Relationship Between Family Poverty and Child Development

Relationship Between Family Poverty and Child Development How is family poverty related to childhood development? It is well documented that family poverty has a negative effect on childhood development (Horgan, 2007) but the many variations in how family poverty is related to childhood development via various pathways is of great importance to parents, health and education professionals as they work to improve the outcomes for children; â€Å"maximising the opportunities open to them – improving their life chances and changing the odds in their favour.† Every child matters. When considering how family poverty is related to childhood development, it is firstly important to define poverty. Engle Black note that this is a difficult task and question whether it should be ‘defined in economic terms, or as part of a broader social disadvantage’. In economic terms, the UK government, the European Union and many other countries use 60 per cent of median household income as the poverty ‘threshold’. (Poverty and Social Exclusion poverty.ac.uk) although by their own admission ‘without validation from direct measures of people’s living standards, is essentially arbitrary’. Sen describes poverty as ‘capability deprivation’ and argues that we should take a more ‘activity-oriented view of human beings’. These activities can vary from ‘physical ones as being well nourished, being adequately clothed and sheltered, avoiding preventable morbidity, and so forth, to more complex social achievements such as taking part in the life of the community, being able to appear in public without shame.’ As a result of this, when considering how family poverty is related to childhood development this essay will consider both direct economic effects and also the effects of broader social disadvantage. Similarly it is also difficult to define ‘childhood development’. Indeed Engle et al note that ‘there are no globally accepted indicators for child development’ They do however concede that ‘child development is often measured through individual assessments of developmental changes in multiple domains (eg, cognitive, language and social-emotional)’. One measure of cognition is academic achievement and this is used by various studies as a measure of child outcome (CITE). One of the main reasons for family poverty can be the family unit itself. Fiori (2005) states that â€Å"Economic theory predicts that the two-parent family is among the best-functioning forms of capitalist society because it allows for the provision of household services by one partner and economic resources by the other, and as such it is an efficient system for maximising utility and the human capital of children† Consequently, supporting evidence has found that children from a lone parent family generally have a poorer academic outcome but do not fare poorer psychologically (Mclanahan and Sandefur, 1994). The reason for this is often attributed to the ‘pathology of matriarchy’ hypothesis (Moynihan) which suggests that the absence of a father is destructive to children, particularly boys, because children will lack the economic resources, role models, discipline, structure and guidance that a father provides. The effects of family structure on family poverty and subsequently child outcome is of high importance, with marriage emerging high on the U.S. policy agenda in recent years as a tool for improving child outcomes (Nock) and marriage allowance in the UK allowing a person to reduce their spouses’ tax bill if one partner earns an income below the personal allowance limit (CITE), again alleviating financial stresses which can have a negative effect on child outcome. Hann et al (2003) found that when controlling for income, single-mother families were not significantly different from two-parent families for child outcome. This suggests that it is family poverty itself (that typically results from family disruption) that is the major explanation for children’s lower attainments. Direct effects of family poverty affect childhood development by increasing risk factors, limiting protective factors and reducing opportunities for stimulation and enrichment. Children from low-income families are more likely to receive insufficient nutrition and also be overweight, two factors commonly associated with food insecurity (Cook). The amount of families in the UK struggling to buy basic items such as food is increasing. The Trussel Trust reported that their 445 foodbanks fed 913,138 people nationwide from 2013-2014 and of those helped, 330,205 were children.’ A lack of a balanced diet can affect childrens development both directly and indirectly. Innis has shown that fatty acids such as those found in certain types of fish and nuts assist healthy brain development and reductions in these fatty acids is associated with cognitive and behavioural impairments; the effect of family poverty on childhood development via a poor diet is a very real possibility even in a country such as the United Kingdom. Another direct effect of poverty is the fact that parents in low-income families often have lower levels education and this has a negative impact on their ability to provide a positive, intellectually stimulating environment for their children (Coleman). Hart Todd found that children from professional families that were strongly associated with higher parent education levels and higher family income were spoken to more than children from working class or welfare recipient families and so had a larger cumulative vocabulary. By the age of just three, Hart Todd observed â€Å"the cumulative vocabulary for children in the professional families was about 1,100 words. For children from working class families, the observed cumulative vocabulary was about 750 words and for children from welfare-recipient families it was just above 500 words†. Hart Todd conclude that the most important element of a child’s language development is quantity of conversation and thus it is easy to see how in a ‘traditional’ two-parent family (as previously mentioned) the division of responsibilities allows for increased time to talk to children. Hart Todd also found that children from professional families heard a higher ratio of encouragements to discouragements than their working class and welfare-supported counterparts. Henderlong Lepper found that encouragement is beneficial to the intrinsic motivation of a child (provided it is perceived as sincere) and this will also have a positive effect on child development. Baumrind (1971) defined three parenting types: permissive: parents who are more responsive than demanding; authoritarian: parents who are demanding and directive, but not responsive, and authoritative: parents who are both demanding and responsive. Hoff et al found that in all cultures parents with lower socio-economic-status (SES) are more likely to use ‘authoritarian’ parenting styles than those in higher SES brackets. They are also less likely to be nurturant or to supervise their children adequately, and more likely to use inconsistent, erratic and harsh discipline (Elder et al., 1985); adversely affecting child development. As well as the direct effects of family poverty on child development, as suggested by Engle and Black it is also important to consider moderated effects of poverty and how these can vary across characteristics of families and children. Whilst considering how family poverty affects childhood development, it is important to fully consider the many varying reasons as to why a family may be experiencing poverty. Some of the varying reasons found by Hobcraft for family poverty include: non-traditional structures; lone parents and parents in reconstituted families, households where no adult is in employment or are in poorly paid employment, households headed by a teenage parent, households that include a sick or disabled child, have a child or children under five or have a large number of children. Given this, it is quite understandable that families can find themselves in a state of poverty through no fault of their own. However, their background will affect how they deal with this experience of poverty and more importantly how this poverty will affect the development of any children. Parents of children who are poorly educated or have poor decision making skills could find it more difficult to protect their children from the effects of poverty than families who are better educated, with rational decision making skill and in a similar situation. Cooper Stewart demonstrate using the Family Investment Model that parents who are better educated or have more money are able to financially invest in their children more, either because they have more disposable income or because they choose to forgo other expenses for the sake of purchasing their children educationally enhancing materials such as books. This is supported by the findings of Davis-Kean who found that family income and education had a positive impact on parental educational expectations and resultantly reading (which is strongly correlated to child achievement), with children reading more for pleasure and having more books in the house. Similarly the work of Bradley, Whiteside and Mundfrom that found that children living in poverty who were showing early signs of resilience compared with other children also living in poverty received ‘more responsive, accepting, stimulating and organised care’. Another way that family characteristics moderate the link between family poverty and child development is via social selection. Conger Donnellan consider poverty as â€Å"a constellation of outcomes that are potentially influenced by individual differences in traits such as intelligence and personality† that