How is thinking about these theories or concepts helpful in thinking about how your Action Plan will address the problem of bias in the workplace?

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How does this article relate to the cognitive perspective?

 

How does this article relate to the social-cultural perspective?

 

How does the article “Rooting Out Hidden Bias” relate to the concept of prejudice?

 

How does the article “3 Ways to Make Less Biased Decisions” relate to the concept of priming?

 

How is thinking about these theories or concepts helpful in thinking about how your Action Plan will address the problem of bias in the workplace?

 

 

 

In two or three sentences identify a psychological perspective and explain how it relates to the problem of Bias in the Workplace. Note: Remember to cite your sources by typing #cite.

 

In two or three sentences identify a psychological concept or theory and explain how it relates to the problem of Bias in the Workplace. Note: Remember to cite your sources by typing #cite.

 

In two or three more sentences identify another psychological concept or theory and explain how it relates to the problem of Bias in the Workplace. Note: Remember to cite your sources by typing #cite.

 

In at least three sentences, explain which ethical standards you are most likely to take into consideration in addressing the problem of Bias in the Workplace. NOTE: Revisit the APA Ethics Code and click the arrows next to each standard to view one or more nested standards.

 

Please click on the following link.  You may have to enter your UMGC log in information to gain access to this UMGC Library resource.  The PDF file is on the left-hand side of the page.

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Week 5 Discussion – Social Psychology

 Available on Sunday, April 11, 2021 6:27 PM EDT until Tuesday, April 20, 2021 11:59 PM EDT  Must post first.Subscribe

The field of social psychology includes a long history of fascinating research, some of which prompted the establishment of the American psychological Association’s Code of Ethics.

For this week’s discussion we will employ our analytical skills to evaluate four articles that look at pivotal social psychological research.  Through our evaluation of this research, we will apply our knowledge of social psychological concepts, scientific methods, and science driven ethics.

Your Task

Part 1:  Read:  Read the four articles provided this week.  They are included in the Week 5 Learning Resources. Links to access the articles are included below as well.

Part 2: Main Post:  In order to create a focused community of learning, this week we will exchange perspectives and understanding. This will be achieved as follows:

Select the article you would like to analyze and discuss its historical impact, and its influence on social psychology today. Read the article carefully and compose your responses to the assigned questions, provided below. Your responses should reflect your unique, personal, response to the study addressed.  [For example:  If you were out with your fellow social psychologists, deliberating the qualities of the study over coffee what points would you bring to that debate?]  Once you have crafted your answers, post them here as your main post to this week’s discussion. 

Question Group 1: For Studies 1, 2, and 4:

1. Briefly describe the problem (or research question), the hypothesis, the procedure (participants, methods) and results of the study.

2. Do you see any potential problems with this study, i.e., methodological issues, ethical concerns, etc.?

3. Do you agree with the authors’ conclusions?  Are there other factors we should consider?

4. In your opinion, could this study be repeated today and with the same results?  Why or why not?

5. From what you know of social psychology, or other pertinent psychology topics, why might this study have been important?

Question Group 2: For Study 3:

1) What is the Abilene paradox?  Describe some of the symptoms of organizations caught in the paradox.

2) Tell us about one of the case studies that Harvey (1974) describes on pages 67-69.

3) Harvey discusses 5 factors when analyzing the paradox.  Discuss at least two of these and their importance in the paradox.

4) On page 73, Harvey discusses several terms that describe the risk factors of his model (A Possible Abilene Bypass). Discuss one of these as it relates to his model and to your understanding of these terms in social psychology.

5) How would someone go about diagnosing the paradox?  What suggestions does Harvey make?

6) What are his recommendations for coping with the paradox?

Part 3:  Peer follow-up:  Respond to two of your classmates’ postings, selecting two who discuss an article different from the one you selected. Provide constructive, thoughtful feedback designed to build an engaging dialog.  To achieve this, ask questions and share insights that will contribute to a broader analysis of the topic(s) at hand.

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ARTICLES

Study 1: Conformity (Asch, 1955)

Option 1:  Read this article.  If you select this article as your feature post, respond to Question Group 1 (listed above).

Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193, 31–35. Estate of Sara Love. http://www.wadsworth.com/psychology_d/templates/student_resources/0155060678_rathus/ps/ps18.html

Study 2: Bystander Intervention in Emergencies (Darley & Latane, 1968)

Option 2:  Read this article.  If you select this article as your feature post, respond to Question Group 1 (listed above).

Please click on the following link.  You may have to enter your UMGC log in information to gain access to this UMGC Library resource.  The PDF file is on the left-hand side of the page.

Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality & Social Psychology, 8(4), 377-383. http://ezproxy.umgc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=16645191&site=eds-live&scope=site

Study 3: The Abiline Paradox:  The Management of Agreement (Harvey, 1974)

Option 3:  Read this article.  If you select this article as your feature post, respond to Question Group 2 (listed above).

Whereas, most of us are familiar with the bystander effect and the Stanford Prison Experiment, this study is quite different for those of us who have not had courses in organizational psychology, organizational behavior, or business management.  As you will discover, many of the concepts we have learned early on in introductory psychology, social psychology and other courses come into play in this case.  See what you think.

Please click on the following link.  You may have to enter your UMGC log in information to gain access to this UMGC Library resource.  The PDF file is on the left-hand side of the page.

Harvey, J. B. (1974). The Abilene Paradox: The management of agreement. Organizational Dynamics, 3(1), 63 – 80. doi: 10.1016/0090-2616(74)90005-9 http://ezproxy.umgc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=5140990&site=eds-live&scope=site

Study 4: A Pirandellian Prison (Zimbardo et al., 1973)

Option 4:  Read this article.  If you select this article as your feature post, respond to Question Group 1 (listed above).

