Psychology Study Guide

2010UniversityofSouthAfrica Allrightsreserved Printedandpublishedbythe UniversityofSouthAfrica Muckleneuk,Pretoria PYC1502/1/20112012 98625101 InDesign
WORKBOOK-Style
Contents
Beginhere v vi vii 1 7 23 29 35 49 67 82 95 107 122 133 141 151 160
Thelayoutofalearningopportunity StudyProgramme A1502HCW Learnhowtostudythismodule A1502CFS A1502PPR A1502POP A1502DPP A1502DRP Learntochartafieldofstudy Learntoprepareapresentation Learntoprovideanexpertopinion Learntodevelopapsychologicalprogramme Learntoresearchapsychologicaltopic
B1502COS Exploretheconcepteofstress B1502HMB Explorehumanmotivation B1502IPR Explorethenatureofinterpersonalrelationships
B1502NGF Explorethenatureofgroupfunctioning B1502NOF Exploretheconceptofemotion B1502NSC Explorethenatureoftheself B1502NSP Exploresocietalissues B1502POW Explorethepsychologyofwork B1502SOP Explorethescienceofpsychology
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Learner
Youarehere
iv
Begin here
Learning opportunities in Section A

Theselearningopportunitiesarepracticalprojects Thepurposeoftheseprojectsistolearnbasicinformationskillsinpsychology
Learning opportunities in Section B

Theselearningopportunitiesarelearningexercises Thepurposeoftheseexercisesistohelpyouexploreandstudypsychologicalcontent ouneedtounderstandthepsychologicalcontentinordertocompletetheprojectsin Y sectionA
Resource material in the prescribed book (A-Z)

Theresourcematerialsarethecontentyouneedtoknowandunderstand hepurposeofthecontentistohelpyougainbasic T knowledgeofpsychologicaltopicsandmethods
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Begin here
The layout of a learning opportunity

Titleoflearningopportunity Identifieroflearning opportunity
Outcomeproductoflearning opportunity
Methodto achievethe outcomeproduct
Firsttask inthemethod Firstactivity ofthefirst taskinthe method
Resource requiredforthe firsttaskin themethod
The layout of a learning opportunity
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Study programme
ThestudyprogrammeforsectionAofthismoduleappearsinthetablebelow.Thetablelistssix projectsthatyouhavetocomplete.Theprojectsarelearningopportunities.Thetableindicates theorderinwhichyouhavetocompletethelearningopportunities.Inadditionthetableindicatestheestimatedtimerequiredtocompleteeachoftheselearningopportunities.Aschedule forcompletingthelearningopportunitiesisprovidedinthelastcolumn. Sec A 1 2 3 4 5 6 Learning Opportunity LOA1502-HCW LOA1502-CFS LOA1502-PPR LOA1502-POP LOA1502-DPP LOA1502-DRP Task Learnhowthecourseworks Learntochartafieldofstudy Learntoprepareapresentation Learntoprovideanexpertopinion Learntodevelopapsychologicalprogramme Learntoresearchapsychologicaltopic Time (hours) 2 3 10 10 40 30
Dothelearningopportunitiesintheindicatedsequencethatisfrom1to6. YouhavetostartwithLearningOpportunityA1502-HCW. Use the study programme. The study programme indicates the sequence in which the learningopportunitiesshouldbeexecuted. Theselearningopportunitiesaretheprojectsyouhavetocompleteforthismodule.They areself-studyunitsdesignedtohelpyoudevelopbasicskillsandknowledgeinpsychology. Theyarecomprehensiveandrequireasubstantialamountoftimetocomplete. Eachoftheselearningopportunities(projects)hasreferencestofurtherlearningopportunities(insectionB)ofstudyguide(SGPYC1502)andtorelevantresourcematerial(in TutorialLetter101andintheresourcebook(AZ)).Thefurtherlearningopportunitiesin sectionBofthestudyguidearedesignedtohelpyouexplorerelevantfieldsofinformation toimproveyourknowledgeofpsychology.Youwillhavetoalsocompletethislearningopportunitiesforthismodule. Pleasedo not submitanyoftheselearningopportunitiesinsectionAandsectionBasassignmentsforevaluation.Assignmentsandamockexaminationpaperareprovidedseparately.Theassignmentsshouldbesubmittedforevaluation.Themockexaminationpaper isforself-evaluationpurposesandprovidesanindicationofthekindofquestionsyoucan expectintheexamination.Themockexaminationpapershouldnotbesubmittedforevaluation.
PleaSe noTe
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Study programme
Study programme
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a1502HCW
Learning opportunity
learn how to study this module

ouTCome ProduCT description
Eachlearningopportunityhasoneormoreoutcomes.Thereasonforstudyingthislearning opportunityistolearnhowthismoduleworks.Inotherwords,throughcompletingthislearning opportunityyoushouldgainknowledgeofthedesignofthismoduleaswellastheinstructional approachusedinthismoduletoteachpsychology.
Standards
Theoutcomeofalearningopportunityshouldadheretoparticularstandards.Theoutcomeof thislearningopportunityisyourknowledgeaboutthemodulesdesignandinstructionalapproach.Yourknowledgeaboutthemodulesdesignandinstructionalapproachconformstothe requiredstandardsifyourknowledgeisrelevant andsufficient.
assessment criteria
Youhavetouseassessmentcriteriatodeterminewhetheryouhaveachievedtherequiredoutcomesandwhetheryouroutcomesconformtotherequiredstandards.Yourknowledgeofthe modulesdesignandinstructionalapproachconformstotherequiredstandardsifyouknow enough(thatis,ifyouhavesufficientknowledge)aboutthemodulesdesignandinstructional approach (that is, if your knowledge is relevant to the topic in question). Your knowledge is relevantandsufficientif: 01 thenatureofthecomponentsofthemoduleisindicated 02 thenatureoflearningopportunitiesisindicated 03 thenatureofthelearningprocessthatisrequiredinthismoduleisindicated.
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meTHod Tasks
Youhavetouseamethodtoproducetheoutcomesrequiredbythelearningopportunity.The methodconsistsofoneormoretasks.Thepresentlearningopportunityhasthreetasks,namely to: indicatethenatureofthemodulecomponents indicatethenatureofalearningopportunity indicatethenatureofthemodulelearningprocess.
Task outcomes
Theoutcomesofthelearningopportunityarebrokendownintomorespecifictaskoutcomes. Thetaskoutcomesareachievedbycarryingoutappropriateactivities.
Task resources
Eachtaskliststheresourcesrequiredforthetasksactivities.
01
Indicatethenatureofthe modulecomponents. Youareabletoindicatethecomponentsofthemoduleifyou: 01 recognisethevariousmodulecomponents 02 recognisethenatureofeachcomponent 03 recognisethelinksbetweencomponents.
activity 1
Resource FromTutorialLetter101: Modulecomponents
1.
Notethefollowingabbreviations: TLfortutorialletter LOforlearningopportunity AZfortheprescribedresourcetext SGforthestudyguide
2. 3. 4.
UseTL101.Thistutoriallettercontainsanumberofpages.Eachpagehasauniquetitle. FindtheresourceindicatedbythetitleModulecomponents.Locatingtheresourceisnot difficultbecausetheresourcesarearrangedalphabeticallyintermsoftheresourcetitles. Readthefollowingresource: TL101:Modulecomponents
activity 2
Makealistofthevariousmodulecomponents.
Writedownyourownanswerbeforeyoulookattheanswergivenbelow.
Answer
1. 2. 3. Administrativecomponent,consistingof: TL101 Assessmentcomponent,consistingof: TL102andTL201 Instructionalcomponent,consistingof: StudyGuidePYC1502/1(whichconsistofSectionAandSectionB)andaprescribedbook (AZ)
activity 3
Herearethevariousresourcematerialsthatformpartofthestudypackage: 1. 2. 3. 4. 5. 6. TL101 TL102 TL201 TL202 SGA1502 SGB1502
Pairthestudymaterialwithanappropriatedescription.Herearethedescriptions: (a) Thisstudymaterialinformslearnersaboutadministrativeprocessesandproceduresregardingtheirstudies (b) Thisstudymaterialcontainslearningopportunities (c) Thisstudymaterialcontainsexamplesofexaminationquestions (d) Thisstudymaterialhelpslearnerstodevelopapplicationskillsinpsychology (e) Thisstudymaterialtellslearnershowtocontacttheuniversity (f) Thisstudymaterialprovidesfeedbackonassignmentquestions (g) Thisstudymaterialcontainsmethodsforexploringtopicsinpsychology (h) Thisstudymaterialcontainsassignmentquestions Giveyourownanswerbeforeyoulookattheanswerprovidedbelow.Answer: 1. 2. 3. 4. 5. 6. TL101:a,e TL102:h TL201:f TL202:c,f SGA1502:b,d SGB1502:b,g
02
Indicate the nature of learningopportunities
Youareabletoindicatethenatureoflearningopportunitiesifyou: 01 recognisethevariouscomponentsofalearningopportunity 02 recognisethenatureofthecomponentsofalearningopportunity.
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activity 1
Resource FromTutorialLetter101: Modulelearning opportunity
Readthefollowingresource: TL101:Modulelearningopportunity
activity 2
Listthevariouscomponentsofalearningopportunity.
activity 3
Whatistheuniqueidentifierofthelearningopportunitythatyouarecurrentlyusing?Howwould yourefertothislearningopportunity?
Answer:
Uniqueidentifieris:A1502-HCW Fullreferenceis:LOA1502-HCW
activity 4
Whatistheoutcomeproductofthelearningopportunitythatyouarecurrentlyexecuting?
Answer
Relevantandcomprehensiveknowledgeofthedesignandinstructionalapproachofthemodule.
activity 5
Howwouldyouknowthatyourknowledgeofthedesignandinstructionalapproachofthemoduleiscomprehensiveandrelevant?
Answer
1. 2. 3. thenatureofthemodulecomponentsisindicated thenatureoflearningopportunitiesisindicated thenatureofthelearningprocessinthemoduleisindicated.
activity 6
Describethemethodforproducingtheoutcomeproductofthismodule.
Answer
Themethodconsistsofthreetasks,namely Task1: Indicatethenatureofthemodulecomponents Task2: Indicatethenatureoflearningopportunities Task3: Indicatethenatureofthemodulelearningprocess. Eachtaskhasparticulartaskoutcomes,namelytheabilityto: Task1: 1. recognisethevariousmodulecomponents 2. recognisethenatureofeachcomponent 3. recognisethelinksbetweencomponents Task2: 1. recognisethevariouscomponentsofalearningopportunity 2. recognisethenatureofthecomponentsofalearningopportunity. Task3:1. recognisethelearningassumptionthatthemoduleisbasedon 2. recognisehowthelearningassumptionisimplementedinthemodule.
activity 7
WhatactivitiesarerequiredtocompleteTask1? Giveyourownanswerbeforeyoulookattheanswerprovidedbelow.
Answer
Activity1: Readtherequiredresourceaboutthenatureofthemodulecomponents Activity2: Providealistofthemodulecomponents Activity3: nsweraquestionaboutthenatureandrelationshipsofthemodulecomponents A
03
Indicate the nature of the
learning process for the module
Y ouareabletoindicatethenatureofthelearningprocessforthemoduleifyoucan: 01 recognisethebasicassumptionaboutlearningthatthemoduleisbasedon 02 recognisehowthebasicassumptionaboutlearningisimplementedinthemodule
activity 1
Resource FromTutorialLetter101: Modulelearningmethod
ReadTL101:Modulelearningmethod.
activity 2
Describethebasicassumptionaboutlearningthatthemoduleisbasedon.
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Answer
Themoduleisbasedontheassumptionthatlearninghappensinamoreefficientandeffective wayifinformationisstudiedforthepurposeofpracticalapplication.
activity 3
Explainhowthebasicassumptionaboutlearningisimplementedinthemodule.
Answer
Themoduleintroducesthelearnertopsychologythroughaseriesoflearningopportunitiesfor applyingknowledgeandtechniques.Learnersarerequiredtostudyresourcematerialthatisrelevanttothewaytheyareapplyingtheknowledge.Additionallearningopportunitiesareprovided tohelplearnersstudytherequiredresourcematerial. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
a1502CFS learning opportunity
learn to chart a field of study

Achartofthefieldofstudyintheformof: (a) Avisiogram (b) Anexpandabletreestructure
Standards
1. 2. 3. Thechartshouldbewell-formedandvalid Thechartshouldberelevantandcomprehensive. Thechartcovers(a)thefieldofpsychology,or(b)atopicinpsychology,or(c)aconcept inpsychology
assessment criteria
01 chartiswell-formedif: 01 theelementsofthechartareusedcorrectly 02 therulesofthechartareappliedcorrectly 02 Thechartisrelevantandcomprehensiveif: 01 theinformationdisplayedinthechartisrelevant 02 theinformationdisplayedinthechartiscomprehensive 03 Thechartisvalidif: 01 theelementsofthechartarenamedcorrectly 02 theelementsofthechartareorganisedinalogicalway
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METhOd 01
Compile a well-formed
chart
Youareabletocompileawellformedchartif: 01 theelementsofthechartareusedcorrectly 02 therulesofthechartareappliedcorrectly.
Resource From the resource book (AZ): nformation modelling: I Visiograms nformation modelling: I Expandable tree structure
activity 1
Readthefollowingresources: AZ: Informationmodelling:Visiograms AZ: Informationmodelling:Expandabletreestructure
activity 2
Nametheelementsandtherulesofavisiogram. Answer:Avisiogramhasthreeelements.Theseelementsare: acircleelement alineelement alabelelement
Makesurethatknowwhateachoftheseelementsis. Avisiogramhasthreesetsofrules,namely: asetofcontainmentrules.Therearefourrulesinthisset. asetofconnectingrules.Therearethreerulesinthisset. asetoflabellingrules.Therearefiverulesinthisset.
Makesurethatyouknowwhateachoftheserulesmeans.
activity 3
Provideanexampleinwhichoneormoreoftherulesofavisiogramis/areviolated
Answer
Anyexamplethatviolatesoneormoreoftherulesofavisiogramisacorrectanswer.Thefollowingareexamplesofviolatedrules: T helabelthatindicatesthenameofacircleisplacedoutsidethecircle.(Rule1oftheset oflabellingrulesisviolated.) T helabelthatindicatesthenumberofinstancesofathingisplacedinthemiddleofthe connectingline.(Rule5ofthesetoflabellingrulesisviolated.)
A connectinglineconnectsacirclewithanotherconnectingline.(Rule1ofthesetofconnectingrulesisviolated). A connectinglinebeginsinsideacircle.(Rule2ofthesetofconnectingrulesisviolated.)
activity 4
Nametheelementsandtherulesofanexpandabletreestructure
activity 5
Provideanexampleinwhichoneormoreoftherulesofanexpandabletreestructureis/are violated
02
Compilearelevantand comprehensivechart Resource Fromtheresourcebook (A-Z): nformationmodelling: I Visiograms nformationmodelI ling:Expandabletree structure sychology:Whatisit P allabout? roups:Attributesof G humangroups roups:Differentiation G ofgroups roups:Interactionof G groups Reference Jordaan,W.&Jordaan, J.(1998). People in context(3rded).Johannesburg:Heineman.
Youareabletocompilearelevantandcomprehensivechartif: 01 theinformationincludedinthechartisrelevant 02 theinformationincludedinthechartiscomprehensive.
activity 1
Readthefollowingresources: AZ: Informationmodelling:Visiograms AZ: Informationmodelling:Expandabletreestructure AZ: Psychology:Whatisitallabout?
activity 2
Indicatethevariouscontextsintermsofwhichpsychologicalknowledgecanbesructured
Answer
FourcontextsareindicatedinPsychology:Whatisitallabout? Thebiologicalcontext Theintrapsychiccontext Thesocial(orsocietal)context Themetaphysicalcontext.
activity 3
UseavisiogramtomodelthefourcontextsreferredtoinPsychology:Whatisitallabout?. Note:Hidethecontentofthefourcontextstosimplifythemodel.
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Answer
Therearemanydifferentwaystodrawthemodelofthefourcontexts.However,althoughthe 1 1 drawingsmaydiffertheywilltellthesamestory.Inotherwords,theywillrepresentthesame model.Hereisapossibledrawingofthemodelinquestion .
Metaphysical context
Socialcontext
1 1
Biologicalcontext
Notethefollowingaspectsofthedrawing: 1. 2. 3. Eachcontextispresentedbyacircleelement,andeachcircleelementhasalabel,indicatingthenameofthecontext. Themetaphysicalcontextisrelatedtothesocialcontext.Therelationshipisnotlabelled, butitisclearthatonemetaphysicalcontextisrelatedtoonesocialcontext. Thesocialcontextisrelatedtotheintrapsychiccontext.Therelationshipislabelledand isone-directional,pointingfromthesocialcontexttotheintrapsychiccontext.Thelabel indicatesthatthesocialcontextcontainstheintrapsychiccontext.Itisalsoclearthatone socialcontextcontainsmanyintrapsychiccontexts. Theintrapsychiccontextisrelatedtothebiologicalcontext.Therelationshipisnotlabelled butitisclearthatoneintrapsychiccontextisrelatedtoonebiologicalcontext. Becausethebiologicalcontextisrelatedtotheintrapsychiccontextonaone-to-onebasis thesocialcontextcontainsasmanybiologicalcontextsasintrapsychiccontexts.
4. 5.
Thedrawingdescribesthefollowingmodel: 1. Eachsocial(orsocietal)contexthasametaphysicalcontext.Thismeansthateachsociety hasasystemofphilosophical,aestheticandreligiousconstructionsthatmaydifferfrom thoseofothersocieties.
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<Contains1
Intrapsychic context
2.
3.
Eachsocialcontextcontainsmanyintrapsychiccontexts,andeachintrapsychiccontextis relatedtoabiologicalcontext.Thereforethereareasmanybiologicalcontextsinsociety asthereareintrapsychiccontexts.Thussocietyconsistsofanumberofindividualsand eachindividualhastwocomponents,namelyanintrapsychiccomponentandabiological component. Ametaphysicalbeliefsystembelongstoanentiresociety.Itdoesnotbelongtoindividualsinthesociety.Inotherwords,eachindividualsideasandbeliefscontributetoandare influencedbyanoverallmetaphysicalbeliefsystematthelevelofsociety.
Hereisanotherdrawingdescribingthesamemodel:
activity 4
ConsidertheintrapsychiccontextasdescribedinPsychology:Whatisitallabout?Thissectionlistsanumberoftopicsandsub-topics.Modelthisinformation,usinganexpandabletree structure.
Answer
Ifyouarereadingthisanswerbeforeyouhavecompletedtheactivityyouaredoingyourselfa disfavour.Keepinmindthatthevalueoftheseactivitiesistohelpyoudisciplineyourmindto thinklikeapsychologist.Ifyoulookattheanswersofactivitiesbeforecompletingtheactivities youmaylearnaboutpsychologybutyoudefinitelydonotlearnpsychology.Inotherwords,you maylearntotalkaboutpsychology,butyoudonotlearntoapplypsychology.Inthiscourseyou havetolearntoapplypsychologyasmuchasyoulearntotalkaboutpsychologyotherwiseyou willnotbeabletopasstheexamination.So,ifyouhavenotcompletedActivity4youshould perhapsstopreadingnowandfirstcompletethetask. HereistheanswertoActivity4:
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Thefollowingtopicsarelistedintheintrapsychicdomain:perception,thinking,emotionalexperience,motivation,andself-reflection.Thetechnicaltermforthinkingprocessesiscognition. This term includes topics such as reasoning, learning and memory, problem solving, intelligenceandcreativity. Hereisanexpandabletreestructuremodelshowingtheintrapsychiccontextextendedacross fivemaindomainsofstudy: Theintrapsychiccontext
Notethefollowingaspectsofthismodel: 1. 2. 3. 4. Thetreehasarootlabel,T.Thisindicatesthattheintrapsychiccontextisanodeinabigger tree.Althoughthebiggertreeisnotshownherewesuspectthatitprobablycontainsthe differentcontextsofthefieldofpsychology. ThenodecalledPerception,hasanodeexpansionlabel,P.ThisindicatesthatPerception isexpandedinalocationwiththeaddress,P.Thesameistrueforthenodes,Motivation andEmotion. Thenode,Cognition,isexpandedinthemodel,anddoesnothaveanexpansionlabel.The nodeisextendedacrosstwosub-nodes.Thetwosub-nodesdonothaveexpansionlabels, andthereforearenotexpandedelsewhere. Thenode,Self,doesnothaveanexpansionlabel,andthereforeitisnotexpandedelsewhere.
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5.
6.
Themodelshowsatreewiththreelevels.Thefirstlevelcontainstherootnodecalled,The intrapsychiccontext.Thesecondlevelcontainsthenodes,Perception,Motivation,Emotion,CognitionandSelf.Thethirdlevelcontainsthenodescalled,ReasoningandLearning andmemory. Thefollowingancestor-descendentstringisanexampleofhowthetreeorganisesinformationhierarchically: 1. 2. 3. Intrapsychiccontext Cognition Reasoning.
activity 5
ModelthesocialcontextasdescribedinPsychology:Whatisitallabout?,usinganexpandabletreestructure.
Answer
Thisisquiteeasy!Yourtreeshouldhavefivenodes,namelyenvironmentalpsychology,interpersonalpsychology,thepsychologyofwork,thepsychologyofgroupsandgroupfunctioning, andcommunitypsychology.
activity 6
Studythefollowingparagraph: The concept of self has many meanings, but for the present purposes it is defined as the relatively constant, continually evolving core of ones humanity. The premise is that the self performs an integrating function, directing perceptual, cognitive, emotive and dispositional (motivational) processes. (a) Twomainaspectsoftheconceptofselfareindicatedinthisparagraph.Whatarethey? (b) Modeltheinformationprovidedinthisparagraph,usingavisiogram.
Answer
Thetwoaspectsoftheselfare: adefinitionoftheself thefunctionoftheself
Readtheparagraphcarefully.Thefirstpartoftheparagraphdefinestheselfastherelativelyconstant,continuallyevolvingcoreofoneshumanity.Thesecondpartoftheparagraphindicates thattheselfintegratesanddirectsanindividualsintrapsychicprocesses.Yourvisiogrammodel shouldshowthesetwoaspectsoftheself. Hereisanexampleofavisiogrammodeloftheinformationprovidedintheparagraphinquestion:
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Self
Integrates and directs >
Intrapsychic processes
Perception
d as defin e
Cognition Core of ones humanity Emotion Motivation
activities 7 to 10
Studythefollowingsummaryofachapterthatdealswiththeconceptofself(Jordaan&Jordaan, 1998,pp.636638).NotethatthisinformationdoesnotcomefromAZ.Itcomesfromanother source.Youdonothavetolearnthisinformationabouttheself.Theinformationisprovided hereonlytoenableyoutopractisethevisiogramdrawingsandtheexpandabletreestructure diagrams,usingnovelinformation,fromadifferentsource. Hereisthesummary: Therearemanymeaningsattachedtotheconceptofself,butinthiscasewewilldefinetheself astherelativelyconstantcontinuallyevolvingcoreofourhumanity.Theselfperformsanintegratingfunction.Itdirectsperceptual,cognitive,emotiveanddispositionalprocesses. Thefactthattheselfissimultaneouslyconstantaswellasevolving(changing)meanstheself entailsaprocessofconstructionaswellasaprocessofreconstruction.Onecanidentifyfour sourcesofself-construction. Thefirstarebiologicalsources.Thesesourcesarerelatedtoaprocessofself-organisation, alsocalledautogenesis.Thisprocessproceedsinfourphases: Inthefirstphaseneuralnetworksareformedwhicharenecessarytorepresentreality andalsotheself; Inthesecondphase,informationfromtheenvironmentisselectivelycapturedbythe sensorysystems; Inthethirdphase,imagingatahigherlevelofimpulseorganisationoccurs,viathe humanabilitytoformsymbolicrepresentations; Inthefourthphase,theselfsevolutionisfurthermediatedthroughtheorganisationof thisimagingabilitythroughlanguage.Thisleadstoself-talkasameansofthinkingin termsofselfandother.
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Asecondsourceofself-constructionisspecificsocialprocesses.Thelinguisticdimension ofself-organisationplaysaroleinthisregard.Thetheoryofsymbolicinteractionisusedto explaintheseprocesses.Thistheoryisbasedonfourinteractiveprinciples: (a) (b) (c) (d) humanbehaviourisbasedonthemeaningsthatthingshaveforpeople; thesemeaningsareformedthroughsocialinteraction; socialinteractionleadstosharedmeanings;and sharedmeaningleadstorule-followingbehaviour
Thesefourprincipleshelponetounderstandhowinteractionwithsignificantothersinfluencesself-construction.Symbolicinteractionprovidesamirrorthatreflectstheself. Athirdsourceofself-constructionisself-reflection.Thismeansthattheselfisalsoshaped bythequestionsoneasksoneself,andtheanswersoneprovides. Afourthsourceofself-constructionistheSkinneriannotionthatoneobtainsself-knowledge by observing ones own behaviour for example, that one is behaving as one is expectedtobehave. Fromthesesourcesofself-constructionitispossibletoinferaprocessofself-constructionin which:symbolicinteractionisthesocialsourceofself-construction self-reflectionistheinternalisationofsymbolicinteraction observationofonesownbehaviouraffirmsthatoneiscomplyingwiththerulesthatarise fromsymbolicinteraction.
Theself-imagethatoneformsthroughtheprocessofself-constructionischaracterisedby ambivalence.Inotherwords,theprocessofself-constructioninvolvesopposingdimensionsthatcoexistwithinoneself.Therearefourofthesedimensions. Thefirstdimensionisself-insightversusself-deception.Self-insightoccurswhenthere ismaximalcorrespondencebetweenwhatyoureallyareandwhatyouthinkyouare.Selfdeceptionoccurswhenthiscorrespondenceisminimal.Theroleofinterpersonalrelationshipsinthedevelopmentofself-insightandself-deceptionisanalysedonthebasisofthe so-calledJohariwindowwithitsfourpanes: anopenpane:withbothyouandothersknowaboutyou; ablindpane:whatothersknowaboutyoubutwhatyouareignorantof ahiddenpane:whatyouknowaboutyourself,butothersdonotknow;and anunavailablepane:whatneitheryounorothersknowaboutyou. Thepotentialofself-insightincreasesastheopenpaneexpands,andthepotentialofselfdeceptionincreaseswhenthatpanecontracts. Asecondopposingdimensionisself-regardversusself-disregard.Allpeopletendtoassignpositivevaluetothemselves(self-regard),butweallexperiencetimesandoccasions whentheselfisassignednegativevalue(self-disregard).Theadverseeffectofself-disregard(lowself-esteem)isthatitcreatesaviciousself-destructivecircle.Theacquisitionof self-regardisacomplexprocessinwhichinteractionwithsignificantothersisimportant. Highself-regardisgenerallyenhancedwheninteractionswithsignificantothersofferopportunitiesforthedemonstrationoflove,respectandacceptance. Thethirdapposingdimensionisself-identityversusself-alienation.Adistinctionismade betweenpersonalself-identityandsocialself-identity.Personalself-identityincludesones feelingofcontinuityandunityregardingonesphysical,psychologicalandsocialattributes.
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Socialself-identityincludes,thepositionsandsocialrolesthatonefulfilsinthecommunity. Self-alienationreferstoonesfeelingofdiscontinuityanddiffusenessregardingonesphysical,psychologicalandsocialattributes.Forexample,self-alienationoccurswhenthereis alackofcontinuityandwholenesswithregardtotherelationshipbetweenonespersonal andsocialself-identity. Thefourthopposingdimensionistheindependentselfversustheinterdependent(collective)self.Theseconceptsarerelatedtothewayinwhichtheselfisunderstoodandconstructedindifferentcultures.TheindependentselfischaracterisedasaWesternproduct, whereas the interdependent self is traced to self-concepts in Africa, the East and Latin America. WhenonecomparestheWesternselfandtheAfricanselfitbecomesclearthatonecannotreally speakoftwosuchseparateselves.Theconclusionisthat: descriptionsofanindependentWesternselfandaninterdependentAfricanselfareabstractions; theabstractionsarevalidinasmuchastheyapplytopeoplewhofunctionwithintheframeworkoftradition;but theydonottakeaccountofthingslikemulticulturalawareness.
Whenoneanalysestheself-conceptintermsofculturaltraditionandchangesgloballyitbecomesclearthatglobalisationhastheeffectthatpeopleassessthemselvesaccordingtocriteria fromdiversecultures,sothattheselfisnolongerviewedwithreferencetoisolatedfactorslike tribe,raceandnationality.PostmodernistsspeakoftheProteanpersonwhichimpliesthatvariousselvesareaccommodatedwithinoneperson.
activity 7
Whatarethemainaspectsofself-construction?
Answer
Themainaspectsofself-constructionare: thesourcesofself-construction theprocessofself-construction heproductofself-construction(theself-image)
activity 8
Thefollowingisavisiogrammodelofthemainaspectsofself-construction.
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Product (Self-image)
1 1
Selfconstruction
1 4
Porcess
Source
Thismodelis: 1. 2. 3. 4. Well-formed,valid,comprehensiveandrelevant W ell-formed,valid,comprehensivebutnotrelevant Invalidandnotrelevant,butwell-formedandcomprehensive I ll-formedandnotcomprehensive,butvalidandrelevant.
Answer
Alternative2isthecorrectanswer. Avisiogramis: well-formediftheelementsandtherulesofthevisiogramsmodellinglanguageareused correctly validifthemodelpresentedbythevisiogramiscorrectandlogical comprehensiveifthevisiogramcontainsthenecessaryinformation relevantifthevisiogrammodelsthesituationinquestion.
Inthiscaseitisclearthatthevisiogramiswell-formedandvalid.However,themodelpresented bythevisiogramisnotrelevant.Thevisiogramshouldmodelthemainaspectsofself-construction,butitdoesnot.Itpresentsamodelinwhichtheself-image(productofself-construction) isrelatedtotheideaofself-construction,theprocessofself-constructionandfoursourcesof self-construction.Thismodelisnotinvalidbutitisnotthemodelrequiredbythequestion.The mainaspectsofself-constructionare: thesourcesofself-construction theprocessofself-construction theproductofself-construction(theself-image).
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Hereisavisiogramthatmodelsthemainaspectsofself-construction:
Selfconstruction
1
Product
1 4
Porcess
Source
activity 9
Useavisiogramtomodeltheideaofself-construction.
Answer
Yourmodelmaylookdifferenttotheonepresentedbelow,butitshouldcontainthesameelements.Youmayalsodecidetoaddmoredetailtothemodel.Forexample,youmaychoose tolabeltherelationshipsbetweentheself-imageandthedimensionsofself-constructionas dimensionof.
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activity 10
Useanexpandabletreestructuretomodeltheideaofself-construction.
Answer
Thisisnotdifficult.SimplycopythevisiogrampresentedintheanswertoActivity09intheform ofatreestructure.Self-constructionshouldbetherootnodeandthenodesonthenextlevel shouldbeSource,ProcessandProduct.Thethirdlevelofthetreeshowstheexpansions ofthesecondlevelconcepts.
SC
Self-construction Source Biology Social Self-reflection
Own behaviour Process Symbolic interaction Internalisation Observation of own behaviour Product Self-insight/deception Self-regard/disrgard Self-identity/alienation Independent/interdep self
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activity 11
Considertheresource:AZ:Groups:Attributesofhumangroups,AZ:Groups:Differentiation ofgroups,AZ:Groups:Interactionofgroups (a) Modelthemainsectionsofthisresourcetextusinganexpandabletreestructure. (b) Selectoneofthemainsectionsandshowhowthissectionisexpandedelsewhere.
Answer
HereisanexpandabletreestructuremodelofthemainsectionsoftheAZresourcetextonthe natureofgroups.
AZ
2
Groups Attributesofhumangroups
Differentiationofgroups
Interactionofgroups
Notethefollowing: (a) Thelabeloftherootnodeisnotempty.Ithastheaddress,AZ.Thismeansthatthetext ongroupsisasectioninabiggertreestructureandthatthebiggertreeisidentifiedby A-Z.BecauseweknowthatA-Zistheidentifierfortheresourcebookweknowthatthereis asectioncalled,GroupsinA-Z.Inotherwords,ifwemodeltheresourcebookschapter titlesasanexpandabletreestructurethetreewillhaveanodecalledGroups. (b) TheexpansionlabelofthenodecalledAttributesofhumangroupsisnotempty.Itcontainstheaddress,2.Thismeansthatthenodeisexpandedelsewhere.Wecanexpectto findatreewiththerootnameAttributesofhumangroupsatalocationcalled2. (c) Theexpansionlabelsoftheothernodesareempty.Thismeansthattherearenofurther treesexpandingthesethemeselsewhere. HereistheexpansionofthenodeAttributesofhumangroups:
NG Attributesofhumangroups
2.1
Thestructureofhumangroups
2.2
Theprocessofhumangroups
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Notethefollowing: (a) Thelabeloftherootisnotempty.Itcontainsanaddress,NG.SupposeNGistheaddress foratreecalledNatureofgroups.ThenweknowthatthetreecalledAttributesofhuman groupsisanodeinabiggertreethatisidentifiedasNatureofgroups,andthatthistree canbefoundataplacecalledNG. (b) Theexpansionlabelsofthevariousnodesarenotempty.Thismeansthatthesenodesare expandedinthesectionsidentifiedbythenodesexpansionlabels.
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Compileavalidchart
Youareabletocompileavalidchartifyou: 01 nametheobjectsofthechartappropriately 02 arrangetheobjectsofthechartlogically.
Resource Fromtheresourcebook (AZ): nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructure sychology:Whatisitall P about? roups:Attributesof G humangroups roups:Differentiationof G groups roups:Interactionof G groups
activity 1
Rereadthefollowingresources: AZ: AZ: AZ: AZ: AZ: AZ: Informationmodelling:Visiograms Informationmodelling:Expandabletreestructure Psychology:Whatisitallabout? Groups:Attributesofhumangroups Groups:Differentiationofgroups Groups:Interactionofgroups
activity 2
Dothefollowing: (a) Waitaweekaftercompletingtheexercisesintheprevioussection. (b) Donotlookatyourpreviousanswers,anddonotconsulttheanswersortheanswerguidelinesprovidedinthetutorialletter. (c) Repeattheexercises. (d) Compareyourcurrentanswerswithyourpreviousanswers. (e) Compareyourcurrentanswerswiththoseprovidedinthetutorialletter.
Answer
Itisgoodtowaitaweekbecausetimegivesdistancefromtheimmediateinvolvementwiththe material,andallowsonetobemoreobjective.Thequestionofthevalidityofthechartshouldbe seenincomparisontothewell-formednessofthechart.Achartiswell-formediftheelements thatthechartconsistsofandtherulesforcombiningtheseelementshavebeenusedcorrectly. Thewell-formednessofachartdoesnotinvolvethecontentofthechart.Itdealswiththeelementsandtherulesofthechartitself.Onecanconsiderordinarylanguageasanexample.We canviewwordsastheelementsoflanguage,andgrammarastherulesoflanguage.Asentence
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iswell-formedifwordsarecombinedinagrammaticallycorrectmanner.However,thisdoesnot meanthatthesentenceisvalidinthesensethatitformsasensible,logicalortruestatement. Inotherwords,asentencecanbewell-formedwithoutbeingvalid.Bythesametokenachart canbewell-formed(theelementscombinedaccordingtotherulesofthechart)butitmaynot bevalid.Onehastoknowaboutthefieldofpsychologytobeabletojudgethevalidityofachart thataimstomodelpsychologicaltopics.Forexample,ifoneknowsaboutthefieldofpsychologyitiseasytoseethatatreestructurethatextendstheconceptofthinkingacrossthefollowingconcepts:feelings,stress,andself,isclearlynotvalid.Anotherexample:Avisiogramthat showsathingcalledbrainrelatedtotwoinstancesofathingcalledpersonisinvalidbecause twopeoplecannotshareabrain.Or,avisiogramthatindicatestherelationshipbetweenathing calledbiologicalcontextandathingcalledsocietalcontextbyincludingthesocietalcontextas asub-contextofthebiologicalcontext,mustbewrongbecauseitdoesnotgiveavalidpicture ofthefieldofpsychology. Checkyourvisiogramandyourexpandabletreestructureforillogicalrepresentations,andmake surethatthelabelsusedtorepresentthepsychologicaltopicsarepropernamesfortheconcepts andideasofpsychology.Forexample,thetermself-concepthasaspecificmeaninginpsychology.Oneshouldnotreplacethisnameorlabelwithanotherlabel.Psychologyhasaspecific terminology,andthereforethenamesofthethingsreferredtoinyourvisiogramsandexpandabletreestructuresshouldreflectthecorrectterminology. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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a1502PPr learning opportunity
learn to prepare a presentation

