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Social Psychology (Spring 2003) Jane Clarbour Room PS/B007 Email J.Clarbour@ psych.york.ac.uk Course overview • Block 1 – Social Interaction (wks 2 – 4) – – – – Practical 1: Interpersonal perception task Practical 2: Quantitative analysis of equivocation Tutorial 1: Social skills and interventions Tutorial 2: Communication • Block 2 – Attitudes (wks 5 – 6) – Practical 3: Ratings of attraction – Practical 4: Repertory grids and factor analysis – Tutorial 3: Attitudes • Block 3 – Groups (wks 7 – 8) – Tutorial 4: Groups Tutorial 5 (optional): Revision (Wk 9) Lectures Block 1: Social Interaction 1. Models of social interaction & social skills training* (L2) 2. Accuracy in person perception* (L4) 3. Prosocial behaviour & aggression 4. Social psychology of language* (L6) 5. Facial expressions of emotion 6. Self-esteem and social identity (L1) Lectures Block 2: Attitudes 7. Attitude similarity & interpersonal attraction 8. Theory of attitudes & behaviour 9. Attitude change: advertising & fear appeals 10. Cognitive dissonance Lectures Block 3: Groups 11. Group performance 12. Intergroup relations 13. Group conformity & majority influence 14. Obedience & social learning Tutorial 1 • Social Interaction: Jo Clarke/Mike Rennie – Social skills and interventions – Transferable skills: • Cognitive skills • Social skills Tutorial 2 • Communication: Chris von Wagner – Discourse Analysis and Equivocation – Transferable skills: • Critical Analysis Tutorial 3 • Attitudes: Pam Wells – Transferable skills: • Group planning/preparation • Presentation skills Tutorial 4 • Groups: Mike Rennie – Transferable skills: • Ingroup discussion • Interactive white-board Lecture 1 Models of social interaction and their application to social skills training Jane Clarbour (Spring 2003) Objectives • Demonstrate an understanding of the concept of social skill • Identify differences between social behaviour and motor skills • Give an account of the revision to the social skills model • Describe the application of the social skills model in relation to social skills training and social deficits • Specify the basic principles of social skills training • Specify the principles of assertiveness training Social skills model Argyle & Kendon, 1967 • Social interaction as a skill – – like driving a car or a game of tennis • Much is known about motor skills processes – this knowledge is transferable to social interaction Applications of the social skills model • A person’s behaviour affects other people’s – Physical proximity – Posture – Language & speech – Patterns of looking at other people – Bodily movements – Facial expression Skills in social interaction • Knowledge that actions are related to consequences – Watch for signs of emotional disturbance – Watch for signs of appropriate action – Apply appropriate tone of voice/choice of words – Make appropriate gestures Distinctive goals Driving: • Main goal getting somewhere • Sub-goal Steering Changing gear etc… Interviewing: • Main goal Gathering information • Sub-goal Establishing rapport in order to obtain that goal Identification of relevant cues • Motorists: – concentration on movement of traffic & edge of road • Making friends: – selective attention of cues relevant to intended goal • Psychiatric disorders: – Some people particularly bad at selecting social information. Central translation processes (‘planning’) Translation of Perceptual Processes • Motor skill: Translation of information relating to car and the kerb into appropriate steering response. • Social skill: People learn certain behavioural strategies in response to social situations. Motor responses This refers to the actual behaviour. Motor skill: Initially very awkward (like driving a car – each action requires much practice, but then becomes automated) Social skill: Initially difficult or awkward – but like driving, with practice becomes more automated. Artificial behaviour natural behaviour Feedback & corrective action Motor skill: Skilled performer uses perceptual cues to take corrective action (e.g. steering a car. Social Skill: Skilled performer corrects performance in relation to social feedback from others. (Note importance of non-verbal feedback). Argyle’s social skills model (Argyle & Kendon, 1967) Feedback loop Perception Motivation, goal Translation Motor responses Changes in outside world Application of motor performance to social skills model (cited in Hargie, 1997) • Motivation – Sitting in a rather warm room • Goal – Desire to cool down • Translation – Devise plans of action • Response – Carry out chosen plan • Perception – Monitor change Perceptual processes • Perceptual processes are selective. – Perceptual cues vary according to each situation • Skilled performance is related to: – accurate perception of relevant features of specific situation Translation processes • Skilled translation – entails adequate interpretation of perceived cues as requiring specific action – May become automated as relevant social ‘schemata’, or translations. – Skilled performers require vast repertoire of translations Actions/motor