UNDSELF CONFORMITY – Yielding to group pressure to act as

MODULE 7: FUNDAMENTALS OF EMOTION everyone does, even when no direct request has been
PLUTCHICK’S WHEEL OF EMOTION made.
➢ Adjacent – closely related and can be ➢ Factors that affect Conformity
combined (outer part) o Size of the group
➢ Across – conceptual opposites o Unanimous groups
o Culture
8 FUNDAMENTAL EMOTIONS:
o Gender
➢ Joy, Trust, Fear, Surprise, Sadness, Disgust,
Anger, Anticipation MODULE 9: FUNDAMENTALS OF EMOTION
➢ Social Roles – your position in a society,
EMOTION MANAGEMENT STRATEGIES
including how you behave
➢ Smile to make yourself feel good (30 secs)
➢ Social Norms – unwritten rules of beliefs,
➢ Smile to make others feel good (empathy)
practices, etc. considered acceptable to a
➢ Get up and move
culture.
➢ Check in with your body
➢ Physically remove the tension NATURE AND DEPTH OF RELATIONSHIPS
➢ Breathe (60 secs) ➢ Familiarity – Refers to being comfortable with
➢ Talk to someone another person.
➢ Disengage and re-engage emotion ➢ Attraction – what attracts someone to
➢ Label your emotions another person
➢ Label emotions for others ➢ Love – a special attachment one has for self
or for somebody else. Common types of love:
MODULE 8: SOCIAL SELF
o Romantic Love (passionate love) – it
SOCIAL PSYCHOLOGY
includes an intermingling of emotions
➢ Study of individuals as they interact with
o Affectionate Love (companionate
others
love) – when someone has deep
➢ Study of how feelings are influenced by
affection and desires to have that
interactions with others.
person near constantly.
➢ Study of the effect of social factors on
o Consummate Love – passion,
individual behavior, attitudes, perceptions,
intimacy, and commitment. Strongest
and motives.
and fullest type of love.
INTERACTION VS. RELATIONSHIP o Fatuous Love – where passion
➢ Interaction – mutual & reciprocal exchange of motivates a commitment without the
communication/action between 2 or more. stabilizing influence of intimacy.
➢ Relationship – a connection, kinship which
ATTITUDES – beliefs, feelings, or behavioral
lead to a mutual bond.
tendencies a person has.
PERSON PERCEPTION – forming impressions and ➢ ABC Model of Attitudes
making judgments about another person’s likability o Affective Component – person’s
after your first meeting. feelings toward the attitude object.
o Behavioral Component – person’s
SOCIAL NORMS – spoken unspoken rules on how to way of behaving around the attitude
behave in a particular social group or culture. object.
➢ Norms – provide order in a society o Cognitive Component – person’s
SOCIAL FACILITATION VS. SOCIAL LOAFING knowledge about the attitude object.
➢ Social Facilitation – occurs when the ➢ Functions of Attitude
performance of each individual member of o Knowledge – attitudes provide
the group is enhanced in value or quality. meaning which help organize and
➢ Social Loafing – a phenomenon where structure experiences
individuals tend to become less motivated o Ego-Expressive – attitudes are part of
and expend less effort when working our identity which help assert who we
collectively. are.
 o Adaptive – attitudes within the norms and laws in maintaining social
are rewarded order.
o Ego-Defensive – we exhibit attitudes ➢ Level 3: Post-conventional Morality
that produce favorable results, we → The individual attempts to take the
behave in ways that protect perspective of all individuals.
ourselves. o Social-Contract Orientation –
➢ Stereotypes – are oversimplified determined by individual rights.
generalizations in which the same traits are The individual views laws and
assumed to be possessed by all members. rules as flexible tools for
➢ Prejudice – an unjustified attitude based improving human condition,
solely on the membership of a social group. recognizing the possibility of
➢ Discrimination – is the acting out of an having exceptions to rules.
unacceptable attitude towards people, based o Universal Ethical Principles
on sex/race/social class, etc. Orientation – the highest form of
functioning, and most individuals
MODULE 10: MORAL DEVELOPMENT THEORY
will never reach this stage.
➢ Lawrence Kohlberg
Determined by the individual’s
- proposed 3 levels of moral reasoning
conscientiousness based on
progression.
universal ethics. Reasoning
- He believed that our judgment behind the
involves taking into consideration
decisions we make reflect our moral
every individual that could be
growth.
directly affected by a decision.
