Week 7 Exercise: Prosocial Behavior

Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.

For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself “is there a way I might help another here?” Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.

• At the beginning of the day, jot down your general mood, feelings, attitude, etc.
• Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
• At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
   

In a 5-7 slide PowerPoint presentation, not counting title or reference slides:

• Summarize your experience. Describe the prosocial behaviors you engaged in, others’ reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
• Review what you have learned about human behavior in social settings this week in your readings and CogBooks activities. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
• Describe any new insights you gained through this experience about your interactions with others on a daily basis, including any behaviors you wish to change or to continue.
• Use the features of PowerPoint to your advantage to communicate your ideas – include pictures, audio recorded narration, speaker’s notes, video, links, etc. as appropriate to enhance your ideas.
• Include an APA formatted title slide and reference slide. APA components such as an abstract, headings, etc. are not required since this is a PowerPoint presentation.

Response Guidelines

Read as many of your peers’ posts as time allows, and respond to at least two of them. Try to choose posts that have had the fewest responses.

Your responses to other learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Use the following critique guidelines:

• The clarity and completeness of your peer’s post.
• The demonstrated ability to apply theory to practice.
• The credibility of the references.
• The structure and style of the written post.

C. Rowan (peer 1)

Adolescence is known by the changes in cognitive, physical, and psychological development. These changes occur to adapt to what is happening around them and what is expected of them (Steinunn, 2008.) Therefore, this requires a person to adapt individually to the circumstances and the environment around them. In many cases this is referred to as context acting on the person and the person acting on the context (Steinunn, 2008.)

With this information we can understand that action and understanding will change in relation to the cultural environment that one was brought up in. For example, American and Chinese culture, the vast differences cause the development to differ. Where American culture is relaxed on education and moving at one’s own pace Chinese culture is strict causing study habits and commitment habits to differ (Graaff, 2014.) This information provides a clear understanding of how we must approach adolescence and the information they take in and process from their environment. 

Gender also influences physical and cognitive developments, such as the development of empathy between males and females. For example, development of empathy compared between boys and girls, the information shows that girls score higher in this area. The article also provided information showing that boys that are more physically fit show lower levels of empathetic concern (Graaff, 2014.) Gender causes difference in hormone levels which causes developmental changes to appear at different times throughout adolescence between men and women.

Though, it is difficult to pinpoint the physical change that signals adulthood as it is seen as subjective than an exact science (Broderick, 2014.) 

Broderick, P. C., Blewitt, P. (01/2014). Life Span, The: Human Development for Helping Professionals, 4th Edition. [Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781269907422/

Gestsdottir, S., & Lerner, R. M. (2008). Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation. Human Development, 51(3), 202-224. doi:10.1159/000135757

Graaff, J. V., Branje, S., Wied, M. D., Hawk, S., Lier, P. V., & Meeus, W. (2014). Perspective taking and empathic concern in adolescence: Gender differences in developmental changes. Developmental Psychology, 50(3), 881-888. doi:10.1037/a0034325

L. Rinner (peer 2)

The physical and cognitive changes that a child goes through to become an adolescent are immense. The physical changes are marked by the beginning of puberty; otherwise known as the sexual maturation stage (Broderick & Blewitt, 2014, p.326). For girls, this means that the breasts develop, hips broaden, pubic hair grows, and they will have their first menstruation near the end of this process. Boys also develop pubic hair, testes and scrotum grow, their voices deepen, and near the end of their process they will experience their first ejaculation. According to Broderick and Blewitt (2014), same sex parent age of menarche/spermarche is usually indicative of when an adolescent will have theirs, but not always (p.326). In a study completed by Louis et al (2008), there was a positive correlation between the adolescent’s BMI and precocious puberty; defined as development of secondary sex characteristics at or before the age of eight in both boys and girls (p.198). Another study by Colon et al (2000) claimed a positive correlation between serum pesticide exposure (through food ingestion) and early breast development in girls (p.897). Therefore, environmental factors may be contributing to our children looking sexually developed at a very young age. Broderick and Blewitt (2014) say that these changes also come with a price later in life; children that experience early onset puberty are more likely to experience breast cancer and behavioral and mental health issues (p.327).

On the other side of development, a child must also determine their ideals. This is a major part of cognitive development. Figuring out who you are as a person can lead to changes in personality, moodiness, and anxiety in adolescents (Broderick and Blewitt, 2014, p. 344). This can be particularly difficult for LGBTQ adolescents. It is difficult and awkward enough trying to find yourself and place within society when you are in the majority. LGBTQ adolescents feel even more different and unusual than average, thus leading them to engage in more risky behaviors than their cisgender/heterosexual counterparts (Broderick and Blewitt, 2014, p.414).

In conclusion, we have all gone through puberty and comprehend what adolescents feel when they are going through it. Hopefully, one day sexual, physical, and cognitive development will not be a social taboo and we will be able to make this process as comfortable as possible for our youth.

