their hand to speak, remaining in their seat, and showing good sportsmanship. The researchers were sure to demonstrate these appropriate behaviors to the children so they can follow them accurately. The tokens that were earned, were able to be exchanged for a reward. If the children violated the rules, a token was taken away. Behaviorism emphasizes that behaviors followed by favorable consequences are more likely to occur than behaviors followed by unfavorable consequences (Gruman, 2017).

The children received daily feedback on their behaviors and tokens earned on a daily report card. This feedback allows the children to understand associations between the good behaviors and reward, and the bad behaviors with consequences. In later sessions, the children completed their own self-reviews to practice self-monitoring and self-management to find solutions to their problematic behaviors. This is very important to effectively modify behaviors, instead of only focusing on giving rewards and consequences. If the children understand why the behaviors are bad, they could be more likely to want to act appropriately.

Overall, Skinner’s behaviorism theory emphasizes the use of reward and punishment to limit undesired behaviors (Gruman, 2017). The key to incorporating this theory’s components is to model the desired behaviors, so children have a complete understanding of what is expected. I believe using a token economy to reinforce appropriate classroom behaviors for children with ADHD is an effective intervention, rather than relying on medications to fix their problem-behaviors.

References

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (Eds.) (2017). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (3rd ed.). Thousand Oaks, CA: Sage Publications.

So, C.Y.C., Leung, P.W.L., Hung, S. (2008). Treatment effectiveness of combined medication/behavioural treatment with Chinese ADHD children in routine practice. Behaviour Research and Therapy, 46 (9), 983-992. https://doi.org/10.1016/j.brat.2008.06.007

Have you ever sat down to work on a project, only to find yourself doom scrolling TikTok a few hours later? Productivity is traded for procrastination. It happens to the best of us. Although social media seems like harmless entertainment and a good distraction from the stress of an arduous task, procrastinating is self-handicapping (Gruman et al., 2016, pp. 446–447). This happens in classrooms from high school to universities, where the stakes are high, and the pressure to perform is intense. In these academic environments, the seemingly benign act of procrastination through social media can evolve into a pattern of self-sabotage that detrimentally impacts students’ academic achievements and self-esteem (Scott & Woods, 2018).  

Self-handicapping, a behavior that obstructs one’s success, can manifest in numerous ways, like delaying studying for an exam or avoiding assignments until the last minute, to name a couple. On the surface, this is a time management issue. However, this is not merely about poor time management; it’s a crutch to explain away a poor outcome (Gruman et al., 2016, pp. 446–447). Self-handicapping is intricately linked to more profound psychological phenomena like the fear of failure and the impostor syndrome (Fimiani et al., 2024). The fear of failure is an all-too-common experience for students, driving them to avoid situations where their abilities might be tested, and they might fall short. However, lurking beneath this fear is often the impostor syndrome—the persistent belief that one’s success is undeserved and that one is a fraud on the verge of being exposed (Fimiani et al., 2024). These fears create a fertile ground for self-sabotage in pursuing academic success.  

For students stuck in the cycle of self-handicapping, social media platforms serve as a constant source of distraction and comparison, which enables the cycle. For students grappling with the impostor syndrome, the curated successes of peers on social media can exacerbate feelings of inadequacy and fuel further procrastination (Fimiani et al., 2024). This digital procrastination, in turn, feeds into the cycle of self-sabotage, leading to lower grades and academic dissatisfaction. The connection between self-handicapping behaviors and educational outcomes is clear: students engaged in these behaviors often possess the skills and knowledge to succeed but undermine their efforts, leading to diminished academic performance and personal fulfillment (Shi et al., 2020).  

A recent study conducted by Üztemur and Dinç (2022) emphasizes self-control as a vitial tool to prevent self-handicapping behaviors, especially those influenced by social media. Self-control is defined as the ability to control one’s thoughts, feelings, and actions, and it is essential in managing the temptations of digital distractions on social media platforms. The researchers found that increased self-control is linked to a reduction in the impact of problematic social media habits on procrastination with middle schoolers. This discovery highlights the importance of enhancing self-control as a critical approach to counteracting the negative effects of social media on academic performance (Üztemur & Dinç, 2022). It also emphasizes the value of self-regulation in the educational environment, specifically pointing to maintaining focus and controlling impulses as a strategy to prevent the unproductive cycle of procrastination caused by social media. Thus, highlighting the need for interventions focused on developing techniques to improve self-regulatory abilities is a useful strategy for enhancing educational. 

We can teach students to overcome the lure of procrastination via social media by equipping them with the tools to tackle self-handicapping behaviors. Tools, like a growth mindset, where challenges are viewed as opportunities for learning and growth, can significantly mitigate the fear of failure (Jiang et al., 2023). We can also create supportive academic environments encouraging open discussions about feelings of inadequacy and the impostor syndrome to help demystify these experiences and reduce their power. Teaching students practical skills for managing time and stress, setting realistic goals, and practicing self-compassion can empower them to confront self-sabotaging behaviors and embrace their potential to choose productivity over procrastination (Jiang et al., 2023).   

References 

Fimiani, R., Mannocchi, C., Gorman, B. S., & Gazzillo, F. (2024). Guilt over success, impostor phenomenon, and self-sabotaging behaviors. Current Psychology. https://doi.org/10.1007/s12144-024-05697-z 

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (2016). Applied Social Psychology: Understanding and Addressing Social and Practical Problems. SAGE Publications. 

Hassell, M. D., & Sukalich, M. F. (2016). A Deeper Look into the Complex Relationship between Social Media Use and Academic Outcomes and Attitudes. Information Research, 21(4). http://files.eric.ed.gov/fulltext/EJ1138645.pdf 

Jiang, Y., Liu, H., Yao, Y., Li, Q., & Li, Y. (2023). The Positive Effects of Growth Mindset on Students’ Intention toward Self-Regulated Learning during the COVID-19 Pandemic: A PLS-SEM Approach. Sustainability, 15(3), 2180. https://doi.org/10.3390/su15032180 

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

Scott, H., & Woods, H. (2018). Fear of missing out and sleep: Cognitive behavioural factors in adolescents’ nighttime social media use. Journal of Adolescence, 68(1), 61–65. https://doi.org/10.1016/j.adolescence.2018.07.009 

Shi, C., Yu, L., Wang, N., Cheng, B., & Cao, X. (2020). Effects of social media overload on academic performance: a stressor–strain–outcome perspective. Asian Journal of Communication, 30(2), 179–197. https://doi.org/10.1080/01292986.2020.1748073 

Üztemur, S., & Di̇Nç, E. (2022). Academic procrastination using social media: A cross‐sectional study with middle school students on the buffering and moderator roles of self‐control and gender. Psychology in the Schools, 60(4), 1060–1082. https://doi.org/10.1002/pits.22818 

In today’s digital age, it is hard to escape the pervasive influence of social media. Have you ever stopped and wondered how much the influence of social media impacts your daily life? From mindlessly scrolling through Instagram or Facebook feeds for hours to staying connected with friends and family, social media has become essential in our modern society. Looking at the research conducted on the effects of social media on our psychological well, we see evidence of positive and negative effects of excessive social media use on our psychological well-being.

Research has revealed that social media can provide opportunities to boost the mental health of social media users by facilitating social connections and peer support (Zsila & Eric, 2023). As an immigrant coming from almost six thousand miles away from “home”, I have found myself relying heavily on social media to stay connected with family and friends I left behind. If it was not for social media, a lot of the strong connections I left behind would be gone. It has given me the space to be virtually present in my friends and families lives even though I cannot be there physically. When we experienced the COVID-19 pandemic, I noticed myself relying heavily on social media to keep up with the news on what was happening around the world and keep myself entertained during the lockdown. Social media can be seen as an escape from reality. For those who are introverts like some of my friends, they rely heavily on social media to connect with other people who might also be introverts and are not as social in one-on-one interactions in the real world. Using social media moderately while also being self-aware can have a positive impact on one’s life.

