SOC401 Chapter 8 Social Psychology Mental Health and Illness Assignment hello , how are you , I was wondering if you Can you help in Social psychology assi

SOC401 Chapter 8 Social Psychology Mental Health and Illness Assignment hello , how are you , I was wondering if you Can you help in Social psychology assignments . 8, 9 and 10 SOC 401 – SOCIAL PSYCHOLOGY
Chapter 8: Mental Health and Illness
This chapter examines mental health as an outcome of social life, influenced by social
conditions, and as a status characteristic that impacts social interactions.
Learning Activities
1. You may have previously thought of mental illness as being a purview of psychology.
They might say so, but sociologists and social psychologists believe otherwise. Respond to
the questions to learn something of the otherwise. Remember that your study guide
questions highlight the lead ideas in the chapter, but you will be responsible for all the
material in the chapter.
2. Read the Class Lecture for Chapter 8 then write the Self-Application.
Chapter 8 Questions
Define, explain, and give examples of the following using the language of social psychology
(S.P.) used in the text. When one of these ideas is credited to a specific name or names, be
certain to give the names.
I.
II.
III.
Define these concepts in The Social Construction of Mental Health:
a. Sociology of mental health
b. Medicalization of deviance
c. Total institutions
d. Conversion
e. Intransigence
f. Withdrawal
g. Colonization
h. Modified labeling theory
Define these concepts in the Social Causes of Stress:
a. Stress process
b. Negative life events
c. Chronic strains
d. Personal resources
e. Social support or social resources
f. Moderators
g. Mediator
h. Epidemiology of mental health
Give the basic idea of Mental Health as a Status Characteristic.
Chapter 8 Self-Application over lecture
Are you aware that some individuals who possess some of the characteristics of the personality
problems discussed in the lecture “ANTI-PEOPLE SKILLS?” Tell me about them. Please refer
to the lecture “ANTI-PEOPLE SKILLS” in the Appendix for these self-application questions.
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Chapter 9: Social Attitudes
The goal of this chapter is to review the definition and measurement of attitudes and values and
to examine research on how people use their time. Specific emphasis is given to prejudicial
attitudes and behavior.
Learning Activities
1. This chapter once again delves back into some of the core ideas of the original field of
social psychology. If there was ever a learning activity where you had to suspend some old
ideas in order to absorb some new ones, this is it. Respond to the questions and be willing to
think along new lines. Remember that your study guide questions highlight the lead ideas in
the chapter, but you will be responsible for all the material in the chapter.
2. Read the guest Class Lecture for Chapter 9 then write the Self-Application.
Chapter 9 Questions
Define, explain, and give examples of the following using the language of social psychology
(S.P.) used in the text. When one of these ideas is credited to a specific name or names, be
certain to give the names.
I.
II.
III.
Define these concepts in the Nature and Construction of Attitudes:
a. Attitude
b. Values and beliefs
c. Opinion
d. Non-attitude
e. Time use research
f. Prejudice
g. Unconscious racism
h. Institutional racism
i. Social distance
j. Subtle sexism
k. Theory of group position
l. Prosocial behavior
m. Altruism
Give the basic idea in Social Structure, Attitudes, and Behavior. (No terms to define.)
Define these concepts in Group Processes and Attitudes:
a. Status construction theory
b. In-groups
c. Out-groups
Chapter 9 Self-Application over guest lecture
After reading “COLORED TOWN,” write about a time that you learned about people other than
those you lived with every day. Feel free to go wherever your mind and heart takes you. Please
refer to the document “COLORED TOWN” in the Appendix for these self-application questions.
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SOC 401 – SOCIAL PSYCHOLOGY
Chapter 10: The Sociology of Emotions and Relationships
The goal of this chapter is to review the definition and measurement of attitudes and values and
to examine research on how people use their time. Specific emphasis is given to prejudicial
attitudes and behavior.
Learning Activities
1. In this chapter on emotions and relationships, you will begin learning that some form and
shape can be given to our most internal activities. Respond to the questions to begin
learning about this. Remember that your study guide questions highlight the lead ideas in
the chapter, but you will be responsible for all the material in the chapter.
