Description
Social facilitation is the tendency for people to do better on simple tasks when in the presence of other people.
By: Abhishek Mishra Maisura Jariwala Apeexa Dhruv Patel Nitish Jaiswal
SOCIAL FACILITATION & GROUP APPROACHES TO CHANGE
What is Social Facilitation? Social facilitation is the tendency for people to do better on simple tasks when in the presence of other people. This implies that whenever people are being watched by others, they will do well on things that they are already good at doing. Example: Bicyclists performing better when they raced together instead of riding alone. When does Social Facilitation occur?
?Taking a test in a classroom, riding a cycle with a friend are everyday
?Social Facilitation also occurs when individuals perform in presence of an audience. ?But this does not mean that people always perform better. Researchers like Floyd H Allport have found that some people tend to perform poorly when working with others.
Why does Social Facilitation Occur?
1. Robert Zajonc’s Drive Theory (Dual Nature of Social Facilitation): Drive theory was developed into the inverted U hypothesis which can be represented using the below graph:
It shows that arousal (more stress, adrenaline, etc) will increase with performance until an optimum point where it will decline. The U of someone who is highly skilled is higher than that of someone unskilled. This explains dominant response; it also means that a well skilled player needs a lot of arousal to get them started in the first place: Explaining why world records are often broken at international tournaments like the Olympics.
Performance
Unskilled
Skilled
Arousal
2. Motivational Process: ?Evaluative pressures motivate people to work harder. ?Evaluation Apprehension Theory (by, Nickolas B. Cottrell) proposed that people learn through experience that other people are the source of most of the rewards and punishments they receive. ?If you are confident in your ability, then being watched makes you perform well, because, in effect, you are showing off. But if you are not confident about the task then you will constantly be worrying about being evaluated
?Self Presentation theory (by, Goffman) assumes that group members actively control other’s impressions of themselves by displaying social behaviors that establish and maintain a particular social image.
3. Cognitive Processes: ? Several Cognitive theories have suggested that the presence of others changes our capacity to process information adequately.
? When people work in the presence of other people, they must split their attention between the task & the other person. The presence of an audience may increase individual’s self-awareness, and as a result, they may focus their attention on themselves and fail to pay sufficient attention to the task.
? Distraction–Conflict theory suggests that distraction interferes with the attention given to the task, but these can be overcome with effort. ? If people are present but do not draw the participants’ attention, facilitation does not occur.
Conclusion and Applications: ?Social Facilitation occurs because human beings, as social beings, respond in predictable ways when joined with other members of their species. ?Some of these reactions are very basic which suggests that the mere presence of others elevates drive levels.
?Arousal becomes more substantial when group members realize that the people around them are evaluating them & might form negative impression of them if they perform badly. ?Cognitive mechanisms that govern how individuals process information and monitor the environment also come into play when people work in the presence of others.
Social Loafing: In the social psychology of groups, social loafing is the phenomenon of people exerting less effort to achieve a goal when they work in a group than when they work alone. This is seen as one of the main reasons groups are sometimes less productive than the combined performance of their members working as individuals. Social loafing is also associated with two concepts that are typically used to explain why it occurs: The "free-rider" theory and the resulting "sucker effect", which is an individual’s reduction in effort in order to avoid pulling the weight of a fellow group member.
Group Approaches to Change:
Psychotherapy Groups – help people overcome troublesome psychological problems. Group Psychoanalysis It is a form of psychotherapy in which one or more therapists treat a small group of clients together as a group. Gestalt Groups: Gestalt therapy is an existential/experiential form of psychotherapy that emphasizes personal responsibility, and that focuses upon the individual's experience in the present moment, the therapist-client relationship, the environmental and social contexts of a person's life, and the self-regulating adjustments people make as a result of their overall situation. Psychodrama: A form of psychotherapy in which patients act out events from their past. Here, the clients are encouraged to continue and complete their actions through dramatization, role playing and dramatic self-presentation. Both verbal and non-verbal communications are utilized. A number of scenes are enacted, depicting, for example memories of specific happenings in the past, unfinished situations, inner dramas, fantasies, dreams, preparations for future risk-taking situations, or unrehearsed expressions of mental states in the here and now.
