Explain the importance of understanding your personal ethical perspective.

December 1, 2022/in Uncategorized /by SK

Write a 1,050- to 1,250-word paper regarding the EAI and your results. Address the following:

· Explain the importance of understanding your personal ethical perspective.

· Analyze the relationship between personal and professional ethics in psychology.

· Describe the APA decision-making process and discuss how it facilitates ethical professional behavior.

· List and explain your EAI scores and what they mean for you professionally

· Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards.

Format your paper consistent with APA guidelines.

LISTED BELOW are notes that you can use to do paper please do not copy no plagiarism Explain the importance of understanding your personal ethical perspective.

Ethics awareness inventory the core concept entails a philosophical study of values and morals through determining the assumptions perceived about what is right and wrong. The word core stance is an acronym broken into different words each with different values placed on them. Each word of the acronym defines a principle of beliefs including a person’s character, their obligation, their results, and their equity. The beliefs include an individual’s morals, rolls, and values that will set the standard for the individual’s behavior and conduct that they display both in a personal and professional setting.

Ethics is something that can affect someone in their personal and professional life. This is the difference between what is morally right and what is morally wrong. In personal ethical standards, many factors influence one’s beliefs such as family, religion, and culture. An individual must fully understand their ethical perspective and how their ethics may affect them in their personal and professional life. Whether their ethics are good or bad there is room for improvement. Taking an ethical awareness inventory is an excellent tool for an individual to find out where he or she stands ethically in their personal and professional life. It may be able to provide someone who has a bad ethical perspective a thoughtful way to adjust to a good ethical perspective. Comment by Dr. Erin: These two sentences do not go together.

Different ethical perspectives lead to quite different conclusions regarding what constitutes ethical behavior. These differences are based onfundamental assumptions about the character of reality, the nature of individuals, and the obligation of individuals to one another (Anderson & Englehardt, 2001). ). A person’s personal ethical perspective allows the person to make decisions based on what the person perceives is right or wrong in decision making. Comment by Dr. Erin: Well, but wouldn’t that be why we have the APA Guide?

Every person is a unique individual with ethics and values that are different from others and specific only to the person. The ethics and values a person follows will serve as a guide that the individual can use to work towards specific goals that they may have set in life. Values and ethics will also influence an individual’s life, how the individual will live that life including such things as choices and interests that the individual has. The way in which a person perceives themselves, their perception of their own personal characteristics as well as the environment which surrounds them will have the person to make decisions which can affect every part of their life.

Analyze the relationship between personal and professional ethics in psychology

In a person’s personal lives, they determine what is right and wrong and influences how they interact with other people. When it comes to professional ethics in psychology, ethics encompass many of the same principles of personal ethics, such as honesty and fairness but may also extend to principles like company loyalty. A person’s personal ethics stem from how they were raised, religion, culture background, and people in their live that made an impact on their lives. Professional ethics, however, are based heavily on the requirements or principles of your profession. You may even be legally required to obey some ethical principles, such as confidentiality, in the case psychologists.

Finally, in the field of psychology codes of conduct our set forth allowing for a guideline in which professionals are to follow when engaging professionally in the field to help individuals. The ethical code of conduct set forth applies not only to the professionals but also to activities the professionals are engaging in in the field of psychology. American Psychological Association (2015), states “examples of activities in which the ethical code of conduct would be precedent are clinical, counseling, research, policy development, forensic activities, program designed and evaluation, and social intervention” (para. 2). Professional ethics also play a role in the field to terming how people would use their own ethical code or how they will follow the code of conduct that’s been set. Some people may focus on their ethical perspective by focusing on their obligation to do something correct morally which applies a focus on the person’s intent rather than results (American Psychological Association, 2015).

Describe the APA decision-making process and discuss how it facilitates ethical professional behavior

APA Facilitation of Ethical Behavior

According to the American Psychological Association (2015), “the ethics code is intended to provide guidance for psychologists and standards for professional conduct that can be applied by the APA and by other bodies that choose to adopt them” (para. 5). The decision-making process created by the APA intends to help professionals working in the field of psychology by providing a guideline or foundation in which the professional can build off of. In order to make decisions in their professional settings psychologists and other professionals in the field of psychology need to consider the ethics code as well as applicable laws for their state in order to create an ethical decision. The decision-making process set forth by the APA can be used in its entirety, it can be broken down so only specifics are used, or it can be built off of to incorporate specifics for each professional in the field. In making decisions about professional behavior individuals look towards the code of ethics for guidance, building in values and morals important to the professional, and creating an ethical decision as well as behavior based on the code as a foundation.

List and explain your EAI scores and what they mean for you professionally

Just Notes that can help with this part PLEASE use CHARACTER and EQUALITY for my EAI profile higher in character and

1. Online Ethics Assessments – The Williams Institute

www.ethics-twi.com/Public/OnlineEthicsAssessments/index…

· Cached

Take ONLINE ETHICS ASSESSMENTS. TWI offers online access to two of our ethics assessments for university courses, organizational training and development, and …

· http://www.ethics-twi.org/Public/Home/index.cfm

You can use this site for the ASSESSMENTS test or used the one I’ll attached when assignment is accepted The box below sort of demonstrate an example to this question explain my EAI scores or yours which ever is best for you. If you do your I will need a copy of the table.frm test .