2. Read the Class Lecture for Chapter 10 then write the Self-Application.
Chapter 10 Questions
Define, explain, and give examples of the following using the language of social psychology
(S.P.) used in the text. When one of these ideas is credited to a specific name or names, be
certain to give the names.
I.
II.
III.
Define these concepts in Constructing Emotions and Relationships:
a. Emotions
b. Situational cues
c. Affect
d. Mood
e. Feelings
f. Sentiments
g. Primary emotions
h. Secondary emotions
i. Emotional discrimination
j. Interaction ritual
k. Emotional energy
l. Sociocentric model of emotional socialization
m. Emotional scripts
n. Emotional Cues
Define these concepts in the Structural Conditions Affecting Emotions and Relationships:
a. Feeling rules
b. Emotion work
c. McDonaldization
d. Emotional Intelligence
e. Sympathy account
f. Emotion culture
g. Gemeinschaft
h. Gesellschaft
Define these concepts in Group Processes and Emotions
a. Affect theory of social exchange
b. Equity theory of emotion
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SOC 401 – SOCIAL PSYCHOLOGY
c. Distributive justice
d. Procedure justice
Chapter 10 Self-Application over lecture
For your final self-application, read “EMOTIONS, I’ll BE GLAD WHEN I’M OLDER AND
HAVE THEM UNDER CONTROL” found in the Appendix.
1. Write your thoughts on the role emotions play in young people and how that might
change (maybe) in later life.
2. You should be developing techniques for dealing with stress. If you have some, tell me
about them and why they seem to work. If you have none yet, speculate on some you
might try and why they might work.
Final Exam
You will now need to focus on your FINAL Exam and complete it.
You will not be allowed to take the Final Exam until Chapters 6-10 have been submitted and
graded. The Final exam consists of 50 questions randomly chosen from Chapters 1-10. They
will be multiple choice questions. You will have one hour to complete the exam. Please refer to
the Guidelines for Proctored Exams (found previously in the Study Guide) for instructions on
how to complete this proctored exam.
Class Project
Discuss how the ideas of social psychology can make you a more effective professional in
whatever occupation you choose to pursue. Use first person to make this assigned project as
relevant as you can to your own life.
No particular number of pages is required for this assignment. Simply do the absolute best you
can.
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TRUTH?
Clarence Parks
The following processes are said by some to produce “truth”.
Political: Truth is whatever the powers that be says it is.
Example: The PRC government saying that protestors who build a miniature Statue of Liberty in
Tiananmen Square deserve to be run over with a tank.
“If you have done nothing wrong, what are you afraid of?” Joseph Stalin.
Ideological: Truth is whatever your preferred ideology (Marxism, Adam Smith, etc.) says it is.
Example: The value of anything is a product of the work put into it.
The best good for the group is served by enlightened self-interest of individuals.
Cultural or Social: Truth is whatever the convention wisdom of the day says it is.
Example: “Slavery is a positive good.” John C. Calhoun on the floor of the U.S. Senate, 1830.
“Women don’t have the intelligence to vote.”
“Spare the rod and spoil the child.”
Narcissistic or Alpha Stance: Truth is what a person’s biases and prejudices say it is. Facts are
irrelevant.
Example: “Jazz is all nonsense.”
“They never really put a man on the moon.”
“I don’t go to church to worship God, God should come to me to worship.”
Liberal Arts: Truth in a democratic society is best attained by liberally educated individuals
making thoughtful decisions.
Example: “I’ve given this a great deal of thought, considered pros and cons, and it seems to me
the best candidate is…”
Mathematical, Philosophical, Reason, Logic: Truth via pure reason and numbers.
Example: 2 + 2 = 4
“If no part of A can ever be any part of B, and no part of B can ever be any part of A,
then…”
Faith or Spiritual or Transcendental: Truth is what you know in your soul to be true.
Example: “God is as real to me as this table.”
“I trust Him, don’t ask me why, I don’t know, so that’s settled.”
Divine: The magnificent truths known only to God that mortals are sometimes allowed glimpses
of.
Example: “I’ve never had anything like that happen before… I was praying that V and I would
make it to Heaven together… and this wonderful warm and happy feeling rushed all
through every cell of me… I was laughing out loud and slapping my legs (I used to
think that only happened in books)… I’ve never been the same…”
Scientific: Truth is what verifiable evidence says it is.