Interpersonal Group Therapy: It helps individuals gain self understanding and improve their relationships with others. Cognitive behavioral therapy (CBT) is a psychotherapeutic approach, a talking therapy, that aims to solve problems concerning dysfunctional emotions, behaviors and cognitions through a goaloriented, systematic procedure. The title is used in diverse ways to designate behavior therapy, cognitive therapy, and to refer to therapy based upon a combination of basic behavioral and cognitive research. Interpersonal Learning Groups is a time-limited psychotherapy that focuses on the interpersonal context and on building interpersonal skills. IPT is based on the belief that interpersonal factors may contribute heavily to psychological problems. It is commonly distinguished from other forms of therapy in its emphasis on interpersonal processes rather than intra-psychic processes. It aims to change the person's interpersonal behavior by fostering adaptation to current interpersonal roles and situations. T-group meeting does not have an explicit agenda, structure, or express goal. Under the guidance of a facilitator, the participants are encouraged to share emotional reactions (such as, for example, anger, fear, warmth, or envy) that arise in response to their fellow participants' actions and statements. The emphasis is on sharing emotions, as opposed to judgments or conclusions. In this way, T-group participants can learn how their words and actions trigger emotional responses in the people they communicate with. Many varieties of T-groups have existed, from the initial T-groups that focused on small group dynamics, to those that aim more explicitly to develop self-understanding and interpersonal communication.
A growth group is a small informal group designed to help relatively healthy people better understand how to establish and maintain close and gratifying relationships. In a growth group, approximately 6-10 individuals meet weekly for one and one half hours with a trained group leader(s). The primary task of growth group members is to learn as much as possible about the way they relate to each of the other members in the group. This learning occurs through sharing perceptions, thoughts, and feelings, trying out new behaviors, giving and receiving feedback, and observing how other members and the leader(s) deal with specific interactions/situations. Thus, growth groups have an interpersonal focus and are especially appropriate for individuals who are interested in working on interpersonal issues and skills (e.g., connecting with others, communicating effectively, expressing your feelings, supporting others, asserting yourself, and getting feedback about how you come across to others). Structured learning Groups: It is a generic term for various small group interactive instructional procedures. People work together on tasks in small groups to help themselves and their teammates learn together. Self help groups – are voluntarily formed groups of people who help one another cope with or overcome a common problem.
Essential Steps in an Experimental Learning Cycle:
Orientation: Didactic overview of goals of exercise
Experience: Interaction within the group through role playing, simulations etc
Discussion: Summarizing the experience, sharing personal reactions & interpretations
Analysis: Making sense of the experience, drawing conclusions
Application: Identifying implications, proposing changes to make outside group setting.
Sources of Change in a Group:
Universality & Hope – When Individuals face their problems alone, they often blame themselves, or they spend so much time wondering “Why me?”. Groups set the stage for health promoting social comparison. When in groups, they may see similar problems faced by others. This sets them out of victimization & raises their overall sense of self-esteem.
Social Learning – When an individual who is striving to change meets with another person, he/she can discuss problems with, identify solutions, receive support & encouragement. The smaller the group, the richer the feedback & more interpersonal the dialog. Vicarious Learning – Social learning theory (Albert Bandura) maintains that people can acquire new attitudes and behaviors vicariously – by observing & imitating others actions. E.g. This is how infants learn their native language, adoption of unhealthy habits of peers etc. Interpersonal learning – Learning occurs through direct & indirect feedback. The other group members become metaphorically a mirror to understand themselves i.e. Indirect feedback. While groups are also willing to give direct feedback when engaged in objectionable or praiseworthy actions. Guidance – When groups members discuss issues, concerns, problems, and crises, other group members frequently help by providing advice, guidance and direction. The same is also provided by Group facilitators or leaders. Group Cohesion –Without cohesion, feedback wont be accepted, norms would never develop and groups cannot retain their members. Dorwin Cartwright suggested that if groups are to be used as Change agents, the members should have a strong sense of group identity and belonging; othewise the group would not exert sufficient influence over its members.
doc_235308596.pptx
Social facilitation is the tendency for people to do better on simple tasks when in the presence of other people.