subsequently affects childhood development. Mayer (1997) proposed that â€Å"parental characteristics that employers value and are willing to pay for, such as skills, diligence, honesty, good health, and reliability, also improve children’s life chances, independent of their effect on parents’ income. Children of parents with these attributes do well even when their parents do not have much income†. These characteristics can be passed on either genetically or through nurture and can act as a ‘buffer’ to the damaging effects of poverty on childhood development. This is supported by the work of Davis-Kean who found a significant correlation between parental warmth (how nurturing parents are towards their children involving desirable traits such as positive feelings, praise, responding) and child achievement (although interestingly, only within African American families as opposed to European American families in this study). Alongside the direct and moderated effects of poverty on childhood development it is also necessary to consider the mediated effects of family poverty on childhood development. As demonstrated by Engle Black, in mediated models it is through disruptions in family function that the effects of poverty are felt and result in negative effects on childhood development. Conger Donnellan reviewed seven papers that have applied the Family Stress Model (FSM) across a widely varying demographics. The FSM overwhelmingly supports the view that poverty leads to family stress and this has a negative impact on parental mental health and increasing the likelihood of parents using harsh authoritarian parenting styles. There is strong evidence for parental mental health impacting on child behaviour. The work of Weissman et al (2006) who found that the children of mothers who remained depressed were far more likely to develop their own symptoms and diagnosis than children of parents who went into remission. This is similarly supported by Galler et al who found that postpartum maternal mental anxiety (PPMHA) was a significant predictor of lower exam scores at eleven to twelve years of age. Importantly, Galler et al found that background variables such as young maternal age at the time of her first pregnancy, more children in the home, less maternal education, and fewer home conveniences (all indicators of family poverty) were closely correlated with PPMHA, but crucially they found that PPMHA was still a significant predictor of lower exam scores even when all these background variables were controlled for. Ram and Hou suggest that lone parents—usually mothers—must spend longer hours outside the home working to offset the economic losses they have suffered from the marital breakup and consequently do not spend enough time with their children. More importantly however, when considering mediated effects of poverty, they also found that depression and lower levels of psychological well-being occur more often amongst these parents and also negatively influences the quality of parenting and children’s behavioral problems, explaining why children in disrupted families experience severe emotional and behavioral problems. Interestingly however, Ram and Hou found that parental depression and low levels of psychological well-being have almost no effect on cognitive development; highlighting the many varying elements of childhood development. Finally as noted by Engle and Black it is important to consider transactional models, where the effects of poverty interact between families and children. As previously noted, families can moderate and mediate the effects of poverty on children, similarly the children’s characteristics can have a similar effect. Whilst typical family structure can positively affect family poverty and childhood development, evidence also suggests that the quality of family relations can also play a large part in childhood development. Children whose parents often argue (independent of divorce) score worse on measures of academic achievement, behavior problems, psychological well-being, and adult relationship quality; they are also more likely to form families early and outside of marriage (Musick Meier). One of these reasons is low levels of parental education. Belsky (2013) has subsequently found a correlation between childhood obesity and intelligence in children as young as three; highlighting the relationship between poverty and child development. Evans et al found that families experiencing poverty are more likely to face chaotic living conditions than are their middle- and upper-income counterparts. Chaos is characterised by â€Å"high levels of ambient stimulation (e.g., noise, crowding), minimal structure and routine,and considerable unpredictability and confusion in daily activities.