Overview
In this unit you will explore the key social psychological concepts of the social self, prejudice, attitudes and attitude change, conformity, aggression, helping and relationships, with a specific focus on cultural, sexual, ability and gender diversity. You will explore concepts such as the social self from both mainstream and diverse perspectives, including that of Aboriginal Australians. You will build on the academic research and writing skills from your foundation units. You will develop your understanding of yourself and others, with the broader goal of greater inclusiveness. You will develop knowledge that will assist you to work respectfully with diverse clients and to undertake research that is ethical, inclusive and makes a difference in people's lives.
Details
Pre-requisites or Co-requisites
Pre-requisites: successful completion of 36 unspecified credit points
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say
Adding lectures earlier rather than later in the week would be of use to students who like to read ahead of the course content.
Lecture notes and videos will continue to be posted online each week. This will be done as early as possible prior to weekly chat sessions where the content will be explored in greater detail.
Feedback from Have your say
The instructions for the reflective essay could better support students new to this style of writing.
Provide students with previous examples of reflective essays as this is a new skill for many and may provide a clearer template. In addition to providing students with examples of previous essays, more essay writing resources will be provided.
Feedback from Have your say
The online quizzes set at mid and end of term allowed students to manage their own learning times to fit better with work and family commitments. They also removed the stress from end of term exams by being online.
The online quizzes at mid and end of term work were well received and support student's learning objectives. The online quizzes will continue to be offered.
- Articulate social and cultural psychology concepts from both mainstream and diverse perspectives.
- Identify and describe the sociocultural and international contexts that influence individual differences in beliefs, values, and behaviour
- Critically reflect upon and evaluate social psychological concepts, research and theories
- Recognise how privilege, power, and oppression affects prejudice, discrimination, and inequity
These learning outcomes reflect the Graduate Attributes of the Australian Undergraduate Psychology Program.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Critical Review - 20% | ||||
2 - Learning logs / diaries / Journal / log books - 30% | ||||
3 - Written Assessment - 50% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - Communication | ||||
2 - Problem Solving | ||||
3 - Critical Thinking | ||||
4 - Information Literacy | ||||
5 - Team Work | ||||
6 - Information Technology Competence | ||||
7 - Cross Cultural Competence | ||||
8 - Ethical practice | ||||
9 - Social Innovation | ||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Critical Review - 20% | ||||||||||
2 - Learning logs / diaries / Journal / log books - 30% | ||||||||||
3 - Written Assessment - 50% |
Textbooks
Social Psychology: Australian and New Zealand edition
Edition: 1st (2015)
Authors: Kassin, S., Fein, S., Marksu, H.R., McBain, K.A., Williams, L.A.
Cengage Learning Australia
Melbourne Melbourne , Victoria , Australia
ISBN: 978113395775 1
Binding: Paperback
Additional Textbook Information
Copies can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
p.duckett@cqu.edu.au
Module/Topic
Critical Cultural and Social Psychology.
Chapter
Chapter 1 of Prescribed Text.
Selected reading provided on Moodle.
Events and Submissions/Topic
Module/Topic
Study support for Assessment 1.
Chapter
Read information on Assessment 1.
Events and Submissions/Topic
Module/Topic
The social self.
Chapter
Chapter 2 of prescribed text.
Events and Submissions/Topic
Module/Topic
Disabled people.
Chapter
Selected reading provided on Moodle.
Events and Submissions/Topic
Module/Topic
Mentally ill people.
Chapter
Selected reading provided on Moodle.
Events and Submissions/Topic
Assessment 1 Due
Critical Review of a Seminal Research Paper Due: Week 5 Monday (12 Aug 2019) 11:55 pm AEST
Module/Topic
Chapter
No reading required
Events and Submissions/Topic
Module/Topic
Stereotypes, prejudice and discrimination.
Chapter
Chapter 4 of Prescribed Text.
Events and Submissions/Topic
Module/Topic
Social influence.
Chapter
Chapter 6 of prescribed text.
Events and Submissions/Topic
Module/Topic
Gender and sexuality.
Chapter
Chapter 8 of the prescribed text.
Events and Submissions/Topic
Module/Topic
Social relations
Chapter
Chapters 9 and 10 of prescribed text.
Events and Submissions/Topic
Module/Topic
Relationships: Aboriginal perspectives and experiences
Chapter
Selected reading provided on Moodle.
