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This file contains: - all courses of pro- and antisocial behavior - all the literature needed for the exam - including many examples and pictures
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Theme 1: definition and theories of prosocial behaviorVideos
Kitty genoveso was murderd in 1964, many people heard her but nobody helped
her
Pro social behavior: behavior that is defined by society as generally beneficial to
other people and/or to the ongoing political or cultural system
Always interpersonal! 1 people doing the act and other 1 received it
Always context dependent!
3 forms of prosocial behavior
1. Helping: any action that has the consequence of providing some benefit
to or improving the well-being of another person
a. Casual helping: small favor, you don’t have to know the person
you’re helping
b. Substantial personal helping: considerable effort, for example,
helping a friend moving into a new apartment
c. Emotional helping: being there for someone, listening to breakup
story from friend
d. Emergency helping: helping with a acute problem, NO personal
relationship required
Pearce & Amarato
model van helping
2. Altruism: helping purely
out of the desire to benefit someone else, there isn’t a benefit for
yourself!! You want to help others, even if it has disadvantages for yourself
3. Cooperation: acting together in a coordinated way, shared goals,
enjoyment of joint activity or to further relationship. For example 3FM glass
house yearly activities
When are people prosocial?
Latane and Darley model:
notice event: clarity, context of event, mood of helper (are you attentive to
the environment?)
interpret it as emergency: signs as screaming
taking personal: bystander effect: more bystanders = less likely that anyone
will help
reasons for bystander effect
1) pluralistic ignorance: people look at others to determine what to do
2) diffusion of responsibility: ‘someone else will take action, I don’t have to
do it.’
, know what to do: if you did first aid training, you are NOT more likely to help
but if you help, the help has better quality
implement decision
help is given
All these steps need to be completed for help to be given!
Critique on latane and darley:
1. Does not fully explain all helping situations
2. Does not fully explain WHY people are prosocial, it does explain the WHEN
1. Notice the event
People in a good mood are more likely to help because they are more attentive to
their surroundings. Uplifting music/pleasant fragrances/vividness (levendigheid)
of situations also play a role in positive moods or noticing situations
2 possible explanations
Being in a good mood makes you think more about good things like
rewards than about bad things like costs
When you’re in a good mood, you compare your personal circumstances to
those of others. Inequity motivated to correct this (possibly by helping)
reward = restoring the balance
Piliavin et al: bystanders were much more likely to help when they witnessed a
confederate fall down a flight of stairs rather than only the aftermath of the
confederate rubbing their ankle or regaining consciousness. If the event is vivid,
it is clearer that something is wrong
2. Interpreting a need for help
Screaming is a obvious distress cue so people are more likely to help when they
hear someone scream. Pluralistic ignorance occurs when a person does not agree
with a certain type of thinking but believes that everyone else adheres to it and,
as a result, follows that line of thinking even though no one believes it (example;
smoke in room, 75% reported it, when they were alone in the room but only 10%
reported it when there were 2 passive confederates with them) only if people
can see each other
Social comparison theory (Festinger): behaviors of other who are similar to
you have the most influence
3. Taking personal responsibility
Bystander effect: more bystanders people are less likely to help.
Diffusion of responsibility: people feel less personally responsible for helping
because they believe that others will help. Not the same as apathy, they can
really care about the victim but belief that someone else will help the victim. It
ONLY OCCURS WHEN other bystanders are capable of helping. You can prevent
diffusion of responsibility by giving 1 person explicit the responsibility.
Social norms can also affect bystander intervention. Social rules are also
important
, 4. 5. Deciding what kind of help to give and implement the decision
Bystanders who had fist-aid training were just as likely to do something as
bystanders without training but the bystanders with first-aid training offered
more effective help.
Are all good deeds selfish?
Why are people prosocial? We help people because:
1. The benefits outweigh the costs: cost-benefit analyse, maximize your
own benefit and minimalize your costs -> this can explain why people
don’t help other people, even if all 5 stages are completed. The value of
costs/rewards are based on the bystanders perception
2. It is the norm: social norms
reciprocity norm: we feel inclined to help others, who have helped us
before
social responsibility norm: we feel inclined to help others who are
dependent on us
personal norms: individual feelings of moral obligation on how to behave in
a certain situation better for prediction help
3. We feel empathy and we want to reduce stress:
aversive arousal reduction: you see an event, (accident). You either freeze
or walk away because of the arousal BUT this does not eliminate the
arousal sooo you decide to help
But do you do this out of altruism or out of egoism (helping because it
reduces the arousal)
negative state relief model: people help to reduce their arousal. Innante
drive to reduce negative moods so if helping reduces the negative mood
help is likely
empathy altruism model: we only help people when we feel empathy for
them. Negative emotions we help people IF we feel empathy for them.
Or we only help out of self interest!
4. We learned this from others
5. It is an inherited characteristic
Learning theory: Rheingold- children as young as 18 months old frequently help
others people. Learning view (nurture) argues that they learn prosocial behavior
in the same way they learn other behaviors.
This can be done in 3 ways
1. Parents and others rewarding prosocial behavior with praise
2. Parents acting as prosocial role models
3. Exposing children to other prosocial role models
Green and Schneider: the capacity to recognize and appreciate the needs of
others (rather than mere observation and imitation) = what determines childrens
altruism
so learning to emphatize with others is important
, College
People are more likely to be prosocial when
o People notice the situation
o They categorize the situation as an emergency
o They feel responsible to help
o They know what to do
People are more likely to be prosocial because
o The benefits of helping outweigh the costs
o It is the norm
o They want to reduce their stress and arousal (discomfort because you see
for example a homeless person)
Ice bucket challenge: very spontaneous, indirect and planned
Theme 2: the development of prosocial behavior
Videos
Do infants recognize good from bad behavior? Infants give treats to ‘good’
puppets in an experiment. 90% of the time, they will take a treat away from the
‘bad’ puppet, if they had to choose between the good/bad puppet
Do infants help spontaneously? Yes, when they see someone struggling, for
example dropping something on the ground, they can pick it up and give it to
them. Young kids are able to cooperate and work together.
How does prosocial behavior develop over time?
the reasons/motivation to help others changes over time
Cialdinis socialization model
Stage 1: presocialization (<10-12 years): individuals are unsocialized
about helping and rarely act altruistically because it involves a loss of
resources
children don’t know yet about negative state relief model – that helping
others reduces their own negative emotions. Later in life they know about
this. Children in sad mood condition were less likely to give things away
than adults in the sad mood condition
Stage 2: awareness of norms (<15-16 years): they help because they
learned that others want them to help and that they will be punished if
they don’t help. Social approval!!
Stage 3: internalization (>15-16 years): external rewards has ben
internalized, they help people because it makes THEMSELVES feel better
Experiment: children in bad moods were less likely to giveaway coupons, they did
not had reached stage 3 so they wouldn’t know that giving things away makes
them feel better
Bar-Tal’s cognitive learning model: observations of how children of different ages
responded to different kinds of requests to help another child
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