2010UniversityofSouthAfrica Allrightsreserved Printedandpublishedbythe UniversityofSouthAfrica Muckleneuk,Pretoria PYC1502/1/20112012 98625101 InDesign

WORKBOOK-Style

Contents
Beginhere v vi vii 1 7 23 29 35 49 67 82 95 107 122 133 141 151 160

Thelayoutofalearningopportunity StudyProgramme A1502HCW Learnhowtostudythismodule A1502CFS A1502PPR A1502POP A1502DPP A1502DRP Learntochartafieldofstudy Learntoprepareapresentation Learntoprovideanexpertopinion Learntodevelopapsychologicalprogramme Learntoresearchapsychologicaltopic

B1502COS Exploretheconcepteofstress B1502HMB Explorehumanmotivation B1502IPR Explorethenatureofinterpersonalrelationships

B1502NGF Explorethenatureofgroupfunctioning B1502NOF Exploretheconceptofemotion B1502NSC Explorethenatureoftheself B1502NSP Exploresocietalissues B1502POW Explorethepsychologyofwork B1502SOP Explorethescienceofpsychology

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iii

Learner

Youarehere

iv

Begin here

Learning opportunities in Section A

Theselearningopportunitiesarepracticalprojects Thepurposeoftheseprojectsistolearnbasicinformationskillsinpsychology

Learning opportunities in Section B

Theselearningopportunitiesarelearningexercises Thepurposeoftheseexercisesistohelpyouexploreandstudypsychologicalcontent ouneedtounderstandthepsychologicalcontentinordertocompletetheprojectsin Y sectionA

Resource material in the prescribed book (A-Z)

Theresourcematerialsarethecontentyouneedtoknowandunderstand hepurposeofthecontentistohelpyougainbasic T knowledgeofpsychologicaltopicsandmethods

vv

Begin here

The layout of a learning opportunity

Titleoflearningopportunity Identifieroflearning opportunity

Outcomeproductoflearning opportunity

Methodto achievethe outcomeproduct

Firsttask inthemethod Firstactivity ofthefirst taskinthe method

Resource requiredforthe firsttaskin themethod

The layout of a learning opportunity

vi

Study programme
[Link] [Link] [Link] forcompletingthelearningopportunitiesisprovidedinthelastcolumn. Sec A 1 2 3 4 5 6 Learning Opportunity LOA1502-HCW LOA1502-CFS LOA1502-PPR LOA1502-POP LOA1502-DPP LOA1502-DRP Task Learnhowthecourseworks Learntochartafieldofstudy Learntoprepareapresentation Learntoprovideanexpertopinion Learntodevelopapsychologicalprogramme Learntoresearchapsychologicaltopic Time (hours) 2 3 10 10 40 30

Dothelearningopportunitiesintheindicatedsequencethatisfrom1to6. YouhavetostartwithLearningOpportunityA1502-HCW. Use the study programme. The study programme indicates the sequence in which the learningopportunitiesshouldbeexecuted. [Link] areself-studyunitsdesignedtohelpyoudevelopbasicskillsandknowledgeinpsychology. Theyarecomprehensiveandrequireasubstantialamountoftimetocomplete. Eachoftheselearningopportunities(projects)hasreferencestofurtherlearningopportunities(insectionB)ofstudyguide(SGPYC1502)andtorelevantresourcematerial(in TutorialLetter101andintheresourcebook(AZ)).Thefurtherlearningopportunitiesin sectionBofthestudyguidearedesignedtohelpyouexplorerelevantfieldsofinformation [Link]. Pleasedo not [Link] isforself-evaluationpurposesandprovidesanindicationofthekindofquestionsyoucan [Link].

PleaSe noTe

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Study programme

Study programme

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a1502HCW

Learning opportunity

learn how to study this module

ouTCome ProduCT description
[Link] [Link],throughcompletingthislearning opportunityyoushouldgainknowledgeofthedesignofthismoduleaswellastheinstructional approachusedinthismoduletoteachpsychology.

Standards
[Link] [Link] requiredstandardsifyourknowledgeisrelevant andsufficient.

assessment criteria
[Link] modulesdesignandinstructionalapproachconformstotherequiredstandardsifyouknow enough(thatis,ifyouhavesufficientknowledge)aboutthemodulesdesignandinstructional approach (that is, if your knowledge is relevant to the topic in question). Your knowledge is relevantandsufficientif: 01 thenatureofthecomponentsofthemoduleisindicated 02 thenatureoflearningopportunitiesisindicated 03 thenatureofthelearningprocessthatisrequiredinthismoduleisindicated.

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meTHod Tasks
[Link] [Link],namely to: indicatethenatureofthemodulecomponents indicatethenatureofalearningopportunity indicatethenatureofthemodulelearningprocess.

Task outcomes
Theoutcomesofthelearningopportunityarebrokendownintomorespecifictaskoutcomes. Thetaskoutcomesareachievedbycarryingoutappropriateactivities.

Task resources
Eachtaskliststheresourcesrequiredforthetasksactivities.

01
Indicatethenatureofthe modulecomponents. Youareabletoindicatethecomponentsofthemoduleifyou: 01 recognisethevariousmodulecomponents 02 recognisethenatureofeachcomponent 03 recognisethelinksbetweencomponents.

activity 1
Resource FromTutorialLetter101: Modulecomponents

1.

Notethefollowingabbreviations: TLfortutorialletter LOforlearningopportunity AZfortheprescribedresourcetext SGforthestudyguide

2. 3. 4.

[Link]. [Link] difficultbecausetheresourcesarearrangedalphabeticallyintermsoftheresourcetitles. Readthefollowingresource: TL101:Modulecomponents

activity 2
Makealistofthevariousmodulecomponents.

learn how to study this module

Writedownyourownanswerbeforeyoulookattheanswergivenbelow.

Answer
1. 2. 3. Administrativecomponent,consistingof: TL101 Assessmentcomponent,consistingof: TL102andTL201 Instructionalcomponent,consistingof: StudyGuidePYC1502/1(whichconsistofSectionAandSectionB)andaprescribedbook (AZ)

activity 3
Herearethevariousresourcematerialsthatformpartofthestudypackage: 1. 2. 3. 4. 5. 6. TL101 TL102 TL201 TL202 SGA1502 SGB1502

[Link]: (a) Thisstudymaterialinformslearnersaboutadministrativeprocessesandproceduresregardingtheirstudies (b) Thisstudymaterialcontainslearningopportunities (c) Thisstudymaterialcontainsexamplesofexaminationquestions (d) Thisstudymaterialhelpslearnerstodevelopapplicationskillsinpsychology (e) Thisstudymaterialtellslearnershowtocontacttheuniversity (f) Thisstudymaterialprovidesfeedbackonassignmentquestions (g) Thisstudymaterialcontainsmethodsforexploringtopicsinpsychology (h) Thisstudymaterialcontainsassignmentquestions [Link]: 1. 2. 3. 4. 5. 6. TL101:a,e TL102:h TL201:f TL202:c,f SGA1502:b,d SGB1502:b,g

02
Indicate the nature of learningopportunities

Youareabletoindicatethenatureoflearningopportunitiesifyou: 01 recognisethevariouscomponentsofalearningopportunity 02 recognisethenatureofthecomponentsofalearningopportunity.

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activity 1
Resource FromTutorialLetter101: Modulelearning opportunity

Readthefollowingresource: TL101:Modulelearningopportunity

activity 2
Listthevariouscomponentsofalearningopportunity.

activity 3
Whatistheuniqueidentifierofthelearningopportunitythatyouarecurrentlyusing?Howwould yourefertothislearningopportunity?

Answer:
Uniqueidentifieris:A1502-HCW Fullreferenceis:LOA1502-HCW

activity 4
Whatistheoutcomeproductofthelearningopportunitythatyouarecurrentlyexecuting?

Answer
Relevantandcomprehensiveknowledgeofthedesignandinstructionalapproachofthemodule.

activity 5
Howwouldyouknowthatyourknowledgeofthedesignandinstructionalapproachofthemoduleiscomprehensiveandrelevant?

Answer
1. 2. 3. thenatureofthemodulecomponentsisindicated thenatureoflearningopportunitiesisindicated thenatureofthelearningprocessinthemoduleisindicated.

activity 6
Describethemethodforproducingtheoutcomeproductofthismodule.

learn how to study this module

Answer
Themethodconsistsofthreetasks,namely Task1: Indicatethenatureofthemodulecomponents Task2: Indicatethenatureoflearningopportunities Task3: Indicatethenatureofthemodulelearningprocess. Eachtaskhasparticulartaskoutcomes,namelytheabilityto: Task1: 1. recognisethevariousmodulecomponents 2. recognisethenatureofeachcomponent 3. recognisethelinksbetweencomponents Task2: 1. recognisethevariouscomponentsofalearningopportunity 2. recognisethenatureofthecomponentsofalearningopportunity. Task3:1. recognisethelearningassumptionthatthemoduleisbasedon 2. recognisehowthelearningassumptionisimplementedinthemodule.

activity 7
WhatactivitiesarerequiredtocompleteTask1? Giveyourownanswerbeforeyoulookattheanswerprovidedbelow.

Answer
Activity1: Readtherequiredresourceaboutthenatureofthemodulecomponents Activity2: Providealistofthemodulecomponents Activity3: nsweraquestionaboutthenatureandrelationshipsofthemodulecomponents A

03
Indicate the nature of the
learning process for the module

Y ouareabletoindicatethenatureofthelearningprocessforthemoduleifyoucan: 01 recognisethebasicassumptionaboutlearningthatthemoduleisbasedon 02 recognisehowthebasicassumptionaboutlearningisimplementedinthemodule

activity 1
Resource FromTutorialLetter101: Modulelearningmethod

ReadTL101:Modulelearningmethod.

activity 2
Describethebasicassumptionaboutlearningthatthemoduleisbasedon.

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Answer
Themoduleisbasedontheassumptionthatlearninghappensinamoreefficientandeffective wayifinformationisstudiedforthepurposeofpracticalapplication.

activity 3
Explainhowthebasicassumptionaboutlearningisimplementedinthemodule.

Answer
Themoduleintroducesthelearnertopsychologythroughaseriesoflearningopportunitiesfor [Link] tohelplearnersstudytherequiredresourcematerial. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

learn how to study this module

a1502CFS learning opportunity

learn to chart a field of study

ouTCome ProduCT description
Achartofthefieldofstudyintheformof: (a) Avisiogram (b) Anexpandabletreestructure

Standards
1. 2. 3. Thechartshouldbewell-formedandvalid Thechartshouldberelevantandcomprehensive. Thechartcovers(a)thefieldofpsychology,or(b)atopicinpsychology,or(c)aconcept inpsychology

assessment criteria
01 chartiswell-formedif: 01 theelementsofthechartareusedcorrectly 02 therulesofthechartareappliedcorrectly 02 Thechartisrelevantandcomprehensiveif: 01 theinformationdisplayedinthechartisrelevant 02 theinformationdisplayedinthechartiscomprehensive 03 Thechartisvalidif: 01 theelementsofthechartarenamedcorrectly 02 theelementsofthechartareorganisedinalogicalway

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METhOd 01
Compile a well-formed
chart

Youareabletocompileawellformedchartif: 01 theelementsofthechartareusedcorrectly 02 therulesofthechartareappliedcorrectly.

Resource From the resource book (AZ): nformation modelling: I Visiograms nformation modelling: I Expandable tree structure

activity 1
Readthefollowingresources: AZ: Informationmodelling:Visiograms AZ: Informationmodelling:Expandabletreestructure

activity 2
Nametheelementsandtherulesofavisiogram. Answer:[Link]: acircleelement alineelement alabelelement

Makesurethatknowwhateachoftheseelementsis. Avisiogramhasthreesetsofrules,namely: [Link]. [Link]. [Link].

Makesurethatyouknowwhateachoftheserulesmeans.

activity 3
Provideanexampleinwhichoneormoreoftherulesofavisiogramis/areviolated

Answer
[Link]: T helabelthatindicatesthenameofacircleisplacedoutsidethecircle.(Rule1oftheset oflabellingrulesisviolated.) T helabelthatindicatesthenumberofinstancesofathingisplacedinthemiddleofthe connectingline.(Rule5ofthesetoflabellingrulesisviolated.)

learn to chart a field of study

A connectinglineconnectsacirclewithanotherconnectingline.(Rule1ofthesetofconnectingrulesisviolated). A connectinglinebeginsinsideacircle.(Rule2ofthesetofconnectingrulesisviolated.)

activity 4
Nametheelementsandtherulesofanexpandabletreestructure

activity 5
Provideanexampleinwhichoneormoreoftherulesofanexpandabletreestructureis/are violated

02
Compilearelevantand comprehensivechart Resource Fromtheresourcebook (A-Z): nformationmodelling: I Visiograms nformationmodelI ling:Expandabletree structure sychology:Whatisit P allabout? roups:Attributesof G humangroups roups:Differentiation G ofgroups roups:Interactionof G groups Reference Jordaan,W.&Jordaan, J.(1998). People in context(3rded).Johannesburg:Heineman.

Youareabletocompilearelevantandcomprehensivechartif: 01 theinformationincludedinthechartisrelevant 02 theinformationincludedinthechartiscomprehensive.

activity 1
Readthefollowingresources: AZ: Informationmodelling:Visiograms AZ: Informationmodelling:Expandabletreestructure AZ: Psychology:Whatisitallabout?

activity 2
Indicatethevariouscontextsintermsofwhichpsychologicalknowledgecanbesructured

Answer
FourcontextsareindicatedinPsychology:Whatisitallabout? Thebiologicalcontext Theintrapsychiccontext Thesocial(orsocietal)context Themetaphysicalcontext.

activity 3
UseavisiogramtomodelthefourcontextsreferredtoinPsychology:Whatisitallabout?. Note:Hidethecontentofthefourcontextstosimplifythemodel.

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Answer
[Link],althoughthe 1 1 [Link],theywillrepresentthesame [Link] .
Metaphysical context

Socialcontext

1 1

Biologicalcontext

Notethefollowingaspectsofthedrawing: 1. 2. 3. Eachcontextispresentedbyacircleelement,andeachcircleelementhasalabel,indicatingthenameofthecontext. [Link], butitisclearthatonemetaphysicalcontextisrelatedtoonesocialcontext. [Link] isone-directional,[Link] [Link] socialcontextcontainsmanyintrapsychiccontexts. [Link] butitisclearthatoneintrapsychiccontextisrelatedtoonebiologicalcontext. Becausethebiologicalcontextisrelatedtotheintrapsychiccontextonaone-to-onebasis thesocialcontextcontainsasmanybiologicalcontextsasintrapsychiccontexts.

4. 5.

Thedrawingdescribesthefollowingmodel: 1. Eachsocial(orsocietal)[Link] hasasystemofphilosophical,aestheticandreligiousconstructionsthatmaydifferfrom thoseofothersocieties.

learn to chart a field of study

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<Contains1

Intrapsychic context

2.

3.

Eachsocialcontextcontainsmanyintrapsychiccontexts,andeachintrapsychiccontextis [Link] [Link] eachindividualhastwocomponents,namelyanintrapsychiccomponentandabiological component. [Link],eachindividualsideasandbeliefscontributetoandare influencedbyanoverallmetaphysicalbeliefsystematthelevelofsociety.

Hereisanotherdrawingdescribingthesamemodel:

activity 4
ConsidertheintrapsychiccontextasdescribedinPsychology:Whatisitallabout?[Link],usinganexpandabletree structure.

Answer
Ifyouarereadingthisanswerbeforeyouhavecompletedtheactivityyouaredoingyourselfa [Link] [Link] [Link],you maylearntotalkaboutpsychology,[Link] havetolearntoapplypsychologyasmuchasyoulearntotalkaboutpsychologyotherwiseyou [Link],ifyouhavenotcompletedActivity4youshould perhapsstopreadingnowandfirstcompletethetask. HereistheanswertoActivity4:

1111

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learn to chart a field of study

Thefollowingtopicsarelistedintheintrapsychicdomain:perception,thinking,emotionalexperience,motivation,[Link]. This term includes topics such as reasoning, learning and memory, problem solving, intelligenceandcreativity. Hereisanexpandabletreestructuremodelshowingtheintrapsychiccontextextendedacross fivemaindomainsofstudy: Theintrapsychiccontext

Notethefollowingaspectsofthismodel: 1. 2. 3. 4. Thetreehasarootlabel,[Link] [Link] differentcontextsofthefieldofpsychology. ThenodecalledPerception,hasanodeexpansionlabel,[Link] isexpandedinalocationwiththeaddress,[Link],Motivation andEmotion. Thenode,Cognition,isexpandedinthemodel,[Link] [Link]-nodesdonothaveexpansionlabels, andthereforearenotexpandedelsewhere. Thenode,Self,doesnothaveanexpansionlabel,andthereforeitisnotexpandedelsewhere.

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5.

6.

[Link],The [Link],Perception,Motivation,Emotion,[Link],ReasoningandLearning andmemory. Thefollowingancestor-descendentstringisanexampleofhowthetreeorganisesinformationhierarchically: 1. 2. 3. Intrapsychiccontext Cognition Reasoning.

activity 5
ModelthesocialcontextasdescribedinPsychology:Whatisitallabout?,usinganexpandabletreestructure.

Answer
Thisisquiteeasy!Yourtreeshouldhavefivenodes,namelyenvironmentalpsychology,interpersonalpsychology,thepsychologyofwork,thepsychologyofgroupsandgroupfunctioning, andcommunitypsychology.

activity 6
Studythefollowingparagraph: The concept of self has many meanings, but for the present purposes it is defined as the relatively constant, continually evolving core of ones humanity. The premise is that the self performs an integrating function, directing perceptual, cognitive, emotive and dispositional (motivational) processes. (a) [Link]? (b) Modeltheinformationprovidedinthisparagraph,usingavisiogram.

Answer
Thetwoaspectsoftheselfare: adefinitionoftheself thefunctionoftheself

[Link],[Link] [Link] shouldshowthesetwoaspectsoftheself. Hereisanexampleofavisiogrammodeloftheinformationprovidedintheparagraphinquestion:

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Self

Integrates and directs >

Intrapsychic processes

Perception
d as defin e

Cognition Core of ones humanity Emotion Motivation

activities 7 to 10
Studythefollowingsummaryofachapterthatdealswiththeconceptofself(Jordaan&Jordaan, 1998,pp.636638).[Link] [Link] hereonlytoenableyoutopractisethevisiogramdrawingsandtheexpandabletreestructure diagrams,usingnovelinformation,fromadifferentsource. Hereisthesummary: Therearemanymeaningsattachedtotheconceptofself,butinthiscasewewilldefinetheself [Link],cognitive,emotiveanddispositionalprocesses. Thefactthattheselfissimultaneouslyconstantaswellasevolving(changing)meanstheself [Link] sourcesofself-construction. [Link]-organisation, [Link]: Inthefirstphaseneuralnetworksareformedwhicharenecessarytorepresentreality andalsotheself; Inthesecondphase,informationfromtheenvironmentisselectivelycapturedbythe sensorysystems; Inthethirdphase,imagingatahigherlevelofimpulseorganisationoccurs,viathe humanabilitytoformsymbolicrepresentations; Inthefourthphase,theselfsevolutionisfurthermediatedthroughtheorganisationof [Link]-talkasameansofthinkingin termsofselfandother.

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[Link] [Link] [Link]: (a) (b) (c) (d) humanbehaviourisbasedonthemeaningsthatthingshaveforpeople; thesemeaningsareformedthroughsocialinteraction; socialinteractionleadstosharedmeanings;and sharedmeaningleadstorule-followingbehaviour

[Link]. [Link] bythequestionsoneasksoneself,andtheanswersoneprovides. Afourthsourceofself-constructionistheSkinneriannotionthatoneobtainsself-knowledge by observing ones own behaviour for example, that one is behaving as one is expectedtobehave. Fromthesesourcesofself-constructionitispossibletoinferaprocessofself-constructionin which:symbolicinteractionisthesocialsourceofself-construction self-reflectionistheinternalisationofsymbolicinteraction observationofonesownbehaviouraffirmsthatoneiscomplyingwiththerulesthatarise fromsymbolicinteraction.

Theself-imagethatoneformsthroughtheprocessofself-constructionischaracterisedby [Link],[Link]. [Link]-insightoccurswhenthere [Link]-insightandself-deceptionisanalysedonthebasisofthe so-calledJohariwindowwithitsfourpanes: anopenpane:withbothyouandothersknowaboutyou; ablindpane:whatothersknowaboutyoubutwhatyouareignorantof ahiddenpane:whatyouknowaboutyourself,butothersdonotknow;and anunavailablepane:whatneitheryounorothersknowaboutyou. Thepotentialofself-insightincreasesastheopenpaneexpands,andthepotentialofselfdeceptionincreaseswhenthatpanecontracts. [Link](self-regard),butweallexperiencetimesandoccasions whentheselfisassignednegativevalue(self-disregard).Theadverseeffectofself-disregard(lowself-esteem)[Link] self-regardisacomplexprocessinwhichinteractionwithsignificantothersisimportant. Highself-regardisgenerallyenhancedwheninteractionswithsignificantothersofferopportunitiesforthedemonstrationoflove,respectandacceptance. [Link] [Link]-identityincludesones feelingofcontinuityandunityregardingonesphysical,psychologicalandsocialattributes.

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Socialself-identityincludes,thepositionsandsocialrolesthatonefulfilsinthecommunity. Self-alienationreferstoonesfeelingofdiscontinuityanddiffusenessregardingonesphysical,[Link],self-alienationoccurswhenthereis alackofcontinuityandwholenesswithregardtotherelationshipbetweenonespersonal andsocialself-identity. Thefourthopposingdimensionistheindependentselfversustheinterdependent(collective)[Link], whereas the interdependent self is traced to self-concepts in Africa, the East and Latin America. WhenonecomparestheWesternselfandtheAfricanselfitbecomesclearthatonecannotreally [Link]: descriptionsofanindependentWesternselfandaninterdependentAfricanselfareabstractions; theabstractionsarevalidinasmuchastheyapplytopeoplewhofunctionwithintheframeworkoftradition;but theydonottakeaccountofthingslikemulticulturalawareness.

Whenoneanalysestheself-conceptintermsofculturaltraditionandchangesgloballyitbecomesclearthatglobalisationhastheeffectthatpeopleassessthemselvesaccordingtocriteria fromdiversecultures,sothattheselfisnolongerviewedwithreferencetoisolatedfactorslike tribe,[Link].

activity 7
Whatarethemainaspectsofself-construction?

Answer
Themainaspectsofself-constructionare: thesourcesofself-construction theprocessofself-construction heproductofself-construction(theself-image)

activity 8
Thefollowingisavisiogrammodelofthemainaspectsofself-construction.

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Product (Self-image)
1 1

Selfconstruction

1 4

Porcess

Source

Thismodelis: 1. 2. 3. 4. Well-formed,valid,comprehensiveandrelevant W ell-formed,valid,comprehensivebutnotrelevant Invalidandnotrelevant,butwell-formedandcomprehensive I ll-formedandnotcomprehensive,butvalidandrelevant.

Answer
Alternative2isthecorrectanswer. Avisiogramis: well-formediftheelementsandtherulesofthevisiogramsmodellinglanguageareused correctly validifthemodelpresentedbythevisiogramiscorrectandlogical comprehensiveifthevisiogramcontainsthenecessaryinformation relevantifthevisiogrammodelsthesituationinquestion.

[Link],themodelpresented [Link]-construction,[Link]-image(productofself-construction) isrelatedtotheideaofself-construction,theprocessofself-constructionandfoursourcesof [Link] mainaspectsofself-constructionare: thesourcesofself-construction theprocessofself-construction theproductofself-construction(theself-image).

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Hereisavisiogramthatmodelsthemainaspectsofself-construction:

Selfconstruction
1

Product

1 4

Porcess

Source

activity 9
Useavisiogramtomodeltheideaofself-construction.

Answer
Yourmodelmaylookdifferenttotheonepresentedbelow,[Link],youmaychoose tolabeltherelationshipsbetweentheself-imageandthedimensionsofself-constructionas dimensionof.

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activity 10
Useanexpandabletreestructuretomodeltheideaofself-construction.

Answer
Thisisnotdifficult.SimplycopythevisiogrampresentedintheanswertoActivity09intheform [Link]-constructionshouldbetherootnodeandthenodesonthenextlevel shouldbeSource,[Link] ofthesecondlevelconcepts.

SC

Self-construction Source Biology Social Self-reflection

Own behaviour Process Symbolic interaction Internalisation Observation of own behaviour Product Self-insight/deception Self-regard/disrgard Self-identity/alienation Independent/interdep self

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activity 11
Considertheresource:AZ:Groups:Attributesofhumangroups,AZ:Groups:Differentiation ofgroups,AZ:Groups:Interactionofgroups (a) Modelthemainsectionsofthisresourcetextusinganexpandabletreestructure. (b) Selectoneofthemainsectionsandshowhowthissectionisexpandedelsewhere.

Answer
HereisanexpandabletreestructuremodelofthemainsectionsoftheAZresourcetextonthe natureofgroups.

AZ
2

Groups Attributesofhumangroups

Differentiationofgroups

Interactionofgroups

Notethefollowing: (a) [Link],[Link] ongroupsisasectioninabiggertreestructureandthatthebiggertreeisidentifiedby [Link]-Zistheidentifierfortheresourcebookweknowthatthereis asectioncalled,[Link],ifwemodeltheresourcebookschapter titlesasanexpandabletreestructurethetreewillhaveanodecalledGroups. (b) [Link],[Link] findatreewiththerootnameAttributesofhumangroupsatalocationcalled2. (c) [Link] treesexpandingthesethemeselsewhere. HereistheexpansionofthenodeAttributesofhumangroups:
NG Attributesofhumangroups

2.1

Thestructureofhumangroups

2.2

Theprocessofhumangroups

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Notethefollowing: (a) [Link],[Link] [Link] groupsisanodeinabiggertreethatisidentifiedasNatureofgroups,andthatthistree canbefoundataplacecalledNG. (b) [Link] expandedinthesectionsidentifiedbythenodesexpansionlabels.

03
Compileavalidchart

Youareabletocompileavalidchartifyou: 01 nametheobjectsofthechartappropriately 02 arrangetheobjectsofthechartlogically.

Resource Fromtheresourcebook (AZ): nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructure sychology:Whatisitall P about? roups:Attributesof G humangroups roups:Differentiationof G groups roups:Interactionof G groups

activity 1
Rereadthefollowingresources: AZ: AZ: AZ: AZ: AZ: AZ: Informationmodelling:Visiograms Informationmodelling:Expandabletreestructure Psychology:Whatisitallabout? Groups:Attributesofhumangroups Groups:Differentiationofgroups Groups:Interactionofgroups

activity 2
Dothefollowing: (a) Waitaweekaftercompletingtheexercisesintheprevioussection. (b) Donotlookatyourpreviousanswers,anddonotconsulttheanswersortheanswerguidelinesprovidedinthetutorialletter. (c) Repeattheexercises. (d) Compareyourcurrentanswerswithyourpreviousanswers. (e) Compareyourcurrentanswerswiththoseprovidedinthetutorialletter.