† Maslow’s hierarchy of needs suggests that the most basic needs: physiological (food, shelter etc) and safety (security of body, employment, family etc) love and belonging (friendship, family intimacy etc) and esteem (self esteem, confidence, respect of others etc) must be met before the individual will strongly desire (or focus motivation upon) the growth need of ‘self actualisation’. Childhood development can be largely grouped into two categories: psychopathology e.g. internalising (emotional problems) and externalising (behavioural problems; and academic achievement). References Horgan, G. (2007). The impact of poverty on young childrens experience of school. Joseph Rowntree Foundation. Engle, P. L., Black, M. M. (2008). The effect of poverty on child development and educational outcomes. Annals of the New York Academy of Sciences,1136(1), 243-256. Sen, A. (1992). The political economy of targeting. Washington, DC: World Bank. Engle, P. L., Black, M. M., Behrman, J. R., De Mello, M. C., Gertler, P. J., Kapiriri, L., International Child Development Steering Group. (2007). Strategies to avoid the loss of developmental potential in more than 200 million children in the developing world. The Lancet, 369(9557), 229-242. Broadhead, P. (2007). A Vision for Universal Pre-School Education-by Edward Zigler, Walter S. Gilliam and Stephanie M. Jones. British Journal of Educational Studies, 55(2), 227-229. Cook, J. T., Frank, D. A., Levenson, S. M., Neault, N. B., Heeren, T. C., Black, M. M., Chilton, M. (2006). Child food insecurity increases risks posed by household food insecurity to young childrens health. The Journal of nutrition, 136(4), 1073-1076. Maslow, A. H. (1943). A theory of human motivation. Psychological review,50(4), 370. Belsky, D. W., Caspi, A., Goldman-Mellor, S., Meier, M. H., Ramrakha, S., Poulton, R., Moffitt, T. E. (2013). Is obesity associated with a decline in intelligence quotient during the first half of the life course?. American journal of epidemiology, 178(9), 1461-1468. Trussell Trust Foodbanks Use Tops One Million. (2015). Retrieved May 24, 2015, from http://www.trusselltrust.org/stats Innis, S. M. (2007). Dietary (n-3) fatty acids and brain development. The Journal of nutrition, 137(4), 855-859. Flouri, E. (2005). Fathering and child outcomes. John Wiley Sons. McLanahan, S., Sandefur, G. (2009). Growing up with a single parent: What hurts, what helps. Harvard University Press. Moynihan, Daniel Patrick. 1965. The Negro Family: The Case for National Action. Washington, D.C.: U.S. Department of Labor Nock, S. L. (2005). Marriage as a public issue. The Future of Children, 15(2), 13-32. Marriage Allowance https://www.gov.uk/marriage-allowance-guide Musick, K., Meier, A. (2010). Are both parents always better than one? Parental conflict and young adult well-being. Social Science Research, 39(5), 814-830. Han, W. J., Huang, C. C., Garfinkel, I. (2003). The Importance of Family Structure and Family Income on Familys Educational Expenditure and Childrens College Attendance Empirical Evidence from Taiwan. Journal of Family Issues, 24(6), 753-786. Henderlong, J., Lepper, M. R. (2002). The effects of praise on childrens intrinsic motivation: a review and synthesis. Psychological bulletin, 128(5), 774. Conger, R. D., Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annu. Rev. Psychol., 58, 175-199. Bradley, R. H., Whiteside, L., Mundfrom, D. J., Casey, P. H., Kelleher, K. J., Pope, S. K. (1994). Early indications of resilience and their relation to experiences in the home environments of low birthweight, premature children living in poverty. Child development, 65(2), 346-360. Cooper, K., Stewart, K. (2013). Does Money Affect Childrens Outcomes?: A Systematic Review. Joseph Rowntree Foundation. Shipler, D. K. (2008). The working poor: Invisible in America. Vintage. Chicago. Mayer S. 1997. What Money Can’t Buy: Family Income and Children’s Life Chances. Cambridge, MA: Harvard Univ. Press Weissman, M. M., Pilowsky, D. J., Wickramaratne, P. J., Talati, A., Wisniewski, S. R., Fava, M., Rush, A. J. (2006). Remissions in maternal depression and child psychopathology: a STAR* D-child report. Jama, 295(12), 1389-1398. Galler, J. R., Ramsey, F. C., Harrison, R. H., Taylor, J., Cumberbatch, G., Forde, V. (2004). Postpartum maternal moods and infant size predict performance on a national high school entrance examination. Journal of Child Psychology and Psychiatry, 45(6), 1064-1075. Evans, G. W., Gonnella, C., Marcynyszyn, L. A., Gentile, L., Salpekar, N. (2005). The role of chaos in poverty and childrens socioemotional adjustment.Psychological Science, 16(7), 560-565. Ram, B., Hou, F. (2003). Changes in family structure and child outcomes: Roles of economic and familial resources. Policy Studies Journal, 31(3), 309-330. Hyde, J. S., Elseà ¢Ã¢â€š ¬Ã‚ Quest, N. M., Goldsmith, H. H., Biesanz, J. C. (2004). Childrens temperament and behavior problems predict their employed mothers work functioning. Child Development, 75(2), 580-594.