Apreparedpresentation
Standards
Thepreparedpresentationshouldhaveanappropriateaimandaproperstructure,andshould berelevantandcomprehensive
assessment criteria
Yourpreparedpresentationcomplieswiththesetstandardsif: 01 02 03 theaimofthepresentationisformulatedclearly therelevantmainpointsareformulatedclearlyandsupportedandexplainedintermsof secondarypoints theinformationispreparedforpresentation
meTHod 01
Formulate the aim of the presentation Resource From the resource book (AZ):AZ:Presentations
Youareabletoformulatetheaimofthepresentationifyou: 01 02 recognisethenatureoftheassignment recognisethenatureofthetargetaudience.
activity 1
Readthefollowingresource:
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AZ: Presentations
activity 2
Suppose you are an environmental psychologist and you are asked to address an audience of community leaders on the nature of environmental problems, and ways to address these problems.Thecommunityleaderscomefromdifferentcommunitiesvaryingwidelyinsocioeconomicstatus.Formulateanaimforthepresentation.
Answer
Thepresentationaimstoprovideinformationaboutthenatureofenvironmentalproblems,and waystoaddresstheseproblemstocommunityleaderswhovarywidelyinsocioeconomicstatus.
Comment
The difference in socioeconomic status means that the members of the audience differ with regardtotheirprioritiesofenvironmentalissues.Thepresentationhastobesensitivetothe differingpriorities.
02
Formulaterelevantmain points,andexplainand supportthesemainpoints intermsofsecondary points Resource FromAdditionalresource materialattheendofthis learningopportunity:A briefnoteontheliving environmentFromthe resourcebook(AZ):AZ: Presentations
Youareabletoformulaterelevantmainpointsandprovideexplanatorysupportinginformation ifyou: 01 02 03 delineatetheareaofinterest recognisethemaintopicsintheareaofinterest e xtendthemaintopicsbyprovidinginformation(secondarypoints)thatexplainorsupportthemainpoints.
activity 1
Studythefollowingresource AZ: Presentations Theparagraphtitled:AbriefnoteonthelivingenvironmentthatappearsintheAdditional resourcematerialsectionattheendofthislearningopportunity.
activity 2
Delineatetheareaofinterestthatyouwanttocoverinthepresentationinthelightoftheaimof thepresentation.Howimportantdoyouthinkitistoincludeeachofthefollowingtopicsinthe presentation?Ranktheirimportanceonafivepointscalerangingfrom: 1 = definitely not important
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2 3 4 5
= = = =
not important unsure important very important
Herearethetopics: (a) (b) (c) (d) Thenatureoftherelationshipbetweenpeopleandenvironments Thenatureofenvironmentalexperiences Thenatureofenvironmentalexploitation Thenatureoftheactionsthatcanbetakentocounterenvironmentalexploitation.
Answer
Noteverybodywillagreeonthecontentofthepresentation.Ifyouranswerdiffersfromtheone providedhereitisnotnecessarilyincorrect. (a) (b) (c) (d) 2 2 5 5
Comment
Theratingsaboveweredonefromthepointofviewthattheaimofthepresentationistoinform communityleadersaboutenvironmentalproblemsandwaystosolvethem.Althoughinformationabouthowpeoplerelatetotheirenvironmentsisnotentirelyirrelevantitisnotsoimportant to provide this information to the community leaders. They are not really interested in how peoplerelatetotheirenvironments.Theyareinterestedtolearnabouttheproblemsandhow tosolvethem.Peoplewhocompilepsychologicalprogrammestohelpcommunitiesmanage theirenvironmentswillbeinterestedinhowpeoplerelatetotheirenvironmentsbecausethis informationhelpsthemtobasetheirproblemsonproperpsychologicalinterventions.However, thecommunityleadersdonothaveaninterestincompilingpsychologicalprogrammes.Their interestisintheidentificationandmanagementofenvironmentalissues.
activity 3
Formulatethemainpointsthatyouwishtoincludeinyourpresentation.
Answer
Youdonothavetoagreewiththisanswer.Ifyouranswerdiffersfromthisansweryouarenot necessarilywrong. 1. 2. Thewaysinwhichtheenvironmentisexploited Anagendafortakingactiontocounterenvironmentalexploitation.
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activity 4
Indicatethesecondarypointsthatdescribeorsupporteachofthemainpoints.
Answer
Herearesuggestedsecondarypointsdescribingthefirstmainpoint. (a) Thewaysinwhichtheenvironmentisexploited 1. Uncheckedpopulationgrowthputadditionalpressureonenvironmentalresources andincreasespoverty 2. Rapidurbanisationcausespeopletoliveinsubhumanconditionsandcreateshealth hazards 3. Wasteshouldbemanagedproperlytocounterhealthhazards 4. anduseshouldbemanagedproperlytodiscouragethestrippingofnaturalvegetaL tion.
Comment
Notethatsecondarypoints(3)and(4)arenotformulatedcorrectly.Themainpointstates:The waysinwhichtheenvironmentisexploited.Secondarypoints(3)and(4)explainwhatshould bedonetocounterexploitation.Thesepointsshouldbeformulatedasfollows: 3. Huge amounts of waste produced in cities causes serious health hazards 4. Indiscriminate use of land in rural areas leads to degradation which leads to the land becoming unproductive.
03
Prepareinformationfor presentation Resource FromAdditionalresource materialattheendofthis learningopportunity:A briefnoteonthelivingenvironmentFromtheresource book(AZ): AZ:Presentations
Youareabletoprepareinformationforpresentationifyou: 01 02 compileappropriateslides compileappropriatespeakernotes.
activity 1
Studythefollowingresource A-Z: Presentations Theparagraphtitled:AbriefnoteonthelivingenvironmentthatappearsintheAdditional resourcematerialsectionattheendofthislearningopportunity.
activity 2
Preparetheslidestobeusedtosupporttheverbalpresentation.
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Ifyouhaveacomputerprogramtopreparetheseslidesyoucanuseit.Howeverifyoudonot haveacomputer,simplyoutlineyourslidesonsheetsofA4paper.
Answer
Hereareexamplesofthefirstthreeslides:
EnvironmentalIssues and anAgendaforAction Presentationby: LucilleDeLammer
OUTLINEOFTALK a. Waysinwhichtheenvironmentisexploited b. Anagendafortakingactiontocounterenvironmentalexploitation
ENVIRONMENTALEXPLOITATION Uncheckedpopulationgrowth Rapidurbanisation Hugewasteproduction Indiscriminateuseofland
activity 3
Preparespeakernotestogowiththeslides.
Answer
Speakernotesarethenotesthatyoumaywanttouseasyourpresentationtext.Noteverything youwanttosayiscapturedinthetextontheslides.Theslideslistyourideasinanabbreviated form.Youstillwanttotalkfromtheslidesbutyouareobviouslygoingtosaymorethanwhat ispresentedinthetextontheslides.Itisagoodideatocompilespeakernotesforeveryslide. Keepthespeakernotesforaslidetogetherwiththeslide.
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Additionalresourcematerial
A brief note on the living environment Althoughpeopledonotpaymuchattentiontotheenvironmentitisaveryimportantaspectof ourlives.Notonlydoestheenvironmentprovideuswithairtobreath,watertodrinkandfoodto eatitalsosupportsuspsychologically. Peopleoftenthinkoftheenvironmentassomethingthatsurroundsthem,buttheenvironment actuallyisaninherentpartofeachofus.Weshouldnotthinkofourselvesandtheenvironment astwoseparateentities.Doingsowouldmeanareductionistapproachanapproachinwhich individualsandenvironmentsarereducedtoseparateentities.Peopleandtheirenvironments areintimatelyinterrelated. Peoplehaveatransactionalrelationshipwiththeirenvironments.Theindividualandtheenvironmentaretwointegralandinseparablecomponentsofanongoingprocess.Ourenvironments areinterpretedandexperiencedworlds.Wedonotsimplyperceiveanalreadyexistingenvironmentasitis.Ourcognitiveprocessesplayanactivepartintheconstructionoftheenvironment weexperience.Oneexperiencesonesenvironmentsasaphysicalplace,anextensionoftheself, andasocialsystem.Thusenvironmentsaremorethanphysicalplaces. Environmentsarealsoplaceswherewefeelcomfortableandwherewebelongbecausewefeel: ThisiswhoIam.(extensionofself). Environmentsaresocialsystemsinwhichfactorssuchasprivacy,personalspace,territoriality andcrowding,playimportantroles.Eachofuswantsaplacethatwecancallourown(territoriality),wherewecancontrolwhowewanttoseeandwhenwewanttoseethem(privacy), andhowcloseweallowotherstogettous(personalspace).Yetdespitetheimportanceofthe environmentwehaveallowedittobecomeexploitedthroughacceleratedpopulationgrowthand urbanisation,theover-productionofindustrialanddomesticwaist,andthedeteriorationofland andsoil. Weneedanagendaforproperactiontoputastoptoenvironmentaldecline. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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a1502PoP learning opportunity
learn to provide an expert opinion

Anexpertopinion.
Standards
Theexpertopinionshouldberelevantandcomprehensiveandshouldbeprovidedintheform ofanessay.
assessment criteria
Yourexpertopinioncomplieswiththerequiredstandardsif: 01 02 03 therequiredfieldofknowledgeisexplored theopinionisformulatedinarelevantandcomprehensivemanner theopinionispresentedinessayform
meTHod 01
Exploretherequiredfieldof knowledge Resource LOB1502-NSP Additionalresource material:(Abriefnoteon multiculturalism)attheend ofthislearningopportunity Anexpertopinion
Youareabletoexploretherequiredfieldofknowledgeifyou: 01 demonstraterelevantandcomprehensiveknowledgeofrelevanttopicsintherequiredfield
activity 1
Suppose you are an expert on societal patterns, and the Department of Internal Affairs approachesyoutoexpressanexpertopiniononmulticulturalisminadiversesociety.Yourfirst stepistoexploretherequiredfieldofknowledge.UseLOB1502-NSPtoexplorethefieldof societalpatterns,andalsoreadtheparagraphintheAdditionalresourcematerialsectionat theendofthislearningopportunity.
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activity 2
Selectthetopicsfromtherequiredfieldofknowledgethatisrelevanttocompilinganexpert opiniononmulticulturalisminadiversesociety.Howimportantdoyouthinkitistoinclude eachofthefollowingtopicsintheopinion?Ranktheirimportanceonafivepointscaleranging from: 1 2 3 4 5 = = = = = definitely not important not important unsure important very important
Herearethetopics: (a) (b) (c) (d) (e) (f) (g) (h) Thenatureofsociety Societalanalysis Violence Poverty Racism Multiculturalism Sexism Communitydevelopment
Answer
Noteverybodywillagreeonthecontentofthepresentation.Ifyouranswerdiffersfromtheone providedhereitisnotnecessarilyincorrect. (a) (b) (c) (d) (e) (f) (g) (h) 2 2 2 2 3 5 2 2
Comment
Theselectionwasmadeonthepremisethattheexpertopinionislimitedtomattersconcerningthepossibilityofmulticulturalisminadiversesociety.Althoughallthetopicslistedhave somerelevancetotheissuesofmulticulturalismanddiversityinsocietytheyarenotequally concernedwiththefactofmulticulturalism.Racismisperhapsamorecloselylinkedmatter,but doesnotseemtobesufficientlyrelatedtowarrantexplicitconsiderationintheopinion.Youmay ofcoursehaveadifferentopinionandmaywanttoincludesomeoftheothertopicsforexplicit considerationinyouropinion.Thereisnothingwrongwiththis,youarefreetodoso.
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02
Formulatearelevantand comprehensiveopinion Resource LOB1502-NSP
Youareabletoformulatearelevantandcomprehensiveopinionifyou: 01 02 03 indicatethemainargumentsinthefieldofinterest weightheargumentsandcometoaconclusiveopinion establishtherelevanceandcomprehensivenessoftheopinion
activity 1
Indicatethemainargumentsinthefieldofinterest.
Answer
Theconceptofmulticulturalismhasdifferentmeaningswhichcreateatleastthreecompeting modelsfortheregulationofrelationshipsinaculturallydiversesociety.Thethreemodelshave differenteffectsandoutcomeswithregardtointerpersonalandintergrouprelationships.
activity 2
Weightheargumentsandexpressaconclusionaboutmulticulturalisminadiversesociety
Answer
Model1saysthatpeacefulrelationshipsinadiversesocietycanbestbeservedbymaintaining culturalsegregation.Thismeansthatvariousculturalgroupsshouldbekeptapart,eachoccupyingitsownculturalislandwithinthesamegeographicalspace.Thequestion,however,is whetherthisseparatistmodewouldnotcreateakindofneo-apartheidwhichisshapedbyculturalconsiderations,yieldingusversusthemconfrontationswhendifferentculturescompete forscarcecommodities.Model2statesthatasocietyneedsamelting-potculturetogetridof racism.Thismodelisbasedontheprincipleofculturalassimilationwherebyculturalminority groupswillultimatelythroughaprocessofsocialengineeringassumetheculturalidentityof thepoliticallydominantgroup.Theproblemwiththemodelisthatitdeniestheculturaldiversity ofasociety,therebyinfringinguponpeoplessocialidentitythatis,anindividualsnatural feelingofbelongingtoaparticularculturalgroupandtoderiveself-esteemandspiritualpower formsuchmembership.Totakethisawayfrompeople,asthemeltingpotsuggests,couldbea majorsourceofsocietalconflictonculturalissues. Model3proposesthedevelopmentofthemulticulturalperson.Thiswouldbesomeonewho, whilevaluingthefactthatpeopledoshareunifyingsimilarities,attachesequalimportanceto thediversityofcultures.Thesimilaritiescouldcreateacommonidentityaroundsharedhuman goalsandvalues,whileatthesametimerespectingthesocialidentitiesassociatedwiththe cultureoftheowngroup.Relationshipsinaculturallydiversesocietymightbenefitgreatlyto theextentthatdiversepeoplescouldcometosharereconciliatoryaspectsofdisparatecultural elements.Fromtheforegoingitisclearthatrelationshipsinaculturallydiversesocietymaybe harmed,dependingonhowmulticulturalismisinterpretedandapplied.
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activity 3
Establishtherelevanceandcomprehensivenessoftheopinion.
Answer
Theexpressedopinionisobviouslyrelevantinthelightoftherequestedopinionbecauseitdeals withmulticulturalisminsociety.Theexpressedopinionseemscomprehensivebecauseitmentionsthreemodelsthatclearlycoverabroadspectrumofdeliberationsaboutmulticulturalism.
03
Presenttheopinionin essayform Resource LOB1502-NSP AZ:Researchessay
Youareabletopresenttheopinioninessayformifyou: 01 02 03 04 05 formulatetheargumentintheformofanessayintroduction arguetherelevantpointsintheformofanessaybody summarisetheargumentsintheformofanessayconclusion indicatewhattheopinionisaboutintheformofanessaytitle summarisetheopinionintheformofanessayabstract.
activity 1
Usethefollowing: LOB1502-NSP. Readthefollowingresource: AZ:Researchessay
activity 2
Formulatetheargumentinanintroductoryparagraph. Answer Therearedifferentapproachestomulticulturalism.Thedifferentapproachestomulticulturalism leadtocompetingmodelsfortheregulationofrelationshipsinaculturallydiversesociety.One hastoconsiderthesemodelscarefullyandselectamodelthathasthebestpotentialtoensure healthyinterpersonalandintergrouprelationships.
activity 3
Presenttheargumentasthemainbodyoftheessay.
Answer
1. Provideadefinitionofmulticulturalism:Multiculturalismisgenerallyunderstoodtomean
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2. 3.
thecapacitytoaccommodatediverseculturalinfluencesinsuchawaythattheybecome partofyourpersonalandsocialself-identity. Statethattheconceptofmulticulturalismhasdifferentmeaningsleadingtoatleastthree competingmodelsfortheregulationofrelationshipsinaculturallydiversesociety. Presenteachofthethreemodels,indicatehowtheyregulaterelationshipsandwhattheir problemsandadvantagesare.
activity 4
Presenttheconclusion.
Answer
1. 2. Indicatethattheargumentshowsclearlythatrelationshipsinaculturallydiversesociety maybeharmed,dependingonhowmulticulturalismisinterpretedandapplied. Compare the advantages and disadvantages of the various models of multiculturalism, andindicatewhyamodelthatencouragestheevolutionofamulticulturalpersonseemsto bethebestwaytoensurehealthyinterpersonalandintergrouprelationshipsinadiverse society.
activity 5
Indicatethenatureoftheopinionintheformofanessaytitle.
Answer
Yourtitlemaydifferfromthefollowingsuggestion: The implications of different models of multiculturalism.
activity 6
Summarisetheopinionintheformofanessayabstract.
Answer
Yourabstractshouldincludethefollowing: 1. 2. anindicationoftheproblem: Differentapproachestomulticulturalismleadtocompetingmodelsfortheregulationof relationshipsinaculturallydiversesociety. anindicationoftheargument: This essay introduces and discusses three approaches to multiculturalism, namely the cultural segregation model, the melting pot model and the multicultural person model. Thedifferentmodelsarediscussedintermsoftheiradvantagesanddisadvantageswhen appliedinadiversesociety.
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3.
anindicationoftheconclusion: Theproblemsandtheadvantagesofthethreemodelsarecomparedanditisconcluded thatamodelthatencouragestheevolutionofamulticulturalpersonseemstobethebest waytoensurehealthyinterpersonalandintergrouprelationshipsinadiversesociety.
Additionalresourcematerial
A brief note on multiculturalism Thereismuchtalkaboutcreatingmulticulturalsocietiesbutitisaslowprocessbecausemulticulturalismisnotsimplyaboutknowingtheculturesofothers.Itisthecapacitytoaccommodate variousculturalinfluencesinsuchamannerthatthesebecomepartofyourpersonalandsocial identity.Itisimportanttonotethatthisdoesnotmeanthatyoubecomeassimilatedinasingularnewculture,whichwouldsimplybeanextmono-culturalsociety.Tobecomemulticultural isaprocessthatismuchmorecomplexthanassimilation.Thereareseveralmodelsthattry toexplainthemulticulturalprocess.Somemodelsfocusonsociety(e.g.thesegregationand melting-potmodels),whereasothersconcentrateonthecharacteristicsoftheindividual.Accordingtothesegregationmodelpeacefulrelationshipsinadiversesocietycanbestbeserved bymaintainingculturalsegregation. Thismeansthatvariousculturalgroupsshouldbekept apart,eachoccupyingitsownculturalislandwithinthesamegeographicalspace.Thequestion,however,iswhetherthisseparatistmodewouldnotcreateakindofneo-apartheidwhich isshapedbyculturalconsiderations,yieldingusversusthemconfrontationswhendifferent culturescompeteforscarcecommodities.Theothersideoftheseparatistmodelisthemeltingpotapproach.Thismodelstatesthatasocietyneedsamelting-potculturetogetridofracism. Themodelisbasedontheprincipleofculturalassimilationwherebyculturalminoritygroups willultimatelythroughaprocessofsocialengineeringassumetheculturalidentityofthe politicallydominantgroup.Theproblemwiththemodelisthatitdeniestheculturaldiversityof asociety,therebyinfringinguponpeoplessocialidentitythatis,anindividualsnaturalfeeling ofbelongingtoaparticularculturalgroupandtoderiveself-esteemandspiritualpowerfrom suchmembership.Totakethisawayfrompeople,asthemeltingpotsuggests,couldbeamajor sourceofsocietalconflictonculturalissues. Theindividualcharacteristicmodelproposesthedevelopmentofthemulticulturalperson.This wouldbesomeonewho,whilevaluingthefactthatpeopledoshareunifyingsimilarities,attachesequalimportancetothediversityofcultures.Thesimilaritiescouldcreateacommonidentity aroundsharedhumangoalsandvalues,whileatthesametimerespectingthesocialidentities associatedwiththecultureoftheowngroup.Relationshipsinaculturallydiversesocietymight benefitgreatlytotheextentthatdiversepeoplecouldcometosharereconciliatoryaspectsof disparateculturalelements.Thesemodelsdescribevastlydifferentapproachesthatcouldimpactsignificantlyontheintergroupandinterpersonalrelationshipsinsociety.Relationshipsin aculturallydiversesocietymaybeharmed,dependingonhowmulticulturalismisinterpreted andapplied. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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a1502dPP learning opportunity
learn to develop a psychological programme