Answer
Itisgoodtowaitaweekbecausetimegivesdistancefromtheimmediateinvolvementwiththe material,[Link] [Link]-formediftheelements thatthechartconsistsofandtherulesforcombiningtheseelementshavebeenusedcorrectly. [Link] canviewwordsastheelementsoflanguage,[Link]

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[Link],thisdoesnot meanthatthesentenceisvalidinthesensethatitformsasensible,logicalortruestatement. Inotherwords,[Link] canbewell-formed(theelementscombinedaccordingtotherulesofthechart)butitmaynot [Link] [Link],ifoneknowsaboutthefieldofpsychologyitiseasytoseethatatreestructurethatextendstheconceptofthinkingacrossthefollowingconcepts:feelings,stress,andself,[Link]:Avisiogramthat showsathingcalledbrainrelatedtotwoinstancesofathingcalledpersonisinvalidbecause [Link],avisiogramthatindicatestherelationshipbetweenathing calledbiologicalcontextandathingcalledsocietalcontextbyincludingthesocietalcontextas asub-contextofthebiologicalcontext,mustbewrongbecauseitdoesnotgiveavalidpicture ofthefieldofpsychology. Checkyourvisiogramandyourexpandabletreestructureforillogicalrepresentations,andmake surethatthelabelsusedtorepresentthepsychologicaltopicsarepropernamesfortheconcepts [Link],[Link] terminology,andthereforethenamesofthethingsreferredtoinyourvisiogramsandexpandabletreestructuresshouldreflectthecorrectterminology. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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a1502PPr learning opportunity

learn to prepare a presentation

ouTCome ProduCT description
Apreparedpresentation

Standards
Thepreparedpresentationshouldhaveanappropriateaimandaproperstructure,andshould berelevantandcomprehensive

assessment criteria
Yourpreparedpresentationcomplieswiththesetstandardsif: 01 02 03 theaimofthepresentationisformulatedclearly therelevantmainpointsareformulatedclearlyandsupportedandexplainedintermsof secondarypoints theinformationispreparedforpresentation

meTHod 01
Formulate the aim of the presentation Resource From the resource book (AZ):AZ:Presentations

Youareabletoformulatetheaimofthepresentationifyou: 01 02 recognisethenatureoftheassignment recognisethenatureofthetargetaudience.

activity 1
Readthefollowingresource:

2323

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AZ: Presentations

activity 2
Suppose you are an environmental psychologist and you are asked to address an audience of community leaders on the nature of environmental problems, and ways to address these [Link].

Answer
Thepresentationaimstoprovideinformationaboutthenatureofenvironmentalproblems,and waystoaddresstheseproblemstocommunityleaderswhovarywidelyinsocioeconomicstatus.

Comment
The difference in socioeconomic status means that the members of the audience differ with [Link] differingpriorities.

02
Formulaterelevantmain points,andexplainand supportthesemainpoints intermsofsecondary points Resource FromAdditionalresource materialattheendofthis learningopportunity:A briefnoteontheliving environmentFromthe resourcebook(AZ):AZ: Presentations

Youareabletoformulaterelevantmainpointsandprovideexplanatorysupportinginformation ifyou: 01 02 03 delineatetheareaofinterest recognisethemaintopicsintheareaofinterest e xtendthemaintopicsbyprovidinginformation(secondarypoints)thatexplainorsupportthemainpoints.

activity 1
Studythefollowingresource AZ: Presentations Theparagraphtitled:AbriefnoteonthelivingenvironmentthatappearsintheAdditional resourcematerialsectionattheendofthislearningopportunity.

activity 2
Delineatetheareaofinterestthatyouwanttocoverinthepresentationinthelightoftheaimof [Link] presentation?Ranktheirimportanceonafivepointscalerangingfrom: 1 = definitely not important

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2 3 4 5

= = = =

not important unsure important very important

Herearethetopics: (a) (b) (c) (d) Thenatureoftherelationshipbetweenpeopleandenvironments Thenatureofenvironmentalexperiences Thenatureofenvironmentalexploitation Thenatureoftheactionsthatcanbetakentocounterenvironmentalexploitation.

Answer
[Link] providedhereitisnotnecessarilyincorrect. (a) (b) (c) (d) 2 2 5 5

Comment
Theratingsaboveweredonefromthepointofviewthattheaimofthepresentationistoinform [Link] to provide this information to the community leaders. They are not really interested in how [Link] [Link] theirenvironmentswillbeinterestedinhowpeoplerelatetotheirenvironmentsbecausethis [Link], [Link] interestisintheidentificationandmanagementofenvironmentalissues.

activity 3
Formulatethemainpointsthatyouwishtoincludeinyourpresentation.

Answer
[Link] necessarilywrong. 1. 2. Thewaysinwhichtheenvironmentisexploited Anagendafortakingactiontocounterenvironmentalexploitation.

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activity 4
Indicatethesecondarypointsthatdescribeorsupporteachofthemainpoints.

Answer
Herearesuggestedsecondarypointsdescribingthefirstmainpoint. (a) Thewaysinwhichtheenvironmentisexploited 1. Uncheckedpopulationgrowthputadditionalpressureonenvironmentalresources andincreasespoverty 2. Rapidurbanisationcausespeopletoliveinsubhumanconditionsandcreateshealth hazards 3. Wasteshouldbemanagedproperlytocounterhealthhazards 4. anduseshouldbemanagedproperlytodiscouragethestrippingofnaturalvegetaL tion.

Comment
Notethatsecondarypoints(3)and(4)[Link]:The [Link](3)and(4)explainwhatshould [Link]: 3. Huge amounts of waste produced in cities causes serious health hazards 4. Indiscriminate use of land in rural areas leads to degradation which leads to the land becoming unproductive.

03
Prepareinformationfor presentation Resource FromAdditionalresource materialattheendofthis learningopportunity:A briefnoteonthelivingenvironmentFromtheresource book(AZ): AZ:Presentations

Youareabletoprepareinformationforpresentationifyou: 01 02 compileappropriateslides compileappropriatespeakernotes.

activity 1
Studythefollowingresource A-Z: Presentations Theparagraphtitled:AbriefnoteonthelivingenvironmentthatappearsintheAdditional resourcematerialsectionattheendofthislearningopportunity.

activity 2
Preparetheslidestobeusedtosupporttheverbalpresentation.

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[Link] haveacomputer,simplyoutlineyourslidesonsheetsofA4paper.

Answer
Hereareexamplesofthefirstthreeslides:
EnvironmentalIssues and anAgendaforAction Presentationby: LucilleDeLammer

OUTLINEOFTALK a. Waysinwhichtheenvironmentisexploited b. Anagendafortakingactiontocounterenvironmentalexploitation

ENVIRONMENTALEXPLOITATION Uncheckedpopulationgrowth Rapidurbanisation Hugewasteproduction Indiscriminateuseofland

activity 3
Preparespeakernotestogowiththeslides.

Answer
[Link] [Link] [Link] [Link]. Keepthespeakernotesforaslidetogetherwiththeslide.

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Additionalresourcematerial
A brief note on the living environment Althoughpeopledonotpaymuchattentiontotheenvironmentitisaveryimportantaspectof [Link],watertodrinkandfoodto eatitalsosupportsuspsychologically. Peopleoftenthinkoftheenvironmentassomethingthatsurroundsthem,buttheenvironment [Link] [Link] [Link] areintimatelyinterrelated. [Link] [Link] [Link],anextensionoftheself, [Link]. Environmentsarealsoplaceswherewefeelcomfortableandwherewebelongbecausewefeel: ThisiswhoIam.(extensionofself). Environmentsaresocialsystemsinwhichfactorssuchasprivacy,personalspace,territoriality andcrowding,[Link](territoriality),wherewecancontrolwhowewanttoseeandwhenwewanttoseethem(privacy), andhowcloseweallowotherstogettous(personalspace).Yetdespitetheimportanceofthe environmentwehaveallowedittobecomeexploitedthroughacceleratedpopulationgrowthand urbanisation,theover-productionofindustrialanddomesticwaist,andthedeteriorationofland andsoil. Weneedanagendaforproperactiontoputastoptoenvironmentaldecline. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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a1502PoP learning opportunity

learn to provide an expert opinion

ouTCome ProduCT description
Anexpertopinion.

Standards
Theexpertopinionshouldberelevantandcomprehensiveandshouldbeprovidedintheform ofanessay.

assessment criteria
Yourexpertopinioncomplieswiththerequiredstandardsif: 01 02 03 therequiredfieldofknowledgeisexplored theopinionisformulatedinarelevantandcomprehensivemanner theopinionispresentedinessayform

meTHod 01
Exploretherequiredfieldof knowledge Resource LOB1502-NSP Additionalresource material:(Abriefnoteon multiculturalism)attheend ofthislearningopportunity Anexpertopinion

Youareabletoexploretherequiredfieldofknowledgeifyou: 01 demonstraterelevantandcomprehensiveknowledgeofrelevanttopicsintherequiredfield

activity 1
Suppose you are an expert on societal patterns, and the Department of Internal Affairs [Link] stepistoexploretherequiredfieldofknowledge.UseLOB1502-NSPtoexplorethefieldof societalpatterns,andalsoreadtheparagraphintheAdditionalresourcematerialsectionat theendofthislearningopportunity.

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activity 2
Selectthetopicsfromtherequiredfieldofknowledgethatisrelevanttocompilinganexpert [Link] eachofthefollowingtopicsintheopinion?Ranktheirimportanceonafivepointscaleranging from: 1 2 3 4 5 = = = = = definitely not important not important unsure important very important

Herearethetopics: (a) (b) (c) (d) (e) (f) (g) (h) Thenatureofsociety Societalanalysis Violence Poverty Racism Multiculturalism Sexism Communitydevelopment

Answer
[Link] providedhereitisnotnecessarilyincorrect. (a) (b) (c) (d) (e) (f) (g) (h) 2 2 2 2 3 5 2 2

Comment
[Link] somerelevancetotheissuesofmulticulturalismanddiversityinsocietytheyarenotequally [Link],but [Link] ofcoursehaveadifferentopinionandmaywanttoincludesomeoftheothertopicsforexplicit [Link],youarefreetodoso.

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02
Formulatearelevantand comprehensiveopinion Resource LOB1502-NSP

Youareabletoformulatearelevantandcomprehensiveopinionifyou: 01 02 03 indicatethemainargumentsinthefieldofinterest weightheargumentsandcometoaconclusiveopinion establishtherelevanceandcomprehensivenessoftheopinion

activity 1
Indicatethemainargumentsinthefieldofinterest.

Answer
Theconceptofmulticulturalismhasdifferentmeaningswhichcreateatleastthreecompeting [Link] differenteffectsandoutcomeswithregardtointerpersonalandintergrouprelationships.

activity 2
Weightheargumentsandexpressaconclusionaboutmulticulturalisminadiversesociety

Answer
Model1saysthatpeacefulrelationshipsinadiversesocietycanbestbeservedbymaintaining [Link],[Link],however,is whetherthisseparatistmodewouldnotcreateakindofneo-apartheidwhichisshapedbyculturalconsiderations,yieldingusversusthemconfrontationswhendifferentculturescompete forscarcecommodities.Model2statesthatasocietyneedsamelting-potculturetogetridof [Link] groupswillultimatelythroughaprocessofsocialengineeringassumetheculturalidentityof [Link] ofasociety,therebyinfringinguponpeoplessocialidentitythatis,anindividualsnatural feelingofbelongingtoaparticularculturalgroupandtoderiveself-esteemandspiritualpower [Link],asthemeltingpotsuggests,couldbea majorsourceofsocietalconflictonculturalissues. [Link], whilevaluingthefactthatpeopledoshareunifyingsimilarities,attachesequalimportanceto [Link] goalsandvalues,whileatthesametimerespectingthesocialidentitiesassociatedwiththe [Link] theextentthatdiversepeoplescouldcometosharereconciliatoryaspectsofdisparatecultural [Link] harmed,dependingonhowmulticulturalismisinterpretedandapplied.

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activity 3
Establishtherelevanceandcomprehensivenessoftheopinion.

Answer
Theexpressedopinionisobviouslyrelevantinthelightoftherequestedopinionbecauseitdeals [Link].

03
Presenttheopinionin essayform Resource LOB1502-NSP AZ:Researchessay

Youareabletopresenttheopinioninessayformifyou: 01 02 03 04 05 formulatetheargumentintheformofanessayintroduction arguetherelevantpointsintheformofanessaybody summarisetheargumentsintheformofanessayconclusion indicatewhattheopinionisaboutintheformofanessaytitle summarisetheopinionintheformofanessayabstract.

activity 1
Usethefollowing: LOB1502-NSP. Readthefollowingresource: AZ:Researchessay

activity 2
Formulatetheargumentinanintroductoryparagraph. Answer [Link] [Link] hastoconsiderthesemodelscarefullyandselectamodelthathasthebestpotentialtoensure healthyinterpersonalandintergrouprelationships.

activity 3
Presenttheargumentasthemainbodyoftheessay.

Answer
1. Provideadefinitionofmulticulturalism:Multiculturalismisgenerallyunderstoodtomean

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2. 3.

thecapacitytoaccommodatediverseculturalinfluencesinsuchawaythattheybecome partofyourpersonalandsocialself-identity. Statethattheconceptofmulticulturalismhasdifferentmeaningsleadingtoatleastthree competingmodelsfortheregulationofrelationshipsinaculturallydiversesociety. Presenteachofthethreemodels,indicatehowtheyregulaterelationshipsandwhattheir problemsandadvantagesare.

activity 4
Presenttheconclusion.

Answer
1. 2. Indicatethattheargumentshowsclearlythatrelationshipsinaculturallydiversesociety maybeharmed,dependingonhowmulticulturalismisinterpretedandapplied. Compare the advantages and disadvantages of the various models of multiculturalism, andindicatewhyamodelthatencouragestheevolutionofamulticulturalpersonseemsto bethebestwaytoensurehealthyinterpersonalandintergrouprelationshipsinadiverse society.

activity 5
Indicatethenatureoftheopinionintheformofanessaytitle.

Answer
Yourtitlemaydifferfromthefollowingsuggestion: The implications of different models of multiculturalism.

activity 6
Summarisetheopinionintheformofanessayabstract.

Answer
Yourabstractshouldincludethefollowing: 1. 2. anindicationoftheproblem: Differentapproachestomulticulturalismleadtocompetingmodelsfortheregulationof relationshipsinaculturallydiversesociety. anindicationoftheargument: This essay introduces and discusses three approaches to multiculturalism, namely the cultural segregation model, the melting pot model and the multicultural person model. Thedifferentmodelsarediscussedintermsoftheiradvantagesanddisadvantageswhen appliedinadiversesociety.

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3.

anindicationoftheconclusion: Theproblemsandtheadvantagesofthethreemodelsarecomparedanditisconcluded thatamodelthatencouragestheevolutionofamulticulturalpersonseemstobethebest waytoensurehealthyinterpersonalandintergrouprelationshipsinadiversesociety.

Additionalresourcematerial
A brief note on multiculturalism [Link] variousculturalinfluencesinsuchamannerthatthesebecomepartofyourpersonalandsocial [Link],[Link] [Link] [Link]([Link] melting-potmodels),[Link] bymaintainingculturalsegregation. Thismeansthatvariousculturalgroupsshouldbekept apart,[Link],however,iswhetherthisseparatistmodewouldnotcreateakindofneo-apartheidwhich isshapedbyculturalconsiderations,yieldingusversusthemconfrontationswhendifferent [Link]-potculturetogetridofracism. Themodelisbasedontheprincipleofculturalassimilationwherebyculturalminoritygroups willultimatelythroughaprocessofsocialengineeringassumetheculturalidentityofthe [Link] asociety,therebyinfringinguponpeoplessocialidentitythatis,anindividualsnaturalfeeling ofbelongingtoaparticularculturalgroupandtoderiveself-esteemandspiritualpowerfrom [Link],asthemeltingpotsuggests,couldbeamajor sourceofsocietalconflictonculturalissues. [Link] wouldbesomeonewho,whilevaluingthefactthatpeopledoshareunifyingsimilarities,[Link] aroundsharedhumangoalsandvalues,whileatthesametimerespectingthesocialidentities [Link] benefitgreatlytotheextentthatdiversepeoplecouldcometosharereconciliatoryaspectsof [Link] aculturallydiversesocietymaybeharmed,dependingonhowmulticulturalismisinterpreted andapplied. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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a1502dPP learning opportunity

learn to develop a psychological programme

ouTCome ProduCT description
Knowledgeofthedevelopmentofapsychologicalprogramme.

outcome product
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofthedevelopmentofapsychologicalprogrammeisrelevantandsufficientif: 01 02 03 04 05 06 07 thenatureofapsychologicaltrainingprogrammeisindicated thenatureoftheprogrammetargetpopulationisindicated thenatureoftheobjectivesofapsychologicaltrainingprogrammeisindicated therelevanceandcomprehensivenessoftheprogrammecontentareindicated therelevanceandcomprehensivenessoftheprogrammeresourcesareindicated theappropriatenessoftheprogrammemethodisindicated thefeasibilityoftheprogrammeimplementationplanisindicated

meTHod 01
Youareabletoindicatethenatureofapsychologicaltrainingprogrammeifyou: 01 recognisetheprogrammeelements,attributesandattributevalues

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Indicatethenatureofa psychologicaltraining programme Resource AZ:Psychologicalprogrammes

02 03

recognisethenatureoftheprogrammeelements,attributesandattributevalues recognisethebasicelementsofatrainingprogrammeinagivenscenario.

activity 1
Readthefollowingresource: AZ: Psychologicalprogrammes.

activity 2
Answerthefollowingquestion: Whichofthefollowingstatementsis/aretrue? 1. 2. 3. 4. 5. 6. Trainingprogrammeshaveelements Trainingprogrammeshaveattributes Trainingprogrammeshaveelementsandattributes Trainingprogrammeshaveelements,andelementshaveattributes Trainingprogrammeattributeshavevalues Trainingprogrammeelementattributeshavevalues.

Answer
Allofthemaretrue.

activity 3
Answerthefollowingquestion: [Link] is/aretrue 1. 2. 3. 4. R500000isathevalueoftheprogrammecostattribute R500000istheprogrammecostattribute Costisaprogrammeelement 1and3.

Answer
Thecorrectansweris:1

Comment
[Link] anaspectoftheprogramme,[Link] attributeisR500000.

activity 4
Answerthefollowingquestion:

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[Link] [Link]/aretrue? 1. 2. 3. 4. 5. Theregisteredstudentsactsasparticipantsinthedevelopmentalpsychologyprogramme Theregisteredstudentsarearesourceforthedevelopmentalpsychologyprogramme Thecourseteamdeterminestheneedsofthepopulationtargetedbythedevelopmental psychologyprogramme Thecourseteamimplementsanewprogrammeindevelopmentalpsychology Alloftheabove.

Answer
Thebestansweris:3.

Comment
[Link] implementaprogrammethatdoesnotexist. Sendingletterstoregisteredstudentsisafirststepinthedevelopmentofthenewprogramme, namelyanattempttodeterminetheneedsofthepopulationthatwillbetargetedbythenew [Link] [Link] [Link](theprogrammedoesnotexist).Theyaresimplyactingasa potentialtargetpopulationwhoseneedsneedtobeassessedsothatthenewprogrammecould betailoredtomeettheseneeds.

02
Indicatethenatureofthe programmetargetpopulation Resource AZ: sychological P programmes AZ: onsultationinterC view AZ: onsultation C scenarioforastress managementprogramme

Youareabletoindicatethenatureoftheprogrammetargetpopulationifyou: 01 02 recogniseaprogrammetargetpopulation recognisewhethertheindicatedneedsofaprogrammetargetpopulationarerelevantand comprehensive.

activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Consultationinterview AZ: Consultationscenarioforastressmanagementprogramme

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Comment
[Link] [Link].

activity 2
Answerthefollowingquestion: Supposeyoudecidetodevelopapsychologicalprogrammetouseasaninterventionstrategy inthesituationsketchedinthescenarioprovidedinAZ:Consultationscenarioforastress [Link]: 1. 2. 3. 4. Thecompany Thepersonnelmanagerofthecompany Theinformationtechnologistsworkingatthecompany Theemployeesofthecompany.

Answer
Alternative4isthebestanswer.

Comment
Keepinmindthatweareconcernedherewithacertainkindofintervention,[Link] [Link] 1isnotcorrect. [Link] companyandmayalsofeelthepressure,itisobviousfromthescenariothatsheisnotthesole individualinneedofhelpatthecompany.ThereforeAlternative2isnotagoodanswer.Alternative3maybeagoodanswerifthecompanyexperiencesproblemsinonesectoroftheirworkforce,[Link],itisclearfromthescenario [Link] [Link] memberoftheprogrammetargetpopulationonehastohavethefollowingcharacteristics:Bean employeeofthecompanyandexperiencetheworkenvironmentasstressful.

activity 3
ConsiderthescenarioprovidedinAZ:[Link] needsofthetargetpopulation: PsychologistA: he employees of the company need to learn to structure their daily work T activitiesaccordingtoarealisticschedule PsychologistB: heemployeesofthecompanyneedtolearnbetterinformationmanagement T skills

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PsychologistC: heemployeesofthecompanyneedpsychologicalinformationandpractical T exercisestohelpthemcopewithstressintheirworkenvironment. Rankthesestatementsfrommostcorrecttoleastcorrect.

Answer
Themostcorrectsequenceis:C,A,B.

Comment
[Link] advisement,[Link] Aiscorrect,butfocusesonaparticularpracticalstrategythatcouldhelponecopewithones [Link],StatementAiscorrectbutisnotacomprehensivestatementoftheneeds [Link] informationmanagementskills,butimprovingthewaysinwhichinformationishandledinthe [Link].

03
Indicatethenatureofthe objectivesofapsychological trainingprogramme Resource AZ: sychologicalproP grammes AZ: onsultationinterview C AZ: onsultationscenario C forastressmanagementprogramme

Youareabletoindicatethenatureoftheobjectivesofapsychologicaltrainingprogrammeifyou: 01 02 03 recognisetheobjectivesofapsychologicalprogramme recognisetheneedsofaprogrammetargetpopulation r ecognisewhethertheobjectivesofapsychologicalprogrammemeettheneedsofthe targetpopulation.

activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Consultationinterview AZ: Consultationscenarioforastressmanagementprogramme

activity 2
Given the scenario described in AZ: Consultation scenario for a stress management programme,listtheobjectivesofapsychologicalprogrammethatcouldaddresstheneedsofthe companyemployees.

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Answer
Yourlistshouldcontainthefollowingobjectives: 1. 2. Tohelpindividualsmaintainthehighlevelsofperformancerequiredtodotheirjobs Tolowerthelevelsofstressthatindividualsexperienceintheirworksituation.

Comment
[Link] [Link],orreasons,[Link] [Link] [Link],andthesecondkind ofobjectiveindicatesthesmalleroutcomesrequiredtoachievetheaim. Onewaytodistinguishbetweendifferentkindsofobjectivesistoconsidertheneedsthatthe [Link]:Whoseneedsareaddressedbyparticularobjectives?Inthegivenscenariotheaimoftheprogramme([Link]) [Link] needissatisfiedbythisobjective? [Link] (thesecondkindofobjective)istolowerthelevelsofstressthatindividualsexperienceintheir [Link]?Clearlyitistheneedofeachindividual employeetoexperiencelessstress.

activity 3
ConsiderthescenariodescribedinAZ:[Link]?Justifyyouranswer. Note: Toanswerthisquestionproperlyonehastoanswerthefollowingsub-questions,andthencombinetheanswersintoasingleanswer: 1. 2. 3. 4. Whoisthetargetpopulation? Whataretheneedsofthetargetpopulation? Whataretheobjectivesofthepsychologicalprogramme? Dotheobjectivesfittheneeds?

Answer
Thetargetpopulationofthepsychologicalprogrammearethepersonneloremployeesworking [Link] [Link] [Link] [Link] goodfitbetweentheprogrammeobjectivesandtheneedsofthetargetpopulation.

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04
Indicatetherelevanceand comprehensivenessofthe programmecontent Resource LOB1502-COS LOB1502-HMB LOB1502-IPR LOB1502-NGF LOB1502-NOF LOB1502-NSC LOB1502-POW AZ: onsultationinterC view AZ: sychologicalproP grammes AZ: onsultationscenario C forastressmanagementprogramme AZ: sychologicalproP gramme:Contentfor stressmanagement AZ: sychological P programmeforstress management

Youareabletoindicatetherelevanceandcomprehensivenessoftheprogrammecontentifyou: 01 02 03 04 recognisetheprogrammecontent recognisetheprogrammeobjectives recognisetherelevanceoftheprogrammecontentintermsoftheprogrammeobjectives r ecognisewhethertheprogrammecontentissufficienttorealisetheprogrammeobjectives.

activity 1
Readthefollowingresources: A-Z: Consultationscenarioforastressmanagementprogramme A-Z: Psychologicalprogrammes A-Z: Psychologicalprogrammeforstressmanagement

Comment
[Link] programme aims to reduce stress levels by providing psychological information and advise [Link]:Whatpsychological informationshouldbeprovided,andhowshouldtheinformationbeconveyedsothatindividuals couldbenefitfromthetraining?Onehastobetrainedinpsychologytounderstandhowpeople reactunderstressfulsituations,[Link] [Link] [Link] aredesignedintermsofthepsychologybehindbehaviour,andnotintermsofthebehaviour [Link] individualspsychologychangesthenhis/herbehaviourpatternchanges.

activity 2
ComparetheinformationaboutprogrammecontentprovidedinAZ:Consultationscenariofor astressmanagementprogrammewiththeinformationaboutprogrammecontentprovidedin AZ:[Link] amorecomprehensivecontent? 1. 2. 3. 4. AZ:Consultationscenarioforastressmanagementprogramme,becausetheadditional contentmentionedinAZ:Psychologicalprogrammeforstressmanagementisirrelevant AZ:Psychologicalprogrammeforstressmanagement,becauseAZ:Consultationscenarioforastressmanagementprogrammefailstocoveralltherelevantareas Both,becausetheirindicationsofcontentareequallycomprehensive Notoneofthese,becauseitistherelevanceofcontentthatcountsinthefirstinstance,not itscomprehensiveness.

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Answer
Alternativeanswer2iscorrect.Butatthisstage4maybethebestanswer.

Comment
[Link]:Psychologicalprogrammeforstressmanagementclearly [Link]:Consultationscenarioforastressmanagementprogramme,andinadditionaddstothelisttheareasof [Link],[Link] [Link] comprehensive(thatis,coverallthenecessarymaterial)[Link] otherwords,[Link] alltheconceptsandideasindicatedinAZ:Psychologicalprogrammeforstressmanagement reallyrelevanttothecentraltopicofstressmanagement?Onewouldnotknowunlessoneispreparedtoexploretheindicatedtopicstoseehowtheyrelatetothestressandstressmanagement.

activity 3
UseLOB1502-COStoexploretheconceptofstress.

activity 4
Makealistofthetopicsrelatedtostressthatmayberelevanttoapsychologicalstressmanagementprogramme.

activity 5
Ingeneral,howrelevantdoyouthinktheconceptofstressisforthedevelopmentofastress managementprogramme?Ratetherelevanceoftheconceptofstressonafivepointscale, rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyou choosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:

activity 6
UseLOB1502-POWtoexplorethepsychologyofwork.

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activity 7
Makealistofthetopicsrelatedtoworkthatmayberelevanttoapsychologicalstressmanagementprogramme.

activity 8
Ingeneral,howrelevantdoyouthinktheconceptofworkisforthedevelopmentofastressmanagementprogramme?Ratetherelevanceoftheconceptofworkonafivepointscale,ranging fromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyouchoose theparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:

activity 9
UseLOB1502-HMBtoexplorethenatureofhumanmotivatedbehaviour.

activity 10
Makealistofthetopicsrelatedtohumanmotivationthatmayberelevanttoapsychological stressmanagementprogramme.

activity 11
Ingeneral,howrelevantdoyouthinktheconceptofmotivationisforthedevelopmentofastress managementprogramme?Ratetherelevanceoftheconceptofmotivationonafivepointscale, rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyou choosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:

activity 12
UseLOB1502-NOFtoexplorethenatureoffeelings.