While social media brings several benefits to our psychological well-being, researchers have united to explore its potential drawbacks. According to several studies, there has been potentially detrimental effects of social media use on mental health (Zsila & Eric, 2023). Social media has facilitated social connections and peer support; however, it has raised concerns that it may lead to body image dissatisfaction, cyberbullying, and can negatively impact one’s mood. According to research, excessive use of social media, has increased loneliness, fear of missing out, and decreased subjective well-being and life satisfaction (Zsila & Eric, 2023). Social media can be risky for all age groups especially the younger age group users who are not are aware of the potential side effects of using social media. They are not able to see that social media is not as it seems. I remember when I first got Instagram in high school, I noticed myself changing to appear more likable on Instagram and to look like the influencers that I used to follow on Instagram. A lot of people, especially younger audiences on social media platform, often times fail to realize that social media platforms portray only the good aspect of someone’s life. Many celebrities on Instagram that have been called out for photoshopping their pictures and portraying this image perfect life of theirs because they have such a large influential platform that different age groups follow. Individuals who tend to be more introverted, may have their mood affected by seeing their peers being social and living a life that they are not living. Although, the users should be responsible for themselves and how they view social media platforms, it is inevitable to say that it has had a toll on the psychological well-being of social media users around the world.

As technology continues to advance, more social media platforms are going to be introduced to us. We have witnessed this in recent years with Instagram coming out after Facebook, Snapchat, TikTok and several other platforms that we did not have as a part of our lives. It is important to raise awareness on the effects social media has on our psychological well-being. Although social media has made it easier for individuals to keep in touch with loves ones and stay entertained, the negative effects it could potentially have on our psychological well-being needs to be addressed to potentially decrease those negative effects. As a society we can come together to remind people that not everything they see on social media is real and therefore they should not let it negatively affect their mental health. We must treat social media they way we treat other aspects of our life by moderating our time spent on these platforms.

Zsila, Á., & Eric, M. (2023). Pros & cons: Impacts of Social Media on Mental Health. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01243-x

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As technology progresses are way of life evolves. If you have a question you turn to google, Siri, Alexa, and more. Everything is right at our fingertips. While technology can be an amazing tool it can also cause negative effects on people and particularly on our youth. Adolescents do not know how to fact check. They see things on social media and somehow, they are trying to duplicate the action, clothing, makeup, song, etc. The problem is that sometimes what they are viewing is negative.

Another aspect is screen time. You see young children as little as two walking around with devices. They have already started using technology. While this can have an educational value it is also limiting interactions with others. Adolescents are always on their phones. Social media has become a big part of their lives. They communicate constantly. They have something known as streaks on snap chat which is to keep as much communication with a friend as possible and continually. This seems like a positive but on the other hand they are constantly on their phones to achieve this goal rather than having meaningful communication. Devices and social media can cause anxiety, depression, poor sleep, eye strain, physical problems, and more.

Technology can be great for educators assisting in access to a world of knowledge at your fingertips. Virtual reality for interactive learning. AI assistance which can assist in educating. On the other end can cause issues with cheating. Social media can be used by educators to engage with students in a modern way. Educators can use social media as a platform to engage with students outside of the classroom. With this there is also a fine line. Social media also allows for resource sharing.

A study was conducted on adolescents in regard to the positive and negatives of social media. The qualitative study included 23 adolescents that had been diagnosed with depression. The study concentrated on the effects of social media and the adolescent’s depression. The conclusion was that there were both positive and negative associations with social media. They could easily access content and people. The negatives included sharing in risky behaviors, making comparisons to others, and cyberbullying. These negatives could cause stress and triggers. (Radovic, 2017).

It seems that technology and social media have negatives and positives. If limited and monitored it can be a useful tool. Like all things moderation is key.

Ana Radovic, Theresa Gmelin, Bradley D. Stein, Elizabeth Miller, Depressed adolescents’ positive and negative use of social media, Journal of Adolescence, Volume 55, 2017, Pages 5-15, ISSN 0140-1971, https://doi.org/10.1016/j.adolescence.2016.12.002.

As humans we want to understand our own behaviors and more so the behaviors of others. Though it is natural to want to predict the behaviors of others and why people do the things that they do, we are not all mind readers or highly talented psychologists. When we try to understand why someone was late for our planned lunch date or why someone did badly on their part of a group project, our mind will naturally start to try and understand and predict why this person is doing these things. Maybe we label them as someone who does not care for others so they feel fine leaving someone waiting. Maybe we see them as lazy so that’s why they did poorly on their part of the project. This way of thinking, when we only perceive others for their personality and individual traits rather than possible outside situational circumstances is known as fundamental attribution error (Gruman, 2016). 

Fundamental attribution error can be harmful to people in more ways than one. For example, people with Autism Spectrum Disorder (ASD) often have a difficult time communicating. They may lack social cues and come off as different in an everyday setting. If a person with ASD is being interviewed for a job, they may not do so well in the interview from the interviewees perspective. However, this does not mean that the person with ASD won’t be wonderful at the job. In fact, since many people with ASD have unique special interests they may actually be one of the best and more informed people for the job they are applying for. This is a much more serious example of fundamental attribution error which unfortunately can impact many people with disabilities. 

Since fundamental attribution error is a trait humans naturally do, how can we learn to prevent it? At its core, fundamental attribution error is having biases. Studies have suggested that to learn how to not focus on a singular bad quality or action of a person we need to learn how to focus on the positives. This can be done by making a list of five positive qualities of someone to help us have a more balanced view of them as a person (Healy, 2017). Another important topic related to fundamental attribution error is understanding emotional intelligence. Emotional intelligence involves understanding empathy, self regulation, self awareness and overall being more objective in the interest of others (Healy, 2017). 

Overall, it is important to understand that we will never completely overcome fundamental attribution error. We can only become better at avoiding it more frequently. Fundamental attribution error is a trait humans do naturally, most likely in a protective way. We try to predict and understand others’ behavior to protect and benefit ourselves. Understanding what fundamental attribution error is alone, I believe can help people better avoid it and notice it when it is happening to others or themselves. 

References: 

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (2016). Applied Social Psychology (3rd ed.).   SAGE Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/9781506353968 

Healy, P. (2017). THE FUNDAMENTAL ATTRIBUTION ERROR: WHAT IT IS & HOW TO AVOID IT. Harvard Business School Online. https://online.hbs.edu/blog/post/the-fundamental-attribution-error

Cell phones and media have undergone significant evolution over time, profoundly impacting human psychology and behavior. Initially, cell phones were bulky devices limited to voice calls and text messages. With technological advancements, they transformed into sleek smartphones capable of accessing a vast array of media content. This evolution has led to a paradigm shift in how individuals interact with information and communicate with others, thereby influencing various aspects of psychological well-being.

The advent of smartphones brought about a constant connectedness to media through social networking sites, news apps, and entertainment platforms. This continuous exposure to information has altered attention spans, leading to shorter periods of focus and increased susceptibility to distractions. Moreover, the constant stream of notifications and updates has contributed to heightened levels of anxiety and stress as individuals feel the pressure to stay constantly updated and responsive.