Philippine Code of Ethics For Radiologic Technologists Essay

Article I: RELATION WITH THE STATE AND SOCIETY Section 1. Radiologic technologists and X-ray technologists should be aware of the supreme authority of the state and should adhere tothe Constitution, R.A. No. 7431 and other laws, the rules and regulations promulgated pursuant to such laws. Section 2. They should, above all, consider the welfare and well-being of the public and the interest of the state. Section 3. They are encouraged to involve themselves in civic affairs and cooperate with other organizations to promote the growth and welfare of the community. Article II: RELATION WITH PATIENTS/CLIENTS Section 1. Patients/clients are the focus in the practice of Radiologic Technology and X-Ray Technology. Hence, Radiologic Technologistsand X-Ray Technologists must at all times act with dignity and sincerity and must express genuine concern in the discharge of their work. Section 2. They should keep in confidentiality any data or findings obtained in the performance of their duty. Disclosure, if warranted, should be done by the Radiologists concerned. Section 3. They should not discriminate against anybody and should attend to all patients/clients regardless of creed, race, belief, or political affiliation. Section 4. They should provide the highest level of technical Knowledge in the performance of their work, employing courtesy, empathy, compassion, and privacy to the patient/ client and his family. They should try to perform the examination within reasonable time to avoid the risk of repetition to minimize the radiation exposure to the patient. Article III: RELATION WITH OTHER ALLIED PROFESSION Section 1. Radiologic Technologists and X-Ray Technologists should bear in mind that their profession is a public trust, and that they at all times maintain and uphold the dignity and integrity of their profession and protect it from misinterpretation. Section 2. They should not directly or indirectly assist in any unauthorized practices of the profession. They should report any violations of R.A. 7431, the rules and regulations and this Code of Ethics for registered Radiologic Technologists and X-Ray Technologists to the Board of Radiologic Technology. Section 3. They should share information and experiences with their fellow paramedical professionals, participate, and be active members of the accredited association of Radiologic Technologists and X-Ray Technologists. Schools and Colleges with courses on Radiologic Technology and X-Ray Technology should be encouraged to conduct research to enhance the growth and advancement of the profession. Section 4. They should observe punctuality and keep appointments, particularly in the discharge of their duties with patients/clients. Section 5. They should avoid instances where their personal interest and financial gains will be in conflict with those of theirpatients/clients, colleagues or employers. Section 6. They should at all times perform their tasks with honor and dignity and should be fair and impartial to all. Section 7. They should at all times keep their reputation above reproach and conduct themselves with proper decorum to gain public esteem and respect for the profession. Section 8. They should at all times strive to enhance professional growth through continuing education and subscriptions for professional journals. Section 9. They should not degrade the reputation, competence, and capability of a colleague to aggrandize themselves. Section 10. They should encourage and provide opportunities for professional development and advancement of their colleague. Section 11. They should adhere to the principles of due process and equality of opportunity in peer relationship and personnel actions. Section 12. They should align personal philosophies and attitudes with those of the institutions they serve. Section 13. They should help to create and maintain conditions under which scholarship can exist, like freedom of inquiry, thoughts and expressions. Section 14. They should be receptive to new ideas, knowledge, and innovations that contribute to the development and growth of the profession. Article IV: RELATION TO AGENCY Section 1. Radiologic Technologists and X-Ray Technologists should assist in the improvement of governmental Agencies’ functions and the lightening of their patient’s work load. Section 2. They should be vigilant in the protection of equipment and materials needed to perform their duties. Section 3. They should perform the tasks assigned them by their governmental agency employer in good faith and to the best of their abilities utilizing their technical skills and diligence, particularly in instances where the patients safety maybe jeopardized by their neglect. Section 4. They should help promote, support, assist, and establish goodwill and camaraderies towards their peer employees in the paramedical professions. Article V: RELATIONSHIP WITH ONESELF Section 1. Radiologic Technologists and X-Ray Technologists should always be honest, dependable, levelheaded, and morally upright. Section 2. It is incumbent for them to provide for their professional growth through continuing education, attendance in seminars or subscriptions for professional journals and research materials. Section 3. They should be entitled to a just and fair compensation for services rendered. Section 4. They should not allow their names to be advertised by any person or organization, unless they are employed therein.