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activity 13
Makealistofthetopicsrelatedtothenatureoffeelingsthatmayberelevanttoapsychological stressmanagementprogramme.

activity 14
Ingeneral,howrelevantdoyouthinktheconceptoffeelingsisforthedevelopmentofastress managementprogramme?Ratetherelevanceoftheconceptoffeelingsonafivepointscale, rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyou choosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:

activity 15
UseLOB1502-IPRtoexplorethenatureofinterpersonalrelationships.

activity 16
Makealistofthetopicsrelatedtointerpersonalrelationshipsthatmayberelevanttoapsychologicalstressmanagementprogramme.

activity 17
Ingeneral,howrelevantdoyouthinktheconceptofinterpersonalrelationshipsisforthedevelopmentofastressmanagementprogramme?Ratetherelevanceoftheconceptofinterpersonal relationshipsonafivepointscale,rangingfromhighlyrelevanttohighlyirrelevant,andjustify yourrating(thatis,explainwhyyouchoosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:

activity 18
UseLOB1502-NGFtoexplorethenatureofgroupfunctioning.

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activity 19
Makealistofthetopicsrelatedtogroupfunctioningthatmayberelevanttoapsychological stressmanagementprogramme.

activity 20
Ingeneral,howrelevantdoyouthinktheconceptofgroupfunctioningisforthedevelopmentof astressmanagementprogramme?Ratetherelevanceoftheconceptofgroupfunctioningona fivepointscale,rangingfromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis, explainwhyyouchoosetheparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:

activity 21
UseLOB1502-NSCtoexplorethenotionofself-concept.

activity 22
Makealistofthetopicsrelatedtotheconceptofselfthatmayberelevanttoapsychological stressmanagementprogramme.

activity 23
Ingeneral,howrelevantdoyouthinktheconceptofselfisforthedevelopmentofastressmanagementprogramme?Ratetherelevanceoftheconceptofselfonafivepointscale,ranging fromhighlyrelevanttohighlyirrelevant,andjustifyyourrating(thatis,explainwhyyouchoose theparticularrating). Highlyirrelevant Irrelevant Unsure Relevant Highlyrelevant [ ] [ ] [ ] [ ] [ ] Justifyyourchoice:

activity 24
Readthefollowingresource: AZ:Psychologicalprogramme:Contentforstressmanagement.

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activity 25
Comparethetopicsyoulisted,andyourratingsoftherelevanceofparticularfieldsofknowledge withtheinformationprovidedinAZ:Psychologicalprogramme:[Link].

activity 26
EvaluatetherelevanceandthecomprehensivenessofthecontentindicatedinAZ:[Link] relevantandcomprehensive?

05
Indicatetherelevanceand comprehensivenessofthe programmeresources Resource AZ: sychologicalproP grammes AZ: sychological P programmeforstress management

Youareabletoindicatetherelevanceandcomprehensivenessoftheprogrammeresourcesif you: 01 02 03 recognisetheresourcesrequiredbytheprogramme recognisetherelevanceofthelistedresourcesinthelightoftherequiredresources recognisethesufficiencyofthelistedresourcesinthelightoftherequiredresources.

activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Psychologicalprogrammeforstressmanagement

activity 2
Indicatewhethertheresourcelistisrelevantinyouropinion.

Answer
Theresource listisrelevantifalltheitemsonthelistarerequiredforthedevelopmentand [Link] [Link],askyourself:Cantheprogrammebedevelopedandimplementedwithoutthisitem?Iftheanswerisyes,theitemisnotnecessary,andthe [Link],supposetheprogrammeresourcelistlistedtheuse [Link] necessary,andthereforeirrelevant,andthelistwouldnotbeentirelyrelevant.

activity 3
Indicatewhethertheresourcelistiscomprehensiveinyouropinion.

Answer
[Link]-

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sourceshavebeenleftoutonehastoconsiderthedevelopmentandtheimplementationphases [Link]:Cantheprogrammebedevelopedandimplementedwith theresourcesonthelist,orarethereaspectsoftheprogrammethatonewillnotbeabletodevelopandimplement?Ifonedeterminesthattheprogrammecanbedevelopedandimplemented [Link],supposethelistdidnot mentionsoftwareandcomputers,thenthelistwouldnotbecomprehensivebecauseitwouldnot bepossibletodevelopandimplementtheelectronicversionoftheprogramme.

06
Indicatewhetherthe programmemethodisappropriate Resource AZ: sychologicalproP grammes AZ: sychological P programmeforstress management

Youareabletoindicatetheappropriatenessoftheprogrammemethodifyou: 01 02 03 04 recognisethenatureoftheprogrammemethod recognisethenatureofthetargetpopulation recognisethenatureoftheneedsofthetargetpopulation r ecognisewhethertheprogrammemethodisappropriateinthelightofthenatureandthe needsofthetargetpopulation.

activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Psychologicalprogrammeforstressmanagement

activity 2
DescribethenatureoftheprogrammemethodasoutlinedinAZ:Psychologicalprogrammefor stressmanagement.

Answer
TheinformationaboutthemethodofimplementationisprovidedinTables1,2and5.

activity 3
Indicatewhetheryouthinktheprogrammemethodisappropriateinthelightofthenatureand theneedsofthetargetpopulation.

Answer
[Link] pressureinformationtechnologyenvironmentinwhichtheprogrammeparticipantsfunctionit isagoodideatoprovidethemwithdifferentoptions(differentprogrammetypes)asillustratedin [Link]. Theelectronicversionoftheprogrammeshouldnotprovideaproblemformostoftheseworkers

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[Link]. Moreover,althoughtheDVDbasedworkshopsareexpensivetodeveloptheycouldsavemoney inthelongrun.

07
Indicatethefeasibilityofthe programmeimplementation plan Resource AZ: sychologicalproP grammes AZ: sychological P programmeforstress management

Youareabletoindicatethefeasibilityoftheprogrammeimplementationplanifyou: 01 02 recognisethenatureoftheprogrammeimplementationplan recognisetheimplicationsoftheprogrammeimplementationplan.

activity 1
Readthefollowingresources: AZ: Psychologicalprogrammes AZ: Psychologicalprogrammeforstressmanagement

activity 2
DescribethenatureoftheprogrammeimplementationplanasoutlinedinAZ:Psychological programmeforstressmanagement.

Answer
TheinformationconcerningtheprogrammeimplementationplanisindicatedinTable4.

activity 3
Indicatewhetheryouthinktheprogrammeimplementationplanisfeasible.

Answer
Theprogrammeimplementationplandescribesacarefulapproachtoimplementingtheprogrammebyputtingtheprogrammethroughatestphase,followedbyaprovisionallyoperational [Link] ismorecostlyitensuresahigherqualityprogrammeandthereforemayleadtoalongerlifespan forthefullyoperationalprogramme,savingmoneyintheendbecauseprogrammedevelopment [Link] [Link] [Link]. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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a1502drP learning opportunity

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ouTCome ProduCT description
Aresearchreport

Standards
Theresearchreportshoulddescribethenatureandoutcomesofaspecificproject,andshould bestructuredproperly.

assessment criteria
Theresearchpapercomplieswiththerequiredstandardsif: 01 02 03 04 05 06 07 theresearchproblemisindicated thedesignofthestudyisindicated themethodofdatacollectionisindicated themethodofdataanalysisareindicated andresultsofdataanalysisareindicated themeaningoftheresultsisindicated thereportispresentedinwrittentext.

meTHod 01
Formulatetheresearch problem

Youareabletoformulatetheresearchproblemifyou: 01 02 03 recognisetheresearchissue contextualisetheresearchissue recognisetherelevantvariables.

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Resource LOB1502-SOP LOA1502-PPR:Theadditionalresourcematerial(A briefnoteonthelivingenvironment)providedattheend ofthislearningopportunity AZ: Consultationinterview AZ: onsultationscenario C forapsychological researchproject

activity 1
Readthefollowingresources: AZ: Consultationinterview AZ: Consultationscenarioforapsychologicalresearchproject

activity 2
WhichofthefollowingdoyouseeasthefundamentalproblemorproblemsthattheNGOfor communitydevelopmentisstrugglingwith? 1. 2. 3. 4. Howtocreateanewkindofcommunitydevelopmentprogramme Therelationshipbetweenpeopleandcommunity Thedefinitionoftargetcommunities 2and3.

Answer
Alternative4.

Comment
[Link] butonthefactthattheprogrammesaddressneedsthatmaynotbetheproperneedsofthe [Link] todefinethetargetcommunityofaprogrammeinsuchawaythattheycanbecertainthatthe peoplewhoareperceivedtobemembersofthecommunitydoinfactconsiderthemselvestobe membersofthecommunityinquestion.

activity 3
WhichofthefollowingdoyouseeasthefundamentalshiftorshiftsthattheNGOforcommunity developmentismakingintheirapproach? 1. 2. 3. 4. Theshifttowardsanewapproachtocreatingcommunitydevelopmentprogrammes Theshiftintheirunderstandingofthenatureoftherelationshipbetweenpeopleandcommunity Theshifttowardsanewdefinitionofcommunity 1and2.

Answer
Alternative2.

Comment
[Link]

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[Link],althoughitistruethattheNGOisshifting towardsanewapproachtocreatingdevelopmentprogrammes,thisisnotthefundamentalshift [Link] [Link] [Link] [Link] personalpointsofview.

activity 4
[Link] tounderstandingtherelationshipbetweenpeopleandcommunityarethelivingenvironment, whichdealswiththerelationshipbetweenpeopleandtheenvironmentinwhichtheyexist,and societalpatterns,whichdealswiththerelationshipbetweenpeopleandthesocietyinwhichthey exist.UseLOB1502-NSPaswellastheadditionalresourcematerial,providedattheendofLO A1502-PPRtoexplorethesefieldsofknowledge.

activity 5
Whatkindofperson-communityrelationshipispresupposedbytheNGOforcommunitydevelopmentintheirnewapproachtocommunitydevelopmentprogrammes?

Answer
Thetransactionalapproach.

activity 6
Howdoestheshifttowardsatransactionalviewoftherelationshipbetweenpeopleandcommunityaffectthedefinitionofcommunity?

Answer
Youranswershouldindicatethefollowing: Theshifttowardsatransactionalviewoftherelationshipbetweenpeopleandcommunitymeans: 1. 2. 3. 4. communitiescannotbepredefinedbyoutsiders theperceptionsofcommunityareinterpretationsofferedbythepeopleinvolved communitiesarecognitivelystructuredbypeople,thatis,communitiesareperceivedin termsofpeoplespersonalframesofreference,andarestructuredbycategorisingcommunityfeaturesconceptually communityandpeoplehavetobetreatedastwointegralandinseparablecomponentsof anongoingprocess,[Link],andaspeopleareredefinedbytheirchanged

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communities,thusoncemorerecreatingthosecommunities,andgettingredefinedbythem again,inannon-endingcontinuousprocess.

Comment
Notethatalthoughmostoftheinformationonthetransactionalapproachcomesfromtheresourcematerialonthephysicalenvironment,theconceptsareequallyvalidforthesocialaspectsofacommunity.

activity 7
Inlightofthefactthatthenaturesofcommunitiescannotbeassignedfixedmeanings,doyou thinkitisnecessarytomanagetheexpectationsoftheNGOforcommunitydevelopment?Providethereasonforyouranswer.

Answer
Yes,itseemsnecessarytomanagetheexpectationsoftheNGOforcommunitydevelopment, thereasonbeingthattheprojectmanagerwantsyoutohelpthemfindamethodfordefining targetcommunitiesinsuchawaythatitincorporatesthecomplexitiesofpeoplesperceptions oftheircommunity.

activity 8
HowwouldyoumanagetheexpectationsoftheNGOforcommunitydevelopment?

Answer
Thisisadifficultquestion,[Link] suggestion,andnottheonlyapproachtothesituation: 1. Statetheproblem: InformtheNGOforcommunitydevelopmentthatthereareacademicreasonstobelievethat [Link] properexplanationsofthenatureofthetransactionalapproach,andhowitfitswithwhat theNGOwishestoachieve. Offerasolution: Asthetransactionalapproachfocusesontherelationshipbetweenpeopleandcommunity itmaybeagoodideatofocusonpeoplescommunityawarenessinsteadofputtingthe [Link] referstoapersonsawarenessofcommunityaspectsthatinfluencehis/herpersonallife. Problematicissuesinacommunityareoneaspectofcommunitylifethatissuretoinfluence [Link] thattargetcommunityissuesthatareforemostinpeoplescommunityawareness. Offeranactionplan:

2.

3.

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Offertodesignaresearchprojectthatcouldbeusedtodeterminepeoplesawarenessof [Link] communityawarenessmaydifferforruralandurbansettings,andsocio-economicstatus, and also that men and women, and older and younger people may not have the same kind of community awareness. If the level and content of community awareness differs fordifferentlevelsofsocio-economicstatus,forpeopleinruralandurbansettings,and formenandwomen,andforyoungerandolderpeopleitmeansthatcommunitydevelopmentprogrammeshavetobeadjustedandtailoredtoaddressspecifickindsofcommunity awareness.

activity 9
UseLOB1502-SOPtoexplorethescienceofpsychology.

activity 10
Listthevariablesthatwouldplayaroleintheresearchprojectyousuggestedtotheproject manageroftheNGOforcommunitydevelopment.

Answer
1. 2. 3. 4. 5. 6. Contentofcommunityawareness Levelofcommunityawareness Location(urbanandrural) Socio-economicstatus Gender Age.

02
Designtheresearchstudy Resource LOB1502-NSP LOB1502-SOP AZ: onsultationinterview C AZ: onsultationscenario C forapsychological researchproject

Youareabletodesigntheresearchstudyifyou: 01 02 03 recognisethedependentandindependentvariables indicatehowthevariablesareoperationalised indicatehowthedataaretobecollected.

activity 1
Categorisethevariables,contentandlevelofcommunityawareness,socio-economicstatus, location,genderandageasdependentandindependentvariables.

Answer
1. Independentvariables Socio-economicstatus Location

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2.

Gender Age. Dependentvariables Contentofcommunityawareness Levelofcommunityawareness.

Comment
[Link]-economic status,his/herlocation,his/hergender(maleorfemale),andhis/[Link] bymeansoftheresearchstudy.

Activity2
Thenextstepistooperationalisethevariables,inotherwordstodeterminehowthevariables [Link](ruralorurban),gender(maleorfemale)andage(numberofyears sinceapersonsbirth)[Link] [Link],annualincomefiguresarenotalwaysagoodindicationof a persons socio-economic status. Therefore one may choose to operationalise this variable byidentifyingthreelevelsofsocio-economicstatus,namelyhigh,middleandlow,basedon where the person and his/her family live. Simply consider the person and/or familys living conditionsintermsofthesocietyasawhole(notintermsoftheparticularcommunity).Ifthey liveunderconditionsthatfewpeopleinthebroadersocietycanafford,theyarecategorisedas [Link] [Link],[Link] [Link] [Link],[Link] [Link] youknowthatarelevantfieldwouldbethefieldcoveringinformationaboutsocietalpatterns. Soyouhavetoexplorethefieldofsocietalpatternstoseewhatinformationyoucanfindabout [Link] exploringtherelevantinformationyoumaydecidetooperationalisethecontentofcommunity awarenessasthethreemostpressingsocietalissueslistedbyanindividualinthecommunity, andyoumaydecidetooperationalisethelevelofcommunityawarenessasthecorrespondence [Link],listtherelevantvariables andindicatehowyouwouldoperationaliseeachofthem.

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Answer
A Independentvariables 1. Socio-economicstatus: Thisvariablehasthreelevels: High: eoplelivinginconditionsthatfewpeopleinsocietycan P afford Middle: Peoplewhobelonginneitherthehighnorthelowcategory Low: Peoplelivinginverypoorconditions. 2. Location Thisvariablehastwolevels: Urban: Peoplelivinginurbansettings Rural: Peoplelivinginruralsettings 3. ender: G Thisvariablehastwolevels: Male: eoplewhoarebiologicallymale P Female: Peoplewhoarebiologicallyfemale 4. Age: Thisvariablehasmanylevels,andiscalledacontinuousvariablebecauseofthe [Link]. B Dependentvariables 1. Contentofcommunityawareness Thisvariablehassixcategories: Violence: hysical,verbalandotherkindsofviolenceinthecommuP nity Poverty: anypeopleinthecommunitynothavingproperhousing M andoftengoinghungry Racism: eopleinthecommunitybeingdiscriminatedagainstorbeP ingexploitedonthebasisofrace Multiculturalism: roblemsinthecommunityofdifferentculturesclashing P witheachother Genderissues: eopleinthecommunitybeingdiscriminatedagainstorbeP ingexploitedonthebasisoftheirgender. Communitydevelopment: herearesituationsinthecommunitythatneedattention T Peopleareaskedtorankthesixsocietalissuesfrommost pressingtoleastpressing. 2. Levelofcommunityawareness Thisvariablehasfivelevels: Veryhigh: ifthethreetopsocietalissuesonthepersonslistarethe sameasthethreetopissueslistedbythecommunityasa

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High: Medium: Low: Verylow

whole,andifthethreetopissuesarelistedinthesamerank order. fthethreetopsocietalissuesonthepersonslistarethe i sameasthethreetopissueslistedbythecommunityasa whole iftwoofthethreetopsocietalissuesonthepersonslistare thesameasthethreetopissueslistedbythecommunityas awhole i foneofthethreetopsocietalissuesonthepersonslistis thesameasthethreetopissueslistedbythecommunityas awhole ifnoneofthethreetopsocietalissuesonthepersonslist arethesameasthethreetopissueslistedbythecommunityasawhole.

activity 3
[Link] [Link] [Link] communitydevelopmentplanstoimplementtheircommunitydevelopmentprogrammesona [Link].

Answer
Youranswershouldindicatethefollowing:BecausetheNGOscommunitydevelopmentprogrammesaretobeimplementedonanationalbasisthesamplefortheresearchstudyhasto [Link],rangingfromrich [Link] tobeselectedfromeachcommunitytoensurethatthecommunityisfairlyrepresentedbythe [Link] interviewandcollectthedatafromtheselectedmembersoftheselectedcommunities.

03
Collectthedataforthe researchstudy Resource Asampleofsubjects Twoformspersubjectto capturetherequireddata

Youareabletocollectthedatafortheresearchstudyifyou: 01 02 selectanappropriatesampleofsubjects gettheappropriateinformationfromthesubjects.

activity 1
It is time to exchange the armchair part of the research study for real field work. Consider yourselfasoneofthemanyfieldworkersacrossthecountry,collectingdataforthisproject. Each field worker explores a single community, namely the community where he/she lives. [Link] wanttokeepthesedifferencesinmindsothatyoucanselectdifferentpeopleforyourproject. [Link]

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[Link] [Link] [Link],[Link] researchtakesverylittletimeperresearchsubject.

activity 2
[Link]:

Subjectnumber: [..........] Whatdoyouthinkarethemostimportantissuesinyourcommunity?Pleaserankthefollowingissuesfrommostpressing(1)toleastpressing(6)byputtinganappropriatenumber nexttotheissuein [...] Violenceinmycommunity [...] Povertyinmycommunity [...] Racisminmycommunity [...] Multiculturalisminmycommunity [...] Sexisminmycommunity [...] Mycommunityneedsdevelopmentbadly

[Link] youapproachasubjecttocompletetheformaskhim/herifhe/shewillbepreparedtopartake [Link]. Indicatethattheresearchisanonymousandthatthesubjectsnameisnotrequired,andthat [Link]/ sheis. [Link]/herforhis/hercooperation. [Link]. Onthisformyouindicatetheuniquenumberforthesubject(thisnumberisusedtolinkthetwo formswithouthavingtousethesubjectsname),thesubjectssocio-economicstatus,location, gender,age,communityawarenesscontent(thetopthreeissueslistedbythesubject)andthe [Link] communityawarenesslevelbeforeyouhavetheinformationformallthesubjectsinyoursample. Thesecondformshouldlooklikethis: Subjectnumber: [..........] Socio-economicstatus [...] High [...] Middle [...] Low

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Location [...] Urban [...] Rural C:Gender [...] Male [...] Female D:Age [...] Years E:Contentofcommunityawareness Issuelistedmostpressing [...........................] Issuelistedsecondmostpressing [...........................] Issuelistedthirdmostpressing [.......................] F:Levelofcommunityawareness [...] [...] [...] [...] [...] Veryhigh High Medium Low VeryLow

04
Analysethecollecteddata

Youareabletoanalysethecollecteddataifyou: 01 calculatethecorrelationbetweenspecifiedvariablesappropriately 02 calculatethedifferencebetweenspecifiedgroupsappropriately.

Resource Dataformscontainingcollectedinformation AZ: nformationanalysis: I Correlationbetween variables AZ: nformationanalysis: I Differencebetween groups

activity 1
Aftercompletingthedatacollectionphaseoftheproject,compileatableliketheoneindicated [Link] first,[Link]. Thethreeissueswiththehighesttotalfrequenciesreflectthecommunityawarenesscontent indicatedbythesampleofsubjects Violence Poverty Racism Multiculturalism Sexism 1 [.....] [.....] [.....] [.....] [.....] 2 [.....] [.....] [.....] [.....] [.....] [.....] 3 [.....] [.....] [.....] [.....] [.....] [.....] Total [........] [........] [........] [........] [........] [........]

Communitydevelopment [.....]

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Hereisanexample: Violence Poverty Racism Multiculturalism Sexism 1 [..9.] [..6.] [..3.] [..5.] [..2.] 2 [.7.] [..4.] [..4.] [..6.] [..3.] [..6.] 3 [..9.] [..6.] [..5.] [..3.] [..3.] [..8.] Total [..25..] [..16..] [..12..] [..14..] [...8..] [...21.]

Communitydevelopment [..7.]

Thecontentofcommunityawarenessindicatedbythesampleasawholeisreflectedbythethree societalissueswiththehighesttotals: 1. 2. 3. Violence Communitydevelopment Poverty.

Nextdeterminethelevelofcommunityawarenessforeachresearchsubjectinthesampleby comparingthesubjectslistofthethreemostpressingissueswiththelistobtainedfromthe [Link],High,Medium,LoworVeryLowdependingontheamountofcorrespondencebetweenthesubjectslist andthelistobtainedfromthesampleasawhole. Herearetwoexamples: Supposesubject013ratedthesocietalissuesasfollows: D:Contentofcommunityawareness Issuelistedmostpressing Issuelistedsecondmostpressing Issuelistedthirdmostpressing Thensubject013isratedasfollows: E:Levelofcommunityawareness [......] [..] [......] [......] [......] Veryhigh High Medium Low VeryLow [...Communitydevelopment...] [...Violence.............................] [....Poverty..............................]

becausethethreetopsocietalissuesonthepersonslistarethesameasthethreetopissues listedbythecommunityasawholebutarenotlistedinthesamerankorder. Supposesubject021ratedthesocietalissuesasfollows: D:Contentofcommunityawareness

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Issuelistedmostpressing Issuelistedsecondmostpressing Issuelistedthirdmostpressing Thensubject021isratedasfollows: E:Levelofcommunityawareness [......] [......] [......] [..] [......] Veryhigh High Medium Low VeryLow

[...Violence......................] [....Racism.......................] [....Multiculturalism........]

becauseonlyoneofthethreetopsocietalissuesonthepersonslististhesameasthethreetop issueslistedbythecommunityasawhole.

activity 2
Determine if there is a relationship between socio-economic status and level of community [Link]:Informationanalysis:Correlationbetweenvariablesexplainshowtocalculate [Link]:Youhavetoassignnumericalvaluestothecategoriesbeforeyoucan [Link]: 5 totheVeryHighcategory 4 totheHighcategory 3 totheMiddleorMediumcategories 2 totheLowcategory 1 totheVeryLowcategory Inotherwords,ifsomebodyisintheMiddleclassonthesocioeconomicscalethenhe/sheis [Link]/shehasahighlevelofcommunity awareness,he/[Link]:Informationanalysis:Correlationbetweenvariablestocalculatethecorrelation betweensocio-economicstatus(variableX)andthelevelofcommunityawareness(variableY) andindicatewhethertherelationshipisasignificantrelationship.

Comment
Note that if everybody in your sample hasthe same socio-economic status the valueofthe [Link] value the socio-economic variable does not vary. Then it is not a variable, it is a [Link].

activity 3
DeterminewhethermenandwomendifferwithregardtolevelofcommunityawarenessAZ:Informationanalysis:Differencebetweengroupsexplainshowtocalculatethedifferencebetween

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[Link]:youhavetoassignnumericalvaluestothecategoriesbeforeyoucancalculatethe [Link]: 5 totheVeryHighcategory 4 totheHighcategory 3 totheMiddleorMediumcategories 2 totheLowcategory 1 totheVeryLowcategory FollowthemethodillustratedinAZ:Informationanalysis:Differencebetweengroupstocalculatethedifferencebetweenthegroups(ConsiderGroupAthemalegroupandGroupBthe femalegroup),andindicatewhetherthedifferenceisasignificantdifference.

activity 4
[Link]:[Link]:Theagevariableis expressedintermsofnumericalvalues,butyouhavetoassignnumericalvaluestothelevelof [Link]: 5 totheVeryHighcategory 4 totheHighcategory 3 totheMediumcategory 2 totheLowcategory 1 totheVeryLowcategory Inotherwords,ifsomebodyis30yearsoldhis/heragevariablehasthevalue30,andifhe/ shehasahighlevelofcommunityawareness,he/sheisaassignedthevalue4forcommunity [Link]:Relationshipsbetweenvariablestocalculate thecorrelationbetweenage(variableX)andthelevelofcommunityawareness(variableY)and indicatewhethertherelationshipisasignificantrelationship.

activity 5
Itisunlikelythatyouwillbeabletodothisactivitybecausefewresearcherswillbeabletoselect [Link],ifyoursample arenotrestrictedtoeitherruralorurbanpeople,butcontainsbothruralandurbanpeopleyou cancalculatethedifferencebetweenruralandurbanpeoplewithregardtotheirlevelsofcommunity awareness. Resource AZ: Information analysis: Difference between groups explains [Link] peopleyoucannotcalculatethisdifferencebecauseyourlocationvariabledoesnotvaryithas aconstantvalue(eitherruralorurban).Inotherwords,yourlocationvariableisnotavariable, itisaconstant.

05
Indicatetheresultsofthe analyseddata

Youareabletoindicatetheresultsoftheanalyseddataifyou: 01 0 listtheresults indicatewhethertheresultsaresignificant.

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Resource Dataformscontainingcollectedinformation AZ: nformationanalysis: I Correlationbetween variables AZ:nformationanalysis: I Differencebetween groups

activity 1
[Link] tocalculatesomeofthestatisticalvaluesbecauseyoursampledidnotvaryontheparticular variables(inotherwords,ifsomeofthosevariablesturnedouttobeconstants)youcanleave outthereferencestothoseconstants. Usetheinformationgainedfromyourstudy,fillinthemissinginformation,[Link]. Herearethesentencesthatyoushouldeditandthenputtogethertoformasingleparagraph: 1. 2. Theresearchstudyshowedthatsocio-economicstatus<isrelatedto>/<isnotrelatedto> thelevelofcommunityawareness. Add the following sentence if your results show a significant relationship between socioeconomic status and level of community awareness: Thedirectionoftherelationshipbetweensocio-economicstatusandlevelofawareness showsthat<peoplewithhighersocio-economicstatushaveahigherlevelofcommunity awareness>/<peoplewithhighersocio-economicstatushavealowerlevelofcommunity awareness>. Menandwomen<differsignificantlyfromeachother>/<donotdiffersignificantlyfrom eachother>withregardtotheirlevelofcommunityawareness. Add the following sentence if your results show a significant difference between men and women with regard to their levels of community awareness: Thedirectionofthedifferencebetweenmenandwomenshowsthat<menhaveahigher levelofcommunityawareness>/<thatwomenhaveahigherlevelofcommunityawareness>. Age<issignificantlyrelatedto>/<doesnotrelatesignificantlyto>thelevelofcommunity awareness. Add the following sentence if your results show a significant relationship between age and level of community awareness: Thedirectionoftherelationshipbetweenageandlevelofawarenessshowsthat<older peoplehaveahigherlevelofcommunityawareness>/<youngerpeoplehaveahigherlevel ofcommunityawareness>. Add the following sentence if your sample contains both rural and urban settings: Ruralandurbanfolk<differsignificantly>/<donotdiffersignificantly>withregardtotheir levelofcommunityawareness. Add the following sentence if your results show a significant difference between rural and urban folk with regard to their levels of community awareness: Thedirectionofthedifferencebetweenruralandurbanfolkshowsthat<peoplelivingin ruralsettingshaveahigherlevelofcommunityawareness>/<thatpeoplelivinginurban settingshaveahigherlevelofcommunityawareness>.

