Y183 Tma02
Question – Drawing on appropriate evidence from chapter 5, describe how groups can influence people in positive and in negative ways.
Part A – Essay Plan
Introduction - general overview of groups and their negative and positive influences
Area for discussion Link to book
Growing up, influences on young people, conformity, social identities, stereotypes. Skateboarders
Social interactions on identity Kondo
Conformity and out of character actions Asch
Group norm, conflict and working together Sherif
Short conclusive paragraph with general summery on the topic of the assessment.
Part B – Essay
From early age, groups are thought to have influence on our behaviour. Groups can provide individuals with a sense of belonging and promote self-esteem whilst also encouraging prejudice and discrimination. We have multiple social identities which are displayed in social situations. I am a mother, a wife and a special needs teacher. My social identity varies for each of these roles and I behave in the way I perceive as the norm for each given social environment or ‘group’. In this assignment I will provide examples and evidence of how groups, whether friends. Family, work colleagues, ethnicity or religious, can influence people in both negative and positive ways.
In our day to day life we see evidence of group pressure and conformity to be a part of the ‘in-group’. To be a member of this group rather than the ‘out-group’ you must conform to the norm for that group, to behave or dress in the way that they do. Janine Hunter (2006, cited in Spoors et al., 2011) described the ‘them and us’ thinking of these groups when she wrote about the skateboard culture among teenagers. She spoke of skateboarders dressing in a certain way, and the behaviours that the differing skateboarding inner groups adopted. The positive influence of this group culture can be a sense of belonging and camaraderie. The teenagers are linked via the clothing they wear and the stunts they perform.
Part A – Essay Plan
Introduction - general overview of groups and their negative and positive influences
Area for discussion Link to book
Growing up, influences on young people, conformity, social identities, stereotypes. Skateboarders
Social interactions on identity Kondo
Conformity and out of character actions Asch
Group norm, conflict and working together Sherif
Short conclusive paragraph with general summery on the topic of the assessment.
Part B – Essay
From early age, groups are thought to have influence on our behaviour. Groups can provide individuals with a sense of belonging and promote self-esteem whilst also encouraging prejudice and discrimination. We have multiple social identities which are displayed in social situations. I am a mother, a wife and a special needs teacher. My social identity varies for each of these roles and I behave in the way I perceive as the norm for each given social environment or ‘group’. In this assignment I will provide examples and evidence of how groups, whether friends. Family, work colleagues, ethnicity or religious, can influence people in both negative and positive ways.
In our day to day life we see evidence of group pressure and conformity to be a part of the ‘in-group’. To be a member of this group rather than the ‘out-group’ you must conform to the norm for that group, to behave or dress in the way that they do. Janine Hunter (2006, cited in Spoors et al., 2011) described the ‘them and us’ thinking of these groups when she wrote about the skateboard culture among teenagers. She spoke of skateboarders dressing in a certain way, and the behaviours that the differing skateboarding inner groups adopted. The positive influence of this group culture can be a sense of belonging and camaraderie. The teenagers are linked via the clothing they wear and the stunts they perform.
References: Spoors,P., Dyer, E.W. and Finlay, L. (2011) Starting with Psychology, Milton Keynes, The Open University. Task 2 – TMA01 tutor feedback In TMA01 my tutor made the following comments: Try and use some technical terms in your assignment and use them appropriately. I have included technical terms in my assignment with appropriate references. I have also explained what they mean for the reader who may not know their meaning when used in psychological terms. Watch the use of 'they, and 'his '. For the reader’s sake ensure we make it clear to whom and what we refer. When discussing experiments give the researchers name do not use 'they. Make your point absolutely clear to the reader. I have tried throughout the assignment to resolve this issue; I do find it difficult, however, as it sometimes feels as though I am writing repetitively. I find that sometimes, for example when writing about Kondo, I cannot help use the word she and wonder if this is acceptable? I have also addressed my incorrect referencing of the course book.