Events and Submissions/Topic
Assessment 2 Due
Critical Reflexive Learning Diary Due: Week 10 Monday (23 Sept 2019) 11:55 pm AEST
Module/Topic
Critical community psychology.
Chapter
Reading from Ch 12 of prescribed text with supplementary reading provided on Moodle.
Events and Submissions/Topic
Module/Topic
Study support for Assessment 3.
Chapter
Read information on assessment 1.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 3 Due
Critical Essay Due: Exam Week Monday (21 Oct 2019) 11:55 pm AEST
1 Critical Review
In the 1970s, a seminal experiment in the United States of
America by David Rosenhan shocked the professions
of psychology and psychiatry. It was a paper that asked a penetrating question
in relation to ideas around mental illness. It caused a strong reaction and lots
of controversy. The paper helped to accelerate the reform of psychiatric institutions
and the deinsitutionalisation of mental patients during the 1970s and 1980s. For
this assessment, you will write a review of the Rosenhan paper and discuss the
controversies that it has created, the challenges it has made to psychology’s notions
of mental illness and to consider the implications of the experiment for modern
day psychology. You will be asked to adopt a critical, cultural position in
your review and thus write it as a critical commentary on contemporary
psychological theory and practice.
Your review will contain two main sections. The first section will be a brief summary of the Rosenhan paper and a summary of published reactions to that paper. This will involve you undertaking your own search of the literature to find relevant academic texts that have responded to the Rosenhan paper. As a guideline, you should aim to include at least three papers in addition to the original Rosenhan paper. These do not have to be recent publications, but do need to be papers published in academic peer reviewed psychology journals. This first section should be no more than 400 words in length. The second section will be your own review of the Rosenhan paper that focuses on the challenges and implications of that paper for contemporary psychological theory and practice and draws on social psychological theories of the self. The second section of the assignment does not require citations to the literature unless you are citing knowledge that is beyond your own experience or other than your own thinking. You should aim to keep the focus on your own thoughts in this section. This second section should be no more than 400 words in length.
- The length of the assessment must not exceed 800 words.
- Text should be word-processed and follow the APA style for layout.
- Use Arial font and double spacing.
- You must include a reference section at the end of the assessment. Referencing and citations should be in the APA format.
Week 5 Monday (12 Aug 2019) 11:55 pm AEST
Week 7 Monday (2 Sept 2019)
The full marking criteria will be in the form of a detailed marking
rubric available on the Moodle site. The criteria reflected in that rubric will
be on how well you articulate theories of self and other from both a mainstream
and a critical, cultural perspective and how well you critically reflect on
your own views of the controversies around the concept of mental illness. You will also be marked based on criteria related
to your communication skills, critical thinking skills and research skills. So,
you will be assessed on your ability to effectively and critically present a
coherent argument and critical analysis on the concept of mental illness and on
how well you navigate and codify the complex research literature on mental
illness.
- Communication
- Critical Thinking
- Information Literacy
- Articulate social and cultural psychology concepts from both mainstream and diverse perspectives.
- Critically reflect upon and evaluate social psychological concepts, research and theories
2 Learning logs / diaries / Journal / log books
Social psychology is an area of the discipline of psychology
which offers us the opportunity to adopt a more subjective, reflexive
relationship to theory and practice. In Critical, Cultural Social Psychology
the objective, neutral stance of the psychologist is rejected in favour of a
subjective, partisan stance. Assessment Two offers you an opportunity to
develop or re-engage with those reflexive skills through the practice of diary
keeping. Reflexivity is different from reflectivity. Reflective means thinking
about one’s thoughts, feelings and actions. Reflexive means thinking about
one’s own thoughts, feelings and actions through the eyes of another. For this
assessment, you will engage with reflexivity through the eyes of the various writers whose work we will discuss
during the unit.
For the first eight teaching weeks, you should keep a weekly
diary of your learning. The diary will contain two sections. In the first
section you should summarise your learning from that particular week (e.g.,
week 1) in the form of a summary of the ideas contained in the teaching videos,
content covered by any required reading and the topics discussed during the
online tutorial for that week. This should be a concise summary and be no
longer than 250 words.
The second section will be your critical reflexions on that
material in relation to what you learned about the role of social cultural
factors in psychology, how your understanding of social support and social power
has either been consolidated or changed during that week and what dilemmas or
inconsistencies you have identified in your understanding of psychology’s
approach to particular social issues. You should approach this task as an
exercise of considering your own thoughts, feelings and actions through the
perspective of the different approaches we cover that week. This section should
be no longer than 550 words.