3. 4.

5. 6.

7.

8.

06
Indicatethemeaningofthe results

Youareabletoindicatethemeaningoftheresultsifyou: 01 indicatewhatconsequencestheresultsofyourstudyhaveforthedevelopmentofcom munitydevelopmentprogrammes.

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Resource None

activity 1
Writeaparagraphinwhichyouindicatethemeaningoftheresultsintermsoftheimplications ofsignificantfindingsaswellasnon-significantfindingsforthewaytheNGOforcommunity development

Answer
Youranswershouldindicatethatinthecase(s)ofsignificantresultstheprogrammeshaveto beadjustedforgroupdifferencesandhavetobefocusedonparticulargroups(indicatewhich groups).Inthecase(s)ofnon-significantdifferencestheprogrammesdonothavetobeadjusted forgroupdifferencesandthuscanhaveamoregeneralfocusinsteadofbeingtailoredforparticulargroups.

07
Writetheresearchreport

Youareabletowritetheresearchreportifyou: 01 02 structureyourreportintheformofaresearchessay presentanessaythatisrelevantandcomprehensive.

Resource AZ:Researchessay

activity 1
Readthefollowingresource: AZ: Researchessay

activity 2
Writetheresearchreportintheformofaresearchessay.

Answer
Yourreportshouldhaveashortandprecisetitle,andshouldcontainthefollowing: 1. An introduction in which you state the research question, contextualise the matter and [Link] shouldindicate: that community development programmes are tailored for particular communities, andthatoneneedsadefinitionofacommunitytoenableonetofocusaprogramme foruseintheparticularcommunity thatthedefinitionofthenatureofcommunityisproblematic(explainhowitisproblematic) thattheconceptofcommunityawarenessmaybeused(insteadofadefinitionofthe natureofacommunity)totailorandfocuscommunitydevelopmentprogrammes thatonehastoestablishhowcommunityawarenessrelatestootherfactorssothat onecouldusethesefactorstotailorandfocuscommunitydevelopmentprogrammes thatsocio-economicstatus,location,genderandagemaybefactorsthatrelateto communityawareness

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thatthepresentresearchpaperpresentstheresultsofaresearchprojecttoestablishthecorrelationbetweensocio-economicstatusandcommunityawareness,the differencebetweenmenandwomenwithregardtocommunityawareness,andthe correlation betweenageandcommunityawareness.(Notethatyoursamplewould probablynotincludepeoplefrombothruralandurbansettingsbecauseyoursample isasampleselectedfromasinglecommunity.)

2.

Abodyinwhichyoudescribetheresearchproject,indicatehowthedatawerecollectedand analysed,[Link]: indicate that your study is part of a nationwide study to determine how particular factorsrelatetocommunityawareness,andexplainthatyourresearchfocusedona particularcommunityaspartofthenationwidestudy provideinformationaboutthecommunity,forexampleindicateitsgeographicallocation,thenumberofpeopleinthecommunityandactivitiesthattakeplaceinthe community indicatehowyouselectedthesampleforyourstudyanddescribethesampleinterms ofthetotalnumberofsubjects,thenumberofsubjectsinthevariouscategoriesofsocio-economicstatusandlocation;howmanymenandwomenandtheiraverageage indicatehowthevariableswereoperationalised indicatehowthedatawerecollected [Link],[Link] thiscaseyoucansaythattherelationshipbetweensocio-economicstatusandlevel ofcommunityawarenessaswellastherelationshipbetweenageandlevelofcommunityawarenesswerecalculatedandexpressedasPearsonproductmomentcorrelationcoefficients,(acoefficientisanumberthatindicatesthedegreeofrelationship betweenthevariables),andthatthedifferencesbetweengroups(maleandfemale, andruralandurban)wereexpressedast-values. indicatetheresultsoftheanalysis.

3.

[Link]: indicatethatyourstudyispartofanationwidestudytodeterminehowparticularfactorsrelatetocommunityawareness,andthattheinformationisrequiredforimproving communitydevelopmentprogrammes indicatethatyoulookedathowparticularfactorsrelatetocommunityawarenessina particularcommunity summariseyourfindings indicate the implications of your findings for the development of programmes for communitydevelopment. [Link],althoughyou writetheabstractattheend,itshouldbeplacedatthebeginningofyouressay,betweenthe titleoftheessayandtheintroduction.Theabstractshouldnotbelongerthan100to150 [Link]: thatanationwideprojectaimstodeterminehowfactorssuchassocio-economicstatus,geographicallocation,genderandagerelatetocommunityawarenessinorderto improvetheprogrammesaimedatcommunitydevelopment

4.

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thataspartofthenationalstudythepresentstudyinvestigatedtheroleofthesefactorsinaparticularcommunity(brieflyindicatethenatureofthecommunity) thefindingsofthestudy theimplicationsofthefindingsforprogrammedevelopment. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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B1502CoS learning opportunity

explore the concepte of stress

ouTCome ProduCT description
Knowledgeoftheconceptofstressinpsychology.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofstressisrelevantandsufficientif: 01 02 03 04 05 06 thefieldofstressisreviewedcomprehensively theconceptofstressisindicated thebasicprocessesthatplayaroleintheexperienceofstressareindicated theexperienceofstressisindicatedasaresponsetoenvironmentalsituations therelationshipbetweenstressandperformanceisindicated therelationshipbetweenstressandhealthisindicated.

meTHod 01
Reviewthefieldofstress Resource tress:Theeffectsof S stress tress:Theprocessof S stress tress:ThepsychophysiS ologyofstress

Youareabletoreviewthefieldofstressif: 01 02 themainthemesinthefieldofstresshavebeenidentified the information has been modelled to provide a comprehensive picture of the field of stress

activity 1
Readthefollowingresourcematerial:

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Visiograms nformationmodelling: I Expandabletreestructures

Informationmodelling:

Stress: Thepsychophysiologyofstress Stress: Theprocessofstress Stress: Theeffectsofstress Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldofstress.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. Stressinvolvespsycho-physiologicalarousal Stressisaprocessthatfollowsacharacteristicpattern Stressaffectsperformanceandhealth.

activity 3
Modelthemainthemesofthefieldofstressintheformofavisiogram.

Answer

Involves

Stress

fo

llo

Psychophysiological arousal

ws

efects

A characteristic process

Perfomance and health

activity 4
Modelthemainthemesofthefieldofstressintheformofaexpandabletreestructure.

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Answer
Indicatetheconceptofstress

AZ

Stress Psychophysiologicalarousal

Characteristicprocess

Performanceandhealtheffects

02
Indicatetheconceptof stress Resource FromAZ: tress:Theprocessof S stress

Youareabletoindicatetheconceptofstressif: 01 02 03 stressisrecognisedasanemotionalresponsetocircumstancesandeventsthatthreaten usandchallengeourcopingabilities stressisrecognisedasaphysiologicalresponsetophysicalandpsychologicaldemands stressisrecognisedasacharacteristicprocessthatdevelopsovertime

Stress:Thepsychophysiologyofstress

activity 1
Readthefollowingresourcematerial: Stress:Thepsychophysiologyofstress Stress:Theprocessofstress

activity 2
Writeashortparagraphinwhichyoudescribetheconceptofstress.

Answer
Yourparagraphshouldmentionthefollowingpoints: 1. 2. 3. stressisanemotionalresponsetocircumstancesandeventsthatthreatenusandchallenge ourcopingabilities stressisaphysiologicalresponsetophysicalandpsychologicaldemandscalledstressors stressisacharacteristicprocessthatdevelopsovertime.

03
Youareabletoindicatethebasicprocessesthatplayaroleintheexperienceofstressif:

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Indicatethebasicprocesses thatplayaroleintheexperienceofstress Resource FromAZ: tress:Theprocessof S stress tress:ThepsychophysiS ologyofstress

01 02 03 04 05 06 07 08

thenatureofphysicaltensionisindicated thenatureofphysicalarousalisindicated thenatureofemotionaltensionisindicated thenatureofemotionalarousalisindicated thenatureofpsychophysiologicalarousalisindicated therolethatbasictensionplaysinonesreactiontostimuliisindicated therolethatautonomichomeostatisplaysinonesreactiontostimuliisindicated thenatureofthegeneraladaptationsyndromeisindicated.

activity 1
Readthefollowingresourcematerial: Stress:Thepsychophysiologyofstress Stress:Theprocessofstress

activity 2
Definethetermbasictensionlevel.

Answer
Yourdefinitionshouldindicatethatanindividualsbasictensionlevelistheleveloftensionthat theindividualexperienceswhenhe/[Link] theindividualisawakeandrelaxed,andnotdoinganythingornotthinkingaboutanythingin particular.

activity 3
Explainthehomeostaticregulationofbasictension.

Answer
Yourexplanationshouldincludethefollowing: (a) Basictensionisregulatedbytheautonomicnervoussystem (b) Basictensiondependsonthebalance(homeostasis)betweenthetwosubsystemsofthe autonomicnervoussystem,namelythesympathicandtheparasympathicsystems (c) Sympathic stimulation causes increased tension and parasympathic stimulation causes decreasedtension (d) [Link] ofbalancebetweensympathicandparasympathicstimulation(thebasictensionlevel)is [Link] (thepointofbalance)ismuchclosertotheparasympathicside,andforothersitismuch closertothesympathicside.

activity 4
Provideadefinitionforthetermemotionaltensionlevel.

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Answer
Yourdefinitionshouldindicatethatemotionaltensionoccurswhenastimulushasbeeninterpreted,andadefiniteemotionstartstodifferentiate,causingafurtherincreaseinbasicpsychophysiological tension. Thus emotional tension refers to psychophysiological tension that [Link],emotionaltensionistensionthatissubjectivelyexperiencedas psychophysiologicaltensionaccompaniedbyaparticularemotion.

activity 5
[Link]: 1. 2. 3. 4. onesleveloftensionwhenoneisinastateofrelaxedwakefulness therateandintensitywithwhichhomeostasisintheautonomicnervoussystemisdisturbedinreactiontoincomingstimuli theamountofemotionaltensionthatpeoplecantakebeforetheystopfunctioningeffectively noneoftheabove.

Answer
Alternative2.

Comment
Emotionalliabilityreferstothespeedatwhichpeoplereacttoincomingstimuliandbecome physically and emotionally tense. People with labile nervous systems react faster and more intensely to stressors than people with stable nervous systems. Statement 1 refers to basic tensionlevel,[Link]/shecanhandlebeforethetensionstartstoimpairhis/herfunctioning.

activity 6
Completethefollowingsentence: Thegeneraladaptationsyndromeisthewaythehumanbody......

Answer
....reactstostressfulsituations.

activity 7
Completethefollowingstatement:Thegeneraladaptationsyndromeconsistsof...phases.

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Answer
three

activity 8
Completethefollowingsentence: Thehumanbodyreactstostressfulsituationsbygoingthroughstagesof.....

Answer
...alarm,resistanceandexhaustion.

activity 9
Listthemaincharacteristicsof: 1. 2. 3. 4. thealarmphase theresistancephase theexhaustionphase thegeneraladaptationsyndrome.

activity 10
Whichphase(orphases)ofthegeneraladaptationsyndromeis/areindicatedinthefollowing description? [Link] [Link] drop. 1. 2. 3. 4. Alarmphase Resistancephase Exhaustionphase Alloftheabove.

Answer
Alternative1.

04
Indicatetheexperience ofstressasaresponseto environmentalsituations

Youareabletoindicatetheexperienceofstressasaresponsetoenvironmentalsituationsif: 01 02 03 04 05 fourassumptionsofacontextualstressmodelareindicated fivephasesofthestressresponseareindicated thenatureofthepotentialstressphaseofthestressresponseisindicated thenatureoftheprimaryappraisalphaseofthestressresponseisindicated thenatureofthestressexperiencephaseofthestressresponseisindicated

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Resource FromAZ: tress:Theprocessof S stress

06 07

thenatureofthesecondaryappraisalphaseofthestressresponseisindicated thenatureofthecopingphaseofthestressresponseisindicated

activity 1
Readthefollowingresourcematerial: Stress:Theprocessofstress.

activity 2
Answerthefollowingquestion: Which of the following is not one of the four assumptions underlying the contextual stress model?Theassumptionthat: 1. thepersonalisationofenvironmentaleventsandsituationsisonlystressfultotheextent thattheindividualperceivesitasstressful 2. personalmeaningsaresharedinanintersubjectivewaybygroupsofpeopleandwhole communities 3. stressorsareuniversalbecausegroupsandcommunitiesexperiencethesameenvironmentaleventsandsituationsasstressful 4. thenatureoftheperceptualprocessplaysakeyroleinfiveinterdependentphasessuchas thefeed-forwardandfeedbackofinformation.

Answer
Alternative3.

Comment
Fourassumptionsformthebasisofthecontextualstressmodel. (a) Environmentaleventsandsituationshavepersonalmeaning (b) Groupsofpeopleandtotalcommunitiescansharecertainpersonalmeaningsinanintersubjectiveway (c) Stressisnotlimitedtonegativeeffectsonpeople,groupsandcommunities;positivestress isessentialforlife-fulfillingbehaviour (d) Therearefiveinterdependentphaseswherethenatureoftheperceptualprocessplaysa keyrole. Principle(c)doesnotappearamongthealternativeanswerstothequestion.

activity 3
Namefivephasesofthestressprocess.

Answer
Thephaseinwhichexternaleventsandcircumstances: 1. existaspotentialstressors

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2. 3. 4. 5.

areappraisedasprimarilynegative,neutral(orambivalent)orpositiveinnature areexperiencedasstressful areappraisedintermsofonesabilitytocopewiththem areconsciouslyandactivelycopedwith.

activity 4
Indicatethemeaningofthetermpotentialstressorinthecontextofthestressprocess.

activity 5
Indicatethethreecategoriesofpotentialstressors.

activity 6
Whichoneofthefollowingisauniversallythreateningstressor? 1. 2. 3. 4. drivingtoandfromworkinheavytraffic worryoverwherethenextmealiscomingfrom theepidemicproportionsofAIDS dailysexualharassment.

Answer
Alternative3.

Comment:
Universallythreateningstressorsarethosethreateningorupliftingeventsandcircumstances thattouchmostpeopleinasocietyorthewholeworld.Alternative1,2and4touchlarge numbersofindividuals,butarenotasfar-reachingasthethreatofAIDS.

activity 7
Indicatethemeaningofthetermprimaryappraisalinthecontextofthestressprocess.

activity 8
Weperceivethemeaningsoftheeventsandcircumstancesthatsurroundusintermsofour [Link],psychologicalandsocialaspectsofanindividualsframeofreference.

Answer
Biologicalaspects:Basictensionlevel Psychologicalaspects: motional tension, temperamental traits, moods (prevailing emotive E perceptions) Socialaspects: Psychosocialdynamicsandculturalrules.

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Comment
Anindividualsbasictensionlevelinfluenceshis/heremotionaltensionandemotionaltension [Link] onesmood(prevailingemotiveperception)[Link] [Link] effectparticulareventsandcircumstancesmyhaveononeslifedependsononespositionin [Link].

activity 9
Answerthefollowingquestion: Cangroups,communitiesandsocietieshavebiopsychosocialframesofreference?Justifyyour answer.

Answer
[Link],stressisexperiencednotonlyatanindividuallevelbut alsoatgroup,[Link],agrouporacommunityorasociety [Link], agroup,acommunityorasocietyperceiveseventsandcircumstancesintermsofparticular [Link] dynamics,theculturalrulesandtheprevailingemotiveperceptionsofthegroup,communityor [Link],communitiesandsocietiesintermsofpsychologicalandsociologicalfactors,butwhataboutagroups,acommunitysorasocietysbiology? Doesagroup,acommunityorasocietyhavepsychobiologicaldynamics?Ifonesays,yes,the answertotheinitialquestionis:Yes,groups,[Link],ifonesays,no,theansweris:No,groups,communitiesand [Link] [Link],[Link] onethinksofagroup,acommunityorasocietyasacollectionofindividualsonecouldargue thatthepsychobiologicaldynamicsofagroup,acommunitysorasocietyismerelythesubtotal ofthepsychobiologicaldynamicsoftheindividualsinthatgroup,communityorthesociety. However,ifoneconsidersagroup,oracommunityorasocietytobesomethingthatismore complexthanthesumoftheindividualsthatmakeupthegroup,thecommunityorthesociety, itbecomesmoredifficulttodefinethepsychobiologicaldynamicsofagroup,acommunityora [Link],[Link],one shouldbecarefulandnotdeducegroups,[Link],[Link],isnot [Link],[Link],thesecondhascharacteristicBandthethirdhas [Link]+B+[Link] [Link],itcontainsinformationaboutthedifferencesandthesimilaritiesbetweenA andB,andbetweenAandC,andbetweenBandC.

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activity 10
Writeaparagraphinwhichyoudescribetheconceptstressexperience.

Answer
Yourdescriptionshouldcontainthefollowingcomponents: 1. 2. 3. Anindicationofwhatthetermstressexperiencemeans:Stressexperienceisafeelingof emotionalandphysicaltension,experiencedaspressure Anindicationofthedifferentkindsofstressexperiences:Positive,negative,positive-negativemixtureandneutral Anindicationoftheeffectsofeachkindofstressexperience:Positive:Anticipationof currentorfuturebeneficialchallengingopportunitiesNegative:Anticipationofcurrentor futurethreat,injuryorlossMixture:Anticipationofboththreatsandbeneficialchallenges resultinginfeelingsofambivalenceNeutral:Nospecificanticipation.

activity 11
Indicatethemeaningofthetermsecondaryappraisalinthecontextofthestressprocess.

activity 12
Indicatesixfactorsthatinfluencetheprocessandoutcomeofsecondaryappraisalofstress.

activity 13
[Link]-avoidanceconflict? 1. 2. 3. 4. Thelmareallywantsadegree,butdoesnotwanttospendhoursstudyingtogetone Gertisbuyingclothesbuthastochoosebetweentwoequallynicepairsoftrousersbecausehecanonlyaffordone Johnsmotheraskshimtotidyupthehouseortopreparelunch,buthehatesdoingboth AftergraduatingThembamustdecidebetweentwoequallyattractiveoffersofemployment.

Answer
Alternative1.

Comment
[Link] isasituationwheresomeonedesiresonething(wantstoapproach)butinordertogetithas tofacesomethingunattractive(wantstoavoid).AnexampleofthisappearsinAlternative1. Thelmadesiresadegreebutwishestoavoidlongstudyhours.Alternative2isanexampleof anapproach-approachconflict.Alternative3isanexampleofanavoidance-avoidanceconflict. Alternative4isanexampleofapproach-approachconflict.

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activity 14
Indicatethreestrategiesofcopingwithstress.

05
Indicatetherelationshipbetweenstressandperformance Resource FromAZ: Stress:Theeffectsofstress tress:Theprocessof S stress

Youareabletoindicatetherelationshipbetweenstressandperformanceif: 01 02 03 therelationshipbetweenpsychophysiologicalarousalandperformanceisindicated theYerkes-Dodsonlawoftherelationshipbetweenstressandperformanceisindicated peoplesreactionsinreallifestresssituationsareindicated

activity 1
Readthefollowingresourcematerial: Stress:Theeffectsofstress Stress:Theprocessofstress

activity 2
Describethebasicrelationshipbetweenpsychophysiologicalarousalandperformance.

Answer
Youranswershouldcontainthefollowingelements: 1. 2. Therelationshipbetweenpsychophysiologicalarousalandperformanceshowsadefinite patternregardlessofthenatureofthestressors. Thepatterndescribesthefollowingrelationship:Uptoacertainpointperformanceincreases as psychophysiological arousal increases. After this point further increases of psychophysiologicalarousalleadstodecreasedperformance.

activity 3
Whichoneofthefollowingstatementsistrue? 1. 2. Psychophysiologicalarousalisafunctionofperformance Performanceisafunctionofpsychophysiologicalarousal

Answer
Alternative2.

Comment
Toanswerthisquestiononehastounderstandwhatismeantbytheexpressionthatsomething isafunctionofsomethingelseforexample,[Link] [Link],changesinyare [Link],[Link],

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thefactthatyisafunctionofx(thatis,yschangesdependinchangesinx)doesnotmeanthat [Link]: y=f(x).[Link] [Link],performancelevelsdependonparticulararousallevels,butchangesinarousalleveldonotdependonchangesinperformancelevel. Thereforewecansay: Performance=f(Arousal). Butwecannotsay:Arousal=f(Performance). Alternative2iscorrect,andAlternative1isincorrect.

activity 4
[Link]?

Answer
TheYerkes-Dodsonlawlinksthreevariables:arousal,[Link] otherwords,theYerkes-Dodsonlawstatesthat: Performance = f (Arousal level and Task type).

activity 5
[Link]?

Answer
Thecomplexityofthetask,andthenoveltyofthetask.

activity 6
Indicatehowthelevelofperformancechangeswithchangesinpsychophysiologicalarousal (PA)levelandtasktype(TT).Indicatewhereoptimalperformance(OP)liesonthelinesbelow,if: ComplexTTindicatesnewandcomplextasks SimpleTTindicateswell-learnedandsimpletasks ComplexTT SimpleTT LowPA ModeratePA HighPA

[...........................................................................] [...........................................................................]

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Answer
ComplexTT SimpleTT LowPA ModeratePA HighPA [.....................OP......................................................] [...............................................OP............................]

06
Indicatetherelationship betweenstressandhealth Resource FromAZ: Stress:Theeffectsofstress

Youareabletoindicatetherelationshipbetweenstressandhealthif: 01 02 03 04 05 06 theeffectsofprolongedstressareindicated themeaningofthetermchronicstressisindicated themeaningofthetermpsychosomaticdiseaseisindicated themeaningofthetermresponsespecificityisindicated thecharacteristicsofthephenomenonofburnoutareindicated guidelinesforthepreventionofburnoutareindicated.

activity 1
Readthefollowingresourcematerial: Stress:Theeffectsofstress.

activity 2
Writeaparagraphinwhichyouindicatewhathappenswhenpeoplearesubjectedtotoomuch stressfortoolongaperiodoftime.

Answer
Youranswershouldcontainthefollowingelements: 1. [Link] leads to higher performance levels, but this is true only up to a particular point. When [Link]. W ith prolonged periods of stress burnout may occur and psychosomatic diseases may develop.

2.

activity 3
Indicatethemeaningofthetermchronicstress.

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Answer
Contrarytobriefintenseexperiencesofstress,chronicstressisprolongedtensionthataperson isnotnecessarilyawareof.

activity 4
Indicatethemeaningofthetermpsychosomaticdisease.

Answer
Apsychosomaticillnesshasthefollowingelements: (a) cumulativeemotionaltensionoveraprotractedperiodoftime (b) physicaldamageorharmfulbodilychangesinthepresenceofstressors (c) theeventualmanifestationofphysicalsymptoms.

activity 5
Indicate the meaning of the term response specificity in the context of psychophysiological reactiontostress.

Answer
Response specificity means that certain people consistently respond to all stressors with a specificphysiologicalreactionpattern.

activity 6
Identifythepersonalsymptomsofburnout. 1. 2. 3. 4. unobtrusivedevelopmentovermonthsoryears emotionalemptiness,feelingalienatedfromothers,andfeelingsofinadequacy declinedperformancelevelswithincreasedstress 1,2and3.

Answer
Alternative2.

Comment
Alternative2indicatesthepersonalexperiences(symptoms)thatareassociatedwithburnout. Alternative1indicateshowstressdevelops,andAlternative3mentionstheeffectsofburnout.

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activity 7
Whatcanbedonetoreducethechancesofburnout? 1. 2. 3. 4. Trytobecomemorerealisticinyourexpectationsregardingworkandjobsatisfaction Relyoncolleagues,friendsandfamilymembersandshareworkexperiences Regularlydothelife-and-deathtestandtaketheRESTcure Alloftheabove.

Answer
Alternative4. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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B1502HmB learning opportunity

explore human motivation

ouTCome ProduCT description
Knowledgeofhumanmotivation.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofhumanmotivatedbehaviourisrelevantandsufficientif: 01 02 03 04 05 06 07 thefieldofmotivationisreviewedcomprehensively thenatureofmotivesisindicated thenatureofinstinctsisindicated thenatureofdrivesisindicated thenatureofneedsisindicated lifeprocessesareindicatedintermsoftherealisationofneeds workmotivationisindicatedintermsoftherealisationofneeds.

meTHod 01
Reviewthefieldofmotivation

Youareabletoreviewthefieldofmotivationif: 01 02 themainthemesinthefieldofmotivationhavebeenidentified the information has been modelled to provide a comprehensive picture of the field of motivation

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Resource FromAZ: otivation:Thenatureof M motivatedbehaviour otivation:Theprocess M ofmotivatedbehaviour nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures

activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour Motivation:Theprocessofmotivatedbehaviour Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldofmotivation.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. 4. Motivationcanbeunderstoodintermsofitsstructureanditsprocess Motivationisstructuredintermsofthedimensionsofmotivatedbehaviour,andintermsof thesourcesofmotivatedbehaviour Theprocessofmotivationoccursintermsofthefulfilmentofneeds Theneedsformahierarchyinwhichsomeneedsaresubstantivewhereasothersareinstrumental.

activity 3
Modelthemainthemesofthefieldofmotivationintheformofavisiogram.

Answer
Yourvisiogrammaylookverydifferenttothisone.

dimensions Sources

Structure
Substantive

Needs

Instrumental

Process

Motivation

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activity 4
Modelthemainthemesofthefieldofmotivationintheformofaexpandabletreestructure.

Answer
Indicatethenatureofmotives
AZ Motivation Structuralaspectsofmotivation Dimensionsofmotivation Sourcesofmotivation Processaspectsofmotivation Fulfilmentofneeds Substantialneeds Instrumentalneeds

02
Indicatethenatureofmotives Resource FromAZ: otivation:Thenatureof M motivatedbehaviour

Youareabletoindicatethenatureofmotivesif: 01 themeaningofmotivatedbehaviourisindicated 02 thedimensionsofmotivationareindicated

activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour

activity 2
Whatismotivatedbehaviour?

Answer
Youranswershouldrefertothefactthat:

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motivatedbehaviourimplieschoices,andthat choicesarenotmaderandomly,burrequiredeliberation.

activity 3
Nametwodimensionsofmotivation.

Answer
1. 2. Behaviourcanbemotivatedconsciouslyorunconsciously. Behaviourcanbemotivatedbyintrinsicorextrinsicfactors.

03
Indicatethenatureof instincts Resource FromAZ: otivation:Thenatureof M motivatedbehaviour

Youareabletoindicatethenatureofinstinctsif: 01themeaningoftheterminstinctisindicated.

activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour.

activity 2
Giveacurrentlyviabledefinitionoftheterminstinct.

Answer
Instinctisaninborn(orinnate)tendencytocarryoutaparticularpatternofbehaviourinthe presenceofcertainstimulusconditions.

Comment
Thewordinnate [Link] aninstinctisnotacquired,butisapatternofbehaviourforwhichgeneticwiringexistssothat thebehaviourpatternalwaysappearsinthepresenceofcertainstimulusconditions.

activity 3
[Link]: 1. 2. Sourcerefersto... (a) sychicsatisfactionresultingfromreducingorremovingthe p biologicalstimulation Goalrefersto... (b) thestrengthoftheinstinct

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3. 4.