Example: Rigorously obtained evidence clearly supports the hypothesis that the Earth is getting
warmer.
Our course deals with this last category – the application of scientific methods to the study of
people from a social psychological perspective. This is just one way of knowing about people,
but it has proved to be a useful way.
SIGNS AND SYMBOLS
Clarence Parks
In the Symbolic Interaction perspective of sociologically oriented social psychology, signs mean
just what they indicate with no individual interpretations or emotions attached and are seen as
such by most people.
Symbols, on the other hand, often mean different things to different people. They tend to be in
areas where emotions are aroused, though certainly not always.
Examples of signs as defined in Symbolic Interactionism are a stop sign, men’s Restroom sign,
vicious dog sign, or closed gate. They usually mean more or less what they indicate with little
interpretation.
Examples of symbols might be a cross, a .38 Police Special revolver, a cigarette, or a Russian
flag. They are likely to have different meanings for different people, some of the meanings quite
powerful and possibly very diverse.
Probably every sign has someone somewhere that makes a symbol out of it. A stop sign may
mean stop to 999 people, but the 1,000th person to come along may think of the stop sign he hit
during his driver’s license test and react quite negatively.
A face can be just a face – a sign. But it certainly can convey symbolic meaning under the right
circumstances. A stranger’s face on the street is usually just a sign, but an old friend’s face at the
door can be fantastically meaningful as a symbol of great old times.
A symbol may be a symbol to most but some may only see it as a sign. A baseball bat may
symbolize joy over great baseball memories to some, while someone from a non-baseball
country may just see it as piece of wood – possibly a club of some kind.
Words are usually symbols representing things. Dog is not a dog, but a symbol standing for a
dog.
An average three year old already has a vocabulary of 300 – 500 words. An average college
student may have a 15,000 to 20,000 word vocabulary. The head of the English Department
may have a vocabulary of 30,000 words.
STATISTICS GOOD AND BAD
Clarence Parks
“42.3% of all statistics are made up on the spot,” or so cynics say. Below are a few beginning
ideas to shed a little light on this sometimes confusing subject.
“Statistics can be made to say anything you want,” is true only if the audience being addressed
doesn’t have the tools to detect a range of statistical problems from shoddy statistical work to
downright fraud. Math cannot lie, but the people using the math utilized in statistics are subject
to all the foibles of all human beings.
Researchers can lie and sometimes successfully hide it behind numbers; they can take things out
of context to the point where they seem to say something the stats really don’t say; they can be
so biased that they cannot see that they are stilting things in their direction; they can be ignorant
of the proper methodologies to where their numbers end up nonsense; and even the best trained
and objective researcher can make honest mistakes. This is not even entering into the realm of
secondary use where people take the finished stats and distort them to feather their own nests.
Room does not exists here to flesh out all of the manifestations of the above problems.
However, a few general guidelines that might help can be given here.
1. Never accept at face value the validity of any stats given to you by someone with an axe
to grind. Ignore stats developed from a TV show that polls its audience and then claims
their results are what America believes, for example. Never believe one candidate has
the edge over another when his political party conducted the survey.
2. Don’t accept stats from anyone who does not give you the organization that conducted
the research and the population, sample size, and confidence intervals.
3. Survey results may have dozens of components, almost all-leaning one way – and 1 or 2
going the other way. Be leery if only one or two bits of information are given from a
survey.
4. Do not trust those who overgeneralize – look for specifics. Don’t trust someone who
says, “This survey overwhelmingly shows…” Instead try to get some of their questions
and the responses and draw conclusions yourself.
5. Too small a sample size makes all results suspicious. The right size depends on how the
survey is conducted, but most reputable surveys approach a random sample size of 1,000
participants. Certain designs can be accurate with less – some as low as 300-400.
6. Look for names you can trust. Harris, Gallop, N.Y. Times, Politico, and CBS are names
you can trust.
Terms to Know:
Sample: The people actually questioned, tested, etc. Always a subset of the population.
Random Sample: A sample in which every member of a population has an equal chance of
being included in the simple.
Population: The entire group you want to know something about.