By: Abhishek Mishra Maisura Jariwala Apeexa Dhruv Patel Nitish Jaiswal
SOCIAL FACILITATION & GROUP APPROACHES TO CHANGE
What is Social Facilitation? Social facilitation is the tendency for people to do better on simple tasks when in the presence of other people. This implies that whenever people are being watched by others, they will do well on things that they are already good at doing. Example: Bicyclists performing better when they raced together instead of riding alone. When does Social Facilitation occur?
?Taking a test in a classroom, riding a cycle with a friend are everyday
?Social Facilitation also occurs when individuals perform in presence of an audience. ?But this does not mean that people always perform better. Researchers like Floyd H Allport have found that some people tend to perform poorly when working with others.
Why does Social Facilitation Occur?
1. Robert Zajonc’s Drive Theory (Dual Nature of Social Facilitation): Drive theory was developed into the inverted U hypothesis which can be represented using the below graph:
It shows that arousal (more stress, adrenaline, etc) will increase with performance until an optimum point where it will decline. The U of someone who is highly skilled is higher than that of someone unskilled. This explains dominant response; it also means that a well skilled player needs a lot of arousal to get them started in the first place: Explaining why world records are often broken at international tournaments like the Olympics.
Performance
Unskilled
Skilled
Arousal
2. Motivational Process: ?Evaluative pressures motivate people to work harder. ?Evaluation Apprehension Theory (by, Nickolas B. Cottrell) proposed that people learn through experience that other people are the source of most of the rewards and punishments they receive. ?If you are confident in your ability, then being watched makes you perform well, because, in effect, you are showing off. But if you are not confident about the task then you will constantly be worrying about being evaluated
?Self Presentation theory (by, Goffman) assumes that group members actively control other’s impressions of themselves by displaying social behaviors that establish and maintain a particular social image.
3. Cognitive Processes: ? Several Cognitive theories have suggested that the presence of others changes our capacity to process information adequately.
? When people work in the presence of other people, they must split their attention between the task & the other person. The presence of an audience may increase individual’s self-awareness, and as a result, they may focus their attention on themselves and fail to pay sufficient attention to the task.
? Distraction–Conflict theory suggests that distraction interferes with the attention given to the task, but these can be overcome with effort. ? If people are present but do not draw the participants’ attention, facilitation does not occur.
Conclusion and Applications: ?Social Facilitation occurs because human beings, as social beings, respond in predictable ways when joined with other members of their species. ?Some of these reactions are very basic which suggests that the mere presence of others elevates drive levels.
?Arousal becomes more substantial when group members realize that the people around them are evaluating them & might form negative impression of them if they perform badly. ?Cognitive mechanisms that govern how individuals process information and monitor the environment also come into play when people work in the presence of others.
Social Loafing: In the social psychology of groups, social loafing is the phenomenon of people exerting less effort to achieve a goal when they work in a group than when they work alone. This is seen as one of the main reasons groups are sometimes less productive than the combined performance of their members working as individuals. Social loafing is also associated with two concepts that are typically used to explain why it occurs: The "free-rider" theory and the resulting "sucker effect", which is an individual’s reduction in effort in order to avoid pulling the weight of a fellow group member.
Group Approaches to Change:
Psychotherapy Groups – help people overcome troublesome psychological problems. Group Psychoanalysis It is a form of psychotherapy in which one or more therapists treat a small group of clients together as a group. Gestalt Groups: Gestalt therapy is an existential/experiential form of psychotherapy that emphasizes personal responsibility, and that focuses upon the individual's experience in the present moment, the therapist-client relationship, the environmental and social contexts of a person's life, and the self-regulating adjustments people make as a result of their overall situation. Psychodrama: A form of psychotherapy in which patients act out events from their past. Here, the clients are encouraged to continue and complete their actions through dramatization, role playing and dramatic self-presentation. Both verbal and non-verbal communications are utilized. A number of scenes are enacted, depicting, for example memories of specific happenings in the past, unfinished situations, inner dramas, fantasies, dreams, preparations for future risk-taking situations, or unrehearsed expressions of mental states in the here and now.