responses • Hierarchical basis of behaviour – General level (plan) • Contains many sub-plans of behavioural – Sub-plans (activities) • Different ways might obtain same outcome – Fine details • Body posture, proximity, utterances, Application of SSM to social context • Person A meets person B – A is attracted to B (motivation) – A wants to know B’s name (immediate goal) • Person A translates social context – A devises plans of action & considers consequences of various alternative plans – A carries out plan – A gets response from B • Person A perceives B’s response • Person A translates social context….etc. Weakness of the SSM • Emphasis on the individual within the interaction • Ignores feedback from external sources • Cognitive bias • ignores role of emotion Revisions to social skills model (Hargie & Marshall, 1986) • New model accounts for goals of both interactors • Feedback from self & other • Replace ‘central translation processes’ with Inclusion of emotion and retrospective cognition relating to action Summary of social skills model • Social interaction likened to motor skill • SSM sees interaction as – skilled performance – A matching process • Behaviour is directed and adaptive • Social inputs are translated – (non-verbal behaviour, proximity, language etc) and matched with actions related to consequences • Revised SSM includes emotion and cognition – instead of central translation processes – interpreting the model within the personsituation context. Social Skills Training • Research into the SSM has highlighted fine details of social interaction – making it easier for people to learn to change their own behaviour • But Social Skills Training and Assertiveness Training are designed to change how people communicate Social competence • Establishing and maintaining friendly relationships • Being cooperative and helpful • Clear communication • Persuasive • Perceptual sensitivity • Warmth • Flexibility Social Skills Training • Social skills training is based on the assumption that communication is a form of skill that can be learned and improved like any other • Based on principles of: – Demonstration – Practice – Feedback Explicit vs. Implicit feedback Implicit feedback (‘I think you could do a little better’) – Ineffective because unclear to which behaviour referring. Explicit feedback (‘you need to maintain more eye contact’) – Effective as the client is explicitly told of good or bad performance, and why the performance has improved Effective feedback • Effective feedback may be – Verbal – A tape recoding – A videotape recording • Most effective feedback is – – – – Immediate Not enjoyed! Acceptable Essential for learning Assertiveness Training • Aims to: – Effectively communicate own position – provide feedback to other person about how they should behave in future – Be firm, clear, and convincing • Assertiveness is not aggression! – Aggression involves and may invoke hostility (not the purpose of assertiveness Assertiveness Training is… • • • Direct – stating explicitly what the problem is. Specific – an assertion should be clear & focused (avoid generalisation). Respectful – avoid blame, attack and not demeaning. (RAKOS, 1990) Refusal Assertion (Kelly, 1982) • Poor refusal assertion may lead to: – feelings of helplessness – loss of control – low self-esteem – Depression • Skilled refusal assertion may lead to: – Changes in the behaviour of others – Increased perception of self-efficacy – Higher self-esteem Application of Refusal Assertion • Socially passive/unassertive individuals • Highly aggressive/violent individuals (lack of skills necessary for anger and aggression control) Minimal Effect Response (Rimm & Masters, 1987) – Use least amount of effort to obtain objective • e.g. apologise (as violation of an individual’s rights may be unintended/accidental • Excessive assertion may be counter-productive (producing hostility rather than compliance) – Be persistent – Sometimes the minimal response may be insufficient. – Incremental increase in degree of assertion. Poor social skills and social anxiety • Social anxiety – An emotion experienced due to concern with interpersonal evaluation (Leary & Kowalski, 1995) • Self-oriented concern – Fear of negative reaction from others invokes self-fulfilling prophecy (Pozo et al, 1991) • Avoidance of eye contact • Appearing nervous or jittery Poor social skills and loneliness (Franzoi, 2000) • Loneliness (Jones et al, 1982) • Lonely people spend more time talking about themselves • Show less interest in others • Expectation of failure in social interaction Poor social skills and mental disorder (Argyle & Kendon, 1967) • Poor social skills may lead to mental disorder – Social failure may lead to social rejection and failure to cope – Poor coping skills and rejection may lead to anxiety disorders Conclusions • Emphasis on learned behaviour • Links between social skills training and the social skills model • Considered social skills training for: – Interview techniques – Assertiveness training – Refusal assertion • Shown to be effective and long lasting • May be beneficial in raising self-esteem