Knowledgeofthedevelopmentofapsychologicalprogramme.
outcome product
Theknowledgeshouldberelevantandsufficient.
assessment criteria
Yourknowledgeofthedevelopmentofapsychologicalprogrammeisrelevantandsufficientif: 01 02 03 04 05 06 07 thenatureofapsychologicaltrainingprogrammeisindicated thenatureoftheprogrammetargetpopulationisindicated thenatureoftheobjectivesofapsychologicaltrainingprogrammeisindicated therelevanceandcomprehensivenessoftheprogrammecontentareindicated therelevanceandcomprehensivenessoftheprogrammeresourcesareindicated theappropriatenessoftheprogrammemethodisindicated thefeasibilityoftheprogrammeimplementationplanisindicated
meTHod 01
Youareabletoindicatethenatureofapsychologicaltrainingprogrammeifyou: 01 recognisetheprogrammeelements,attributesandattributevalues
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Indicatethenatureofa psychologicaltraining programme Resource AZ:Psychologicalprogrammes
02 03
recognisethenatureoftheprogrammeelements,attributesandattributevalues recognisethebasicelementsofatrainingprogrammeinagivenscenario.
activity 1
Readthefollowingresource: AZ: Psychologicalprogrammes.
activity 2
Answerthefollowingquestion: Whichofthefollowingstatementsis/aretrue? 1. 2. 3. 4. 5. 6. Trainingprogrammeshaveelements Trainingprogrammeshaveattributes Trainingprogrammeshaveelementsandattributes Trainingprogrammeshaveelements,andelementshaveattributes Trainingprogrammeattributeshavevalues Trainingprogrammeelementattributeshavevalues.
Answer
Allofthemaretrue.
activity 3
Answerthefollowingquestion: AparticulartrainingprogrammecostsR500000todevelop.Whichofthefollowingstatements is/aretrue 1. 2. 3. 4. R500000isathevalueoftheprogrammecostattribute R500000istheprogrammecostattribute Costisaprogrammeelement 1and3.
Answer
Thecorrectansweris:1
Comment
Costisnotaprogrammeelement.Itisnotathingcontainedwithintheprogramme.Itdescribes anaspectoftheprogramme,andthereforeitisanattributeoftheprogramme.Thevalueofthis attributeisR500000.
activity 4
Answerthefollowingquestion:
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AcourseteaminthePsychologyDepartmentdecidestodevelopanewmoduleindevelopmentalpsychology.Theysendletterstoregisteredpsychologystudentstoaskthemwhattheywould liketoseeincludedinthenewmodule.Whichofthefollowingstatementsis/aretrue? 1. 2. 3. 4. 5. Theregisteredstudentsactsasparticipantsinthedevelopmentalpsychologyprogramme Theregisteredstudentsarearesourceforthedevelopmentalpsychologyprogramme Thecourseteamdeterminestheneedsofthepopulationtargetedbythedevelopmental psychologyprogramme Thecourseteamimplementsanewprogrammeindevelopmentalpsychology Alloftheabove.
Answer
Thebestansweris:3.
Comment
Thecourseteamisintheprocessofdevelopinganewprogrammeindevelopmentalpsychology.Theprogrammedoesnotexistasyet.Ithastobedesignedstill.Thecourseteamcannot implementaprogrammethatdoesnotexist. Sendingletterstoregisteredstudentsisafirststepinthedevelopmentofthenewprogramme, namelyanattempttodeterminetheneedsofthepopulationthatwillbetargetedbythenew programme.Thetargetpopulationforatrainingprogrammeindevelopmentpsychologyisthe psychologystudents.Thestudentswhoreceivethelettersarepotentialparticipantsinthefuture programme.Atthemomentofreceivingtheletterstheyarenotparticipatinginthedevelopmentalpsychologyprogramme(theprogrammedoesnotexist).Theyaresimplyactingasa potentialtargetpopulationwhoseneedsneedtobeassessedsothatthenewprogrammecould betailoredtomeettheseneeds.
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Indicatethenatureofthe programmetargetpopulation Resource AZ: sychological P programmes AZ: onsultationinterC view AZ: onsultation C scenarioforastress managementprogramme
Youareabletoindicatethenatureoftheprogrammetargetpopulationifyou: 01 02 recogniseaprogrammetargetpopulation recognisewhethertheindicatedneedsofaprogrammetargetpopulationarerelevantand comprehensive.
activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Consultationinterview AZ: Consultationscenarioforastressmanagementprogramme
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Comment
Notethatthepsychologistcandecideonanumberofdifferentwaystointervenepsychologically.Psychologicalinterventionsareaimedathelpingpeopletoimprovetheirpsychological wellbeing.Apsychologicalprogrammeisacarefullystructuredsequenceofinterventionsdesignedtoprovideinformationandadvisementtohelppeoplechangethroughnewinsights.
activity 2
Answerthefollowingquestion: Supposeyoudecidetodevelopapsychologicalprogrammetouseasaninterventionstrategy inthesituationsketchedinthescenarioprovidedinAZ:Consultationscenarioforastress managementprogramme.Thetargetofyourprogrammewouldbe: 1. 2. 3. 4. Thecompany Thepersonnelmanagerofthecompany Theinformationtechnologistsworkingatthecompany Theemployeesofthecompany.
Answer
Alternative4isthebestanswer.
Comment
Keepinmindthatweareconcernedherewithacertainkindofintervention,namelyapsychologicalintervention.Thecompanyitselfwouldnotbetargetedbyapsychologicalprogramme.It couldbetargetedbyaprogrammeforeconomicorstrategicrestructuring.ThereforeAlternative 1isnotcorrect. Apsychologicalprogrammeisaimedatpeople.Althoughthepersonnelmanagerworksatthe companyandmayalsofeelthepressure,itisobviousfromthescenariothatsheisnotthesole individualinneedofhelpatthecompany.ThereforeAlternative2isnotagoodanswer.Alternative3maybeagoodanswerifthecompanyexperiencesproblemsinonesectoroftheirworkforce,namelyintheareaoftheinformationtechnologists.However,itisclearfromthescenario thatthisisnotthecase.Itseemsthatmostpeopleatthecompanyexperiencethecompany asahighstressworkenvironment.ThereforeAlternative4isthebestanswer.Toqualifyasa memberoftheprogrammetargetpopulationonehastohavethefollowingcharacteristics:Bean employeeofthecompanyandexperiencetheworkenvironmentasstressful.
activity 3
ConsiderthescenarioprovidedinAZ:Consultationscenarioforastressmanagementprogramme.Supposethreepsychologistsevaluatethesituationandstatethefollowingaboutthe needsofthetargetpopulation: PsychologistA: he employees of the company need to learn to structure their daily work T activitiesaccordingtoarealisticschedule PsychologistB: heemployeesofthecompanyneedtolearnbetterinformationmanagement T skills
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PsychologistC: heemployeesofthecompanyneedpsychologicalinformationandpractical T exercisestohelpthemcopewithstressintheirworkenvironment. Rankthesestatementsfrommostcorrecttoleastcorrect.
Answer
Themostcorrectsequenceis:C,A,B.
Comment
StatementCisthemostcorrectstatement.Theemployeesneedpsychologicalinformationand advisement,andpracticalexercisestorehearsewhattheyhavelearnedintheory.Statement Aiscorrect,butfocusesonaparticularpracticalstrategythatcouldhelponecopewithones work.Inotherwords,StatementAiscorrectbutisnotacomprehensivestatementoftheneeds ofthetargetpopulation.StatementCexpressestheneedsofthetargetpopulationmorecomprehensively.StatementBisleastcorrect.Itmaybesothattheemployeesneedtoimprovetheir informationmanagementskills,butimprovingthewaysinwhichinformationishandledinthe companywillnoteasethehighpressureenvironmentinwhichthecompanyoperates.Theemployeesneedpsychologicalknowledgethatwillhelpthemcopewithhighpressurefunctioning.
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Indicatethenatureofthe objectivesofapsychological trainingprogramme Resource AZ: sychologicalproP grammes AZ: onsultationinterview C AZ: onsultationscenario C forastressmanagementprogramme
Youareabletoindicatethenatureoftheobjectivesofapsychologicaltrainingprogrammeifyou: 01 02 03 recognisetheobjectivesofapsychologicalprogramme recognisetheneedsofaprogrammetargetpopulation r ecognisewhethertheobjectivesofapsychologicalprogrammemeettheneedsofthe targetpopulation.
activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Consultationinterview AZ: Consultationscenarioforastressmanagementprogramme
activity 2
Given the scenario described in AZ: Consultation scenario for a stress management programme,listtheobjectivesofapsychologicalprogrammethatcouldaddresstheneedsofthe companyemployees.
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Answer
Yourlistshouldcontainthefollowingobjectives: 1. 2. Tohelpindividualsmaintainthehighlevelsofperformancerequiredtodotheirjobs Tolowerthelevelsofstressthatindividualsexperienceintheirworksituation.
Comment
Notethattherearetwokindsofobjectives.Thefirstkindofobjectivedealswiththeintroduction oftheprogrammeassuch.Thiskindofobjectivereferstothereason,orreasons,forintroducingapsychologicalprogramme.Theprogrammerealisesthefirstkindofobjectivebymeansof thesecondkindofobjective.Thesecondkindofobjectiveconcernsthedirectoutcomesofthe programmeitself.Thefirstkindofobjectiveistheaimoftheprogramme,andthesecondkind ofobjectiveindicatesthesmalleroutcomesrequiredtoachievetheaim. Onewaytodistinguishbetweendifferentkindsofobjectivesistoconsidertheneedsthatthe objectivestrytosatisfy.Morespecificallyoneshouldask:Whoseneedsareaddressedbyparticularobjectives?Inthegivenscenariotheaimoftheprogramme(i.e.thefirstkindofobjective) istohelpindividualsmaintainthehighlevelsofperformancerequiredtodotheirjobs.Whose needissatisfiedbythisobjective? Obviouslyitistheneedofthecompanyasawhole.Thespecificobjectiveoftheprogramme (thesecondkindofobjective)istolowerthelevelsofstressthatindividualsexperienceintheir worksituation.Whoseneedissatisfiedbythisobjective?Clearlyitistheneedofeachindividual employeetoexperiencelessstress.
activity 3
ConsiderthescenariodescribedinAZ:Consultationscenarioforastressmanagementprogramme.Dotheobjectivesofthepsychologicalprogrammemeettheneedsofthetargetpopulation?Justifyyouranswer. Note: Toanswerthisquestionproperlyonehastoanswerthefollowingsub-questions,andthencombinetheanswersintoasingleanswer: 1. 2. 3. 4. Whoisthetargetpopulation? Whataretheneedsofthetargetpopulation? Whataretheobjectivesofthepsychologicalprogramme? Dotheobjectivesfittheneeds?
Answer
Thetargetpopulationofthepsychologicalprogrammearethepersonneloremployeesworking atthecompany.Theseindividualsneedtomaintaintheirhighlevelsofperformanceinhigh pressuresituations.Theconstantpressurecausesstress.Theindividualsneedtolearnhowto handlestressintheirworkenvironment.Thepsychologicalprogrammeaimstoprovidepsychologicalinformationandadvisetohelpindividualsgaininsightandtodevelopbehaviourpatterns thatwouldenablethemtocopewithstressfuleventsintheworksituation.Thereseemstobea goodfitbetweentheprogrammeobjectivesandtheneedsofthetargetpopulation.
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04
Indicatetherelevanceand comprehensivenessofthe programmecontent Resource LOB1502-COS LOB1502-HMB LOB1502-IPR LOB1502-NGF LOB1502-NOF LOB1502-NSC LOB1502-POW AZ: onsultationinterC view AZ: sychologicalproP grammes AZ: onsultationscenario C forastressmanagementprogramme AZ: sychologicalproP gramme:Contentfor stressmanagement AZ: sychological P programmeforstress management
Youareabletoindicatetherelevanceandcomprehensivenessoftheprogrammecontentifyou: 01 02 03 04 recognisetheprogrammecontent recognisetheprogrammeobjectives recognisetherelevanceoftheprogrammecontentintermsoftheprogrammeobjectives r ecognisewhethertheprogrammecontentissufficienttorealisetheprogrammeobjectives.
activity 1
Readthefollowingresources: A-Z: Consultationscenarioforastressmanagementprogramme A-Z: Psychologicalprogrammes A-Z: Psychologicalprogrammeforstressmanagement
Comment
Nowthetaskbecomesmoredifficult.Itbecomesclearwhyonehastobeaqualifiedpsychologisttodevelopapsychologicaltrainingprogramme.Sofaritwasnotdifficulttoseethatthe programme aims to reduce stress levels by providing psychological information and advise thatwouldhelppeopletohandlestressfulsituations.Butthequestionis:Whatpsychological informationshouldbeprovided,andhowshouldtheinformationbeconveyedsothatindividuals couldbenefitfromthetraining?Onehastobetrainedinpsychologytounderstandhowpeople reactunderstressfulsituations,andwhyindividualsactinparticularways.Ittakesalotoftraininginpsychologytobeabletolookbeyondbehaviourpatternstotrytoseethepsychologythat explainsthebehaviour.Onehastounderstandthepsychologybehindthebehaviourinorder tobeabletodesignaninterventionstrategythatworks.Psychologicalinterventionstrategies aredesignedintermsofthepsychologybehindbehaviour,andnotintermsofthebehaviour itself.Apsychologicalinterventionstrategyaimstochangepeopleatapsychologicallevel.Ifan individualspsychologychangesthenhis/herbehaviourpatternchanges.
activity 2
ComparetheinformationaboutprogrammecontentprovidedinAZ:Consultationscenariofor astressmanagementprogrammewiththeinformationaboutprogrammecontentprovidedin AZ:Psychologicalprogrammeforstressmanagement.Whichoneoftheseresourcesindicates amorecomprehensivecontent? 1. 2. 3. 4. AZ:Consultationscenarioforastressmanagementprogramme,becausetheadditional contentmentionedinAZ:Psychologicalprogrammeforstressmanagementisirrelevant AZ:Psychologicalprogrammeforstressmanagement,becauseAZ:Consultationscenarioforastressmanagementprogrammefailstocoveralltherelevantareas Both,becausetheirindicationsofcontentareequallycomprehensive Notoneofthese,becauseitistherelevanceofcontentthatcountsinthefirstinstance,not itscomprehensiveness.
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Answer
Alternativeanswer2iscorrect.Butatthisstage4maybethebestanswer.
Comment
Alternativeanswer2iscorrect.AZ:Psychologicalprogrammeforstressmanagementclearly indicatesamorecomprehensivecontent.ItincludesthecontentreferredtoinAZ:Consultationscenarioforastressmanagementprogramme,andinadditionaddstothelisttheareasof feelingsandgroupfunctioning.However,thebestanswerprobablyis4.Itistruethatwecannot considerthecomprehensivenessofcontentbeforetherelevanceofcontent.Contentcanonlybe comprehensive(thatis,coverallthenecessarymaterial)ifthematerialitcoversisrelevant.In otherwords,onehastoconsidertherelevanceofthecontentindicatedintheseresources.Are alltheconceptsandideasindicatedinAZ:Psychologicalprogrammeforstressmanagement reallyrelevanttothecentraltopicofstressmanagement?Onewouldnotknowunlessoneispreparedtoexploretheindicatedtopicstoseehowtheyrelatetothestressandstressmanagement.
activity 3
UseLOB1502-COStoexploretheconceptofstress.
activity 4
Makealistofthetopicsrelatedtostressthatmayberelevanttoapsychologicalstressmanagementprogramme.
activity 5
Ingeneral,howrelevantdoyouthinktheconceptofstressisforthedevelopmentofastress managementprogramme?Ratetherelevanceoftheconceptofstressonafivepointscale, rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyou choosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:
activity 6
UseLOB1502-POWtoexplorethepsychologyofwork.
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activity 7
Makealistofthetopicsrelatedtoworkthatmayberelevanttoapsychologicalstressmanagementprogramme.
activity 8
Ingeneral,howrelevantdoyouthinktheconceptofworkisforthedevelopmentofastressmanagementprogramme?Ratetherelevanceoftheconceptofworkonafivepointscale,ranging fromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyouchoose theparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:
activity 9
UseLOB1502-HMBtoexplorethenatureofhumanmotivatedbehaviour.
activity 10
Makealistofthetopicsrelatedtohumanmotivationthatmayberelevanttoapsychological stressmanagementprogramme.
activity 11
Ingeneral,howrelevantdoyouthinktheconceptofmotivationisforthedevelopmentofastress managementprogramme?Ratetherelevanceoftheconceptofmotivationonafivepointscale, rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyou choosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:
activity 12
UseLOB1502-NOFtoexplorethenatureoffeelings.
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activity 13
Makealistofthetopicsrelatedtothenatureoffeelingsthatmayberelevanttoapsychological stressmanagementprogramme.
activity 14
Ingeneral,howrelevantdoyouthinktheconceptoffeelingsisforthedevelopmentofastress managementprogramme?Ratetherelevanceoftheconceptoffeelingsonafivepointscale, rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyou choosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:
activity 15
UseLOB1502-IPRtoexplorethenatureofinterpersonalrelationships.
activity 16
Makealistofthetopicsrelatedtointerpersonalrelationshipsthatmayberelevanttoapsychologicalstressmanagementprogramme.
activity 17
Ingeneral,howrelevantdoyouthinktheconceptofinterpersonalrelationshipsisforthedevelopmentofastressmanagementprogramme?Ratetherelevanceoftheconceptofinterpersonal relationshipsonafivepointscale,rangingfromhighlyrelevanttohighlyirrelevant,andjustify yourrating(thatis,explainwhyyouchoosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:
activity 18
UseLOB1502-NGFtoexplorethenatureofgroupfunctioning.
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activity 19
Makealistofthetopicsrelatedtogroupfunctioningthatmayberelevanttoapsychological stressmanagementprogramme.
activity 20
Ingeneral,howrelevantdoyouthinktheconceptofgroupfunctioningisforthedevelopmentof astressmanagementprogramme?Ratetherelevanceoftheconceptofgroupfunctioningona fivepointscale,rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis, explainwhyyouchoosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:
activity 21
UseLOB1502-NSCtoexplorethenotionofself-concept.
activity 22
Makealistofthetopicsrelatedtotheconceptofselfthatmayberelevanttoapsychological stressmanagementprogramme.
activity 23
Ingeneral,howrelevantdoyouthinktheconceptofselfisforthedevelopmentofastressmanagementprogramme?Ratetherelevanceoftheconceptofselfonafivepointscale,ranging fromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyouchoose theparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:
activity 24
Readthefollowingresource: AZ:Psychologicalprogramme:Contentforstressmanagement.
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activity 25
Comparethetopicsyoulisted,andyourratingsoftherelevanceofparticularfieldsofknowledge withtheinformationprovidedinAZ:Psychologicalprogramme:Contentforstressmanagement.Reviseyourlistingandratingsofthevarioustopicswherenecessary.
activity 26
EvaluatetherelevanceandthecomprehensivenessofthecontentindicatedinAZ:Psychologicalprogrammeforstressmanagement.Doyouagreethattheindicatedprogrammecontentis relevantandcomprehensive?
05
Indicatetherelevanceand comprehensivenessofthe programmeresources Resource AZ: sychologicalproP grammes AZ: sychological P programmeforstress management
Youareabletoindicatetherelevanceandcomprehensivenessoftheprogrammeresourcesif you: 01 02 03 recognisetheresourcesrequiredbytheprogramme recognisetherelevanceofthelistedresourcesinthelightoftherequiredresources recognisethesufficiencyofthelistedresourcesinthelightoftherequiredresources.
activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Psychologicalprogrammeforstressmanagement
activity 2
Indicatewhethertheresourcelistisrelevantinyouropinion.
Answer
Theresource listisrelevantifalltheitemsonthelistarerequiredforthedevelopmentand implementationoftheprogramme.Considereachitemontheresourcelistanddecidewhether itconstitutesanecessaryresource.Inotherwords,askyourself:Cantheprogrammebedevelopedandimplementedwithoutthisitem?Iftheanswerisyes,theitemisnotnecessary,andthe listisnotabsolutelyrelevant.Forexample,supposetheprogrammeresourcelistlistedtheuse ofanaeroplanewithoutmotivatingwhatitwouldberequiredfor.Thenthisitemwouldnotbe necessary,andthereforeirrelevant,andthelistwouldnotbeentirelyrelevant.
activity 3
Indicatewhethertheresourcelistiscomprehensiveinyouropinion.
Answer
Theresourcelistiscomprehensiveifnoresourceshavebeenleftout.Todeterminewhetherre-
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sourceshavebeenleftoutonehastoconsiderthedevelopmentandtheimplementationphases oftheentireprogramme.Askyourself:Cantheprogrammebedevelopedandimplementedwith theresourcesonthelist,orarethereaspectsoftheprogrammethatonewillnotbeabletodevelopandimplement?Ifonedeterminesthattheprogrammecanbedevelopedandimplemented withtheresourcesonthelistthelistiscomprehensive.Forexample,supposethelistdidnot mentionsoftwareandcomputers,thenthelistwouldnotbecomprehensivebecauseitwouldnot bepossibletodevelopandimplementtheelectronicversionoftheprogramme.
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Indicatewhetherthe programmemethodisappropriate Resource AZ: sychologicalproP grammes AZ: sychological P programmeforstress management
Youareabletoindicatetheappropriatenessoftheprogrammemethodifyou: 01 02 03 04 recognisethenatureoftheprogrammemethod recognisethenatureofthetargetpopulation recognisethenatureoftheneedsofthetargetpopulation r ecognisewhethertheprogrammemethodisappropriateinthelightofthenatureandthe needsofthetargetpopulation.
activity 1
activity 2
DescribethenatureoftheprogrammemethodasoutlinedinAZ:Psychologicalprogrammefor stressmanagement.
Answer
TheinformationaboutthemethodofimplementationisprovidedinTables1,2and5.
activity 3
Indicatewhetheryouthinktheprogrammemethodisappropriateinthelightofthenatureand theneedsofthetargetpopulation.
Answer
Theprogrammemethodprovidesfordifferentwaysofdoingtheprogramme.Giventhehigh pressureinformationtechnologyenvironmentinwhichtheprogrammeparticipantsfunctionit isagoodideatoprovidethemwithdifferentoptions(differentprogrammetypes)asillustratedin Table5.Itmeanspeoplecanchooseanoptionthatsuitesthembestintheirparticularsituations. Theelectronicversionoftheprogrammeshouldnotprovideaproblemformostoftheseworkers
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astheyareemployedinaninformationtechnologyenvironment.Thereforetheelectronicversionseemsaviablealternativetothemoretraditionalapproachofworkingfromprintedguides. Moreover,althoughtheDVDbasedworkshopsareexpensivetodeveloptheycouldsavemoney inthelongrun.
07
Indicatethefeasibilityofthe programmeimplementation plan Resource AZ: sychologicalproP grammes AZ: sychological P programmeforstress management
Youareabletoindicatethefeasibilityoftheprogrammeimplementationplanifyou: 01 02 recognisethenatureoftheprogrammeimplementationplan recognisetheimplicationsoftheprogrammeimplementationplan.
activity 1
activity 2
DescribethenatureoftheprogrammeimplementationplanasoutlinedinAZ:Psychological programmeforstressmanagement.
Answer
TheinformationconcerningtheprogrammeimplementationplanisindicatedinTable4.
activity 3
Indicatewhetheryouthinktheprogrammeimplementationplanisfeasible.
Answer
Theprogrammeimplementationplandescribesacarefulapproachtoimplementingtheprogrammebyputtingtheprogrammethroughatestphase,followedbyaprovisionallyoperational phasebeforegoingfullyoperational.Althoughtheinclusionofaprovisionaloperationalphase ismorecostlyitensuresahigherqualityprogrammeandthereforemayleadtoalongerlifespan forthefullyoperationalprogramme,savingmoneyintheendbecauseprogrammedevelopment issocostly.Inadditiononeshouldkeepinmindthattheprogrammestartstotakeinparticipants fromthefirstcycle.Thereforethetestandprovisionaloperationalphasesarenotunproductive phases.Trainingandaccreditingofparticipantstakeplaceduringthesephases. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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a1502drP learning opportunity
learn to research a psychological topic

Aresearchreport
Standards
Theresearchreportshoulddescribethenatureandoutcomesofaspecificproject,andshould bestructuredproperly.
assessment criteria
Theresearchpapercomplieswiththerequiredstandardsif: 01 02 03 04 05 06 07 theresearchproblemisindicated thedesignofthestudyisindicated themethodofdatacollectionisindicated themethodofdataanalysisareindicated andresultsofdataanalysisareindicated themeaningoftheresultsisindicated thereportispresentedinwrittentext.
meTHod 01
Formulatetheresearch problem
Youareabletoformulatetheresearchproblemifyou: 01 02 03 recognisetheresearchissue contextualisetheresearchissue recognisetherelevantvariables.
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Resource LOB1502-SOP LOA1502-PPR:Theadditionalresourcematerial(A briefnoteonthelivingenvironment)providedattheend ofthislearningopportunity AZ: Consultationinterview AZ: onsultationscenario C forapsychological researchproject
activity 1
Readthefollowingresources: AZ: Consultationinterview AZ: Consultationscenarioforapsychologicalresearchproject
activity 2
WhichofthefollowingdoyouseeasthefundamentalproblemorproblemsthattheNGOfor communitydevelopmentisstrugglingwith? 1. 2. 3. 4. Howtocreateanewkindofcommunitydevelopmentprogramme Therelationshipbetweenpeopleandcommunity Thedefinitionoftargetcommunities 2and3.
Answer
Alternative4.
Comment
TheNGOforcommunitydevelopmentisnottryingtocreatenewkindsofdevelopmentprogrammes.Theyblamethefailureofpreviousprogrammesnotontheprogrammesthemselves butonthefactthattheprogrammesaddressneedsthatmaynotbetheproperneedsofthe peoplewhoparticipateintheprogrammes.TheproblemthattheNGOisstrugglingwithishow todefinethetargetcommunityofaprogrammeinsuchawaythattheycanbecertainthatthe peoplewhoareperceivedtobemembersofthecommunitydoinfactconsiderthemselvestobe membersofthecommunityinquestion.
activity 3
WhichofthefollowingdoyouseeasthefundamentalshiftorshiftsthattheNGOforcommunity developmentismakingintheirapproach? 1. 2. 3. 4. Theshifttowardsanewapproachtocreatingcommunitydevelopmentprogrammes Theshiftintheirunderstandingofthenatureoftherelationshipbetweenpeopleandcommunity Theshifttowardsanewdefinitionofcommunity 1and2.
Answer
Alternative2.
Comment
TheNGOisnotshiftingtowardsanewdefinitionofcommunity.Theyareshiftingtowardsanew
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wayofdefiningthenatureofcommunity.Furthermore,althoughitistruethattheNGOisshifting towardsanewapproachtocreatingdevelopmentprogrammes,thisisnotthefundamentalshift thatistakingplace.ThefundamentalshiftbasictoallthechangesthattheNGOwantstointroduceintheirapproachtoprogrammedevelopmenthastodowithashiftintheirunderstanding ofthenatureoftherelationshipbetweenpeopleandcommunity.Previouslytheyviewedthe relationshipintermsofpeoplelivinginexistingcommunities.Nowtheywanttoapproachthe situationdifferently.Theywanttoaskpeopletoindicatewhattheircommunitiesarefromtheir personalpointsofview.
activity 4
Itistimetoexplorerelevantfieldsofknowledge.Twofieldsofknowledgethatmayberelevant tounderstandingtherelationshipbetweenpeopleandcommunityarethelivingenvironment, whichdealswiththerelationshipbetweenpeopleandtheenvironmentinwhichtheyexist,and societalpatterns,whichdealswiththerelationshipbetweenpeopleandthesocietyinwhichthey exist.UseLOB1502-NSPaswellastheadditionalresourcematerial,providedattheendofLO A1502-PPRtoexplorethesefieldsofknowledge.
activity 5
Whatkindofperson-communityrelationshipispresupposedbytheNGOforcommunitydevelopmentintheirnewapproachtocommunitydevelopmentprogrammes?
Answer
Thetransactionalapproach.
activity 6
Howdoestheshifttowardsatransactionalviewoftherelationshipbetweenpeopleandcommunityaffectthedefinitionofcommunity?
Answer
Youranswershouldindicatethefollowing: Theshifttowardsatransactionalviewoftherelationshipbetweenpeopleandcommunitymeans: 1. 2. 3. 4. communitiescannotbepredefinedbyoutsiders theperceptionsofcommunityareinterpretationsofferedbythepeopleinvolved communitiesarecognitivelystructuredbypeople,thatis,communitiesareperceivedin termsofpeoplespersonalframesofreference,andarestructuredbycategorisingcommunityfeaturesconceptually communityandpeoplehavetobetreatedastwointegralandinseparablecomponentsof anongoingprocess,whichmeanscommunitycannotbeassignedafixedmeaning.Communitieschangeaspeoplerecreatethem,andaspeopleareredefinedbytheirchanged
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communities,thusoncemorerecreatingthosecommunities,andgettingredefinedbythem again,inannon-endingcontinuousprocess.
Comment
Notethatalthoughmostoftheinformationonthetransactionalapproachcomesfromtheresourcematerialonthephysicalenvironment,theconceptsareequallyvalidforthesocialaspectsofacommunity.
activity 7
Inlightofthefactthatthenaturesofcommunitiescannotbeassignedfixedmeanings,doyou thinkitisnecessarytomanagetheexpectationsoftheNGOforcommunitydevelopment?Providethereasonforyouranswer.
Answer
Yes,itseemsnecessarytomanagetheexpectationsoftheNGOforcommunitydevelopment, thereasonbeingthattheprojectmanagerwantsyoutohelpthemfindamethodfordefining targetcommunitiesinsuchawaythatitincorporatesthecomplexitiesofpeoplesperceptions oftheircommunity.
activity 8
HowwouldyoumanagetheexpectationsoftheNGOforcommunitydevelopment?
Answer
Thisisadifficultquestion,andnoteverybodywillagreeonhowtodothis.Thefollowingisa suggestion,andnottheonlyapproachtothesituation: 1. Statetheproblem: InformtheNGOforcommunitydevelopmentthatthereareacademicreasonstobelievethat oneshouldnottrytodefinethenatureofacommunityassuch.Justifyyourstatementswith properexplanationsofthenatureofthetransactionalapproach,andhowitfitswithwhat theNGOwishestoachieve. Offerasolution: Asthetransactionalapproachfocusesontherelationshipbetweenpeopleandcommunity itmaybeagoodideatofocusonpeoplescommunityawarenessinsteadofputtingthe emphasisonthenatureofpeopleandthenatureofcommunity.Communityawareness referstoapersonsawarenessofcommunityaspectsthatinfluencehis/herpersonallife. Problematicissuesinacommunityareoneaspectofcommunitylifethatissuretoinfluence peopleslivesandthatpeoplearemostlikelytobeawareof.Insteadofdesigningcommunitydevelopmentprogrammesthattargetcommunitiesoneshoulddevelopprogrammes thattargetcommunityissuesthatareforemostinpeoplescommunityawareness. Offeranactionplan:
2.
3.
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Offertodesignaresearchprojectthatcouldbeusedtodeterminepeoplesawarenessof problematicissuesintheircommunities.Yoususpectthatthelevelandcontentofpeoples communityawarenessmaydifferforruralandurbansettings,andsocio-economicstatus, and also that men and women, and older and younger people may not have the same kind of community awareness. If the level and content of community awareness differs fordifferentlevelsofsocio-economicstatus,forpeopleinruralandurbansettings,and formenandwomen,andforyoungerandolderpeopleitmeansthatcommunitydevelopmentprogrammeshavetobeadjustedandtailoredtoaddressspecifickindsofcommunity awareness.
activity 9
UseLOB1502-SOPtoexplorethescienceofpsychology.
activity 10
Listthevariablesthatwouldplayaroleintheresearchprojectyousuggestedtotheproject manageroftheNGOforcommunitydevelopment.
Answer
1. 2. 3. 4. 5. 6. Contentofcommunityawareness Levelofcommunityawareness Location(urbanandrural) Socio-economicstatus Gender Age.
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Designtheresearchstudy Resource LOB1502-NSP LOB1502-SOP AZ: onsultationinterview C AZ: onsultationscenario C forapsychological researchproject
Youareabletodesigntheresearchstudyifyou: 01 02 03 recognisethedependentandindependentvariables indicatehowthevariablesareoperationalised indicatehowthedataaretobecollected.
activity 1
Categorisethevariables,contentandlevelofcommunityawareness,socio-economicstatus, location,genderandageasdependentandindependentvariables.
Answer
1. Independentvariables Socio-economicstatus Location
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2.
Gender Age. Dependentvariables Contentofcommunityawareness Levelofcommunityawareness.
Comment
Thevaluesofindependentvariablesareknownbeforetheresearchbegins.Thevaluesofdependentvariablesaredeterminedbymeansoftheresearchstudy.Apersonssocio-economic status,his/herlocation,his/hergender(maleorfemale),andhis/herageexistbeforetheresearchbegins.Butthecontentandthelevelofapersonscommunityawarenessaredetermined bymeansoftheresearchstudy.
Activity2
Thenextstepistooperationalisethevariables,inotherwordstodeterminehowthevariables aretobemeasured.Location(ruralorurban),gender(maleorfemale)andage(numberofyears sinceapersonsbirth)donotposeaproblem.Economicstatusiseasytoverifyintermsofa personsannualincome.However,annualincomefiguresarenotalwaysagoodindicationof a persons socio-economic status. Therefore one may choose to operationalise this variable byidentifyingthreelevelsofsocio-economicstatus,namelyhigh,middleandlow,basedon where the person and his/her family live. Simply consider the person and/or familys living conditionsintermsofthesocietyasawhole(notintermsoftheparticularcommunity).Ifthey liveunderconditionsthatfewpeopleinthebroadersocietycanafford,theyarecategorisedas highonsocio-economicstatus.Iftheyliveunderpoorconditionstheyarecategorisedaslow onthesocio-economicstatus.Iftheyareneitherhighnorpoor,theyhavetogointothesocioeconomicmiddlecategory.Communityawarenessismoredifficulttooperationalise.Itinvolves psychologicalknowledge.Onehastobetrainedinpsychologybecausethiskindofoperational definitioninvolvestheoreticalmatters.Therearevariouswaysinwhichtheconceptofcommunityawarenesscanbeoperationalised,butletsassumethatyouasatrainedpsychologistdecidetooperationalisecommunityawarenessintermsofawarenessofsocietalissues.Inorderto decidehowtodothisyouhavetoexplorearelevantfieldofknowledge.Asatrainedpsychologist youknowthatarelevantfieldwouldbethefieldcoveringinformationaboutsocietalpatterns. Soyouhavetoexplorethefieldofsocietalpatternstoseewhatinformationyoucanfindabout societalissues.UseLOB1502-NSPtoexplorethefieldofsocietalpatterns.Dothisnow.After exploringtherelevantinformationyoumaydecidetooperationalisethecontentofcommunity awarenessasthethreemostpressingsocietalissueslistedbyanindividualinthecommunity, andyoumaydecidetooperationalisethelevelofcommunityawarenessasthecorrespondence betweenanindividualscontentofcommunityawarenessandthecontentofcommunityawarenessofthecommunityasawhole.Inthelightofthesedeliberations,listtherelevantvariables andindicatehowyouwouldoperationaliseeachofthem.
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Answer
A Independentvariables 1. Socio-economicstatus: Thisvariablehasthreelevels: High: eoplelivinginconditionsthatfewpeopleinsocietycan P afford Middle: Peoplewhobelonginneitherthehighnorthelowcategory Low: Peoplelivinginverypoorconditions. 2. Location Thisvariablehastwolevels: Urban: Peoplelivinginurbansettings Rural: Peoplelivinginruralsettings 3. ender: G Thisvariablehastwolevels: Male: eoplewhoarebiologicallymale P Female: Peoplewhoarebiologicallyfemale 4. Age: Thisvariablehasmanylevels,andiscalledacontinuousvariablebecauseofthe manylevels.Asubjectsageisoperationalisedasthenumberofyearssinceasubjectsbirth. B Dependentvariables 1. Contentofcommunityawareness Thisvariablehassixcategories: Violence: hysical,verbalandotherkindsofviolenceinthecommuP nity Poverty: anypeopleinthecommunitynothavingproperhousing M andoftengoinghungry Racism: eopleinthecommunitybeingdiscriminatedagainstorbeP ingexploitedonthebasisofrace Multiculturalism: roblemsinthecommunityofdifferentculturesclashing P witheachother Genderissues: eopleinthecommunitybeingdiscriminatedagainstorbeP ingexploitedonthebasisoftheirgender. Communitydevelopment: herearesituationsinthecommunitythatneedattention T Peopleareaskedtorankthesixsocietalissuesfrommost pressingtoleastpressing. 2. Levelofcommunityawareness Thisvariablehasfivelevels: Veryhigh: ifthethreetopsocietalissuesonthepersonslistarethe sameasthethreetopissueslistedbythecommunityasa
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High: Medium: Low: Verylow
whole,andifthethreetopissuesarelistedinthesamerank order. fthethreetopsocietalissuesonthepersonslistarethe i sameasthethreetopissueslistedbythecommunityasa whole iftwoofthethreetopsocietalissuesonthepersonslistare thesameasthethreetopissueslistedbythecommunityas awhole i foneofthethreetopsocietalissuesonthepersonslistis thesameasthethreetopissueslistedbythecommunityas awhole ifnoneofthethreetopsocietalissuesonthepersonslist arethesameasthethreetopissueslistedbythecommunityasawhole.
activity 3
Youhavetoindicatehowdataaretobecollected.Datacollectionisafunctionofthedefinition ofthetargetpopulation.Inthiscasethetargetpopulationisthepopulationforwhichcommunity developmentprogrammeshavetobedeveloped.AccordingtotheprojectmanagertheNGOfor communitydevelopmentplanstoimplementtheircommunitydevelopmentprogrammesona nationalbasis.Indicatehowtheresearchdatashouldbecollected.
Answer
Youranswershouldindicatethefollowing:BecausetheNGOscommunitydevelopmentprogrammesaretobeimplementedonanationalbasisthesamplefortheresearchstudyhasto beselectednationwide.Variouskindsofcommunitieshavetobeinvolved,rangingfromrich topoorcommunitiesinruralaswellasurbansettings.Asufficientnumberofindividualshave tobeselectedfromeachcommunitytoensurethatthecommunityisfairlyrepresentedbythe individualsinquestion.Anumberoffieldworkershavetobeappointedacrossthecountryto interviewandcollectthedatafromtheselectedmembersoftheselectedcommunities.
03
Collectthedataforthe researchstudy Resource Asampleofsubjects Twoformspersubjectto capturetherequireddata
Youareabletocollectthedatafortheresearchstudyifyou: 01 02 selectanappropriatesampleofsubjects gettheappropriateinformationfromthesubjects.
activity 1
It is time to exchange the armchair part of the research study for real field work. Consider yourselfasoneofthemanyfieldworkersacrossthecountry,collectingdataforthisproject. Each field worker explores a single community, namely the community where he/she lives. Considerthecommunitywhereyouliveandconsiderthedifferenceswithinthecommunity.You wanttokeepthesedifferencesinmindsothatyoucanselectdifferentpeopleforyourproject. Rememberthesampleyouselectshouldrepresentthecommunity.Ifyoudonotincludepeople
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representingthedifferencesinyourcommunityyoursampleisnotatruereflectionofthecommunity.Themoredifferencesthereareinyourcommunitythelargeryoursampleshouldbeto includeindividualswhorepresentthosedifferences.Thepeopleyouincludeinyoursampleare calledresearchsubjects.Selectatleasttenresearchsubjects,buttrytogetmore.Anidealsituationwouldbetoselectabout30subjectsforyourproject.Thisisnotdifficulttodobecausethe researchtakesverylittletimeperresearchsubject.
activity 2
Preparetwoformsforeachsubject.Thefirstformshouldlooklikethis:
Subjectnumber: [..........] Whatdoyouthinkarethemostimportantissuesinyourcommunity?Pleaserankthefollowingissuesfrommostpressing(1)toleastpressing(6)byputtinganappropriatenumber nexttotheissuein [...] Violenceinmycommunity [...] Povertyinmycommunity [...] Racisminmycommunity [...] Multiculturalisminmycommunity [...] Sexisminmycommunity [...] Mycommunityneedsdevelopmentbadly
Fillinauniquenumberforthesubjectbeforeyouaskthesubjecttocompletetheform.When youapproachasubjecttocompletetheformaskhim/herifhe/shewillbepreparedtopartake intheproject.Explainthattheprojectaimstodeterminethecontentofcommunityawareness. Indicatethattheresearchisanonymousandthatthesubjectsnameisnotrequired,andthat thenumberisusedforcrossreferencepurposesonly.Remembertoaskthesubjecthowoldhe/ sheis. Waitforthesubjecttocompletetheform.Andthankhim/herforhis/hercooperation. Prepareasecondform.Thesecondformisforyourpurposesandisnotseenbythesubject. Onthisformyouindicatetheuniquenumberforthesubject(thisnumberisusedtolinkthetwo formswithouthavingtousethesubjectsname),thesubjectssocio-economicstatus,location, gender,age,communityawarenesscontent(thetopthreeissueslistedbythesubject)andthe subjectscommunityawarenesslevel.Notethatyouwillnotbeabletocompletethesubjects communityawarenesslevelbeforeyouhavetheinformationformallthesubjectsinyoursample. Thesecondformshouldlooklikethis: Subjectnumber: [..........] Socio-economicstatus [...] High [...] Middle [...] Low
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Location [...] Urban [...] Rural C:Gender [...] Male [...] Female D:Age [...] Years E:Contentofcommunityawareness Issuelistedmostpressing [...........................] Issuelistedsecondmostpressing [...........................] Issuelistedthirdmostpressing [.......................] F:Levelofcommunityawareness [...] [...] [...] [...] [...] Veryhigh High Medium Low VeryLow
04
Analysethecollecteddata
Youareabletoanalysethecollecteddataifyou: 01 calculatethecorrelationbetweenspecifiedvariablesappropriately 02 calculatethedifferencebetweenspecifiedgroupsappropriately.
Resource Dataformscontainingcollectedinformation AZ: nformationanalysis: I Correlationbetween variables AZ: nformationanalysis: I Differencebetween groups
activity 1
Aftercompletingthedatacollectionphaseoftheproject,compileatableliketheoneindicated below.Listthesixsocietalissues.Foreachissuecountthenumberoftimestheissuewaslisted first,secondandthird.Sumthecountsforeachissueandwritethevalueinthetotalcolumn. Thethreeissueswiththehighesttotalfrequenciesreflectthecommunityawarenesscontent indicatedbythesampleofsubjects Violence Poverty Racism Multiculturalism Sexism 1 [.....] [.....] [.....] [.....] [.....] 2 [.....] [.....] [.....] [.....] [.....] [.....] 3 [.....] [.....] [.....] [.....] [.....] [.....] Total [........] [........] [........] [........] [........] [........]
Communitydevelopment [.....]
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Hereisanexample: Violence Poverty Racism Multiculturalism Sexism 1 [..9.] [..6.] [..3.] [..5.] [..2.] 2 [.7.] [..4.] [..4.] [..6.] [..3.] [..6.] 3 [..9.] [..6.] [..5.] [..3.] [..3.] [..8.] Total [..25..] [..16..] [..12..] [..14..] [...8..] [...21.]
Communitydevelopment [..7.]
Thecontentofcommunityawarenessindicatedbythesampleasawholeisreflectedbythethree societalissueswiththehighesttotals: 1. 2. 3. Violence Communitydevelopment Poverty.
Nextdeterminethelevelofcommunityawarenessforeachresearchsubjectinthesampleby comparingthesubjectslistofthethreemostpressingissueswiththelistobtainedfromthe sampleasawhole.ListthesubjectslevelofcommunityawarenessasVeryHigh,High,Medium,LoworVeryLowdependingontheamountofcorrespondencebetweenthesubjectslist andthelistobtainedfromthesampleasawhole. Herearetwoexamples: Supposesubject013ratedthesocietalissuesasfollows: D:Contentofcommunityawareness Issuelistedmostpressing Issuelistedsecondmostpressing Issuelistedthirdmostpressing Thensubject013isratedasfollows: E:Levelofcommunityawareness [......] [..] [......] [......] [......] Veryhigh High Medium Low VeryLow [...Communitydevelopment...] [...Violence.............................] [....Poverty..............................]
becausethethreetopsocietalissuesonthepersonslistarethesameasthethreetopissues listedbythecommunityasawholebutarenotlistedinthesamerankorder. Supposesubject021ratedthesocietalissuesasfollows: D:Contentofcommunityawareness
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Issuelistedmostpressing Issuelistedsecondmostpressing Issuelistedthirdmostpressing Thensubject021isratedasfollows: E:Levelofcommunityawareness [......] [......] [......] [..] [......] Veryhigh High Medium Low VeryLow
[...Violence......................] [....Racism.......................] [....Multiculturalism........]
becauseonlyoneofthethreetopsocietalissuesonthepersonslististhesameasthethreetop issueslistedbythecommunityasawhole.
activity 2
Determine if there is a relationship between socio-economic status and level of community awareness.AZ:Informationanalysis:Correlationbetweenvariablesexplainshowtocalculate therelationship.Note:Youhavetoassignnumericalvaluestothecategoriesbeforeyoucan calculatetherelationship.Dothisbyassigning: 5 totheVeryHighcategory 4 totheHighcategory 3 totheMiddleorMediumcategories 2 totheLowcategory 1 totheVeryLowcategory Inotherwords,ifsomebodyisintheMiddleclassonthesocioeconomicscalethenhe/sheis assignedthevalue3forsocio-economicstatus.Andifhe/shehasahighlevelofcommunity awareness,he/sheisaassignedthevalue4forcommunityawareness.FollowthemethodillustratedinAZ:Informationanalysis:Correlationbetweenvariablestocalculatethecorrelation betweensocio-economicstatus(variableX)andthelevelofcommunityawareness(variableY) andindicatewhethertherelationshipisasignificantrelationship.
Comment
Note that if everybody in your sample hasthe same socio-economic status the valueofthe relationshipwillbenaught.Thereasonisthatifeverybodyinyoursamplehasthesamesocioeconomic value the socio-economic variable does not vary. Then it is not a variable, it is a constant.Therelationshipwithaconstantisalwayszero.
activity 3
DeterminewhethermenandwomendifferwithregardtolevelofcommunityawarenessAZ:Informationanalysis:Differencebetweengroupsexplainshowtocalculatethedifferencebetween
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groups.Note:youhavetoassignnumericalvaluestothecategoriesbeforeyoucancalculatethe difference.Dothisbyassigning: 5 totheVeryHighcategory 4 totheHighcategory 3 totheMiddleorMediumcategories 2 totheLowcategory 1 totheVeryLowcategory FollowthemethodillustratedinAZ:Informationanalysis:Differencebetweengroupstocalculatethedifferencebetweenthegroups(ConsiderGroupAthemalegroupandGroupBthe femalegroup),andindicatewhetherthedifferenceisasignificantdifference.
activity 4
Determineifthereisarelationshipbetweenageandlevelofcommunityawareness.AZ:Relationshipsbetweenvariablesexplainshowtocalculatetherelationship.Note:Theagevariableis expressedintermsofnumericalvalues,butyouhavetoassignnumericalvaluestothelevelof communityawarenesscategoriesbeforeyoucancalculatetherelationship.Dothisbyassigning: 5 totheVeryHighcategory 4 totheHighcategory 3 totheMediumcategory 2 totheLowcategory 1 totheVeryLowcategory Inotherwords,ifsomebodyis30yearsoldhis/heragevariablehasthevalue30,andifhe/ shehasahighlevelofcommunityawareness,he/sheisaassignedthevalue4forcommunity awareness.FollowthemethodillustratedinAZ:Relationshipsbetweenvariablestocalculate thecorrelationbetweenage(variableX)andthelevelofcommunityawareness(variableY)and indicatewhethertherelationshipisasignificantrelationship.
activity 5
Itisunlikelythatyouwillbeabletodothisactivitybecausefewresearcherswillbeabletoselect asampleofacommunitythatexistsinbotharuralandanurbansetting.However,ifyoursample arenotrestrictedtoeitherruralorurbanpeople,butcontainsbothruralandurbanpeopleyou cancalculatethedifferencebetweenruralandurbanpeoplewithregardtotheirlevelsofcommunity awareness. Resource AZ: Information analysis: Difference between groups explains howtocalculatethedifferencebetweengroups.Ifyoursamplecontainsonlyruraloronlyurban peopleyoucannotcalculatethisdifferencebecauseyourlocationvariabledoesnotvaryithas aconstantvalue(eitherruralorurban).Inotherwords,yourlocationvariableisnotavariable, itisaconstant.
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Indicatetheresultsofthe analyseddata
Youareabletoindicatetheresultsoftheanalyseddataifyou: 01 0 listtheresults indicatewhethertheresultsaresignificant.
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Resource Dataformscontainingcollectedinformation AZ: nformationanalysis: I Correlationbetween variables AZ:nformationanalysis: I Differencebetween groups
activity 1
Indicatetheresultsofyourstudybywritingaparagraphasindicatedbelow.Ifyouwereunable tocalculatesomeofthestatisticalvaluesbecauseyoursampledidnotvaryontheparticular variables(inotherwords,ifsomeofthosevariablesturnedouttobeconstants)youcanleave outthereferencestothoseconstants. Usetheinformationgainedfromyourstudy,fillinthemissinginformation,anddeletethephrasesthatarenotapplicable.Thenputthesentencestogethertoconstituteasingleparagraph. Herearethesentencesthatyoushouldeditandthenputtogethertoformasingleparagraph: 1. 2. Theresearchstudyshowedthatsocio-economicstatus<isrelatedto>/<isnotrelatedto> thelevelofcommunityawareness. Add the following sentence if your results show a significant relationship between socioeconomic status and level of community awareness: Thedirectionoftherelationshipbetweensocio-economicstatusandlevelofawareness showsthat<peoplewithhighersocio-economicstatushaveahigherlevelofcommunity awareness>/<peoplewithhighersocio-economicstatushavealowerlevelofcommunity awareness>. Menandwomen<differsignificantlyfromeachother>/<donotdiffersignificantlyfrom eachother>withregardtotheirlevelofcommunityawareness. Add the following sentence if your results show a significant difference between men and women with regard to their levels of community awareness: Thedirectionofthedifferencebetweenmenandwomenshowsthat<menhaveahigher levelofcommunityawareness>/<thatwomenhaveahigherlevelofcommunityawareness>. Age<issignificantlyrelatedto>/<doesnotrelatesignificantlyto>thelevelofcommunity awareness. Add the following sentence if your results show a significant relationship between age and level of community awareness: Thedirectionoftherelationshipbetweenageandlevelofawarenessshowsthat<older peoplehaveahigherlevelofcommunityawareness>/<youngerpeoplehaveahigherlevel ofcommunityawareness>. Add the following sentence if your sample contains both rural and urban settings: Ruralandurbanfolk<differsignificantly>/<donotdiffersignificantly>withregardtotheir levelofcommunityawareness. Add the following sentence if your results show a significant difference between rural and urban folk with regard to their levels of community awareness: Thedirectionofthedifferencebetweenruralandurbanfolkshowsthat<peoplelivingin ruralsettingshaveahigherlevelofcommunityawareness>/<thatpeoplelivinginurban settingshaveahigherlevelofcommunityawareness>.
3. 4.
5. 6.
7.
8.
06
Indicatethemeaningofthe results
Youareabletoindicatethemeaningoftheresultsifyou: 01 indicatewhatconsequencestheresultsofyourstudyhaveforthedevelopmentofcom munitydevelopmentprogrammes.
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Resource None
activity 1
Writeaparagraphinwhichyouindicatethemeaningoftheresultsintermsoftheimplications ofsignificantfindingsaswellasnon-significantfindingsforthewaytheNGOforcommunity development
Answer
Youranswershouldindicatethatinthecase(s)ofsignificantresultstheprogrammeshaveto beadjustedforgroupdifferencesandhavetobefocusedonparticulargroups(indicatewhich groups).Inthecase(s)ofnon-significantdifferencestheprogrammesdonothavetobeadjusted forgroupdifferencesandthuscanhaveamoregeneralfocusinsteadofbeingtailoredforparticulargroups.
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Writetheresearchreport
Youareabletowritetheresearchreportifyou: 01 02 structureyourreportintheformofaresearchessay presentanessaythatisrelevantandcomprehensive.
Resource AZ:Researchessay
activity 1
Readthefollowingresource: AZ: Researchessay
activity 2
Writetheresearchreportintheformofaresearchessay.
Answer
Yourreportshouldhaveashortandprecisetitle,andshouldcontainthefollowing: 1. An introduction in which you state the research question, contextualise the matter and outlinehowthematterisdealtwithintherestofthereport.Inthiscasetheintroduction shouldindicate: that community development programmes are tailored for particular communities, andthatoneneedsadefinitionofacommunitytoenableonetofocusaprogramme foruseintheparticularcommunity thatthedefinitionofthenatureofcommunityisproblematic(explainhowitisproblematic) thattheconceptofcommunityawarenessmaybeused(insteadofadefinitionofthe natureofacommunity)totailorandfocuscommunitydevelopmentprogrammes thatonehastoestablishhowcommunityawarenessrelatestootherfactorssothat onecouldusethesefactorstotailorandfocuscommunitydevelopmentprogrammes thatsocio-economicstatus,location,genderandagemaybefactorsthatrelateto communityawareness
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thatthepresentresearchpaperpresentstheresultsofaresearchprojecttoestablishthecorrelationbetweensocio-economicstatusandcommunityawareness,the differencebetweenmenandwomenwithregardtocommunityawareness,andthe correlation betweenageandcommunityawareness.(Notethatyoursamplewould probablynotincludepeoplefrombothruralandurbansettingsbecauseyoursample isasampleselectedfromasinglecommunity.)
2.
Abodyinwhichyoudescribetheresearchproject,indicatehowthedatawerecollectedand analysed,andprovidetheresultsofyourstudy.Inparticularyoushould: indicate that your study is part of a nationwide study to determine how particular factorsrelatetocommunityawareness,andexplainthatyourresearchfocusedona particularcommunityaspartofthenationwidestudy provideinformationaboutthecommunity,forexampleindicateitsgeographicallocation,thenumberofpeopleinthecommunityandactivitiesthattakeplaceinthe community indicatehowyouselectedthesampleforyourstudyanddescribethesampleinterms ofthetotalnumberofsubjects,thenumberofsubjectsinthevariouscategoriesofsocio-economicstatusandlocation;howmanymenandwomenandtheiraverageage indicatehowthevariableswereoperationalised indicatehowthedatawerecollected indicatehowthedatawereanalysed.Notethatitisnotnecessarytoshowyourcalculationsinaresearchpaper,butyouhavetoindicatethemethodsusedforanalysis.In thiscaseyoucansaythattherelationshipbetweensocio-economicstatusandlevel ofcommunityawarenessaswellastherelationshipbetweenageandlevelofcommunityawarenesswerecalculatedandexpressedasPearsonproductmomentcorrelationcoefficients,(acoefficientisanumberthatindicatesthedegreeofrelationship betweenthevariables),andthatthedifferencesbetweengroups(maleandfemale, andruralandurban)wereexpressedast-values. indicatetheresultsoftheanalysis.
3.
Aconclusioninwhichyousummarisetheprojectandprovidetheimplicationsoftheresults.Inparticularyouhaveto: indicatethatyourstudyispartofanationwidestudytodeterminehowparticularfactorsrelatetocommunityawareness,andthattheinformationisrequiredforimproving communitydevelopmentprogrammes indicatethatyoulookedathowparticularfactorsrelatetocommunityawarenessina particularcommunity summariseyourfindings indicate the implications of your findings for the development of programmes for communitydevelopment. Anabstractinwhichyouprovideabriefsummaryofthestudy.Remember,althoughyou writetheabstractattheend,itshouldbeplacedatthebeginningofyouressay,betweenthe titleoftheessayandtheintroduction.Theabstractshouldnotbelongerthan100to150 words.Theabstractshouldindicate: thatanationwideprojectaimstodeterminehowfactorssuchassocio-economicstatus,geographicallocation,genderandagerelatetocommunityawarenessinorderto improvetheprogrammesaimedatcommunitydevelopment
4.
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thataspartofthenationalstudythepresentstudyinvestigatedtheroleofthesefactorsinaparticularcommunity(brieflyindicatethenatureofthecommunity) thefindingsofthestudy theimplicationsofthefindingsforprogrammedevelopment. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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Learner
Your are Here
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B1502CoS learning opportunity
explore the concepte of stress

