Analyze how the leader created a distinct “culture” for followers and what elements of a culture were present in the setting.

Assignment 1: Conformity and Social Influence

How do reasonable people go along with unreasonable ideas, including mass suicide? How do charismatic leaders create their own “culture” within a specific situation and setting and then bring followers along? It is unsettling to consider that researchers have found that almost anyone will obey orders if placed in the right situation.

For this Assignment, you will explore the role of conformity and social influence in the dynamics of a cult. Keep in mind the definition of “culture” as you examine how a powerful leader can create a distinct culture, or “cult,” that others join and follow: a set of attitudes, behaviors, and symbols shared by a large group of people (Shiraev & Levy, 2017, p. 4) .

To prepare:

  • Review the sections in Chapter 10 of your course text, beginning with “Universal Interaction” (p. 301), and pay particular attention to the content on conformity, obedience, leadership, and social power.
  • Your Week 5 Learning Resources provide information on three different cults and their leaders in recent U.S. history: Jim Jones and the People’s Temple, David Koresh and the Branch Davidians, and Marshall Applewhite and Heaven’s Gate. You are encouraged to choose one as the focus of your Assignment. Additional Learning Resources provide insights on the dynamics of a cult.
    Note: If you prefer to choose a different leader and group, check with your instructor first for approval.
  • For your focus leader, review and analyze the Module 5 Learning Resources provided and additional resources you find in the Walden Library or in other sources, including reputable websites, to complete this Assignment.
  • For your focus leader and group, think about how each may exemplify the concepts of conformity, obedience, and social power:
    • How the leader builds a “culture” with its own rules outside of the larger culture
    • What elements compel followers to conform, such as charisma, isolation, and/or fear
  • Use the Learning Resources provided and those you find to analyze your leader and followers as an example of a situational development of a “culture” through conformity, obedience, and social power.
By Day 7

Submit a 2 – to 3-page research paper in which you do the following:

  • Describe the leader and followers who are the subject of your analysis.
  • Analyze how the leader created a distinct “culture” for followers and what elements of a culture were present in the setting.
  • Analyze how the leader used social power to influence followers.
  • Analyze elements that created conformity and obedience among the followers.
  • Explain how your chosen leader’s use of social influence applies to the leaders in your culture (e.g., local, academic, political, or other types of leaders you identify).

Note: Support the responses within your Assignment with evidence from the assigned Learning Resources and those you found. Provide a reference list for resources you used for this Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK5Assgn1+last name+first initial.(extension)” as the name.
  • Click the Week 5 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 5 Assignment 1 link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK5Assgn1+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

Lots of questions to address, this week, on death and bereavement. I want to begin this thread with a friends personal story (which is a response to one of the questions for this week’s post):

Lots of questions to address, this week, on death and bereavement. I want to begin this thread with a friends personal story (which is a response to one of the questions for this week’s post):

Many years ago, I was suddenly transferred to another school (elementary) to cover for a teacher who was diagnosed with colon cancer as she was missing quite a few days of work because she was in treatment. Long story cut short, she opted to continue teaching (yes, with me there which was awkward); she would go to chemo and then come to work.  She was sick (many side effects with her treatment which was aggressive),  she had trouble sitting, she had trouble staying awake during group teaching, she was short tempered with the kids (and me), and made it clear that  this was her classroom, not mine and I was expected to work with the kids elsewhere (special ed program). I also felt like a 5th wheel in that this wasn’t my home school and I was only there to help (I think the principal was worried something would happen so wanted another teacher in the room). Wow – I was so torn. I knew she had end stage cancer; I knew she would probably not survive the school year but the principal wasn’t about to send her home so I was in this really strange situation. And, I felt incredibly guilty getting angry with her.  Not being experienced with anything like this before, I had to do some serious soul searching with my own feelings since I was miserable. So…I gave her situation some thought and decided to ‘suck it up,’ and just come in, every day, cheery, takes my kids, go somewhere else and leave the minute I could. I didn’t even interact with her, not really. She only spoke to me if she had to. It was if I was her reminder of how sick she was (her family really wanted her home). Then, suddenly, I was sent back to my other school. This teacher died about 2 months later. So, then,I stepped in for another teacher (yes, same year but at my school) who had breast cancer and she had recently discovered that she was out of remission. But, in this situation, she wanted me to work with her kids, visit her (she took a leave), and keep her updated on teacher gossip. She also was upbeat, lots of family support, but, just a different person and handled her cancer differently. She eventually came back to work, the next year, hopeful. She made it half way through the school year before she had to stop and then shortly after, died.

Between the 2 situations, I was grateful, I had experienced the angry teacher, first, as she forced me to evaluate my own feelings and how to cope and respond. By the time I was stepping in for the other teacher, I had a much better handle on how I should approach the situation (letting her call the shots). Since then, I have had other colleagues with cancer and I approach each situation on an individual basis but have a much better understanding of my own feelings.

So…this week, I am asking you about your own feelings, not to pry, but allow for you to think about these kinds of situations, for yourself; and differentiate between family and work situations, specifically colleagues.

Develop a sobriety card that contains people and resources the client (Jed) could call if he felt he was were at risk to relapse. (e.g., sponsor, family members, crisis hotline) Include why that person/resource should be included.

Develop a relapse prevention plan based upon the “Jed Assessment Case Study” provided. The plan should be in a format that might be given to the client to use as a guide. The plan must address the following:

 

  1. Client name and age
  2. Client’s family situation
  3. What is the client’s agreement to stop using drugs/alcohol? Be specific. For example: Does the client commit to attending AA meetings? If so, how many?
  4. If the client relapses, what is the client’s plan to get help?
  5. What high-risk situations could trigger a relapse for the client?
  6. What high-risk behaviors or irrational thoughts could lead to relapse?
  7. What coping skills may help the client remain sober?
  8. What new activities could the client participate in to help replace old behaviors such as going out with his friends, for a drink, etc. after work? How many? How often?
  9. How would Jed’s family be involved in his relapse prevention plan?
  10. How would Jed’s family and ethnic culture impact his relapse prevention plan?
  11. What resources are available in the community to help Jed prevent relapse? (use resources that are available in your community/area)
  12. Develop a sobriety card that contains people and resources the client (Jed) could call if he felt he was were at risk to relapse. (e.g., sponsor, family members, crisis hotline) Include why that person/resource should be included.

APA format is not required but solid academic writing is expected.

 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Discuss how the regional sample created is reflective of the national market. Compare and contrast your sample with the population using the National Statistics and Graphs document.

  • Generate a Representative Sample of the Data
    • Select a region and generate a simple random sample of 30 from the data.
    • Report the mean, median, and standard deviation of the median listing price and the median square foot variables.
  • Analyze Your Sample
    • Discuss how the regional sample created is reflective of the national market.
    • Explain how you have made sure that the sample is random.
      • Explain your methods to get a truly random sample.
  • Generate Scatterplot
    • Create a scatterplot of the x and y variables noted above and include a trend line.
  • Observe patterns
    • Answer the following questions based on the scatterplot:
      • Define x and y. Which variable is useful for making predictions?
      • Is there an association between x and y? Describe the association you see in the scatter plot.
      • What do you see as the shape (linear or nonlinear)?
      • If you had a 1,200 square foot house, based on the regression equation in the graph, what price would you choose to list at?
      • Do you see any potential outliers in the scatterplot?
        • Why do you think the outliers appeared in the scatterplot you generated?
        • What do they represent?