Law of large numbers: The larger your sample size, if taken randomly, the closer the sample
will resemble characteristics of the population.
Confidence interval: The range within which the true numbers most probably lie. “54% of
Americans believe… with a confidence interval of plus or minus three…” means the true number
has a good probability of lying between 51 and 57.
Statistics are the mathematics of taking samples from populations and utilizing that data. The
mathematics are well established, but their utilization is subject to the problems humans bring to
all their efforts.
STRATIFICATION – A NEW MAJOR DIVIDE
Clarence Parks
The many ways Americans are divided seemed to have taken center stage in recent years. In
addition to the ones discussed in this chapter, a divide that has always been present in America in
a mild form has taken center stage as it gains in strength.
From the founding of our country, America has had a more liberal and a more conservative
divide. With the Founding Fathers, it took the form of more centralized governmental power for
the liberals and less centralized governmental powers for the conservatives. The conservatives
said they have had enough to do with kings, thank you very much. The liberals worried that if
we did not create a strong central government, the country would disintegrate into a number of
individual countries constantly at war with each other as in the European model.
Today, the liberal/conservative split is perhaps the strongest it has ever been. We shall not go
into causes of the rift, but rather look at one way each of us may contribute to narrowing what
has become a gaping wound.
One interesting fact about human beings, social psychologists can partially take credit for
pointing this out, is that strangers who become acquainted most often think positively of the
other fellow. It is easy to follow someone’s lead into disliking someone you know nothing
about. But familiarity, fortunately for us humans, usually leads to better relations.
The question then is how do we get disparate peoples together to take advantage of this highly
beneficial human trait of usually liking strangers who become acquaintances? Below is how one
group of people closed the divide a little.
Our neighborhood has revived the once common practice of getting together in the evenings for
singing around a fire pit in the summer or a fireplace in the winter. Guitar players and
tambourine bangers and others show up, a songbook we developed and mass produced without
too much expense is brought out, and here we go. This is not a showcase for “real singers,” but
for people who think getting together with neighbors and having a little fun is a good thing for a
Saturday night. Eleven o’clock or so we adjourn with a Big Circle (36 folks is our record)
rendition of “Good Night, Irene.”
We are now a much closer neighborhood. I don’t know anything about the politics of most of
my neighbors, and I don’t care. I am just glad to see them on a Saturday night, glad to sing along
with them to “Proud Mary,” glad to hear the latest jokes, even glad to hear about their gall
bladder surgery.
SELF CONCEPT TELEGRAM GAME
Clarence Parks
Below is an extremely abbreviated technique to encourage people to begin discussing the general
environments of their home of origin. It is designed to begin a discussion of how different style
families are suited to giving children a functional self-concept.
Do not take this as anything more than a game or a technique to get people talking about the
general topic.
Only four definitions are needed.
Self-concept – The image you hold of yourself.
Fertile environs – A family that provides its children most of what they need to develop a strong
self-concept. Loving parents, a proper balance between guidance and freedom to learn about the
world, and many rich experiences from which to learn.
Barren environs – A home with little to offer. Children left on their own with no guidance,
neglect but no mental or physical hostility or violence. Parents in this family try to hide their
neglect behind the attitude, “The kid has to learn about life, so I’m letting him learn on his own.”
Hostile environs – a family that negatively effects the child with hostile and/or violent actions.
These homes usually have troubled parents who produce troubled kids.
As you would expect, the research shows the first pattern to the best for child self-concept
development, the Hostile to be the worst, and the Barren somewhere in between.
MEAD AND THE OTHER SHOE
Clarence Parks
Social psychology can teach people how to better get along with their fellow humans. George
Herbert Mead said the best way to do that – though he would have never used this informal
choice of words, is to walk a kilometer in their shoes.
“The other guy’s problems are easy to solve, but mine…” We tend to see ourselves inside, but
others outside. We know nothing of what burdens they may be carrying in their lives – all we
see is a few outside manifestations of what is always a very complex set of internal workings.
Consequently, their problems seem oh so simple compared to outs.
Mead knew how to get past this roadblock. He said if we wish to function well with others, we
must work at “taking the role of the other.” By this he meant putting yourself in another’s life
situation as fully as possible.
If you can do this, you have a great advantage in getting…
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