Knowledgeoftheconceptofstressinpsychology.
Standards
assessment criteria
Yourknowledgeofstressisrelevantandsufficientif: 01 02 03 04 05 06 thefieldofstressisreviewedcomprehensively theconceptofstressisindicated thebasicprocessesthatplayaroleintheexperienceofstressareindicated theexperienceofstressisindicatedasaresponsetoenvironmentalsituations therelationshipbetweenstressandperformanceisindicated therelationshipbetweenstressandhealthisindicated.
meTHod 01
Reviewthefieldofstress Resource tress:Theeffectsof S stress tress:Theprocessof S stress tress:ThepsychophysiS ologyofstress
Youareabletoreviewthefieldofstressif: 01 02 themainthemesinthefieldofstresshavebeenidentified the information has been modelled to provide a comprehensive picture of the field of stress
activity 1
Readthefollowingresourcematerial:
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Visiograms nformationmodelling: I Expandabletreestructures
Informationmodelling:
Stress: Thepsychophysiologyofstress Stress: Theprocessofstress Stress: Theeffectsofstress Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldofstress.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. Stressinvolvespsycho-physiologicalarousal Stressisaprocessthatfollowsacharacteristicpattern Stressaffectsperformanceandhealth.
activity 3
Modelthemainthemesofthefieldofstressintheformofavisiogram.
Answer
Involves
Stress
fo
llo
Psychophysiological arousal
ws
efects
A characteristic process
Perfomance and health
activity 4
Modelthemainthemesofthefieldofstressintheformofaexpandabletreestructure.
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Answer
Indicatetheconceptofstress
AZ
Stress Psychophysiologicalarousal
Characteristicprocess
Performanceandhealtheffects
02
Indicatetheconceptof stress Resource FromAZ: tress:Theprocessof S stress
Youareabletoindicatetheconceptofstressif: 01 02 03 stressisrecognisedasanemotionalresponsetocircumstancesandeventsthatthreaten usandchallengeourcopingabilities stressisrecognisedasaphysiologicalresponsetophysicalandpsychologicaldemands stressisrecognisedasacharacteristicprocessthatdevelopsovertime
Stress:Thepsychophysiologyofstress
activity 1
Readthefollowingresourcematerial: Stress:Thepsychophysiologyofstress Stress:Theprocessofstress
activity 2
Writeashortparagraphinwhichyoudescribetheconceptofstress.
Answer
Yourparagraphshouldmentionthefollowingpoints: 1. 2. 3. stressisanemotionalresponsetocircumstancesandeventsthatthreatenusandchallenge ourcopingabilities stressisaphysiologicalresponsetophysicalandpsychologicaldemandscalledstressors stressisacharacteristicprocessthatdevelopsovertime.
03
Youareabletoindicatethebasicprocessesthatplayaroleintheexperienceofstressif:
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Indicatethebasicprocesses thatplayaroleintheexperienceofstress Resource FromAZ: tress:Theprocessof S stress tress:ThepsychophysiS ologyofstress
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thenatureofphysicaltensionisindicated thenatureofphysicalarousalisindicated thenatureofemotionaltensionisindicated thenatureofemotionalarousalisindicated thenatureofpsychophysiologicalarousalisindicated therolethatbasictensionplaysinonesreactiontostimuliisindicated therolethatautonomichomeostatisplaysinonesreactiontostimuliisindicated thenatureofthegeneraladaptationsyndromeisindicated.
activity 1
Readthefollowingresourcematerial: Stress:Thepsychophysiologyofstress Stress:Theprocessofstress
activity 2
Definethetermbasictensionlevel.
Answer
Yourdefinitionshouldindicatethatanindividualsbasictensionlevelistheleveloftensionthat theindividualexperienceswhenhe/sheisinastateofrelaxedwakefulness.Thismeansthat theindividualisawakeandrelaxed,andnotdoinganythingornotthinkingaboutanythingin particular.
activity 3
Explainthehomeostaticregulationofbasictension.
Answer
Yourexplanationshouldincludethefollowing: (a) Basictensionisregulatedbytheautonomicnervoussystem (b) Basictensiondependsonthebalance(homeostasis)betweenthetwosubsystemsofthe autonomicnervoussystem,namelythesympathicandtheparasympathicsystems (c) Sympathic stimulation causes increased tension and parasympathic stimulation causes decreasedtension (d) Individualsdifferwithregardtotheirbasictensionlevels.Forsomeindividualsthepoint ofbalancebetweensympathicandparasympathicstimulation(thebasictensionlevel)is inthemiddlebetweenthesetwosubsystems.Forsomeindividualsthebasictensionlevel (thepointofbalance)ismuchclosertotheparasympathicside,andforothersitismuch closertothesympathicside.
activity 4
Provideadefinitionforthetermemotionaltensionlevel.
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Answer
Yourdefinitionshouldindicatethatemotionaltensionoccurswhenastimulushasbeeninterpreted,andadefiniteemotionstartstodifferentiate,causingafurtherincreaseinbasicpsychophysiological tension. Thus emotional tension refers to psychophysiological tension that isactuallyfelt.Inotherwords,emotionaltensionistensionthatissubjectivelyexperiencedas psychophysiologicaltensionaccompaniedbyaparticularemotion.
activity 5
Indicatethebestdefinitionofemotionalliability.Emotionalliabilityis: 1. 2. 3. 4. onesleveloftensionwhenoneisinastateofrelaxedwakefulness therateandintensitywithwhichhomeostasisintheautonomicnervoussystemisdisturbedinreactiontoincomingstimuli theamountofemotionaltensionthatpeoplecantakebeforetheystopfunctioningeffectively noneoftheabove.
Answer
Alternative2.
Comment
Emotionalliabilityreferstothespeedatwhichpeoplereacttoincomingstimuliandbecome physically and emotionally tense. People with labile nervous systems react faster and more intensely to stressors than people with stable nervous systems. Statement 1 refers to basic tensionlevel,andstatement3referstoapersonsemotionaltensionthreshold.Apersonsemotionaltensionthresholdisthelevelofemotionaltensionthathe/shecanhandlebeforethetensionstartstoimpairhis/herfunctioning.
activity 6
Completethefollowingsentence: Thegeneraladaptationsyndromeisthewaythehumanbody......
Answer
....reactstostressfulsituations.
activity 7
Completethefollowingstatement:Thegeneraladaptationsyndromeconsistsof...phases.
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Answer
three
activity 8
Completethefollowingsentence: Thehumanbodyreactstostressfulsituationsbygoingthroughstagesof.....
Answer
...alarm,resistanceandexhaustion.
activity 9
Listthemaincharacteristicsof: 1. 2. 3. 4. thealarmphase theresistancephase theexhaustionphase thegeneraladaptationsyndrome.
activity 10
Whichphase(orphases)ofthegeneraladaptationsyndromeis/areindicatedinthefollowing description? Itisasifthebodyisinatemporarystateofshock.Thebodyslevelofresistanceislowerthan normalforthatparticularperson.Muscletoneispoorandbodytemperatureandbloodpressure drop. 1. 2. 3. 4. Alarmphase Resistancephase Exhaustionphase Alloftheabove.
Answer
Alternative1.
04
Indicatetheexperience ofstressasaresponseto environmentalsituations
Youareabletoindicatetheexperienceofstressasaresponsetoenvironmentalsituationsif: 01 02 03 04 05 fourassumptionsofacontextualstressmodelareindicated fivephasesofthestressresponseareindicated thenatureofthepotentialstressphaseofthestressresponseisindicated thenatureoftheprimaryappraisalphaseofthestressresponseisindicated thenatureofthestressexperiencephaseofthestressresponseisindicated
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Resource FromAZ: tress:Theprocessof S stress
06 07
thenatureofthesecondaryappraisalphaseofthestressresponseisindicated thenatureofthecopingphaseofthestressresponseisindicated
activity 1
Readthefollowingresourcematerial: Stress:Theprocessofstress.
activity 2
Answerthefollowingquestion: Which of the following is not one of the four assumptions underlying the contextual stress model?Theassumptionthat: 1. thepersonalisationofenvironmentaleventsandsituationsisonlystressfultotheextent thattheindividualperceivesitasstressful 2. personalmeaningsaresharedinanintersubjectivewaybygroupsofpeopleandwhole communities 3. stressorsareuniversalbecausegroupsandcommunitiesexperiencethesameenvironmentaleventsandsituationsasstressful 4. thenatureoftheperceptualprocessplaysakeyroleinfiveinterdependentphasessuchas thefeed-forwardandfeedbackofinformation.
Answer
Alternative3.
Comment
Fourassumptionsformthebasisofthecontextualstressmodel. (a) Environmentaleventsandsituationshavepersonalmeaning (b) Groupsofpeopleandtotalcommunitiescansharecertainpersonalmeaningsinanintersubjectiveway (c) Stressisnotlimitedtonegativeeffectsonpeople,groupsandcommunities;positivestress isessentialforlife-fulfillingbehaviour (d) Therearefiveinterdependentphaseswherethenatureoftheperceptualprocessplaysa keyrole. Principle(c)doesnotappearamongthealternativeanswerstothequestion.
activity 3
Namefivephasesofthestressprocess.
Answer
Thephaseinwhichexternaleventsandcircumstances: 1. existaspotentialstressors
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2. 3. 4. 5.
areappraisedasprimarilynegative,neutral(orambivalent)orpositiveinnature areexperiencedasstressful areappraisedintermsofonesabilitytocopewiththem areconsciouslyandactivelycopedwith.
activity 4
Indicatethemeaningofthetermpotentialstressorinthecontextofthestressprocess.
activity 5
Indicatethethreecategoriesofpotentialstressors.
activity 6
Whichoneofthefollowingisauniversallythreateningstressor? 1. 2. 3. 4. drivingtoandfromworkinheavytraffic worryoverwherethenextmealiscomingfrom theepidemicproportionsofAIDS dailysexualharassment.
Answer
Alternative3.
Comment:
Universallythreateningstressorsarethosethreateningorupliftingeventsandcircumstances thattouchmostpeopleinasocietyorthewholeworld.Alternative1,2and4touchlarge numbersofindividuals,butarenotasfar-reachingasthethreatofAIDS.
activity 7
Indicatethemeaningofthetermprimaryappraisalinthecontextofthestressprocess.
activity 8
Weperceivethemeaningsoftheeventsandcircumstancesthatsurroundusintermsofour biopsychosocialframeofreference.Giveexamplesofbiological,psychologicalandsocialaspectsofanindividualsframeofreference.
Answer
Biologicalaspects:Basictensionlevel Psychologicalaspects: motional tension, temperamental traits, moods (prevailing emotive E perceptions) Socialaspects: Psychosocialdynamicsandculturalrules.
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Comment
Anindividualsbasictensionlevelinfluenceshis/heremotionaltensionandemotionaltension thresholdthatmanifestsitselfasatemperamentalstyle.Inadditiontoonestemperamentalstyle onesmood(prevailingemotiveperception)influenceshowonereactstoexternalstimuli.The meaningoftheseexternalstimuliandcircumstancesisafunctionofonessocialidentity.The effectparticulareventsandcircumstancesmyhaveononeslifedependsononespositionin society.Italsodependsontheculturalrulesaccordingtowhichonelivesoneslife.
activity 9
Answerthefollowingquestion: Cangroups,communitiesandsocietieshavebiopsychosocialframesofreference?Justifyyour answer.
Answer
Thisisabitofatrickyquestion.Yes,stressisexperiencednotonlyatanindividuallevelbut alsoatgroup,communityorsocietylevel.Inotherwords,agrouporacommunityorasociety canexperiencestressinthesamewayasanindividualexperiencesstress.Likeanindividual, agroup,acommunityorasocietyperceiveseventsandcircumstancesintermsofparticular framesofreference.Eventsandcircumstancesareexperiencedintermsofthepsychosocial dynamics,theculturalrulesandtheprevailingemotiveperceptionsofthegroup,communityor society.Itisnotdifficulttoconceiveofgroups,communitiesandsocietiesintermsofpsychologicalandsociologicalfactors,butwhataboutagroups,acommunitysorasocietysbiology? Doesagroup,acommunityorasocietyhavepsychobiologicaldynamics?Ifonesays,yes,the answertotheinitialquestionis:Yes,groups,communitiesandsocietiesdohavebiopsychosocialframesofreference.However,ifonesays,no,theansweris:No,groups,communitiesand societiesdonothavebiopsychosocialframesofreference.Theyhavepsychosocialframesof reference.Onesanswerdependsononesdefinitionofgroups,communitiesandsocieties.If onethinksofagroup,acommunityorasocietyasacollectionofindividualsonecouldargue thatthepsychobiologicaldynamicsofagroup,acommunitysorasocietyismerelythesubtotal ofthepsychobiologicaldynamicsoftheindividualsinthatgroup,communityorthesociety. However,ifoneconsidersagroup,oracommunityorasocietytobesomethingthatismore complexthanthesumoftheindividualsthatmakeupthegroup,thecommunityorthesociety, itbecomesmoredifficulttodefinethepsychobiologicaldynamicsofagroup,acommunityora society.Modernthinkingupholdstheideathatgroups,communitiesandsocietieshaveidentitiesthatismuchmorethanthesumoftheindividualsthatconstitutethem.Inotherwords,one shouldbecarefulandnotdeducegroups,communitiesandsocietiestocollectionsofindividuals.Groups,communitiesandsocietiesaremuchmorecomplexthanthis.Whythisisso,isnot difficulttosee.Forexample,consideraverysmallgroupconsistingofthreeindividuals.SupposethefirstindividualhascharacteristicA,thesecondhascharacteristicBandthethirdhas characteristicC.ThenthegrouphascharacteristicA+B+C.Howeverthegroupcontainsmore thanthesumofthecharacteristics.Italsocontainstherelationshipsamongthesecharacteristics.Forexample,itcontainsinformationaboutthedifferencesandthesimilaritiesbetweenA andB,andbetweenAandC,andbetweenBandC.
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activity 10
Writeaparagraphinwhichyoudescribetheconceptstressexperience.
Answer
Yourdescriptionshouldcontainthefollowingcomponents: 1. 2. 3. Anindicationofwhatthetermstressexperiencemeans:Stressexperienceisafeelingof emotionalandphysicaltension,experiencedaspressure Anindicationofthedifferentkindsofstressexperiences:Positive,negative,positive-negativemixtureandneutral Anindicationoftheeffectsofeachkindofstressexperience:Positive:Anticipationof currentorfuturebeneficialchallengingopportunitiesNegative:Anticipationofcurrentor futurethreat,injuryorlossMixture:Anticipationofboththreatsandbeneficialchallenges resultinginfeelingsofambivalenceNeutral:Nospecificanticipation.
activity 11
Indicatethemeaningofthetermsecondaryappraisalinthecontextofthestressprocess.
activity 12
Indicatesixfactorsthatinfluencetheprocessandoutcomeofsecondaryappraisalofstress.
activity 13
Oneofthesixfactorsthatinfluencetheoutcomeofsecondaryappraisalofstressistheexperienceofconflict.Whichofthefollowingisanexampleofanapproach-avoidanceconflict? 1. 2. 3. 4. Thelmareallywantsadegree,butdoesnotwanttospendhoursstudyingtogetone Gertisbuyingclothesbuthastochoosebetweentwoequallynicepairsoftrousersbecausehecanonlyaffordone Johnsmotheraskshimtotidyupthehouseortopreparelunch,buthehatesdoingboth AftergraduatingThembamustdecidebetweentwoequallyattractiveoffersofemployment.
Answer
Alternative1.
Comment
Thequestionrequirestheidentificationofanexampleofanapproach-avoidanceconflict.This isasituationwheresomeonedesiresonething(wantstoapproach)butinordertogetithas tofacesomethingunattractive(wantstoavoid).AnexampleofthisappearsinAlternative1. Thelmadesiresadegreebutwishestoavoidlongstudyhours.Alternative2isanexampleof anapproach-approachconflict.Alternative3isanexampleofanavoidance-avoidanceconflict. Alternative4isanexampleofapproach-approachconflict.
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activity 14
Indicatethreestrategiesofcopingwithstress.
05
Indicatetherelationshipbetweenstressandperformance Resource FromAZ: Stress:Theeffectsofstress tress:Theprocessof S stress
Youareabletoindicatetherelationshipbetweenstressandperformanceif: 01 02 03 therelationshipbetweenpsychophysiologicalarousalandperformanceisindicated theYerkes-Dodsonlawoftherelationshipbetweenstressandperformanceisindicated peoplesreactionsinreallifestresssituationsareindicated
activity 1
Readthefollowingresourcematerial: Stress:Theeffectsofstress Stress:Theprocessofstress
activity 2
Describethebasicrelationshipbetweenpsychophysiologicalarousalandperformance.
Answer
Youranswershouldcontainthefollowingelements: 1. 2. Therelationshipbetweenpsychophysiologicalarousalandperformanceshowsadefinite patternregardlessofthenatureofthestressors. Thepatterndescribesthefollowingrelationship:Uptoacertainpointperformanceincreases as psychophysiological arousal increases. After this point further increases of psychophysiologicalarousalleadstodecreasedperformance.
activity 3
Whichoneofthefollowingstatementsistrue? 1. 2. Psychophysiologicalarousalisafunctionofperformance Performanceisafunctionofpsychophysiologicalarousal
Answer
Alternative2.
Comment
Toanswerthisquestiononehastounderstandwhatismeantbytheexpressionthatsomething isafunctionofsomethingelseforexample,thatyisafunctionofx.Thisexpressionsimply meansthatifxchangesthenychangesinaparticularway.Inotherwords,changesinyare dependentonchangesinx.However,oneshouldnotethattheinverseisnottrue.Inotherwords,
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thefactthatyisafunctionofx(thatis,yschangesdependinchangesinx)doesnotmeanthat xisafunctionofy.Theexpressionthatyisafunctionofxisoftenwritteninthefollowingform: y=f(x).Thefunctiondescribeshowychangeswithchangesinx.Weknowthatperformanceisa functionofpsychophysiologicalarousal.Inotherwords,performancelevelsdependonparticulararousallevels,butchangesinarousalleveldonotdependonchangesinperformancelevel. Thereforewecansay: Performance=f(Arousal). Butwecannotsay:Arousal=f(Performance). Alternative2iscorrect,andAlternative1isincorrect.
activity 4
TheYerkes-Dodsonlawoftherelationshipbetweenstressandperformanceindicatesperformanceasafunctionoftwovariables.Whatarethesevariables?
Answer
TheYerkes-Dodsonlawlinksthreevariables:arousal,performanceandthenatureofthetask.In otherwords,theYerkes-Dodsonlawstatesthat: Performance = f (Arousal level and Task type).
activity 5
Therearetwoaspectstothenatureofthetask.Whatarethese?
Answer
Thecomplexityofthetask,andthenoveltyofthetask.
activity 6
Indicatehowthelevelofperformancechangeswithchangesinpsychophysiologicalarousal (PA)levelandtasktype(TT).Indicatewhereoptimalperformance(OP)liesonthelinesbelow,if: ComplexTTindicatesnewandcomplextasks SimpleTTindicateswell-learnedandsimpletasks ComplexTT SimpleTT LowPA ModeratePA HighPA
[...........................................................................] [...........................................................................]
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Answer
ComplexTT SimpleTT LowPA ModeratePA HighPA [.....................OP......................................................] [...............................................OP............................]
06
Indicatetherelationship betweenstressandhealth Resource FromAZ: Stress:Theeffectsofstress
Youareabletoindicatetherelationshipbetweenstressandhealthif: 01 02 03 04 05 06 theeffectsofprolongedstressareindicated themeaningofthetermchronicstressisindicated themeaningofthetermpsychosomaticdiseaseisindicated themeaningofthetermresponsespecificityisindicated thecharacteristicsofthephenomenonofburnoutareindicated guidelinesforthepreventionofburnoutareindicated.
activity 1
Readthefollowingresourcematerial: Stress:Theeffectsofstress.
activity 2
Writeaparagraphinwhichyouindicatewhathappenswhenpeoplearesubjectedtotoomuch stressfortoolongaperiodoftime.
Answer
Youranswershouldcontainthefollowingelements: 1. Thereisarelationshipbetweenstressandperformance.Generallyspeakinghigherstress leads to higher performance levels, but this is true only up to a particular point. When stresslevelsbecometoohighperformancelevelsstarttodrop.Individualswhoaresubjectedtotoomuchstressarelikelytounderperform. W ith prolonged periods of stress burnout may occur and psychosomatic diseases may develop.
2.
activity 3
Indicatethemeaningofthetermchronicstress.
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Answer
Contrarytobriefintenseexperiencesofstress,chronicstressisprolongedtensionthataperson isnotnecessarilyawareof.
activity 4
Indicatethemeaningofthetermpsychosomaticdisease.
Answer
Apsychosomaticillnesshasthefollowingelements: (a) cumulativeemotionaltensionoveraprotractedperiodoftime (b) physicaldamageorharmfulbodilychangesinthepresenceofstressors (c) theeventualmanifestationofphysicalsymptoms.
activity 5
Indicate the meaning of the term response specificity in the context of psychophysiological reactiontostress.
Answer
Response specificity means that certain people consistently respond to all stressors with a specificphysiologicalreactionpattern.
activity 6
Identifythepersonalsymptomsofburnout. 1. 2. 3. 4. unobtrusivedevelopmentovermonthsoryears emotionalemptiness,feelingalienatedfromothers,andfeelingsofinadequacy declinedperformancelevelswithincreasedstress 1,2and3.
Answer
Alternative2.
Comment
Alternative2indicatesthepersonalexperiences(symptoms)thatareassociatedwithburnout. Alternative1indicateshowstressdevelops,andAlternative3mentionstheeffectsofburnout.
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activity 7
Whatcanbedonetoreducethechancesofburnout? 1. 2. 3. 4. Trytobecomemorerealisticinyourexpectationsregardingworkandjobsatisfaction Relyoncolleagues,friendsandfamilymembersandshareworkexperiences Regularlydothelife-and-deathtestandtaketheRESTcure Alloftheabove.
Answer
Alternative4. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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B1502HmB learning opportunity
explore human motivation

