Social Psychology (Spring 2003)

Jane ClarbourRoom 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 & aggression4. Social psychology of language* (L6)

5. Facial expressions of emotion6. 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-goalSteering

Changing gear etc…

Interviewing:

• Main goal Gathering information

• Sub-goalEstablishing 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)

Motivation,

goal

Perception

Translation

Motor responses

Changes in outsideworld

Feedback loop

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 person-

situation 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