The evolution of cell phones and media has also changed social dynamics and interpersonal relationships. While these technologies facilitate instant communication and connectivity, they have also been associated with a decline in face-to-face interactions and a rise in virtual communication. This shift has implications for social skills development, as individuals may struggle with non-verbal cues and empathy in digital interactions compared to in-person communication.

Furthermore, the accessibility of media content on smartphones has influenced self-image and identity formation. Social media platforms, in particular, have created spaces for self-presentation and comparison, leading to issues such as low self-esteem and body image concerns. The curated nature of online profiles can create unrealistic standards and foster feelings of inadequacy among users, impacting mental health and well-being.

Overall, the evolution of cell phones and media has had a profound impact on psychological processes and behaviors. While these technologies offer numerous benefits in terms of connectivity and information access, they also pose challenges such as decreased attention spans, altered social dynamics, and issues related to self-image and identity. Understanding these effects is crucial in navigating the digital landscape and promoting healthy technology use.

https://www.fastcompany.com/90163456/can-evolutionary-biology-explain-smartphone-addiction

The Rosenthal and Jacobson experiment on “Bloomers” in classroom settings is a shocking illustration of how unconscious bias can shape outcomes in educational environments, epitomizing the concept of the expectancy effect. This phenomenon suggests that the beliefs and expectations of teachers about their students’ abilities can significantly influence students’ academic performance, often in ways the teachers themselves are not consciously aware of (Gruman et al., 2016). The implications of this research highlight a nuanced form of bias that can have profound effects on students, particularly in diverse educational settings.

At the heart of the experiment is the principle of the self-fulfilling prophecy, as articulated by Robert Merton (1948). A self-fulfilling prophecy occurs when what we expect from someone shapes how we treat them, which then guides how they act around us. Essentially, if we think someone will behave a certain way, we’re likely to act in ways that make it more probable they will, confirming our original beliefs. Our expectations set the stage, and then both of us play our parts to turn those expectations into reality, reinforcing our initial assumptions about them (Gruman et al., 2016). The prophecy unfolds in educational settings when teachers, influenced by their expectations, treat certain students differently—more favorably in the case of the so-called “bloomers.” This differential treatment, though unconscious and not intended to be biased, leads to actual improvements in those students’ performances. As documented by the researchers, teachers provided “bloomers” with a warmer climate, more challenging materials, greater and more nuanced feedback, and more opportunities to participate in class. These factors combined to create an environment in which the “bloomers” could thrive, purely based on the teachers’ belief in their potential (Gruman et al., 2016).

The catastrophic implications of such unconscious biases in diverse educational settings today cannot be understated. First, if positive expectations can lead to improved outcomes, then negative expectations, even if equally unconscious, can lead to poorer outcomes for students. This is particularly concerning for students from marginalized groups, who might already face stereotypes and biases that lower teachers’ expectations for them. In diverse settings, where the student body is comprised of individuals from various socio-economic, racial, and cultural backgrounds, the risk of such biases negatively affecting students’ academic journeys is significant. This could perpetuate cycles of inequality and limit opportunities for students who are subject to lower expectations.

The research should floor us, as it highlights a critical need for awareness and intervention in teacher training programs to mitigate unconscious biases. The teachers involved in Rosenthal & Jacobson’s study believed they were treating all students equally and fairly (Gruman et al., 2016). It’s thought-provoking to consider the loud critiques of “woke” ideology, and the call for teachers to withhold their personal views and “just teach the material.” However, the study in question illuminates a crucial point: even with the best intentions, educators cannot completely neutralize their biases. Unbeknownst to them, these biases influenced their interactions with students, favoring some over others. Remarkably, students believed to have higher potential thrived, despite being randomly selected from a pool of children with a diverse array of abilities. This underscores the profound, albeit unintentional, impact of teacher expectations on student performance. Educators must be trained to recognize their own potential biases and understand how their expectations can influence student outcomes. Strategies like fostering growth mindsets, where the focus is on the potential for student growth rather than preconceived limits to their abilities, can be instrumental in combating the negative effects of bias.

The Rosenthal and Jacobson study serves as a reminder of the power of expectations in shaping reality. It highlights the need for educational systems to adopt practices that promote equity and inclusivity, ensuring that all students, regardless of background, are given the same opportunities to succeed. By understanding and addressing the unconscious biases that influence teacher expectations, the educational community can work towards creating environments that truly nurture the potential of every student.

-Laura Gamble

References

Gruman, J. A., et al. (Eds.). (2016). Applied social psychology: Understanding and addressing social and practical problems. SAGE Publications, Incorporated. http://ebookcentral.proquest.com/lib/pensu/detail.action?docID=5945490

Merton, R. K. (1948). The self-fulfilling prophecy. The Antioch Review, 8(2), 193-210. http://www.jstor.org/stable/4609267

Social Dynamics with Communication Technologies

Alessandra DeVito

Technology today is a huge part of how people connect, communicate and interact with each other.  From having telephones, all the way to having social media, technology has grown tremendously.  This is for communicating and it has impacted our society social norms and behaviors in the world today.  And as technology becomes more advanced each day, it'[s important to understand the effects technology has on society.  This can be seen through sociological theories.

Social constructionism is through different interactions, symbols, and meanings.  The theory shows a lot of insights on how communications technologies shape people’s perceptions of reality.  This also allows for an influence of social norms.  For example, instagram lets people connect and communicate with others.  This allows people to find more friends, and relationships.

Technology also influences social behaviors by the evolution of telephones.  This is because from starting with wired phones, to now wireless, it allows for better communication.  People are able to call or text one another at any place or time.  In Evring Goffman’s theory of dramaturgy, it shows how people base their social media on how they want to be perceived.

Some of the downsides of communications technologies is the ethical aspect.  This is because of the technological determinism.  It shows that technology changes social  norms.  So as technology communication grows, we need to see the impacts it has on society and social dynamics.

Overall, I think these approaches show opportunities and challenges from the communications technologies.  Using social constructionism and dramaturgy, it creates a better understanding on how technology shapes our behavior.  This will also let people learn how much technology is able to transform communications as it continues to get more advanced.

Reference:

Goffman, E. (1959). The Presentation of Self in Everyday Life. Anchor Books.

In today’s fast-paced digital landscape, email has become the primary mode of communication in the workplace. From quick updates to lengthy project discussions, email facilitates seamless interaction among colleagues, clients, and partners. However, despite its convenience, email communication is not without its challenges. Miscommunication via email can have profound implications for businesses, affecting everything from productivity to professional relationships.

The Impact of Email Miscommunication on Businesses

Email miscommunication can manifest in various ways, posing significant challenges for businesses:

1. Misunderstandings and Delays: Different interpretations of tone, ambiguous language, or lack of clarity can lead to misunderstandings. This can result in delays in decision-making or project execution as individuals seek clarification, hindering progress and productivity.
2. Strained Relationships: When email exchanges with external partners or clients are marred by miscommunication, it can strain relationships and erode trust. Misinterpreted messages may lead to frustration, conflict, or even the loss of business opportunities.
3. Decreased Productivity: Resolving email miscommunication consumes valuable time and resources. Instead of focusing on core tasks, employees may find themselves embroiled in lengthy email threads attempting to clarify intentions or rectify misunderstandings, ultimately impacting overall productivity.

The Role of the Fundamental Attribution Error

The fundamental attribution error, a cognitive bias where individuals attribute behavior to internal characteristics rather than external circumstances, plays a significant role in email communication:

• Assuming Negative Intentions: Recipients may erroneously attribute negative intentions to a sender based on the tone or brevity of an email. For example, a hastily composed email lacking detail may be perceived as dismissive or uncaring, when in reality, the sender was pressed for time.
• Judging Competence: Spelling errors or punctuation mistakes in emails can lead to perceptions of incompetence. Rather than considering external factors such as time constraints or distractions, recipients may attribute errors to the sender’s lack of skills or attention to detail.