Knowledgeofhumanmotivation.
Standards
assessment criteria
Yourknowledgeofhumanmotivatedbehaviourisrelevantandsufficientif: 01 02 03 04 05 06 07 thefieldofmotivationisreviewedcomprehensively thenatureofmotivesisindicated thenatureofinstinctsisindicated thenatureofdrivesisindicated thenatureofneedsisindicated lifeprocessesareindicatedintermsoftherealisationofneeds workmotivationisindicatedintermsoftherealisationofneeds.
meTHod 01
Reviewthefieldofmotivation
Youareabletoreviewthefieldofmotivationif: 01 02 themainthemesinthefieldofmotivationhavebeenidentified the information has been modelled to provide a comprehensive picture of the field of motivation
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Resource FromAZ: otivation:Thenatureof M motivatedbehaviour otivation:Theprocess M ofmotivatedbehaviour nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures
activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour Motivation:Theprocessofmotivatedbehaviour Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldofmotivation.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. 4. Motivationcanbeunderstoodintermsofitsstructureanditsprocess Motivationisstructuredintermsofthedimensionsofmotivatedbehaviour,andintermsof thesourcesofmotivatedbehaviour Theprocessofmotivationoccursintermsofthefulfilmentofneeds Theneedsformahierarchyinwhichsomeneedsaresubstantivewhereasothersareinstrumental.
activity 3
Modelthemainthemesofthefieldofmotivationintheformofavisiogram.
Answer
Yourvisiogrammaylookverydifferenttothisone.
dimensions Sources
Structure
Substantive
Needs
Instrumental
Process
Motivation
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activity 4
Modelthemainthemesofthefieldofmotivationintheformofaexpandabletreestructure.
Answer
Indicatethenatureofmotives
AZ Motivation Structuralaspectsofmotivation Dimensionsofmotivation Sourcesofmotivation Processaspectsofmotivation Fulfilmentofneeds Substantialneeds Instrumentalneeds
02
Indicatethenatureofmotives Resource FromAZ: otivation:Thenatureof M motivatedbehaviour
Youareabletoindicatethenatureofmotivesif: 01 themeaningofmotivatedbehaviourisindicated 02 thedimensionsofmotivationareindicated
activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour
activity 2
Whatismotivatedbehaviour?
Answer
Youranswershouldrefertothefactthat:
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motivatedbehaviourimplieschoices,andthat choicesarenotmaderandomly,burrequiredeliberation.
activity 3
Nametwodimensionsofmotivation.
Answer
1. 2. Behaviourcanbemotivatedconsciouslyorunconsciously. Behaviourcanbemotivatedbyintrinsicorextrinsicfactors.
03
Indicatethenatureof instincts Resource FromAZ: otivation:Thenatureof M motivatedbehaviour
Youareabletoindicatethenatureofinstinctsif: 01themeaningoftheterminstinctisindicated.
activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour.
activity 2
Giveacurrentlyviabledefinitionoftheterminstinct.
Answer
Instinctisaninborn(orinnate)tendencytocarryoutaparticularpatternofbehaviourinthe presenceofcertainstimulusconditions.
Comment
Thewordinnate hasanimportantfunctioninthedefinitionoftheterminstinct.Itindicatesthat aninstinctisnotacquired,butisapatternofbehaviourforwhichgeneticwiringexistssothat thebehaviourpatternalwaysappearsinthepresenceofcertainstimulusconditions.
activity 3
Freuddistinguishesfourcharacteristicsofinstincts.Matchthefollowingcharacteristicsofinstinctswiththeirdescriptions: 1. 2. Sourcerefersto... (a) sychicsatisfactionresultingfromreducingorremovingthe p biologicalstimulation Goalrefersto... (b) thestrengthoftheinstinct
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3. 4.
Objectrefersto... (c) heplaceinthebodywherebiologicalstimulationoccurs t Impetusrefersto... (d) anythingthatallowsaninstincttoachieveagoal.
Answer
1. 2. 3. 4. c a d b
04
Indicatethenatureofdrives Resource FromAZ: otivation:Thenatureof M motivatedbehaviour
Youareabletoindicatethenatureofdrivesif: 01 02 themeaningofthetermdriveisindicated thedrivebasedmotivationcycleisindicated.
activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour.
activity 2
Describeeachcomponentofthebasicdrivemodelinthecontextofamotivationalcycle.
Answer
Youranswershouldindicatethefollowingphasesinthemotivationalcycle: (a) (b) (c) (d) (e) emergenceofadriveconditionasaresultofdeprivation manifestationofcertaingoal-oriented,preparatoryactivities findingthetargetobject executinganappropriateresponse reductionofdrive,anddropintension.
activity 3
Giveanexampleofeachcomponentofthemotivationalcyclebasedonthethirstdrive.
Answer
(a) Emergenceofthethirstdriveifnoliquidistakeninforsometime(emergenceofadrive conditionasaresultofdeprivation) (b) Lookingforatap(manifestationofcertaingoal-oriented,preparatoryactivities) (c) Locateatapwithrunningwater(findingthetargetobject) (d) Drinkingthewater(executinganappropriateresponse) (e) Thirstisquenchedandthepersonissatisfied(reductionofdrive,anddropintension).
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activity 4
Answerthefollowingquestion: Doesallmotivatedbehaviourproceedaccordingtothemotivationalcycle?Giveareasonfor youranswer.
Answer
Notallmotivationalbehaviourcanbeunderstoodinthelightofthebasicdrivemodelormotivationalcycle.Awiderangeofcognitivedeterminantsofapersonal,socialandculturalnature affectsthenatureofbehaviourevenwherethebehaviourisrelatedtoabiologicaldrivelike thehungerorthirstdrive.
05
Indicatethenatureofneeds Resource FromAZ: otivation:Theprocessof M motivatedbehaviour
Youareabletoindicatethenatureofneedsif: 01 02 03 Maslowsfivegroupsofneedsareindicated Maslowshierarchyofneedsfulfilmentisindicated criticismsofMaslowshierarchyofneedsareindicated.
activity 1
Readthefollowingresourcematerial: Motivation:Theprocessofmotivatedbehaviour
activity 2
NameMaslowsfivegroupsofneeds.
activity 3
DescribeMaslowshierarchyofneeds,andexplainhowneedsarefulfilled.
Answer
Youranswershouldcontainthefollowinginformation: (a) Theneedsaregroupedinahierarchy (b) Ahigherneedisnotexperienceduntilaprecedinglowerneedhasbeenatleastpartially satisfied (c) Thebasicmotivelinkingalltheneedsisthetendencytowardsself-actualisation.
activity 4
Determinewhichofthefollowingdescribe(s)thenatureofMaslowshierarchyofneeds: 1. Needsthatarehigherupinthehierarchydevelopdirectlyfromneedsthatarelowerinthe hierarchy
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2. 3. 4.
Aneedthatishigherinthehierarchyisonlyexperiencedwhenprecedingneeds,whichare lowerinthehierarchy,areatleastpartiallysatisfied Thebasicmotivethatbindsthegroupsofneedsisthetendencyfoundinallpeopletostrive forself-actualisation,regardlessofwhattheirindividualpotentialmightbe 2and3.
Answer
Alternative4.
Comment
Maslowshierarchydoesnotmeanthatoneneeddevelopsoutofanotherneed.Thehierarchy referstopeoplesexperienceofneeds.Anextneedisnotexperiencedbeforetheformerneed hasnotbeensatisfied(atleastpartially).
activity 5
Answerthefollowingquestion:WhatcriticismshavebeenraisedagainstMaslowsconception ofhumanneeds?
Answer
Youranswershouldraiseandexplainthefollowingpoints: (a) Researchershavebeenunabletovalidatethespecifichierarchicalorderingoftheneeds (b) Therearedemonstrableinversionsofthehierarchy (c) Maslowstheorydoesnotallowforthesocio-politicalcircumstancesinagivensociety.
06
Indicatehowlifeprocesses canbeunderstoodinterms ofneeds Resource FromAZ: otivation:Theprocessof M motivatedbehaviour
Youareabletoindicatehowlifeprocessescanbeunderstoodintermsofneedsif: 01 sociopoliticalcircumstancesandsocietaleventsareindicatedintermsofsubstantiveand instrumentalneeds.
activity 1
Readthefollowingresourcematerial: Motivation:Theprocessofmotivatedbehaviour
activity 2
Distinguishbetweensubstantiveneedsandinstrumentalneeds.
Answer
Youranswershouldindicatethefollowing:
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(a) Thelistofsubstantiveneeds:Physicalneeds,socioaffectiveneeds,self-esteemneedsand self-actualisationneeds (b) Thelistofinstrumentalneeds:Security,knowledgeandpower (c) The relationship between substantive needs and instrumental needs: The substantive needsarethemainneedspeoplestrivetofulfil.Theinstrumentalneedsarethemeansto anend,inotherwords,thewaytothefulfillingofthesubstantiveneeds.Thesubstantive needscannotbesatisfiedintheabsenceoftheinstrumentalneeds.
activity 3
DescribeeachofthesevenneedsidentifiedbyDavies.
activity 4
UseyourimaginationandindicatehowthesevenneedsidentifiedbyDaviesmayrelatetoneed fulfilmentintheworksituation.
Answer
Thisquestionmayhavemorethanoneanswer.Differentpeoplemaythinkofdifferentwaysin whichthesevenneedsrelatetotheworksituation.Herearesomesuggestions: (a) Physicalneeds:Apartfromthefactthatpeopleworktoearnmoneysothattheycanfulfil theirbasicphysicalneeds,peopledohavephysicalneedsintheworksituation.People wanttoworkinphysicallyfavourablyconditions.Theyshouldnotbeexposedtoextreme temperatures(toocoldortoowarm).Theyshouldnotworkinconditionsthatareunsafe. Thosewhoareinjobswhereconcentrationisrequiredmaywantpeaceandquietaround them. (b) Socioaffectiveneeds:Peopleneedtofeelaffection.Theworkenvironmentmaybeformal andimpersonal,butallpeopleneedtofeelthattheyarebeinglikedbytheircolleagues. Oneshouldnotconfusetheneedforaffectionwiththeneedforself-esteemordignity. Everybodyfromthecleanertothechiefexecutiveofficerhavethesameneedsforaffection. Ifoneisnotgenuineandhonestinshowinginterestinotherpeopleoneisnotgenuinely affectionate.Peopleareacutelysensitivetopickuponthiskindofemotionalcheating. (c) Needforself-esteemordignity:Peopleneedtobetreatedwithdignityandrespect.Althoughsomepeoplearemoreimportantinjobcontextsbecausetheycarrymoreresponsibilities,orbecausetheyownthecompany,fromthetoppositiontothemostunimportantjobinthecompanypeopleshouldbetreatedwithbasicrespect.Cleanersareoften overlookedasnecessarynuisancesyetthesearehumanbeingsdoingajobthatisas importantandperhapsfulfillingtothemasonesownjobmightbetotreatthebosswith respect.Itistousethebossforonesowngain.Treatingthebosswithrespectmeansto supporthim/herintheworksituationbecauseonebelievesinwhathe/sheistryingtodo, andnottobesupportiveandco-operatingdosimplytolookgoodintheeyesoftheboss. Itisimportantthatpeopleintheworksituationknowexactlywhatisexpectedofthemand whatothersthinkoftheirperformancelevels.Itisimportanttopraisepeoplewhenthey dogood,anditisequallyimportanttoreprimandthemwhenitisrequired.Knowingthat theyarevaluedmembersofthecompanycontributessignificantlytopeoplesexperience ofhumandignity.Satisfactionofthiskindofneedcreatesconfidenceandself-efficacy.
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(d)
(e)
(f)
(g)
Whenpeoplesworthandvaluearenotrecognisedpeopleexperiencenotonlydeep-seated feelingsofinferiorityandhelplessness,butalsosmoulderingangerandrebellion. Needforself-actualisation:Peopleneedtoexperiencetheirjobsasopportunitiesforselfactualisation.Noteverybodyhasthesamecapacity,orthesametalents.Yeteverybody needsspacetoshowthathe/shecanbetrusted,canshowgoodness,developtheirtalents (howeversmallthesemaybe)andbecreative.Thewanttofeelthattheycontributetothe jobtheydoformtheirownpersonalexperienceandability. N eedforsecurity:Apartfromphysicalsecuritypeopleneedtofeelpsychologicallysecure intheirworkenvironment.Itisimportanttonotethatalthoughjobpermanencyplaysan importantroleinpeoplesexperienceofworksecurity,worksecurityinvolvesmorethan job permanence. People need to feel psychologically safe in their work situation in the sense of being able to trust the people they work with and the systems and processes theydealwith.Ifpeopledonotfeelpsychologicallysecureintheirworktheycannotwork properly. Needforknowledge:Anotherprerequisiteforpeoplesabilitytoworkproperlyistheneedto beinformed,tounderstandhowprocesseswork,toknowwhatisexpectedofthem,tosee thatinformationchannelsareopenandfunctionalandthattheirqueriesandrecommendationsreachthepeopletheyareintendedfor.Inthepastpeopleatlowerranksinorganisationswereoftenkeptinthedark,andwereperformingtheirtaskswithoutunderstanding how their actions and mistakes influence bigger outcomes in the company. Nowadays workersareinformedaboutcompanyprofitsanddifficulties.Knowledgeoftheupsand downsofcompanyprocessesplaysanimportantroleinmotivatingworkerstobetterthe qualityandquantityoftheirperformance.Oneoftheprimaryreasonswhytheopenknowledge flowapproach seems towork well isbecause workers tend togenerate theirown knowledgeintheabsenceofknowledge.Inotherwords,whenpeopledonotknowwhat goesoninanorganisationtheystartrumours,basedonfalseandinaccurateinformation. Theneedforpower:Althoughpowersometimesplaysadirectinstrumentalroleinpeoples abilitytofulfiltheirneedsitalsohasamoresubtleinstrumentalrole.Attheindividualjob levelpowerisrelatedtoself-efficacy,internallocusofcontrol,acquiredresourcefulness andlifeskills.Peoplesjobs,howeverinsignificantthejobmayappearincomparisonto other jobs, need to allow them the space to experience personal control. If people are treatedlikemachinestheybecomepowerless.Theyareexpectedtoactwithoutquestioningthemeaningfulnessoftheirassignments.Theyfailtobecomeeffectiveandefficientin theirjobs.Theyadoptexternallociofcontrolandforfeitanydesiretoactinresourceful ways.Post-industrialmanagementproceduresaimtospiralpowerdowntothelevelof individualspreciselytoincreasetheirworkoutputandworksatisfactionbyencouraging self-efficacy,andself-directed,resourcefulactions.
activity 4
Indicatewhichoneoftheneedslistedbelowcanbedescribedasfollows:Theneedsischaracterisedbythedesiretohavereasonablyconsistentpositivefeelingsaboutyourself. 1. 2. 3. 4. physicalneeds socio-affectiveneeds esteemneeds self-actualisationneeds
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Answer
Alternative3.
activity 5
Indicate what need or needs of people listed below was/were frustrated by the Verwoerdian ideathateducationshouldbereformedtoteachBlackpeoplefromchildhoodthatequalitywith EuropeanswasnotforthemandthattherewasnoplacefortheBlackpersonintheEuropean communityabovethelevelofcertainformsofbasiclabour? 1. 2. 3. 4. knowledgeneeds cognitiveneeds substantiveneeds allhumanneeds
Answer
Alternative4.
07
Indicatehowlifeprocesses canbeunderstoodinterms ofneeds
Youareabletoindicatehowworkmotivationcanbeunderstoodintermsofneedsif: 01 workmotivationisrecognisedintermsofsubstantiveandself-actualisationneeds.
Resource FromAZ: otivation:Theprocessof M motivatedbehaviour ork:Motivationinthe W workplaceactinresourcefulways.
activity 1
Readthefollowingresourcematerial: Motivation:Theprocessofmotivatedbehaviour Work:Motivationintheworkplace
activity 2
IndicatehowMaslowsneedsasadaptedbyDaviesrelatetothemotivationalhygienetheoryof workmotivation.
Answer
Thisisadifficultexercise.Youhavetoselectinformationfrommorethanonesource,andyou alsohavetoidentifyconceptsthatareimplicatedbutnotdirectlyexplainedintheresourcematerial.Letsseehowwellyoufaired.Youranswershouldindicatewhatthemotivationalhygiene theoryisandhowvariousneedsarerealisedthroughthemotivationalhygienetheory. 1. Indicatewhatthemotivationalhygienetheoryis: Themotivationalhygienetheorydistinguishesbetweensatisfiersanddissatisfiersinthe worksituation.Satisfiershavetodowithpositiveaspectsofjobcontent,anddissatisfiers
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with negative aspects of job context. The theory views work motivation in terms of the relationship between satisfiers and dissatisfiers. If an employer wants to see motivated employeeshe/shehastodobothofthefollowing: (a) removedissatisfiers:Inotherwords,theemployerhastoimproveworkconditions thathavetodowithjobcontext(e.g.paygoodsalaries).However,doingsowouldnot resultinsatisfiedemployees.Itwouldresultinemployeesthatarenotdissatisfied. Theremovalofdissatisfiersresultsintheremovalofnegativeattitudes,butitdoes notintroducepositiveattitudes.Tohavesatisfiedemployeestheemployerhasto: introducesatisfiers:Inotherwords,theemployerhastoimproveworkconditions thathavetodowithjobcontent(e.g.offermoreopportunitiesforachievement).However,theemployershouldnotethattheintroductionofsatisfierswithouttheremoval ofdissatisfiersdoesnotresultinsatisfiedemployees.Theintroductionofsatisfiers withouttheremovalofdissatisfiersresultsintheabsenceofnegativeattitudes,but itdoesnotintroducepositiveattitudes.
(b)
2.
Indicatehowneedsarerealisedthroughthemotivationalhygienetheory. Themotivationalhygienetheoryviewsworkmotivationintermsofsatisfiersanddissatisfiers.Satisfiersenableworkerstorealisetheirneeds.Dissatisfierskeepworkersfrombeing abletorealisetheirneeds. (a) Dissatisfierskeepworkersfrombeingabletorealisetheirneeds:Forexample,poor salariesmakeitdifficultforpeopletosatisfytheirphysicalneeds.Or,acompany mayhavethekindofpolicyinwhichpeoplearetreatedasobjectswithinmechanistic processes.Thismayresultinworkersfeelingalienatedintheirworksituation(nosocioaffectivesupport,noattentionpayedtopeoplesself-esteemanddignityneeds), andnothavingtheopportunitytoactualisethemselves(nopowerandknowledgeto realisemeta-needs). (b) Satisfiersenableworkerstorealisetheirneeds:Forexample,standinginforeach othertogetthejobdonewhensomebodybecomesill(realisingsocioaffectiveneed), orgivingcreditwhensomeonedidanoutstandingjob(realisingneedforself-esteem ordignity),orkeepingworkersfullyinformedaboutmanagementdecisionsandpolicies(realisingtheinstrumentalneedforknowledge),orimplementingsuggestions offeredbyworkerstoimproveworkprocesses(realisingtheneedforpowerandthe needforself-actualisation).
activity 3
IndicatehowMaslowsneedsasadaptedbyDaviesrelatetothegoal-settingtheoryofwork motivation.
Answer
Youranswershouldindicatewhatthegoal-settingtheoryofworkmotivationisandhowvarious needsarerealisedthroughthegoal-settingtheory. 1. Indicatewhatthegoal-settingtheoryis: Thegoal-settingtheoryviewsworkmotivationintermsofthesatisfactionthatisderived fromachievingonesgoals.Therationaleisthatspecificgoalsenablepeopletocompare theircurrentperformancewiththeperformancelevelrequiredtoachievethesegoals.Ifthey
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perceiveadiscrepancybetweentheircurrentperformanceandtheperformancerequiredto achievetheirgoals,theyaremotivatedtobettertheirperformance.Ithasbeenfoundthat employersarepreparedtostriveforgoalsifthefollowingconditionsaremet: 2. thegoalsmustbespecificallyandclearlydefined thegoalsmustbechallengingandattainable feedbackmustbegivenonprogresstowardthegoal employeesmustbepermittedtoparticipateingoalformulationinsuchawaythatthey acceptco-ownershipofthegoal.
Indicatehowneedsarerealisedthroughthegoal-settingtheory:AccordingtoMaslowthe basicmotivelinkingallhumanneedsisthetendencytowardsself-actualisation.Striving toachievegoalsisaprocessofself-actualisation.Theconditionsforgoal-settingindicate anumberofneeds: Specificandclearlydefinedgoalsrealisetheneedforsecurityandtheneedforknowledge(knowexactlywhatisexpected) Challenging,yetattainable,goalsrealisetheneedforselfactualisation(challengeto achieve),theneedforpower(abletoattaingoal),theneedforself-esteem(abilityto attainchallenginggoal) Feedback during progress realises the need for security, the need for knowledge (knowIamdoingtherightthing),socioaffectiveneed(sharingofresponsibilityand supportifIgowrong),theneedforself-esteemordignity(praiseifIdowell) Participationingoal-settingrealisestheneedforsecurityandpower(incontrolof situation),theneedforknowledge(knowswhatisgoingon),theneedforself-esteem ordignity(goodenoughtobeconsulted)andtheneedforself-actualisation(formulateowngoals).
activity 4
IndicatehowMaslowsneedsasadaptedbyDaviesrelatetotheequitytheoryofworkmotivation.
Answer
Youranswershouldindicatewhattheequitytheoryofworkmotivationisandhowvariousneeds arerealisedthroughtheequitytheory. 1. Indicatewhattheequitytheoryis:Theequitytheoryviewsworkmotivationintermsofthe desiretobetreatedfairly.Employeesconsidertheirperceivedworkoutcomes(whatthey thinktheygetoutoftheworksituation)intermsoftheirperceivedworkinputs(whatthey thinktheyputintotheirwork)togetanideaoftheirworkvalue.Theythenperformasocial comparisonoftheirsituation.Inotherwords,theycomparetheirworkvaluewiththoseof others.Ifanemployeefeelsthathisworkvalueislowerthantheworkvalueofhisfellow workers (in other words he puts in more and gets out less) he experiences unfairness. Theexperienceofunfairnesscausesdemotivation,andleadstopassive,andsometimes active,aggressiveness.Passiveaggressivenessiswhenanemployeeputslesseffortinto hiswork.Activeaggressivenessiswhenanemployeeactivelystartstosabotagehis/her employersoperations. 2. Indicatehowneedsarerealisedthroughtheequitytheory:
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(a)
(b)
Frustratedneeds:Theexperienceofbeingtreatedinanunfairmannermeansthat othersdonotcare(frustrationofthesocioaffectiveneed)andthattheydonotvalue oneasaperson(frustrationoftheneedforself-esteemordignity).Onefeelspowerless(frustrationoftheneedforpower)andonesabilitytofullyactualiseoneselfis diminishedbecausetheplayingfieldsareunequal(frustrationoftheneedforselfactualisation). Realisedneeds:Itisimportanttokeepinmindthattheexperienceofunfairnessresultsfromperceivedunfairness,whichmaybeanaccurateperceptionoraninaccurateperception.Tocounterperceptionsofunfairnessitisimportanttopayattention tothefulfilmentofhumanneeds.Communicationschannelsshouldexisttohandle worker queries and grievances (realise the needs for knowledge and power) and clearlyformulatedperformanceevaluationandremunerationpoliciesshouldbein place(realisetheneedsforself-esteemordignityandtheneedforself-actualisation). Endoflearningopportunity NOTE: Thisisnotanassignmentanddoesnothavetobesubmitted.
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B1502IPr learning opportunity
explore the nature of interpersonal relationships

Knowledgeofthenatureofinterpersonalrelationships.
Standards
assessment criteria
Yourknowledgeofinterpersonalrelationshipsisrelevantandsufficientif: 01 02 03 04 05 06 07 08 09 10 thefieldofinterpersonalrelationshipsisreviewedcomprehensively theconceptofovertbehaviourisindicated thenatureofprosocialandaggressivebehaviourisindicated theprocessofinterpersonalattractionisindicated thefactorsthatdetermineinterpersonalattractionareindicated theconceptofcasualrelationshipsisindicated thenatureoffriendshipsisindicated thenatureoffamilyrelationshipsisindicated thenatureofloverelationshipsisindicated thenatureofinterpersonalcommunicationisindicated
meTHod 01
Reviewthefieldofinterpersonalrelationships
Youareabletoreviewthefieldofinterpersonalrelationshipsif: 01 02 themainthemesinthefieldofinterpersonalrelationshipshavebeenidentified t e information has been modelled to provide a comprehensive picture of the field of h interpersonalrelationships
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Resource FromA-Z: Interpersonalcommunication Interpersonaldynamics Interpersonalrelationships Informationmodelling: Visiograms Informationmodelling: Expandabletreestructures
activity 1
Readthefollowingresourcematerial: Interpersonalrelationships Interpersonaldynamics Interpersonalcommunication Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldofinterpersonalrelationships.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: Interpersonalrelationships Interpersonaldynamics Interpersonalcommunication
activity 3
Modelthemainthemesofthefieldofinterpersonalrelationshipsintheformofavisiogram.
Answer
If you have a problem drawing a visiogram, please revisit one of the learning opportunities whereananswertothistypeofquestionwasprovided.
activity 4
Modelthemainthemesofthefieldofinterpersonalrelationshipsintheformofaexpandable treestructure.
Answer
Ifyouhaveaproblemdrawinganexpandibletreestructure,pleaserevisitoneofthelearning opportunitieswhereananswertothistypeofquestionwasprovided.
02
Indicatetheconceptofovert behaviour
Youareabletoindicatetheconceptofovertbehaviourif: 01 02 thedistinctionbetweenovertandcovertbehaviourisindicated twodimensionsofovertbehaviourareindicated
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Resource FromAZ: Interpersonaldynamics
activity 1
Readthefollowingresourcematerial: Interpersonaldynamics.
activity 2
Indicatethedifferencebetweenovertandcovertbehaviour
Answer
Overtbehaviourreferstopeoplesvisiblebehaviour,whereascovertbehaviourreferstopatternsinovertbehaviour.Thesepatternsarenotreadilyobservableunlessonelookscarefullyat somebodysbehaviouroveraperiodoftime.
activity 3
Indicatetwodimensionsofovertbehaviour.
Answer
Theprosocial-aggressivebehaviourcontinuumandtheattraction-repulsioncontinuum.
03
Indicatethenatureofprosocialandaggressivebehaviour Resource FromAZ: Interpersonaldynamics
Youareabletoindicatethenatureofprosocialandaggressivebehaviourif: 01thenatureofprosocialbehaviourisindicated 02thenatureofaggressivebehaviourisindicated
activity 1
Readthefollowingresourcematerial: Interpersonaldynamics(Section2)
activity 2
Whenpeopleareinagrouptheyarelesslikelytoofferhelpbecauseof... 1. 2. 3. 4. diffusionofpersonalresponsibility c onformationtogroupnorms theinnateneedforgroupaffiliation 1and2.
Answer
Alternative1.
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activity 3
Describethreetheoreticalapproachestounderstandingaggressivebehaviour.
Answer
Youranswershouldrefertoanddescribeeachofthefollowing: instinctapproaches frustration-aggressionapproaches observationallearningapproaches
04
Indicatetheprocessofinterpersonalattraction Resource FromAZ: Interpersonaldynamics
Youareabletoindicatetheprocessofinterpersonalattractionif: 01 thethreephasesofinterpersonalattractionareindicated 02 thenatureofeachphaseofinterpersonalattractionisindicated.
activity 1
Readthefollowingresourcematerial: Interpersonaldynamics(Section3).
activity 2
Describethreephasesintheprocessofinterpersonalattraction.
Answer
Youranswershouldrefertothefollowingphases: (a) awareness(becomingawareofeachother) (b) interaction(startingtointeractwitheachother) (c) commitment(feelingthattherelationshipmeanssomething)andshoulddescribethenatureofeachphase.
activity 3
Indicateinwhichphaseoftheprocessofinterpersonalattractionpeoplearemostlikelytotalk abouttheirpersonalfeelingsandopinions: 1. 2. 3. 4. thephaseinwhichtheybecomeawareofeachother thephaseinwhichtheystarttointeract thephaseinwhichtheycommittotherelationship allofthese.
Answer
Alternative3.
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Comment
Self-disclosureismostlikelytohappeninthephaseinwhichpeoplefeelthatarelationshipis meaningfulandbecomecommittedtotherelationship.
05
Indicatethefactorsthatdetermineinterpersonalattraction Resource FromAZ: Interpersonaldynamics
Youareabletoindicatetheprocessofinterpersonalattractionif: 01 02 thethreephasesofinterpersonalattractionareindicated thenatureofeachphaseofinterpersonalattractionisindicated.
activity 1
Readthefollowingresourcematerial: Interpersonaldynamics(Section3).
activity 2
Describethreephasesintheprocessofinterpersonalattraction.
Answer
1. 2. 3. 4. Proximity Physicalattraction Similarityandcomplementarity Verbalandnon-verbalcommunication.
activity 3
Describethenatureofeachofthefourfactorsthatdetermineinterpersonalattraction.
Answer
Youranswershouldmentionthefourfactorsandprovideadescriptionofeach.
activity 4
Linkthefollowingstatementstoparticularfactorsthatdetermineinterpersonalattraction: 1. 2. 3. 4. Gestures,facialexpressions,bodylanguageandvocalintonationcaneachplayapartin interpersonalattraction Theproverbbirdsofafeatherflocktogetherismeaningfulinthecontextofinterpersonal attraction Beinginthesameplaceasanotherpersoncancontributetointerpersonalattraction Acertaintypeofappearancecouldimpresstheobserversomuchthatitenhancesinterpersonalattraction.
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Answer
1. 2. 3. 4. Thefactor,verbalandnonverbalcommunication Thefactor,similarityandcomplementarity Thefactor,proximity Thefactor,physicalattractiveness.
06
Indicatetheconceptofcasual relationships Resource FromAZ: Interpersonalrelationships
Youareabletoindicatetheconceptofcasualrelationshipsif: 01 thenatureofcasualrelationshipsisindicated.
activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Section1)
activity 2
Definethetermcasualrelationship.
Answer
Acasualrelationshipis: basedoncontractedinteractions(interactforapurpose,followingsocio-culturalprotocol) basedonprinciplesofequity.
07
Youareabletoindicatethenatureoffriendshipsif:
Indicatethenatureoffriendships Resource FromAZ: Interpersonalrelationships
01
thedistinctionbetweenequitybasedandcommunalitybasedrelationshipsisindicated
activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Sections1and2).
activity 2
Indicatewhichofthefollowingis/aretrueofcommunalrelationships: 1. 2. 3. Communal relationships are characterised by friends sensitivity and responsiveness to eachothersneeds,withnocalculationofcosts Inmutualcollaborationtheendresultismoreimportantthanindividualcontributions Oneshouldalwaysrespondtoapersoninneedbecauseoneneverknowswhenonewould beintroubleoneself
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4.
Theeffortthattwopartiesputintoasituationandthebenefitstheyderivefromthesituation areequallybalancedforbothparties.
Answer
Statements1and2aretrueofcommunalrelationships.
Comment
Statements1and2describecharacteristicsofcommunalrelationships.Statements3and4 describerelationshipsbasedonequityprinciples
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Indicatethenatureoffamily relationships Resource FromAZ: Interpersonalrelationships
Youareabletoindicatethenatureoffamilyrelationshipsif: 01 02 03 thebasiccomponentsthatarepresentinhealthychild-parentrelationshipsareindicated interpersonalneedsthatarecreatedinfamilyinteractionsareindicated thewaysinwhichfamilyneedsfulfilmentinfluencethechildinitsadultliveareindicated.
activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Section3).
activity 2
Indicatewhichofthefollowingareattributesof(1)thechild-parentrelationshipand(2)personal virtueinarelationship: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) Admiration Comradeship Goodwill Trust Fairness Moderation Intimacy Emotionalcloseness Resolution Commonsense.
Answer:
1. 2. Attributesofachild-parentrelationship:a,b,d,g,h Attributesofpersonalcharacteristicsinarelationship:c,e,f,i,j
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activity 3
Describethreeinterpersonalneedsandindicatehowtheseneedsarecreatedinfamilyinteractions.
Answer
Youranswershouldrefertotheneedforinclusion,theneedforcontrolandtheneedforaffection,andgiveexamplesofthekindoffamilyinteractionsthatleadtoinsufficientandexcessive satisfactionoftheseneeds.
activity 4
Describehowinsufficient,excessiveandbalancedsatisfactionofneedscreatedinfamilyinteractionmanifestininterpersonalrelationshipsoutsidethefamily.
Answer
Youranswershouldrefertotheneedforinclusion,theneedforcontrolandtheneedforaffection,andindicatehowinsufficient,excessiveandbalancedsatisfactionofeachoftheseneeds influenceapersonsbehaviouringeneral.
09
Indicatethenatureoffamily relationships Resource FromAZ: Interpersonalrelationships
Youareabletoindicatethenatureofloverelationshipsif: 01 02 Sternbergstriangulartheoryofloveisindicated thenatureofthreemodelsofmaritalrelationshipsareindicated.
activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Section4).
activity 2
Indicatewhichofthefollowingstatementsaboutthebasiccomponentsofloveis/arecorrectin termsofSternbergstriangulartheoryoflove: 1. 2. 3. 4. Astherelationshipgrows,thethreecomponentspassion,intimacyandcommitmentare alwayspresentbutchanginginstrengthrelativetooneanother The three components passion, intimacy and commitment combine in various ways to producedifferentkindsofloverelationshipsthatareuniquetothoseinvolved Bothoftheabovestatements N oneoftheabovestatements.
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Answer
Alternative3.
activity 3
Advertisementsareoftenrecipemakersforrolesandrelationships.Whatkindofmaritalmodel isillustratedinanadvertisementsuggestingthatgoodmothersandwivesuseacertainkindof cookingoilwhileshowingamotherputtingabeautifullyroastedchickenonthetablewhereher husbandandtwokidsarealreadyseated? 1. 2. 3. Patriarchal Partnership Egalitarian
Answer
Alternative1.
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Indicatethenatureofinterpersonalcommunication Resource FromAZ: nterpersonalcommunicaI tion
Youareabletoindicatethenatureofinterpersonalcommunicationif: 01 02 03 thebasicelementsofcommunicationareindicated thebasicrequirementsofcommunicationareindicated thedynamicsofinterpersonalcommunicationareindicated.
activity 1
Readthefollowingresourcematerial: Interpersonalcommunication
activity 2
Identifythebasicelementsofinterpersonalcommunication.
Answer:
1. 2. 3. 4. Thecommunicator(thepersonwhocommunicates) Thereceiver(thepersonatwhomthecommunicationisaimed) Themessagethatiscommunicated(conveyedbyverbalandnon-verbalsignals) Thechannelofcommunication(humansenses).
activity 3
Identifythebasicrequirementsofcommunication.
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Answer
1. 2. 3. Communicationrequiresencodingrulestoenableproperdecodingofthemessage Communicationrequirescleartransmission(i.e.themeaningfulsignalshouldexceedthe backgroundnoise) Communicationrequiresknowledgeofthecontextinwhichthecommunicationtakesplace.
activity 4
Chooseanyconversationfromabook,magazineornewspaper,oranytopicdiscussedwith friendsorathome,andanalyseitintermsoftheelementsandtherequirementsofinterpersonal communication.
Answer
Youranalysisshouldaddressthefollowing: 1. 2. 3. 4. 5. Whotakespartintheconversation(whoarethecommunicatorsandwhoarethereceivers)? Whatarethecircumstancesoftheconversations,andwhataretherelationshipsbetween communicatorsandreceivers(whatarethecontextsofcommunication)? Whatarethemessagesbeingcommunicated? Howarethemessagesencoded(verballyandnon-verbally)? Aretherepossiblenoisefactorsthatmaydrownthemeaningofthemessages?
activity 5
Namethreeaspectsofthedynamicsofinterpersonalcommunication.
Answer
1. 2. 3. Itisimpossiblenottocommunicate Communicationisapatternwithinanongoingprocess Communicationhappensondifferentlevels.
activity 6
IndicatewhatthestatementOnecannotcommunicatemeans.
Answer
Youranswershouldindicatethefollowing: 1. Communicationismorethanverbalandwrittenwords,theentirebodyisinvolvedincommunication.Beingpresent,notsayingaword,communicatesthefactthatonedoesnot wishtospeak.Beingabsentwhenoneshouldbepresentcancommunicatethemessage thatoneisangryanddonotwishtopartake.Inotherwords,itisnotpossiblenottocom-
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2.
municate Communicationdoesnotoccuronlywhenconsciouslyplanned,anddoesnotnecessarily achievewhatthecommunicatorhasinmind.Unintendedmessagesarecommunicated, andmessagesaresometimesnotunderstoodoraremisunderstood.
activity 7
Describetheongoing-processnatureofcommunication.
Answer
Youranswershouldindicatethefollowing: 1. Communicationwithinanexistinginterpersonalrelationshipdoesnothaveaspecificstartingpointandaspecificendpoint.Everyinterpersonalcommunicationisinfluencedbya historyofpastinteractionsandwillinfluencefutureinteractions Communicationcanbeseenintermsofcommunicationpatternsinwhichparticularevents areinteractiveandmutuallyreinforcing.
2.
activity 8
Describehowcommunicationtakesplaceondifferentlevels.
Answer
Youranswershouldindicatethefollowing: 1. Communicationoccursattwolevels,theinformativecontentlevel(indicatingwhatisbeing said)andthemeta-communicativelevel(providingacommentaryonorqualificationofthe informativecontent) Communicationiscongruentwhentheinformationcontentandthemeta-communication corroborateandconfirmeachother.Ifthisdoesnothappenthecommunicationisexperiencedasincongruent.
2.
activity 9
Indicatewhichofthefollowingisanaspect(areaspectsof)thedynamicsofcommunication: 1. 2. 3. 4. theimpossibilityofnotcommunicating theongoing-processcharacterofcommunication themultiplicityoflevelsofcommunication allthreeoftheabove.
Answer
Alternative4.
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activity 10
Whatpeoplesaytoeachotherinaconversationisinfluencedbywhathappenedpreviously,and itaffectswhathappensafterwards.Indicatetowhichaspectofthedynamicsofcommunication thisstatementrefers: 1. 2. 3. 4. Wecannotnotcommunicate Communicationisapatternwithinanongoingprocess Communicationhasdifferentlevels,namelyinformativeandmetacommunicative Noneoftheabove.
Answer
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B1502nGF learning opportunity
explore the nature of group functioning