ETHICS AWARENESS INVENTORY 6 indicates I believe people have a right to individual respect. Personally, I find it is impor... Describe how your ethical awareness inventory scores relate to the concept of aspirational and enforceable standards.

· PLEASE USE THE INFORMATION FOR MY SCORES I will attach

Aspirational and Enforceable Standards

Aspirational standards according to the Ethics Awareness Inventory (2013) are ethical standards which are more desirable and inspirational. The goal of the aspirational standards is to guide and inspire professionals into ethical behavior verses enforceable standards which emphasizes standards that are required in the profession. The goal of aspirational standards is to have professional individuals who have the ethics and morals in place prior to entering the professional field. In this way an individual will already have the ethics and morals and place and enforceable standards are not as needed in order to guide an individual for professional ethical behavior. In aspirational standards the ethical awareness inventory points out the ethics an individual currently has as well as how high or low those ethics all are in that individual. Having high ethics means an individual will be less likely to make decisions that are unethical in doing their professional duty in the field of psychology. The scores provided by the ethical awareness inventory can show an individual where they score in regards to ethics and thus how much more desirable their ethics will be when applied to the professional field of psychology. Comment by Dr. Erin: Your paper had a 20% similarity index. Please remember you can only have 15% of your paper be cut-and-pasted with attributions.

References

American Psychological Association. (n.d.). Ethical Principles of Psychologists and Code of Conduct 2010 Amendments. Retrieved from American Psychological Association: http://www.apa.org/ethics/code/index.aspx#

Anderson, J., & Englehardt, E. E. (2001). The organizational self and ethical conduct. Fort Worth, TX: Harcourt.

UOP Course Materials. (2013). Ethics Awarness Inventory. In A guide to persoanl awarness of your ethical perspective and Style. https://ecampus.phoenix.edu/secure/aapd/Vendors/TWI/EAI/.

What is naturalistic observation?

December 1, 2022/in Uncategorized /by SK

Review Questions 1. What is naturalistic observation? How does a researcher collect data when conducting naturalistic observation research? 2. Why are the data in naturalistic observation research primarily qualitative? 3. Distinguish between participant and nonparticipant observation; between concealed and nonconcealed observation. 4. What is systematic observation? Why are the data from systematic observation primarily quantitative? 5. What is coding system? What are some important considerations when developing a coding system? 6. What is a case study? When are studies used? What is a psychobiography? 7. What is archival research? What are the major sources of archival data? 8. What is content analysis?

Running Head: Review Questions 1

Review Questions 7

Review Questions, 1-8,. Please answer questions in detail and support your answers with scholarly research citations where appropriate. Support your paper with a minimum of 5 resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Length: 5-7 pages not including title and reference pages References: Minimum of 5 scholarly resources. Your paper should demonstrate thoughtful consideration of the ideas and concepts that are presented in the course and provide new thoughts and insights relating directly to this topic. Your paper should reflect scholarly writing and current APA standards.

Review Questions

Name

Institutional Affiliation

Naturalistic observation is a commonly used research method used by psychologists and other scientists in social platform. Naturalistic observation is a technique that involves observation of subjects in natural environments. This technique is mostly used in areas where doing laboratory research is not necessary and cost is not required or would interfere with the information. Unlike structured observation, naturalistic observation technique entails observing a behavior as it happens in its natural sense without any interference from the researcher. This technique is advantageous in the sense that, it allows direct observation of a behavior by a researcher as it occurs. Also naturalistic observation method allows the study that cannot be done in laboratories due to ethical reasons. A good example is that one cannot study the impacts of imprisonment by confining the subjects. The only way is to gather information from the prison through naturalistic observation technique (Wertz, 2011).

There are several methods used when collecting data using a naturalistic observation technique. Observers use tallying counts by writing down when and how often some behaviors occur. Another technique utilized in data collection is by use of observer narratives method. This involves taking notes when observing then go back later and try to get data and differentiate behavioral patterns from the notes. Depending on the kind of behavior being studied, the observer may choose to record audio or video tapes during each session (Wertz, 2011).

The data in naturalistic observation is mainly qualitative because it is a description of real observations instead of statistical quantitative summaries. The main purpose of naturalistic observation is to give accurate description and interpretation. The researcher has a responsibility of describing the setting, events and individuals observed. At the end, Researcher analyzes observed behavior and gives detailed information of the data collected. Naturalistic observation is primarily qualitative because the researcher gets the data from the field where the subjects are affected directly by the topic under study. Researchers personally get the data from different sources such as; studying documents, observation of behavior and conducting interviews. On the other hand, researchers collect data forms through interviews and observation of behaviors of subjects, recording both audio and video tapes. All this leads to naturalistic observation technique. This technique is a non-experimental, mainly qualitative research technique in which items are researched in their environmental setting. Behaviors of interest are studied and recorded by the researcher. This method is mostly used during the starting stages of the research project. Therefore, naturalistic observation technique is a qualitative study method utilized in research data collection (Goodwin, 2010).