MORAL DEVELOPMENT THEORY
PARENTING STYLES
- represent an individual’s progression from
➢ Dimensions
being self-centered towards becoming
o Responsiveness – the degree parents
more other-centered.
are accepting and sensitive to their
➢ Level 1: Pre-conventional Morality
children’s needs.
→ Morality is externally controlled. “What is
o Demandingness – the extent parents
right is what one can get away with or
control their children’s behavior.
what is personally satisfying.”
➢ Attachment
o Obedience and Punishment
o a deep and enduring “psychological
Orientation – determined by
connectedness” between two people
consequences. The individual will
in which each seeks closeness and
obey to avoid punishment.
feels more secure when in the
o Instrumental Orientation –
presence of the attachment figure.
determined by consequences;
➢ 4 Parenting Styles
however, the individual now
→ Authoritative (Democratic)
focuses on receiving rewards or
o HIGH Demandingness, HIGH
satisfying personal needs.
Responsiveness
➢ Level 2: Conventional Morality
o Parents’ attributes: warm and
→ The individual strives to support rules that
responsive, with clear rules, high
are set forth by others to win their
expectations, supportive, and
approval or to maintain social order.
value independence
o Good Boy, Nice Girl Orientation –
o Child outcome: higher academic
determined by social approval.
success, good self-esteem,
The individual wants to gain
competent social skills, better
approbation of others by being
mental health, less violent
seen as a “good person.”
tendencies and securely attached
o Law and Order Orientation –
→ Authoritarian (Disciplinarian)
determined by social rules and
o HIGH Demandingness, low
laws. The individual now
Responsiveness
recognizes the importance of rules
 o Parents’ attributes: unresponsive, o Self-image – the way we see
with strict rules, expect blind ourselves, what we know about
obedience, high expectations, and ourselves.
punishment is common. o Ideal Self – the person we would
o Child outcome: low academic like to become.
success, low self-esteem, poor ➢ Fully Functioning Person
social skills, prone to mental - someone with a healthy personality, who
illness, drugs/alcohol abuse and experiences freedom of choice and
delinquent action, is creative, and exhibits the
→ Permissive (Indulgent) qualities of existential living. But rather
o low Demandingness, HIGH than an end or fulfillment of personal
Responsiveness growth (like Maslow’s linear theory of
o Parents’ attributes: warm and self-actualization), being “fully-
responsive, limited or no rules, functioning” is more of a steady process
minimal or no expectations and of invariably changing and becoming,
lenient made possible by certain acquired
o Child outcome: impulsive, qualities.
egocentric, poor social skills, → Openness to Experience – being more
problematic relationships, and congruent and less defensive; having
inclined to not follow rules accurate perception of one's
→ Uninvolved (Neglectful) experiences in the world
o low demandingness, low → Existential Living – living in the here-
responsiveness and-now and possessing genuine
o Parents’ attributes: cold and appreciation of different life
unresponsive, no rules, neglectful experiences as they happen
and indifferent → Organismic Trusting – trusting
o Child outcome: more impulsive, yourself and doing what feels right
more delinquent, more → Experiential Freedom – simply put,
drugs/alcohol abuse, more having a sense of freedom and
mental issues and prone to responsibility each time an option
suicidal tendencies presents itself.
→ Creativity – if you feel free &
MODULE 11: SELF-CONCEPT
responsible, you will act accordingly,
➢ Carl Rogers
and participate in the world; even
- Best known for developing the
contribute to the actualization of
psychotherapy method called client-
others.
centered therapy and for being one of the
➢ Abraham Maslow
founders of humanistic psychology.
- Believed that people are motivated to
- “The curious paradox is that when I
achieve certain needs and that some
accept myself just as I am, then I can
needs take precedence over others. He
change.” He described an actualizing
promoted the concept of self-
individual as a fully functioning person
actualization with his “pyramid of needs.”
and identified several qualities.
➢ Self-Actualized Person
➢ Self-Concept
o Accepting of others
- an overarching idea we have about who
o Independent and resourceful
we are.
o Cultivate deep and loving
- has three components:
relationships with others
o Self-esteem – the value we place
o Exude gratitude and maintain deep
upon ourselves, influenced by
appreciation even of simple things
how we compare ourselves to
o Easily discern the superficial from the
others
real

-shanon