SOCSCI NOTES 3.

The situation is relevant and not

threatening- fare in the jeep
I. ENVIRONMENTAL STRESS
SECONDARY APPRAISAL- Secondary
Environmental Stress- the pressure is all there appraisals address what one can do
about the situation. You asses whatever
When does stress happen? Stress usually
resources you have to be able to adjust
happens when there is a demand in the
the situation. Evaluation of the
environment and that demand exceeds our
controllability of the stressor and a
ability to do. When you think about stress,
persons coping resources.
pressure is always there. When there is stress,
there is a signal for you to do something about Different stages of STRESS RESPONSES by
it. Usually stress is related to drastic changes, Hans Selye
would also cause physical changes or damage.
HANS SELYE:
STRESS
-works on animals by exposing them on
exist when the environment is felt to be different situations (example situations: there
making demands on people that exceed
were scenarios that the animals were exposed
their ability to cope
to hot or cold situation with electric shock)
presence of pressure because of the scenario Hans was able to
requires adjustment in behaviour establish or concluded that the response of this
circumstances is not specific to the
causes unpleasant changes, circumstances but is GENERAL to
sometimes maladaptive and even
circumstances
physical damage
-regardless if youre exposed with hot or cold
In a stressful situation, the situation is called situation, it is still general. Thats why Hans
the stressor. Then the behaviour as a result created the general adaptations syndrome to
from the stress is what you called stress stress
response.
-work on the stages
Cognitive Appraisal- the person assesses the
-HANS coin the term STRESS
potential threat and also assesses how
personally to cope with the situation. There are STRESS RESPONSES (established by Hans)
3 ways on how to assess. 3 components of
stress according to Richard Lazarus (He was Alarm: -release of adrenaline and
well renowned for his theory of cognitive- noradrenaline are secreted to the
bloodstream to prepare the body to any
mediational theory within emotion):
form of response to the stressful
situation; perspire, pupil dilates
PRIMARY APPRAISAL- Primary appraisal -Temporary slowdown for
is a persons judgment about the significance digestion
of an event as stressful, positive, controllable, -faster heartbeat
challenging or irrelevant. Evaluation of the -sharping of the different senses
significance of a stressor or threatening event. of the body
Resistance Phase: -glucortocoids
1. The situation is relevant and production and high metabolic rate
maintenance
threatening- snatcher in the jeep
-prolong sharpening of
2. The situation is irrelevant- example
all the senses
are the people you meet in the jeep Exhaustion Phase: -decrease of
resistance to all forms, widespread
 tissue damage, high blood pressure, everyday hassles
detriments to health (e.g., stroke, heart
attack) e.g., traffic jam, losing your keys,
-body to shut down; finding a parking space
sick, increase blood
pressure, heart attack, short-lived but frequent
coma then DEATH problems
-so much stress
focus: individual
WHEN DO YOU KNOW YOURE STRESSFUL?
When you have luas or canker sore especially
when its cold weather cumulative effects on certain
individuals
STRESS FREQUENT SIGNS studies have
shown that yourself is the source of stress Life Events
increased level of tension according to Holmes and Rahe
(1967) they work on tuberculosis
anxiety patients, they created the stress
scale which is listing a hundred
depression things that can be stressful to you
number one stressful is the loss of
fidgeting & emotional reactions (leading the spouse, and the least not
to aggression & hostility stressful is Christmas
Life Events Scale Listing (Holmes &
behavioural disorganizations (very Rahe, 1967)
important, dont push too much) e.g., divorce, moving residence,
-slowing or declining of ones death of a loved one
reasoning ability, disappearance
long or short duration
of ability to carry out skilled tasks
but if occurring too many over short
like the brain is shutting down
duration, may result to illness &
*Because you might be the source of stress of difficulties
yourself, you can also have the power of
control over yourself Cataclysmic Stressors
*Students create their own academic stress. At major upheavals
the end of the day you are responsible of your e.g., flood, earthquake, tsunami,
own stress serious train crashes
short duration
STRESS RESULTS affect large segments of the
long term: -maladaptive coping population or community
strategies (e.g., substance abuse,
alcoholism, gambling) (long exams, Ambient Stressors
finals) environmental pressures
-called ACUTE STRESS,
something that is long term but e.g., wind, pollution, noise, crowding
there is an identified ending to it
Prolonged stress: -physical and
affect people over a long period of
mental health problems results. Also
time
without certain ending (break ups)
-called CHRONIC
affect everyone in the vicinity
STRESS, more enduring
and without a certain
ending AMBIENT ENVIRONMENTAL STRESSORS

environmental pressures
TYPES OF STRESSORS e.g., wind, pollution, noise, crowding
Micro stressors affect people over a long period of
time
 affect everyone in the vicinity -more crime rates
(Banzinger & Owens, 1978)
a. LIGHT -less domestic violence
Seasonal Affective Disorder (Cohn, 1993)
(SAD) Lunar Effect
-overeating & oversleeping -Leiber (1978)
-disappear more or less -moon phases & moon correlations
spontaneously in spring Do you believe on this???