Participant observation takes on an active role;it includes direct participation in lives of individuals being researched, this technique lowers the individual’s role where he or she observes. Participant observation should be well understood in the field. A big issue affecting participant observation is that observers might lose the main objective to conduct the study. This is opposed to non-participant observation whereby the observer does not take an active role during the study. Participant observation does not only show site and writing content down, on the otherhand, it is a complicated method that involves various components. One of the things a researcher or a person conducting the study should do after choosing to perform a participant observation to collect data. He or she should choose what kind of observer should be selected.(Wertz, 2011).

Participant observation has several disadvantages, some of which have a direct impact on the outcome. The recorded audio or video about a group of individuals is not always of full description. Since this is due to selective basis of any kind of recorded data process: it is greatly affected by researchers’personal life depending on what is of importance and relevance. The researchers’ point of view greatly influences how the data is interpreted and evaluated (Goodwin, 2010).

On the other hand, non-participant observation has less interaction with the individual or subject one observes. The recording of both audio and video tapes is a good choice in this technique. Non-participant observation conducts a concealed study. In this technique, the subject being studied is unaware of the research being carried on them. This technique is highly preferred in conducting research; this is because the behavior of the subject will not affect the person conducting the study. However, ethically non-concealed observation is mostly preferred to some groups of individuals. Participant observation is recommended due to reasons that one does not have to hide themselves from the individuals in order to collect data. The fact that one has to hide his or her identity depends on the ethical issues, setting and the targeted group (Goodwin, 2010).

By reducing the interaction between the subject and the researchers, it is likely that the risk of the Hawthorne effect will be less. Also it is easier to record data and information if you are not participating, so the recording of both audio and video tapes is easier. If people realize that they are being watched, they will not be able to give the information freely thus increasing the Hawthorne risk (McBurney& White, 2010).

A setting specifically put in place to reduce or completely eliminate bias is referred to as a systematic observation. A careful observation of behaviors in a specified setting, this technique is less global unlike naturalistic observation. Rules are set up ahead to minimize inferences, decision rules are methods taken before the data collection process starts. Data from system observation are mainly quantitative due to the fact that, observations quantified before hypothesis on the behavior. This is created by researchers before carrying out the study (Goodwin, & Goodwin, 1996).

Coding system is an analytical method whereby, data inform of qualitative and quantitative is grouped together to enable analysis. It is a system researchers use to characterize letters and numbers to obtain a meaningful message. Coding can also be used to means changing data to more understandable form. Several behaviors can be researched using system observation; researcher should be able to decide which one is of interest. Also the setting to do the observation, most importantly the researcher should create a coding system (McBurney& White, 2010).

A case study is a method whereby a specific event, program or a person is studied in details for a specified period. In this technique, a researcher puts together a lot of information on the event, program and person(s) on which the study is focused. The data is got from observation, newspapers, recorded audio, recorded video photographs and interviews. It is an observation method that gives detailed description of a person, this person is normally an important figure in the society, and it may also include an institution or a business (McBurney& White, 2010).

This techniques are used when researchers want to enquire more about a less or badly understood situation. Case study is conducted when a person has little information on a particular item. The results can enlighten the public on something that is uncommon or rare thus helping greatly. On the other hand, psychobiography aims to understand important people’s history such as politicians or musicians. This is achieved through use of psychological theory by researchers to give worthy explanations about an individual’s life.Archival research on the other hand,generally is a kind of research which gets the information from a previous study records. Researchers use written documents to get answers to their research questions. Researchers can also use other sources such as internet, books and information from the library. There are different kinds of archival research data, like statistical records, written records and surveys. Conducting archival research has many advantages since the researcher spends less money in data collection. The researcher also has more strength and energy to go through the previous data.The information gotten from this report may have measures that closely match the existing literature (Goodwin, 2010).

Lastly content analysis is a technique used to summarize any kind of information considering the type of the content. It allows wider objective evaluation compared on the content based on favoring the audience. Content analysis also refers to a general method used for analysis and better understanding of a collection of content. This method involves larger content of textual information (McBurney & White, 2010).

Reference

Angrosino, M. V. (2007). Naturalistic observation. Walnut Creek, Calif: Left Coast Press.

Goodwin, C. J. (2010). Research in psychology: Methods and design. Hoboken, NJ: Wiley.

Goodwin, W. L., & Goodwin, L. D. (1996).Understanding quantitative and qualitative research in early childhood education. New York [u.a.: Teachers College Press.

McBurney, D., & White, T. L. (2010).Research methods. Belmont, CA: Wadsworth Cengage Learning.

Wertz, F. J. (2011). Five ways of doing qualitative analysis: Phenomenological psychology, grounded theory, discourse analysis, narrative research, and intuitive inquiry. New York: Guilford Press.

Statistics For Psychology

December 1, 2022/in Uncategorized /by SK

Prepare a written response to the following assignments located in the text:

· Ch. 2, Practice Problems: 11, 12, 13, 16, and 21

· Ch. 3, Practice Problems: 14, 15, 22, and 25

· See instructions attached. Use the answer template provided in the attached to record and submit answers.

