Critical Learning Exercises – Group Processes 1. We mentioned that…

Question Answered step-by-step Critical Learning Exercises – Group Processes 1. We mentioned that… Critical Learning Exercises – Group Processes 1. We mentioned that a group creates norms that tell its members how to act and even how to think. But many people identify with several groups, and those groups can prescribe different and even incompatible norms. As a result, most of us have to adjust our behavior, speech, and appearance as we move in and out of group settings (e.g., family dinners versus sorority parties). What does this switching of group identities mean for authenticity? Many of us believe that we have a “true,” or authentic, self, and we place a lot of importance on expressing it. But can we be authentic when we’re wearing different masks from one group setting to the next? 2. Imagine that you are a psychotherapist, and you take on a client who experiences debilitating anxiety when he is asked to perform a task in front of other people. Drawing on what you have learned about performance in a group context, how might you help him overcome his problem? How would you break down the problem in terms of the person, the task, and the audience? 3. Imagine that you are the leader of a new start-up. Your goal is to develop an effective company that is driven by engaged employees. Given what you have learned about the power of groupthink to impede decision making, what steps would you take to prevent groupthink from arising in your team?  4. In the American political system, members of a political party may find themselves increasingly at odds with positions advocated by their traditional party affiliation. Given what you’ve learned in this chapter about system justification and group identification, explain when and why people might stick with a party that seems to act against their personal interests.  Social Science Psychology PSY 322 Share QuestionEmailCopy link Comments (0)