SOCIAL FACTORS IN PERSONALITY AND ADJUSTMENT
SOC 426/PSYC 464

2:00-3:15      

T & TH 

Fall, 2001

Parkinson 107

 

 

 

 

 

Instructor:  Dr. Diane Taub                 

Office Phone:  453-2466

 

Office:  Faner 2427

Office Hours:  by appointment

 

E-mail:  dtaub@siu.edu

 

 

 

REQUIRED READING

Social Psychology.  1999 (Fourth Edition).  H. Andrew Michener and John D. DeLamater (M & D).

 

Readings in Social Psychology:  General, Classic, and Contemporary Selections.  2000 (Fourth Edition).  Wayne A. Lesko.

 

It is important to follow the reading schedule on a day-by-day basis because the readings will generally supplement the lectures and students should be prepared to discuss the readings in class.

 

COURSE DESCRIPTION

SOC 426/PSYC 464 is an overview of the major theoretical perspectives and empirical findings in the field of sociological social psychology.  The research questions social psychologists ask and the methods they use to obtain answers are discussed.  Also studied are the social processes and factors that influence individual and group behavior.

 

GRADES
(based on total points)

Source*   

Maximum Points                      

3 Examinations

300

1 Project 

100

Total

400

 

A (90%) 360-400
B (80%) 320-359
C (70%) 280-319
D (60%) 240-279
F (59%) 239 and below

 

*Graduate students will take three examinations and complete two projects.
(Maximum points = 500: 450 points - A; 400 points - B; 350 points - C; 300 points - D; 299 and below - F.) 

 

EXAMINATIONS

There will be three examinations on the following dates:

First Exam

September 20

Second Exam

October 25

Third Exam

December 13 (3:10-5:10)

 

In the examinations, the student will be responsible for all materials in the course, including lectures, guest speakers, and the assigned readings.  The three examinations will consist of a mixture of multiple-choice, true-false, matching, short answer, and essay types of questions.  Neither grades nor exams will be discussed over the telephone.  Requests to have an exam regraded must be made within one week after the exam is handed back in class.  No make-up exams will be given except in cases of emergencies; the instructor must be contacted before the scheduled exam.

 

PROJECTS

A.    Introduction

Each student is to visit, observe, and evaluate (utilizing social psychological concepts and theories) an organization or event at which social interaction can be observed.  The following list of research topics is not comprehensive and is only intended to be a guide.  The student may  elect to do their project elsewhere but only after first conferring with the instructor.

 

(1)  Alcoholics Anonymous; AL-ANON; Adult Children of Alcoholics; Mothers Against Drunk Driving; or other alcohol-related groups or organizations

(2)  Abuse or family violence shelters or organizations, such as Women's Center

(3)  Day care centers; elementary school classrooms

(4)  City council or other governmental meetings

(5)  Nursing homes; agencies for the elderly; Hospice Care; Senior Citizens Centers

(6)  Self-help groups related to family issues, e.g., Single Parent Support Group; Teen Parent Support Group; Suicide Support Group for Family Members and Friends

(7)  Adult correctional facilities, e.g., county jails; state or federal institutions; work release centers, such as Southern Illinois Adult Transition Center

(8)  Juvenile correctional facilities, e.g., Harrisburg Youth Center; Huber's Boys Home

(9)  Gateway Youth Foundation; Narcotics Anonymous; or other drug rehabilitation groups or organizations

(10)  Institutions, agencies, or groups related to physical disability and mental disability/illness, e.g., Center for Independent Living; Clyde L. Choate Mental Health and Developmental Center; Families and Friends of the Mentally Ill

(11)  Other self-help groups, e.g., Weight Watchers; Gamblers Anonymous; Emotions Anonymous; Smokers Anonymous; Co-Dependents  Anonymous

(12)  Hospital floor tours with physicians

(13)  Corporation board meetings

(14)  Southern Illinois Communications Services

(15)  Erma C. Hayes Center

 

 

It cannot be emphasized enough that while undertaking these projects, students must always remember that they are representing the University and this class.  Please behave appropriately.  As in crime, ignorance of misconduct is no excuse!  This is not an exercise in “lurking” or what can be referred to as “zoo behavior.”  Students should instead apply Weber’s “verstehen” - an empathetic understanding.  This project is a unique opportunity to gain a better comprehension of the heterogeneous nature of social behavior; to evaluate alternative explanations of a social situation; and to experience a personal involvement in the research context.


B.     Requirements

 

1.  It is the responsibility of the student to contact an agency and to make arrangements for an appointment, tour, etc..

2.  A student may elect to visit a setting with one other member of the class, but each student should independently analyze the experience and  write the results.

3.  The student must choose a situation they have never experienced before.

4.  Each project must be typed, double-spaced and be 5-6 (no more or less) pages long.  Papers not meeting these guidelines will not be  accepted.

5.  Projects are due November 8 at the beginning of class.  (The second project for graduate students is due November 27 at the beginning of class.)  No late papers will be accepted.