-mini-hibernation process Air Pressure & Altitude
Treatment -high altitude, low air pressure
-production of melatonin -high altitude, low oxygen level
-photo-therapy: couple of hours Hypoxia
exposure to artificial light -low or insufficient levels of oxygen
Jet Lag -deeper to rapid breathing
-results in headaches, digestive & -increased heart rate
sleeping disorders -retinas become less light sensitive
-lasting up to 2 weeks -sugar seeking behaviour
Changing Working Shifts -menstrual complaints and increased
-results in changes to body rhythm adrenal activity
up to 3 days to adjust Acclimatisation
-results: lack of concentration, -six (6) months to fully acclimatize to
tiredness and increase in accident high altitudes
rates low oxygen levels, less effectiveness
-more difficult to adjust from Day in learning new tasks (Mcfarland,
to Night shift than Night to Day 1972)
Shift
-Treatment: 4 hours exposure to c. BAROMETRIC PRESSURE
artificial sunlight on the first night of Barometric pressure changes
a shift (reduces stress) correlate with
Children under full spectrum -increases in medical complaints
artificial lights such as arthritis (Hollander, 1963)
-less fidgety low barometric pressure, less active
-pay more attention classroom behaviour : disciplined &
-perform better obedient (Dexter, 1994)
Brightly lit rooms
-more arousing d. SMELL
Darker rooms Bad smells
-increase intimacy -impair performance on complex
-increase aggression or impulsive proof reading tasks, but not on
behaviour simple arithmetic tasks (Rotton,
Too Much Glare 1983)
-eye strain -reduces liking for paintings & photos
-headaches Moderate bad smells
-nausea association -increase aggression
-complaints in artificially lit-situations Pheromones
-Interpersonal liking & attraction
b. WIND
Hot Dessert Winds correlates e. AIR POLLUTANTS
with Air Pollution increases correlate with
(Sommers & Moos, 1976) -less outdoor activities participation
-increased symptoms of depression -less helping behaviour
-nervousness -high levels of anxiety, irritability and
-irritability depression
-increase in traffic accidents -psychiatric admissions
-higher Extraversion & Neuroticism Carbon Dioxide (CO2)
-lower IQ measures -excess: less visual acuity
Wind Speed correlates with -sensitivity to the color green
 Ozone less than 23.89 C
-source: vehicle exhaust -result to heart failure
-results: nose & throat irritation, Moderate temperature
fatigue, lack of coordination, may -increased aggression levels
accelerate aging process -declines as temperature increase to
-high levels of ozone, more incidents very high
of household disturbances and child Performance & high Temperature
abuse (Rotton & Frey 1985) -impairs visual acuity
-impairs vigilance performance
f. TEMPERATURE -impairs attention & memory
Warm days correlates with -impairs performance in
-increased rate of psychiatric mathematics (Provins, 1980)
emergencies Performance
-frequent precursors to rioting -Environment Temperature below
behaviour (across cultures & 12.78 C
countries) -low performance on dexterity and
Summer thinking (Poulton, 1970)
-more insect transmitted diseases Temperature & Social Behaviour
and intestinal problems -warmer weather, less cooperative
Extreme heat -High temperature, less helping
-affects body chemistry: behaviour, reduces liking for
ELECTROLYTE IMBALANCE strangers
-electrolytes: Sodium, Potassium, Temperature & Social Behaviour
Chloride, Calcium & Phosphate -harsh winters, increased pro-social
-maintained in strict range for behaviour & reduced crime rates
optimal functioning
-electrolytes are lost: sweating & g. NOISE
evaporation
-results: alter moods, increase -unwanted sound
anxiety, and decrease our ability to -psychological concept
deal with other stresses -depends on the person & place
Cold -transportation noise: most frequently
-respiratory problems during winter cited by people as being an irritation
-diabetes & arthritis are aggravated (Lawson & Walter, 1974)
5 C of the environment -People living near airports, railways,
-is painful motorways report increased levels of
-prolonged exposure: chilblains, annoyance, blood pressure and ear
frostbites and ulcers; eventually problems
muscle rigidity occurs What makes sounds annoying
Acclimatization (Glass & Singer, 1972)
-14 days to fully acclimatize to a new 1. Volume or Intensity
temperature environment -sounds over 90 decibels is
Rises beyond 38.78 C psychologically disturbing
-heat exhaustion -prolonged exposure leads to
-body functions declines hearing loss
-increased heart rate with 2. Predictability
perspiration -sounds with low predictability
-blood volume declines (because of are irritating
perspiration) 3. Perceived Control
-blood pressure falls -if we feel we can control the
-leads to fainting due to lack of noise, we find it less annoying
oxygen to the brain 4. Periodicity
-Thence, coma and death -continuous or intermittent
20 C 5. Duration
-discomfort is felt -acute or chronic
less than 32.22C Other mediating factors (Borsky,
-produce heart irregularities 1969)
 1. Necessity -feeling of limitation of personal space
-more annoyance for sounds that leading to feelings of confinement,
we feel are not necessary frustration and irritability
2. Concern -less immunity to illness
-more annoyance for sounds -Csermely, Peter: crowding stress is
created by those who we think have suggested as an important factor in the
no interest of the well-being of development of increased urban insanity
others or schizophrenia
3. Perceived Health Risks
-more annoyance for sounds that II. SOCIALIZATION
we fear for potential damage to our - Is basically knowing the group
health that you are part of. Example,
4. Satisfaction UPCEBU (orientation)
-if we are unhappy with our
neighbours, generally, we will find THEORIES:
the noise annoying 1. Cooleys the looking-glass self
Tipping Point of Violence (Charles Horton Cooley, 1864, 1929)
-if you are already irritable, angry or It has 3 elements
annoyed, uncontrollable noise may result to a. Imagine on how we appear
violence to someone to those
Effects of Noise around us
-hearing loss -ex. Friends think about us
-increases production of adrenaline smart, flirt
(Rosen, 1970) b. Interpretation of others
-long exposure: increases stomach reaction
ulcers (Jerkova, 1970) Ex. Do they like us to be
-increases blood pressure smart, or flirt? After the
(Ponomarenko, 1966) c. Development of self-
-affects the immune system; more concept
vulnerable to disease and infection -based on the
(McCarthy, 1992) interpretations on how
-Children of schools close to airports others react to us
have more difficulty in solving -self-concept is very
complex problems, are less dependent on how other
motivated, less tolerant of people think about you
frustration, and give up on tasks -there are other
more easily than a matched group of components of the self-
children in a quite area (Cohen, concept not only because
1986; Evans, 1993) of how other ppl think
-noise often cited as being a work + Interpretation positive image
dissatisfaction - Interpretation negative image
variable (Kryter, 1970)
-less informal contact between -dont have a good I, you most likely to
neighbours in noisy areas have a shaky me
(Appleyard, 1972)
-increased noise, less helping 2. Mead and Role Playing/Taking
behaviour (George Herbert Mead, 1863-1931)
-increased noise, increased -play is very important in development
aggression of ones self
-activation of cortisol Empathy (taking the
perspective of the other person)
h. CROWDING Empathize the role sympathy
-increases crowding, increased (basically feelings, ex. naay namatay. Then
aggression, increased depression how to sympathize, you will use
-shrinking of living space is likely empathy)
followed by aggression & depression -because in play, we are able to
empathize the role of our playmates
 J. Flavel (1968) conduct experiment of -Swiss psychologist, who studied
the board game. He experimented on 8- children
yr-old and 14-yr-old (in instructing the -he developed the stages of cognitive
partner w/ regards on how to play the development (something to do with
board game, some were blindfolded, the brain, brain structure)
some were not) -thinking ability
-the 8 yr gave the same instruction Stages of Cognitive
whether blindfolded or not Development (it has something to
-the 14 yr old gave more detailed do with the brain)
instruction to the blindfolded partner. a. Sensory Motor Stage (0-2 yrs.