Personal Experience: A Case of Text Miscommunication

Consider the following scenario: A busy professional, immersed in work-related tasks, responds to a casual text with a brief “Ok” instead of the usual “okay.” Unbeknownst to them, the recipient interprets this as a sign of anger or frustration, leading to unnecessary tension in their personal relationship.

Strategies to Mitigate Email Miscommunication

To navigate email miscommunication effectively, businesses can implement the following strategies:

1. Promote Clarity and Precision: Encourage employees to use clear, concise language and provide context when necessary to minimize ambiguity in emails.
2. Encourage Open Dialogue: Foster a culture of open communication where employees feel comfortable seeking clarification or expressing concerns about misunderstood emails.
3. Mindful Communication: Remind employees to consider the tone and implications of their emails, particularly when conveying sensitive information or directives.
4. Utilize Alternative Communication Channels: In situations where nuances may be lost in email communication, encourage the use of alternative channels such as video calls or face-to-face meetings.

Conclusion

Email miscommunication poses significant challenges for businesses in today’s digital workplace. By understanding the impact of miscommunication, recognizing the role of cognitive biases like the fundamental attribution error, and implementing strategies to promote effective communication, businesses can mitigate the risks associated with email communication and foster a more productive and harmonious work environment.

In an era dominated by digital communication, mastering the art of effective email communication is essential for success in the modern workplace. By prioritizing clarity, empathy, and open dialogue, businesses can navigate the pitfalls of email miscommunication and cultivate stronger professional relationships.

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (Eds.). (2016). Applied social psychology : Understanding and addressing social and practical problems. SAGE Publications, Incorporated.

Social media has been on the rise for decades as a way for people to connect to one another. In more recent years it has become a platform for people to share their lives with the entire world. Careers have been made out of this type of sharing and has created a new branch of influencers. Almost all generations can admit they keep up with social media and influencers in some capacity. Although this was formed as a way of connecting to benefit people it has been the cause of many mental health problems across younger generations.

Instagram’s recent restriction on likes may be a small step in the right direction, but it is not a complete solution to mental health issues. Social media has a reinforcing nature, activating the brain’s reward center by releasing dopamine, a “feel-good chemical” linked to pleasurable activities. The platform is designed to be addictive and is associated with anxiety, depression, and physical ailments. According to the Pew Research Center, 69% of adults and 81% of teens in the U.S. use social media, putting a large population at an increased risk of feeling anxious, depressed, or ill over their use. The unpredictable outcome of social media platforms keeps users engaged, as they post content with the hope of receiving positive feedback. Comparisons and FOMO (fear of missing out) also play a role in this behavior. A 2018 British study linked social media use to decreased, disrupted, and delayed sleep, which is associated with depression, memory loss, and poor academic performance (Sperling,2024)

Social media platforms have a significant impact on mental health, particularly for females, who often express aggression physically and are prone to excluding others and sharing hurtful comments. Social media also puts a distorted lens on appearances and reality, with unrealistic, filtered photos available on platforms like Facebook, Instagram, and Snapchat. This can make it difficult for teens to distinguish between reality and reality, especially during middle school and puberty when their brains are not fully developed and relationships become more important. Adults are also vulnerable to this, with plastic surgeons seeing an increase in requests for filtered photos. It is crucial to be mindful of the potential harm caused by social media use and its impact on mental health. If adults can also suffer from this and have the ability to have fully developed thoughts it can be even more detrimental to children who do not have the ability to think a certain way yet.

Parents can limit device usage and teach kids healthy media use and sleep hygiene. They can ask teens to turn in their phones at night, monitor their online activity, and remember that their content is a permanent fingerprint. Some families can modify their social media usage to encourage sharing without focusing on appearance. This is important especially with younger children because the more comparison they have to people on social media the more likely they can suffer from self-esteem issues which leads to body image problems and could end up in eating disorders.

In the realm of education, fostering positive relationships between students and educators is paramount for creating conducive learning environments. However, social biases such as the fundamental attribution error and social categorization can inadvertently strain these relationships. Gruman, Schneider, and Coutts (2016) delve into these biases, shedding light on their implications and potential remedies.

One concept discussed by Gruman et al. (2016) is the fundamental attribution error, which involves attributing others’ behavior to internal characteristics rather than considering external situational factors. For instance, if a student arrives late to class, the educator may hastily assume laziness or lack of commitment, overlooking potential external factors like transportation issues or family responsibilities. To counteract this bias, educators can take proactive measures to understand students’ situations, show empathy, and provide appropriate support, thus fostering a more understanding and supportive learning environment (Pg. 438).

Moreover, social categorization exacerbates intergroup biases, leading to an “us versus them” mentality between students and educators. Gruman et al. (2016) elucidate how “social categorization prompts individuals to form in-groups and out-groups based on social characteristics” (Pg. 444). This can manifest in adversarial relationships between students and teachers, hindering collaborative learning experiences. To mitigate these biases, both students and educators must actively seek common ground and promote mutual understanding. Through cooperative learning approaches and emphasizing open communication, the barriers between in-groups and out-groups can be dismantled, paving the way for productive collaboration and positive relationships (Pg.445).

Furthermore, the overjustification effect poses another challenge in education, particularly regarding students’ intrinsic motivation. Gruman et al. (2016) discuss how external rewards or punishments can undermine individuals’ intrinsic interest in an activity. In an educational context, “mandated learning requirements may diminish students’ enjoyment and engagement with the subject matter” (Pg. 450). To address this, educators can strive to create a learning environment that nurtures students’ intrinsic motivation. Educators can reignite students’ passion for learning and enhance their educational experiences by incorporating interactive and engaging teaching methods, providing autonomy in learning, and connecting course material to real-world applications (Pg. 451).

Ultimately, fostering positive relationships in education entails creating a culture of empathy, mutual respect, and collaboration. By addressing social biases, promoting open communication, and nurturing intrinsic motivation, educational environments can become transformative spaces where every individual feels valued and empowered to succeed.

Reference:

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (Eds.). (2016). Applied social psychology: Understanding and addressing social and practical problems. SAGE Publications, Incorporated.

The word trauma has been quite the buzzword on social media in recent years. From describing how embarrassed someone felt when they tripped in front of a potential partner or maybe finding out a favorite TV show was leaving a streaming network. We’ve all probably seen it somewhere, at some point, describing things that made us feel temporarily upset. But what does trauma really mean? And how can social media play a role in retraumatizing someone? My answer is both scientific and a personal one.

Trauma, as defined by the American Psychiatric Association (2018), is as follows:
Any disturbing experience that results in significant fear, helplessness, dissociation, confusion, or other disruptive feelings intense enough to have a long-lasting negative effect on a person’s attitudes, behavior, and other aspects of functioning. Traumatic events include those caused by human behavior (e.g., rape, war, industrial accidents) as well as by nature (e.g., earthquakes) and often challenge an individual’s view of the world as a just, safe, and predictable place. (American Psychological Association, 2022)

According to the Substance Abuse and Mental Health Services Administration (2017), retraumatization is when you have similar stress reactions to a former traumatic experience when encountering a related or new event. With formalities and technical terms clarified, I’d like to move on to the more personal aspect of trauma. I first want to acknowledge that trauma is subjective to each individual and no one else’s experience can be compared to our own, nor should it be. With that said, I’d like to caution anyone with an aversion to death or the death of animals/pets that the following content will contain those subjects.