References

Broderick, P. C., Blewitt, P. (01/2014). Life Span, The: Human Development for Helping Professionals, 4th Edition. [Bookshelf Online]. Retrieved from https://online.vitalsource.com/#/books/9781269907422/

Colón, I., Caro, D., Bourdony, C. J., & Rosario, O. (2000). Identification of phthalate esters in the serum of young puerto rican girls with premature breast development. Environmental Health Perspectives, 108(9), 895-900. 10.1289/ehp.00108895

Louis, G. M., Gray, L. E., Marcus, M., Ojeda, S. R., Pescovitz, O. H., Witchel, S. F., . . . Euling, S. Y. (2008). Environmental Factors and Puberty Timing: Expert Panel Research Needs. Pediatrics, 121(Supplement 3). doi:10.1542/peds.1813e

A. Children’s abilities often seem to appear from nowhere. One day they can’t do something and

the next day they can.

B. Children’s behaviors tend to evolve gradually through a series of small steps.

2. A. A child’s environment during infancy plays a particularly strong role in later development.
B. By the time a child reaches adulthood, the effects of his or her environment during infancy

have been pretty much overcome.

3. A. Children’s intelligence is mainly inherited from their parents.

B. Children’s intelligence is mainly produced by their environment.

4. A. Most preschool children are more strongly attached to their opposite-sexed parent than to their

same-sexed parent.

B. Most preschool children are more strongly attached to the parent who provides the most nurturance.

5. A. Parents must provide infants with an especially stimulating environment to promote cognitive

development.

B. Infants actively seek stimulation and receive enough for good cognitive development from most normal environments.

6. A. Children think about the world in a completely different way than adults do.

B. Children’s minds are basically like adults’ minds, except that they don’t know as much yet.

7. A. Children learn most behavior by imitating adults and receiving approval for some things they

do and disapproval for others.

B. Children’s behavior seems to be based on some inner drive; it doesn’t really matter whether others approve of what they do.

8. A. Most psychological problems in adulthood are caused by heredity.

B. Most psychological problems in adulthood are caused by the environments people grow up in.

9. A. Children’s relationships with their parents determine what their later relationships with other

people will be like.

B. Each type of relationship is different; adult relationships aren’t influenced much by people’s relationships with their parents.

10. A. Parents should be especially careful about how they wean and toilet train their children

because these events have a big influence on people’s personalities.

B. Weaning and toilet training are no more important in children’s development than anything else that happens in infancy.

[Adapted from a quiz developed by Michael Livingston, St. John’s University, Collegeville, MN.]

15

Unit5DiscPeerResp2QDA

Response Guidelines

Provide a substantive contribution that advances the discussion in a meaningful way by identifying strengths of the posting, challenging assumptions, and asking clarifying questions. Your response is expected to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Reference your sources using standard APA guidelines. Review the Participation Guidelines section of the Discussion Participation Scoring Guide to gain an understanding of what is required in a substantive response.

Peer 1 Response: Cait

Anderson & Bushman (2001) conducted the meta-analysis, Effects of Violent Video Games On Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature, which determined that there was a correlation between playing video games and aggressive behaviors. In a set of 21 controlled experimental studies, Anderson & Bushman (2001) concluded that there was a correlation between playing video games (x) and engaging in the aggressive behavior (y). Table 1 determined that aggressive behavior was measured at r= .19, therefore concluding that the correlation was statistically significant due to a large number of participants that were involved in the research study. Aggressive behavior in conjunction with playing violent video games was tested with 3,033 participants. If there was a smaller sample size (in this case, less than 3,033 participants), the correlation r=.19 may not have been as large or as significant. This result also yielded significant results because r=.19 is positive, rather than negative. In Table 1 it can also be determined that the results displayed significant results because of the homogeneity test. The homogeneity test determined an outcome of x2(32)  23.25, p > .05 (Anderson & Bushman, 2001). It was measured that the p score was 23.25, compared to the normal value used by SPSS and researchers, which is .05. Because the p-value was larger than .05, it yielded significant results for this research study. If the p-value was smaller than .05, it would not hold the same level of significance. 

Reference

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

Peer 2 Response: Teddick

A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games (X) and engaging in aggressive behavior (Y) in a set of 21 well-controlled experimental studies was .19. This correlation was judged to be statistically significant. In your own words, what can you say about the nature of the relationship?

Warner (2013) explained that in a result of .19 will fall among the small (r<.10) and the medium (r<.30) and in less than the large (r<.50). This is an indicator that there is a compelling association, but this does not mean there is a causation between aggressive behavior and video games. Because of the insufficient information provided, we must consider every factor that contributes to the research, for example age of the gamer, time spent playing, time spent watching movies of violence, how much the parents are involved in their child’s life, if that person is involved with the wrong group of individuals, their surrounding neighborhood, and even their social and academic intellect. However, there still is a relationship of correlation on the meta-analysis, but does not necessarily means a causation. The meta-analysis shows a significant association on aggressive behavior being affected by playing violent video games, but does not prove or show that it causes the behavior. If anything it does encourage parents to look for more age appropriate video games and limit the access of violent-themed games for their kids (Anderson, C. & Bushman, B., 2001). 

References:

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

Warner, R. M. (2013). Applied Statistics: From Bivariate Through Multivariate Techniques (2nd ed.). Sage Publications.