The 14 yr old is able to empathize Old)
more -limited to direct contact with his
-the study shows that through the or her environment
course of life, a child is able to -based on sucking, touching,
develop empathy/taking the role of listening or seeing
other person -children doesnt have sense of
-young children are only able to take separation and cant recognize
significant patterns (mama, papa, the cause and effect
and teacher) -MINDFULNESS, being in the
moment
3 stages of PLAY/taking the role of -immediate gratification
others: b. Pre-operational Stage (2-7 yrs.
a. Imitation Stage Old)
-children below 3 yrs. Old -children learned to develop to
-they dont have a sense of self use symbol
separate from others -sign is one on one
-imitate persons, gestures and correspondence
words -symbol can be created and
-preparation for the next stage paired to a lot of ways to have an
b. Play Stage idea
-3-6 yrs. Old -there is no understanding of the
-this is the time wherein you basic concepts such as speed,
become batman, superwoman size
(dress up like mama) -they only memorize what they
c. Games count, they cant take the rule of
-childhood or school years the other person
-games are more organized -mountain range model
-being organized, they are c. Concrete-operational Stage
developed working in teams; (7-12 yrs. Old)
-more empathized -cant able to understand without
-exposed to multiple roles concrete examples
-more active -participate game
I ME -without concrete example, they
cant understand
-subject -object d. Formal Operational (12 and
-doer -receiver above)
-initiator (I play, I work) -passive (that book -a person is able to think abstract
-I controls me was for ME) -they can talk about concepts
because -if cge ug ME, its like without concrete examples
-ME dependent on I Cooleys theory. -use rules to solve abstract
-I filter what is really me Everything is social problems
-developed the I first -this is the time you become
before the me young philosophers

4. Lawrence Kohlberg (1975, 1984,

1986)
3. Jean Piaget (1896-1980) -moral development
Stages of Moral Development
 a. Moral Stage
-immediate gratification, show little
concerns for others
-no concept of right or wrong
-basta masatisfy lang sya (ex. matog conscious
kung matog ang baby) (superego)
b. Pre-conventional Stage (7-10 yrs.
Old)
-follow what is ordered subs (ego)
-the child learned rules
c. Conventional Stage (10 yrs. Old)
-morality means is to follow the unconscious (in)
norms and the values that they have
learned (ex. No cheating, no lies)
d. Post-conventional Stage
-not everyone will be able to reach Distress Coping Mechanisms
this stage 1. Denial
-this is the stage wherein people 2. Projection
reflect on abstract principles 3. Displacement (aggression)
-judge behaviour according to 4. Reaction Formation
principles -behaving in a way thats exactly
-college education is supposed to opposite from the true feeling; pakitang
foster post-conventional stage tao
-abstract thinking 5. Identification
-someone has authority; power and
5. Carol Gilligan (contradicts with identified to somebody to boost your
Lawrence Kohlberg) self-esteem
-Gilligan said that Kohlberg is bias 6. Sublimation
because all of his respondents are male. -you behave in a more socially
Because when a women decides on a acceptable ways
very critical thing, women think about 7. Regression
relationships. But men are by the books -going back to your childhood manners
(rules and principles) and behaviours
-men dont believe in the end justifies
the means 8. Rationalization
-ex. Nangawat because of naay sakit iya -justification
mama, sa girl mas important ang 9. Repression
relationship -putting all negative memories to
-later studies shown that there is no unconscious
difference because as women take
about relationship in judging a particular Psychosexual Stages
decision, men also take the relationship. 1. Oral erogenous zone-
And there is also women who are also by satisfaction
the books -mouth (nail biting) fixated- dont
-Women- relationship satisfy; stuck
-Men- by the book -child having trust
2. Anal
HIGHLY SEXUAL AND HIGHLY SOCIAL -toilet training
-parents should be patient to the kids
Sigmund Freud (Highly Sexual) -OCD (too much given importance to
cleanliness)
Psychoanalysis: unconscious 3. Phallic
It has 3 personality components -child starts to differentiate sex
1. in (immediate gratification, -homosexuality (werent able to identify
always seeking) some sex parent)
2. ego (who balances the in -Oedipus (male
and superego) -electron complex
3. superego (conscience) 4. Latency
 -school work
5. Genitalia Stage
-attracted
Erik Erickson (Highly Social)
-Trust vs. Mistrust
-withdrawal meaning you isolate
yourself because of undeveloped trust
Autonomy vs. Shame
Doubt
-autonomy meaning you are in
control, you are impulsive
-shame/doubt meaning you are
compulsive (self-limiting;
constrained)
Initiative vs. Guilt
-development of purpose
-kids are allowed to explore the
environment
Industry vs. Inferiority
-child develop in a sense of
creating thing
-teachers are very important
Identify vs. Role Confusion
- expression, self-control
Intimacy vs. Isolation
-willing to live alone or willing to
have somebody to share your life
with
Generativity vs. Stagnation
-stage where cancer is the first
priority
-sandwich generation
Integrity vs. Despair
-last few years of your life
EMOTIONS AND SOCIALIZATIONS
Anthropologist Paul Ekman
(1980)
-we have all the same way of
expressing these 6 emotions
-6 emotions are built-in to us
(happy, sad, anger, fear, surprise,
disgust)
-Duchene smile
GENDER AND SOCIALIZATIONS
- Manifest Function
GENDER AND MASS MEDIA
1. Gender in advertising
-men (dominant and rigid)
-women (sex objects and submissive)
2. Television (2:1 ; men: women)
-men (dominant, higher status)
-too much exposure to television caused
to polarize
3. Videogames
-men use videogames to release stress
-desentization
Melissa Milkie- junior HS
Boys- sex and violence in mass media
SOCIALIZATION AGENT
or
1. Family
-initial motivation, value, belief, who we
are what we become
STROLLER EFFECT roles we
have
Dad carries the baby
Mom is the stroller
-According to Melvin Con, the socio-
economic status of a parent of how they
raised their children
Particularly on: (nature of the job)
Working class- obedient and
conformity
Middle class- development of
children of their curiosity,
2. Neighbour
-According to Wilson (1997), Brooks
and Cooleys (1997), children came
from poor neighbourhood have
disadvantages in life, early pregnancy
-While according to Samson (1999),
children came from fluent stable
neighbourhood watch out their children
than the poor neighbourhood
3. Religion
-teaches us how to behave appropriately
and formally
4. School
-it is the ground of equality
-children in the school learn universality
*conflict theories
-type of schools will prepare you in the
work
-private schools for higher positions
-public schools learn that not too many
of them will be professionals
-intended purpose of the school
Latent Function
-hidden curriculum
5. Peers
-the same age group and common
interest
 -According to Patricia and Peter 2. Adolescence (13-17 yrs. Old)
Adler: they chose 2 elementary schools -contemporary society
in Colorado- they saw children are -social invention
separated by sex, have norms especially -sudden change of behaviour
in popularity
*boys to be popular- athletic, 3. Adulthood
cool, top *YOUNG (18-29) - physiologically not
*girls to be popular- physical adolescence.