Please submit your answers to Chapter 2 Practice Problems 11, 12, 13, 16, & 21 in accordance with the attached instructions.

Please submit your answers to Chapter 3 Practice Problems 14, 15, 22, & 25 in accordance with the attached instructions.

Name:

Chapter 2 Instructions

Practice Problem 11, 12, 13, 16, & 21

Due Week 3 Day 6 (Sunday)

Follow the instructions below to submit your answers for Chapter 2 Practice Problem 11, 12, 13 16, & 21.

1. Save Chapter 2 Instructions to your computer.

2. Type your answers into the shaded boxes below. The boxes will expand as you type your answers.

3. Resave this form to your computer with your answers filled-in.

4. Attach the saved form to your reply when you turn-in your work in the Assignments section of the Classroom tab. Note: Each question in the assignments section will be listed separately; however, you only need to submit this form one time to turn-in your answers.

Below is an explanation of the symbols in Chapter 2.

M = Mean

Mdn. = Median

SS = Sum of Squared Deviations

SD2 = Variance

SD = Standard Deviation

Read each question in your text book and then type your answers for Chapter 2 Practice Problem 11, 12, 13, & 16 into the shaded boxes below. Please record only your answers. It is not necessary to show your work. Round your answers to 2 decimal places.

11. M =

Mdn. =

SS =

SD2 =

SD =

12. M =

Mdn. =

SS =

SD2 =

SD =

13. M =

Mdn. =

SS =

SD2 =

SD =

16a. Governors – M = SD =

CEO’s – M = SD =

16b. Explain your answer below:

16c. Explain below how the means and standard deviations differ:

21. Explain your answer below:

Essay Social Psychology

December 1, 2022/in Uncategorized /by SK

925 North Spurgeon Street, Santa Ana, CA 92701

www.calcoast.edu Phone: 714-547-9625 Fax: 714-547-5777

12/14

PSY 228 Social Psychology

Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework.

The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course.

Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated.

As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include:

Lesson Review Exercises

Key Term Reviews

Analysis

Study Guide Review

Writing Assignments

Review Grading Rubric

Unit Examinations

Proctored Final Examination

Course Academic Online Discussions

Student/Instructor Interaction

Documents/Student Resources

As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some samples of this type of activity may include:

Pre-Test

Reading Assignments

Key Term Reviews

Studying for Examinations

Writing Assignments

Review Grading Rubric

Study Lesson Review Exercises

Internet/Web Research

Reading Websites

Suggested Outside Reading

Sample Worksheet for Tracking Your Academic Activities

Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask you the number of hours it took to complete the course. The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time (135 hours) are required for a 3 credit hour course.

This worksheet was developed as a tool to help track your time. You are not required to turn it in.

length of time to

complete

length of time to

complete

length of time to

complete

length of time to

complete Unit 1 Unit 2 Unit 3 Unit 4 Totals

Academic Engagement Activities Lesson Review Exercises Key Term Review Exercises Study Guide Review Documents/Student Resources Writing Assignments Review Grading Rubric Unit Examinations Proctored Final Examination Case Studies/Critical Analysis Course Academic Online Discussions Student/Instructor Interactions

Total Academic Engagement required for a 3 unit course = 45 hours

Academic Preparation Activities Pre-Test Reading Assignments Analyze Case Studies/Critical Analysis Key Term Review Exercises Study for Examinations Suggested Outside Readings Web Research Writing Assignments Review Grading Rubric Reading Websites Study Lesson Review Exercises

Total Academic Preparation required for a 3 unit course = 90 hours

Grand total of hours of various learning activities in completing this course

Pre-test Instructions

Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure your knowledge of the subject matter at the beginning of each course.

Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting place,” that will be used for improving course content and to meet accreditation requirements.

If you receive your course materials online: • Please log-in to your Coast Connection student portal to complete your pre-test.

If you receive your course materials by mail: • You will receive your answer sheets for the pre-test by mail. • Once you have completed your pre-test, please mail or fax your answer sheet to the University at:

California Coast University 925 N. Spurgeon Street Santa Ana, CA 92701 Fax: 714-547-1451

If you have any questions, please feel free to contact the Student Services Department. Thank you for your cooperation.

Pre-test

PSY 228 Social Psychology

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

Which early sociologist emphasized the role of society in the development of the self? 1.

George Herbert Meada. Karl Marxb. Georg Simmerc. Herbert Blumer d.

____________ is the study of the effects of society on social-psychological processes, also 2. known as sociological social psychology.

sociologya. microsociologyb. macrosociologyc. psychology d.

Which of the following is considered a major dimension of group processes? 3.

legitimacya. justiceb. powerc. All of the above. d.

Perspective within symbolic interactionism that focuses on the quantitative study of social 4. interaction processes because of the stable nature of social life.

Chicago Schoola. Indiana Schoolb. Iowa Schoolc. both b and c d.

The research technique called “autoethnograpy” is associated with which social psychological 5. perspective?

symbolic interactiona. social structure and personalityb. group processesc. structural functionalism d.