Kids, Work and Toefl Essay Samples

Kids, Work and Toefl Essay Samples A History of Toefl Essay Samples Refuted The following two sections will explain the format and requirements of every one of the writing tasks in addition to how they'll be scored. Use particular details to explain the reason why this invention is required. You may be requested to compose an essay about technology, education, media, loved ones, or another subject. When you surf our site for recommendations that may help you write your own essay, you will discover many helpful tips. Paul graham's essay how to begin a startup. History and memory smithsonian site essay. How to Choose Toefl Essay Samples Therefore your choice may be limited to what you will likely finish. There are a few unique means by which you might structure an essay like, but the simplest one might be the very best. For the second job, you are going to be presented with two options and will need to earn a choice between both of them. Compare both of these choices. You should give reasons that support your choice. Speaking about your opinions will help it become simpler to write about them. You are going to be asked to present your opinion and supply reasons and examples. Your opinion in addition to your reasons for agreeing or disagreeing needs to be supported with examples. Who Else Wants to Learn About Toefl Essay Samples? Below are a couple of the very best. Therefore, among the lowest scores students may receive is for missing the topic. Definitions of Toefl Essay Samples It may also be helpful to review other TOEFL writing samples to receive a better idea about what a terrific TOEFL essay appears like. It's better to make a tiny plan before you get started writing your TOEFL response. A superb prep book can be absolutely the most important study tool you use, and we've got information on all the very best TOEFL prep books you need to consider. It is vital to compose an essay with regard to the academic standards and, at exactly the s ame time, it has to be a TOEFL piece of writing. After you have gathered ideas on the subject, you have to properly set your thoughts into words. The lecture follows the exact pattern, with the key points matching up with the key points in the reading passage. Generally, an effective response is going to be 150 to 225 words. Paraphrasing implies retelling some points from the original source in your words, it's necessary for you to demonstrate that you understood the material and not simply copy the info you hear or read. Nevertheless, the topics will most likely be very similar overall. Integrated Tasks first offer you a reading passage and after that supply you with a listening passage on an identical topic. The New Fuss About Toefl Essay Samples With the aid of technology, life is easier today than previously. You may want to take down a couple of words on your scratch pad, simply to remember. Do this several times weekly. By being prepared, obviously! You don't req uire an introductory paragraph, but you need to definitely compose a thesis statement. Within this section you will locate samples of essays belonging to several essay types and manners of formatting. An essay has to be composed of an introduction, a body, and a conclusion. An essay outline is a group of ideas and ideas applicable to the subject issue. Using Toefl Essay Samples You've been requested to choose a person to show others how to do some endeavor. The above mentioned question is a good example of this kind of task. You may know too well the reason the given time is too short that you finish the writing tasks, which is only because you want more practice but you just don't have enough time. It is crucial to keep in mind that you'll be tied for the moment. Instead, you've got to think of your own subject from a huge pool of possibilities. Provide your reasons together with supporting examples. Provide supporting examples together with your reasons. Compare the benefits of both of these distinct methods of learning about life. Essay writing can be rather a challenge. Essay writing examples in doc format like the ones given may help lead you in writing a very good composition. Essay writing skills is a hard and time-consuming job. Writing about a different topic is a simple means to receive a minimal score.

Essay about On Conformity and Obedience - 1176 Words

Conformity and Obedience People have been changing their behavior or obeying someone else’s commands for years. This continues today in our everyday lives. Conformity and obedience seem similar but differ in several ways. Conformity is defined by psychologists as a change in behavior or belief to accord with others. Similar to this, is obedience. Obedience is defined acting in accordance with a direct order or command. Normally people conform to reap a reward or to avoid punishment. If we comply with a direct order or command it is considered obedience. Most of the time when people comply, it is to be accepted among others so they are not seen as outsiders. On the other hand, when we obey, we are obeying a command an authority figure†¦show more content†¦This allowed him to gain their obedience; they knew that they had to obey him to avoid punishment. There was no way to escape Jones, he seemed to be everywhere. He had them spying on one another and anything not acce ptable would be immediately reported to Jones. He also had loud speakers everywhere that he would send messages through, this let the followers know that he was everywhere no matter what they were doing. Because everyone was obedient and thankful to Jones it was difficult to think he was wrong. In 1972 he staged his own death to sow panic then relief among his followers; he also staged attacks on his temple to further heighten fear, this also increased solidarity (Russell, pg 40). Jones also had his followers practice suicide drills and stated that â€Å"the proper thing to do was to kill yourself before they get you†(paraphrase article). The mass suicide/murder that happened on November 18, 1978 consisted of about 1,000 people drinking lethal cyanide punch. This