appearance, clothing and make-up, - Not adolescence, not
family background, ability to attract adult.
boys - Extension of your
-Academic performance: studies.
*boys NO, it decreases their *MIDDLE -early middle years (30-49)
popularity stable job and family (sandwich
*girls YES, it increases their generation)
popularity -later middle years (50-65)
-Cardinal Rule: Conformity or Rejection? discover bodily changes, health
-How do peers influence us? and mortality, evaluation of the past and
*peer pressure concern what lies
*peers influence as in terms of ahead
our influences (books that you read, *OLD (60 onwards)-early older years
music that you listen) healthcare is better industrialized
in countries
6. Sports -later older years no
-not common in girls precise beginning and ending; filthy and
-teamwork illness
-reason there are a lot sports even
among youth CULTURE AND LANGUAGES
-recognition: especially among guys and
winning in sports gives the manly value CULTURE
-sports can also rekindle a relationship Non-material:
from a distant DAD -practices, traditions, belief, and
-instrumental relationship religion
Material
7. Work Place -food, clothes, tourist spots,
-anticipatory socialization celebrations
-its important that you love your work
KLUCKHOLMS 4 MAJOR
RE-SOCIALIZATION CONCEPTS
-basic institutions are TOTAL
INSTITUTIONS (Like PBB, biggest loser, 1. Enumerative or Descriptive
rehab. People go there and cut-off from -what composes the culture
society)
Degradation Ceremony 2. Historical
-stripping you off from society -materials and non-materials are
that you were once came from passed generation to generation
-they are always characterize by -child rearing
power/authority
-control of punishment and reward 3. Normative
-social roles in a social pattern
SOCIALIZATION IN THE LIFE COURSE behaviour
-child is the parent of the adult (how you -consistent with existing roles
were as a child will always influence how you -IDIOSYNCRETIC BEHAVIOUR (if
will be as an adult) individual
-nudist
1. Childhood (0-12 yrs. Old)
-children miniature of adults 4. Psychological
-culture is learned
 -you have the process called
ENCULTURATION- behaving in some
way at people in community
CHARACTERISTICS OF CULTURE
1. Social
-culture adaptation
2. Learned
-through observation
3. Unifying
-everyone behave the same way,
high in group bias
4. Patterned
-change in ones rule; housebands
5. Symbolic
-man is solely to use symbols
-SCIENCE one on
correspondence
-SYMBOLS more meaning
ETHNUCENTRISM
-creates in group loyalty
-your culture is better than
other culture
CULTURE RELATIVISM
-culture is UNIVERSAL
-everyone has their own individual
culture
-there is no culture above than any
other culture
LANGUAGE
-is a system of symbols that can be
strong together when combined in an
infinite number of ways for the purpose
of creating an abstract thought.
-language is universal, each one has his
own language
-no language is above than any other
language
CHARACTERISTICS OF LANGUAGE
1. Cumulative
-add-on, file
2. Provide social or shared past
3. Social or shared future
4. Shared perspective or
understanding
5. Allows complex shared goal
directed behaviour
Allen and Beatrice Gardner
(1969)
-Woshoe, a chimpanzee, was 1
year old in 1996. After 4 years, he
learned 160 sign language
Irene Pepperberg (NW
University)
-Alex the parrot? Taught how to
identify colours and count up to 6
objects
SYMBOLIC CULTURE
1. Language
2. Gestures
-interpreted with emotions
-interpreted with its context
3. Norms, values, sanction
-norms: standards
one -values: what is bad or good, right or
wrong
-sanction: punishment
*positive- FOR MATERIAL: money,
reward, trophy. FOR NON-MATERIAL:
praise, thank yous
*negative- FOR MATERIAL: fines,
no cell phone. FOR NON-MATERIAL:
silent treatment, isolation verbal
terms
-MORAL HOLIDAYS: only holiday in a
year where in you are allowed to
defy norms
4. Folkways and Mores
-FOLKWAYS: defiance to norms that
you can get a shrug
-MORES: being defy/ big sanction
5. Subculture and Counterculture
-SUBCULTURE: smaller culture from
the broad culture
-COUNTERCULTURE: defiance to a
man culture and not compliance to
norms
III. GROUPS
-those people in the jeep/elevator are
not a group because they dont have the
cohesiveness and structure (role and
status) however the people in the jeep
called AGGREGRATE
-when you about groups, you use
categories
-in determining a group, it should have
the nearness, similarity and common
faith
According to Charles Cooley, he
differentiated between primary and
secondary group
*PRIMARY GROUP
-intimate relationship
 -face-to-face cooperation EFFECTS OF GROUP SIZE ON ATTITUDES
-long term AND BEHAVIOUR (bystander effect)
-essential to our well-being
-spring of life According to John Darley and
Bibb Latane (1968), they asked
*SECONDARY GROUP college student to talk about their
-temporary college life and adjusting stuffs
-based on interest and activity -dyads rush to help
-more anonymous, formal, -triads, 80% of them only help,
interpersonal and short term and the rest are slowly leaving
-increase in group size, less
helping behaviour

*DIFFUSION OF RESPONSIBILITY
-increase in group size, decrease
intimacy and formality
-increase in group size, increase
in simpler groups

LEADERSHIP
-leader is someone who influence other people
in their opinion, behaviour and attitude
-INSTRUMENTAL LEADERS vs. EXPRESSIVE
LEADERS
ACQUAINTANCES
Instrumental Expressive
BUDDIES(same leaders leaders
interest) -task oriented -socio emotional
leaders leaders
COUNCILORS -moving towards -leaders who gives
(advisors) the goal sympathy and
-they always keep support
their group on -always boost
track groups moral
CHILD -on the goal -goal is to maintain
always group harmony
-minimize conflict

WHO IS BETTER? IT depends on the situation

IN-GROUP
*Authoritarian- someone who gives order and
-creates strong identification of the
directs (studies have shown that is much
group
better)
-loyalty
*Democratic- someone who tries to be
-discrimination of the out-group
consensus
result to in group
*Laissest Faire- someone who is highly
OUT-GROUP
permissive
-antagonist
-result to discrimination MOST LIKELY TO BE A LEADER:
REFERENCE GROUP -those who are able to lead the group in times
-become the yardstick of how the of crisis
group should be -more talkative
-can either MAKE OR BREAK the -those who are better looking are most likely to
group when reference group is too be the leaders
high
-important to assess who is your *GROUPTHINK:
reference group -due to the cohesiveness of the group, they are
no longer to make moral judgement
-lead to over confidence -honesty
-kung unsay gusto sa tanan -generosity
-trustworthiness
IV. ATTRACTION FACTOR -empathy
1. Proximity or nearness *it really depend on the culture
-important for a relationship to bloom or *men are not the only who is into
start physical beauty but also women
-literature really dont support long
distance relationship because of the LOVE
absence of proximity -According to Robert Sternberg, love has 3
2. Exposure or Familiarity components:
-repetitive exposure would actually INTIMACY (women likes this)
make you attracted to someone
-you can always make yourself expose
to your crush, to make yourself P + I= romantic love I + C=
attracted to him/her companionate love
3. Reciprocity
-not all reciprocity are sincere
-I like you, you like me CONSUMATE LOVE
4. Similarity
-very important factor on a sustainability
of a relationship
-opposite attracts at first but opposite
PASSION P + C= fatuous love
will never sustain a relationship
-homosexual relationship COMMITMENT (men often times fear
5. Attractiveness this word)
-according to Michael Cunningham
(1986), in terms of physical beauty have -commitment alone can actually form EMPTY
*narrow cheeks *prominent LOVE
cheekbones (sexually matured -passion alone can actually form INFATUATION
individuals) -intimacy alone can actually form LIKING
*large eyes *high eyebrows
*small nose *large pupil Clyde and Susan Hendrick
-these are related to baby face (1986, 1992), according to them
-BIG SMILE is related to social there are 6 love styles:
competence and this means you are 1. EROS
more assertive and happy -kind of love that which is very
-big smile is also related to social passionate
competence (start a convo, someone -have highly characteristic of
who is sociable) physicality
-socially competent individuals are more -get involve very quickly
assertive and happy -partners physical
appearance is highly
CULTURE: important to them
Individualistic (Canada and 2. LUDUS
America) perceived being -love is a game
beautiful who is: -thats why they dont take it
-self reliant seriously, they dont intend to
-independent hurt someone but eventually
-individualistic culture THEY WILL
-someone who give importance to -type of love style into
individuality multiple partners
Collectivist (South Korea) 3. STORGE
perceived being beautiful who is: -slow growing love
-harmonious group relationship -this is the love that grows out
-integrity of friendship
-concern for others
-sensitivity
 -kind of love that the similarity
between lovers is highly
important
4. PRAGMA
-kind of love which is common
sensical realistic. Kind of love
with conditions; I love you
because
-they actually what theyre
looking for a relationship (ex.
Young Filipina marrying
foreigners)
5. MANIA
-highly emotional; its like a
roller coaster ride experience
-obsessed with the partner
-kind of love which you
commonly known as romantic
love
6. AGAPE
-highest form of love
-selfless giving altruistic love
-love of a mother to a child
-more spiritual than physical
-studies have shown that men
are more Ludus type of love
-women are more on Storge
and Pragma
-women and men are more on
Eros and Agape
CULTURE AND LOVE
-people on west-Germany have the most
passionate romantic view of love
-Japanese have the least
-Americans are average
-marrying because of love was
important in west-Germany (USA, Brazil,
and England)
-least marrying, more on Pragma
because of economic condition
(Thailand, Pakistan and India)
Love has been shown to be universal to all
species but the expression, the experience,
and the remembering of love have different
roles across different culture. While love is a
universal thing, the way it is expressed will
depend on the culture.
How to sustain love?
SOCIAL EXCHANGE THEORY
(For satisfaction in a relationship
to be achieve, 3 factors are
needed)
1. Reward- things you get out from the
relationship (having someone to talk
to, etc.)
Cause- time,
money, effort,
emotional
investment
-for satisfaction to
happen, the reward
should outweigh the
cause
-R > W is equals to
satisfaction
-the reward should
be better and always better than the
alternatives (competitor suitors,
relationship from
friends)
2. Level of investment in a relationship
3. Quality of alternatives to the
relationship
-when all of these 3 things are
put together, then you will have
commitment, and when there is
commitment, there is stability
-In a different model by Caryl
Rusbult, called INVESTMENT
MODEL, was defined as anything
people have to put into a
relationship that will be lost if
somebody leaves the relationship
-the INVESTMENT MODEL is
divided into tangibles (money,
house, and car) and non-
tangibles (time, emotional,
energy, identity, welfare of the
children)
-as investment grows, it becomes
for the person to leave the
relationship
-the application goes a long way
to the concept of buttered wives,
they cant get out to the
relationship because no
alternatives and too much
investment. Thats why its
important to find a job that you
love and have interest to which is
called also the alternatives
ATTACHMENT STYLES
-studies have shown something that we
acquire from how our parents raised us
-the child is the parent of the adult, how you
raise as a child has something to do when
youre an adult
-important in analysing and understanding love According to Steve Duck (1982),
there 4 STEPS OF RELATIONSHIP
1. Secure Attachment Style (most DISILLUSION:
enduring, key factor for long term a. Intrapersonal Level- wherein
relationship) the person thinks what is the best
-you see yourself worthy way to say it. Individual level
-relationship with others is b. Dyadic Level- wherein its
characterize with trust already been brought to person.