Participants of an experiment that are not exposed to the independent variable. 6.

control groupa. convenience sampleb. focus groupc. experimental groupd.

Pre-test

PSY 228 Social Psychology

The Wisconsin Model of Status Attainment is based on a study that began in ____________ 7. that was primarily led by ____________.

1957; Sewella. 1962; Nielsonb. 1965; Granovetterc. 1973; Kohn d.

According to research by Lucas and others, how can individuals with lower cultural status best 8. gain status in groups?

Give that person legitimate authority to lead the group.a. The person should focus on the success of the group, rather then her own interests.b. The person should provide a “kick back” to others in a group to get their leadership c. position. both a and b d.

Research in the 1960s showed a considerable overlap in ___________ and ___________ 9. occupations.

fathers’; sons’a. fathers’; daughters’b. mothers’; daughters’c. mothers’; sons’ d.

How did Joanne Nagel explain the increase in the number of people identifying themselves as 10. “American Indian” when the birth rates stayed the same?

Legal changes made scholarships more available to American Indians.a. The development of the “Red Power” movement shifted negative stereotypes of Indians.b. Urbanization made it easier for people to find and interact with other people that had c. some American-Indian heritage. All of the above. d.

The use of narratives and personal-stories is important to the process of _____________. 11.

symbolic interaction processa. identity control theoryb. mpression managementc. All of the above. d.

Pre-test

PSY 228 Social Psychology

Socialization is a process that _____________. 12.

begins at around two years of agea. lasts until the young twentiesb. begins at birth and continues through the life cyclec. both a and b d.

Sampson and Laub’s research on the impact of World War II (WWII) on men’s lives generally 13. showed that _____________.

WWII served as a turning point for all American soldiersa. IQ was the biggest factor in finding work after the warb. WWII only had an impact on soldiers if they served overseasc. most of the positive effects of war on the lives of soldiers came through their experience d. overseas, in-service training and access to programs like the GI Bill

Ausdale and Feagin’s research on children learning racism is important because 14. _______________.

it shows how children use race as a way to differentiate between peersa. it shows that children apply adult biases and racism in their day-to-day interactionsb. it shows that children use their own race as a way to gain acceptance by teachersc. both a and b d.

Most college students represent which type of person in Merton’s typology of deviance? 15.

conformistsa. innovatorsb. ritualistsc. retreatists d.

Component of social control theory referring to emotional bonds with other people in society. 16.

commitmenta. attachmentb. involvementc. None of the above. d.

Pre-test

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PSY 228 Social Psychology

Manuel’s job loss really did not bother him because he did not like his boss. However, he 17. really started getting anxious when he stopped getting his paycheck. In this example, the effect of job loss on anxiety is ______________ by loss of income.

distresseda. moderatedb. mediatedc. constrained d.

Exposure to poor community conditions such as crime, poor living conditions and lack of 18. services.

malaisea. intransigenceb. ambient hazardsc. chronic strain d.

Nathan started attending KKK meetings when he saw some of his African-American neighbors 19. getting better jobs than him. Which of the following theories best explains Nathan’s negative attitude toward African Americans?

social distance theorya. symbolic interactionb. Blumer’s theory of group positionc. status construction theory d.

Theory that prejudicial attitudes reflect a group’s position in society. 20.

status construction theorya. theory of group positionb. modified labeling theoryc. colonization theory d.

A positive or negative evaluation of an object, a person or group or an idea. 21.

attitudea. prejudiceb. opinionc. belief d.

Pre-test

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PSY 228 Social Psychology

Following Smelser’s value-added theory, why wouldn’t we expect a poor, third-world nation, 22. based on a barter economy, to develop mass hysteria over stock market problems like the U.S. did in the 1920s?

lack of structural conducivenessa. lack of structural strainb. lack of generalized beliefc. action of social control d.

Expectations about when and how to act excited or angry or any other emotion. 23.

emotional cuesa. emotional scriptsb. emotional energiesc. situational cues d.

When large numbers of people become obsessed with something like the purchase of a 24. product or an activity.

maniaa. crazeb. hysteriac. panic d.

A key ingredient of contagious mental unity, referring to situations in which people lose their 25. inhibitions to act and the tempo of their behavior increases.

intensity of behaviora. panicb. irrational behaviorc. hostile outburstsd.

925 North Spurgeon Street, Santa Ana, CA 92701

Text:

Author(s):

Publisher:

S tu

d y G

u id

www.calcoast.edu

Phone: 714-547-9625 Fax: 714-547-5777

Social Psychology: Sociological Perspectives

Second Edition, 2011

ISBN-13: 9780205661060

David E. Rohall, Melissa A. Milkie and Jeffrey W. Lucas

Pearson

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PSY 228 Social Psychology

Message From the President

PSY 228 Social Psychology

Welcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning.

Our faculty and administration have been involved in distance learning for over forty years and understand the characteristics common to successful students in this unique educational environment.

This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience.

Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program.