Zimbardo, P. G., Haney, C., Banks, C., & Jaffe, D. (1973, April 8). A Pirandellian prison: The mind is a formidable jailer. New York Times Magazine,pp. 38-60. http://www.prisonexp.org/pdf/pirandellian.pdf

Identify six of the cognitive distortions listed in the table above that apply to the case study of Aaron. Cite evidence from the case for each type you identified.

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Cognitive theories emphasize the impact of thoughts on emotions and behaviors. Albert Ellis’s rational-emotive behavior therapy (REBT) involves the identification of irrational thoughts, the subsequent emotions, and the resulting behaviors using the A-B-C model. Treatment extends this to the A-B-C-D-E model, as those thoughts are disputed and alternative, more rational effects are the results:

Steps in the Rational-Emotive Behavior Therapy (REBT) ModelAActivating an eventBBelief about the eventCEmotional and behavioral consequences of the beliefDDispute or debate the beliefENew rational effects or beliefs and new emotions and new behaviors

Aaron Beck’s cognitive therapy (CT) is designed to identify dysfunctional thoughts as well; in his theory, they are referred to as “cognitive distortions.”

Types of Cognitive DistortionsAll-or-nothing thinking”Should” and “must” statementsOvergeneralizationLabeling and mislabelingMental filter and selective abstractionPersonalizationDisqualifying the positiveCatastrophizingJumping to conclusions and arbitrary inferencesMind readingMagnification or minimizationTunnel visionEmotional reasoning

Adapted from “Labeling the Distortion” by Seligman and Reichenberg (2014).

Tasks:

In a minimum of 200 words, post your responses to the following:

Read the case study of Aaron.

The Case of Aaron Aaron is a highly intelligent, 11-year-old son of an unemotional, overly intellectual, divorced woman who works as a mathematician at one of the Los Angeles missile and space laboratories. His father lives in another part of the country and has no contact with him. Aaron is often left home in the care of a neighbor while his mother works late or travels to professional conferences. Although Aaron is pleasant in appearance, his behavior is extremely disruptive. He runs from game to game and toy to toy in the counselor’s office, never letting the counselor help him to enjoy any one activity. He actively avoids the counselor’s offers to play. He behaves aggressively in a haphazard, unpredictable way, crying for the counselor’s attention, but becoming angry and withdrawn when she gives him some warmth. He tends to criticize his mother, often describing her as hostile and rejecting. He also criticizes his previous counselors at the clinic regarding their treatment of him. He expresses dissatisfaction with the clinic’s toys, playrooms, and lack of electronic/video games. He blames his failure to be happy on his mother, his missing father, school, or his previous counselors. He often tells the counselor that his mother does not like him. According to Aaron, his school is also bad, his teachers do not understand him, and the other kids pick on him. He reports that no one really cares about him and that he has no friends. Vocally and physically aggressive at times, he might with equal suddenness become withdrawn and almost detached from reality. He will start a game, then destroy it if he suffers even one minor setback. He walks away from outdoor play with the counselor, then returns to beg her for candy. He runs away, hides, and tries to make the counselor look for him all over the clinic. Continually begging for ice cream or for money, he becomes detached when his requests are refused. If difficult topics come up in sessions, he stops suddenly and runs, screams, or talks gibberish.

Based on the case study:

  • Identify six of the cognitive distortions listed in the table above that apply to the case study of Aaron.
  • Cite evidence from the case for each type you identified.
  • For each type you identified, apply the A-B-C portion of Ellis’s theory and then create a D and an E.

Now, address the following questions:

  • Is the cognitive approach a good fit for Aaron? Why or why not?
  • What type of client is best suited for cognitive therapy (CT)?
  • Is it most suitable for particular cultures, ages, genders, or presenting problems? Why or why not?

Support your rationale and analyses by using at least two resources from professional literature in your response. Professional literature may include the Argosy University online library resources; relevant textbooks; peer-reviewed journal articles; and websites created by professional organizations, agencies, or institutions (.edu or .gov).

Your discussion posts and all written assignments should reflect graduate-level writing skills and appropriate use of APA style, including in-text citations and references.

Critique the authors’ rationale and final decision, referencing considerations offered from the assigned chapters from your textbook. Do you agree or disagree with their rationale?

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As you have noted throughout your master’s program, psychological knowledge stems mainly from research. Knowledge of the world, in addition to coming from direct experience and observation, comes from many sources, including journals, textbooks, experts, and various media resources (television, newspapers, and the Internet). An important question regarding these resources is, Are they all credible? How do you distinguish fact from fiction in evaluating research information, regardless of its source? This Discussion addresses the importance of critical thinking in evaluating information obtained through various sources, including psychological research. Critical thinking is an invaluable skill in life as well as for completing your Capstone Project.

For this Discussion, you will examine resources on critical thinking and the “Capstone Project Required Content Overview” to explain the importance of critical thinking and how you will apply this skill to completing the Capstone Project.

Post an explanation of the importance of critical thinking and the implications of not questioning information. Based on this week’s Learning Resources, describe how you will use critical thinking to develop the Capstone paper

In the Bennett, Riger, Schewe, Howard, and Wasco (2004) article assigned in this unit, the authors describe the evolution of their plan to assess outcomes in their community’s hotline, advocacy, counseling, and shelter services for victims of domestic violence. After reviewing the article, address the following:

  1. What qualitative data did the authors choose to evaluate?
  2. What quantitative data did they choose to evaluate?
  3. Critique the authors’ rationale and final decision, referencing considerations offered from the assigned chapters from your textbook. Do you agree or disagree with their rationale?
  4. What additional information about clients’ experience would have been valuable, and how could it have been collected? See the 2011 Chenail article assigned for this unit for possibilities.