-abandonment is not an issue Both discuss about the break up
c. Social level- when the person
2. Avoidant Attachment Style (least airs out to everyone about the
intense in terms of romantic separation. (Ex. FB status) Level
relationship) wherein you are very angry
-doesnt want to get into a wherein you actually distort what
relationship because of the anxiety really happen to dyadic level
that she/he might be hurt d. Intrapersonal Level- wherein
the person recovers from the
3. Anxious/Ambivalent Attachment breakup which is developing a
Style (most short-lived) new you
-characterizes concern for others will
not reciprocate the once decide to be 4 TYPES OF BEHAVIOUR IN
intimate resulting than the higher TROUBLED RELATIONSHIP
average of anxiety (elaborated by social exchange
-you always worry if feeling is theory)
reciprocated, because of this worry 1. EXIT
then you become more anxious -actively harming/terminating the
-insecure relationship
-your attachment style will always be -leaving without provision
consistent in all the relationships -abuses partner
that youll go through then thats 2. VOICE
why its very important to -actively and constructively
understand that in every relationship saving the relationship
separation, there is always a positive -trying to change
side which is a new you -couples therapy daw hehe
3. LOYALTY
BREAK-UP -possibly but optimistically
waiting for the relationship to
5 WAYS/CATEGORIES IN ENDING AN improve
INTIMATE RELATIONSHIP -si Lord nay bahala
1. Positive Tone -being supportive instead of
-I still care for you, but it seems its no fighting
longer working 4. NEGLECT
2. Verbal De-escalation -wherein possibly allowing
-you tell the partner that you no longer conditions to deteriorate
in love with him/her -putting no energy to the
3. Behavioural De-escalation relationship
-avoiding contact with the partner -ignoring partner, less time
-no replies, miscalled calls together
4. Negative Identity Management Active
-I think its time we both date another
5. Justification
-is not meeting up your needs EXIT VOICE
-you tell the partner that the relationship
is not making your needs Destructive Constructive

ON THE OTHER HAND... NEGLECT LOYALTY

 Passive
BREAK UP EXPERIENCE
-according to Robin Akert
1. Breakees
-experience physical disorder
-victim of love
-depress, unhappy, often times angry
2. Breakers
-they feel guilty and unhappy
-they still experience negative physical
symptoms, only 39% feel physical
disorder
*MUTUAL ROLE- partners agreed to take some
control and make the break-up less traumatic
*Men are not interested in remaining friends
regardless if he is a breakee/breaker
*Women are more interested to remain the
friendship especially if they are the breakee
*Mutual Role Friendship
V. HELPING BEHAVIOR
PRO-SOCIAL BEHAVIOR: is any act
that is done to benefit the other
person
ALTRUISM- if desire to help another
person, even it has cost to the
person
-any kind of helping
-true altruism?
PERSPECTIVE IN HELPING
1. Evolutionary Perspective
a. Kin Selection
-relatives and blood line
-we are likely to help our relatives
because we want to preserve the
genes of our family. Aside from that
helping them to ensure that our
relatives will later on bear children
-according to the study conducted by
Burnstein, Crandall, & Katayana
(1994), they concluded that
o our helping behaviour has
a biological importance of
the outcome
o gender=culture
o we help our relative in
order to preserve the
genes
o cut across gender and
culture, regardless
gender and culture
o people will likely to help
relative than a stranger
b. Reciprocity Norm
will likely to help because we
expect something in return in the
future
related to value utang na loob
expecting help in the future
because if you immediately ask
help after giving help, that is a
manipulation tactic
c. Learning Social Norms
according to Simon (1990)
helping has an adaptive value or
survival stage
because when u help,
2. Social Exchange Perspective
a reward is greater than cost
SOCIAL REWARD: reciprocity, social
approval from other people,
increases your self-worth
SOCIAL COST: physical danger
(effort, time), can take too much
time and effort
you only help if a reward is greater
thank your cost
So true altruism does not exist?
everything is instrumental
3. Empathy Altruism Perspective (pure
motive of helping) to explain altruism
-Bakson (1991)
-you help because you are helping
-peoples goal to help is to help
-EMPATHY ALTRUISM HYPOTHESIS
when we feel empathy for other
person, we will attempt him/her
purely for altruistic reason
regardless of what we have to
gain
for true altruism to work,
empathy is highly important
ingredient
if there is no empathy, the social
exchange theory will work
4. Altruistic Personality
18 months baby are already
showing pro-social behaviour.
How? When that child mommy
cooking food.
to the thing about rewarding is that
if u reward a helping behaviour, u
are likely to teach a child that to
help is to expect a reward, that is
why not to associate a reward
 when a child helps, then over
justification effect.
we learn because we are
rewarded for it
it is highly encourage that
children will help without
expecting any reward
OVER JUSTIFICATION
EFFECT, you do it because of
external factors u get from it.
(Are u studying because u want
study or u want a good grade?)
not to associate reward when a
child helps
Create an environment that
creates helping, thus adults
should be a model of a pro social
behaviour. Then the child will
think that helping is to help, not
to expect something in future.
GENDER:
Both men and women help but it
depends on the kind of help
WOMEN: involves less danger, more
commitment (nursing a home/person)
MEN: something chivalrous and heroic
especially if it is a brief chivalrous
CULTURE:
Individualistic culture are less likely to
help. Ex. European countries
Collectivistic culture are more likely to
help. Ex. the Phil, japan, Asian countries
MOOD: According to Isen and Lewin
(1972)
they put a dime in a public
payphone, there are instances
when they put a dime and not to
put a time, then there is a person
that his folders are falling near
the payphone, studies have
shown that 84% of the
participants who actually saw the
dime in the payphone helped the
man because the dime is used to
induced happiness.