Objectrefersto... (c) heplaceinthebodywherebiologicalstimulationoccurs t Impetusrefersto... (d) anythingthatallowsaninstincttoachieveagoal.

Answer
1. 2. 3. 4. c a d b

04
Indicatethenatureofdrives Resource FromAZ: otivation:Thenatureof M motivatedbehaviour

Youareabletoindicatethenatureofdrivesif: 01 02 themeaningofthetermdriveisindicated thedrivebasedmotivationcycleisindicated.

activity 1
Readthefollowingresourcematerial: Motivation:Thenatureofmotivatedbehaviour.

activity 2
Describeeachcomponentofthebasicdrivemodelinthecontextofamotivationalcycle.

Answer
Youranswershouldindicatethefollowingphasesinthemotivationalcycle: (a) (b) (c) (d) (e) emergenceofadriveconditionasaresultofdeprivation manifestationofcertaingoal-oriented,preparatoryactivities findingthetargetobject executinganappropriateresponse reductionofdrive,anddropintension.

activity 3
Giveanexampleofeachcomponentofthemotivationalcyclebasedonthethirstdrive.

Answer
(a) Emergenceofthethirstdriveifnoliquidistakeninforsometime(emergenceofadrive conditionasaresultofdeprivation) (b) Lookingforatap(manifestationofcertaingoal-oriented,preparatoryactivities) (c) Locateatapwithrunningwater(findingthetargetobject) (d) Drinkingthewater(executinganappropriateresponse) (e) Thirstisquenchedandthepersonissatisfied(reductionofdrive,anddropintension).

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activity 4
Answerthefollowingquestion: Doesallmotivatedbehaviourproceedaccordingtothemotivationalcycle?Giveareasonfor youranswer.

Answer
[Link],socialandculturalnature affectsthenatureofbehaviourevenwherethebehaviourisrelatedtoabiologicaldrivelike thehungerorthirstdrive.

05
Indicatethenatureofneeds Resource FromAZ: otivation:Theprocessof M motivatedbehaviour

Youareabletoindicatethenatureofneedsif: 01 02 03 Maslowsfivegroupsofneedsareindicated Maslowshierarchyofneedsfulfilmentisindicated criticismsofMaslowshierarchyofneedsareindicated.

activity 1
Readthefollowingresourcematerial: Motivation:Theprocessofmotivatedbehaviour

activity 2
NameMaslowsfivegroupsofneeds.

activity 3
DescribeMaslowshierarchyofneeds,andexplainhowneedsarefulfilled.

Answer
Youranswershouldcontainthefollowinginformation: (a) Theneedsaregroupedinahierarchy (b) Ahigherneedisnotexperienceduntilaprecedinglowerneedhasbeenatleastpartially satisfied (c) Thebasicmotivelinkingalltheneedsisthetendencytowardsself-actualisation.

activity 4
Determinewhichofthefollowingdescribe(s)thenatureofMaslowshierarchyofneeds: 1. Needsthatarehigherupinthehierarchydevelopdirectlyfromneedsthatarelowerinthe hierarchy

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2. 3. 4.

Aneedthatishigherinthehierarchyisonlyexperiencedwhenprecedingneeds,whichare lowerinthehierarchy,areatleastpartiallysatisfied Thebasicmotivethatbindsthegroupsofneedsisthetendencyfoundinallpeopletostrive forself-actualisation,regardlessofwhattheirindividualpotentialmightbe 2and3.

Answer
Alternative4.

Comment
[Link] [Link] hasnotbeensatisfied(atleastpartially).

activity 5
Answerthefollowingquestion:WhatcriticismshavebeenraisedagainstMaslowsconception ofhumanneeds?

Answer
Youranswershouldraiseandexplainthefollowingpoints: (a) Researchershavebeenunabletovalidatethespecifichierarchicalorderingoftheneeds (b) Therearedemonstrableinversionsofthehierarchy (c) Maslowstheorydoesnotallowforthesocio-politicalcircumstancesinagivensociety.

06
Indicatehowlifeprocesses canbeunderstoodinterms ofneeds Resource FromAZ: otivation:Theprocessof M motivatedbehaviour

Youareabletoindicatehowlifeprocessescanbeunderstoodintermsofneedsif: 01 sociopoliticalcircumstancesandsocietaleventsareindicatedintermsofsubstantiveand instrumentalneeds.

activity 1
Readthefollowingresourcematerial: Motivation:Theprocessofmotivatedbehaviour

activity 2
Distinguishbetweensubstantiveneedsandinstrumentalneeds.

Answer
Youranswershouldindicatethefollowing:

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(a) Thelistofsubstantiveneeds:Physicalneeds,socioaffectiveneeds,self-esteemneedsand self-actualisationneeds (b) Thelistofinstrumentalneeds:Security,knowledgeandpower (c) The relationship between substantive needs and instrumental needs: The substantive [Link] anend,inotherwords,[Link] needscannotbesatisfiedintheabsenceoftheinstrumentalneeds.

activity 3
DescribeeachofthesevenneedsidentifiedbyDavies.

activity 4
UseyourimaginationandindicatehowthesevenneedsidentifiedbyDaviesmayrelatetoneed fulfilmentintheworksituation.

Answer
[Link] [Link]: (a) Physicalneeds:Apartfromthefactthatpeopleworktoearnmoneysothattheycanfulfil theirbasicphysicalneeds,[Link] [Link] temperatures(toocoldortoowarm).Theyshouldnotworkinconditionsthatareunsafe. Thosewhoareinjobswhereconcentrationisrequiredmaywantpeaceandquietaround them. (b) Socioaffectiveneeds:[Link] andimpersonal,butallpeopleneedtofeelthattheyarebeinglikedbytheircolleagues. Oneshouldnotconfusetheneedforaffectionwiththeneedforself-esteemordignity. Everybodyfromthecleanertothechiefexecutiveofficerhavethesameneedsforaffection. Ifoneisnotgenuineandhonestinshowinginterestinotherpeopleoneisnotgenuinely [Link]. (c) Needforself-esteemordignity:[Link],orbecausetheyownthecompany,[Link] overlookedasnecessarynuisancesyetthesearehumanbeingsdoingajobthatisas importantandperhapsfulfillingtothemasonesownjobmightbetotreatthebosswith [Link] supporthim/herintheworksituationbecauseonebelievesinwhathe/sheistryingtodo, andnottobesupportiveandco-operatingdosimplytolookgoodintheeyesoftheboss. Itisimportantthatpeopleintheworksituationknowexactlywhatisexpectedofthemand [Link] dogood,[Link] theyarevaluedmembersofthecompanycontributessignificantlytopeoplesexperience [Link]-efficacy.

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(d)

(e)

(f)

(g)

Whenpeoplesworthandvaluearenotrecognisedpeopleexperiencenotonlydeep-seated feelingsofinferiorityandhelplessness,butalsosmoulderingangerandrebellion. Needforself-actualisation:[Link],[Link] needsspacetoshowthathe/shecanbetrusted,canshowgoodness,developtheirtalents (howeversmallthesemaybe)[Link] jobtheydoformtheirownpersonalexperienceandability. N eedforsecurity:Apartfromphysicalsecuritypeopleneedtofeelpsychologicallysecure [Link] importantroleinpeoplesexperienceofworksecurity,worksecurityinvolvesmorethan job permanence. People need to feel psychologically safe in their work situation in the sense of being able to trust the people they work with and the systems and processes [Link] properly. Needforknowledge:Anotherprerequisiteforpeoplesabilitytoworkproperlyistheneedto beinformed,tounderstandhowprocesseswork,toknowwhatisexpectedofthem,tosee [Link],andwereperformingtheirtaskswithoutunderstanding how their actions and mistakes influence bigger outcomes in the company. Nowadays [Link] downsofcompanyprocessesplaysanimportantroleinmotivatingworkerstobetterthe [Link] flowapproach seems towork well isbecause workers tend togenerate theirown [Link],whenpeopledonotknowwhat goesoninanorganisationtheystartrumours,basedonfalseandinaccurateinformation. Theneedforpower:Althoughpowersometimesplaysadirectinstrumentalroleinpeoples [Link] levelpowerisrelatedtoself-efficacy,internallocusofcontrol,acquiredresourcefulness [Link],howeverinsignificantthejobmayappearincomparisonto other jobs, need to allow them the space to experience personal control. If people are [Link] [Link] [Link]-industrialmanagementproceduresaimtospiralpowerdowntothelevelof individualspreciselytoincreasetheirworkoutputandworksatisfactionbyencouraging self-efficacy,andself-directed,resourcefulactions.

activity 4
Indicatewhichoneoftheneedslistedbelowcanbedescribedasfollows:Theneedsischaracterisedbythedesiretohavereasonablyconsistentpositivefeelingsaboutyourself. 1. 2. 3. 4. physicalneeds socio-affectiveneeds esteemneeds self-actualisationneeds

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Answer
Alternative3.

activity 5
Indicate what need or needs of people listed below was/were frustrated by the Verwoerdian ideathateducationshouldbereformedtoteachBlackpeoplefromchildhoodthatequalitywith EuropeanswasnotforthemandthattherewasnoplacefortheBlackpersonintheEuropean communityabovethelevelofcertainformsofbasiclabour? 1. 2. 3. 4. knowledgeneeds cognitiveneeds substantiveneeds allhumanneeds

Answer
Alternative4.

07
Indicatehowlifeprocesses canbeunderstoodinterms ofneeds

Youareabletoindicatehowworkmotivationcanbeunderstoodintermsofneedsif: 01 workmotivationisrecognisedintermsofsubstantiveandself-actualisationneeds.

Resource FromAZ: otivation:Theprocessof M motivatedbehaviour ork:Motivationinthe W workplaceactinresourcefulways.

activity 1
Readthefollowingresourcematerial: Motivation:Theprocessofmotivatedbehaviour Work:Motivationintheworkplace

activity 2
IndicatehowMaslowsneedsasadaptedbyDaviesrelatetothemotivationalhygienetheoryof workmotivation.

Answer
[Link],andyou [Link] theoryisandhowvariousneedsarerealisedthroughthemotivationalhygienetheory. 1. Indicatewhatthemotivationalhygienetheoryis: Themotivationalhygienetheorydistinguishesbetweensatisfiersanddissatisfiersinthe [Link],anddissatisfiers

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with negative aspects of job context. The theory views work motivation in terms of the relationship between satisfiers and dissatisfiers. If an employer wants to see motivated employeeshe/shehastodobothofthefollowing: (a) removedissatisfiers:Inotherwords,theemployerhastoimproveworkconditions thathavetodowithjobcontext([Link]).However,doingsowouldnot [Link]. Theremovalofdissatisfiersresultsintheremovalofnegativeattitudes,butitdoes [Link]: introducesatisfiers:Inotherwords,theemployerhastoimproveworkconditions thathavetodowithjobcontent([Link]).However,theemployershouldnotethattheintroductionofsatisfierswithouttheremoval [Link] withouttheremovalofdissatisfiersresultsintheabsenceofnegativeattitudes,but itdoesnotintroducepositiveattitudes.

(b)

2.

Indicatehowneedsarerealisedthroughthemotivationalhygienetheory. [Link] abletorealisetheirneeds. (a) Dissatisfierskeepworkersfrombeingabletorealisetheirneeds:Forexample,poor [Link],acompany mayhavethekindofpolicyinwhichpeoplearetreatedasobjectswithinmechanistic [Link](nosocioaffectivesupport,noattentionpayedtopeoplesself-esteemanddignityneeds), andnothavingtheopportunitytoactualisethemselves(nopowerandknowledgeto realisemeta-needs). (b) Satisfiersenableworkerstorealisetheirneeds:Forexample,standinginforeach othertogetthejobdonewhensomebodybecomesill(realisingsocioaffectiveneed), orgivingcreditwhensomeonedidanoutstandingjob(realisingneedforself-esteem ordignity),orkeepingworkersfullyinformedaboutmanagementdecisionsandpolicies(realisingtheinstrumentalneedforknowledge),orimplementingsuggestions offeredbyworkerstoimproveworkprocesses(realisingtheneedforpowerandthe needforself-actualisation).

activity 3
IndicatehowMaslowsneedsasadaptedbyDaviesrelatetothegoal-settingtheoryofwork motivation.

Answer
Youranswershouldindicatewhatthegoal-settingtheoryofworkmotivationisandhowvarious needsarerealisedthroughthegoal-settingtheory. 1. Indicatewhatthegoal-settingtheoryis: Thegoal-settingtheoryviewsworkmotivationintermsofthesatisfactionthatisderived [Link] [Link]

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perceiveadiscrepancybetweentheircurrentperformanceandtheperformancerequiredto achievetheirgoals,[Link] employersarepreparedtostriveforgoalsifthefollowingconditionsaremet: 2. thegoalsmustbespecificallyandclearlydefined thegoalsmustbechallengingandattainable feedbackmustbegivenonprogresstowardthegoal employeesmustbepermittedtoparticipateingoalformulationinsuchawaythatthey acceptco-ownershipofthegoal.

Indicatehowneedsarerealisedthroughthegoal-settingtheory:AccordingtoMaslowthe [Link] [Link]-settingindicate anumberofneeds: Specificandclearlydefinedgoalsrealisetheneedforsecurityandtheneedforknowledge(knowexactlywhatisexpected) Challenging,yetattainable,goalsrealisetheneedforselfactualisation(challengeto achieve),theneedforpower(abletoattaingoal),theneedforself-esteem(abilityto attainchallenginggoal) Feedback during progress realises the need for security, the need for knowledge (knowIamdoingtherightthing),socioaffectiveneed(sharingofresponsibilityand supportifIgowrong),theneedforself-esteemordignity(praiseifIdowell) Participationingoal-settingrealisestheneedforsecurityandpower(incontrolof situation),theneedforknowledge(knowswhatisgoingon),theneedforself-esteem ordignity(goodenoughtobeconsulted)andtheneedforself-actualisation(formulateowngoals).

activity 4
IndicatehowMaslowsneedsasadaptedbyDaviesrelatetotheequitytheoryofworkmotivation.

Answer
Youranswershouldindicatewhattheequitytheoryofworkmotivationisandhowvariousneeds arerealisedthroughtheequitytheory. 1. Indicatewhattheequitytheoryis:Theequitytheoryviewsworkmotivationintermsofthe [Link](whatthey thinktheygetoutoftheworksituation)intermsoftheirperceivedworkinputs(whatthey thinktheyputintotheirwork)[Link] [Link],theycomparetheirworkvaluewiththoseof [Link] workers (in other words he puts in more and gets out less) he experiences unfairness. Theexperienceofunfairnesscausesdemotivation,andleadstopassive,andsometimes active,[Link] [Link]/her employersoperations. 2. Indicatehowneedsarerealisedthroughtheequitytheory:

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(a)

(b)

Frustratedneeds:Theexperienceofbeingtreatedinanunfairmannermeansthat othersdonotcare(frustrationofthesocioaffectiveneed)andthattheydonotvalue oneasaperson(frustrationoftheneedforself-esteemordignity).Onefeelspowerless(frustrationoftheneedforpower)andonesabilitytofullyactualiseoneselfis diminishedbecausetheplayingfieldsareunequal(frustrationoftheneedforselfactualisation). Realisedneeds:Itisimportanttokeepinmindthattheexperienceofunfairnessresultsfromperceivedunfairness,[Link] [Link] worker queries and grievances (realise the needs for knowledge and power) and clearlyformulatedperformanceevaluationandremunerationpoliciesshouldbein place(realisetheneedsforself-esteemordignityandtheneedforself-actualisation). Endoflearningopportunity NOTE: Thisisnotanassignmentanddoesnothavetobesubmitted.

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B1502IPr learning opportunity

explore the nature of interpersonal relationships

ouTCome ProduCT description
Knowledgeofthenatureofinterpersonalrelationships.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofinterpersonalrelationshipsisrelevantandsufficientif: 01 02 03 04 05 06 07 08 09 10 thefieldofinterpersonalrelationshipsisreviewedcomprehensively theconceptofovertbehaviourisindicated thenatureofprosocialandaggressivebehaviourisindicated theprocessofinterpersonalattractionisindicated thefactorsthatdetermineinterpersonalattractionareindicated theconceptofcasualrelationshipsisindicated thenatureoffriendshipsisindicated thenatureoffamilyrelationshipsisindicated thenatureofloverelationshipsisindicated thenatureofinterpersonalcommunicationisindicated

meTHod 01
Reviewthefieldofinterpersonalrelationships

Youareabletoreviewthefieldofinterpersonalrelationshipsif: 01 02 themainthemesinthefieldofinterpersonalrelationshipshavebeenidentified t e information has been modelled to provide a comprehensive picture of the field of h interpersonalrelationships

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Resource FromA-Z: Interpersonalcommunication Interpersonaldynamics Interpersonalrelationships Informationmodelling: Visiograms Informationmodelling: Expandabletreestructures

activity 1
Readthefollowingresourcematerial: Interpersonalrelationships Interpersonaldynamics Interpersonalcommunication Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldofinterpersonalrelationships.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: Interpersonalrelationships Interpersonaldynamics Interpersonalcommunication

activity 3
Modelthemainthemesofthefieldofinterpersonalrelationshipsintheformofavisiogram.

Answer
If you have a problem drawing a visiogram, please revisit one of the learning opportunities whereananswertothistypeofquestionwasprovided.

activity 4
Modelthemainthemesofthefieldofinterpersonalrelationshipsintheformofaexpandable treestructure.

Answer
Ifyouhaveaproblemdrawinganexpandibletreestructure,pleaserevisitoneofthelearning opportunitieswhereananswertothistypeofquestionwasprovided.

02
Indicatetheconceptofovert behaviour

Youareabletoindicatetheconceptofovertbehaviourif: 01 02 thedistinctionbetweenovertandcovertbehaviourisindicated twodimensionsofovertbehaviourareindicated

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Resource FromAZ: Interpersonaldynamics

activity 1
Readthefollowingresourcematerial: Interpersonaldynamics.

activity 2
Indicatethedifferencebetweenovertandcovertbehaviour

Answer
Overtbehaviourreferstopeoplesvisiblebehaviour,[Link] somebodysbehaviouroveraperiodoftime.

activity 3
Indicatetwodimensionsofovertbehaviour.

Answer
Theprosocial-aggressivebehaviourcontinuumandtheattraction-repulsioncontinuum.

03
Indicatethenatureofprosocialandaggressivebehaviour Resource FromAZ: Interpersonaldynamics

Youareabletoindicatethenatureofprosocialandaggressivebehaviourif: 01thenatureofprosocialbehaviourisindicated 02thenatureofaggressivebehaviourisindicated

activity 1
Readthefollowingresourcematerial: Interpersonaldynamics(Section2)

activity 2
Whenpeopleareinagrouptheyarelesslikelytoofferhelpbecauseof... 1. 2. 3. 4. diffusionofpersonalresponsibility c onformationtogroupnorms theinnateneedforgroupaffiliation 1and2.

Answer
Alternative1.

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activity 3
Describethreetheoreticalapproachestounderstandingaggressivebehaviour.

Answer
Youranswershouldrefertoanddescribeeachofthefollowing: instinctapproaches frustration-aggressionapproaches observationallearningapproaches

04
Indicatetheprocessofinterpersonalattraction Resource FromAZ: Interpersonaldynamics

Youareabletoindicatetheprocessofinterpersonalattractionif: 01 thethreephasesofinterpersonalattractionareindicated 02 thenatureofeachphaseofinterpersonalattractionisindicated.

activity 1
Readthefollowingresourcematerial: Interpersonaldynamics(Section3).

activity 2
Describethreephasesintheprocessofinterpersonalattraction.

Answer
Youranswershouldrefertothefollowingphases: (a) awareness(becomingawareofeachother) (b) interaction(startingtointeractwitheachother) (c) commitment(feelingthattherelationshipmeanssomething)andshoulddescribethenatureofeachphase.

activity 3
Indicateinwhichphaseoftheprocessofinterpersonalattractionpeoplearemostlikelytotalk abouttheirpersonalfeelingsandopinions: 1. 2. 3. 4. thephaseinwhichtheybecomeawareofeachother thephaseinwhichtheystarttointeract thephaseinwhichtheycommittotherelationship allofthese.

Answer
Alternative3.

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Comment
Self-disclosureismostlikelytohappeninthephaseinwhichpeoplefeelthatarelationshipis meaningfulandbecomecommittedtotherelationship.

05
Indicatethefactorsthatdetermineinterpersonalattraction Resource FromAZ: Interpersonaldynamics

Youareabletoindicatetheprocessofinterpersonalattractionif: 01 02 thethreephasesofinterpersonalattractionareindicated thenatureofeachphaseofinterpersonalattractionisindicated.

activity 1
Readthefollowingresourcematerial: Interpersonaldynamics(Section3).

activity 2
Describethreephasesintheprocessofinterpersonalattraction.

Answer
1. 2. 3. 4. Proximity Physicalattraction Similarityandcomplementarity Verbalandnon-verbalcommunication.

activity 3
Describethenatureofeachofthefourfactorsthatdetermineinterpersonalattraction.

Answer
Youranswershouldmentionthefourfactorsandprovideadescriptionofeach.

activity 4
Linkthefollowingstatementstoparticularfactorsthatdetermineinterpersonalattraction: 1. 2. 3. 4. Gestures,facialexpressions,bodylanguageandvocalintonationcaneachplayapartin interpersonalattraction Theproverbbirdsofafeatherflocktogetherismeaningfulinthecontextofinterpersonal attraction Beinginthesameplaceasanotherpersoncancontributetointerpersonalattraction Acertaintypeofappearancecouldimpresstheobserversomuchthatitenhancesinterpersonalattraction.

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Answer
1. 2. 3. 4. Thefactor,verbalandnonverbalcommunication Thefactor,similarityandcomplementarity Thefactor,proximity Thefactor,physicalattractiveness.

06
Indicatetheconceptofcasual relationships Resource FromAZ: Interpersonalrelationships

Youareabletoindicatetheconceptofcasualrelationshipsif: 01 thenatureofcasualrelationshipsisindicated.

activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Section1)

activity 2
Definethetermcasualrelationship.

Answer
Acasualrelationshipis: basedoncontractedinteractions(interactforapurpose,followingsocio-culturalprotocol) basedonprinciplesofequity.

07
Youareabletoindicatethenatureoffriendshipsif:
Indicatethenatureoffriendships Resource FromAZ: Interpersonalrelationships

01

thedistinctionbetweenequitybasedandcommunalitybasedrelationshipsisindicated

activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Sections1and2).

activity 2
Indicatewhichofthefollowingis/aretrueofcommunalrelationships: 1. 2. 3. Communal relationships are characterised by friends sensitivity and responsiveness to eachothersneeds,withnocalculationofcosts Inmutualcollaborationtheendresultismoreimportantthanindividualcontributions Oneshouldalwaysrespondtoapersoninneedbecauseoneneverknowswhenonewould beintroubleoneself

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4.

Theeffortthattwopartiesputintoasituationandthebenefitstheyderivefromthesituation areequallybalancedforbothparties.

Answer
Statements1and2aretrueofcommunalrelationships.

Comment
Statements1and2describecharacteristicsofcommunalrelationships.Statements3and4 describerelationshipsbasedonequityprinciples

08

Indicatethenatureoffamily relationships Resource FromAZ: Interpersonalrelationships

Youareabletoindicatethenatureoffamilyrelationshipsif: 01 02 03 thebasiccomponentsthatarepresentinhealthychild-parentrelationshipsareindicated interpersonalneedsthatarecreatedinfamilyinteractionsareindicated thewaysinwhichfamilyneedsfulfilmentinfluencethechildinitsadultliveareindicated.

activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Section3).

activity 2
Indicatewhichofthefollowingareattributesof(1)thechild-parentrelationshipand(2)personal virtueinarelationship: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) Admiration Comradeship Goodwill Trust Fairness Moderation Intimacy Emotionalcloseness Resolution Commonsense.

Answer:
1. 2. Attributesofachild-parentrelationship:a,b,d,g,h Attributesofpersonalcharacteristicsinarelationship:c,e,f,i,j

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activity 3
Describethreeinterpersonalneedsandindicatehowtheseneedsarecreatedinfamilyinteractions.

Answer
Youranswershouldrefertotheneedforinclusion,theneedforcontrolandtheneedforaffection,andgiveexamplesofthekindoffamilyinteractionsthatleadtoinsufficientandexcessive satisfactionoftheseneeds.

activity 4
Describehowinsufficient,excessiveandbalancedsatisfactionofneedscreatedinfamilyinteractionmanifestininterpersonalrelationshipsoutsidethefamily.

Answer
Youranswershouldrefertotheneedforinclusion,theneedforcontrolandtheneedforaffection,andindicatehowinsufficient,excessiveandbalancedsatisfactionofeachoftheseneeds influenceapersonsbehaviouringeneral.

09
Indicatethenatureoffamily relationships Resource FromAZ: Interpersonalrelationships

Youareabletoindicatethenatureofloverelationshipsif: 01 02 Sternbergstriangulartheoryofloveisindicated thenatureofthreemodelsofmaritalrelationshipsareindicated.

activity 1
Readthefollowingresourcematerial: Interpersonalrelationships(Section4).

activity 2
Indicatewhichofthefollowingstatementsaboutthebasiccomponentsofloveis/arecorrectin termsofSternbergstriangulartheoryoflove: 1. 2. 3. 4. Astherelationshipgrows,thethreecomponentspassion,intimacyandcommitmentare alwayspresentbutchanginginstrengthrelativetooneanother The three components passion, intimacy and commitment combine in various ways to producedifferentkindsofloverelationshipsthatareuniquetothoseinvolved Bothoftheabovestatements N oneoftheabovestatements.

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102

Answer
Alternative3.

activity 3
[Link] isillustratedinanadvertisementsuggestingthatgoodmothersandwivesuseacertainkindof cookingoilwhileshowingamotherputtingabeautifullyroastedchickenonthetablewhereher husbandandtwokidsarealreadyseated? 1. 2. 3. Patriarchal Partnership Egalitarian

Answer
Alternative1.

10
Indicatethenatureofinterpersonalcommunication Resource FromAZ: nterpersonalcommunicaI tion

Youareabletoindicatethenatureofinterpersonalcommunicationif: 01 02 03 thebasicelementsofcommunicationareindicated thebasicrequirementsofcommunicationareindicated thedynamicsofinterpersonalcommunicationareindicated.

activity 1
Readthefollowingresourcematerial: Interpersonalcommunication

activity 2
Identifythebasicelementsofinterpersonalcommunication.

Answer:
1. 2. 3. 4. Thecommunicator(thepersonwhocommunicates) Thereceiver(thepersonatwhomthecommunicationisaimed) Themessagethatiscommunicated(conveyedbyverbalandnon-verbalsignals) Thechannelofcommunication(humansenses).

activity 3
Identifythebasicrequirementsofcommunication.

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explore the nature of interpersonal relationships

Answer
1. 2. 3. Communicationrequiresencodingrulestoenableproperdecodingofthemessage Communicationrequirescleartransmission([Link] backgroundnoise) Communicationrequiresknowledgeofthecontextinwhichthecommunicationtakesplace.

activity 4
Chooseanyconversationfromabook,magazineornewspaper,oranytopicdiscussedwith friendsorathome,andanalyseitintermsoftheelementsandtherequirementsofinterpersonal communication.

Answer
Youranalysisshouldaddressthefollowing: 1. 2. 3. 4. 5. Whotakespartintheconversation(whoarethecommunicatorsandwhoarethereceivers)? Whatarethecircumstancesoftheconversations,andwhataretherelationshipsbetween communicatorsandreceivers(whatarethecontextsofcommunication)? Whatarethemessagesbeingcommunicated? Howarethemessagesencoded(verballyandnon-verbally)? Aretherepossiblenoisefactorsthatmaydrownthemeaningofthemessages?

activity 5
Namethreeaspectsofthedynamicsofinterpersonalcommunication.