included small children, women, and men; a total of 912 people died. Both obedience and conformity played a role in this tragedy. If they did not obey his command of drinking it then they would be shot in the head. O thers complied with the drinking of the poison because they had to believe what was in accordance with others including Jones. Prisons are also similar to cults, they include obedience and compliance. A great example is theShow MoreRelatedConformity and Obedience1770 Words   |  8 PagesConformity and Obedience Assignment In this assignment I intend to evaluate Stanley Milgrams studies of obedience and in particular the ethical issues broken. I hope to determine whether the knowledge gained justifies his experiments. After the destruction and atrocities committed in World War II many historians argued that there must be some sort of character defect that made the German people more obedient. Mailgram’s study was an attempt to test ‘the Germans are different’ hypothesis. TheRead MoreHistory Of Obedience And Conformity1729 Words   |  7 PagesHistory of Obedience and Conformity With the utterance of â€Å"research in obedience,† Stanley Milgram is the epithet in social psychology. 56 years ago, Milgram tested the limits of a person s ability to commit deeds that would normally be directionally challenging to their moral compass when commanded to act by an authority figure. Just 15 years after the World War II Holocaust, the Milgram experiments was a social psychology response to a topic of â€Å"particular relevance† during that time (MilgramRead MoreConformity and Obedience Essay3326 Words   |  14 PagesConformity and Obedience Task: outline and evaluate findings from conformity and obedience research and consider explanations for conformity (and non-conformity), as well as evaluating Milgram’s studies of obedience (including ethical issues). The following essay will be about understanding what is meant by and distinguishing the differences between the terms conformity and obedience. It will show the evaluation of two key psychological studies which seek to explain why people do and do not conformRead MoreObedience and Conformity Essay508 Words   |  3 PagesObedience and Conformity Both obedience and conformity involve social pressure in obedience the pressure comes from behaving as you are instructed to do; whereas in conformity the pressure comes from group norms Behaviour in obedience is determined by social power, whereas in conformity it is influenced mostly by the need for acceptance. In nearly all societies, certain peopleRead MoreConformity and Obedience Essays2559 Words   |  11 PagesConformity and Obedience Why do we conform? Two basic sources of influence: normative social influence, the need to be liked, accepted by others and Informational influence: need to be correct and to behave in accordance with reality. Solomon Asch (1956) devised an experiment to see if subjects would conform even if they were uncertain that the group norm was incorrect. In his study he asked subjects to take part in an experiment. They were each asked to match a standard length line with threeRead MoreThe Phenomena of Conformity, Obedience, and Deviance2505 Words   |  10 Pagesï » ¿Effects of Social Influence on Ones Self This essay defines the phenomenon of Conformity, Obedience and Deviance in the light of historic research and contemporary experiments. Concluding to the fact that deviance is a valuable Human attribute that makes our life what it is today. Introduction: Man is a social animal and among his other social needs, is to be socially recognized and acclaimed by his fellow society members. This desire is so overwhelming that one might go to any extent toRead MoreConformity And Obedience Are Both Social Behaviors1935 Words   |  8 PagesConformity and obedience are both social behaviors that are influenced by those around us and determines our behavior in social situations. When we change our attitude or behavior based on those around us, we are conforming to their behavior. When we obey what we are told, by what we perceive to be an authority figure, we are being obedient. Conformity and obedience can have positive or negative results on our lives, depending on the situation and the individuals involved. Symbolic interactions areRead MoreAdaptive Social Behaviors, Conformity, Compliance And Obedience1369 Words   |  6 PagesAdaptive Social Behaviours Conformity, compliance and obedience are a set of adaptive social behaviours that one makes use of to get by in daily social activities. They are all some form of social influence, which causes a change in a particular person or group’s behaviour, attitude and/or feelings (Cialdini, 2000, 2006). Various forms of social influence have been used for a variety of reasons; sometimes to help individuals stray from harmful behaviour such as smoking; other times [not as altruisticRead MoreMajor Categories Of Social Influence : Conformity, Compliance, And Obedience2039 Words   |  9 PagesKatrina Venta PSY 226 Community College of Aurora March 11, 2016 Abstract There are three major categories of social influence: conformity, compliance, and obedience. Conformity is the change of behavior to be able to fit in and gain approval from other people. Compliance, on the other hand, is when a person changes their behavior in response to being asked directly. While obedience is a response to an authority figure directing an individual (Kenrick, Neuberg, Cialdini, 2010, p. 183). These social influencesRead MoreAsch s Conformity Experiment And Milgram s Obedience Experiment Essay1586 Words   |  7 Pagesexperiments; Asch s conformity experiment and Milgram s obedience experiment. The two experiments will be compared for validity and their ethics. In addition, this report will take into consideration Zimbardo s Stanford Prison experiment and the Lucifer Effect. To analyse how obedience and conformity theories can be used as an example of why good people can turn bad. This report will also look at how obedience and conformity can be applied to the c riminal justice system. Conformity Solomon Asch s