Knowledgeofthenatureofgroupfunctioning.
Standards
assessment criteria
Yourknowledgeofgroupfunctioningisrelevantandsufficientif: 01 02 03 04 05 06 thefieldofgroupfunctioningisreviewedcomprehensively theattributesofgroupsareindicated themannerinwhichgroupsachievegoalsisindicated themannerinwhichgroupsaregovernedanddirectedisindicated themannerinwhichgroupsdifferentiateisindicated thenatureofintergroupcooperationisindicated.
meTHod 01
Reviewthefieldofgroup functioning
Youareabletoreviewthefieldofgroupfunctioningif: 01 02 themainthemesinthefieldofgroupfunctioninghavebeenidentified the information has been modelled to provide a comprehensive picture of the field of groupfunctioning
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Resource FromA-Z: roups:Theattributesof G humangroups roups:Thedifferentiation G ofgroups roups:Theinteractionof G groups nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures
activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups Groups:Thedifferentiationofgroups Groups:Theinteractionofgroups Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldofgroupfunctioning.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. Groupshavecertainattributes Groupsdifferentiatethroughcertainprocesses Groupsformintergrouprelationshipsthroughinteractingwithothergroups
activity 3
Modelthemainthemesofthefieldofgroupfunctioningintheformofavisiogram.
Answer
Yourvisiogrammaydifferfromthisone,butitshouldneverthelesscontaintheseelements.
Groups
have
Groupattributes
ha
ve
have
Processesof differentiation intergroup relationships
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activity 4
Modelthemainthemesofthefieldofgroupfunctioningintheformofaexpandabletreestructure.
Answer
Yourtreestructuremaydifferfromthisone,butitshouldneverthelesscontaintheseelements.
Groups Attributesofgroups
AZ
Differentiationofgroups
Interactionbetweengroups
02
Indicatetheattributesof groups Resource FromAZ: roups:Theattributesof G humangroups
Youareabletoindicatetheattributesofgroupsif: 01 02 thegroupattributesareidentified thecharacteristicsofeachofthegroupattributesarerecognised.
activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups
activity 2
Nametenattributesbywhichanumberofindividualsisrecognisedasagroup.
Answer:
Individualsformagroupif: 01 02 03 04 05 06 07 thevariousindividualmembersareawarethattheybelongtothegroup groupnormsdevelop theyarecohesivelyconnected therearenetworksofpersonalattractionamonggroupmembers(Socio-metricstructure) therearepatternednetworksofcommunication groupmembersinteractfairlyregularlyamongstthemselves theyworktowardscommongoals
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groupviewsdevelop groupconflictoccur groupthinkingdevelop patternsofleadershipandfollowershipcanbeobserved.
activity 3
Indicatethecharacteristicsofeachofthegroupattributes.
Answer
1. Characteristicsofawarenessofmembership: (a) (b) (c) 2. Groupmembershaveatleastonethingincommon Groupmembersbelievethatthebenefitsofmembershipoutweighthedisadvantages ofmembership Groupmembersbecomegraduallycommittedthrougharecurringprocessofsocial integration. Groupnormsaretheformalandinformalrulesthatgroupmembersaresupposed toobserve Group norms put pressure on members to conform to them, especially in highly cohesivegroups Groupnormsoriginateinthreeways:(i)formulatedbygroupleaders;(ii)productof groupexperience,and(iii)transferredfromothergroups. Cohesionreferstohowcloselygroupmembersareconnected Forceswithinoroutsidethegroupinfluencethecohesionamonggroupmembers. Groupmembersarenotequallyattractedtoeachother Thepatternsoflikinganddislikingformagroupssocio-metricstructure Thesocio-metricstructureofagroupisinfluencedbytherelativeimportanceofthe relationshipandtaskdimensions. Thereareidentifiablecommunicationpatternsingroups Thesepatternsstructurethegroupscommunicationnetwork Thenetworkdeterminesthehierarchyandfrequencyofcommunicationandalsothe numberofpeopleinvolved. Groupmembersinteractfairlyregularly,directlyorindirectly Thecommunicationdynamicsamonggroupmembershasasignificantimpacton theinteractionpatternsthatdevelopingroups.
Characteristicsofgroupnorms: (a) (b) (c)
3.
Characteristicsofcohesion: (a) (b)
4.
Characteristicsofinterpersonalattraction(socio-metricstructure): (a) (b) (c)
5.
Patternednetworksofcommunication: (a) (b) (c)
6.
Characteristicsofinteraction: (a) (b)
7.
Characteristicsofcommongoaldevelopment:
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(a) (b) (c) 8.
Groupshavepurpose(implicitlyorexplicitly)whichdefinesthegroupgoals Membersperformcertainrolesinordertoachievethegroupgoals Therearetwokindsofrole,namelyinstrumentalandaffiliative.
Characteristicsofgrouppolarisation: (a) (b) Groups normally arrive at moderate views because they temper extreme views in decisionmaking Asgroupmemberslearnfromeachotherspointsofviewthegroupmayshiftfrom itsmoderateviewtoaradicalpoleandbecomepolarised.
9.
Characteristicsofgroupconflict: (a) (b) Groupconflictbetweenmembersareinevitableinthelifeofanygroup Sourcesofgroupconflictare(i)differencesaboutgoals,(ii)differencesaboutmethods,(iii)differencesaboutdistributionofresources,(iv)differencesinexpectations, and(v)threatstoself-esteem,identityandsecurity. Group thinking refers to the tendency of group members to take decisions in an unconsideredanduncriticalway Group thinking occurs mainly when a group has a strong leader, there is strong groupcohesion,andthegroupisunderpressuretotakeaconsensusdecision Groupsarelikelytotakecatastrophicdecisionswhen(i)groupcohesioncreatesan illusionofinvulnerabilityandlimitlesspower,(ii)thegroupreliesonstereotypingof peopleandsituationsratherthanactualobservationsandtestedfacts,(iii)thegroup believesstronglyintheinherentmoralityofitsownrightofexistence,methodsand decisions,and(iv)theillusionofunanimityinthegroupputspressureonmembers tokeepquietabouttheirmisgivings Groupscancounterthetendencytogroupthinkingbytakingthefollowingmeasures (i)havestrongleaderswithdrawfromdecision-makingprocesses,(ii)instructparticulargroupmemberstoplaytheroleofdevilsadvocate,and(iii)bringinoutside observerstomonitorthegroupsdecision-makingprocess.
10.
Characteristicsofgroupthinking: (a) (b) (c)
(d)
11.
Characteristicsofpatternsofleadershipandfollowership: (a) Therearevariousviewsofhowleadersbringaboutsocialinfluenceinagroup(i)via theleaderspersonaltraits,(ii)viacharismaticleadership,(iii)viatransformational leadership,and(iv)viasuperleadership. Followershippatternsingroupsare:subjectiontocontrol,beingmotivated,being guidedbyclearpurpose,beingempoweredtomanagethemselves,feelingsofpersonalcontrolandheightenedintrinsicmotivation.
(b)
03
Indicatehowgroupsachieve goals
Youareabletoindicatehowgroupsachievegoalsif: 01 02 thenatureofthetaskandrelationshipdimensionsingroupfunctioningisrecognised thenatureofsocialloafingingroupfunctioningisrecognised.
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Resource FormAZ: roups:Theattributesof G humangroups
activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups(Section2.2)
activity 2
Indicatethetwodimensionsintermsofwhichthecommongoalsofagrouparerealised,and describeeachdimension.
Answer
Agroupscommongoalsarerealisedinataskdimensionthatisassociatedwithaninstrumental roleofgroupmembers,andinarelationshipdimensionthatisassociatedwithanexpressive roleofgroupmembers.
activity 3
Usethediagrambelowandanswerthefollowingquestions:
High RELATIONSHIP ORIENTATION Medium Low A D G Low B E H Medium C F I High
TASKORIENTATION
(a) Agroupthathasjuststartedoutislikelytobeinstage(1) (b) Agroupthathasbeengoingforquitesometimeandisfunctioningeffectivelyislikelyto beinstage(2) (c) Agroupwithlowcohesionbutahighgoalconsensusislikelytobeinstage(3) (d) Agroupwithgoodinterpersonalinteractionbutlowgoalconsensusislikelytobeinstage (4).
Answer
1. 2. 3. 4. G C I A
activity 4
Answerthefollowingquestion: Whatdowecallthephenomenonthatagroupslevelofproductivityoftentendstobelowerthan thelevelachievedbyindividualmembersofthegroupwhenworkingoutsidethegroup?
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Answer
Socialloafing.
activity 5
What(doyouthink)arethereasonsforloweredgroupperformance?
Answer
Toanswerthisquestionyouhadtothinkforyourself.Youranswermaydifferfromtheideas offeredbelow.Youprobablydidnotgetallthesepoints?Itdoesnotreallymatter.Thepurpose wassimplytoencourageyoutothinkaboutthisissue. 1. 2. Poorcoordinationofindividualeffortmayleadtolowergroupoutput I ndividualmembersmayproduceless(socialloafing)foravarietyofreasons: (a) Whenindividualeffortsarenotseparablefromthegroupeffortmembersmayexperiencearelaxationofresponsibilityandscaledowntheireffortsaccordingly.Thereforegroupsshouldhavecleargoals,andindividualeffortsshouldbemonitored. Earlygroupsuccessesandprogressmayleadtomembersbelievingthattheirfull effortisnolongerrequiredtocompletethetask.Thiseffectcanbecounteredby dividingagrouptaskintoaseriesofsmallertargets,theachievementofeachtarget beingpresentedasequivalentorequallyattractive. Perceivedequalityofeffort:Ifsometeammembersthinkthatothermembersnonot putinthesameefforttheydotheybecomeresentfulandlowertheirinputsaccordingly.Thereforecleargoalsandcarefulmonitoringofindividualeffortsarerequired ingroups. If more experienced group members do more complicated work and let less experienced member feel that their contributions are negligible and not particularly relevantthelessexperiencedmembersmayfeelthattheireffortsarenotrecognised. Inordertoavoidthiskindofloafingthemembersneedtounderstandthathierarchic rankinginateamcontextonlyservesapurposeiftheprincipleofinterdependence isobserved.
(b)
(c)
(d)
04
Indicatehowgroupsare governedanddirected Resource FromAZ: roups:Theattributesof G humangroups
Youareabletoindicatehowgroupsaregovernedanddirectedif: 01 02 threekindsofleadershiparerecognised thenatureofeachofthethreekindsofleadershiparerecognised.
activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups(Section2.2:Patternsofleadershipandfollowership)
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activity 2
Indicatethreekindsofleadership.
Answer
1. 2. 3. Theleaderwhoreliesonhis/herpersonaltraitstoleadcharismatically Theleaderwhofathomsthenatureofthesituationandadaptshis/herapproachaccordinglytoleadthroughtransformation Theleaderwhohelpsotherstoleadthemselves.
activity 3
Indicatethenatureofleadershipthroughpersonaltraits.
Answer
The leader influences people through personal characteristics, such as intelligence, self-assertiveness,self-confidence,expertise,creativity.Theleaderisdrivenbyhis/herambitionand needforpower.Peoplearepreparedtofollowthispersonifhe/sheshowstheway(throughintelligence,expertise,creativity)andiftheyperceivetheleadertohavehonestyandintegrity.The problemwiththisviewofleadershipisthatalthoughleadersoftendisplaythesetraitsthereare littleevidencethatpersonaltraitsarenecessaryconditionsforleadership.Inotherwords,notall leadersshowthepersonalcharacteristicsnormallyassociatedwithleaders.
activity 4
Indicatethenatureofleadershipthroughsituation-appropriateresponseandtransformation
Answer
Thiskindofleadershiprequirestheleadertobeawareofthenatureanddemandsofaparticular situationandtoreactappropriatelytothosecircumstances.Forexample,somecircumstances may require the leader to exercise directive control over group activities (emphasis on task orientation),whereasothersituationsrequireminimalcontrolandmorerelationship-oriented leadershipbehaviour.Foursituation-appropriateresponsestyles(leadershipstyles)havebeen identified,namelyadelegatingstyle(achievingthegroupgoalbyassigningseparatetasksto specificteammembers),aparticipatingstyle(achievingthegroupgoalbyassigningpartsof taskstoteammemberssothateverybodyworkstogethertowardscompletingthetask),aselling style(achievingthegroupgoalbygettingpeopleenthusiasticaboutwhattheydo),andatelling style(achievingthegroupgoalbygivingclearinstructionstobefollowedbyeverybody).The adoptionofaparticularleadershipstyleisdeterminedbythenatureofthesituation,forexample, thetrainingandexperienceofthegroup.Ifgroupmembersaretrainedandexperiencedtodo thejobindependentlytheleadercanfollowadelegatingstyle.Butatellingstylewouldbemore appropriateifthegroupmembersareinexperiencedanduntrained.Transformationalleaders worktowardsgoalachievementbytransformingthesituation.Atransformationalleadercreates aclearvisionandthengetspeopletobuyintothisvisionandtocommitthemselvestowork
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towardtherealisationofthevision.Goalsarerealisedaspeopleworktowardsrealisingthevisiontheyshare.Thustransformationleadershavetobeintelligentandcreative.Theyhavetobe incontactwiththeircircumstancesbutalsobeabletolookahead,toseewherecurrenttrends areleading.Theyhavetobeabletotranslatetheirperceptionsintoavisionthatpeoplewillbe willingtoshare.
Activity5
Indicatethenatureofsuperleadership.
Answer
Superleadersaretransformationalleaders,buttheyalsoactasteachersandcoachestoempowerpeopletomanagethemselves.Inotherwords,inadditiontotransformationalleadership activitiestheyalsofocusontransferringleadershipqualitiestogroupmembers.
activity 6
Indicatewhichofthefollowingapproachestoleadershipsupportsthenotionofabornleader: 1. 2. 3. 4. Leadershipliesinthesocialinfluencewhichisassociatedwiththenatureofthesituation andaparticipatoryleadershipstyle Leadershipliesinthesocialinfluenceoftheleadersabilitytocreateavisionoftransformation Leadershipliesinthesocialinfluenceoftheleadersuniquepersonalattributes 1and2.
Answer
Alternative3.
05
Indicatehowgroupsdifferentiate Resource FromAZ: roups:Thedifferentiation G ofgroups
Youareabletoindicatehowgroupsdifferentiateif: 01 02 03 theroleofsocialcategorisationingroupdifferentiationisrecognised theroleofstereotypingingroupdifferentiationisrecognised theroleofidentificationingroupdifferentiationisrecognised.
activity 1
Readthefollowingresourcematerial: groups:Thedifferentiationofgroups
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activity 2
Indicatetheroleofsocialcategorisationingroupdifferentiation.
Answer
Youranswershouldrefertothefollowing: 1. 2. 3. 4. Agroupisformedwhenanumberofindividualsareseentobesimilarinsomewaywhilst differingfromothersinthisregard. Thegrouponebelongstoiscalledthein-group(us-group)andthosewhoareexcluded onthebasisofnotsharingtheattributeinquestionconstituteanout-group(them-group). Theprocessofcategorisingindividualsonthebasisoftheirsimilarityandtheirdifference fromothersiscalledsocialcategorisation. Thussocialcategorisationplaysafundamentalroleinourdifferentiationandunderstandingofin-groupsandout-groups.
activity 3
Whichconceptdescribestheprocessweusetodividepeopleintogroups?
Answer
Socialcategorisation.
activity 4
Whichofthefollowingbestdescribessocialcategorisation? 1. 2. 3. 4. Theperceptionofsimilarity Theperceptionofdifference Membershipofagroup 1and2.
Answer
Alternative4.
activity 5
Indicatetheroleofstereotypingingroupdifferentiation.
Answer
Youranswershouldrefertothefollowing: 1. Theprocessofoversimplifyingthecomplexitiesofagroupiscalledthestereotypingofthe group.Inotherwords,stereotypingistheprocessofoversimplifyingthroughtheprocess ofsocialcategorisation.
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2.
3.
4.
5.
Stereotypinginvolvesunqualifiedgeneralisationofsomeaspectofthegroup.Information thataffirmsthestereotypeisrecognisedwhileinformationthatrefutesorquestionsthe stereotypeisignored. Stereotypesareperpetuatedonthebasisofself-fulfillingpropheciesfuelledbyselective perception. Stereotypes create expectancies that allow one to perceive selectively, recognising information that confirms ones expectations and overlooking information that refutesorquestionsonesexpectations. Stereotypescreateprejudice(reluctanceonthepartofindividualstochangetheirattitudes) andsocialdistance(lowerdegreesofacceptance/closenessthatgroupsexperienceofeach otherandlesswillingnesstohavecontactwithoneanother). Thusstereotypingplaysamajorroleinthedifferentiationofgroups.
activity 6
Answerthefollowingquestion:Believingthatfatpeoplearejollyandthatpeoplewithredhair aremoodyareexamplesof: 1. 2. 3. 4. socialcategorising stereotyping bothoftheabove noneoftheabove.
Answer
Alternative2.
activity 7
Indicatetheroleofidentificationingroupdifferentiation.
Answer
Youranswershouldrefertothefollowing: 1. 2. 3. 4. 5. According to social identity theory self-concept has two components, namely personal identityandsocialidentity. Personalidentityreferstoanindividualscharacteristic,beliefs,skillandattributes Socialidentityreferstoindividualsnaturalfeelingofbelongingtoaparticulargroup. Thereforegroupmembership(membershipofin-groups)playsaroleinsatisfyingindividualsneedforself-esteem. Individualswhoenhanceoraffirmtheirself-imageviaaparticulargroupmaybeinclinedto ratethein-grouphighlyintermsofarangeofdesirableattributes,andmaybeinclinedto underrate,evendisadvantage,theout-group.
activity 8
Answerthefollowingquestion:
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Whichconceptindicatesthenaturalfeelingwehavetowardsaspecificgroupofpeoplebecause wearelikethatgroupinspecificrespects,andalsoidentifywiththegroup? 1. 2. 3. 4. Self-esteem Socialcloseness Socialidentity Personalidentity.
Answer
Socialidentity.
06
Indicatethenatureofintergroupcooperation Resource FromAZ: roups:Theinteractionof G groups
Youareabletoindicatethenatureofintergroupcooperationif: 01 02 03 fourlevelsofexplanationofintergrouprelationsarerecognised sixfactorsthatareimportantinestablishingintergroupcooperationarerecognised t henatureofeachofthesixfactorsinvolvedinestablishingintergroupcooperationare recognised.
activity 1
Readthefollowingresourcematerial: Groups:Theinteractionofgroups
activity 2
Describefourlevelsofexplanationofintergrouprelations.
Answer
Youranswershouldprovidebriefdescriptionsofthefollowingkindsofexplanation: Individual-levelexplanations Interpersonal-levelexplanations Position-levelexplanations Ideological-levelexplanations.
activity 3
Indicatesixfactorsthatareimportantinestablishingharmoniousintergroupcooperation.
Answer
1. 2. Createasocialnormthataffirmsandlegitimisesthecommonalityofthevariousgroups Maintainequalstatusofmembersofdifferentgroupsinintergroupcontactsituations
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3. 4. 5. 6.
Maintaininterpersonalcontactbetweengroupstoreduceperceptionsofin-groupheterogeneityanddemolishperceptionsofout-grouphomogeneity Maintaincooperativeactivitiesbysettingcommongoals,andallowingthegroupstodevelopcommoninterestsandvaluesandtolookforsolutionstoproblemstogether Developamulticulturalethos Developacriticalconsciousnessofoppressivepatterns.
activity 4
Indicate the nature of each of the six factors that are important in establishing harmonious intergroupcooperation.
Answer
1. Createasocialnormthataffirmsandlegitimisesthecommonalityofthevariousgroups: Groupsexistwithinandshareawidercontext.However,itisdifficultforagroupmember toseethiswidercontextbecausethegroupthatthegroupmemberbelongstoconstitutes thecontextforthatgroupmember.Thewidercontextwithinwhichthevariousgroupsexist containsanumberofaspectsthatarecommontothegroups.Forexample,ifthegroups inquestionaregroupswithinhumansocietythenthegroupssharethefactofhumanity, thatis,thefactthattheyareconstitutedofhumanbeings.Ifthegroupsinquestionare groupswithinaparticularorganisationthenthegroupssharethefactoftheirorganisational membership.Thegroupsmayhavedifferentfunctionsandmaydifferinanumberofrespectsbuttheyexistbecausetheorganisationexistsandthereforetheysharethegoalsand purposesoftheorganisation.Themembersofthevariousgroupsneedtobecomeaware ofthewidercontextsharedbythevariousgroups.Groupleadersplayanimportantrolein thisregardbyenticinggroupmemberstolookbeyondthelimitsoftheirrespectivegroups. Maintain equal status of members of different groups in intergroup contact situations: Groups are not similar. Group differences are a major reason for group differentiation. Groupsmaydifferwithregardtoanumberofaspects,andmaybeorganisedhierarchically intermsofparticularaspects.However,nosinglegroupishighonallaspectsofintergroup differences,andlikewisenosinglegroupcanbelowonallaspectsofdifference.Groups normallyaverageoutontheirhighsandlows.Inotherwords,groupscanbeorganised hierarchicallywithregardtoaparticularaspectofdifference,butareprettymuchonpar whenallpossibleaspectsofdifferencearetakenintoaccount.Thereforethereisnoreason toassignalowerstatustorepresentativesofonegrouprelativetothoseofanothergroupin intergroupcontactsituations.Evenifthegroupsareorganisedhierarchicallywithregards toaparticularmatterofconcerntherepresentativesofthelessimportantgroupshouldstill haveequalstatuswiththoseofthemoreimportantgroup,andthestatusofequalityshould betakenseriouslyandshouldbeactedupon. Maintaininterpersonalcontactbetweengroupstoreduceperceptionsofin-groupheterogeneityanddemolishperceptionsofout-grouphomogeneity:Groupmembersareaware ofthedifferencesamongthemselvesinsidetheirgroup.Theyarenotawareofthedifferencesinsidethegroupsthattheyarenotmembersof.Thusout-groupmembersarebeing perceivedasallalikeasbeinghomogenous,whereasin-groupmembersareperceived intermsoftheirheterogeneity.Theunderstandingthatout-groupmembersarenotallthe samecomesaboutviainterpersonalcontactwithmembersoftheout-group.Onceone beginstoseetheheterogeneityoftheout-groupitbecomesmoredifficulttostereotypethe
2.
3.
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4.
5.
6.
groupmembers.Itisalsomoredifficulttomaintainstrictbordersbetweengroupsifone cannotframepeopleaccordingtotheirstereotypes.Thevariation(heterogeneity)among thegroupmembersofthevariousgroupsmakesitclearthatgroupmemberscannotbe restrictedtooneparticulargroup.Itbecomesclearthattheirgroupmembershipisamembershipbasedonaparticularaspectoftheirlives.Itisnotbasedontheirentirelives(their stereotypedlives). Maintaincooperativeactivitiesbysettingcommongoals,andallowingthegroupstodevelopcommoninterestsandvaluesandtolookforsolutionstoproblemstogether:When groupsworktogethertorealisecommongoalstheybecomeawareofthebroadercontextin whichthegroupsexist.Groupofmembersworktogethertorealisegroupgoals.Iftheyare notawareofthewayinwhichgroupgoalscometogethertorealisethegoalsthatexistin thebroadercontexttheycannotseehowthegroupsfunctioninharmonyforagreatergood. Developamulticulturalethos: Thetermmulticulturalisusedmostlyinthecontextofsociety,referringtothefactthat modernsocietiesconsistofvariousculturalgroups.However,anycontextinwhichone findsmorethanonegroupcanbetermedmulticulturalinthesensethatthegroupsdiffer fromoneanother.Amulticulturalethosreferstothefactthatgroupmembersshouldbecomeawarethatapartfrombeingmembersofaparticulargrouptheyalsohavemembershipofthebroadercontextinwhichtheirgroupexists.Thisduelmembershipisabasic factorinformingamulticulturalidentity.Membershipofthebroadercontextmeansones identityincludestheculturaldiversityofthevariousgroupsbutalsothatonestillhavean identityattachedtoonesprimarygroup. Developacriticalconsciousnessofoppressivepatterns: Replacing an oppressive system with another, or simply switching the roles of the oppressedandtheoppressorwithinaparticularsystemisnotacureforoppression.Itis simplyarepetitionofoppression,andthereforepartofanoppressivepattern.Acritical consciousnessofthesepatternsarerequiredtocureoppression.Itisimportanttorememberthatoppressionstartsthemomentonedoesnottreatandrespectanotherhumanbeing asahumanbeinginhis/herownright,thatis,themomentonedoesnotallowsomebody self-esteemandthepossibilitytorealisehim/herselfasahumanbeing.
activity 5
Answerthefollowingquestion: Theestablishmentofequalstatuscontactsituationsforthesakeofharmoniouscooperation betweengroupsinvolves: 1. 2. 3. 4. theintentionsofpeopletotreatoneanotherasequals acontextinwhicheverybodyistakenseriously newstereotypesthatcanbeusedforcategorisationofgroups 1and2.
Answer
Alternative4.
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activity 6
Amulticulturalethosmeans: 1. 2. 3. 4. therecognitionofculturaldiversity thecapacitytoaccommodateculturaldiversity culturalassimilation 1and2.
Answer
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B1502noF learning opportunity
explore the concept of emotion

