Social Abstivation Aspects Of Social Observation

“What hurts the victim most is not the cruelty of the oppressor, but the silence of the bystander.” -Elie Wiesel

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.”

In social psychology, social influence is a process where someone’s beliefs, thoughts and behaviour change by being exposed to beliefs, thoughts and opinions of others. It manifests in several forms, such as obedience, compliance and conformity. All these types of social influence have been studied by numerous researchers who investigated the reasons why people conform to social norms and obey to authorities, such as Milgram’s classic studies on obedience. His experiments support the popular idea of ‘banality of evil’ –Hannah Arendt (1963)’s famous phrase referring to the capability to accomplish dreadful things out of banal reasons–, revealing that people conform submissively and thoughtlessly to the orders that authorities deliver, no

different times) act as if they were is a lot of pain or a drunk. The test was to see how long it took

Eventually he loses interest in his games and joins “A” on the couch to look on as she plays on a tablet. He sits next to her but is upside down with his feet in the air, as if he were pedaling and imaginary bicycle. He tells an amusing though completely inaccurate story about how babies are made. His older siblings who are still in the room raise eyebrows at each other in amusement but don’t correct him. Shortly following this exchange the first hour of observation comes to an end.

There were different theorists that believed that with every behavior comes a reason behind it. These Theories include: Biological, Socio-emotional, and cognitive status. The subject was observed on Saturday 3rd, 2015 at 4 in the afternoon. Genaro Tijerino was born on January 14th, 2012, and he 's an American Hispanic three year old boy. He was born in Miami, Florida, his mother is an ESC Teacher and his father works for an import/export company. The subject has a close relationship with both parents, the family practices catholicism and as a ritual they attend church every Sunday. Both parents communicate with the child in both Spanish and English however he communicates mostly in Spanish. According to the parents, he does not attend a day care or school, he stays at his grandparents’ home and is taken care of by the mother’s aunt. He gets dropped off as early as 7:00a.m. and gets picked up by 6:00p.m. The mother had created a schedule where the child had a routine throughout the day, but the only source of communication the child had was with the mother 's aunt. His mother also mentioned that he does not have any sort of separation anxiety from either parents as they drop him off. The subject is potty- trained and knows how to follow directions. The mother has also stated that she has had complications with her delivery, but the subject was born in a healthy condition and there were no developmental delays observed. Genaro is a social child that is able to verbally

This study is intended to document my observation of a child between the ages of 2-5. The small child I observed is a 4 years old male. Family arrangements consist of the mother being the primary caregiver of her son. Since the child is not old enough to consent to my amateur study, I have received permission from the mother and father. The method used in this clinical report is a naturistic observation in which I went to the family’s household where I recorded his behavior for an hour.

Based on the observations completed, the children need adult guidance in managing feelings and impulses. For example, Cash did not want to share the ball with Alex or Liam, they went to the teacher, and told her about the incident; The teacher talk to Cash about the importance of sharing and playing with his peers, since there are not enough basketballs for every child. Initially he was resistant, however, he eventually did. Also, they notice feelings and behavior from their peers and seek assistance in resolving peer conflict, especially in disagreements. One example is: When Alex had the ball and try to make a basket, he missed it. Cash ran to get it, and Alex communicated that, “it was his ball,” Cash threw the ball at his face, and Alex began to cry, and look for adult assistance. Finally, they seek to cooperate with adult instructions, but they struggle with self-control when they are frustrated and upset. One example is: When Cash threw the ball at Alex out of anger because Alex wanted it back, Cash looked upset when Alex started crying, and called him a, “big

The bystander effect is both a social and psychological phenomenon in which an individual’s inclination towards showing helping behaviours are minimised by the influence of other people. Research has found that the more people acting as bystanders in a situation, the less likely it is that helping behaviours will be demonstrated. However in the correct conditions, where conditioned cues increase self-awareness, it is possible to reverse the bystander effect phenomenon. The bystander effect is prevalent in everyday life, and often decorates the news, shocking the world, especially when authority figures such as police men and women succumb to the effect. Diffusion of responsibility, ignorance of others interpretation of an event and self-consciousness are all social processes which appear to lead to social inhibition of helping behaviours and one of the main theories of the bystander effect is provided Latané and Darley (1970) whose cognitive model provides a series of decisions that can lead to social inhibition. The bystander effect is influenced by the conditions an individual is in when an event occurs, for example the bystander effect appears to be most dominant when an individual is in a group of strangers with low group cohesiveness. FINISH