Sincerely,

Thomas M. Neal President

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission from the publisher, except for the inclusion of brief quotation in review. Copyright © 2014 by California Coast University

Syllabus

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PSY 228 Social Psychology

Course Number PSY 228

Course Title Social Psychology

Course Description This course offers students an in-depth look at how people come to understand themselves and others in a social context, with considerable emphasis on sociology’s role in social psychology. Students will be given detailed examples of current research studies relating to each of the topics covered in this course such as stratification, deviance and mental health and illness. Each chapter of the text covered in this course will also introduce students to key sociological social psychologists whose research has made a significant contribution to the field.

Units of Credit 3 Units of Credit

Course Objectives Upon successful completion of this course, students will be able to:

• Characterize three major perspectives in sociological social psychology.

• Differentiate between qualitative and quantitative research methods.

• Determine how group processes affect identity.

• Recognize important agents of socialization.

• Identify physiological, social and behavioral components of emotions.

Learning Resources Textbook: Social Psychology: Sociological Perspectives 2nd edition, 2011 David E. Rohall, Melissa A. Milkie, and Jeffrey W. Lucas Pearson

ISBN-13: 9780205661060

All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source.

Although this study guide is developed by California Coast University, it may contain materials provided by the publisher of the textbook.

The Study Guide

The study guide was designed to help you further understand the material in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook.

Syllabus

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PSY 228 Social Psychology

Additional Readings and Online Resources

To help you further understand this subject material, additional readings and/or online resources related to this course are listed in this syllabus.

The Library Information and Resources Network, Inc. (LIRN)

Students are provided access to the Library and Information Resources Network, Inc. (LIRN). LIRN provides a centralized management of electronic information resources that allow students to access multiple research databases through one portal. Detailed information on the Library and Information Resources Network, Inc. is available on the California Coast University website under the Resources Tab. For additional information on using the network, LIRN provides a User Guide to help students search for the needed information. This helpful resource is available on the LIRN website. For information on accessing LIRN, please contact California Coast University – library@calcoast.edu or (714) 547-9625.

Supplementary Materials

Unit Examination Answer Sheets* Final Examination Scheduling Form

*Master of Education and Doctor of Education students will not receive unit exam answer sheets. These programs require written responses only.

Your Course Grade

Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points:

Four Unit Examinations

100 points each 400 points total 80% of your grade

Final Examination

100 points 100 points total 20% of your grade

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Mastering the Course Content

In order to successfully complete this course, we recommend that you do the following before beginning:

• Be sure that you have the correct edition of the course textbook. Check the ISBN number of your textbook with the ISBN number listed on the cover page of this study guide.

• Review the table of contents at the end of this syllabus. You will only be responsible for the chapters in the textbook that are listed in the table of contents.

Each study guide contains several components selected and developed by the faculty to help you master the content of the course. Each chapter in the study guide corresponds to a chapter in the textbook. Study guides vary depending on the course, but most will include:

Learning Objectives Overviews Self Tests Summaries Key Terms Critical Analysis Questions (graduate and doctoral students only)

The most efficient way to complete this course is to read the materials in both the study guide and textbook in the sequence in which it appears, generally from beginning to end.

Read the Overviews and Summaries

Before reading a chapter of your textbook, review the corresponding learning objectives, overview, key terms and summary sections in the study guide. These were prepared to give you an overview of the content to be learned.

Review the Self Test

After you have reviewed the study guide summaries, look at the items on the self test. As you identify your areas of relative strength and weakness, you will become more aware of the material you will need to learn in greater depth.

Review the Critical Analysis and/or Case Study Questions (Graduate and Doctoral Students Only) The critical analysis questions are designed to help you gain a deeper understanding and appreciation for the course subject matter. This section will encourage you to give additional thought to the topics discussed in the chapter by presenting vignettes or cases with real world relevance.

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Read and Review the Chapter

Once you have the scope and organization of the chapter in mind, turn to the corresponding chapter in the textbook and read the material carefully. Keep the learning objectives, self test, critical analysis questions and/or case study questions in mind as you read.

Highlight important concepts and information in your study guide and write notes in the study guide as you read the textbook. These notes will help you study for the unit and final examinations.

Check Your Mastery of Each Chapter

When you feel that you have mastered the concepts presented in the chapter, complete the study guide self test and critical analysis questions and/or case study questions without referring to the textbook or your notes. Correct your responses using the answer key and solutions guide provided in the study guide. Your results will help you identify any areas you need to review.

Unit Examinations

Each course contains four unit examinations and a final examination. Unit examinations usually consist of 25 objective (multiple choice or true/false) test questions. For Master of Education and Doctor of Education students, unit examinations consist of writing assignments only.

Unit examinations may be found approximately every four to six chapters throughout your study guide. Unit examinations are open-book, do not require a proctor and are not timed. This will allow you to proceed at your own pace.

It is recommended that you check your answers against the material in your textbook for accuracy.

Writing Assignments

Each unit examination includes a written component. This assignment may be in the form of written questions or case study problems. The writing assignment affords the student an opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/her knowledge. The writing assignment materials are found immediately following each unit examination.

Writing assignments are judged on the quality of the response in regard to the question. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

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• Undergraduate courses: 350 – 500 words or 1 – 2 pages.