6.  Requests to have a project regraded must be made within one week after the project is handed back in class; there will be no exceptions to this policy.


C.    Project Outline and Grading

 

1.  State when and where the study was conducted.  Include the date and range of time spent (for example, 11 a.m. to 2 p.m.).  (5 points)

2.  Depict the clientele of an agency or the study sample of a nonagency (for example, sex, age, ethnicity, social class, number of individuals). (5  points)

3.  Briefly discuss the agency or location, etc..  What are its norms or goals?  At times it may be necessary to infer these.  If so, note that the norms and goals were not stated specifically and explain how they were determined.  (10 points)

4.  Describe findings and impressions.  (15 points)  How did this experience add knowledge not obtained from the assigned readings or  classroom discussions?  (15 points)

5.  What advantages and limitations for the individuals involved were observed?  (15 points)

6.  Apply social psychology (using concepts, theories, information from notes or articles) to the study.  In what ways has the knowledge of social psychology enhanced or altered perception of this experience?  (20 points)

7.  Based on this project, assess whether or not the agency, etc. should be recommended for an individual.  (5 points)

8.  Neatness and spelling will be considered.  (10 points)


CLASS SCHEDULE

Dates:

 

Aug. 21, 23, 28           

I.  Introduction to Social Psychology

(1)  M & D - Chapter 1, pp. 1-22

 

 

Aug. 30, Sept. 4

II.  Research Methods in Social Psychology

(1)  M & D - Chapter 2, pp. 23-44

(2)  M & D - pp. 207-212 

(3)  Lesko - Milgram, “Behavioral Study of Obedience” - pp. 252-262               

           

 

Sept. 6, 11

III. Self and Identity

(1)  M & D - Chapter 4, pp. 73-99
(2)  Lesko - Snyder, “The Many Me’s of the Self-Monitor” - pp. 133-140
(3)  Lesko - Bandura, Ross, and Ross, “Transmission of Aggression through Imitation of Aggressive Models” - pp. 301-311

                       

 

Sept. 13, 18

IV. Socialization

(1)  M & D - Chapter 3, pp. 45-72
(2)  Lesko - ISR Newsletter, “Televised Violence and Kids:  A Public Health Problem?” -  pp. 297-300

 

 

Sept. 20

EXAMINATION I

 

 

Sept. 25, 27

                       

V.  Self- Presentation and Impression Management

(1)  M & D - Chapter 9, pp. 214-235
(2)  Lesko - Kelley, “The Warm-Cold Variable in First Impressions of Persons” -pp. 37-42

 

 

Oct. 2, 4, 9     

VI.  Deviant Behavior and Social Reaction

(1)  M & D - Chapter 19, pp. 467-495

(2)  Lesko - Ventura, “Don’t Even Think about It!”- pp. 97-103

 

 

Oct. 11, 16

VII.  Life Course and Gender Roles

(1)  M& D - Chapter 17, pp. 411-438
(2)  Lesko - Hatfield, Walster, Piliavin, and Schmidt, “‘Playing Hard to Get’: Understanding an Elusive Phenomenon” -pp. 226-235

           

 

Oct. 18, 23

VIII.  Intergroup Conflict

(1)  M & D - Chapter 16, pp. 387-410
(2)  Lesko - Devine, “Breaking the Prejudice Habit” - pp. 166-169

                       

 

Oct. 25           

EXAMINATION II

 

 

Oct. 30, Nov. 1

Fall Recess

           

 

Nov. 6, 8

IX.  Helping and Altruism

(1)  M & D - Chapter 10, pp. 236-261
(2)  Lesko - Darley and Batson, “‘From Jerusalem to Jericho’:  A Study of Situational and Dispositional Variables in Helping Behavior" - pp. 277-287.

 

 

Nov. 8

PROJECT DUE

 

 

Nov. 13          

Class Tour, Guest Speaker, or Reading Assignment

 

 

Nov. 15, 20

X.  Interpersonal Attraction and Relationships

(1)  M & D - Chapter 12, pp. 284-311
(2)  Lesko - Dion, Berscheid, and Walster, “What Is Beautiful Is Good” - pp. 195-201
(3)  Lesko - Sigall and Ostrove, “Beautiful but Dangerous:  Effects of Offender Attractiveness and Nature of the Crime on Juridic Judgment” – pp. 356-361 

 

 

Nov. 22

Holiday

 

 

Nov. 27

SECOND PROJECT DUE

 

 

Nov. 27, 29

XI.  Social Influence and Persuasion

(1)  M & D - Chapter 8, pp. 187-213
(2)  Lesko - Gibson and Haritos-Fatouros, “The Education of a Torturer” - pp. 246-251
(3)  Lesko - Bradley, “Juries and Justice:  Is the System Obsolete?” - pp. 349-355

 

 

Dec. 4, 6

XII. Social Structure and Personality

(1)  M & D - Chapter 18, pp. 439-466
(2)  Lesko - Blum, “The Art of Overcoming:  The New Science of Resilience” - pp. 373-382

 

 

Dec. 13 

EXAMINATION III (3:10-5:10)