In Criteria A, Sam displays deficits in social-emotional reciprocity. He displays an abnormal social approach, as well as difficulty in maintaining and following a normal conversation. He doesn’t partake in making jokes with other children, and when he is having a conversation, he will make inappropriate comments. Lastly he has difficulty with responding to social interactions. In Criteria A, Sam also struggles with nonverbal communicative behaviors that are common for social interactions, as it’s been reported that he has poor eye contact.

There was one child that was following the ball and then, other children starting running behind him. The children at the beginning the children were looking at the child that was running and because he was following they started doing the same with him.

Informational Influence and Normative Influence are both categorized under conformity in sociology. Informational is basically when we conform to others behavior because we believe it provides information about reality. It is often when we care about getting the right answer and trying to be rational. It also deals with the "Maybe they know something I don't know" phenomenon. An example, could be choosing to eat at a busier restaurant opposed to the empty one, or imitating the locals when outside your country. In contrast, Normative Influence is when we conform to others behavior because they expect us to. This is when we believe conforming may have positive consequences, such as approval or the enhancement of our reputation, or when we believe not conforming may have negative consequences, such as disapproval or punishment. An example of Normative Influence is laughing at a joke you don't get, or agreeing with an opinion you believe in others.

“W” is an eight year and six month old male who was born March 30, 2007. He is in the third grade and is brand new to the school this year. “W” has divorced parents who both live in Boulder. The mother’s home is close but she drives him to school when he is with her. The father’s address is unknown. “W” is about the same height as his peers but his weight seems slightly under the average. His movements match his personality which could be described as outgoing, boisterous, and a leader. Outside on the playground “W” always plays with the same set of three boys when observed. They also played four-square during most observed recesses. He appears to be coordinated and athletic in nature. He is active in sports afterschool. “W” seems to be well like by the other males in the classroom and his has fit in seamlessly even though he is new to the school. However, if someone is acting inappropriately, even in his group of friends, he will quickly tell an adult. It has been observed that this act does cause some tension between friends. “W” sometimes attends the afterschool program if his mother is working late. It is unknown what he does on the days his father picks him up.

“Social influence is the process by which the actions of an individual or group affect the behavior of others” (Feldman 495). These influences are strongly experienced by members in the group. Every group is unique and is mostly guided by a particular norm and behavior. An individual in a group passively or actively allows himself to be influenced by the group just to have a sense of belongingness. In the bid to prevent being excluded or rejected from a group, some individuals overtly adhere to the norms of the group. “Thus, people conform to meet the expectations of the group” (Feldman 495).

The setting of my observation 2 took place in a local outdoor park. It was a new park that opened maybe a few months ago down the street from my house, and you could easily tell that it was catered towards the younger age group due to the safety mechanisms and the big, bright, and colorful designs. I chose to observe the same child as I did last time, 3 year old Emmanuel. The observation took place around the same time as observation 1, which is basically after his mother got off work and picked him up for school. However, instead of observing little Emmanuel alone by himself, I was able to observe him play in a group setting. Ironically, at the park there were about three other children his age playing, a 1 year old who looked liked he was just learning to walk and struggling, an older child who looked as if she was about 6 or 7 years old, and then the parents surrounding the edge of the park. It was interesting to watch Emmanuel so cooperatively go with his mom, walk out the door, and pretty much just follow the rules of what she wanted. He could obviously tell from her actions that they were about to leave the house to go somewhere. It was as if he didn’t really care; all he knew is that if mom goes then I have to go and I have learned that’s the way it is. At that moment he knew she was in control. So I would say his attitude was very nonchalant. Then as we walked down the street with me talking to his mom and her holding his hand, something