It was November of 2021; I was in the beginning of my sophomore year here at Penn State. I had my “3 boys” as I called them. A 15-year-old black cat, Wolfie, and two 9-year-old dogs, Tucker and Kratos. Tucker is a Shepherd/Chow mix and Kratos was a Husky/Keeshond mix, both rescued from my local SPCA in 2012. Right before finals Kratos began limping on his back leg and was taken to the vet. Without too much concern we were sent home with pain medications and orders to rest. However, he quickly declined and ultimately lost all use of his hind legs over the next few months. It was 18 months from that first incident until I had to make the decision to let him go. Not before trying everything under the sun. Every test you can imagine followed up by quarterly neurologist visits for bloodwork and assessment. Medication and diet changes, secondary medical issues from his treatment and more emergency vet visits. Like any other time, I took him to his neuro appointment on the 13th of May in 2023. All was good but this time his blood sugar was sky high, and we spoke about adding insulin to his medications. He was still a gleaming and happy guy, so I made him an appointment for the next day with his vet. Sadly, the next morning he was showing symptoms of his elevated sugar, wouldn’t eat, and a seroma (buildup of fluid) on his backend had ruptured. He was miserable and not himself, so I made the choice to let him go based on his past medical history and current status. While I knew this time would come, I had not expected it so soon, nor was I prepared to let him go.

To say I was heartbroken would be such a great understatement. During the time Kratos was dealing with his lameness, I had also lost Wolfie at 16 years old, also very suddenly, during the summer of 2022. Now, my “heart dog” was gone suddenly and I was devastated and lost. I had friends who had lost pets reach out, but no one could really understand what it was like losing a dog you literally spent ALL your time caring for. Carrying him, walking him with his harness and prepping food to help counteract the negative side effects of his medications. The many baths from incontinence, supplies bought, and waking up during the night to make sure he didn’t need turned or wasn’t having any trouble breathing. That is…until I found support groups on Facebook. Finally, I had found others who were dealing with the same type of issues, conditions, and stress I was. People from all over the country and world shared their experiences, helpful inventions, and stories which made taking care of Kratos so much easier than had I done it alone with no prior insight. They, too, were spending every free waking minute assisting and caring for their pets. Working full-time, going to school full- time, and caring for him full- time was not just a sympathy expressed by someone, it was also a life they lived and shared with me and my boy.

The beauty of having these support groups and people to help during the initial stages of grieving was beyond what words can describe. Some days all I had was that single thread holding together all my broken pieces. For months, social media helped me process and understand my own grief. It wasn’t until my own journey began to diverge, from the new and raw feelings of emotions into a gentler acceptance of my loss, that the same place I once found support was now the place I felt provoked. This experience is very similar to the cathartic effect, where emotions are said to have the ability to be released though an activity such as anger while playing video games (Gruman et al., 2017). Where I had previously “released” my grief into these groups, I now was reliving the trauma of his loss. With every post or sad story ending in euthanasia, every smiling picture accompanied by a heartfelt goodbye, or watching others suffer through the same illness and slowly decline. I felt like every scroll would lead me back into a place of shear and empty pain. Balance I had strived so hard to achieve, like sleeping and remembering to eat, was thrown back into chaos when posts hit too close to my own feelings. Progress I thought I had made was torn down for me to build back up again. Reliving his last meal, his last breath, and the last snoot kiss I gave him was now the byproduct of a simple scroll on social media.

While social media has given us amazing abilities to stay connected or have information at the click of a button, it also has its darker sides. The trauma of losing such a big, important, and loved piece of my life was eased greatly by having a support group of people who knew this terrible feeling also. The flip side was that there were many, many others who also lost beloved pets. Having unrestricted access to support also means that there are unlimited chances you could end up seeing more of something than you bargained for. Even when you do your best to avoid or adjust the algorithm, you may find that social media can bring back even the most hurtful or painful memories. When it comes to social media, experiencing triggers that can cause us to relive or revert back to a time in our lives that harbored great pain and upheaval can be like we’ve encountered a wolf in sheep’s clothing.

For anyone who may be experiencing a difficult time with any type of trauma or struggling with their mental health, please do not be afraid to reach out.

NAMI HelpLine is available M-F 10 am – 10 pm, ET.

Connect by phone 800-950-6264 or text “Helpline”

to 62640, or chat. In a crisis call or text 988.

References

American Psychological Association. (2022). APA Dictionary of Psychology. Dictionary.apa.org. https://dictionary.apa.org/trauma

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (2017). Applied social psychology: understanding and addressing social and practical problems. Sage.

SAMHSA. (2017). Tips for Survivors of a Disaster or Other Traumatic Event. Substance Abuse and Mental Health Services Administration. https://store.samhsa.gov/sites/default/files/sma17-5047.pdf

At the Academy awards ceremony last Sunday, the host Jimmy Kimmel read and responded to a twit from the former president Trump. Some cheered him on, others expressed dismay that a non-political event such as Oscars is touching upon politics. The political parties in the US today are a good demonstration of group polarization effect – the majority of the people do not hold extreme right or left views, but the republican and democratic parties tend to drift farther and farther from the common ground (Gruman et al., 2016).

I can certainly understand people who are looking for a bit of escape when they are watching a movie or an entertainment show. We do not need constant reminders about someone else’s political agenda. Many top grossing movies of the last few years – “The Super Mario Brothers: Movie”, “Top Gun: Maverick”, and so on are decidedly non-political. Even the enemy in the latest Top Gun movie is left to be ambiguous. This makes those movies enjoyable to watch for almost everyone.

On the other hand, it is unrealistic to expect the actors and media personalities to have no opinion on the current day political issues, or to carefully hide them from the public at all times. The best art, after all, is the one which is relevant to the people today and the current problems. It does not mean that the old art is not relevant. People are still going to see centuries old theater plays and operas (10 of the Best Classical Plays Everyone Should Read, 2017). The anti-war message in the ancient Greek play “Lysistrata” is still relevant today. Wars are still taking the lives of young people today as they were thousands of years ago.

What is most likely frustrating for many people is the circle of agendas – going from media agenda to public, then to political agenda. Nobody likes to be manipulated and frequently it feels like there is a bit of political priming added where it really is not needed for the story. It is happening because it works, as we learned the availability heuristic influences our decisions and the way a story is framed may support completely opposite views from the same facts (Gruman et al., 2016). There are no easy solutions to the question of politics in art. Here I am framing my story that entertainment media is art. Not everyone will agree.

References

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (2016). Applied Social Psychology (3rd ed.). SAGE Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/9781506353968

10 of the Best Classical Plays Everyone Should Read. (2017, March 29). Interesting Literature. https://interestingliterature.com/2017/03/10-of-the-best-classical-plays-everyone-should-read/#

      Social media tends to have a stronger impact than most of us realize at times. If there’s difficulty in adults imagine the difficulty children have dealing with the adverse effects of social media.  There are some pros and cons of using social media among children and adolescence which I will cover in this blog post. Highlighting specific diagnoses that may be developed through the use of social media in a harmful way. 

     Some pros of using social media among children and adolescents is being able to engage with each other outside of a school setting (O’Keeffe & Clarke-Pearson, 2011). This would also involve an opportunity of enhancing individual and collective creativity among each other (O’Keeffe & Clarke-Pearson, 2011). There are some risks of using social media among children and adolescents which include, online harassment, and cyberbullying (O’Keeffe & Clarke-Pearson, 2011). “Facebook depression,” has also been introduced by researchers and is defined by depression that develops from being on social media too often (O’Keeffe & Clarke-Pearson, 2011). Facebook depression may happen because during adolescence acceptance is very important and social media may play a role in triggering these events (O’Keeffe & Clarke-Pearson, 2011).