What are the reasons youre most
likely to help when youre happy?
o good mood makes us see
the good side of life,
always positive
o helping provides good
mood, and this good mood
can actually prolong the
current good mood youre
already experiencing
o Good mood increases self-
attention. It means that by
helping when youre in a
good mood, youre actually
ensure with your personal
values, and one of the
most encouraged personal
values is helping!
GUILT:
Increases helping behaviour because
it balances out and reduces the
feeling of guilt.
NEGATIVE STATE RELIEF
HYPOTHESIS:
which states that sadness can only
lead to helping behaviour when we
find helping to be rewarding
because helping alleviates the
distress
DIFFERENT SITUATIONAL FACTORS
IN HELPING BEHAVIOUR
1. RURAL VS. URBAN
when there was a man bleeding,
50% helped the man in rural and
15% helped the man in urban
Studies have shown that people
in rural areas helped in multitude
ways (accident, manuktok kay
mu-pee, etc.)
rural people helped because the
rural area encourages the value
of helping
URBAN OVERLOAD HYPOTHESIS,
because people in the urban
areas are presented with a lot of
stimuli, they are more drawn to
think about inwardly, rather than
concern themselves outside their
zones
thus the increase density of the
people of the place, the less likely
is the helping behaviour
2. BYSTANDER EFFECT
-John Darley and Bibb Latane
provided:
STEPS ON HOW PEOPLE INTERVENE
IN AN EMERGENCY:
1. Notice an event
 Seminary students are the
participants, one group were
told that they were already
late, and the other were told
that they were not yet late.
Then there was a man who
acted as a beggar where the
seminar will be held. The
results are, 63% informed that
they were hurrying didnt
help, only 10% informed that
they were late helped
most of the seminary students
didnt notice that the man was
there
2. Interpret the event as an
emergency
in doing this by informational
social influence wherein we
look into other peoples
situation if there situation is
emergency or not
by doing informational social
influence, u might get into the
phenomenon called pluralistic
ignorance
PLURALISTIC IGNORANCE,
phenomenon where
bystanders assume nothing is
wrong in an emergency
because no one else looks
concern
Smoke experiment, wherein
participants were made to
stay in laboratory, then a
smoke appeared, before it
happened, people enter the
lab in a groups of 3 member
or alone. Now those who enter
alone, 50% of them let the
room, found the experimenter
in the lobby and reported
there was a potential fire.
While 75% of them let the
room to alert the
experimenter. For those who
were in groups of 3, 12% of
them report the smoke within
2 minutes to the
experimenter, but only 38% of
them report to the
experimenter within 6 If a task is relevant to us, you are
minutes
more ambiguous the event,
the more people will refer to
informational social behaviour
3. Assume responsibility
RESPONSIBIITY is the task
given to you
ACCOUNTABILITY is the failure
to do this task
LIABILITY is the monetary/non-
monetary sanction of your
accountability
this is the time we weigh the
cost and reward
4. Knowing how to help
especially knowing what form
of help is appropriate
most of the time, people dont
help because they dont know
exactly if its the kind of help
5. Decide on implementing the
help
-like there are certain wholl be
holding the CPR, then not all
people cant do it
3. NATURE OF THE RELATIONSHIP
EXCHANGE COMMUNAL
RELATIONSHIP RELATIONSHIP
-one favour is to be -utang na loob value in
repaid pretty quickly communal relationship
-short term -help will return
-governed by rules eventually
and norms (who is -long term
getting what) -not more concern on
-people get upset if who gets what but
what they had given more on how much
is not the same helped is needed
quality as what they -more likely to help
had receive
-this is equity
-what I gave you,
should be the same
on what youll pay
back
ABRAHAM TESSER (1988)
-coined the term self-esteemed
maintenance
SELF-ESTEEMED MAINTENANCE
less likely to help your friend. Thats
why theyre more likely to help a
stranger
 but if its less relevant, youre most
likely to help your friend
People dont want to get helped,
because being helped = magpatay jud sa food chain
incompetent and dependent. Given
on that situation, how then will you
help people?
VI. AGGRESSION (opposite of helping)
-goal is to hurt, harm or destroy in
terms of psychological (mental and
emotional) and physical
Assertiveness: a go getting
behaviour, wherein the person
is self-assured and energetic
to achieve whatever
behaviour she would like to
achieve
2 TYPES OF AGGRESSION:
1. Social Aggression/Hostile
Aggression
is directed towards a person
goal is to hurt someone
triggered by anger
end, anger
aggression is the end
2. Silent Aggression/Instrumental
Aggression
aggression is the means to an end
ex. 9/11 attack, the suicide bomber
use aggression, its not because to
hurt the passengers on the plane,
but they used that to warn the
government that they were about to
invade the government/country
ex. you are going to hurt esp.
physically (punching) you
competitors so that you can get the
GF, ultimate goal is to get the GF,
but you use aggression in order to do
that
PERSPECTIVES/THEORIES ON AGGRESSION
1. BIOLOGICAL PHENOMENON
a. Instinct Theory & Evolutionary
Perspective
(The problem/criticism: it does not
account person to person
differences, and culture-culture
differences. Ex. people who have
anti-social personality disorder)
Sigmund Freud
-human aggression springs from
a self-destructive impulse thats
redirected towards others as a
primitive urge (death instinct)
-ex. in animal kingdom,
Lawrence Kohlberg
-aggression is not self-destructive
but aggression is adaptive
-how can aggression to be
adaptive? You use aggression to
accumulate resources or you use
aggression to get power
-aggression is adaptive in terms
of evolutionary theory
-however, men use aggression to
be able to win against all
competitor men, pakusganay
b. Neural Influences
-wherein studies using functional
magnetic reasoning imaging (FRMI),
there is no particular brain part that
is responsible for aggression
-AMYGDALA: considered to be the
center of aggression
c. Genetic Influences
-if saba kau ang baby or sgeg ug
hilak, mu endure na sya when that
baby become an adult
-Identical Twins: 50%, 1:2 have the
same criminal records
-Fraternal Twins: 1:5
-aggression can also really be
genetic
d. Biochemical Influences
1. Alcohol
-both laboratory experiments and
police data have indicated that
alcohol unleashes aggression
when people are provoke
-enhances aggression by:
reducing peoples self-
awareness
reducing their ability to
consider consequences of
their actions
by how people mentally
association of people with
regards to alcohol and
aggression
-therefore, deindividuating
(become aggressive, loss of
sense of self) disinhibit alcohol
attacks the brain through:
Pre-frontal cortex which is
responsible for inhibition
processes, for higher cognitive
processes such as control,
consideration of
consequences. After attacking
 the pre-frontal cortex, then it
will go to mid-brain that
attacks balance, then hide
brain
Too much consumption of
alcohol can be fatal
2. Testosterone
-small molecule but truly with
large effects
FOR MEN:
low testosterone, less like to
react/aggress if provoke
there are certain drugs that
can lower the testosterone of
a man
low level of testosterone at
age 35 together with the rate
of criminal crimes
high level of testosterone in
convicted prisoners
among normal teen voice and
adult men, high level of
testosterones are more prone
to delinquency, high drug use,
and aggressive responses to
provocation
and the presence of the gun
can trigger aggression, then
the level of testosterone will
high
the more high level of
testosterone, the more likely
to impose aggression
The testosterone level among
men is heightened early in the
morning, and declines middle
in the mid-rail?
