Aspects of Social Psychology

Overview

Framework:
Access to HE 2024
Level:
Level 3
Unit No:
Not available
Credits:
3
Guided learning hours:
Not available

Qualification Grading Type

Graded

Unit Learning Outcomes

1.

Understand factors affecting prejudice.

Assessment Criteria

  • 1.1.

    Analyse prejudice in relation to theories and factors affecting prejudice.

    • Students firstly need to define 'prejudice' and differentiate it from discrimination.
    • They should explore how authoritarian personality, realistic conflict theory, stereotyping (individual and group), social identity theory and conformity explain prejudice.
    • Conformity forms a big part of factors affecting prejudice. Students can explore social norms (Minard, 1952, Pettigrew, 1959, Rogers and Frantz, 1962).
    • They need to explore steps that are advocated to remove/reduce prejudice, for example, non-competitive contact between in and out groups on terms of equal status or the pursuit of common, superordinate goals that are obtainable if there is cooperation.
    • Consider the jigsaw classroom technique and robbers cave experiment.
  • 1.2.

    Explain ways to reduce prejudice.

    • Students firstly need to define 'prejudice' and differentiate it from discrimination.
    • They should explore how authoritarian personality, realistic conflict theory, stereotyping (individual and group), social identity theory and conformity explain prejudice.
    • Conformity forms a big part of factors affecting prejudice. Students can explore social norms (Minard, 1952, Pettigrew, 1959, Rogers and Frantz, 1962).
    • They need to explore steps that are advocated to remove/reduce prejudice, for example, non-competitive contact between in and out groups on terms of equal status or the pursuit of common, superordinate goals that are obtainable if there is cooperation.
    • Consider the jigsaw classroom technique and robbers cave experiment.
2.

Understand pro and anti-social behaviour.

Assessment Criteria

  • 2.1.

    Evaluate factors affecting pro and anti-social behaviour.

    • Students firstly must define pro-social and anti-social behaviour.
    • In exploring pro social behaviour, students can look at evolutionary psychology views, the norm of reciprocity, egoistic reasons and altruistic reasons.
    • Students should also look at the situational influences too, the bystander effect for example.
    • In exploring anti-social behaviour, they can explore the nature vs nurture argument and then explore the impact of poor education, unemployment, ill-health, poverty, child development and family problems.
3.

Be able to evaluate social influence in relation to conformity, compliance and obedience.

Assessment Criteria

  • 3.1.

    Evaluate social influences with particular reference to conformity, compliance and obedience.

    • Students firstly must define conformity, compliance and obedience.
    • Students can explore normative conformity and informational conformity. They can look at non-conformity.
    • Students must be able to differentiate between the authority involved in obedience versus the social pressures of conformity.