     To prevent a lot of the cons that come with using social media in a harmful way, families must actively be involved and a part of the process. The authors suggest that pediatricians play an active role in advising families on specific issues kids may face during day-to-day activities  (O’Keeffe & Clarke-Pearson, 2011) . Keeping in mind that everything should not be taken at face value that we see on social media because as stated in our reading this week things may be misinterpreted (Kruger et al., 2005). 

    In conclusion, there are many impacts that social media has on all of us depending on the way that we use it. If we overuse social media and take things that we see on there from others the wrong way from misinterpretation it can really have a damaging effect on our mental health. Social media is one of those things that’s never going to go away so we must learn coping skills to help us and take a break when needed. 

Kruger, J., Epley, N., Parker, J., & Ng, Z. (2005). Egocentrism over e-mail: Can we      communicate as well as we think? Journal of Personality and Social Psychology, 89(6), 925-936. doi:10.1037/0022-3514.89.6.925

O’Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800–804. https://doi.org/10.1542/peds.2011-0054

Social media platforms have many positive aspects. They can connect people from all over the world. They can keep family and friends involved in our lives from near and far. Businesses can advertise. People can share their talents and teach others. It provides news and education. With all good things there are bad. Social media platforms are not exempt from the bad by any means. Not everyone has access to social media platforms. In this day and age many stream movies and shows. This limits a person from seeing news stations. Media can lead to false news. it can lead to scams. It can lead to depression as too much media can overwhelm a person. Privacy can be violated. The spread of misinformation can go viral.

A recent case that comes to mind is the George Floyd murder. This is a case that most people heard of in one way or another. This case received so much media attention. The incident was captured on video. That video went viral. An officer by the name of Derek Chauvin knelt on George Floyd’s neck for nine minutes and twenty nine seconds ultimately leading to the death of George Floyd. There is a back story to the entire incident that lead to this moment.  Every moment cannot be accounted for. Ultimately, this entire incident should have been avoided. The aftermath of this even was very damaging. Protest happened after and many were very peaceful but also lead to many riots. These riots brought destruction of property, arrest, and physical harm to many. It changed the view on police in a negative manner. The problem with a negative view on police from an incident involving one man is that it is saying that all police would have done the same. This is not the case. A consequence from this could and does have lasting effects.

” Bandura (1986, 2009) argued that much of what you learn is learned vicariously through the media” (Gruman, 2016). Bandura’s social cognitive theory first process of four was attention. People love attention. When given an excuse to get attention they will do what they have to, to get attention. This can be at others expense and not for the right reason even if they justify their behavior as something that is justifiable.

While people have the right to know what is going on there has to be some kind of structure. There should be a fact checker before news stories are broadcast. Without thinking about reactions and consequences it leaves room for potential negative consequences and behaviors. It reminds me of how easy it is to ruin a good thing. Abusing media for ratings, agendas, and politics. Technology has come so far and can be an amazing thing when used properly and for good.

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (2016). Applied Social Psychology (3rd ed.). SAGE Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/9781506353968

https://www.nbcnews.com/news/nbcblk/monumental-impact-george-floyds-death-black-america-rcna1021

https://abcnews.go.com/US/timeline-impact-george-floyds-death-minneapolis/story?id=70999322

The legal system and social psychology intersect in various ways, especially concerning jury dynamics and decision-making processes. One significant aspect is the impact of jury size on verdicts. Research suggests that smaller juries might be more susceptible to conformity pressures, akin to Asch’s conformity experiment. In Asch’s studies, participants often conformed to the incorrect judgments of others when faced with group consensus. Similarly, smaller juries may feel more pressure to conform to the majority opinion, potentially influencing the verdict outcome. Conversely, larger juries might mitigate conformity effects by providing a broader range of perspectives and reducing the influence of a dominant minority.

Moreover, the Asch conformity experiment sheds light on how individual jurors might alter their perceptions or judgments to align with the group consensus. This phenomenon can significantly affect the deliberation process within juries. In cases where jurors face uncertainty or ambiguity, conformity tendencies may lead them to adopt the majority viewpoint, even if they privately harbor doubts. Understanding these dynamics is crucial for assessing the reliability of jury decisions and ensuring fair trials.

Different types of cases can elicit varying levels of conformity within juries. For instance, highly emotive or morally charged cases might intensify conformity pressures as jurors seek social approval or avoid conflict. In contrast, cases with clear-cut evidence or legal guidelines may reduce conformity effects, as jurors feel more confident in their individual judgments. Furthermore, the complexity of the case can influence jurors’ susceptibility to conformity, with more intricate cases potentially heightening reliance on group consensus.

Overall, the interplay between jury size, Asch conformity dynamics, and the nature of the case underscores the intricate relationship between the legal system and social psychology. By recognizing these influences, legal practitioners can implement strategies to minimize the impact of conformity pressures and enhance the fairness and integrity of jury deliberations. Additionally, ongoing research in social psychology can provide valuable insights into jury behavior, informing legal procedures and policies to promote justice and equity within the legal system.

https://www.ojp.gov/ncjrs/virtual-library/abstracts/social-psychology-criminal-justice-system

In today’s world, the biggest form of communication is media. The two have become more intertwined than ever. With the rise of social media, email, text messages, and the internet in general, we can connect with anyone across the globe with the touch of a button. This has forever changed the way humans interact, share news/information, and express thoughts and feelings. However, this digital revolution does have its negatives. With a lack of non-verbal cues in online communication, it often leads to misinterpretations and misunderstandings. Without the ability to see facial expressions or hear the tone of voice, messages, emails, and social media posts are often taken out of context. This can often lead to fundamental attribution error.

The fundamental attribution errors is a concept where we tend to overemphasize personal characteristics, and ignore situational factors when interpreting others’ behaviors. In context of media and communication, this means we might judge someone’s character based on a single post, text, email, etc, instead of considering the circumstances that may have led to it (Healy, 2017).

For example, a teacher could send a small, straight to the point email to a student, which could be interpreted as rude or dismissive. Now, the student may have negative feeling towards that teacher. In reality, one reason for this tone could’ve been that the teacher was extremely busy and had little time to write the message, making it quick and simple. This quick to judge mindset can create unnecessary conflict. Understanding the role fundamental attribution error plays in media and communication is important for maintaining healthy relationships, both personal and professional. Keeping concepts like this in mind can help us consider outside factors such personal stressors, differences, or even technological issues that can affect how the message is written or received. By doing so, we can also improve our ability to digitally communicate effectively.

As technology continues to improve, and we continue to navigate it, it’s important to remember the human factor behind every message. Whether its a tweet, text, or email, taking a second to recognize the bigger picture can make a big difference our media-obsessed society. Overall, we need to remember that behind every screen is a person, just like us, simply trying to get their message across.

Sources:

Shatz , I. (n.d.). The Fundamental Attribution Error: When People Underestimate Situational Factors. Effectiviology. https://effectiviology.com/fundamental-attribution-error/

Healy , P. (2017, June 8). Fundamental attribution error: What it is & how to avoid it. Business Insights Blog. https://online.hbs.edu/blog/post/the-fundamental-attribution-error

. Growing up, many of us were cautioned against watching violent television shows or movies, with the belief that exposure to such media could lead to aggressive behavior. However, the relationship between media violence and real-life aggression is complex and has been a subject of extensive research. A longitudinal survey found that contrary to popular belief, individuals predisposed to violence were not more likely to consume violent media than nonviolent individuals (Huesmann et al., 2003). This challenges the notion that only violent people are drawn to violent TV programs.