• Graduate courses: 500 – 750 words or 2 – 3 pages.

• Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Plagiarism consists of taking and using the ideas, writings or inventions of another, without giving credit to that person and presenting it as one’s own. This is an offense that the university takes very seriously. An example of a correctly prepared written response may be found by visiting the Coast Connection student portal.

Citation Styles

The majority of your response should be your own original writing based on what you have learned from the textbook. However, students may also use outside materials if applicable. Be sure to provide a reference (or citation) for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper references for your work:

• References are listed in two places.

• The first reference is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment.

• The second reference is at the end of your work in the list of references section.

• All references cited should provide enough identifying information so that the reader can access the original material.

For more detailed information on the proper use of citations, please refer to the CCU Student Handbook located on the Coast Connection student portal.

Submitting Your Unit Examinations and Writing Assignments via the Internet

Students may access the online testing features via the Coast Connection student portal. Multiple choice unit examinations may be completed and submitted online.

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Go to the California Coast University homepage at www.calcoast.edu and click on the student login icon at the upper right hand corner. After logging into your account, click on My Academic Plan and select the course you are working on to complete the unit examination. Remember to keep a copy of your answers for your own personal records.

Writing assignments may be submitted online as well. After logging into the student portal, click on My Academic Plan and select the course you are working on to complete the writing assignment. Here, you will find further information and instructions on how to submit writing assignments through the student portal. Remember to keep a copy of your writing assignments for your own personal records.

Alternatively, if you experience diffulty submitting your writing assignments through the student portal, then you may email your assignments as a Word document attachment to essays@calcoast.edu. When doing so, please adhere to the following guidelines:

• Always submit your name, student number, course number, course title and unit number with your writing assignment.

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• All responses must be typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size for ease of reading and grading.

Submitting Your Unit Examinations by Mail

Send your completed unit examination along with any writing assignments to the following mailing address:

California Coast University Testing Department 925 N. Spurgeon Street Santa Ana, CA 92701

Requests to retake a unit examination will only be honored if the final exam has NOT been sent.

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Students may retake one unit examination per course, free of charge. The cost for each additional, repeated exam will be $90. Payment must be paid in full to the accounting department prior to repeating unit exams.

Please contact Student Services for a repeat unit examination form. You may resubmit your unit examination once the original grade has been cleared from your online degree plan.

Final Examination

Scheduling a Final Examination

Final examination requests can be submitted via U.S. mail, online through the Coast Connection student portal, or by calling the Testing Department at (714) 547-9625.

A final exam scheduling form is located on the last page of this study guide. Please fill out ALL required fields and mail it to the university.

If you would like to request a final exam online, log into the Coast Connection student portal and click on My Academic Plan. Select the course you are working on and submit the Final Exam Request form located at the bottom of the page. ALL INFORMATION MUST BE FILLED IN.

Submitting Your Final Examination

Final Examinations can be submitted by mail, fax or online through the Coast Connection student portal.

After you have completed your exam, you or your proctor can fax it to the Grading Department at (714) 547-1451 or mail it to the university. When faxing exams, please do not resize your fax.

For online submissions, once you have logged into the student portal, click on My Academic Plan and select the course you are working on to complete the final examination. You must input the unique password that was sent to your proctor in order to unlock your final examination questions. Remember to keep a copy of your answers for your own personal records.

Proctors

The university requires that all final examinations be completed under the supervision of a proctor.

A proctor can be anyone EXCEPT an immediate family member, someone who resides with you or a current/former CCU student.

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The purpose of the proctored final examination is to verify that you are, in fact, the person who is enrolled in the course of study. It is also to verify that you are completing the final examination without the aid of any outside assistance.

During the proctored final examination, you may use your textbook and any notes you have taken during the completion of your unit examinations. Your designated proctor will verify your identity and that you have completed the final examination without any outside assistance.

Your Overall Grade Point Average (G.P.A.)

In addition to receiving a passing grade for each course, all students must maintain a required overall G.P.A. in order to graduate. Undergraduate students need an overall G.P.A. of 2.0 (C) on a 4.0 scale. Graduate and doctoral students need an overall G.P.A. of 3.0 (B) on a 4.0 scale.

A = 4 grade points B = 3 grade points C = 2 grade points D = 1 grade point F = 0 grade points

Students who do not meet the overall G.P.A. requirement by the end of their program must pay the current cost of tuition to repeat courses until they improve their overall G.P.A.

Overall course grades of “F” will be displayed on your degree plan and count as 0 units completed. You must pay to retake these courses.

Doctoral students must repeat any courses in which the overall course grade is a “D” or “F”.

Be sure to keep a copy of all work you submit to the university.

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If you have any questions about how to proceed through the course or regarding any California Coast University policies and procedures, the easiest way to get help is to send us a message through the student portal, via email, or phone the university.

University office hours are Monday through Friday from 8:30 a.m. to 4:00 p.m., Pacific Standard Time.

California Coast University

925 N. Spurgeon Street, Santa Ana, California 92701 Phone: (714) 547-9625 Fax: (714) 547-5777 Test Answer Sheet Fax Line: (714) 547-1451

Email: testing@calcoast.edu

Don’t forget: You are not alone! We are here to help you achieve your dream!