Answer
1. 2. 3. Itisimpossiblenottocommunicate Communicationisapatternwithinanongoingprocess Communicationhappensondifferentlevels.

activity 6
IndicatewhatthestatementOnecannotcommunicatemeans.

Answer
Youranswershouldindicatethefollowing: 1. Communicationismorethanverbalandwrittenwords,[Link],notsayingaword,communicatesthefactthatonedoesnot [Link] [Link],itisnotpossiblenottocom-

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2.

municate Communicationdoesnotoccuronlywhenconsciouslyplanned,anddoesnotnecessarily [Link], andmessagesaresometimesnotunderstoodoraremisunderstood.

activity 7
Describetheongoing-processnatureofcommunication.

Answer
Youranswershouldindicatethefollowing: 1. [Link] historyofpastinteractionsandwillinfluencefutureinteractions Communicationcanbeseenintermsofcommunicationpatternsinwhichparticularevents areinteractiveandmutuallyreinforcing.

2.

activity 8
Describehowcommunicationtakesplaceondifferentlevels.

Answer
Youranswershouldindicatethefollowing: 1. Communicationoccursattwolevels,theinformativecontentlevel(indicatingwhatisbeing said)andthemeta-communicativelevel(providingacommentaryonorqualificationofthe informativecontent) Communicationiscongruentwhentheinformationcontentandthemeta-communication [Link].

2.

activity 9
Indicatewhichofthefollowingisanaspect(areaspectsof)thedynamicsofcommunication: 1. 2. 3. 4. theimpossibilityofnotcommunicating theongoing-processcharacterofcommunication themultiplicityoflevelsofcommunication allthreeoftheabove.

Answer
Alternative4.

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explore the nature of interpersonal relationships

activity 10
Whatpeoplesaytoeachotherinaconversationisinfluencedbywhathappenedpreviously,and [Link] thisstatementrefers: 1. 2. 3. 4. Wecannotnotcommunicate Communicationisapatternwithinanongoingprocess Communicationhasdifferentlevels,namelyinformativeandmetacommunicative Noneoftheabove.

Answer
Alternative2. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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106

B1502nGF learning opportunity

explore the nature of group functioning

ouTCome ProduCT description
Knowledgeofthenatureofgroupfunctioning.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofgroupfunctioningisrelevantandsufficientif: 01 02 03 04 05 06 thefieldofgroupfunctioningisreviewedcomprehensively theattributesofgroupsareindicated themannerinwhichgroupsachievegoalsisindicated themannerinwhichgroupsaregovernedanddirectedisindicated themannerinwhichgroupsdifferentiateisindicated thenatureofintergroupcooperationisindicated.

meTHod 01
Reviewthefieldofgroup functioning

Youareabletoreviewthefieldofgroupfunctioningif: 01 02 themainthemesinthefieldofgroupfunctioninghavebeenidentified the information has been modelled to provide a comprehensive picture of the field of groupfunctioning

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107

explore the nature of group functioning

Resource FromA-Z: roups:Theattributesof G humangroups roups:Thedifferentiation G ofgroups roups:Theinteractionof G groups nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures

activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups Groups:Thedifferentiationofgroups Groups:Theinteractionofgroups Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldofgroupfunctioning.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. Groupshavecertainattributes Groupsdifferentiatethroughcertainprocesses Groupsformintergrouprelationshipsthroughinteractingwithothergroups

activity 3
Modelthemainthemesofthefieldofgroupfunctioningintheformofavisiogram.

Answer
Yourvisiogrammaydifferfromthisone,butitshouldneverthelesscontaintheseelements.

Groups

have

Groupattributes

ha

ve

have

Processesof differentiation intergroup relationships

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108

activity 4
Modelthemainthemesofthefieldofgroupfunctioningintheformofaexpandabletreestructure.

Answer
Yourtreestructuremaydifferfromthisone,butitshouldneverthelesscontaintheseelements.
Groups Attributesofgroups

AZ

Differentiationofgroups

Interactionbetweengroups

02
Indicatetheattributesof groups Resource FromAZ: roups:Theattributesof G humangroups

Youareabletoindicatetheattributesofgroupsif: 01 02 thegroupattributesareidentified thecharacteristicsofeachofthegroupattributesarerecognised.

activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups

activity 2
Nametenattributesbywhichanumberofindividualsisrecognisedasagroup.

Answer:
Individualsformagroupif: 01 02 03 04 05 06 07 thevariousindividualmembersareawarethattheybelongtothegroup groupnormsdevelop theyarecohesivelyconnected therearenetworksofpersonalattractionamonggroupmembers(Socio-metricstructure) therearepatternednetworksofcommunication groupmembersinteractfairlyregularlyamongstthemselves theyworktowardscommongoals

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explore the nature of group functioning

08 09 10 11

groupviewsdevelop groupconflictoccur groupthinkingdevelop patternsofleadershipandfollowershipcanbeobserved.

activity 3
Indicatethecharacteristicsofeachofthegroupattributes.

Answer
1. Characteristicsofawarenessofmembership: (a) (b) (c) 2. Groupmembershaveatleastonethingincommon Groupmembersbelievethatthebenefitsofmembershipoutweighthedisadvantages ofmembership Groupmembersbecomegraduallycommittedthrougharecurringprocessofsocial integration. Groupnormsaretheformalandinformalrulesthatgroupmembersaresupposed toobserve Group norms put pressure on members to conform to them, especially in highly cohesivegroups Groupnormsoriginateinthreeways:(i)formulatedbygroupleaders;(ii)productof groupexperience,and(iii)transferredfromothergroups. Cohesionreferstohowcloselygroupmembersareconnected Forceswithinoroutsidethegroupinfluencethecohesionamonggroupmembers. Groupmembersarenotequallyattractedtoeachother Thepatternsoflikinganddislikingformagroupssocio-metricstructure Thesocio-metricstructureofagroupisinfluencedbytherelativeimportanceofthe relationshipandtaskdimensions. Thereareidentifiablecommunicationpatternsingroups Thesepatternsstructurethegroupscommunicationnetwork Thenetworkdeterminesthehierarchyandfrequencyofcommunicationandalsothe numberofpeopleinvolved. Groupmembersinteractfairlyregularly,directlyorindirectly Thecommunicationdynamicsamonggroupmembershasasignificantimpacton theinteractionpatternsthatdevelopingroups.

Characteristicsofgroupnorms: (a) (b) (c)

3.

Characteristicsofcohesion: (a) (b)

4.

Characteristicsofinterpersonalattraction(socio-metricstructure): (a) (b) (c)

5.

Patternednetworksofcommunication: (a) (b) (c)

6.

Characteristicsofinteraction: (a) (b)

7.

Characteristicsofcommongoaldevelopment:

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110

(a) (b) (c) 8.

Groupshavepurpose(implicitlyorexplicitly)whichdefinesthegroupgoals Membersperformcertainrolesinordertoachievethegroupgoals Therearetwokindsofrole,namelyinstrumentalandaffiliative.

Characteristicsofgrouppolarisation: (a) (b) Groups normally arrive at moderate views because they temper extreme views in decisionmaking Asgroupmemberslearnfromeachotherspointsofviewthegroupmayshiftfrom itsmoderateviewtoaradicalpoleandbecomepolarised.

9.

Characteristicsofgroupconflict: (a) (b) Groupconflictbetweenmembersareinevitableinthelifeofanygroup Sourcesofgroupconflictare(i)differencesaboutgoals,(ii)differencesaboutmethods,(iii)differencesaboutdistributionofresources,(iv)differencesinexpectations, and(v)threatstoself-esteem,identityandsecurity. Group thinking refers to the tendency of group members to take decisions in an unconsideredanduncriticalway Group thinking occurs mainly when a group has a strong leader, there is strong groupcohesion,andthegroupisunderpressuretotakeaconsensusdecision Groupsarelikelytotakecatastrophicdecisionswhen(i)groupcohesioncreatesan illusionofinvulnerabilityandlimitlesspower,(ii)thegroupreliesonstereotypingof peopleandsituationsratherthanactualobservationsandtestedfacts,(iii)thegroup believesstronglyintheinherentmoralityofitsownrightofexistence,methodsand decisions,and(iv)theillusionofunanimityinthegroupputspressureonmembers tokeepquietabouttheirmisgivings Groupscancounterthetendencytogroupthinkingbytakingthefollowingmeasures (i)havestrongleaderswithdrawfromdecision-makingprocesses,(ii)instructparticulargroupmemberstoplaytheroleofdevilsadvocate,and(iii)bringinoutside observerstomonitorthegroupsdecision-makingprocess.

10.

Characteristicsofgroupthinking: (a) (b) (c)

(d)

11.

Characteristicsofpatternsofleadershipandfollowership: (a) Therearevariousviewsofhowleadersbringaboutsocialinfluenceinagroup(i)via theleaderspersonaltraits,(ii)viacharismaticleadership,(iii)viatransformational leadership,and(iv)viasuperleadership. Followershippatternsingroupsare:subjectiontocontrol,beingmotivated,being guidedbyclearpurpose,beingempoweredtomanagethemselves,feelingsofpersonalcontrolandheightenedintrinsicmotivation.

(b)

03
Indicatehowgroupsachieve goals

Youareabletoindicatehowgroupsachievegoalsif: 01 02 thenatureofthetaskandrelationshipdimensionsingroupfunctioningisrecognised thenatureofsocialloafingingroupfunctioningisrecognised.

111111

111

explore the nature of group functioning

Resource FormAZ: roups:Theattributesof G humangroups

activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups(Section2.2)

activity 2
Indicatethetwodimensionsintermsofwhichthecommongoalsofagrouparerealised,and describeeachdimension.

Answer
Agroupscommongoalsarerealisedinataskdimensionthatisassociatedwithaninstrumental roleofgroupmembers,andinarelationshipdimensionthatisassociatedwithanexpressive roleofgroupmembers.

activity 3
Usethediagrambelowandanswerthefollowingquestions:
High RELATIONSHIP ORIENTATION Medium Low A D G Low B E H Medium C F I High

TASKORIENTATION

(a) Agroupthathasjuststartedoutislikelytobeinstage(1) (b) Agroupthathasbeengoingforquitesometimeandisfunctioningeffectivelyislikelyto beinstage(2) (c) Agroupwithlowcohesionbutahighgoalconsensusislikelytobeinstage(3) (d) Agroupwithgoodinterpersonalinteractionbutlowgoalconsensusislikelytobeinstage (4).

Answer
1. 2. 3. 4. G C I A

activity 4
Answerthefollowingquestion: Whatdowecallthephenomenonthatagroupslevelofproductivityoftentendstobelowerthan thelevelachievedbyindividualmembersofthegroupwhenworkingoutsidethegroup?

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112

Answer
Socialloafing.

activity 5
What(doyouthink)arethereasonsforloweredgroupperformance?

Answer
[Link] [Link]?[Link] wassimplytoencourageyoutothinkaboutthisissue. 1. 2. Poorcoordinationofindividualeffortmayleadtolowergroupoutput I ndividualmembersmayproduceless(socialloafing)foravarietyofreasons: (a) [Link],andindividualeffortsshouldbemonitored. Earlygroupsuccessesandprogressmayleadtomembersbelievingthattheirfull [Link] dividingagrouptaskintoaseriesofsmallertargets,theachievementofeachtarget beingpresentedasequivalentorequallyattractive. Perceivedequalityofeffort:Ifsometeammembersthinkthatothermembersnonot [Link] ingroups. If more experienced group members do more complicated work and let less experienced member feel that their contributions are negligible and not particularly relevantthelessexperiencedmembersmayfeelthattheireffortsarenotrecognised. Inordertoavoidthiskindofloafingthemembersneedtounderstandthathierarchic rankinginateamcontextonlyservesapurposeiftheprincipleofinterdependence isobserved.

(b)

(c)

(d)

04
Indicatehowgroupsare governedanddirected Resource FromAZ: roups:Theattributesof G humangroups

Youareabletoindicatehowgroupsaregovernedanddirectedif: 01 02 threekindsofleadershiparerecognised thenatureofeachofthethreekindsofleadershiparerecognised.

activity 1
Readthefollowingresourcematerial: Groups:Theattributesofhumangroups(Section2.2:Patternsofleadershipandfollowership)

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explore the nature of group functioning

activity 2
Indicatethreekindsofleadership.

Answer
1. 2. 3. Theleaderwhoreliesonhis/herpersonaltraitstoleadcharismatically Theleaderwhofathomsthenatureofthesituationandadaptshis/herapproachaccordinglytoleadthroughtransformation Theleaderwhohelpsotherstoleadthemselves.

activity 3
Indicatethenatureofleadershipthroughpersonaltraits.

Answer
The leader influences people through personal characteristics, such as intelligence, self-assertiveness,self-confidence,expertise,[Link]/herambitionand [Link]/sheshowstheway(throughintelligence,expertise,creativity)[Link] problemwiththisviewofleadershipisthatalthoughleadersoftendisplaythesetraitsthereare [Link],notall leadersshowthepersonalcharacteristicsnormallyassociatedwithleaders.

activity 4
Indicatethenatureofleadershipthroughsituation-appropriateresponseandtransformation

Answer
Thiskindofleadershiprequirestheleadertobeawareofthenatureanddemandsofaparticular [Link],somecircumstances may require the leader to exercise directive control over group activities (emphasis on task orientation),whereasothersituationsrequireminimalcontrolandmorerelationship-oriented [Link]-appropriateresponsestyles(leadershipstyles)havebeen identified,namelyadelegatingstyle(achievingthegroupgoalbyassigningseparatetasksto specificteammembers),aparticipatingstyle(achievingthegroupgoalbyassigningpartsof taskstoteammemberssothateverybodyworkstogethertowardscompletingthetask),aselling style(achievingthegroupgoalbygettingpeopleenthusiasticaboutwhattheydo),andatelling style(achievingthegroupgoalbygivingclearinstructionstobefollowedbyeverybody).The adoptionofaparticularleadershipstyleisdeterminedbythenatureofthesituation,forexample, [Link] [Link] [Link] [Link] aclearvisionandthengetspeopletobuyintothisvisionandtocommitthemselvestowork

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[Link] incontactwiththeircircumstancesbutalsobeabletolookahead,toseewherecurrenttrends [Link] willingtoshare.

Activity5
Indicatethenatureofsuperleadership.

Answer
Superleadersaretransformationalleaders,[Link],inadditiontotransformationalleadership activitiestheyalsofocusontransferringleadershipqualitiestogroupmembers.

activity 6
Indicatewhichofthefollowingapproachestoleadershipsupportsthenotionofabornleader: 1. 2. 3. 4. Leadershipliesinthesocialinfluencewhichisassociatedwiththenatureofthesituation andaparticipatoryleadershipstyle Leadershipliesinthesocialinfluenceoftheleadersabilitytocreateavisionoftransformation Leadershipliesinthesocialinfluenceoftheleadersuniquepersonalattributes 1and2.

Answer
Alternative3.

05
Indicatehowgroupsdifferentiate Resource FromAZ: roups:Thedifferentiation G ofgroups

Youareabletoindicatehowgroupsdifferentiateif: 01 02 03 theroleofsocialcategorisationingroupdifferentiationisrecognised theroleofstereotypingingroupdifferentiationisrecognised theroleofidentificationingroupdifferentiationisrecognised.

activity 1
Readthefollowingresourcematerial: groups:Thedifferentiationofgroups

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activity 2
Indicatetheroleofsocialcategorisationingroupdifferentiation.

Answer
Youranswershouldrefertothefollowing: 1. 2. 3. 4. Agroupisformedwhenanumberofindividualsareseentobesimilarinsomewaywhilst differingfromothersinthisregard. Thegrouponebelongstoiscalledthein-group(us-group)andthosewhoareexcluded onthebasisofnotsharingtheattributeinquestionconstituteanout-group(them-group). Theprocessofcategorisingindividualsonthebasisoftheirsimilarityandtheirdifference fromothersiscalledsocialcategorisation. Thussocialcategorisationplaysafundamentalroleinourdifferentiationandunderstandingofin-groupsandout-groups.

activity 3
Whichconceptdescribestheprocessweusetodividepeopleintogroups?

Answer
Socialcategorisation.

activity 4
Whichofthefollowingbestdescribessocialcategorisation? 1. 2. 3. 4. Theperceptionofsimilarity Theperceptionofdifference Membershipofagroup 1and2.

Answer
Alternative4.

activity 5
Indicatetheroleofstereotypingingroupdifferentiation.

Answer
Youranswershouldrefertothefollowing: 1. Theprocessofoversimplifyingthecomplexitiesofagroupiscalledthestereotypingofthe [Link],stereotypingistheprocessofoversimplifyingthroughtheprocess ofsocialcategorisation.

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2.

3.

4.

5.

[Link] thataffirmsthestereotypeisrecognisedwhileinformationthatrefutesorquestionsthe stereotypeisignored. Stereotypesareperpetuatedonthebasisofself-fulfillingpropheciesfuelledbyselective perception. Stereotypes create expectancies that allow one to perceive selectively, recognising information that confirms ones expectations and overlooking information that refutesorquestionsonesexpectations. Stereotypescreateprejudice(reluctanceonthepartofindividualstochangetheirattitudes) andsocialdistance(lowerdegreesofacceptance/closenessthatgroupsexperienceofeach otherandlesswillingnesstohavecontactwithoneanother). Thusstereotypingplaysamajorroleinthedifferentiationofgroups.

activity 6
Answerthefollowingquestion:Believingthatfatpeoplearejollyandthatpeoplewithredhair aremoodyareexamplesof: 1. 2. 3. 4. socialcategorising stereotyping bothoftheabove noneoftheabove.

Answer
Alternative2.

activity 7
Indicatetheroleofidentificationingroupdifferentiation.

Answer
Youranswershouldrefertothefollowing: 1. 2. 3. 4. 5. According to social identity theory self-concept has two components, namely personal identityandsocialidentity. Personalidentityreferstoanindividualscharacteristic,beliefs,skillandattributes Socialidentityreferstoindividualsnaturalfeelingofbelongingtoaparticulargroup. Thereforegroupmembership(membershipofin-groups)playsaroleinsatisfyingindividualsneedforself-esteem. Individualswhoenhanceoraffirmtheirself-imageviaaparticulargroupmaybeinclinedto ratethein-grouphighlyintermsofarangeofdesirableattributes,andmaybeinclinedto underrate,evendisadvantage,theout-group.

activity 8
Answerthefollowingquestion:

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Whichconceptindicatesthenaturalfeelingwehavetowardsaspecificgroupofpeoplebecause wearelikethatgroupinspecificrespects,andalsoidentifywiththegroup? 1. 2. 3. 4. Self-esteem Socialcloseness Socialidentity Personalidentity.

Answer
Socialidentity.

06
Indicatethenatureofintergroupcooperation Resource FromAZ: roups:Theinteractionof G groups

Youareabletoindicatethenatureofintergroupcooperationif: 01 02 03 fourlevelsofexplanationofintergrouprelationsarerecognised sixfactorsthatareimportantinestablishingintergroupcooperationarerecognised t henatureofeachofthesixfactorsinvolvedinestablishingintergroupcooperationare recognised.

activity 1
Readthefollowingresourcematerial: Groups:Theinteractionofgroups

activity 2
Describefourlevelsofexplanationofintergrouprelations.

Answer
Youranswershouldprovidebriefdescriptionsofthefollowingkindsofexplanation: Individual-levelexplanations Interpersonal-levelexplanations Position-levelexplanations Ideological-levelexplanations.

activity 3
Indicatesixfactorsthatareimportantinestablishingharmoniousintergroupcooperation.

Answer
1. 2. Createasocialnormthataffirmsandlegitimisesthecommonalityofthevariousgroups Maintainequalstatusofmembersofdifferentgroupsinintergroupcontactsituations

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3. 4. 5. 6.

Maintaininterpersonalcontactbetweengroupstoreduceperceptionsofin-groupheterogeneityanddemolishperceptionsofout-grouphomogeneity Maintaincooperativeactivitiesbysettingcommongoals,andallowingthegroupstodevelopcommoninterestsandvaluesandtolookforsolutionstoproblemstogether Developamulticulturalethos Developacriticalconsciousnessofoppressivepatterns.

activity 4
Indicate the nature of each of the six factors that are important in establishing harmonious intergroupcooperation.

Answer
1. Createasocialnormthataffirmsandlegitimisesthecommonalityofthevariousgroups: [Link],itisdifficultforagroupmember toseethiswidercontextbecausethegroupthatthegroupmemberbelongstoconstitutes [Link] [Link],ifthegroups inquestionaregroupswithinhumansocietythenthegroupssharethefactofhumanity, thatis,[Link] groupswithinaparticularorganisationthenthegroupssharethefactoftheirorganisational [Link] [Link] [Link] thisregardbyenticinggroupmemberstolookbeyondthelimitsoftheirrespectivegroups. Maintain equal status of members of different groups in intergroup contact situations: Groups are not similar. Group differences are a major reason for group differentiation. Groupsmaydifferwithregardtoanumberofaspects,andmaybeorganisedhierarchically [Link],nosinglegroupishighonallaspectsofintergroup differences,[Link] [Link],groupscanbeorganised hierarchicallywithregardtoaparticularaspectofdifference,butareprettymuchonpar [Link] toassignalowerstatustorepresentativesofonegrouprelativetothoseofanothergroupin [Link] toaparticularmatterofconcerntherepresentativesofthelessimportantgroupshouldstill haveequalstatuswiththoseofthemoreimportantgroup,andthestatusofequalityshould betakenseriouslyandshouldbeactedupon. Maintaininterpersonalcontactbetweengroupstoreduceperceptionsofin-groupheterogeneityanddemolishperceptionsofout-grouphomogeneity:Groupmembersareaware [Link]-groupmembersarebeing perceivedasallalikeasbeinghomogenous,whereasin-groupmembersareperceived [Link]-groupmembersarenotallthe [Link] beginstoseetheheterogeneityoftheout-groupitbecomesmoredifficulttostereotypethe

2.

3.

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4.

5.

6.

[Link] [Link](heterogeneity)among thegroupmembersofthevariousgroupsmakesitclearthatgroupmemberscannotbe [Link](their stereotypedlives). Maintaincooperativeactivitiesbysettingcommongoals,andallowingthegroupstodevelopcommoninterestsandvaluesandtolookforsolutionstoproblemstogether:When groupsworktogethertorealisecommongoalstheybecomeawareofthebroadercontextin [Link] notawareofthewayinwhichgroupgoalscometogethertorealisethegoalsthatexistin thebroadercontexttheycannotseehowthegroupsfunctioninharmonyforagreatergood. Developamulticulturalethos: Thetermmulticulturalisusedmostlyinthecontextofsociety,referringtothefactthat [Link],anycontextinwhichone findsmorethanonegroupcanbetermedmulticulturalinthesensethatthegroupsdiffer [Link] [Link] identityincludestheculturaldiversityofthevariousgroupsbutalsothatonestillhavean identityattachedtoonesprimarygroup. Developacriticalconsciousnessofoppressivepatterns: Replacing an oppressive system with another, or simply switching the roles of the [Link] simplyarepetitionofoppression,[Link] [Link] asahumanbeinginhis/herownright,thatis,themomentonedoesnotallowsomebody self-esteemandthepossibilitytorealisehim/herselfasahumanbeing.

activity 5
Answerthefollowingquestion: Theestablishmentofequalstatuscontactsituationsforthesakeofharmoniouscooperation betweengroupsinvolves: 1. 2. 3. 4. theintentionsofpeopletotreatoneanotherasequals acontextinwhicheverybodyistakenseriously newstereotypesthatcanbeusedforcategorisationofgroups 1and2.

Answer
Alternative4.

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activity 6
Amulticulturalethosmeans: 1. 2. 3. 4. therecognitionofculturaldiversity thecapacitytoaccommodateculturaldiversity culturalassimilation 1and2.

Answer
Alternative4. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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B1502noF learning opportunity

explore the concept of emotion

ouTCome ProduCT description
Knowledgeoftheconceptofemotioninpsychology.

Standards
Theknowledgeshouldberelevantandsufficient.

Assessmentcriteria
Yourknowledgeoftheconceptofemotionisrelevantandsufficientif: 01 02 03 04 05 06 07 08 thefieldofemotionisreviewedcomprehensively theconceptofemotionisindicated t henatureoftherelationshipbetweenthephysiologicalandthepsychologicalaspectsof emotionsisindicated thecriteriafortheclassificationofemotionsareindicated thedifferentwaysinwhichemotionsareexpressedareindicated thefactorsthatplayaroleintherecognitionofexpressedemotionsareindicated. thenatureofemotionalintelligenceisindicated therelationshipbetweenemotionsandmotivationisindicated

meTHod 01
Reviewthefieldofemotion

Youareabletoreviewthefieldofemotionif: 01 02 themainthemesinthefieldofemotionhavebeenidentified the information has been modelled to provide a comprehensive picture of the field of emotion

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122

Resource FromAZ: motion E nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures

activity 1
Readthefollowingresourcematerial: Emotion Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldofemotion.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: Thedefinitionoftheconceptofemotion Componentsofemotion Theoriesofemotion Classificationofemotions Factorsinfluencingtheinterpretationofemotions Theconceptofemotionalintelligence Therelationbetweenemotionsandmotivation.

activity 3
Modelthemainthemesofthefieldofemotionintheformofavisiogram.

Answer
Youhavetodrawavisiogramcontainingacircleforemotionandsevencirclesrepresentingeach [Link],havealookatoneoftheotherlearningopportunities whereanexampleofavisiogramisprovided.

activity 4
Modelthemainthemesofthefieldofemotionintheformofaexpandabletreestructure.

Answer
Youhavetodrawatreestructureinwhichtherootiscalledemotion,andtherootisexpanded [Link],havealookatoneoftheotherlearning opportunitieswhereanexampleofatreestructureisprovided.

02
Indicatetheconceptof emotion

Youareabletoindicatetheconceptoffeelingif: 01 theprimarycomponentsoffeelingasconceptualisedinpsychologyarerecognised

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Resource FromAZ: motion E

activity 1
Readthefollowingresourcematerial: Emotion(Section1).

activity 2
Indicatetheprimarycomponent(s)ofemotionasconceptualisedinpsychology. Emotionconsistsof: 1. 2. 3. 4. physiologicalarousal p erceptual-cognitivecontent observablebehaviourexpressions a lloftheabove.

Answer
Alternative4.

activity 3
Indicatethenatureofemotionsbyselectingappropriatestatementsfromthelistbelow: (a) Aparticularfeelingisexperiencedinreactiontoparticularsituations (b) Afeelingofvagueunpleasantness (c) hecognitivecontentoftheexperiencedfeelingisvagueandnotclearlyrelatedtoaspeT cificsituation (d) Thefeelingresultsfromanimmediatepromptingand/orinvolvementwithsomethingor someone (e) Therelationshipbetweentheexperiencedfeelingandthethingthatpromptsitisvague andassociative (f) Theexperiencedfeelingismoreorlesspermanentlypresent (g) Thefeelingisnotveryintenseandlastsforhours,daysorweeks (h) Theexperiencedfeelingreferstoaprevailingmoodsharedbyanumberofpeople (i) Theexperiencedfeelingisastateofreadinessfortheexperienceofaspecificemotion (j) Theexperiencedfeelingistheaftermathofanemotion (k) Theexperiencedfeelingisconsciouslyassociatedwithameaningfulsituation (l) Theexperiencedfeelingreflectsthedominantfeelingsofanera (m) heexperiencedfeelinginfluenceshowthingsareperceivedandthoughtabout T (n) Theexperiencedfeelingismomentaryandclear.

