Master this deck with 20 terms through effective study methods.
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The five decision-making steps are: 1) Notice the event, 2) Interpret the event as an emergency, 3) Assume responsibility, 4) Know an appropriate form of assistance, and 5) Decide to implement help.
Individuals may fail to notice an emergency due to distractions, being in a hurry, or being preoccupied with their own thoughts or activities.
Pluralistic ignorance is a phenomenon where individuals in a group mistakenly believe that their own thoughts or feelings are different from those of others. This can lead to inaction in emergencies, as people look to others for cues on how to respond.
Diffusion of responsibility occurs when individuals feel less compelled to act because they believe others will take responsibility. This is particularly likely in groups where it is unclear if anyone has helped.
Creating or drawing attention to a shared identity can enhance helping behavior, as individuals are more likely to assist members of their ingroup, especially in situations involving strangers or adversaries.
Personal determinants include gender differences, socioeconomic status, and individual personality traits. For example, men are often more likely to engage in acts of bravery, while women may provide more supportive, long-term help.
Research indicates that individuals with lower SES tend to be more helpful, possibly due to a greater concern for the needs of others. However, higher SES individuals can be prompted to help through specific stimuli that evoke compassion.
Perspective-taking involves putting oneself in another person's shoes, which can stimulate empathy. It combines cognitive skills with emotional capacity, enhancing the likelihood of prosocial behavior.
Perceived costs of helping can include physical danger, financial implications, or social repercussions, which may lead individuals to decide against offering assistance.
Teaching individuals about the bystander effect and the determinants of prosocial behavior can raise awareness of why they may not help, leading to increased likelihood of helping in future situations.
The 'Good Samaritan' study illustrates how situational factors, such as being in a hurry, can significantly affect whether individuals notice and respond to someone in need.
Social exchange theory posits that individuals weigh the potential rewards and costs of helping others. If the perceived rewards outweigh the costs, they are more likely to help.
Strategies include reducing ambiguity by being specific about the need for help, fostering a shared identity among bystanders, and educating individuals about the factors that influence helping behavior.
Cultural norms and values can influence the likelihood of helping behavior, with individuals generally being more inclined to help members of their own cultural or social group.
Empathy, the ability to understand and share the feelings of others, is closely linked to helping behavior. Higher levels of empathy can lead to increased willingness to assist those in need.
Individuals who are trained in emergency response are more likely to recognize emergencies and take appropriate action, as they possess the knowledge and competence to help effectively.
Guilt can serve as a motivator for helping behavior, as individuals may feel compelled to alleviate their feelings of guilt by assisting others in need.
Priming higher-SES individuals with stimuli that evoke compassion or activate an agentic self-concept can enhance their willingness to help others, countering the typical lower levels of prosocial behavior associated with higher SES.
The upcoming class on aggression will explore the psychological and social factors that contribute to aggressive behavior, providing a contrast to the prosocial behaviors discussed in previous sessions.
The bystander effect suggests that the presence of multiple witnesses can inhibit individual helping behavior, as people may assume someone else will intervene, leading to inaction.