SUMMARY APPLYING SOCIAL PSYCHOLOGY (3rd ed.)
Sometimes several theories will be mentioned, I think they won’t be relevant for the exam.
However, I thought it might be helpful to mention them :)
Ch. 1 Applying social psychology
Applying social psychology: the PATHS from problem to Intervention to Success
1. Problem: from a problem to a problem definition: identifying and defining the problem.
2. Analysis: From a problem definition to analysis and explanation: formulating appropriate
concepts and developing theory-based explanations.
3. Test: From explanation to a process model: developing and testing an explanatory process
model.
4. Help: from a process model to interventions: developing and implementing a programme
of interventions.
5. Success: From implementing the intervention to evaluating its success.
Step 1 – problem
It is very important to describe precisely what the problem is. We must assess whether the
problem is sufficiently concrete rather than being a general scientific question, why is it a
problem at all, and for whom is it a problem? Also have to look for the main causes of the
problem. The target group must also be specified. Moreover, the key aspects need to be
considered (problem has an applied nature and is formulated in concrete terms). Lastly,
there must be a feeling that the problem has (social) psychological aspects and that it is
potentially solvable or relievable (behavior, attitudes, cognitions and affective/emotional
responses).
Step 2 – Analysis
The second step is to come up with social psychological explanations for the problem. One
first has to decide what the outcome variable is. After having this outcome variable defined,
one starts looking for explanations through techniques ass free association and through
applying relevant social psychological theories (divergent stage).
to determine the validity of the social psychological theories, it is important to assess the
extent to which the typical experiments on which the experiment is based, represents the
real world (external validity).
Step 3 – Test
On the basis of a limited set of variables resulting from the analysis, a process model can be
formulated. The model contains the outcome variable that must be influences. Besides, the
model should primarily contain variables that can be influenced and should describe the
relationship between the variables in the form of a process model. If one cannot find studies
on the specific problem to support the model, one may look further evidence in research on
generic behavior.
Step 4 – Help
To be able to develop an intervention programme it is important that the model contains
primarily variables that can be influenced through intervention. Most psychological
,variables, such as social norms and attitudes, ca be targeted by interventions. Deeply rooted
traits and values cannot be changed (at least by a practitioner focusing on social psychology).
The practitioner must first come up with as many interventions as possible, aimed at the
most promising and important causal variables in the model. Often this intervention will
contain behavioral training, a programme of education, information, rules or prescriptions.
Once the intervention is designed, it must be pre-tested and, eventually, implemented. The
practitioner must make sure that all those involved in the implementation process are
motivated to fulfil their expected role and contribute maximally to the distribution of the
intervention.
Step 5 – success
Parts of the evaluation have to be executed even before and/or during the implementation.
Problems with applying theories
It is not always easy to apply social psychological theories to social problems. Much of the
general knowledge in social psychology is derived from laboratory experiments, and these
have several important limitations. three of the most limitations in social psychology are:
- Oversimplification
The situation examined in experiments is virtually a reduction and simplification of
reality. It can never examine the complex interplay of variables that affect human
social behaviour in the real world and can examine at most two or three causal
variables. One way to enable more accurate comparisons between the enormous
range of causal variable that social scientists test in their laboratory experiments is to
look at effect sizes (statistical measurements of the relationships between variables
that can help researchers to assess the “real world” significance of laboratory.
findings.
- External validity
All kinds of factors in real life may obscure the impact of the variables that are so
clearly manipulated in experiments. Practitioners should not uncritically trust a single
study, but should also consider the quality of the evidence underlying it (has the
study been successfully replicated? Does the theory or finding make sense in light of
the knowledge from other psychological theories and findings?)
- Contradictory Evidence
Studies often produce contradictory findings
Ch. 2 The Problem Phase
From a problem to a problem definition
Towards a problem definition
Problem definition: clear and precise description of what the problem is, and why and for
whom it is believed to be a problem. It should also give some insights in possible causes and
key aspects (whether it is an applied, concrete and social psychological problem and whether
the problem is solvable or relievable). It is better to state the problem at a concrete,
behavioral level than as a desired outcome of the behavior.
The path from a problem to a problem definition
There are various reasons why it is important to develop a sound problem definition.
, 1. it will delineate what needs to be explained and it will offer suggestions for finding the
appropriate literature and other sources of information. On the basis of a problem
definition, it is easier to go to the next phases.
Interview to get a clear problem definition:
1. What is the problem?
The answer to this question requires an insight into the cause and background of the
problem. A practitioner needs to be critical towards anything a client says, but also open-
minded about what the true causes of a problem might be.
2. Why is it a problem?
How does the problem express itself? What are the consequences of the problem? What
makes it problematic? When did it first emerge? (could give insights on possible causes)
Historical analysis:
- Can show that what might be seen as a problem might not be a problem after all.
- Might point to a particular event when the problem emerged or started being
noticed.
- May indicate reasons why a problem has suddenly increased in severity.
3. For whom is it a problem?
A subsequent step is to ask oneself if the other parties perceive the problem in the same
way. Sometimes, involved parties will notice the existence of a problem, but may not agree
on the kind of problem they face. If problems are defined differently by parties involved, this
is in itself a problem. In such cases, a practitioner must consult with all the parties involved
to agree on a version of the problem that all can endorse. It is also important to know
whether all actors from the same party define the problem the same.
4. What are the possible causes of the problem?
- what seems to cause the problem?
- how may these causes affect the problem?
5. What is the target group?
Who should be convinced of the problem? Whose cooperation is necessary for the problem
to be solved.
6. What are the key aspects?
- is it an applied problem? Applied research deals with findings solutions for
problems and therefore limits itself to the study of those determinants, causes or factors
that maintain the problem, and are malleable and may be the target of the intervention.
- Is it a concrete problem? Concrete description of behavior, properties of people
who experience the problem. To encourage specifying the problem a practitioner is advised
to step into the shoes of a researcher. How would you measure the behavior? What
behaviors would you be interested in observing? Specify the problem behavior you are
interested in.