Answer
Emotions:a,d,k,n Therestarenotemotionsasunderstoodinpsychology: bandeshouldratherbedescribedassensoryfeelings c,g,i,jandmaremoods f,handlareverygeneralfeelingssharedbypeopleinaparticularsociety.

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activity 4
Indicatewhichofthefollowingcannotbeclassifiedasanemotion? 1. 2. 3. 4. fearofasnake adislikeoflies vaguerestlessness joyoverresults.

Answer
Alternative3.

Comment
Onecanonlyusethetermemotionwhenthefeelingthatsomeoneexperiencesisconsciously associatedwithameaningfulstimulussituation,forexample,afeelingoffearwhenasnakeis seen,afeelingofdislikewhenalieistold,andafeelingofjoywhenfavourableresultsareheard. [Link] amood,notanemotion.

03
Indicatethenatureoftherelationshipbetweenthephysiologicalandthepsychologicalaspectsofemotions Resource FromAZ: Emotion tress:The S psychophysiologyof stress

Youareabletoindicatethenatureoftherelationshipbetweenthephysiologicalandthepsychologicalaspectsofemotionsif: 01 02 03 thenatureofpsychophysiologicalarousalisrecognised thebasictenetsofSchachterstwo-factortheoryofemotionsarerecognised thebasictenetsofthecognitiveappraisaltheoryofemotionsarerecognised.

activity 1
Readthefollowingresourcematerial: Emotion(Section2) Emotion(Section3) Stress:Thepsychophysiologyofstress

activity 2
Definepsychophysiologicalarousal.

Answer
Youranswershouldindicatethatpsychophysiologicalarousalinvolves: (a) physiologicalarousalthatis,increasedphysicaltensionthatmaybereflectedinacceleratedheartbeat,clammyskin,asickfeelinginthestomachandariseinbloodpressure.

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(b) psychologicalarousalthatis,becomingawareofandassigningmeaningtoparticular feelings,thingsandsituationsthroughconsciousthinking. (c) the link between physiological arousal and psychological arousal (i) That there is a continuumofphysiologicalarousalandthatonesfeelingsandbehaviourbecomemore intenseandchangequalitativelyasthelevelofphysiologicalarousalrises.(ii)However, [Link] ascribestoasituation(cognitivecontent)inconjunctionwithphysiologicalarousaldeterminesthenatureandintensityofonesfeelings.

activity 3
Answerthefollowingquestion: Thenatureofanemotionisdeterminedby: 1. 2. 3. 4. thenatureandlevelofphysiologicalarousal theinteractionbetweenphysiologicalarousalandcognitivecontent bothoftheabove neitheroftheabove.

Answer
Alternative2.

Comment
[Link].

activity 4
IndicatethebasictenetsofSchachterstwo-factortheoryofemotions.

Answer
(a) Physiologicalarousalaloneisinadequatetocauseanemotiontodifferentiate (b) Appropriate cognitive content is required in conjunction with physiological arousal to causeanemotiontodifferentiate (c) Differentiationofanemotionentailstheinterpretationofphysiologicalarousalintermsof anappropriatecognitivecontent.

activity 5
Indicatethebasictenetsofthecognitiveappraisaltheoryofemotions.

Answer
(a) Physiological arousal is not an essential element in the differentiation of emotion. It is merelyasecondarysourceofphysicalsensationonceanemotionhasdifferentiated

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(b) Thecrucialrequirementfordifferentiationofemotionisthecognitivecontentofthestimulussituation,thatis,themeaningassignedtoit. (c) The reaction to an event involves processes of secondary appraisal and formulation of copingstrategies.

activity 6
Thenatureoftheinteractionbetweenphysiologicalarousalandcognitivecontentisamatter [Link](1)thetwo-factortheoryand(2)thecognitive appraisaltheory: (a) thedifferentiationofanemotioninvolvestheinterpretationofphysiologicalarousalinthe lightofappropriatecognitivecontent (b) perceptionofphysiologicalarousalisnotanecessaryelementindifferentiatinganemotion (c) perceptionandconceptualcategorisationofstimulussituation;primaryappraisal;differentiationofemotion;physiologicalarousal;secondaryappraisal;copingstrategies (d) cognitivecontrolofthequalityandintensityoffeelingsispossible.

Answer
1. 2. Thetwo-factortheory:a Thecognitiveappraisaltheory:b,c,d.

04
Indicatecriteriafortheclassificationoffeelings Resource FromAZ: Emotion

Youareabletoindicatecriteriafortheclassificationoffeelingsif: 01 fourcriteriaarerecognisedintermsofwhichemotionscanbeclassified.

activity 1
Readthefollowingresourcematerial: Emotion(Section4).

activity 2
Indicatefourcriteriaintermsofwhichemotionscanbeclassified.

Answer
1. 2. 3. 4. Emotionsareprimaryorsecondary Emotionsarepositiveornegative Emotionsvaryinintensity Emotionsareexpressedinternallyorexternally.

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05
Indicatethedifferentwaysin whichfeelingsareexpressed Resource FromAZ: Emotion

Youareabletoindicatethedifferentwaysinwhichemotionsareexpressedif: 01 02 variouswaysarerecognisedinwhichemotionsareexpressed examplesoftheseexpressionsofemotionarerecognised.

activity 1
Readthefollowingresourcematerial: Emotion(Section4.4).

activity 2
Indicatedifferentwaysinwhichemotionsareexpressed.

Answer
Youranswershouldrefertothefollowingaspectsoffeelingexpression: 1. 2. Feelingsareexpressedinternallytothebodyintermsofphysiologicalchangesindicating increasedtension Feelingsareexpressedexternallyintermsof: (a) (b) (c) (d) (e) facialexpressions gestures bodilyposturesandmovements vocalintonationsandexpressions verbalutterances.

activity 3
Categorisethefollowingitemsas(1)internalor(2)externalexpressionsoffeelings: (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) Secretionofadrenalin Avoicethatgetsmoreandmoreshrill Afacethatistwistedwithrage Apoundingheart Swearing Sweatyhands Athreateninggesture Draggingfeetandhanginghead Writingalovepoem Cryingmiserably Ariseinbloodpressure Thumbingyournose.

Answer
1. 2. Internalexpressions:a,d,f,k Externalexpressions:b,c,e,g,h,i,j,l.

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06
Indicatethefactorsthatplay aroleintherecognitionof expressedfeelings Resource FromAZ: Emotion

Youareabletoindicatethefactorsthatplayaroleintherecognitionofexpressedfeelingsif: 01 02 03 therolethatgenderplaysintherecognitionandexpressionisrecognised therolethatcultureplaysintherecognitionofexpressedfeelingsisrecognised t herolethatknowledgeofcontextplaysintherecognitionofexpressedfeelingsisrecognised

activity 1
Readthefollowingresourcematerial: Emotion(Section5).

activity 2
Indicatefactorsthatplayaroleintherecognitionofexpressedfeelings.

Answer
Threefactorsareimportantintherecognitionofexpressedfeelings: 1. 2. 3. thegenderoftheindividual thecultureinwhichtheemotionisexpressed thecontextinwhichtheexpressionofafeelingoccurs

activity 3
Indicatewhatthefollowingexampleillustrates:Pulanehasaseriousexpressionanddeepfrown [Link] complicatedmathscalculation. Thisexampleillustrates: 1. 2. 3. 4. that it is important to know the context when we interpret someones external emotive expressions thattheexternalexpressionofsomeonesfeelingsprovidesreliableandsufficientcuesfor interpretingemotionalconditions bothoftheabove neitheroftheabove.

Answer
Alternative1.

Comment
Facialexpressions,gesturesandmovementareunreliableandinsufficientcuesaboutwhata [Link] contextinwhichtheyoccur.

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activity 4
Complete the following statement about the relationship between expressions of feeling and culture:Thefactthatcertainexpressionsoffeelingareuniversaldoesnot.....

Answer
....excludethefactthatexpressionsoffeelingarealsocharacteristicofaspecificculture.

Comment
Yourformulationneednotbeexactlythesameastheanswerprovidedhere,butshouldimply thatcertainexpressionsofemotionoccurinallculturesbutthatexpressionsofemotioncanalso becharacteristicofaspecificculture.

activity 5
Completethefollowingstatement: Thefactthatexpressionsoffeelingsareuniversalbutcanalsoberelatedtospecificcultures impliesthat... 1. 2. 3. 4. theyareinherited theyarelearnt bothoftheabove neitheroftheabove.

Answer
Alternative3.

Comment
Expressionsoffeelingshaveuniversalcomponents(likethecontractionoffacialmuscles)and culturallylinkedcharacteristics(likestampingthefeet).Thusbothlearningandheredityhelpto establishemotiveexpressions.

activity 6
Seeifyoucananswerthefollowingquestion. Theexpressionsoffeelingscanbelearnt: 1. 2. 3. 4. byconditioning b ymodelling byknowledgeandinsightintoasituation a lloftheabove.

Answer
Alternative4.

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Comment
[Link] [Link] [Link] weknowandhaveinsightintoasituationanditspossibleconsequencesthishelpsustolearn emotiveexpressionsthatsuitthatsituation.

07
Indicatethenatureofemotionalintelligence Resource FromAZ: Emotion

Youareabletoindicatethenatureofemotionalintelligenceif: 01 02 theconceptofemotionalintelligenceisrecognised thereasonswhyemotionalintelligenceisimportantarerecognised

activity 1
Readthefollowingresourcematerial: Emotion(Section6).

activity 2
Whatisemotionalintelligence?

Answer
Youranswershouldrefertothefollowing: 1. Emotionalintelligenceisthecombinationofskills,including 2. empathy(understandingthefeelingsofothers) self-control self-awareness sensitivitytothefeelingsofothers persistence(keepingongoingwhenasituationisdifficult) self-motivation(dothingsforyourself,andnotrelyingonotherstoencourageand motivateyou).

Emotionalintelligenceprovidesthelinkbetweenfeelings,characterandmoralvalues.

activity 3
Whyisitimportanttobeemotionallyintelligent?

Answer
Emotionintelligencehelpsone:

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tomaintaingoodrelationshipsduetoonessensitivitytoothersfeelings protectoneshealthandwellbeingbecauseoneknowshowtoavoidangerandloneliness thatleadstodepression,angerandviolence tothinkeffectivelybecauseoneknowshowtoavoidsituationsthatcauseemotionalupheavalthateffectsonenegatively tobesuccessfulbecauseoneknowshowtomotivateoneself,andhowtoco-operatewith others,andhowtoresolveconflict.

08
Indicatetherelationship betweenemotionsand motivation Resource FromAZ: Emotion

Youareabletoindicatetherelationshipbetweenemotionsandintelligenceif: 01 02 thedifferencebetweenemotionandmotivationisrecognised thelinksbetweenemotionandmotivationarerecognised.

activity 1
Readthefollowingresourcematerial: Emotion(Section7).

activity 2
Howdoemotionandmotivationdiffer?

Answer
Motivationisaninternalstatethatactivatesandgivesdirectiontoourthoughts,[Link],emotionsalsoactivateandaffectourbehaviour,butitisdifficulttopredict [Link] thebehaviourthatwillfollowfromaparticularstateofmotivation,motivatedbehaviouriseasier topredictthanbehaviourpromptedbyemotion.

activity 3
Whatarethelinksbetweenemotionandmotivation?

Answer
1. 2. 3. Bothmotivesandthearousalofemotionsactivatebehaviour M otivesareoftenaccompaniedbyemotions Emotionstypicallyhavemotivationalpropertiesoftheirown. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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B1502nSC learning opportunity

explore the nature of the self

ouTCome ProduCT description
Knowledgeoftheconceptofselfinpsychology.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeoftheconceptofselfinpsychologyisrelevantandsufficientif: 01 02 03 04 thefieldoftheselfisreviewedcomprehensively theconceptofselfisindicated thefoundationsofself-constructionareindicated thedynamicsofself-constructionareindicated.

meTHod 01
Reviewthefieldoftheself Resource FromAZ: Self:Theconceptofself elf: The dynamics of the S self elf: The foundations of S theself

Youareabletoreviewthefieldoftheselfif: 01 02 themainthemesinthefieldoftheselfhavebeenidentified theinformationhasbeenmodelledtoprovideacomprehensivepictureofthefieldofthe self.

activity 1
Readthefollowingresourcematerial:

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explore the nature of the self

nformationmodelling: I V isiograms nformationmodelling: I Expandabletreestructures

Self:Theconceptofself Self:Thedynamicsoftheself Self:Thefoundationsoftheself Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldoftheself.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: Ideasaboutwhattheselfis(theconceptoftheself) Ideasabouthowtheselfcomesintobeing(thefoundationsoftheself) Ideasaboutthefunctioningoftheself(thedynamicsoftheself).

activity 3
Modelthemainthemesofthefieldoftheselfintheformofavisiogram.

Answer
[Link],andthen addthreecircles,calledConceptofself,FoundationsofselfandDynamicsofself.

activity 4
Modelthemainthemesofthefieldoftheselfintheformofaexpandabletreestructure.

Answer
[Link], calledConcept,FoundationsandDynamics.

activity 5
Drawavisiogramthatprovidesacomprehensiveoverviewofthefieldoftheself.

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134

Answer

Stable vs changing

Self

Concept

double self

Biological

Foundations dynamics

Consciousness Linguistic

Insight vs deception

Regard vs disregard

Identity vs Allenation

Autonomy vs Collectivity

02
Indicatetheconceptofself Resource FromAZ: Self:Theconceptofself

Youareabletoindicatetheconceptofselfif: 01 02 ageneraldefinitionoftheconceptofselfisindicated thedistinctionbetweentheconceptofselfandself-conceptisindicated

activity 1
Readthefollowingresourcematerial: Self:Theconceptofself

activity 2
Provideageneraldefinitionoftheconceptofself.

Answer
Youranswershouldindicatethattheselfisseenas: (a) astablecorethatunderliesonesexperiences (b) thecoreofthetotalityofonesexperiences

Comment
Thetworeferencestothenatureofselfmayseemcontradictory:Theselfisconstant,theselfis

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[Link] [Link](selfasaconstantcore) butyoualsonoticehowmuchyouroldschoolfriendhaschanged(selfasthecoreofthetotality ofexperience).

activity 3
Distinguishbetweentheconceptofselfandself-concept.

Answer
1. 2. Theconceptofselfreferstothenatureofselfasitisusedinpsychology Self-conceptreferstoindividualsselfperceptionsandhowtheseperceptionscomeabout.

activity 4
Describetheconceptofself.

Answer
Youranswershouldcontainthefollowingmainpoints: 1. 2. 3. Theselfisexperiencedasthestablecoreofourbeing. Theselfincorporatesprocessesofidentityformation(condensingoutofexperience)and self-actualisation(aselflookingfornewexperiences). [Link] theobjectofthesethoughtsandactions.

activity 5
Whyisitnotpossibletodecidebetweenaselfthatactualisesitselfthroughexperiencesanda selfthatcondensesfromexperience?

Answer
Thisisoneofthosemomentswherepsychologygetsreallydifficultbecausewearefacedwith [Link] havetooversimplifythequestiontoachoicebetweenaselfthathasexperienceandexperience [Link] thedoubleself,namely:Thereisaselfthatexperiences,[Link] isthatwecannotdecidewhichselfismorerealtheselfthatisthesubjectofexperience,or [Link] descriptionofthedistinctionbetweenasubjectiveselfandanobjectiveselfisalreadyamental picture,[Link] itself [Link] aselfthathasexperiences(thatactualisesitselfthroughexperience)thisisalwaysalreadyan [Link].

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03
Indicatethefoundationsof self-construction Resource FromAZ: elf:Thefoundationsof S theself

Youareabletoindicatethesourcesofself-constructionif: 01 02 thevariousfoundationsofself-constructionareindicated themeaningofeachofthesourcesofself-constructionisindicated.

activity 1
Readthefollowingresourcematerial: Self:Thefoundationsoftheself

activity 2
Indicatethreefoundationsofself-construction.

Answer
Theselfisconstructionthroughprocessesofreflectionin: 1. 2. 3. thebiologicaldomain consciousness language.

activity 3
Indicatethemeaningofeachofthefoundationsofself-construction.

Answer
Youranswershoulddescribeandexplainthefollowing: 1. Reflectioninthebiologicaldomain: 2. Relationshipsbetweensensationsandactionsarecapturedinneuralnetworks Thesenetworksestablishpatternsofbehaviourthatareuniquetotheorganism Atthenextleveloforganisationthesepatternsareorganisedasimagestheselfis suchanimage Atafurtherleveloforganisationtheseimagesarereplacedbysymbols theimageofselfisreplacebythewordself.

Reflectioninconsciousness: Consciousnessisbasicallyaprocessofreflection Oneofthereflectiveprocessesofconsciousnessisintrospection Theselfcomesintobeingthroughtheprocessofintrospection

3.

Reflectioninlanguage: Languageisthebasicmediumintermsofwhichweunderstandtheworld Patternsinlanguage(calleddiscourses)constituteourworld(includingourselves).

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Weuseourdiscoursestoestablishsymmetricalrelationshipswitheachother Insymmetricalrelationshipswesharemeaningsabouttheworld The self appears as a shared meaning when the I who thinks (the subject of my thoughts)negotiatesasymmetricalrelationshipwiththeIwhoisthoughtabout(the objectofmythoughts).

04
Indicatethedynamicsofselfconstruction Resource FromAZ: elf:Thefoundationsof S theself

Youareabletoindicatethedynamicsofself-constructionif: 01 02 03 themeaningofabipolardimensionisindicated fourdimensionsofself-constructionareindicated themeaningofeachofthefourdimensionsofself-constructionisindicated

activity 1
Readthefollowingresourcematerial: Self:Thedynamicsoftheself

activity 2
Explainthetermbipolardimension.

Answer
Abipolardimensionisacontinuumbetweentwoopposingpoles.

Comment
[Link] [Link] andclosertotheotherthemeasureofthepoleoneapproachincreasesrelativetothemeasure [Link],considerthebipolardimensionofself-insight-selfdeception: self-insight <<-----(b)----------(a)---------(c)------>> self-deception At(a)onefindsequalmeasuresofself-insightandself-deception,at(b)moreself-insightrelativetoself-deception,andat(c)moreself-deceptionrelativetoself-insight.

activity 3
Namefourdimensionsofself-construction.

Answer
1. Self-insightversusself-deception

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2. 3. 4.

Self-regardversusself-disregard Self-identityversusself-alienation Self-autonomyversusself-collectivity.

activity 4
Describetheroleofself-insightandself-deceptioninself-construction.

activity 5
Describetheroleofself-regardandself-disregardinself-construction.

activity 6
Describetheroleofself-identityandself-alienationinself-construction.

activity 7
Describetheroleofself-autonomyandself-collectivityinself-construction.

activity 8
Readthefollowingclaimsaboutthedimensionsofself-constructionandindicatewhichstatementisrightorwrong. 1. 2. 3. 4. Thewaytoimproveself-insightistodecreasetheamountofhiddenknowledge. Thetendencytoequatefailureinataskwithfailureasapersoncanbecomeaviciousspiral leadingtoincreasedlevelsoflow-self-regard. Modernwomenexperiencecontinuingself-alienationasaresultoftheirinabilitytoreconciletherolesofmotherandcareerwoman. Thehealthyselfisanautonomousselfthatismoreproductivewhenworkingindependently fromothers.

Answer
Correct:2 Incorrect:1,3,4.

Comment
[Link] [Link] [Link] willithelptodisclosehiddenknowledgeaboutoneselfinordertogainfurtherinsightfromhow othersreacttoonesdisclosure.

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[Link] mayexperienceextremeformsofalienationasaresultofrole-switchingmostmodernwomen succeedwellinmaintainingasenseofcontinuityandwholenessinspiteofthedifferentroles [Link] selfthatcanfunctionautonomouslywhileacknowledgingitsdependencyonothers. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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B1502nSP learning opportunity

explore societal issues

ouTCome ProduCT description
Knowledgeofissuesinsociety.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofsocietalissuesisrelevantandsufficientif: 01 02 03 04 05 06 currentsocietalissuesarereviewedcomprehensively thepsychologyofviolenceisindicated thepsychologyofdiscriminationisindicated thepsychologyofthedevelopmentofpoorcommunitiesisindicated thepsychologyoflandownershipisindicated theroleofpreventiveinterventionsisindicated.

meTHod 01
Provideareviewofsocietal issues

Youareabletoreviewsocietalissuesif: 01 02 currentsocietalissueshavebeenidentified theinformationhasbeenmodelledtoprovideacomprehensivepictureofcurrentsocietal issues.

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Resource FromAZ: Societalissues nformationmodelling: I Visiograms nformationmodelling: I Expandabletreestructures

activity 1
Readthefollowingresourcematerial: Societalissues Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifycurrentsocietalissues.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. 4. Violence Discrimination Developmentofpoorcommunities Landownership(aplacetostay)

activity 3
Modeltheoverviewofsocietalissuesintheformofavisiogram.

Answer
People are unlikely to draw their models in exactly the same manner. However, your model shouldincludetheconceptsofviolence,discrimination,developmentofpoorcommunitiesand [Link],havealookatotherlearning opportunitieswhereexamplesofvisiogramsareprovided.

activity 4
Modeltheoverviewofsocietalissuesintheformofanexpandabletreestructure.

Answer
Yourmodelshouldincludetheconceptsofviolence,discrimination,[Link],havealookatotherlearningopportunitieswhereexamplesofexpandabletreestructures areprovided.

activity 5
NamefoursocietalissuesthatpromotesocialdisorganisationincontemporarySouthAfrican society.

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Answer
1. 2. 3. 4. Violence Discrimination Developmentofpoorcommunities Landownership

02
Indicatethepsychologyof violence Resource FromAZ: Societalissues

Youareabletoindicatethepsychologyofviolenceif: 01 02 03 04 thenatureofviolenceisindicated fivekindsofviolenceareindicated threetheoreticalapproachestoviolenceareindicated theeffectsofviolenceareindicated.

activity 1
Readthefollowingresourcematerial: Societalissues(Section1).

activity 2
Whendoesviolencebegin?Violencebeginswhen... 1. 2. 3. westoptoesteemandrespecteachother westarttoabuseeachother 1and2.

Answer
Alternative3.

activity 3
Describefourmetaphoricalformsofviolence.

Answer
Youranswershouldindicatethat: 1. 2. 3. 4. violencecanbephysicalthatis,causingbodilyharm violencecanbepsychologicalthatis,manifestitselfintalkthatbrutaliseandhumiliate otherpeople violencecanbestructuralthatis,manifestitselfintheunfairdistributionofmaterialand nonmaterialcommodities violencecanbepovertythatis,manifestitselfinthefactthatunjustpolitical,socialand economicstructuresforcepeopletoliveinsub-humanways.

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activity 4
Describethenatureofviolence.

Answer
1. 2. 3. Violencebeginsattheinterpersonallevel,namelywhenonefailstoesteemtheotherpersonandstopstorespecthis/herdignity. V iolencebecomespartofourdailylivesinsubtlemetaphoricalforms([Link], structurally,andintheformofpoverty). Themetaphoricalformsofviolencecausephysicalviolence,whichmanifestsitselfinthe formofviolenceformaterialgain,domesticviolence,sexualviolence,stateandcollective violenceandself-directedviolence.

activity 5
Namethreeeffectsofviolence.

Answer
1. 2. 3. Violenceisfragmentinganddisempowering Violencecausesalienationinsociety Violencehasanegativeimpactonchildren.

activity 6
Describethealienatingeffectofviolence.

Answer
Youranswershouldnameanddescribethreeinterrelatedfacetsofviolence: 1. 2. 3. thefearofbecomingthevictimofviolence theavoidanceofbehaviourthatusedtobespontaneous thefeelingoflossofcontrol.

activity 7
Describetheeffectofviolenceonchildren.

Answer
Youranswershouldnameanddescribethefollowingaspectsoftheeffectsofviolenceonchildren: 1. 2. Theabsenceofasupportivehomelife,whichlaysdownfirmnormsforbehaviour,leadsto childrenbecomingparticipantsinacultureofviolence Acultureofviolencecanirreparablydamageachildspsychologicalwellbeing

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3.

[Link] forms: (a) (b) (c) (d) Learningtobehaveinmaladjustedwaysinordertosurvive Learningtoseeaggressors(instigatorsandperpetratorsofviolence)asrolemodels Learningtoseeviolenceasthewaytosolveallproblems Impairing moral development moral development becomes arrested at the low levelofavengefulvendettaapproachtootherpeople.

03
Indicatethepsychologyof discrimination Resource FromAZ: Societalissues

Youareabletoindicatethepsychologyofdiscriminationif: 01 02 03 discriminationisdefined theroleofdiscursivepracticeindiscriminationisindicated thedifferencebetweentraditionalandmodernorsymbolicracismisindicated

Activity1
Readthefollowingresourcematerial: Societalissues(Section2)

activity 2
Discriminationhappenswhen... 1. 2. 3. 4. onestereotypesaperson oneisprejudicedagainsttheperson oneactsaccordingtoonesstereotypesandprejudices 1and2.

Answer
Alternative3.

Comment
Discriminationisnotmerelyideas,[Link] suchamannerthatleadstopracticesthatresultinprivileges,statusandpowerforoneperson orgroupattheexpenseofanother.

activity 3
Explainhowtheideologyofpatriarchyleadstodiscriminationagainstwomen.

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Answer
Yourexplanationofdiscriminationagainstwomenshould: 1. 2. 3. 4. 5. definethetermpatriarchy indicatethattheideologyofpatriarchymeansthatmanhoodistakenasthebasicstandardofpersonhood,andthatpersonhoodisnotdescribedintermsofbothmanhoodand womanhood indicatethattheideologyofpatriarchyleadstowomanhoodbeingdescribedwithreference tothebasicstandardofmanhood,andnotbyreferringtoaneutralandoverarchingconcept ofpersonhood indicatethatthepatriarchalstereotypesofmanhoodandwomanhoodareperpetuatedin moderndiscursivepractices indicatethatdiscursivepracticesthatperpetuatepatriarchalstereotypesofmanhoodand womanhood(thatis,discursivepracticesthatdescribewomanhoodwithreferencetoabasicstandardofmanhood)unwittinglylegitimisesdiscriminatorypracticesagainstwoman.

activity 4
Drawadistinctionbetweenmodernracismandtraditionalracism.

Answer
Toindicatehowmodernracismdiffersfromtraditionalracismyoushould: 1. 2. 3. 4. definetraditionalracism definemodernracism indicatehowmodernracismdiffersfromtraditionalracism indicatehowbothformsofracismarestillracism.

Comment
Notethatmodernracismdisplaysitselfinracistremarksandjokesthatgroupsofallcolours [Link] symptomaticchange(achangeinthewayracismisexpressed),notarealchange(achangein racistfeelings).

activity 5
Indicatehowracismismanifestedinmodernracism.

Answer
Youranswershouldnameandexplainthefollowingmanifestationsofracism: 1. 2. Unwittinglyperpetuatingnegativestereotypesthroughhighlyselectiveperceptionofsituations Apparentlysupportingtheprincipleofequality,whilstresistingitsimplementationthrough somekindofrationalisation

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3. 4. 5.

Implementingnon-racistpolicies,yetwithholdingvitalenablersofperformance([Link] withonehand,andtakingwiththeother) Maintainingdistanceininterpersonalsituations Passivelyresistingsupportofanotherpersonbywithholdingnormalsupportiveactions

04
Indicatethepsychologyofthe developmentofpoorcommunities Resource FromAZ: Societalissues

Youareabletoindicatethepsychologyofthedevelopmentofpoorcommunitiesif: 01 02 thecyclicdynamicofpovertyisindicated thenatureofcommunityisindicated

activity 1
Readthefollowingresourcematerial: Societalissues(Section3)

activity 2
Howdoesthecyclicdynamicofpovertystiflethedevelopmentofacommunity?