people in power consider have
high level of testosterone,
that explains their aggressive
behaviour towards women
particularly having multi
affairs with women
3. Serotonin
-has been studied to exist in pre-
frontal cortex/frontal lobe
-among children who were
exposed to violence, studies have
shown that they have low levels
of serotonin
-low serotonin, more aggressive
-inhibiting factor
-the more na wala sya, the more
aggressive
2. AGGRESSION AS A RESPONSE TO
FRUSTRATION
-expectation is the culprit of frustration
Frustration-Aggression Theory
-frustration lead to aggression
Direct (towards to the
target)
AGGRESS exhibit outward aggression
Displaced (lain taw)
exhibit inward
aggression
FRUSTRATION (failed goal) (suicide)
Other responses (e.g. withdrawal,
giving it another try)
BERKOWITZ (1978, 1989), revised the
Frustration-Aggression Theory, according to
him its not frustration that lead to
aggression but its anger coming from
UNJUSTIFIED FRUSTRATION (no regard to
the person) results to anger and when
paired with aggression cue (gun, hot temp,
crowding, invasion of personal space) and
this can lead to AGGRESSION.
Aggression Cue- things that you find in
your environment that can trigger you to be
aggressive
When do you experience unjustified
frustration? When you know that that
should have been how the person should
have acted but continued to act otherwise.
And that act of otherwise, is unfair, and
doesnt regard for concern especially you.
RELATIVE DEPRIVATION
-the perception that one is less well-off
compared to the point of comparison. Its
very important here who the point of
comparison is. Ex. employees comparing
earnings and benefits
-the more the person feels deprived, the
more the person is likely to aggress
3. AGGRESSION AS A LEARNED SOCIAL
BEHAVIOUR
a. The rewards of aggression
-being aggressive, youre being
awarded for it. Ex. the bullying
(obtain the status and authority
of the group, they get social
acceptance can be a reward)
-the more aggressive, the more
equated for being an athlete
b. Observational learning
-Albert Bandura (1997)
 SOCIAL LEARNING -priming wherein you are expose to a
THEORY- states that we acquire condition where can actually influence
aggression by watching how other you
people act and -homonyms
noting the consequences of their -punching (punch/punch sa paper)
action
HOW TO REDUCE AGGRESSION?
Particularly.. Aristotle: CATHARSIS can help
THE FAMILY reduction in aggression (the
-if you are likely to be punished, then you are release)
also likely to become a punitive parent -have short term effects
-in everyday life, we are expose to aggression -it reduces tension short term and
model (family) can actually provide pleasure and
-punishment is never effective because relief
punishment will only make the one being -aggressing will always lead to
punished developed negative relationship and heightened aggression
negative things towards the punisher. The -hostility will breed more hostility
punishment will only work short-term when the -the more you become aggressive,
punisher is around. the more you do catharsis, the more
-PUNISHMENT should be: you heightened your feeling of
*immediate (ayaw ipa-ugma ang aggression towards your target. Ex.
punishment) the punching bag experiment,
*consistent (walay paboray) participants were ask to think things
*offer an explanation and alternative while punching the bag, the first
-30% abused children will later on abuse their group is to think that was the person
own children they were angry at, and the second
-Lukken (2000) group were ask to think that
*is in correlate punching the bag is really a good
*no papa, the child has no direction way to be physically fit. The results,
the louder sound created is the one
THE CULTURE who think that was the person they
-aggression is pass in generation to generation were angry at.
-subculture: e.g. gangs -proves hostility will breed more
hostility
THE MASS MEDIA -catharsis might have short term in
1. Desensitization act but long term wise, you are just
-the impact of violence in mass media, developing more hatred/aggression
the relationship to aggression is as to the person that makes you angry.
strong as the relationship of smoking
and lung cancer 1. Use I statements + the feeling +
-wherein an additional specific none person focus behavioural
stimulus/aggressive stimulus will no statements (ex. I dont like that you
longer have impact on you, because leave the dishes unwashed) (its not the
youve already been exposed to it or you person, its the behaviour)
get habituated or you get used to the 2. Refraining from planting false and
idea of violence unreachable goals to other people, and
2. Social Scripts the same time to yourself as well (in
-are cultury provided mental instructions terms of social learning approach).
of how to act. Ex. how should react DONT EXPECT TOO MUCH!
when someone with authority like our 3. Reward cooperative and non-aggressive
dads. behaviour
3. Altered Perceptions 4. Prevent any aggression from happening
-ex. there was an experiment between, then remove any aggression cue
heavy and light TV viewers (2hrs/week). 5. Teach non-aggressive conflict resolution
Heavy viewers they fear that they will strategies/techniques
personally assaulted. 6. Parents should be trained to discipline
4. Cognitive Priming their children without using violence
SHAPE BEHAVIOR
-combination of internal motivation + Learned helplessness
external motivation such as the form of
reward. THERE IS MORE TO LIFE IF YOU PASS YOUR
-the person should understand why he/she SUBJECTS!!!! AMEN.
should change the behaviour.
-the person should internalize the change YOU WERE NEVER EXHAUSTED
-parents should give positive statements,
ex. when you finish cleaning your room, you
can go play