Second year psychology 2012-2013

After a week away for MUN, I came back and we wrapped up the course.  It is difficulty to believe that our mutual exploration of human behaviour is already over and that now we move onto the less than exhilarating period of revision for the exams.

Just a few reminders of some of the key ideas that came out of our Socratic seminars on bullying.  Here are some of the big ideas and questions that we came up with.

• Learned helplessness theory helps to explain the effects of bullying.  We reminded ourselves of Brady’s research as well.
• Michael Meany’s research on stress and glucocorticoids – and the link that this may have to students who are bullied.
• The problem with using surveys to measure bullying in schools.
• The problems with self-reported data in trying to determine whether teachers see bullying.
• Do women suffer more from bullying because of rumination (Nolen Hoeksema)
• The importance of empathy training – but also the ethical concern about having people role play roles in bullying circles when some of them may actually be playing those roles in real life.
• The role of deindividuation in cyberbullying
• The need for an eclectic approach to anti-bullying campaigns – that is, empathy training and community based programs combined with a strong disciplinary approach – but maybe a complete “zero tolerance” program.  This is the argument that we have to avoid dichotomous arguments.
• Finally, we discussed Sherif’s study on the role of superordinate goals in helping to break down the “us vs. them” within a group. Could this be used to help lessen bullying in a school.

A highly satisfactory end to the course.

I leave you with this interesting film to end the unit.  Ronan’s Escape won 10 international film awards in 2011.  There is not story line, but just a set of arbitrary scenes. Thought you mind find it worth watching – especially those of you film specialists among us.

Ok, let’s crack the books.

This week we continued our look at bullying by looking at cross-cultural examples.  At the end of this week, you should be able to talk about wan-ta and ijime – and why cultural differences are important to consider when looking at bullying research.

In addition, we started to address the issues of looking at bullying programs.  You should be able to apply the following concerns to evaluations of bullying programs:

1. Demand characteristics
2. Researcher bias
3. Disclosure issues/self-reporting
4. Measurement – how do we measure a decrease in bullying?
5. Cohort effects
6. Not a closed system; too many variables to measure effectiveness
7. Construct validity
8. Transferability
9. Credibility of findings is often not established

This week we looked at the origins of bullying behaviour.

This week we looked at biological, cognitive and socio-cultural roots of violence.  You should be able to explain each of the following concepts:

• The role of testosterone and serotonin on aggressive behaviour.
• Baumeister’s Theory of Threatened Egotism.
• Gerbner’s Cultivation Theory.  This is supported by a study by Eron (1987) who found that parents of bullies are often authoritarian and use physical force.
• Zimbardo’s research on deindividuation.
• Research on the role of social norms in determining acceptable levels of violence.

We are now beginning the very end of the coursework.  Our last task is a Socratic Seminar next week in which you are going to respond to a bullying case study.  You should be able to discuss strategies for resolving violence issues within schools as well as the effects on the community if these issues are not resolved.  This is your last assessment that is not a revision assessment.  Please make sure that you do good research to impress one last time as we get ready for exams.

This week we explored the origins of violence.  A great way to wrap up the course!

At the end of this week you should be able to discuss:

• What is the difference between aggression and violence?
• To what extent do we see violent behaviours in the animal kingdom?
• What are the different forms of violence that psychologists study?
• What are some of the biological factors that may be involved in the origins of violent behaviour?

So, we didn’t get really far in our study, but we definitely have the vocabulary now to do the unit.  You may want to watch this short clip on dolphins – one of the examples of violent behaviour that we looked at in class.

This week we returned to biology for a little while in order to finish our discussions on human relationships by looking at sexuality. Remember, the following studies are useful for Paper I.

• LeVay’s study of the role of the INAH3 nucleus in the hypothalamus.  This demonstrates localization of function.
• Gorsky’s research on the role of testosterone on sexual behaviour.  This demonstrates the role of hormones on behaviour.
• Bailey & Pillard’s research on the role of genetics on sexuality.
• We also discussed the theory that the more sons, the more likely that the younger one will be gay may have biological roots – as the mother’s own immune system fights against the y chromosome in her womb.

We also looked at the following theories.  For each theory, you should be able to discuss why they are problematic.

• Freud’s Oedipal Complex
• Foucalt on social constructs of identity.
• Bem’s application of Social Identity Theory and the eroticization of same sex

We also examined evaluative strategies.

• The reductionist nature of the arguments.
• The difficulty of measuring the “gay” construct.  Sexuality is defined differently cross-culturally as well as within cultures.  We looked at the fafafine of Samoa as an example.
• The question of researcher bias (LeVay) and the use of ad hominem arguments in order to discredit research.
• It is questionable whether animal research (Gorsky) explains human sexuality.
• Much of the research is correlational in nature.
• The ethics of doing true experiments with pre-natal development.
• Recruitment of samples – especially cross-cultural samples – has historically proven very difficult.

Fatal Attraction Theory says that the things that bring us together may also be the things that drive us apart.

This week we wrapped up our discussion of relationships by looking at both the role of communication in relationships and why relationships fall apart.  Remember that we looked at both dispositional factors (such as attachment style) and situational factors (eg. change in employment of one of the spouses).  In order to answer potential essays on these topic, you should be able to discuss many of the following concepts/theories:

•   According to Aronson, two factors in how we communicate are  authenticity and congruence. For example, using flattery which is not congruent with an individual’s person of him/herself may result in the “ingratiating effect.”
• Self-disclosure is seen as an important factor in maintaining relationships.  Be sure that you can describe and evaluate  the Social Penetration Theory.
• Tannen‘s research shows that there are different styles of communication used by men and women, and this can lead to communication breakdown in a relationship.
• Gottman shows that the non-verbal communication in a relationship may be the best determinant of the potential health and longevity of a relationship. Facial expressions of disgust and contempt are signs that the relationship is in trouble.
• A relationship is an agreed upon set of rules.  When those rules are broken, relationships may fall apart. (Duck & Pond)
• Social exchange theory: the role of communal vs. exchange relationships. (Mills & Clark)
• Patterns of accommodation (Rusbult) – that is, whether a relationship is constructive or destructive.  You should be able to discuss the role of idealization, attachment style and commitment in maintaining relationships.
• Fatal attraction theory (Felmlee)

Take a look at this lecture by Gottman called “The Four Horsemen of the Apocalypse.” A rather dramatic title, but he looks at the four factors that he feels lead to the breakdown of relationships.

Next week it is time to review for mocks – and then the following week is the mock exam. When you get back from February break, we will begin our discussion of sexuality before moving onto our final topic – violence. Both of these topics will be a good way for us to review biological arguments and extend our understanding of human relationships.