There’s a common belief in the cathartic effect of violent media, suggesting that it might serve as a means to relieve stress and aggressive impulses. However, research overwhelmingly contradicts this idea. According to Bushman, Huesmann, and Whitaker, hundreds of studies, including experiments and longitudinal analyses, consistently demonstrate that exposure to TV violence increases aggressive behavior (Pg. 159).

The research extends beyond traditional television and movies. Video games, often criticized for their violent content, have also been studied extensively. While some argue that video games do not influence aggressive behavior, studies suggest otherwise. Oswald, Prorock, and Murphy’s qualitative analysis of video game players’ experiences highlighted the social and goal-oriented aspects of gaming, suggesting that the focus solely on game content may overlook crucial factors (Pg. 161).

Studies have also shed light on the impact of TV violence. For instance, Centerwall’s (1989) analysis of homicide rates following the introduction of television in different countries revealed a significant correlation between TV introduction and increased homicide rates. Similarly, studies found associations between TV introduction and increases in nonviolent theft and physical aggression (Pg. 159), respectively.

The debate surrounding media violence and its effects on aggression is multifaceted. While research consistently demonstrates a link between exposure to media violence and increased aggression, the issue is complex and influenced by various factors. Understanding these dynamics is crucial for informed discussions and interventions aimed at mitigating the potential harmful effects of media violence.

References:

Bushman, B. J., Huesmann, L. R., & Whitaker, J. L. (2009). Media violence and the American public revisited. American Psychologist, 64(4), 303–307.

Centerwall, B. S. (1989). Exposure to television as a risk factor for violence. American Journal of Epidemiology, 129(4), 643–652.

Gruman, J. A., Schneider, F. W., and Coutts, L. M. (Eds.) (2017). Applied Social Psychology: Understanding and Addressing Social and Practical Problems (3rd ed.). Thousand Oaks, CA: Sage Publications.

Hennigan, K. M., Tosi, H. L., & Goodman, P. S. (1982). The introduction of television and its influence on crime in the United States. American Journal of Sociology, 87(4), 862–891.

Huesmann, L. R., Moise-Titus, J., Podolski, C. L., & Eron, L. D. (2003). Longitudinal relations between children’s exposure to TV violence and their aggressive and violent behavior in young adulthood: 1977–1992. Developmental Psychology, 39(2), 201–221.

When a person witnesses a crime, they could be in fear, shock, and stress. All the emotions heightened. The person cannot mentally record what they are seeing. So many factors can come into play. Eye site, distance, obstruction, and more. A person’s perception to age, height, and weight.  Human memory can be wrong. Two people can view the same thing and the perception for each person can be different. There is also the factor of one person noticing something the other may not have noticed. Even the best eyewitness can and most likely does make errors.

Other factors that can come into play are when the witness noticed the crime. A witness could have missed parts of the crime. Perhaps they even missed another assailant that left prior to them witnessing the crime. Most people want to help. They want to help get the person that committed the crime. The want to help can sometimes lead to identifying someone simply because they resemble the assailant. Eyewitnesses are very important for the investigation process and the court hearing. These factors need to be taken into consideration. While witness testimony should be taken into account it cannot be the only factor in a criminal case.

“In 2016, the Innocence Project, an organization working toward freeing the wrongfully convicted, reported that mistaken eyewitness identification was a contributing cause of 72% of the 325 criminal cases in which a convicted person was subsequently exonerated through DNA testing (Innocence Project, 2016). Lydell Grant was charged and convicted of the murder of Aaron Scheerhoorn in 2012. Six eyewitnesses identified Lydell to be the killer. He was sentenced to life in prison. DNA evidence was later brought into evidence. DNA was found under the nails of Aaron Scheerhoorn. This DNA identified Jermarico Carter who confessed to the murder. Lydell Grant had served 8 years for a murder he did not commit. This case had not one not two but six witnesses that were incorrect. It shows that witness identification can go wrong!

There has to be system put in place to ensure that this does not continue to happen in the future. No one can say just how many people are currently in jail under these same circumstances. Revamping the system has to be considered.

Gruman, J. A., Schneider, F. W., & Coutts, L. M. (2016). Applied Social Psychology (3rd ed.). SAGE Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/9781506353968

Innocence Project

Lydell Grant – Learn Their Story | Innocence Texas

Confident eyewitness testimony is typically seen as an unreliable form of evidence, especially considering issues such as mis incarcerations. In a recent study, Brewin et al. (2019) discovered that eighty-two percent of college undergraduates agreed that “an eyewitness’s confidence is never a good predictor of his or her identification accuracy.”

However, as Spearing and Wade write: “recent studies suggest that highly confident eyewitnesses are likely to provide highly accurate identification evidence, at least in some conditions” (Spearing, Wade 2021). One of these conditions is when testimony is untainted. The basic idea is that testing memory for its evidentiary content changes memory, and so taints or contaminates it. It is untainted eyewitness testimony that should be tested for its evidentiary content, not tainted evidence. This in many ways fits our common sense understanding about evidence (such as DNA evidence for instance). As such, the question arises: is the court system flawed partially because it relies too heavily on confident eyewitness testimony, or does confident eyewitness testimony produce flawed results because of its use in an already flawed court system? One study has concluded that, under good circumstances, eyewitness information turns out to be veridical over 90% of the time (Wixted et al., 2015).

The lecture notes identify some problems with the court system already when it comes to measuring how accurate eyewitness testimony is on the whole. For example, the notes speak of a “misinformation effect,” whereby the reliability of eyewitness testimony is reduced due to the witness being showed “leading information.” The textbook also notes that closed and leading questions reduce the accuracy of eyewitness reports (p. 301).

In short, eyewitness testimony is one of the most common forms of evidence used in court, and many think it is unreliable due to, for example, mis-incarcerations. Recent psychological research however indicates that eyewitness testimony, when confidently presented, is typically accurate when it is not tainted by something else. This shows that eyewitness testimony used in a flawed court system often reduces the reliability of that eyewitness testimony, rather than eyewitness testimony reducing the efficacy or reliability of the justice system (Wixted J.T., Mickes L. 2022). People have the issue flipped in my opinion. Further, recent research also shows that there are contexts where eyewitness testimony is good evidence, such as untainted confident eyewitness testimony.

This is all not to deny the pitfalls of eyewitness testimony, especially in highly stressful and quick circumstances, which can lead to unfortunate events like mis-incarcerations. But when we narrow the scope and weigh eyewitness testimony case by case, I think we see good grounds for thinking that there are contexts when eyewitness reliability can be trusted, all things being equal.

Sources:

here, Public domain, via Wikimedia Commonshere, Public domain, via Wikimedia Commons

Some of us may have fond memories of rustling through all the board games in the closet or tucked away on our bookshelves. Maybe your favorite was Candy Land or Scrabble, or maybe I am just showing my own age by mentioning any type of game that doesn’t come attached to a digital device. Regardless, many say that childhood is a time of playing and learning. But one game in particular may actually relate to something that could turn those fun and games, as a child, into false identification or worse, false imprisonment of someone who may be innocent, as an adult.

The game Guess Who (Hasbro, 2022) involves 24 different characters that are set up on two separate hinged picture boards. Each player chooses a random card with their character on it. This character then has to be “guessed” by the opponent by asking a series of questions about the other players character, until ultimately, someone “guesses who” and is the winner. Players may ask things like “is your person a female?” or “do they have blonde hair?”. While it is a fun game of reasoning and some luck, it only has a set number of possibilities. Now imagine you are walking along and suddenly hear the sound of someone in distress. You look around and notice a scuffle between two people has ensued but aren’t sure what is going on. As you look you suddenly hear the sound of a gunshot ringing out and see someone fleeing. Could you accurately describe the person you saw to the police? How about after a few days had gone by?