Knowledgeoftheconceptofemotioninpsychology.
Standards
Assessmentcriteria
Yourknowledgeoftheconceptofemotionisrelevantandsufficientif: 01 02 03 04 05 06 07 08 thefieldofemotionisreviewedcomprehensively theconceptofemotionisindicated t henatureoftherelationshipbetweenthephysiologicalandthepsychologicalaspectsof emotionsisindicated thecriteriafortheclassificationofemotionsareindicated thedifferentwaysinwhichemotionsareexpressedareindicated thefactorsthatplayaroleintherecognitionofexpressedemotionsareindicated. thenatureofemotionalintelligenceisindicated therelationshipbetweenemotionsandmotivationisindicated
meTHod 01
Reviewthefieldofemotion
Youareabletoreviewthefieldofemotionif: 01 02 themainthemesinthefieldofemotionhavebeenidentified the information has been modelled to provide a comprehensive picture of the field of emotion
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Resource FromAZ: motion E nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures
activity 1
Readthefollowingresourcematerial: Emotion Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldofemotion.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: Thedefinitionoftheconceptofemotion Componentsofemotion Theoriesofemotion Classificationofemotions Factorsinfluencingtheinterpretationofemotions Theconceptofemotionalintelligence Therelationbetweenemotionsandmotivation.
activity 3
Modelthemainthemesofthefieldofemotionintheformofavisiogram.
Answer
Youhavetodrawavisiogramcontainingacircleforemotionandsevencirclesrepresentingeach ofthemainthemes.Ifyoufindthisdifficult,havealookatoneoftheotherlearningopportunities whereanexampleofavisiogramisprovided.
activity 4
Modelthemainthemesofthefieldofemotionintheformofaexpandabletreestructure.
Answer
Youhavetodrawatreestructureinwhichtherootiscalledemotion,andtherootisexpanded acrossthesevenmainthemes.Ifyoufindthisdifficult,havealookatoneoftheotherlearning opportunitieswhereanexampleofatreestructureisprovided.
02
Indicatetheconceptof emotion
Youareabletoindicatetheconceptoffeelingif: 01 theprimarycomponentsoffeelingasconceptualisedinpsychologyarerecognised
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Resource FromAZ: motion E
activity 1
Readthefollowingresourcematerial: Emotion(Section1).
activity 2
Indicatetheprimarycomponent(s)ofemotionasconceptualisedinpsychology. Emotionconsistsof: 1. 2. 3. 4. physiologicalarousal p erceptual-cognitivecontent observablebehaviourexpressions a lloftheabove.
Answer
Alternative4.
activity 3
Indicatethenatureofemotionsbyselectingappropriatestatementsfromthelistbelow: (a) Aparticularfeelingisexperiencedinreactiontoparticularsituations (b) Afeelingofvagueunpleasantness (c) hecognitivecontentoftheexperiencedfeelingisvagueandnotclearlyrelatedtoaspeT cificsituation (d) Thefeelingresultsfromanimmediatepromptingand/orinvolvementwithsomethingor someone (e) Therelationshipbetweentheexperiencedfeelingandthethingthatpromptsitisvague andassociative (f) Theexperiencedfeelingismoreorlesspermanentlypresent (g) Thefeelingisnotveryintenseandlastsforhours,daysorweeks (h) Theexperiencedfeelingreferstoaprevailingmoodsharedbyanumberofpeople (i) Theexperiencedfeelingisastateofreadinessfortheexperienceofaspecificemotion (j) Theexperiencedfeelingistheaftermathofanemotion (k) Theexperiencedfeelingisconsciouslyassociatedwithameaningfulsituation (l) Theexperiencedfeelingreflectsthedominantfeelingsofanera (m) heexperiencedfeelinginfluenceshowthingsareperceivedandthoughtabout T (n) Theexperiencedfeelingismomentaryandclear.
Answer
Emotions:a,d,k,n Therestarenotemotionsasunderstoodinpsychology: bandeshouldratherbedescribedassensoryfeelings c,g,i,jandmaremoods f,handlareverygeneralfeelingssharedbypeopleinaparticularsociety.
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activity 4
Indicatewhichofthefollowingcannotbeclassifiedasanemotion? 1. 2. 3. 4. fearofasnake adislikeoflies vaguerestlessness joyoverresults.
Answer
Alternative3.
Comment
Onecanonlyusethetermemotionwhenthefeelingthatsomeoneexperiencesisconsciously associatedwithameaningfulstimulussituation,forexample,afeelingoffearwhenasnakeis seen,afeelingofdislikewhenalieistold,andafeelingofjoywhenfavourableresultsareheard. Vaguerestlessnessisnotconsciouslyassociatedwithaparticularstimulussituation.Itreflects amood,notanemotion.
03
Indicatethenatureoftherelationshipbetweenthephysiologicalandthepsychologicalaspectsofemotions Resource FromAZ: Emotion tress:The S psychophysiologyof stress
Youareabletoindicatethenatureoftherelationshipbetweenthephysiologicalandthepsychologicalaspectsofemotionsif: 01 02 03 thenatureofpsychophysiologicalarousalisrecognised thebasictenetsofSchachterstwo-factortheoryofemotionsarerecognised thebasictenetsofthecognitiveappraisaltheoryofemotionsarerecognised.
activity 1
Readthefollowingresourcematerial: Emotion(Section2) Emotion(Section3) Stress:Thepsychophysiologyofstress
activity 2
Definepsychophysiologicalarousal.
Answer
Youranswershouldindicatethatpsychophysiologicalarousalinvolves: (a) physiologicalarousalthatis,increasedphysicaltensionthatmaybereflectedinacceleratedheartbeat,clammyskin,asickfeelinginthestomachandariseinbloodpressure.
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(b) psychologicalarousalthatis,becomingawareofandassigningmeaningtoparticular feelings,thingsandsituationsthroughconsciousthinking. (c) the link between physiological arousal and psychological arousal (i) That there is a continuumofphysiologicalarousalandthatonesfeelingsandbehaviourbecomemore intenseandchangequalitativelyasthelevelofphysiologicalarousalrises.(ii)However, thatfeelingsarenotdeterminedbythephysiologicalarousalinitself.Themeaningone ascribestoasituation(cognitivecontent)inconjunctionwithphysiologicalarousaldeterminesthenatureandintensityofonesfeelings.
activity 3
Answerthefollowingquestion: Thenatureofanemotionisdeterminedby: 1. 2. 3. 4. thenatureandlevelofphysiologicalarousal theinteractionbetweenphysiologicalarousalandcognitivecontent bothoftheabove neitheroftheabove.
Answer
Alternative2.
Comment
Physiologicalarousalinitselfdoesnotdeterminethenatureofanemotion.Physiologicalarousalandcognitivecontentinteractinthedifferentiationofanemotion.
activity 4
IndicatethebasictenetsofSchachterstwo-factortheoryofemotions.
Answer
(a) Physiologicalarousalaloneisinadequatetocauseanemotiontodifferentiate (b) Appropriate cognitive content is required in conjunction with physiological arousal to causeanemotiontodifferentiate (c) Differentiationofanemotionentailstheinterpretationofphysiologicalarousalintermsof anappropriatecognitivecontent.
activity 5
Indicatethebasictenetsofthecognitiveappraisaltheoryofemotions.
Answer
(a) Physiological arousal is not an essential element in the differentiation of emotion. It is merelyasecondarysourceofphysicalsensationonceanemotionhasdifferentiated
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(b) Thecrucialrequirementfordifferentiationofemotionisthecognitivecontentofthestimulussituation,thatis,themeaningassignedtoit. (c) The reaction to an event involves processes of secondary appraisal and formulation of copingstrategies.
activity 6
Thenatureoftheinteractionbetweenphysiologicalarousalandcognitivecontentisamatter thatisstillbeingargued.Demonstrateyourknowledgeofthenatureofthisinteractionbyarrangingthefollowingitemsundertheheadingsof(1)thetwo-factortheoryand(2)thecognitive appraisaltheory: (a) thedifferentiationofanemotioninvolvestheinterpretationofphysiologicalarousalinthe lightofappropriatecognitivecontent (b) perceptionofphysiologicalarousalisnotanecessaryelementindifferentiatinganemotion (c) perceptionandconceptualcategorisationofstimulussituation;primaryappraisal;differentiationofemotion;physiologicalarousal;secondaryappraisal;copingstrategies (d) cognitivecontrolofthequalityandintensityoffeelingsispossible.
Answer
1. 2. Thetwo-factortheory:a Thecognitiveappraisaltheory:b,c,d.
04
Indicatecriteriafortheclassificationoffeelings Resource FromAZ: Emotion
Youareabletoindicatecriteriafortheclassificationoffeelingsif: 01 fourcriteriaarerecognisedintermsofwhichemotionscanbeclassified.
activity 1
activity 2
Indicatefourcriteriaintermsofwhichemotionscanbeclassified.
Answer
1. 2. 3. 4. Emotionsareprimaryorsecondary Emotionsarepositiveornegative Emotionsvaryinintensity Emotionsareexpressedinternallyorexternally.
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05
Indicatethedifferentwaysin whichfeelingsareexpressed Resource FromAZ: Emotion
Youareabletoindicatethedifferentwaysinwhichemotionsareexpressedif: 01 02 variouswaysarerecognisedinwhichemotionsareexpressed examplesoftheseexpressionsofemotionarerecognised.
activity 1
Readthefollowingresourcematerial: Emotion(Section4.4).
activity 2
Indicatedifferentwaysinwhichemotionsareexpressed.
Answer
Youranswershouldrefertothefollowingaspectsoffeelingexpression: 1. 2. Feelingsareexpressedinternallytothebodyintermsofphysiologicalchangesindicating increasedtension Feelingsareexpressedexternallyintermsof: (a) (b) (c) (d) (e) facialexpressions gestures bodilyposturesandmovements vocalintonationsandexpressions verbalutterances.
activity 3
Categorisethefollowingitemsas(1)internalor(2)externalexpressionsoffeelings: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Secretionofadrenalin Avoicethatgetsmoreandmoreshrill Afacethatistwistedwithrage Apoundingheart Swearing Sweatyhands Athreateninggesture Draggingfeetandhanginghead Writingalovepoem Cryingmiserably Ariseinbloodpressure Thumbingyournose.
Answer
1. 2. Internalexpressions:a,d,f,k Externalexpressions:b,c,e,g,h,i,j,l.
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06
Indicatethefactorsthatplay aroleintherecognitionof expressedfeelings Resource FromAZ: Emotion
Youareabletoindicatethefactorsthatplayaroleintherecognitionofexpressedfeelingsif: 01 02 03 therolethatgenderplaysintherecognitionandexpressionisrecognised therolethatcultureplaysintherecognitionofexpressedfeelingsisrecognised t herolethatknowledgeofcontextplaysintherecognitionofexpressedfeelingsisrecognised
activity 1
activity 2
Indicatefactorsthatplayaroleintherecognitionofexpressedfeelings.
Answer
Threefactorsareimportantintherecognitionofexpressedfeelings: 1. 2. 3. thegenderoftheindividual thecultureinwhichtheemotionisexpressed thecontextinwhichtheexpressionofafeelingoccurs
activity 3
Indicatewhatthefollowingexampleillustrates:Pulanehasaseriousexpressionanddeepfrown onherforehead.IamshockedtoseethatsheissoupsetbutthenIseethatsheisbusywitha complicatedmathscalculation. Thisexampleillustrates: 1. 2. 3. 4. that it is important to know the context when we interpret someones external emotive expressions thattheexternalexpressionofsomeonesfeelingsprovidesreliableandsufficientcuesfor interpretingemotionalconditions bothoftheabove neitheroftheabove.
Answer
Alternative1.
Comment
Facialexpressions,gesturesandmovementareunreliableandinsufficientcuesaboutwhata personsemotionalconditioncouldbe.Butthesecuesareusefulifweknowandtakenoteofthe contextinwhichtheyoccur.
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activity 4
Complete the following statement about the relationship between expressions of feeling and culture:Thefactthatcertainexpressionsoffeelingareuniversaldoesnot.....
Answer
....excludethefactthatexpressionsoffeelingarealsocharacteristicofaspecificculture.
Comment
Yourformulationneednotbeexactlythesameastheanswerprovidedhere,butshouldimply thatcertainexpressionsofemotionoccurinallculturesbutthatexpressionsofemotioncanalso becharacteristicofaspecificculture.
activity 5
Completethefollowingstatement: Thefactthatexpressionsoffeelingsareuniversalbutcanalsoberelatedtospecificcultures impliesthat... 1. 2. 3. 4. theyareinherited theyarelearnt bothoftheabove neitheroftheabove.
Answer
Alternative3.
Comment
Expressionsoffeelingshaveuniversalcomponents(likethecontractionoffacialmuscles)and culturallylinkedcharacteristics(likestampingthefeet).Thusbothlearningandheredityhelpto establishemotiveexpressions.
activity 6
Seeifyoucananswerthefollowingquestion. Theexpressionsoffeelingscanbelearnt: 1. 2. 3. 4. byconditioning b ymodelling byknowledgeandinsightintoasituation a lloftheabove.
Answer
Alternative4.
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Comment
Allthreeformsoflearningplaysaroleinestablishingemotiveexpressions.Ifwefindthatcertain expressionsoffeelingaresuccessfulwecanbecomeconditionedtousethemregularly.Parents andteacherswhoexpresstheiremotionsinparticularwaysserveasmodelsforchildren.When weknowandhaveinsightintoasituationanditspossibleconsequencesthishelpsustolearn emotiveexpressionsthatsuitthatsituation.
07
Indicatethenatureofemotionalintelligence Resource FromAZ: Emotion
Youareabletoindicatethenatureofemotionalintelligenceif: 01 02 theconceptofemotionalintelligenceisrecognised thereasonswhyemotionalintelligenceisimportantarerecognised
activity 1
activity 2
Whatisemotionalintelligence?
Answer
Youranswershouldrefertothefollowing: 1. Emotionalintelligenceisthecombinationofskills,including 2. empathy(understandingthefeelingsofothers) self-control self-awareness sensitivitytothefeelingsofothers persistence(keepingongoingwhenasituationisdifficult) self-motivation(dothingsforyourself,andnotrelyingonotherstoencourageand motivateyou).
Emotionalintelligenceprovidesthelinkbetweenfeelings,characterandmoralvalues.
activity 3
Whyisitimportanttobeemotionallyintelligent?
Answer
Emotionintelligencehelpsone:
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tomaintaingoodrelationshipsduetoonessensitivitytoothersfeelings protectoneshealthandwellbeingbecauseoneknowshowtoavoidangerandloneliness thatleadstodepression,angerandviolence tothinkeffectivelybecauseoneknowshowtoavoidsituationsthatcauseemotionalupheavalthateffectsonenegatively tobesuccessfulbecauseoneknowshowtomotivateoneself,andhowtoco-operatewith others,andhowtoresolveconflict.
08
Indicatetherelationship betweenemotionsand motivation Resource FromAZ: Emotion
Youareabletoindicatetherelationshipbetweenemotionsandintelligenceif: 01 02 thedifferencebetweenemotionandmotivationisrecognised thelinksbetweenemotionandmotivationarerecognised.
activity 1
activity 2
Howdoemotionandmotivationdiffer?
Answer
Motivationisaninternalstatethatactivatesandgivesdirectiontoourthoughts,feelingsandactions.Likemotives,emotionsalsoactivateandaffectourbehaviour,butitisdifficulttopredict thekindofbehaviourthataparticularemotionwillprompt.Althoughwecannotalwayspredict thebehaviourthatwillfollowfromaparticularstateofmotivation,motivatedbehaviouriseasier topredictthanbehaviourpromptedbyemotion.
activity 3
Whatarethelinksbetweenemotionandmotivation?
Answer
1. 2. 3. Bothmotivesandthearousalofemotionsactivatebehaviour M otivesareoftenaccompaniedbyemotions Emotionstypicallyhavemotivationalpropertiesoftheirown. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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B1502nSC learning opportunity
explore the nature of the self

Knowledgeoftheconceptofselfinpsychology.
Standards
assessment criteria
Yourknowledgeoftheconceptofselfinpsychologyisrelevantandsufficientif: 01 02 03 04 thefieldoftheselfisreviewedcomprehensively theconceptofselfisindicated thefoundationsofself-constructionareindicated thedynamicsofself-constructionareindicated.
meTHod 01
Reviewthefieldoftheself Resource FromAZ: Self:Theconceptofself elf: The dynamics of the S self elf: The foundations of S theself
Youareabletoreviewthefieldoftheselfif: 01 02 themainthemesinthefieldoftheselfhavebeenidentified theinformationhasbeenmodelledtoprovideacomprehensivepictureofthefieldofthe self.
activity 1
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nformationmodelling: I V isiograms nformationmodelling: I Expandabletreestructures
Self:Theconceptofself Self:Thedynamicsoftheself Self:Thefoundationsoftheself Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldoftheself.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: Ideasaboutwhattheselfis(theconceptoftheself) Ideasabouthowtheselfcomesintobeing(thefoundationsoftheself) Ideasaboutthefunctioningoftheself(thedynamicsoftheself).
activity 3
Modelthemainthemesofthefieldoftheselfintheformofavisiogram.
Answer
Itisnotdifficulttodrawthisvisiogram.SimplydrawacircleandindicatethisasSelf,andthen addthreecircles,calledConceptofself,FoundationsofselfandDynamicsofself.
activity 4
Modelthemainthemesofthefieldoftheselfintheformofaexpandabletreestructure.
Answer
Thetreestructureisfairlysimple.CalltherootSelfandexpandtherootacrossthreenodes, calledConcept,FoundationsandDynamics.
activity 5
Drawavisiogramthatprovidesacomprehensiveoverviewofthefieldoftheself.
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Answer
Stable vs changing
Self
Concept
double self
Biological
Foundations dynamics
Consciousness Linguistic
Insight vs deception
Regard vs disregard
Identity vs Allenation
Autonomy vs Collectivity
02
Indicatetheconceptofself Resource FromAZ: Self:Theconceptofself
Youareabletoindicatetheconceptofselfif: 01 02 ageneraldefinitionoftheconceptofselfisindicated thedistinctionbetweentheconceptofselfandself-conceptisindicated
activity 1
Readthefollowingresourcematerial: Self:Theconceptofself
activity 2
Provideageneraldefinitionoftheconceptofself.
Answer
Youranswershouldindicatethattheselfisseenas: (a) astablecorethatunderliesonesexperiences (b) thecoreofthetotalityofonesexperiences
Comment
Thetworeferencestothenatureofselfmayseemcontradictory:Theselfisconstant,theselfis
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continuallyevolving.Yetthisishowtheselfis.Imagineyourunintoaschoolfriendfrommany yearsago.Youimmediatelyrecognisethecoreofthepersonsbeing(selfasaconstantcore) butyoualsonoticehowmuchyouroldschoolfriendhaschanged(selfasthecoreofthetotality ofexperience).
activity 3
Distinguishbetweentheconceptofselfandself-concept.
Answer
1. 2. Theconceptofselfreferstothenatureofselfasitisusedinpsychology Self-conceptreferstoindividualsselfperceptionsandhowtheseperceptionscomeabout.
activity 4
Describetheconceptofself.
Answer
Youranswershouldcontainthefollowingmainpoints: 1. 2. 3. Theselfisexperiencedasthestablecoreofourbeing. Theselfincorporatesprocessesofidentityformation(condensingoutofexperience)and self-actualisation(aselflookingfornewexperiences). Theselfhasadoublestructure.Itisboththeonewhothinksandactsandtheonewhois theobjectofthesethoughtsandactions.
activity 5
Whyisitnotpossibletodecidebetweenaselfthatactualisesitselfthroughexperiencesanda selfthatcondensesfromexperience?
Answer
Thisisoneofthosemomentswherepsychologygetsreallydifficultbecausewearefacedwith theproblemoftryingtounderstandourownunderstanding.Forthesakeoftheargumentwe havetooversimplifythequestiontoachoicebetweenaselfthathasexperienceandexperience thathasaself.Nowthequestionissetinaformthatissimilartotheformoftheargumentabout thedoubleself,namely:Thereisaselfthatexperiences,andaselfinexperience.Theproblem isthatwecannotdecidewhichselfismorerealtheselfthatisthesubjectofexperience,or theselfthatistheobjectofexperience.Thereasonwhywecannotdecideisbecausethisentire descriptionofthedistinctionbetweenasubjectiveselfandanobjectiveselfisalreadyamental picture,inotherwordsanobjectofthought.Ouronlyroutetotheselfthatactualises itself throughexperienceisthroughourexperienceofthisself.Althoughweexperienceourselvesas aselfthathasexperiences(thatactualisesitselfthroughexperience)thisisalwaysalreadyan experiencedself.Sowecannotgettoadefiniteanswer.
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03
Indicatethefoundationsof self-construction Resource FromAZ: elf:Thefoundationsof S theself
Youareabletoindicatethesourcesofself-constructionif: 01 02 thevariousfoundationsofself-constructionareindicated themeaningofeachofthesourcesofself-constructionisindicated.
activity 1
Readthefollowingresourcematerial: Self:Thefoundationsoftheself
activity 2
Indicatethreefoundationsofself-construction.
Answer
Theselfisconstructionthroughprocessesofreflectionin: 1. 2. 3. thebiologicaldomain consciousness language.
activity 3
Indicatethemeaningofeachofthefoundationsofself-construction.
Answer
Youranswershoulddescribeandexplainthefollowing: 1. Reflectioninthebiologicaldomain: 2. Relationshipsbetweensensationsandactionsarecapturedinneuralnetworks Thesenetworksestablishpatternsofbehaviourthatareuniquetotheorganism Atthenextleveloforganisationthesepatternsareorganisedasimagestheselfis suchanimage Atafurtherleveloforganisationtheseimagesarereplacedbysymbols theimageofselfisreplacebythewordself.
Reflectioninconsciousness: Consciousnessisbasicallyaprocessofreflection Oneofthereflectiveprocessesofconsciousnessisintrospection Theselfcomesintobeingthroughtheprocessofintrospection
3.
Reflectioninlanguage: Languageisthebasicmediumintermsofwhichweunderstandtheworld Patternsinlanguage(calleddiscourses)constituteourworld(includingourselves).
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Weuseourdiscoursestoestablishsymmetricalrelationshipswitheachother Insymmetricalrelationshipswesharemeaningsabouttheworld The self appears as a shared meaning when the I who thinks (the subject of my thoughts)negotiatesasymmetricalrelationshipwiththeIwhoisthoughtabout(the objectofmythoughts).
04
Indicatethedynamicsofselfconstruction Resource FromAZ: elf:Thefoundationsof S theself
Youareabletoindicatethedynamicsofself-constructionif: 01 02 03 themeaningofabipolardimensionisindicated fourdimensionsofself-constructionareindicated themeaningofeachofthefourdimensionsofself-constructionisindicated
activity 1
Readthefollowingresourcematerial: Self:Thedynamicsoftheself
activity 2
Explainthetermbipolardimension.
Answer
Abipolardimensionisacontinuumbetweentwoopposingpoles.
Comment
Thecontinuumrepresentsamixtureofthetwooppositesthatconstitutethepoles.Atitsmiddle thecontinuumrepresentsequalmeasuresofeachopposite.Asonemovesawayfromonepole andclosertotheotherthemeasureofthepoleoneapproachincreasesrelativetothemeasure ofthepoleonerecedesfrom.Forexample,considerthebipolardimensionofself-insight-selfdeception: self-insight <<-----(b)----------(a)---------(c)------>> self-deception At(a)onefindsequalmeasuresofself-insightandself-deception,at(b)moreself-insightrelativetoself-deception,andat(c)moreself-deceptionrelativetoself-insight.
activity 3
Namefourdimensionsofself-construction.
Answer
1. Self-insightversusself-deception
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2. 3. 4.
Self-regardversusself-disregard Self-identityversusself-alienation Self-autonomyversusself-collectivity.
activity 4
Describetheroleofself-insightandself-deceptioninself-construction.
activity 5
Describetheroleofself-regardandself-disregardinself-construction.
activity 6
Describetheroleofself-identityandself-alienationinself-construction.
activity 7
Describetheroleofself-autonomyandself-collectivityinself-construction.
activity 8
Readthefollowingclaimsaboutthedimensionsofself-constructionandindicatewhichstatementisrightorwrong. 1. 2. 3. 4. Thewaytoimproveself-insightistodecreasetheamountofhiddenknowledge. Thetendencytoequatefailureinataskwithfailureasapersoncanbecomeaviciousspiral leadingtoincreasedlevelsoflow-self-regard. Modernwomenexperiencecontinuingself-alienationasaresultoftheirinabilitytoreconciletherolesofmotherandcareerwoman. Thehealthyselfisanautonomousselfthatismoreproductivewhenworkingindependently fromothers.
Answer
Correct:2 Incorrect:1,3,4.
Comment
Statement1isnotcorrectbecauseitdoesnottellthefullstory.Themainroutetoselfinsightis todecreasetheknowledgethatoneisblindfor.Inotherwordstheimportantthingistolearn whatothersknowaboutonethatonedoesnotknowaboutoneself.Onlyafterhavingdonethis willithelptodisclosehiddenknowledgeaboutoneselfinordertogainfurtherinsightfromhow othersreacttoonesdisclosure.
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Statement3isnotcorrectbecauseitisanover-generalisation.Althoughsomemodernwomen mayexperienceextremeformsofalienationasaresultofrole-switchingmostmodernwomen succeedwellinmaintainingasenseofcontinuityandwholenessinspiteofthedifferentroles theyfulfil.Statement4isnotcorrectbecauseitdoesnottellthefullstory.Thehealthyselfisa selfthatcanfunctionautonomouslywhileacknowledgingitsdependencyonothers. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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B1502nSP learning opportunity
explore societal issues

Knowledgeofissuesinsociety.
Standards
assessment criteria
Yourknowledgeofsocietalissuesisrelevantandsufficientif: 01 02 03 04 05 06 currentsocietalissuesarereviewedcomprehensively thepsychologyofviolenceisindicated thepsychologyofdiscriminationisindicated thepsychologyofthedevelopmentofpoorcommunitiesisindicated thepsychologyoflandownershipisindicated theroleofpreventiveinterventionsisindicated.
meTHod 01
Provideareviewofsocietal issues
Youareabletoreviewsocietalissuesif: 01 02 currentsocietalissueshavebeenidentified theinformationhasbeenmodelledtoprovideacomprehensivepictureofcurrentsocietal issues.
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Resource FromAZ: Societalissues nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures
activity 1
Readthefollowingresourcematerial: Societalissues Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifycurrentsocietalissues.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. 4. Violence Discrimination Developmentofpoorcommunities Landownership(aplacetostay)
activity 3
Modeltheoverviewofsocietalissuesintheformofavisiogram.
Answer
People are unlikely to draw their models in exactly the same manner. However, your model shouldincludetheconceptsofviolence,discrimination,developmentofpoorcommunitiesand landownership.Ifyouexperiencedifficultiesdrawingthevisiogram,havealookatotherlearning opportunitieswhereexamplesofvisiogramsareprovided.
activity 4
Modeltheoverviewofsocietalissuesintheformofanexpandabletreestructure.
Answer
Yourmodelshouldincludetheconceptsofviolence,discrimination,developmentofpoorcommunitiesandlandownership.Ifyouexperiencedifficultiesdrawingtheexpandabletreestructure,havealookatotherlearningopportunitieswhereexamplesofexpandabletreestructures areprovided.
activity 5
NamefoursocietalissuesthatpromotesocialdisorganisationincontemporarySouthAfrican society.
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Answer
1. 2. 3. 4. Violence Discrimination Developmentofpoorcommunities Landownership
02
Indicatethepsychologyof violence Resource FromAZ: Societalissues
Youareabletoindicatethepsychologyofviolenceif: 01 02 03 04 thenatureofviolenceisindicated fivekindsofviolenceareindicated threetheoreticalapproachestoviolenceareindicated theeffectsofviolenceareindicated.
activity 1
Readthefollowingresourcematerial: Societalissues(Section1).
activity 2
Whendoesviolencebegin?Violencebeginswhen... 1. 2. 3. westoptoesteemandrespecteachother westarttoabuseeachother 1and2.
Answer
Alternative3.
activity 3
Describefourmetaphoricalformsofviolence.
Answer
Youranswershouldindicatethat: 1. 2. 3. 4. violencecanbephysicalthatis,causingbodilyharm violencecanbepsychologicalthatis,manifestitselfintalkthatbrutaliseandhumiliate otherpeople violencecanbestructuralthatis,manifestitselfintheunfairdistributionofmaterialand nonmaterialcommodities violencecanbepovertythatis,manifestitselfinthefactthatunjustpolitical,socialand economicstructuresforcepeopletoliveinsub-humanways.
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activity 4
Describethenatureofviolence.
Answer
1. 2. 3. Violencebeginsattheinterpersonallevel,namelywhenonefailstoesteemtheotherpersonandstopstorespecthis/herdignity. V iolencebecomespartofourdailylivesinsubtlemetaphoricalforms(i.e.psychologically, structurally,andintheformofpoverty). Themetaphoricalformsofviolencecausephysicalviolence,whichmanifestsitselfinthe formofviolenceformaterialgain,domesticviolence,sexualviolence,stateandcollective violenceandself-directedviolence.
activity 5
Namethreeeffectsofviolence.
Answer
1. 2. 3. Violenceisfragmentinganddisempowering Violencecausesalienationinsociety Violencehasanegativeimpactonchildren.
activity 6
Describethealienatingeffectofviolence.
Answer
Youranswershouldnameanddescribethreeinterrelatedfacetsofviolence: 1. 2. 3. thefearofbecomingthevictimofviolence theavoidanceofbehaviourthatusedtobespontaneous thefeelingoflossofcontrol.
activity 7
Describetheeffectofviolenceonchildren.
Answer
Youranswershouldnameanddescribethefollowingaspectsoftheeffectsofviolenceonchildren: 1. 2. Theabsenceofasupportivehomelife,whichlaysdownfirmnormsforbehaviour,leadsto childrenbecomingparticipantsinacultureofviolence Acultureofviolencecanirreparablydamageachildspsychologicalwellbeing
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3.
Poorpsychologicalwellbeingleadstomaladjustment.Maladjustmenttakesthefollowing forms: (a) (b) (c) (d) Learningtobehaveinmaladjustedwaysinordertosurvive Learningtoseeaggressors(instigatorsandperpetratorsofviolence)asrolemodels Learningtoseeviolenceasthewaytosolveallproblems Impairing moral development moral development becomes arrested at the low levelofavengefulvendettaapproachtootherpeople.
03
Indicatethepsychologyof discrimination Resource FromAZ: Societalissues
Youareabletoindicatethepsychologyofdiscriminationif: 01 02 03 discriminationisdefined theroleofdiscursivepracticeindiscriminationisindicated thedifferencebetweentraditionalandmodernorsymbolicracismisindicated
Activity1
Readthefollowingresourcematerial: Societalissues(Section2)
activity 2
Discriminationhappenswhen... 1. 2. 3. 4. onestereotypesaperson oneisprejudicedagainsttheperson oneactsaccordingtoonesstereotypesandprejudices 1and2.
Answer
Alternative3.
Comment
Discriminationisnotmerelyideas,butaction.Ithappenswhenoneimplementsonesideasin suchamannerthatleadstopracticesthatresultinprivileges,statusandpowerforoneperson orgroupattheexpenseofanother.
activity 3
Explainhowtheideologyofpatriarchyleadstodiscriminationagainstwomen.
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Answer
Yourexplanationofdiscriminationagainstwomenshould: 1. 2. 3. 4. 5. definethetermpatriarchy indicatethattheideologyofpatriarchymeansthatmanhoodistakenasthebasicstandardofpersonhood,andthatpersonhoodisnotdescribedintermsofbothmanhoodand womanhood indicatethattheideologyofpatriarchyleadstowomanhoodbeingdescribedwithreference tothebasicstandardofmanhood,andnotbyreferringtoaneutralandoverarchingconcept ofpersonhood indicatethatthepatriarchalstereotypesofmanhoodandwomanhoodareperpetuatedin moderndiscursivepractices indicatethatdiscursivepracticesthatperpetuatepatriarchalstereotypesofmanhoodand womanhood(thatis,discursivepracticesthatdescribewomanhoodwithreferencetoabasicstandardofmanhood)unwittinglylegitimisesdiscriminatorypracticesagainstwoman.
activity 4
Drawadistinctionbetweenmodernracismandtraditionalracism.
Answer
Toindicatehowmodernracismdiffersfromtraditionalracismyoushould: 1. 2. 3. 4. definetraditionalracism definemodernracism indicatehowmodernracismdiffersfromtraditionalracism indicatehowbothformsofracismarestillracism.
Comment
Notethatmodernracismdisplaysitselfinracistremarksandjokesthatgroupsofallcolours makebetweenthem.Alsonotethatthedifferencebetweentraditionalandmodernracismisa symptomaticchange(achangeinthewayracismisexpressed),notarealchange(achangein racistfeelings).
activity 5
Indicatehowracismismanifestedinmodernracism.
Answer
Youranswershouldnameandexplainthefollowingmanifestationsofracism: 1. 2. Unwittinglyperpetuatingnegativestereotypesthroughhighlyselectiveperceptionofsituations Apparentlysupportingtheprincipleofequality,whilstresistingitsimplementationthrough somekindofrationalisation
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3. 4. 5.
Implementingnon-racistpolicies,yetwithholdingvitalenablersofperformance(i.e.giving withonehand,andtakingwiththeother) Maintainingdistanceininterpersonalsituations Passivelyresistingsupportofanotherpersonbywithholdingnormalsupportiveactions
04
Indicatethepsychologyofthe developmentofpoorcommunities Resource FromAZ: Societalissues
Youareabletoindicatethepsychologyofthedevelopmentofpoorcommunitiesif: 01 02 thecyclicdynamicofpovertyisindicated thenatureofcommunityisindicated
activity 1
activity 2
Howdoesthecyclicdynamicofpovertystiflethedevelopmentofacommunity?
Answer
Youranswerhavetoaddressthefollowingpoints: 1. 2. 3. Theprevalenceofpoverty. Thephenomenaofcyclicdynamic,learnedhelplessnessandhopelessness. Howthesephenomenakeepcommunitiesfromdeveloping.
activity 3
Whatarethefactorsthatareimportantforthedevelopmentofacommunity?
Answer
Youranswerhavetoaddressthefollowingpoints: 1. 2. Thetransactionalrelationshipbetweenacommunityanditsmembers. Thefactorsthatareimportanttomakepeoplefeelpartofacommunity.
05
Indicatethepsychologyof landownership Resource FromAZ: Societalissues
Youareabletoindicatethepsychologyoflandownershipif: 01 02 03 thesignificanceoftheenvironmentasphysicalplaceisindicated thesignificanceoftheenvironmentasextensionoftheselfisindicated thesignificanceoftheenvironmentassocialsystemisindicated.
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activity 1
activity 2
Namethreekindsofexperiencedenvironment.
Answer
1. 2. 3. Theenvironmentasphysicalplace Theenvironmentasself-extension Theenvironmentassocialsystem.
activity 3
Linkeachofthefollowingstatementswiththeappropriatetypeofenvironmentalexperience. Environmentalexperience: (a) (b) (c) (d) (e) (f) Crowding Personalspace Privacy Environmentasphysicalplace Territoriality Environmentasself-extension
Statements 1. 2. 3. 4. 5. 6. WhenIgoonholidaytomyparentsataplacenearUmtata,andIseeandsmellthegreen hillsasIdidasachild,thenIknowitisaplacethatIcancallmyown. Whentheyforcedustoleavetheland,IfeltasifIhadleftmysoulbehind.Thatlandhad becomepartofmylife,justasbloodispartofmybody. Iamfondofpeople,butIliketofeelthatIcanbealonewhenIwanttoandbewithpeople whenIwantto. Thisismylittlepieceofland,andyoumustneversetfootonitagain.Cantyouseethat theplaceisfenced? Igetpanickyiftherearemorethanfivepeopleintheliftwithme.AllIwanttodothenis togetout. WhenIamtravellingonabusandastrangercomesandsitsnexttome,ItrytomakemyselfassmallasIcan,andmoveasfarawayaspossible.Ofcourse,thereareotherpeople whomIliketohavesittingasclosetomeaspossible!
Answer
1. 2. 3. d f c
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4. 5. 6.
e a b
Comment
Statement1isanexampleofenvironmentasaphysicalplacewhichatthesametimeisplacecentred (the place where the speaker spent childhood days among green hills near Umtata) andself-centred(thephysicalplacewhichthespeakerexperiencesashis/herownplaceor favouriteplace). This gives rise to the question: Why is Statement 1 not an example of environment as selfextension?Ofcourseonecouldarguethatitis,butoneshouldkeepinmindthatthereisadifferenceinemotionalintensitybetweentheexperienceoftheenvironmentasfavouritephysical placewhichonecallsonesown,andtheexperienceoftheenvironmentasanextensionofoneselfasisclearlythecasewithStatement2,wherethespeakerssoul(his/herentirebeing) remainedbehindwhenthespeakerwasforcedtoleavetheland.Statement2isanillustration oftheenvironmentasself-extensionasaresultofthespeakersintensefeelingofemotional onenesswiththeenvironment. Statement3illustratestheexperienceoftheenvironmentasasocialsystem,withtheemphasis onprivacy.Itisclearthatfromtimetotime,thespeakervaluesprivacyaboveallelse,andwants tofeelthathe/sheisallowedtohavecontrolovercontactwithpeople. Statement4isanexampleofterritorialitybecausethespeakerisobviouslyindicatingaclearly defined,visiblearea.Moreover,thespeakerfeelsthatthepresenceoftheunauthorisedperson inthefencedareaisaterritorialtransgression. Statement5clearlyillustratestheexperienceofthestresscausedbycrowding.Thespeaker findsfiveormorepeoplearejusttoomanyforthesmallspaceofalift.Atthesametimeitillustratestheimportantpointthatcrowdingcannotbeexpressedinareductionistwayinterms ofafixednumberofpeoplepersquaremetres,butonlyintransactional(interpretive)terms. Statement6illustratespersonalspace.InStatement6thespeakerisdefinitelycreatingaspace orzonearoundhim/herselfdependingonthecircumstances.Thiszoneshiftsinordertoallow somepeopletocomeclosertothespeaker,whilemovingothersfartheraway.
activity 4
Whatdotheconceptsofprivacy,territoriality,personalspaceandstressfromcrowdinghavein common? 1. 2. 3. 4. Allfourconceptsindicateadesiretobealone Allfourconceptsrelatetothepresenceofpeople Allfourconceptsindicatepeoplesdesiretomakesocialcontact Allfourconceptsrelatetoindividualisedauthorityoverthesizeofenvironmentalspaces.
Answer
Alternative2.
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06
Indicatetheroleofpreventive interventions Resource FromAZ: Societalissues
Youareabletoindicatetheroleofpreventiveinterventionsif: 01 02 thenatureofacurativeapproachisindicated thenatureofapreventiveapproachisindicated.
activity 1
activity 2
Whatisthedifferencebetweenacurativeapproachandapreventiveapproach?
Answer
1. Acurativeapproachfocuseson: 2. thesymptomsofproblems thetreatmentofthesesymptoms
Apreventiveapproachfocuseson: thecausesofproblems strategiestopreventtheseproblemsfromdeveloping deliveryofservicesnormallyassociatedwithacurativeapproach(i.e.treatmentof illness). Endoflearningopportunity NOTE: Thisisnotanassignmentanddoesnothavetobesubmitted.
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B1502PoW learning opportunity
explore the psychology of work