Answer
Youranswerhavetoaddressthefollowingpoints: 1. 2. 3. Theprevalenceofpoverty. Thephenomenaofcyclicdynamic,learnedhelplessnessandhopelessness. Howthesephenomenakeepcommunitiesfromdeveloping.

activity 3
Whatarethefactorsthatareimportantforthedevelopmentofacommunity?

Answer
Youranswerhavetoaddressthefollowingpoints: 1. 2. Thetransactionalrelationshipbetweenacommunityanditsmembers. Thefactorsthatareimportanttomakepeoplefeelpartofacommunity.

05
Indicatethepsychologyof landownership Resource FromAZ: Societalissues

Youareabletoindicatethepsychologyoflandownershipif: 01 02 03 thesignificanceoftheenvironmentasphysicalplaceisindicated thesignificanceoftheenvironmentasextensionoftheselfisindicated thesignificanceoftheenvironmentassocialsystemisindicated.

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activity 1
Readthefollowingresourcematerial: Societalissues(Section4)

activity 2
Namethreekindsofexperiencedenvironment.

Answer
1. 2. 3. Theenvironmentasphysicalplace Theenvironmentasself-extension Theenvironmentassocialsystem.

activity 3
Linkeachofthefollowingstatementswiththeappropriatetypeofenvironmentalexperience. Environmentalexperience: (a) (b) (c) (d) (e) (f) Crowding Personalspace Privacy Environmentasphysicalplace Territoriality Environmentasself-extension

Statements 1. 2. 3. 4. 5. 6. WhenIgoonholidaytomyparentsataplacenearUmtata,andIseeandsmellthegreen hillsasIdidasachild,thenIknowitisaplacethatIcancallmyown. Whentheyforcedustoleavetheland,[Link] becomepartofmylife,justasbloodispartofmybody. Iamfondofpeople,butIliketofeelthatIcanbealonewhenIwanttoandbewithpeople whenIwantto. Thisismylittlepieceofland,[Link] theplaceisfenced? [Link] togetout. WhenIamtravellingonabusandastrangercomesandsitsnexttome,ItrytomakemyselfassmallasIcan,[Link],thereareotherpeople whomIliketohavesittingasclosetomeaspossible!

Answer
1. 2. 3. d f c

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4. 5. 6.

e a b

Comment
Statement1isanexampleofenvironmentasaphysicalplacewhichatthesametimeisplacecentred (the place where the speaker spent childhood days among green hills near Umtata) andself-centred(thephysicalplacewhichthespeakerexperiencesashis/herownplaceor favouriteplace). This gives rise to the question: Why is Statement 1 not an example of environment as selfextension?Ofcourseonecouldarguethatitis,butoneshouldkeepinmindthatthereisadifferenceinemotionalintensitybetweentheexperienceoftheenvironmentasfavouritephysical placewhichonecallsonesown,andtheexperienceoftheenvironmentasanextensionofoneselfasisclearlythecasewithStatement2,wherethespeakerssoul(his/herentirebeing) remainedbehindwhenthespeakerwasforcedtoleavetheland.Statement2isanillustration oftheenvironmentasself-extensionasaresultofthespeakersintensefeelingofemotional onenesswiththeenvironment. Statement3illustratestheexperienceoftheenvironmentasasocialsystem,withtheemphasis [Link],thespeakervaluesprivacyaboveallelse,andwants tofeelthathe/sheisallowedtohavecontrolovercontactwithpeople. Statement4isanexampleofterritorialitybecausethespeakerisobviouslyindicatingaclearly defined,[Link],thespeakerfeelsthatthepresenceoftheunauthorisedperson inthefencedareaisaterritorialtransgression. [Link] [Link] ofafixednumberofpeoplepersquaremetres,butonlyintransactional(interpretive)terms. Statement6illustratespersonalspace.InStatement6thespeakerisdefinitelycreatingaspace orzonearoundhim/[Link] somepeopletocomeclosertothespeaker,whilemovingothersfartheraway.

activity 4
Whatdotheconceptsofprivacy,territoriality,personalspaceandstressfromcrowdinghavein common? 1. 2. 3. 4. Allfourconceptsindicateadesiretobealone Allfourconceptsrelatetothepresenceofpeople Allfourconceptsindicatepeoplesdesiretomakesocialcontact Allfourconceptsrelatetoindividualisedauthorityoverthesizeofenvironmentalspaces.

Answer
Alternative2.

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06
Indicatetheroleofpreventive interventions Resource FromAZ: Societalissues

Youareabletoindicatetheroleofpreventiveinterventionsif: 01 02 thenatureofacurativeapproachisindicated thenatureofapreventiveapproachisindicated.

activity 1
Readthefollowingresourcematerial: Societalissues(Section5)

activity 2
Whatisthedifferencebetweenacurativeapproachandapreventiveapproach?

Answer
1. Acurativeapproachfocuseson: 2. thesymptomsofproblems thetreatmentofthesesymptoms

Apreventiveapproachfocuseson: thecausesofproblems strategiestopreventtheseproblemsfromdeveloping deliveryofservicesnormallyassociatedwithacurativeapproach([Link] illness). Endoflearningopportunity NOTE: Thisisnotanassignmentanddoesnothavetobesubmitted.

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150

B1502PoW learning opportunity

explore the psychology of work

ouTCome ProduCT description
Knowledgeofthepsychologyofwork.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofthepsychologyofworkisrelevantandsufficientif: 01 02 03 04 05 thefieldofworkisreviewedcomprehensively theconceptofworkisindicated thenatureofworkethicisindicated thenatureofworkmotivationisindicated thepsychodynamicsofunemploymentisindicated.

meTHod 01
Reviewthefieldofwork Resource FromAZ: Work:Theconceptofwork ork:Thedynamicsof W unemployment Work:Theethicofwork

Youareabletoreviewthefieldofworkif: 01 02 themainthemesinthefieldofworkhavebeenidentified the information has been modelled to provide a comprehensive picture of the field of work.

activity 1
Readthefollowingresourcematerial:

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ork:Motivationinthe W workplace nformationmodelling: I Visiograms Informationmodelling Expandabletreestructure

Work:Theconceptofwork Work:Thedynamicsofunemployment Work:Theethicofwork Work:Motivationintheworkplace Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldofwork.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelessincludethesemain points: 1. 2. 3. 4. Theconceptofwork Thedynamicsofunemployment Theethicofwork Motivationintheworkplace.

activity 3
Modelthemainthemesofthefieldofworkintheformofavisiogram

Answer
People are unlikely to draw their models in exactly the same manner. However, your model [Link] experiencedifficultiesdrawingthevisiogram,havealookatotherlearningopportunitieswhere examplesofvisiogramsareprovided.

activity 4
Modelthemainthemesofthefieldofworkintheformofaexpandabletreestructure.

Answer
People are unlikely to draw their models in exactly the same manner. However, your model [Link] experiencedifficultiesdrawingthevisiogram,havealookatotherlearningopportunitieswhere examplesofexpandabletreestructuresareprovided.

activity 5
[Link]?

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152

Answer
Thesocio-politicsofworkethic,andthepsychologyofworkethic.

02
Indicatetheconceptofwork Resource FromAZ: Work:Theconceptofwork

Youareabletoindicatetheconceptofworkif: 01 thedifferentmeaningsthatpeopleattachtoworkareindicated 02 thenatureoftheevolutionaryphasesofworkinhumanhistoryisindicated.

activity 1
Readthefollowingresourcematerial: Work:Theconceptofwork.

activity 2
Indicatefourpersonalmeaningsofwork.

Answer
Youranswershouldrefertothefollowing: 1. 2. 3. 4. General,everydaypurposefulactivitiesthatoneisnotpaidtodo Activitiesthatoneperformsinordertofindwork Activitiesthatareperformedonaformal,regularanddailybasisandthatoneispaidfor Activitiesthatoneispaidtoperformonaformal,regularanddailybasisaspartoftheoppressivecircumstancesinwhichonefindsoneself.

activity 3
Indicatefourevolutionaryphasesofworkinhumanhistory.

Answer
Thefourphasesare: 1. 2. 3. 4. Thehunter-gathererphase Theagriculturaldevelopmentphase Theindustrialphase Theinformationphase.

activity 4
Describeeachofthefourevolutionaryphasesofwork.

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03
Indicatethenatureofwork ethic Resource FromAZ: Work:Theethicofwork

Youareabletoindicatethenatureofworkethicif: 01 02 thesocio-politicaldevelopmentofworkethicisindicated thepsychologicalfactorsassociatedwithworkethicareindicated.

activity 1
Readthefollowingresourcematerial: Work:Theethicofwork

activity 2
Describehowtheethicofworkdevelopedinhumanhistory.

Answer
Youranswershouldidentifythemainkindsofworkethic,andindicatewhattheyareandhow [Link](1)theprotestantethicofwork,(2)themechanisticethicofwork,and(3)theorganismicethicofwork. 1. Theprotestantworkethic: [Link],namelythemarketethic [Link],urbanisationandthediscovery [Link] [Link],thenewnotionsoffreedomconflictedwiththedoctrinesof [Link]. TheProtestantworld-viewproclaimedthemeritofwork,andthisgaverisetoadistinctive [Link]; thattheyhavenorighttoeatiftheydonotwork;andthatpeoplemustcultivatetheirskills sothattheycanworkbetterforthegloryofGod,andthatpeopleshouldnotconsumemore thanwhattheyneedtosatisfytheirbasicrequirements. Themechanisticworkethic: The mechanistic work ethic developed when people gained individual freedom. Despite gainingeconomicfreedomthroughtheprotestantworkethicpeoplestillworkedwithinthe [Link] [Link] world-viewthatthingsworkinamechanicalway. Theorganismicworkethic: In the twentieth century the mechanistic view gave way to the idea that things work in [Link] [Link] [Link] [Link].

2.

3.

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activity 3
Selectthecharacteristicsofthepost-industrialerafromthefollowinglist: 1. 2. 3. 4. 5. 6. 7. 8. 9. Apyramidalhierarchicalstructure Exaggeratedsubjectiontoauthority,andpassivecompliancebyworkers Participatorymanagement Self-development Peopleasmachines Personalresponsibility Workteams Lifelongtraining Flexibleprocedures.

Answer
Thefollowingarecharacteristicofthepost-industrialera:3,4,6,7,8and9.

activity 4
Indicatepsychologicalfactorsassociatedwithastrongworkethic.

Answer
1. Aninternallocusofcontrol 2. highlevelsofcommitment theabilitytorecogniseandmeetobligations

Fulfilmentofneeds aneedtoachieve aneedforself-actualisation

3.

Awarenessofpersonalresponsibility.

04
Indicatethenatureofwork motivation Resource FromAZ: ork:Motivationinthe W workplace

Youareabletoindicatethenatureofworkmotivationif: 01 02 03 thebasicdimensionsofpersonalworkmeaningareindicated thecategoriesofworkmotivationaltheoriesareindicated thenatureofeachofthedifferentkindsofworkmotivationaltheoryisindicated.

activity 1
Readthefollowingresourcematerial: Work:Motivationintheworkplace

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activity 2
[Link] basicdimension/dimensionsintermsofwhichanindividualspersonalmeaningofworkis/are describedis/are: 1. 2. 3. 4. workcentrality socialnormsaboutwork valuedworkgoals allthreeoftheabove.

Answer
Alternative4.

activity 3
Indicatehowpeopleattachmeaningtotheirworkintermsofthethreebasicconceptsofpersonalmeaningsofwork.

Answer
Apersonsresponsetoaquestionaboutthemeaningfulnessofhis/herworkwillinvolveoneor moreofthefollowingconcepts: 1. 2. 3. work centrality,whichrelatestohowimportantapersonsworkisinhis/[Link] degreeofjobcentralityimpliesthatthepersonattachesgreaterimportancetohis/herjob thantoanotherfactorinhis/herlife. social norms,whichrelatetosocialrightsandresponsibilitiescontextofapersonswork. Forexample,apersonmaythinkthathis/herworkismeaningfulbecausehe/shecontributestosocietythroughhis/herjob. valued work goals,whichrelatetothegoalsthatapersonachievesthroughhis/herwork. Forexample,[Link] findsitmeaningfultoworkbecauseworkisthewaytobecomerich.

activity 4
Namethreecategoriesofworkmotivationtheories

Answer
1. 2. 3. Need-fulfilmenttheories Cognitive-choicetheories Self-regulationtheories.

activity 5
Accordingtothemotivationalhygienetheoryjobsatisfactionisafunctionoftherelationship betweenhygienefactors(workcontext)andmotivatingfactors(jobcontent).Whichofthefollowingis/arerelatedtojobsatisfaction?

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1. 2. 3. 4.

Favourablehygienefactorsandmotivatingfactors Favourablehygienefactorsbutnomotivatingfactors Motivatingfactorsbutnofavourablehygienefactors Nofavourablehygienefactorsandnomotivatingfactors.

Answer
Alternative1.

Comment
Jobsatisfactionrequiresacombinationoffavourableworkcontextandfavourableworkcontent. [Link] [Link] [Link] [Link],wenormallythinkthatifsomebodyisnotsatisfiedthenhe/[Link],[Link] thatsomebodyisnotsatisfiedwithhis/[Link] thesametoken,thefactthatsomebodyisnotdissatisfiedwithhis/herjobdoesnotmeanthat thepersonissatisfied.

activity 6
Themotivationalhygienetheoryexposesanentirerangeofpopulardubiousassumptionsabout [Link]? 1. 2. 3. 4. Peoplearemoremotivatedtoworkiftheyreceiveabettersalary Peoplearemoremotivatedtoworkiftheirworkcircumstancesareimproved Workcontentprovidesmoreworkmotivationthanworkcontextfactors Effectiveadministrationpromotesworkmotivation.

Answer
Assumptions1,2and4.

Comment
Abettersalary,improvedworkcircumstances(hygienefactors)andeffectiveadministrationare [Link] jobdissatisfaction.

activity 7
Accordingtothegoal-settingtheoryofworkmotivationpeopleareproductivewhengoalsare set to work towards, provided that certain conditions are met. Which of the following is/are conditionsforsettingworkgoals?

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1. 2. 3. 4.

Thegoalsarespecificallyandclearlysubstantiated Thegoalssetachallengeyetareattainable Thereisfeedbackontheprocesstowardmasteringthegoals Workersareallowedtohelpformulatethegoals.

Answer
Conditions1,2,3and4arerequiredforeffectiveworkgoalsetting.

activity 8
Accordingtotheequitytheoryofworkmotivationemployeesestimatethemeasureofequityin theworkplacebymeansof(a),whichmayresultin(b),leadingto(c). 1. 2. 3. 4. (a)socialunrest,(b)theexperienceofunfairness,(c)decreasedinputs (a)socialcomparison,(b)theexperienceofunfairness,(c)decreasedworkmotivation (a)theexperienceoffeelingmotivated,(b)higheroutput,(c)increasedworkmotivation (a)thedegreeoffairness-unfairness,(b)loweroutcomes,(c)aspiralofincreasingunrest.

Answer
Alternative2.

Comment
Accordingtotheequitytheoryofworkmotivationworkerscomparetheirinputsandresultant outcomeswiththoseofotherworkers(socialcomparison).Theythenmakeinferencesabout fairnessandthishasaneffectonworkmotivation.

05
Indicatethedynamicsof unemployment Resource FromAZ: ork:Thedynamicsof W unemployment

Youareabletoindicatethedynamicsofunemploymentif: 01 02 theeffectsofunemploymentareindicated thepsychodynamicofunemploymentisindicated.

activity 1
Readthefollowingresourcematerial: Work:Thedynamicsofunemployment

activity 2
Indicatetheeffectsofunemployment.

Answer
Youranswershouldindicatethefollowingeffect:

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1. 2. 3.

Economiceffects: No income, and increased poverty. In extreme cases this may lead to lack of food and housing. S ocialeffects: Higherstresslevelsinsociety,increasedalcoholdependency,violenceandsuicidemay leadtosocio-politicalunrest. Psychologicaleffects Increasedstresswhichmayresultindeteriorationofphysicalhealthandinpsychological illness. Lossofpersonalidentitywhichischaracterisedbyfeelingsofinadequacy,self-mortification,socialandemotionalisolation,andgeneralexistentialanxietyandworry. However,theremayalsobepositivepsychologicaleffects,namelytheopportunitytoreevaluatevalues,discovertrueself,learntobeindependentandtobecomeusefulinthe community.

activity 3
Describethepsychodynamicsofunemployment.

Answer
Youranswershouldindicatethefollowing: Duetothepervasiveinfluenceoftheprotestantworkethicanditspost-industrialapplication peoplehavetheimpressionthatfulfilmentandself-developmentcanonlybeachievedthrough workandthatworkisthemeasureofoneshumanworthandonesconstructivecontribution [Link] [Link],statusandvalueareoften [Link] [Link],andbecomesaburdento [Link],[Link] personhoodandcompetencefinditmoredifficulttobecomeusefulmembersofsocietyagain. However,thewayinwhichindividualsreacttounemploymentisrelatedtotheirperceptionsof [Link],rapidsocialchangeandacceleratedtechnologicaldevelopments [Link]-evaluationofthemselvesandtheircircumstances. Thusjoblossisnotnecessarilyalastingcondition,butratheraprocessoftransitionmarkedby there-evaluationofonesgoals,andanopportunityforretrainingandup-skilling. Endoflearningopportunity NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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B1502SoP learning opportunity

explore the science of psychology

ouTCome ProduCT description
Knowledgeofthescienceofpsychology.

Standards
Theknowledgeshouldberelevantandsufficient.

assessment criteria
Yourknowledgeofthescienceofpsychologyisrelevantandsufficientif: 01 02 03 04 05 thefieldofpsychologicalscienceisreviewedcomprehensively thenatureoftheontologicaldimensionofthescienceofpsychologyisindicated thenatureoftheepistemologicaldimensionofthescienceofpsychologyisindicated thenatureofthemethodologicaldimensionofthescienceofpsychologyisindicated thenatureoftheideologicaldimensionofthescienceofpsychologyisindicated.

meTHod 01
Reviewthefieldofpsychologicalscience. Resource FromAZ: sychologicalscience P nformationmodelling: I Visiograms

Youareabletoreviewthefieldofpsychologicalscienceif: 01 02 themainthemesinthefieldofpsychologicalsciencehavebeenidentified the information has been modelled to provide a comprehensive picture of the field of psychologicalscience.

activity 1
Readthefollowingresourcematerial:

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160

nformationmodelling: I Expandabletreestructures

Psychologicalscience Informationmodelling:Visiograms Informationmodelling:Expandabletreestructures

activity 2
Identifythemainthemesinthefieldofpsychologicalscience.

Answer
Youranswermaydifferslightlyfromthefollowing,butitshouldneverthelesscoverthesemain areas: theontologicalcomponentofscientificthinking theepistemologicalcomponentofscientificthinking themethodologicalcomponentofscientificthinking theideologicalcomponentofscientificthinking.

activity 3
Modelthemainthemesofthefieldofpsychologicalscienceintheformofavisiogram.

Answer
People are unlikely to draw their models in exactly the same manner. However, your model [Link] youexperiencedifficultiesdrawingthevisiogram,havealookatotherlearningopportunities whereexamplesofvisiogramsareprovided.

activity 4
Modelthemainthemesofthefieldofpsychologicalscienceintheformofaexpandabletree structure.

Answer
People are unlikely to draw their models in exactly the same manner. However, your model [Link] youexperiencedifficultiesdrawingtheexpandabletreestructure,havealookatotherlearning opportunitieswhereexamplesofexpandabletreestructuresareprovided.

activity 5
Drawamodelofpsychologyasadiscipline.

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Answer
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02
Indicatetheontological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience

Youareabletoindicatetheontologicaldimensionofthescienceofpsychologyif: 01 02 natureoftheontologicaldimensioninpsychologyisindicated thereasonwhytheontologyofpsychologyisproblematicisindicated.

activity 1
Readthefollowingresourcematerial: Psychologicalscience(Section1).

activity 2
Whatdoestheontologicaldimensionreferto?

Answer
Thestudyofbeingorreality.

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activity 3
Whatdoestheontologicaldimensionrefertoinpsychology?

Answer
Althoughmanypsychologistswillindicatehumanbehaviourandexperienceastheontological realityofpsychology,thefundamentalontologicalobjectofpsychologyisthehumanbeing.

activity 4
Whyistheontologyofpsychologyproblematic?

Answer
Therearedifferentschoolsofthoughtinpsychology([Link],psychoanalyticand cognitive psychology, and social constructionism) and different trends of thinking about the [Link] matterthatpsychologistsaimtostudy.

03
Indicatetheepistemological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience

Youareabletoindicatetheepistemologicaldimensionofthescienceofpsychologyif: 01 02 03 04 themeaningoftheepistemologicaldimensionisindicated thevariousinterpretationsoftruthareindicated thenatureoftheepistemologyoffalsificationisindicated thenatureoftheconstructivistepistemologyisindicated.

activity 1
Readtheresourcematerial: Psychologicalscience(Section2)

activity 2
Whatdoestheepistemologicaldimensionreferto?

Answer
Viewsonthenatureandgroundingofknowledge.

activity 3
Describefourinterpretationsoftheconceptoftruth.

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Answer Inyouransweryoushouldindicateanddescribeeachofthefollowinginterpretations: 1. 2. 3. 4. truthascorrespondencewitharealindependentreality [Link],untaintedbypersonalinterpretations truthasnon-falsifiedstatements [Link].

activity 4
[Link] eachcase. 1. 2. 3. 4. All schizophrenic patients experience hallucinations. No case has been recorded of a schizophrenicpatientwhodidnotexperiencehallucinations. ThevirusthatcausesAIDSinhumanshasbeenidentifiedinacarefullycontrolledstudy. Tobacco smoke causes lung cancer. Numerous studies have shown that up to 80% of smokerscontractlungcancer. [Link] numberofpeoplewhoworklongerhoursthanwhattheysupposedto,whohasdisturbed sleeppatterns,andwhocomplainofachronictiredness. (a) (b) (c) (d) Truthascorrespondencewithreality Truthasobjectivefact Truthasnon-falsifiedstatement Truthassharedmeaning.

Answer
1. 2. 3. 4. c b a d

Comment
1. 2. Thetruthis:[Link] true:Nocasehasbeenrecordedofaschizophrenicpatientwhodidnotexperiencehallucinations. Thetruthis:[Link]:Observedinacarefullycontrolledstudy(Astudythatiscarefullycontrolledmeansthestudy hasbeencontrolledtoavoidsubjectiveinterpretationsandtoprovideobjectiveinformation.) Thetruthis:[Link]:Acertain percentageofsmokerscontractlungcancer.Althoughthepercentageisnot100%(which reallywouldproofthestatement),itisaverylargepercentage(80%).Inotherwords,the assumptionisthattheobservedfact(80%ofsmokerscontractlungcancer)represents theunderlyingtruththatgivenenoughcigarettesandenoughtimetosmoke,allsmokers (100%)willintheendcontractlungcancer.

3.

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4.

Thetruthis:[Link]:Stressis definedasworkinglongerhours,havingdisturbedsleeppatterns,[Link] thesephenomenaareinfactsymptomsofaconditioncalledstressisasharedmeaning.

04
Indicatethemethodological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience

Youareabletoindicatethemethodologicaldimensionofthescienceofpsychologyif: 01 02 03 themeaningofthemethodologicaldimensionisindicated sevenstepsoftheresearchprocessareindicated thenatureofeachofthestepsintheresearchprocessisindicated.

activity 1
Readthefollowingresourcematerial: Psychologicalscience(Section3).

activity 2
Indicatewhatthemethodologicaldimensionrefersto.

Answer
Itreferstohowresearchshouldbeconductedtoensuretheproductionofreliableandaccurate knowledge.

activity 3
Namesevenstepsintheresearchprocess.

Answer
1. 2. 3. 4. 5. 6. 7. Identifytheresearchtopic Formulatetheresearchproblem Conceptualiseandoperationalisekeyconstructs Plananddesignthestudy Collecttheinformation Analyseandinterprettheinformation. Reporttheresearchoutcomes.

activity 4
[Link]? 1. 2. 3. Preparingapresentationoftheresearchstudy Askingresearchparticipantstocompleteaquestionnaire Becomingawareofthehighincidenceoffamilyviolence

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4. 5.

Usingtwogroups(GroupAwithlowanxietyandGroupBwithhighanxiety)todetermine theeffectofanxietyonexaminationperformance D efiningcognitiveabilityasthetotalscoreachievedonacognitiveabilitytest.

Stepsintheresearchprocess: (a) (b) (c) (d) (e) (f) (g) Identificationoftheresearchtopic Formulationoftheresearchproblem Conceptualisationandoperationalisationofkeyconstructs Planninganddesignofthestudy Collectionoftheinformation Analysisandinterpretationoftheinformation. Reportingtheresearchoutcomes.

Answer:
1. 2. 3. 4. 5. g e a d c

05
Indicatetheideological dimensionofthescienceof psychology Resource FromAZ: Psychologicalscience

Youareabletoindicatetheideologicaldimensionofthescienceofpsychologyif: 01 thenatureoftheideologicaldimensionisindicated 02 thenatureofideologicalinfluencesonscienceisindicated

activity 1
Readthefollowingresourcematerial: Psychologicalscience(Section4).

activity 2
Whatdoestheideologicaldimensionofthescienceofpsychologyreferto?

Answer
Itreferstothefactthatscienceisnotreallyaneutralactivityitisgreatlyinfluencedbyideologicalandpoliticalconsiderations.

activity 3
Whatarethemaincategoriesofideologicalinfluencesonscience?

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Answer
1. 2. Ideologicalfactorswithinthedomainofscienceitself Thesocio-economicandsocio-politicalenvironmentswithinwhichscienceisconducted.

activity 4
Ifresearchinthehumanscienceshastobepoliticallysensitiveinordertowintheapprovalof government,thiswouldhamperthetypeofsocial-criticalresearchthatweneedinSouthAfrican [Link],whichofthefollowingareexamplesofobstaclesthathamperedresearch duringtheapartheidera? 1. 2. 3. 4. 5. Financialsupportwasnotavailableforpeoplewhowantedtodosocial-criticalresearchon thedamagingeffectsofapartheid Thepublicationofresearchresultsthatshowedapartheidinabadlightwasforbidden Textbooksshowingthenecessityforsocial-criticalresearchwerebanned Alloftheabove Noneoftheabove.

Answer
Alternative4.

activity 5
Supposeyouareamemberofacommitteethathastodecidewhetherornottofundthefollowingresearchprojects. 1. 2. 3. Thenegativeimpactoffemaleleadershipstylesoneffectivemanagement Acriticalanalysisofthepsychologicaleffectsofaffirmativeaction Therelationshipbetweencultureandworkethic.

Wouldyouagreetofundtheseprojects?

Answer
Whatwasyouranswer:Yes,NoorUncertain? Wemaydifferinourreactionstotheseissues,dependingonourgender,race,socio-economic [Link],despitethepersonalfeelingsthatscientistsmayhaveabout researchtopics,wehavetoguardtheidealofscience,namelytobeasobjectiveandasrational [Link],itisnotourpersonalfeelingsthatshouldguideushere,butthe [Link],whywouldaresearcherofProject1refertothenegat tiveimpactoffemalestyles,andnotsimplyrefertotheimpactthereof?Thiscouldbeasignof bias.InthecaseofProject2:Oneshouldmakesurethatthesampleisrepresentative,includingthosewhobenefitfromaffirmativeactionaswellasthosewhomaynotbenefitthispolicy. Project3:Inthiscaseitiscriticaltoensurethatthekeyconstructsofcultureandofworkethic [Link]/herownvalueson whatisconsideredgoodorbadworkethic. Endoflearningopportunity. NOTE:Thisisnotanassignmentanddoesnothavetobesubmitted.

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