Once you have completed eight weeks of diary entries (one entry per week for the first eight teaching weeks), you will choose the two diary entries that you feel best meet the marking criteria. Pick you best work and submit those two diary entries in one document. The other six logs should be included as a appendix to that document, but will not be assessed. The length of the assessment must not exceed 800 words.
- Text should be word-processed and follow the APA style for layout.
- Use Arial font and double spacing.
- You must include a reference section at the end of the assessment. Referencing and citations should be in the APA format
Week 10 Monday (23 Sept 2019) 11:55 pm AEST
Week 12 Tuesday (8 Oct 2019)
The marking criteria will be in the form of a detailed marking rubric available on the Moodle site. The criteria laid out in the rubric will assess you on how well you are able to: identify and describe the socio-cultural contexts that impact two key areas of social psychological enquiry; recognise how privilege, power and oppression impact upon the social practices of prejudice and discrimination and the social context of inequity; identify the personal dilemmas you face and inconsistencies of beliefs you have in relation to social psychological topics and how well you think through possible resolutions for these; and, attain knowledge about key social psychological concepts by sifting and sorting through complex areas of the research literature.
- Problem Solving
- Information Literacy
- Identify and describe the sociocultural and international contexts that influence individual differences in beliefs, values, and behaviour
- Recognise how privilege, power, and oppression affects prejudice, discrimination, and inequity
3 Written Assessment
Essay writing has been one of the key skills used by
critical social commentators. It is the medium that offers you the opportunity
to fully engage with and communicate your critical thinking on important social
issues. Throughout history, skilled essayist have been among the most important
agents of social change. They are able to combine literary skills with research
skills to produce written texts that can create sufficient social and political
ruptures to enable progressive social change. For example, the writings of Gore
Vidal have influenced the peace movement, James Baldwin’s writing influenced
the black civil right movement, Simone de Beauvoir influenced the women’s
movement and so on. So, be inspired by the prospect of writing an essay, don’t
be daunted by it.
Once you become skilled at essay writing it can become a means for you to find your ‘academic voice’ – a style of argument that both conforms to the conventions of academic practice but also has a unique quality that reflects your disposition, your life experiences and your particular way of seeing the world. The convention that you will follow will be to: cite evidence to support your arguments; provide citations and references to the literature from where that evidence comes; structure your essay with an introduction, main text body and conclusion (no abstract required); and, to identify and defend against the counter arguments and counter claims that are made in relation to your own arguments and claims.
Your voice comes through with the way you express your
ideas. The more you stay away from citing too many long quotes and the less you
paraphrase the work of others, the more space you will have to hone your skills
and develop your own writing style.
For this assignment you will be given an essay title and a choice of three essay topics: Disability or Mental Illness or Sexuality. The length of the assessment must not exceed 1200 words.
- Text should be word-processed and follow the APA style for layout.
- Use Arial font and double spacing.
- You must include a reference section at the end of the assessment. Referencing and citations should be in the APA format.
Exam Week Monday (21 Oct 2019) 11:55 pm AEST
With this being the main piece of assessment, the marking
criteria will cover all of the unit’s planned learning outcomes. The marking
criteria will be in the form of a detailed marking rubric available on the
Moodle site. The criteria laid out in the rubric will assess you on how well
you are able to cover both mainstream and diverse perspectives in your essay,
to reflexively describe how sociocultural and international contexts impact
those perspectives, to evaluate the usefulness of particular social
psychological ideas and to map out the way social power impacts social
phenomena. There will not be a separate marking criterion related to your
written expression (such as the clarity of your writing and your avoidance of
spelling and grammatical errors), but implicit to each element of the marking criteria
will be an assessment of your writing skills. I.e., if you present an idea poorly
because of writing errors, you will not pick up as many marks as you would if
you were to present that same idea well written.
- Communication
- Critical Thinking
- Information Literacy
- Articulate social and cultural psychology concepts from both mainstream and diverse perspectives.
- Identify and describe the sociocultural and international contexts that influence individual differences in beliefs, values, and behaviour
- Critically reflect upon and evaluate social psychological concepts, research and theories
- Recognise how privilege, power, and oppression affects prejudice, discrimination, and inequity
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.