Knowledgeofthepsychologyofwork.
Standards
assessment criteria
Yourknowledgeofthepsychologyofworkisrelevantandsufficientif: 01 02 03 04 05 thefieldofworkisreviewedcomprehensively theconceptofworkisindicated thenatureofworkethicisindicated thenatureofworkmotivationisindicated thepsychodynamicsofunemploymentisindicated.
meTHod 01
Reviewthefieldofwork Resource FromAZ: Work:Theconceptofwork ork:Thedynamicsof W unemployment Work:Theethicofwork
Youareabletoreviewthefieldofworkif: 01 02 themainthemesinthefieldofworkhavebeenidentified the information has been modelled to provide a comprehensive picture of the field of work.
activity 1
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ork:Motivationinthe W workplace nformationmodelling: I Visiograms Informationmodelling Expandabletreestructure
Work:Theconceptofwork Work:Thedynamicsofunemployment Work:Theethicofwork Work:Motivationintheworkplace Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldofwork.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. 4. Theconceptofwork Thedynamicsofunemployment Theethicofwork Motivationintheworkplace.
activity 3
Modelthemainthemesofthefieldofworkintheformofavisiogram
Answer
People are unlikely to draw their models in exactly the same manner. However, your model shouldincludethethemesthatyouidentifiedasthemainthemesinthefieldofwork.Ifyou experiencedifficultiesdrawingthevisiogram,havealookatotherlearningopportunitieswhere examplesofvisiogramsareprovided.
activity 4
Modelthemainthemesofthefieldofworkintheformofaexpandabletreestructure.
Answer
People are unlikely to draw their models in exactly the same manner. However, your model shouldincludethethemesthatyouidentifiedasthemainthemesinthefieldofwork.Ifyou experiencedifficultiesdrawingthevisiogram,havealookatotherlearningopportunitieswhere examplesofexpandabletreestructuresareprovided.
activity 5
Theconceptofworkethicisdiscussedintermsoftwoconstituentitems.Whatarethese?
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Answer
Thesocio-politicsofworkethic,andthepsychologyofworkethic.
02
Indicatetheconceptofwork Resource FromAZ: Work:Theconceptofwork
Youareabletoindicatetheconceptofworkif: 01 thedifferentmeaningsthatpeopleattachtoworkareindicated 02 thenatureoftheevolutionaryphasesofworkinhumanhistoryisindicated.
activity 1
Readthefollowingresourcematerial: Work:Theconceptofwork.
activity 2
Indicatefourpersonalmeaningsofwork.
Answer
Youranswershouldrefertothefollowing: 1. 2. 3. 4. General,everydaypurposefulactivitiesthatoneisnotpaidtodo Activitiesthatoneperformsinordertofindwork Activitiesthatareperformedonaformal,regularanddailybasisandthatoneispaidfor Activitiesthatoneispaidtoperformonaformal,regularanddailybasisaspartoftheoppressivecircumstancesinwhichonefindsoneself.
activity 3
Indicatefourevolutionaryphasesofworkinhumanhistory.
Answer
Thefourphasesare: 1. 2. 3. 4. Thehunter-gathererphase Theagriculturaldevelopmentphase Theindustrialphase Theinformationphase.
activity 4
Describeeachofthefourevolutionaryphasesofwork.
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03
Indicatethenatureofwork ethic Resource FromAZ: Work:Theethicofwork
Youareabletoindicatethenatureofworkethicif: 01 02 thesocio-politicaldevelopmentofworkethicisindicated thepsychologicalfactorsassociatedwithworkethicareindicated.
activity 1
Readthefollowingresourcematerial: Work:Theethicofwork
activity 2
Describehowtheethicofworkdevelopedinhumanhistory.
Answer
Youranswershouldidentifythemainkindsofworkethic,andindicatewhattheyareandhow theycameabout.Thereforeyoushoulddiscuss(1)theprotestantethicofwork,(2)themechanisticethicofwork,and(3)theorganismicethicofwork. 1. Theprotestantworkethic: Theprotestantworkethicdevelopedwhenpeoplegainedeconomicfreedom.Theprotestantworkethicdevelopedoutoftwoearlierkindsofworkethic,namelythemarketethic andthefreedomethic.Factorssuchaspopulationgrowth,urbanisationandthediscovery ofpreviouslyunknownpartsoftheworldledtoincreasedtrade.Theexpansionoftrade cultivatedamarketethic.Profitsgeneratedbymarketsemancipatedpeople.Peoplegraduallyridthemselvesoftheireconomicenslavementtopowerfullandlordsandkings.Afreedomethictookroot.However,thenewnotionsoffreedomconflictedwiththedoctrinesof theRomanCatholicchurch.TheconflictcametoaheadwiththeProtestantReformation. TheProtestantworld-viewproclaimedthemeritofwork,andthisgaverisetoadistinctive Protestantworkethic.TheProtestantworkethicstatesthatpeoplehaveavocationtowork; thattheyhavenorighttoeatiftheydonotwork;andthatpeoplemustcultivatetheirskills sothattheycanworkbetterforthegloryofGod,andthatpeopleshouldnotconsumemore thanwhattheyneedtosatisfytheirbasicrequirements. Themechanisticworkethic: The mechanistic work ethic developed when people gained individual freedom. Despite gainingeconomicfreedomthroughtheprotestantworkethicpeoplestillworkedwithinthe constraintsofstricthierarchicalstructures.Peopleatthebottomofthehierarchyhadtodo astheyweretoldbypeoplehigherupinthehierarchy.Thisprocesswassupportedbythe world-viewthatthingsworkinamechanicalway. Theorganismicworkethic: In the twentieth century the mechanistic view gave way to the idea that things work in anorganismicway.Organismsareevolvingsystemsconstantlyreactingandadaptingto change.Theorganismicviewputsagreateremphasisontheindividualasanorganism initsownright.Thiscreatesaworkethicinwhichpeoplehavetorelyonthemselvesto developandmaintaintheirself-identity.Theyhavetotakepersonalresponsibilityandactualisethemselves.
2.
3.
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activity 3
Selectthecharacteristicsofthepost-industrialerafromthefollowinglist: 1. 2. 3. 4. 5. 6. 7. 8. 9. Apyramidalhierarchicalstructure Exaggeratedsubjectiontoauthority,andpassivecompliancebyworkers Participatorymanagement Self-development Peopleasmachines Personalresponsibility Workteams Lifelongtraining Flexibleprocedures.
Answer
Thefollowingarecharacteristicofthepost-industrialera:3,4,6,7,8and9.
activity 4
Indicatepsychologicalfactorsassociatedwithastrongworkethic.
Answer
1. Aninternallocusofcontrol 2. highlevelsofcommitment theabilitytorecogniseandmeetobligations
Fulfilmentofneeds aneedtoachieve aneedforself-actualisation
3.
Awarenessofpersonalresponsibility.
04
Indicatethenatureofwork motivation Resource FromAZ: ork:Motivationinthe W workplace
Youareabletoindicatethenatureofworkmotivationif: 01 02 03 thebasicdimensionsofpersonalworkmeaningareindicated thecategoriesofworkmotivationaltheoriesareindicated thenatureofeachofthedifferentkindsofworkmotivationaltheoryisindicated.
activity 1
Readthefollowingresourcematerial: Work:Motivationintheworkplace
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activity 2
Thepersonalmeaningpeopleattachtoworkplaysamajorroleintheirmotivationtowork.The basicdimension/dimensionsintermsofwhichanindividualspersonalmeaningofworkis/are describedis/are: 1. 2. 3. 4. workcentrality socialnormsaboutwork valuedworkgoals allthreeoftheabove.
Answer
Alternative4.
activity 3
Indicatehowpeopleattachmeaningtotheirworkintermsofthethreebasicconceptsofpersonalmeaningsofwork.
Answer
Apersonsresponsetoaquestionaboutthemeaningfulnessofhis/herworkwillinvolveoneor moreofthefollowingconcepts: 1. 2. 3. work centrality,whichrelatestohowimportantapersonsworkisinhis/herlife.Ahigh degreeofjobcentralityimpliesthatthepersonattachesgreaterimportancetohis/herjob thantoanotherfactorinhis/herlife. social norms,whichrelatetosocialrightsandresponsibilitiescontextofapersonswork. Forexample,apersonmaythinkthathis/herworkismeaningfulbecausehe/shecontributestosocietythroughhis/herjob. valued work goals,whichrelatetothegoalsthatapersonachievesthroughhis/herwork. Forexample,apersonmayhavethegoalofbecomingawealthyperson.Thentheperson findsitmeaningfultoworkbecauseworkisthewaytobecomerich.
activity 4
Namethreecategoriesofworkmotivationtheories
Answer
1. 2. 3. Need-fulfilmenttheories Cognitive-choicetheories Self-regulationtheories.
activity 5
Accordingtothemotivationalhygienetheoryjobsatisfactionisafunctionoftherelationship betweenhygienefactors(workcontext)andmotivatingfactors(jobcontent).Whichofthefollowingis/arerelatedtojobsatisfaction?
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1. 2. 3. 4.
Favourablehygienefactorsandmotivatingfactors Favourablehygienefactorsbutnomotivatingfactors Motivatingfactorsbutnofavourablehygienefactors Nofavourablehygienefactorsandnomotivatingfactors.
Answer
Alternative1.
Comment
Jobsatisfactionrequiresacombinationoffavourableworkcontextandfavourableworkcontent. Favourableworkcontextonitsowndoesnotguaranteeworksatisfaction.Itmerelyguarantees thatemployeeswillnotbedissatisfiedwiththeirjobs.Buttheabsenceoffavourableworkcontentdoesnotmeanthatpeoplewillbedissatisfiedwiththeirjobs.Itmeansthattheywillnotbe satisfiedwiththeirjobs.Thismaysoundlikewordplaybecausewenormallyusewordsandtheir oppositestodescribesituations.Forexample,wenormallythinkthatifsomebodyisnotsatisfiedthenhe/shemustbedissatisfied.However,onecanmakeamoresubtledistinction.Thefact thatsomebodyisnotsatisfiedwithhis/herjobdoesnotmeanthatthepersonisdissatisfied.By thesametoken,thefactthatsomebodyisnotdissatisfiedwithhis/herjobdoesnotmeanthat thepersonissatisfied.
activity 6
Themotivationalhygienetheoryexposesanentirerangeofpopulardubiousassumptionsabout peoplesworkmotivation.Whichofthefollowingassumptionsarenotcorrect? 1. 2. 3. 4. Peoplearemoremotivatedtoworkiftheyreceiveabettersalary Peoplearemoremotivatedtoworkiftheirworkcircumstancesareimproved Workcontentprovidesmoreworkmotivationthanworkcontextfactors Effectiveadministrationpromotesworkmotivation.
Answer
Assumptions1,2and4.
Comment
Abettersalary,improvedworkcircumstances(hygienefactors)andeffectiveadministrationare contextualfactorsofthejob.Peoplearenotmoremotivatedtoworkinthepresenceoffavourablehygienefactors.Favourablehygienefactorsdonotleadtojobsatisfactionitmerelystops jobdissatisfaction.
activity 7
Accordingtothegoal-settingtheoryofworkmotivationpeopleareproductivewhengoalsare set to work towards, provided that certain conditions are met. Which of the following is/are conditionsforsettingworkgoals?
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1. 2. 3. 4.
Thegoalsarespecificallyandclearlysubstantiated Thegoalssetachallengeyetareattainable Thereisfeedbackontheprocesstowardmasteringthegoals Workersareallowedtohelpformulatethegoals.
Answer
Conditions1,2,3and4arerequiredforeffectiveworkgoalsetting.
activity 8
Accordingtotheequitytheoryofworkmotivationemployeesestimatethemeasureofequityin theworkplacebymeansof(a),whichmayresultin(b),leadingto(c). 1. 2. 3. 4. (a)socialunrest,(b)theexperienceofunfairness,(c)decreasedinputs (a)socialcomparison,(b)theexperienceofunfairness,(c)decreasedworkmotivation (a)theexperienceoffeelingmotivated,(b)higheroutput,(c)increasedworkmotivation (a)thedegreeoffairness-unfairness,(b)loweroutcomes,(c)aspiralofincreasingunrest.
Answer
Alternative2.
Comment
Accordingtotheequitytheoryofworkmotivationworkerscomparetheirinputsandresultant outcomeswiththoseofotherworkers(socialcomparison).Theythenmakeinferencesabout fairnessandthishasaneffectonworkmotivation.
05
Indicatethedynamicsof unemployment Resource FromAZ: ork:Thedynamicsof W unemployment
Youareabletoindicatethedynamicsofunemploymentif: 01 02 theeffectsofunemploymentareindicated thepsychodynamicofunemploymentisindicated.
activity 1
Readthefollowingresourcematerial: Work:Thedynamicsofunemployment
activity 2
Indicatetheeffectsofunemployment.
Answer
Youranswershouldindicatethefollowingeffect:
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1. 2. 3.
Economiceffects: No income, and increased poverty. In extreme cases this may lead to lack of food and housing. S ocialeffects: Higherstresslevelsinsociety,increasedalcoholdependency,violenceandsuicidemay leadtosocio-politicalunrest. Psychologicaleffects Increasedstresswhichmayresultindeteriorationofphysicalhealthandinpsychological illness. Lossofpersonalidentitywhichischaracterisedbyfeelingsofinadequacy,self-mortification,socialandemotionalisolation,andgeneralexistentialanxietyandworry. However,theremayalsobepositivepsychologicaleffects,namelytheopportunitytoreevaluatevalues,discovertrueself,learntobeindependentandtobecomeusefulinthe community.
activity 3
Describethepsychodynamicsofunemployment.
Answer
Youranswershouldindicatethefollowing: Duetothepervasiveinfluenceoftheprotestantworkethicanditspost-industrialapplication peoplehavetheimpressionthatfulfilmentandself-developmentcanonlybeachievedthrough workandthatworkisthemeasureofoneshumanworthandonesconstructivecontribution ofsociety.Tofunctionnormallyonehastowork.Peoplesidentitiesareintertwinedwiththe jobstheydo.Inacommunityandinsocietyasawholeonesplace,statusandvalueareoften measuredbyonesjob.Ifonedoesnothaveajobonelosesonesidentityandstartstoquestion onespersonhoodandonescompetence.Onebeginstofeelafailure,andbecomesaburdento others.Apersonwhobecomesaburdentootherslosesfriendsandbecomeslonely,experiencingmorefeelingsoffailure.Peoplewhoexperienceexcessivefeelingsoffailureanddoubttheir personhoodandcompetencefinditmoredifficulttobecomeusefulmembersofsocietyagain. However,thewayinwhichindividualsreacttounemploymentisrelatedtotheirperceptionsof work.Economicuncertainty,rapidsocialchangeandacceleratedtechnologicaldevelopments meansthatfewerpeoplecanexpecttohavelifelongjobs.Somepeopleseetheinterludebetweenjobsasanopportunityforpositivere-evaluationofthemselvesandtheircircumstances. Thusjoblossisnotnecessarilyalastingcondition,butratheraprocessoftransitionmarkedby there-evaluationofonesgoals,andanopportunityforretrainingandup-skilling. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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B1502SoP learning opportunity
explore the science of psychology

Knowledgeofthescienceofpsychology.
Standards
assessment criteria
Yourknowledgeofthescienceofpsychologyisrelevantandsufficientif: 01 02 03 04 05 thefieldofpsychologicalscienceisreviewedcomprehensively thenatureoftheontologicaldimensionofthescienceofpsychologyisindicated thenatureoftheepistemologicaldimensionofthescienceofpsychologyisindicated thenatureofthemethodologicaldimensionofthescienceofpsychologyisindicated thenatureoftheideologicaldimensionofthescienceofpsychologyisindicated.
meTHod 01
Reviewthefieldofpsychologicalscience. Resource FromAZ: sychologicalscience P nformationmodelling: I Visiograms
Youareabletoreviewthefieldofpsychologicalscienceif: 01 02 themainthemesinthefieldofpsychologicalsciencehavebeenidentified the information has been modelled to provide a comprehensive picture of the field of psychologicalscience.
activity 1
160
nformationmodelling: I Expandabletreestructures
Psychologicalscience Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures
activity 2
Identifythemainthemesinthefieldofpsychologicalscience.
Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelesscoverthesemain areas: theontologicalcomponentofscientificthinking theepistemologicalcomponentofscientificthinking themethodologicalcomponentofscientificthinking theideologicalcomponentofscientificthinking.
activity 3
Modelthemainthemesofthefieldofpsychologicalscienceintheformofavisiogram.
Answer
People are unlikely to draw their models in exactly the same manner. However, your model shouldincludethethemesthatyouidentifiedasthemainthemesofpsychologicalscience.If youexperiencedifficultiesdrawingthevisiogram,havealookatotherlearningopportunities whereexamplesofvisiogramsareprovided.
activity 4
Modelthemainthemesofthefieldofpsychologicalscienceintheformofaexpandabletree structure.
Answer
People are unlikely to draw their models in exactly the same manner. However, your model shouldincludethethemesthatyouidentifiedasthemainthemesofpsychologicalscience.If youexperiencedifficultiesdrawingtheexpandabletreestructure,havealookatotherlearning opportunitieswhereexamplesofexpandabletreestructuresareprovided.
activity 5
Drawamodelofpsychologyasadiscipline.
161161
161
Answer
Yourmodeldonothavetolookexactlylikethis,butitshouldincludethemainideasindicated here.
Consists of > discipline
<C
on sis
ts
Body of C on sis knowledge ts of >
of
Theories Consists of >

Sup
Factual statements
in Ex pla
por
t ea
ch o
ther
<
< Explain Phenomena
Logical arguments
02
Indicatetheontological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience
Youareabletoindicatetheontologicaldimensionofthescienceofpsychologyif: 01 02 natureoftheontologicaldimensioninpsychologyisindicated thereasonwhytheontologyofpsychologyisproblematicisindicated.
activity 1
Readthefollowingresourcematerial: Psychologicalscience(Section1).
activity 2
Whatdoestheontologicaldimensionreferto?
Answer
Thestudyofbeingorreality.
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activity 3
Whatdoestheontologicaldimensionrefertoinpsychology?
Answer
Althoughmanypsychologistswillindicatehumanbehaviourandexperienceastheontological realityofpsychology,thefundamentalontologicalobjectofpsychologyisthehumanbeing.
activity 4
Whyistheontologyofpsychologyproblematic?
Answer
Therearedifferentschoolsofthoughtinpsychology(e.g.behaviourism,psychoanalyticand cognitive psychology, and social constructionism) and different trends of thinking about the natureofhumanbeings.Thismeansthatpeopledonotagreeaboutthenatureofthesubject matterthatpsychologistsaimtostudy.
03
Indicatetheepistemological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience
Youareabletoindicatetheepistemologicaldimensionofthescienceofpsychologyif: 01 02 03 04 themeaningoftheepistemologicaldimensionisindicated thevariousinterpretationsoftruthareindicated thenatureoftheepistemologyoffalsificationisindicated thenatureoftheconstructivistepistemologyisindicated.
activity 1
Readtheresourcematerial: Psychologicalscience(Section2)
activity 2
Whatdoestheepistemologicaldimensionreferto?
Answer
Viewsonthenatureandgroundingofknowledge.
activity 3
Describefourinterpretationsoftheconceptoftruth.
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163
Answer Inyouransweryoushouldindicateanddescribeeachofthefollowinginterpretations: 1. 2. 3. 4. truthascorrespondencewitharealindependentreality truthasobjectivefactsi.e.factsthatspeakforthemselves,untaintedbypersonalinterpretations truthasnon-falsifiedstatements truthassharedmeaningsi.e.consensus.
activity 4
Belowarefourtruthclaimingstatements.Identifytheinterpretationoftruththatisimplicitin eachcase. 1. 2. 3. 4. All schizophrenic patients experience hallucinations. No case has been recorded of a schizophrenicpatientwhodidnotexperiencehallucinations. ThevirusthatcausesAIDSinhumanshasbeenidentifiedinacarefullycontrolledstudy. Tobacco smoke causes lung cancer. Numerous studies have shown that up to 80% of smokerscontractlungcancer. Thereisahighincidenceofstressincontemporarysociety.Thisisevidentinthelarge numberofpeoplewhoworklongerhoursthanwhattheysupposedto,whohasdisturbed sleeppatterns,andwhocomplainofachronictiredness. (a) (b) (c) (d) Truthascorrespondencewithreality Truthasobjectivefact Truthasnon-falsifiedstatement Truthassharedmeaning.
Answer
1. 2. 3. 4. c b a d
Comment
1. 2. Thetruthis:Allschizophrenicpatientsexperiencehallucinations.Howthisisknowntobe true:Nocasehasbeenrecordedofaschizophrenicpatientwhodidnotexperiencehallucinations. Thetruthis:AcertainviruscausesAIDSinhumans.Howthisisknowntobetrue:Observedinacarefullycontrolledstudy(Astudythatiscarefullycontrolledmeansthestudy hasbeencontrolledtoavoidsubjectiveinterpretationsandtoprovideobjectiveinformation.) Thetruthis:Tobaccosmokecauseslungcancer.Howthisisknowntobetrue:Acertain percentageofsmokerscontractlungcancer.Althoughthepercentageisnot100%(which reallywouldproofthestatement),itisaverylargepercentage(80%).Inotherwords,the assumptionisthattheobservedfact(80%ofsmokerscontractlungcancer)represents theunderlyingtruththatgivenenoughcigarettesandenoughtimetosmoke,allsmokers (100%)willintheendcontractlungcancer.
3.
164
4.
Thetruthis:Manypeoplehavestressnowadays.Howthisisknowntobetrue:Stressis definedasworkinglongerhours,havingdisturbedsleeppatterns,andfeelingtired.That thesephenomenaareinfactsymptomsofaconditioncalledstressisasharedmeaning.
04
Indicatethemethodological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience
Youareabletoindicatethemethodologicaldimensionofthescienceofpsychologyif: 01 02 03 themeaningofthemethodologicaldimensionisindicated sevenstepsoftheresearchprocessareindicated thenatureofeachofthestepsintheresearchprocessisindicated.
activity 1
activity 2
Indicatewhatthemethodologicaldimensionrefersto.
Answer
Itreferstohowresearchshouldbeconductedtoensuretheproductionofreliableandaccurate knowledge.
activity 3
Namesevenstepsintheresearchprocess.
Answer
1. 2. 3. 4. 5. 6. 7. Identifytheresearchtopic Formulatetheresearchproblem Conceptualiseandoperationalisekeyconstructs Plananddesignthestudy Collecttheinformation Analyseandinterprettheinformation. Reporttheresearchoutcomes.
activity 4
Belowarefiveresearchactivities.Wheredotheyfitintotheresearchprocess? 1. 2. 3. Preparingapresentationoftheresearchstudy Askingresearchparticipantstocompleteaquestionnaire Becomingawareofthehighincidenceoffamilyviolence
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4. 5.
Usingtwogroups(GroupAwithlowanxietyandGroupBwithhighanxiety)todetermine theeffectofanxietyonexaminationperformance D efiningcognitiveabilityasthetotalscoreachievedonacognitiveabilitytest.
Stepsintheresearchprocess: (a) (b) (c) (d) (e) (f) (g) Identificationoftheresearchtopic Formulationoftheresearchproblem Conceptualisationandoperationalisationofkeyconstructs Planninganddesignofthestudy Collectionoftheinformation Analysisandinterpretationoftheinformation. Reportingtheresearchoutcomes.
Answer:
1. 2. 3. 4. 5. g e a d c
05
Indicatetheideological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience
Youareabletoindicatetheideologicaldimensionofthescienceofpsychologyif: 01 thenatureoftheideologicaldimensionisindicated 02 thenatureofideologicalinfluencesonscienceisindicated
activity 1
activity 2
Whatdoestheideologicaldimensionofthescienceofpsychologyreferto?
Answer
Itreferstothefactthatscienceisnotreallyaneutralactivityitisgreatlyinfluencedbyideologicalandpoliticalconsiderations.
activity 3
Whatarethemaincategoriesofideologicalinfluencesonscience?
166
Answer
1. 2. Ideologicalfactorswithinthedomainofscienceitself Thesocio-economicandsocio-politicalenvironmentswithinwhichscienceisconducted.
activity 4
Ifresearchinthehumanscienceshastobepoliticallysensitiveinordertowintheapprovalof government,thiswouldhamperthetypeofsocial-criticalresearchthatweneedinSouthAfrican society.Forinstance,whichofthefollowingareexamplesofobstaclesthathamperedresearch duringtheapartheidera? 1. 2. 3. 4. 5. Financialsupportwasnotavailableforpeoplewhowantedtodosocial-criticalresearchon thedamagingeffectsofapartheid Thepublicationofresearchresultsthatshowedapartheidinabadlightwasforbidden Textbooksshowingthenecessityforsocial-criticalresearchwerebanned Alloftheabove Noneoftheabove.
Answer
Alternative4.
activity 5
Supposeyouareamemberofacommitteethathastodecidewhetherornottofundthefollowingresearchprojects. 1. 2. 3. Thenegativeimpactoffemaleleadershipstylesoneffectivemanagement Acriticalanalysisofthepsychologicaleffectsofaffirmativeaction Therelationshipbetweencultureandworkethic.
Wouldyouagreetofundtheseprojects?
Answer
Whatwasyouranswer:Yes,NoorUncertain? Wemaydifferinourreactionstotheseissues,dependingonourgender,race,socio-economic andpoliticalbelieves.However,despitethepersonalfeelingsthatscientistsmayhaveabout researchtopics,wehavetoguardtheidealofscience,namelytobeasobjectiveandasrational aspossible.Inotherwords,itisnotourpersonalfeelingsthatshouldguideushere,butthe scienificqualityofaproject.Forexample,whywouldaresearcherofProject1refertothenegat tiveimpactoffemalestyles,andnotsimplyrefertotheimpactthereof?Thiscouldbeasignof bias.InthecaseofProject2:Oneshouldmakesurethatthesampleisrepresentative,includingthosewhobenefitfromaffirmativeactionaswellasthosewhomaynotbenefitthispolicy. Project3:Inthiscaseitiscriticaltoensurethatthekeyconstructsofcultureandofworkethic areclearlydefined.Itisimportantthattheresearcherdoesnotimposehis/herownvalueson whatisconsideredgoodorbadworkethic. Endoflearningopportunity. NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.
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What are the main categories of ideological influences on science?

What are the main categories of ideological influences on science?

What were some obstacles that hampered research during the apartheid era in South Africa?

What were some obstacles that hampered research during the apartheid era in South Africa?

2010UniversityofSouthAfrica Allrightsreserved Printedandpublishedbythe UniversityofSouthAfrica Muckleneuk,Pretoria PYC1502/1/20112012 98625101 InDesign

B1502COS Exploretheconcepteofstress B1502HMB Explorehumanmotivation B1502IPR Explorethenatureofinterpersonalrelationships

Learning opportunities in Section A

Learning opportunities in Section B

Resource material in the prescribed book (A-Z)

The layout of a learning opportunity

Methodto achievethe outcomeproduct

Firsttask inthemethod Firstactivity ofthefirst taskinthe method

Resource requiredforthe firsttaskin themethod

The layout of a learning opportunity

learn how to study this module

learn how to study this module

Notethefollowingabbreviations: TLfortutorialletter LOforlearningopportunity AZfortheprescribedresourcetext SGforthestudyguide

UseTL101.Thistutoriallettercontainsanumberofpages.Eachpagehasauniquetitle. FindtheresourceindicatedbythetitleModulecomponents.Locatingtheresourceisnot difficultbecausetheresourcesarearrangedalphabeticallyintermsoftheresourcetitles. Readthefollowingresource: TL101:Modulecomponents

learn how to study this module

Youareabletoindicatethenatureoflearningopportunitiesifyou: 01 recognisethevariouscomponentsofalearningopportunity 02 recognisethenatureofthecomponentsofalearningopportunity.

learn how to study this module

learn how to study this module

Y ouareabletoindicatethenatureofthelearningprocessforthemoduleifyoucan: 01 recognisethebasicassumptionaboutlearningthatthemoduleisbasedon 02 recognisehowthebasicassumptionaboutlearningisimplementedinthemodule

learn how to study this module

learn how to study this module

a1502CFS learning opportunity

learn to chart a field of study

learn to chart a field of study

Youareabletocompileawellformedchartif: 01 theelementsofthechartareusedcorrectly 02 therulesofthechartareappliedcorrectly.

Makesurethatknowwhateachoftheseelementsis. Avisiogramhasthreesetsofrules,namely: asetofcontainmentrules.Therearefourrulesinthisset. asetofconnectingrules.Therearethreerulesinthisset. asetoflabellingrules.Therearefiverulesinthisset.

learn to chart a field of study

Youareabletocompilearelevantandcomprehensivechartif: 01 theinformationincludedinthechartisrelevant 02 theinformationincludedinthechartiscomprehensive.

learn to chart a field of study

Thedrawingdescribesthefollowingmodel: 1. Eachsocial(orsocietal)contexthasametaphysicalcontext.Thismeansthateachsociety hasasystemofphilosophical,aestheticandreligiousconstructionsthatmaydifferfrom thoseofothersocieties.

learn to chart a field of study

learn to chart a field of study

learn to chart a field of study

learn to chart a field of study

Integrates and directs >

Cognition Core of ones humanity Emotion Motivation

learn to chart a field of study

learn to chart a field of study

learn to chart a field of study

Thismodelis: 1. 2. 3. 4. Well-formed,valid,comprehensiveandrelevant W ell-formed,valid,comprehensivebutnotrelevant Invalidandnotrelevant,butwell-formedandcomprehensive I ll-formedandnotcomprehensive,butvalidandrelevant.

learn to chart a field of study

learn to chart a field of study

Self-construction Source Biology Social Self-reflection

learn to chart a field of study

learn to chart a field of study

Youareabletocompileavalidchartifyou: 01 nametheobjectsofthechartappropriately 02 arrangetheobjectsofthechartlogically.

learn to chart a field of study

learn to chart a field of study

a1502PPr learning opportunity

learn to prepare a presentation

Youareabletoformulatetheaimofthepresentationifyou: 01 02 recognisethenatureoftheassignment recognisethenatureofthetargetaudience.

learn to prepare a presentation

Youareabletoformulaterelevantmainpointsandprovideexplanatorysupportinginformation ifyou: 01 02 03 delineatetheareaofinterest recognisethemaintopicsintheareaofinterest e xtendthemaintopicsbyprovidinginformation(secondarypoints)thatexplainorsupportthemainpoints.

learn to prepare a presentation

not important unsure important very important

Herearethetopics: (a) (b) (c) (d) Thenatureoftherelationshipbetweenpeopleandenvironments Thenatureofenvironmentalexperiences Thenatureofenvironmentalexploitation Thenatureoftheactionsthatcanbetakentocounterenvironmentalexploitation.