Social psychology
Meeting I
15.3. 2019
CONTENTS OF THE LECTURES
What would you like to talk about/learn?
1) Principles of social psychology
2) Social psychology in teaching practice
3) Class dynamics
Meetings
•April 5: 16:00–17:50
•May 3: 15:00–16:50
Literature
Social psychology
ARONSON, Elliot & Robin M. AKERT.
• http://www.academia.edu/34596742/Aronson_-_Social_Psychology_8th_Edition_c2013.pdf
• LIBRARY
• Chapters (exam): 1,8,9,11,12,13
Assessment methods
Attendance (10 %)
Essay (40 %)
Written examination (50 %)
To pass: 70 %
Essay
What are the lessons from Blue eyes/ brown eyes experiment for my
teaching practice
Watch this movie: A Class divided
https://www.youtube.com/watch?v=1mcCLm_LwpE&t=3s
Write an reflective essay (2-3 pages) on the documentary and how it
will affect your teaching practice – you can also use the articles about
this experiment
DEADLINE: April 26
Theory and practice
Why to study social psychology?
To understand the social dimension of the student
+
based on the social context, we can anticipate people's behavior
(to some extent )
we can choose appropriate preventive strategies and behavior thus
avoid unnecessary conflicts between students and strenghten the class
climate
About SCARED STRAIGHT
• creation: 1970´s
• authors: inmates in long-term inprisonment (esp. Richard Rowe)
• Goal: prevention of juvenile delinquency
• Application: USA, UK, Norway, Australia, Germany, Canada
• Media: TV series Beyond scared straight (13. 1. 2011 – 3. 9. 2015)
Documentary film
- 1978: Arnold Shapiro
- Until the end of 1979 – spread into 30 USA jurisdictions1
A little taste
Program effectivity
12 statistically sound studies (1978 – 2010)2
Showed that Scared straight
!DOES NOT WORK!
No study proving opposite was published1
2 - Klenowski, P. M., Bell, K. J., & Dodson, K. D. (2010). An Empirical Evaluation
of Juvenile Awareness Programs in the United States: Can Juveniles be
‘‘Scared Straight’’? Journal of Offender Rehabilitation, stránky 254–272.
1- Petrosino, A., Carolyn, T.-P., Holis-Peel, M. E., & Stern, A. (2014). Scared
Straight and Other Juvenile Awareness Programs for Preventing Juvenile
Delinquency. Crime Prevention Research Review.
Why the program does not work?
• Disproportionate DOSING
• CONFRONTIERING nature of the program
• TRUE interest in juveniles
• CRUELTY of punishment is far less disparaging than CERTAINTY of punishment
• Lack of REHABILITATION components
• The program is not based on an explicit theory
• Nondelinquent X delinquent individuals
Social psychology lessons for teaching practice
• Teaching procedures and methods must :
 build on theory and knowledge, not simply on an intuition
 be based on the life story and developmental stage of the child
 simple solutions may not always be the best ones
 education is a long-term process, not a one-time shot
 child can be developer through supporting and developing it´s positive features, attributes
&
talent, not only by highlighting the points in which he is insufficient
 consistent guidance is much more effective than hard punishment and restraints
 what is effecitve for us does not have to effective for others
Social Learning Theory
• Albert Bandura
Social Learning Theory
• People are not driven by either inner forces or environmental
stimuli in isolation; instead behaviors are learned through
continuous interaction of personal and environmental
determinants and all learning from direct experience occurs by
observing other people’s behavior. (Burton, Moore, & Magliaro,
1996).
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Observational Learning
• A. Learn by watching: you don't have to do something in order
to learn it
• B. Abstract, decide, engage: learners see something in the
environment, abstract what they've seen, decide if it is
important and then repeat the behavior.
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What are the lectures from this experiment
for teaching practice?
Hogg & Vaughan:
ESSENTIALS OF SOCIAL PSYCHOLOGY
Chapter 2: Social thinking
INSPIRATION
•Teacher could be the second most influencing adult
in the life of the child, therefore……