Explain the dynamics that are responsible for increased performance inherent in groups when compared with individuals performing the same task. Explain the concept of social loafing. Provide examples or just ideas you may have of social loafing in context. Discuss the application of the groupthink dynamic to jury deliberations.
DISCUSSION #2: Using information from the readings about groupthink, what are some ways in which the potential for groupthink may be subverted?
References must be used in this section:
SOCIAL PSYCHOLOGY Behavior Lab Conformity [Video file]. Retrieved from https://www.youtube.com/watch?v=EoU0Kbiw9RE
Esposito, M. (2013). American Juries: Seekers of Truth or Mere Consensus? Part I. Retrieved from: https://jonathanturley.org/2013/07/20/american-juries-seekers-of-truth-or-mere-consensus-part-i/
Burnette, J. L., Pollack, J. M., & Forsyth, D. R. (2011). Leadership in extreme contexts: A groupthink analysis of the May 1996 Mount Everest disaster. Journal of Leadership Studies, 4(4), 29-40. Retrieved from EBSCO multi-search in the Touro library.
Hood, W. R., & Sherif, M. (1962). Verbal report and judgment of an unstructured stimulus. Journal of Psychology, 54, 121-130. Retrieved from https://www.brocku.ca/MeadProject/Sherif/Sherif_1962b.html on 01/01/15
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MODULE 5: Dynamics of Authority and Power within Groups
Module 5 will examine two famous experiments in psychology, Milgram’s obedience study from the 1960s and Zimbardo’s prison study from the 1970s. Both continue to influence and have implications for the scientific endeavor of studying human beings in context. If you are not familiar with the Stanford prison experiment (Zimbardo), the video seen here is a good introduction: https://www.youtube.com/watch?v=760lwYmpXbc (29:00).
DISCUSSION #1: Prepare a post that discusses the concept of conformity and its relation to the Milgram and Zimbardo experiments.
DISCUSSION #2: Analyze the ethical implications of these two famous experiments. How has the psychological research community changed as a result?
References must be used in this section:
Konnikova, M. (2015). The real lesson of the Stanford prison experiment. The New Yorker. Retrieved from: http://www.newyorker.com/science/maria-konnikova/the-real-lesson-of-the-stanford-prison-experiment
Videos:
The Standord Prison Experiment [Video file]. Retrieved from https://www.youtube.com/watch?v=760lwYmpXbc.
Social Influence: Crash Course Psychology #38 [Video File]. Retrieved from: https://www.youtube.com/watch?v=UGxGDdQnC1Y (10:07)
Haslam, S. A., & Reicher, S. D. (2012). Contesting the “Nature” Of Conformity: What Milgram and Zimbardo’s Studies Really Show. Plos Biology, 10(11), 1-4. Retrieved from EBSCO multi-search in the Touro library.
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MODULE 6: Intra- and Inter-Group Conflict
Welcome to module 6. As you read the assigned articles, consider the questions below: What are the sources of conflict within a group? Do some groups necessarily invite more conflict? How can group members manage their within-group conflict? How is within-group conflict related to conflicts that emerge between groups? Is conflict an unavoidable evil or a necessary good?
DISCUSSION #1: Explain Ramiah and Hewstone’s theory on intergroup contact.
DISCUSSION #2: How might you apply the intergroup contact theory to a conflict you have experienced or witnessed between groups?
References must be used in this section:
Al Ramiah, A., & Hewstone, M. (2013). Intergroup Contact as a Tool for Reducing, Resolving, and Preventing Intergroup Conflict: Evidence, Limitations, and Potential. American Psychologist, 68(7), 527-542. Retrieved from EBSCO multi-search in the Touro library.
Cummings, N. & Cummings, D. (2015). 5 Minute History Lesson, Episode 3: Robbers Cave. [Video File]. Retrieved from: https://www.youtube.com/watch?v=8PRuxMprSDQ&sns=em
Chun, J. S., & Choi, J. N. (2014). Members’ needs, intragroup conflict, and group performance. Journal Of Applied Psychology, 99(3), 437-450 14p. doi:10.1037/a0036363
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MODULE 7: Understanding Crowds, Collectives, and Mobs
Studying group dynamics also extends to the consideration of the dynamics of larger social collectives. Every time we watch the news we may wonder about the seemingly inexplicable actions that people undertake when part of a large mass of people. Module 7 explores issues related to the group psychology of crowds, riots, and mobs. Begin by watching this short video of a group experiment taking place in a psychology class: http://www.eyethink.org/bob/.
DISCUSSION #1: Choose one of the following theories to describe for the class and include an example:
- Contagion theory
- Convergence theory
- Emergent-norm theory
- Value-added theory
DISCUSSION #2: Apply your new understanding of crowd behavior to a current event from the news or a personal experience. How and why did the formation of the crowd influence the resulting behaviors?
References must be used in this section:
2Exploring Collective Behavior. Retrieved from http://www.peoi.org/Courses/Coursesen/socfwk/ch/ch21b.html
Webel, C., & Fisher, C. (2013). The Group Psychology of War and Peace. Peace Review, 25(2), 177-186. doi:10.1080/10402659.2013.785319
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MODULE 8: Therapeutic Factors of Group Work and Change
Module 8 introduces a common application of group dynamics theory to practice – that of group therapy, group counseling, or support groups. As you read the assigned articles, begin to make connections between the theories you have been learning in the previous seven weeks with your practice and field and how they may influence your group work in the future.
DISCUSSION #1: Discuss several therapeutic factors relative to group verses individual therapy. How and why are they similar and different?
DISCUSSION #2: Relate the psychological concept of individual change to the practice of group psychotherapy. What are the advantages and disadvantages of attempting to create change within a group as opposed to within an individual?
References must be used in this section:
American Psychological Association. Psychotherapy: Understanding Group Therapy. Retrieved from http://www.apa.org/helpcenter/group-therapy.aspx
Paquin, J. D., Kivlighan, D. I., & Drogosz, L. M. (2013). If you get better, will I? An actor–partner analysis of the mutual influence of group therapy outcomes. Journal Of Counseling Psychology, 60(2), 171-179. Retrieved from EBSCO multi-search.
Tate, K. A., Rivera, E. T., Conwill, W. L., Miller, M. D., & Puig, A. (2013). Conceptualizing Group Dynamics From Our Clients’ Perspective: Development of the Conceptualization of Group Dynamics Inventory. Journal For Specialists In Group Work, 38(2), 146-168. Retrieved from EBSCO multi-search.
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