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Learning Objectives

The learning objectives for this course are listed below:

Chapter 1: Introduction to Sociological Social Psychology

1. Define social psychology. 2. Differentiate between macrosociology and microsociology. 3. Compare and contrast sociologists and psychologists’ approach to social psychology. 4. Identify the three major perspectives in sociological social psychology.

Chapter 2: Perspectives in Sociological Social Psychology

1. Distinguish the major principles of the symbolic interaction perspective. 2. Define what it means to “construct” the world around us. 3. Characterize the social structure and personality perspective. 4. Identify key elements of the group processes perspective. 5. Consider elements of group structure.

Chapter 3: Studying People

1. Become acquainted with the vocabulary of social science research. 2. Differentiate qualitative sociology from quantitative sociology. 3. Determine major forms of qualitative and quantitative research. 4. Assess how social scientists begin to develop a research project.

Chapter 4: The Social Psychology of Stratification

1. Interpret how people construct inequality in society. 2. Determine how structure is linked to interactions. 3. Evaluate how stratification develops in group interaction. 4. Judge how inequalities from society-at-large get reproduced in groups.

Chapter 5: Self and Identity

1. Identify the components of the self. 2. Determine interactionist theories of the self and identity. 3. Characterize three dimensions of the self-concept. 4. Analyze what we know from research on the self-concept. 5. Interpret how group processes affect identity.

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Chapter 6: Socialization Over the Life Course

1. Critique how society influences the social construction of the self. 2. Chart the stages involved in developing the self. 3. Name the four elements of life-course sociology. 4. Consider agents of socialization and how they affect our lives. 5. Assess how group processes researchers study socialization.

Chapter 7: The Social Psychology of Deviance

1. Analyze how we define what is normal and what is deviant. 2. Determine how the construction of deviant labels contribute to the development of deviant lifestyles. 3. Judge how structural conditions influence individuals’ decisions to commit deviant acts. 4. Consider how group relationships influence the development of deviance and perceptions of deviance.

Chapter 8: Mental Health and Illness

1. Determine what it means to be mentally healthy. 2. Interpret how the definition of mental illness is constructed. 3. List the structural conditions in society that contribute to distress. 4. Identify resources that can buffer stress. 5. Assess how mental health can influence our sense of identity and interactions with others.

Chapter 9: Attitudes, Values and Behaviors

1. Identify the nature of an attitude. 2. Evaluate how researchers study attitudes and behaviors. 3. Describe how people construct attitudes. 4. Analyze how attitudes toward other people form in group contexts.

Chapter 10: The Sociology of Sentiment and Emotion

1. Distinguish the components of emotions. 2. Determine how people learn emotions. 3. Consider how identity relates to emotions. 4. Evaluate how our statuses in society affect our uses of emotions. 5. Interpret the norms that govern the use of emotions in different social settings. 6. Predict how group settings affect emotions.

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Chapter 11: Collective Behavior

1. Analyze how crowds contribute to the development of mass hysteria. 2. Identify theories that explain individuals’ behavior in large groups. 3. Decide whether structural conditions affect crowd behaviors. 4. Chart the phases of collective behavior found in large social movements. 5. Evaluate how group and individual motivations interact in social movements.

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Best, Joel. 2006. Flavor of the Month: Why Smart People Fall for Fads. Berkeley, CA: University of California Press.

Clarke, Lee. 2006. Worst Cases: Terror and Catastrophe in the Popular Imagination. Chicago: University of Chicago Press.

Gergen, Kenneth J. 2000. The Saturated Self: Dilemmas of Identity in Contemporary Life. New York: Basic Books.

Hertz, Rosanna. 2006. Single by Chance, Mothers by Choice: How Women are Choosing Parenthood without Marriage and Creating the New American Family. New York: Oxford University Press.

Horowitz, Allan V. 2002. Creating Mental Illness. Chicago: University of Chicago Press. Lareau, Annette. 2003. Unequal Childhoods: Class, Race and Family Life. Berkeley, CA: University of California Press.

Miller, David L. 2000. Introduction to Collective Behavior and Collective Action. Prospect Heights, IL: Waveland.

Polletta, Francesca. 2006. It was Like a Fever: Storytelling in Protest and Politics. Chicago, IL: University of Chicago Press.

Ream, Robert Ketner. 2005. Uprooting Children: Mobility, Social Capital and Mexican American Underachievement. New York: LFB Scholarly Publishing.

Scheff, Thomas J. 1990. Microsociology: Discourse, Emotion and Social Structure. Chicago: University of Chicago Press.

Swidler, Ann. 2001. Talk of Love: How Culture Matters. Chicago: University of Chicago Press.

Turner,Ralph H. and Lewis M. Killian. 1972. Collective Behavior. Englewood Cliffs, NJ: Prentice Hall.

Zelizer, Viviana. 2005. The Purchase of Intimacy. Princeton, NJ: Princeton University Press.

Explain the importance of understanding your personal ethical perspective.

What is naturalistic observation?

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