Interpersonal Group Therapy: It helps individuals gain self understanding and improve their relationships with others. Cognitive behavioral therapy (CBT) is a psychotherapeutic approach, a talking therapy, that aims to solve problems concerning dysfunctional emotions, behaviors and cognitions through a goaloriented, systematic procedure. The title is used in diverse ways to designate behavior therapy, cognitive therapy, and to refer to therapy based upon a combination of basic behavioral and cognitive research. Interpersonal Learning Groups is a time-limited psychotherapy that focuses on the interpersonal context and on building interpersonal skills. IPT is based on the belief that interpersonal factors may contribute heavily to psychological problems. It is commonly distinguished from other forms of therapy in its emphasis on interpersonal processes rather than intra-psychic processes. It aims to change the person's interpersonal behavior by fostering adaptation to current interpersonal roles and situations. T-group meeting does not have an explicit agenda, structure, or express goal. Under the guidance of a facilitator, the participants are encouraged to share emotional reactions (such as, for example, anger, fear, warmth, or envy) that arise in response to their fellow participants' actions and statements. The emphasis is on sharing emotions, as opposed to judgments or conclusions. In this way, T-group participants can learn how their words and actions trigger emotional responses in the people they communicate with. Many varieties of T-groups have existed, from the initial T-groups that focused on small group dynamics, to those that aim more explicitly to develop self-understanding and interpersonal communication.
A growth group is a small informal group designed to help relatively healthy people better understand how to establish and maintain close and gratifying relationships. In a growth group, approximately 6-10 individuals meet weekly for one and one half hours with a trained group leader(s). The primary task of growth group members is to learn as much as possible about the way they relate to each of the other members in the group. This learning occurs through sharing perceptions, thoughts, and feelings, trying out new behaviors, giving and receiving feedback, and observing how other members and the leader(s) deal with specific interactions/situations. Thus, growth groups have an interpersonal focus and are especially appropriate for individuals who are interested in working on interpersonal issues and skills (e.g., connecting with others, communicating effectively, expressing your feelings, supporting others, asserting yourself, and getting feedback about how you come across to others). Structured learning Groups: It is a generic term for various small group interactive instructional procedures. People work together on tasks in small groups to help themselves and their teammates learn together. Self help groups – are voluntarily formed groups of people who help one another cope with or overcome a common problem.
Essential Steps in an Experimental Learning Cycle:
Orientation: Didactic overview of goals of exercise
Experience: Interaction within the group through role playing, simulations etc
Discussion: Summarizing the experience, sharing personal reactions & interpretations
Analysis: Making sense of the experience, drawing conclusions
Application: Identifying implications, proposing changes to make outside group setting.
Sources of Change in a Group:
Universality & Hope – When Individuals face their problems alone, they often blame themselves, or they spend so much time wondering “Why me?”. Groups set the stage for health promoting social comparison. When in groups, they may see similar problems faced by others. This sets them out of victimization & raises their overall sense of self-esteem.
Social Learning – When an individual who is striving to change meets with another person, he/she can discuss problems with, identify solutions, receive support & encouragement. The smaller the group, the richer the feedback & more interpersonal the dialog. Vicarious Learning – Social learning theory (Albert Bandura) maintains that people can acquire new attitudes and behaviors vicariously – by observing & imitating others actions. E.g. This is how infants learn their native language, adoption of unhealthy habits of peers etc. Interpersonal learning – Learning occurs through direct & indirect feedback. The other group members become metaphorically a mirror to understand themselves i.e. Indirect feedback. While groups are also willing to give direct feedback when engaged in objectionable or praiseworthy actions. Guidance – When groups members discuss issues, concerns, problems, and crises, other group members frequently help by providing advice, guidance and direction. The same is also provided by Group facilitators or leaders. Group Cohesion –Without cohesion, feedback wont be accepted, norms would never develop and groups cannot retain their members. Dorwin Cartwright suggested that if groups are to be used as Change agents, the members should have a strong sense of group identity and belonging; othewise the group would not exert sufficient influence over its members.
doc_235308596.pptx