A study by Ouyang and colleagues (2016) states that studies have shown that accuracy in memory declines very rapidly within only an hour of witnessing someone’s facial features. This trend continues upwards of 24 hours after an event. This can pose a pretty large issue in getting an accurate sketch produced since many times sketch artists do not meet witnesses until a day or more after the event. Now we may all tell ourselves that we not only could remember someone in enough detail to get an accurate depiction, but we may also even be pretty certain about that statement. We know they were a man/woman, or we are sure their eyes were brown, and they definitely had a beard or a ponytail. But do these attributes actually help a sketch artist? Can we truly recall how wide their eyes or cheekbones were or maybe how their nose was shaped? An article by Kenneth Lang (2022), a former forensic sketch artist, found that having confidence in what you saw does not mean that what you will describe is actually accurate. When you are playing a simple board game with familiar characters it may be easy to recall these details, but seeing a stranger tends to be much more difficult to accurately recall unless they have a very distinctive feature.

While most of us would probably want to be as helpful as possible when it comes to being witness to a crime, we may fall much shorter than our expectations. Perhaps increased confidence leading to less accurate depictions also has the same effect when it is reversed. What was called a poor and almost cartoon-like sketch drawn by a witness in Lancaster, Pa actually did lead to an arrest (Horton, 2018). If you haven’t heard about it, check out the sketch and suspect here on The Washington Post. This may not be an ideal way to catch a criminal, but who are we to judge what works?

Maybe playing Guess Who (Hasbro, 2022) won’t help us be the best witness to a forensic sketch artist. I mean, it isn’t our fault we don’t have the best memory when it comes to recalling faces in detail. But perhaps next time, we can have less confidence in our abilities and try to focus on the features that will help someone stick out. After all, we wouldn’t want to describe someone incorrectly and possibly be part of the reason they are falsely accused or even charged with a crime they did not commit. Even if, like the Washington Post article, there is still hope for those of us with less than stellar artistic skills.

References

Hasbro. (2022). Hasbro.com. https://shop.hasbro.com/en-us/product/guess-who-classic-game/7DEC61D9-5056-9047-F55F-FC686C17D23F

Horton, A. (2018, February 8). A witness drew this terrible sketch to help police identify a suspect. It actually worked. Washington Post. https://www.washingtonpost.com/news/true-crime/wp/2018/02/08/a-witness-drew-this-terrible-sketch-to-help-police-identify-a-suspect-it-actually-worked/

Lang, K. R. (2022). Police Sketches: An Analysis of Witness Confidence, Accuracy, and Conviction        Ratings. Journal of Forensic Identification, 72(4), 462-485.             https://ezaccess.libraries.psu.edu/login?url=https://www.proquest.com/scholarly-journals/police- sketches-analysis-witness-confidence/docview/2736849526/se-2

Ouyang, S., Hospedales, T. M., Song, Y.-Z., & Li, X. (2016). ForgetMeNot: Memory-Aware Forensic Facial Sketch Matching. Computer Vision and Pattern Recognition. https://doi.org/10.1109/cvpr.2016.601

The US criminal justice system is often touted as the best in the world, but is it really? For many people, especially those who are poor, marginalized, or oppressed, the system is anything but just. They face discrimination, violence, and abuse at every stage of the process, from arrest to trial to incarceration.  Often people are denied access to adequate legal representation, education, health care, and rehabilitation (Hinton et al., 2018). They are subjected to harsh and disproportionate punishments, such as mandatory minimum sentences, solitary confinement, and the death penalty (Travis & Western, 2021).

The US criminal justice system is not only unjust but also ineffective and unsustainable. It costs taxpayers billions of dollars every year while failing to reduce crime or recidivism rates (Hayes, 2020).  It undermines the rule of law and the legitimacy of democracy and violates human rights and dignity. It is time for a radical reform of the US criminal justice system, one that prioritizes prevention, diversion, restorative justice, and reintegration over punishment, retribution, and exclusion (Hayes, 2020).  According to the Prison Policy Initiative, the US has the highest incarceration rate in the world, with more than 2 million people behind bars (Prison Policy Initiative, 2023).  A report by the American Civil Liberties Union found that 80% of people in jail are too poor to afford a lawyer and that public defenders are often overworked and underfunded (ACLU, 2022). The Sentencing Project reported that one in nine people in prison is serving a life sentence and that the US is the only country in the world that sentences children to life without parole (Rovner, 2023). They are trapped in a cycle of poverty and crime, with little hope of escaping or improving their lives. The Bureau of Justice Statistics estimated that 68% of people released from prison are rearrested within three years (Alper et al., 2018).

Some of the possible ways to achieve this reform are by working to end mass incarceration by reducing prison populations and abolishing mandatory minimums and other harsh sentencing laws. Ending racial disparities by eliminating racial profiling, bias, and discrimination in policing and prosecution.  Ending the death penalty by abolishing capital punishment and commuting existing death sentences to life imprisonment.  Ending solitary confinement by banning the use of isolation and sensory deprivation as a form of punishment or control.  Ending juvenile life without parole by prohibiting the sentencing of children to die in prison and providing them with opportunities for rehabilitation and release (Equal Justice Initiative, 2019).

On the other side of the coin, we must also grow, so, expanding access to legal representation by ensuring that every person has a right to a competent and zealous lawyer who can advocate for their interests and rights—expanding access to education by providing quality and affordable education to people in prison and after release. Expanding access to health care by providing comprehensive and humane health care to people in prison and after release. Expanding access to rehabilitation by providing evidence-based programs and services that address the root causes of crime and help people reintegrate into society (Equal Justice Initiative, 2019).  Lastly, expanding restorative justice by promoting alternatives to incarceration that focus on repairing the harm caused by crime and restoring relationships between offenders, victims, and communities. These are some of the steps that can be taken to transform the US criminal justice system from a system of oppression and exclusion to a system of justice and inclusion.

References

ACLU. (2022, June 15). Captive Labor: Exploitation of Incarcerated Workers | News & Commentary. American Civil Liberties Union. https://www.aclu.org/news/human-rights/captive-labor-exploitation-of-incarcerated-workers

Alper, M., Durose, M., & Markman, J. (2018). Special Report 2018 Update on Prisoner Recidivism: A 9-Year Follow-up Period (2005-2014). https://bjs.ojp.gov/content/pub/pdf/18upr9yfup0514.pdf

Hayes, T. (2020, July 16). The Economic Costs of the U.S. Criminal Justice System. American Action Forum. https://www.americanactionforum.org/research/the-economic-costs-of-the-u-s-criminal-justice-system/

Hinton, E., Henderson, L., & Reed, C. (2018, May). Vera Institute of Justice. Vera. https://www.vera.org/publications/for-the-record-unjust-burden

Prison Policy Initiative. (2023). United States profile. Prisonpolicy.org. https://www.prisonpolicy.org/profiles/US.html

Rovner, J. (2023, April 7). Juvenile life without parole: An overview. The Sentencing Project. https://www.sentencingproject.org/policy-brief/juvenile-life-without-parole-an-overview/

Travis, J., & Western, B. (2021, April 13). The Era of Punitive Excess | Brennan Center for Justice. Www.brennancenter.org. https://www.brennancenter.org/our-work/analysis-opinion/era-punitive-excess