In this module, we reviewed several theories of emotion and discussed the concept of emotional intelligence. Emotional intelligence (otherwise known as emotional quotient or EQ) refers to one’s ability to identify, evaluate, and manage their emotions as well as the emotions of others. Some experts even believe EQ is more important than IQ. Emotional intelligence allows us to enrich essential areas of our lives such as home, work, school, and community.

For this written assignment, students will describe the concept of emotional intelligence and the four core components of Goleman’s theory of emotional intelligence. Students will apply those four skills to themselves by assessing their own EQ. Students will define the concept of emotional intelligence.

• Students will describe the four core skills of Goleman’s theory of emotional intelligence and discuss how each skill can enhance a person’s life.
• For each of the four skills, students will identify their strengths and limitations and provide suggestions for how they can improve each skill in their own life. When completing this section of the assignment, consider the following:
• Self-awareness: An emotional trigger is anything that evokes a strong emotional response. Are you aware of your emotional “triggers?” What are some of your triggers? Do you allow yourself to experience a range of emotions or do you have difficulty experiencing some emotions? How can you become more aware of your emotions and how they affect your behavior?
• Self-management: How do you manage strong emotions such as anger, stress, or frustration? Think of a time when you were angry, stressed out, or frustrated. How did you handle it? Next, think about how you could handle those emotions in healthy ways in the future. Describe a few healthy emotional management skills.
• Social awareness: Can you think of a time when you demonstrated empathy? What makes it difficult for you to show empathy? How can you improve your ability to consider others’ feelings and offer empathy?
• Relationship management: What are some of the interpersonal strengths and limitations you bring to relationships? Are you a good communicator? How well do you listen? Are you a team player? Can you accept feedback? How do you manage conflict?

MEDIA VIOLENCE AND DESENSITIZATION 

Desensitization is a well-documented consequence of years-long exposure to media violence. From early exposure, children—especially boys—learn that aggression pays off (Bushman, Gollwitzer, & Cruz, 2015). Aggression—especially if it means you “win” the game, “defeat” the adversary, or “force” a resolution to a conflict—earns the aggressor attention, praise, respect, reverence, adoration, money, and power. These are the rewards that often accompany aggression portrayed by the film industry (e.g., Die Hard, Die Hard 2, Die Hard With a Vengeance, Live Free or Die Hard, A Good Day to Die Hard), making it more likely that the aggressive behavior will persist. The number of films in this series is evidence of their popularity. From classical conditioning theory, we learn that bad behavior paired with rewards can make the bad behavior desirable; moreover, the prevalence of violence in the media, over time, normalizes it. Studies show that when exposed to violent films daily over a week’s time, participants rate films as less violent with each film viewed (Dexter, Penrod, Linz, & Saunders, 2006). This is evidence of desensitization.

Desensitized people tend not to acknowledge the effects of media violence, because they don’t see that there’s a problem. However, a growing body of research finds that desensitized individuals downplay or tend not to acknowledge egregious harm done to others; because a steady diet of violent media normalizes violent behavior, injury suffered by people in real life does not seem like cause for concern (Vossen, Piotrowski, & Valkenburg, 2016). That’s the nature of desensitization, and that is indeed a problem.

Convinced there is no harm in violent media consumption—that their behavioral tendencies will not have been influenced by it—desensitized consumers probably would not be interested in changing their media viewing habits (Funk, Baldacci, Pasold, & Baumgardner, 2004).

For this Assignment, you will examine the concept of desensitization, methods used to increase the desirability of violence, and ways for parents to reduce aggression exhibited by their children.

References:

Bushman, B. J., Gollwitzer, M., & Cruz, C. (2015). There is broad consensus: Media researchers agree that violent media increases aggression in children, and pediatricians and parents agree. Psychology of Popular Media Culture, 4(3), 200—214.

Dexter, H. R., Penrod, S., Linz, D., & Saunders, D. (2006). Attributing responsibility to female victims after exposure to sexually violent films. Journal of Applied Social Psychology, 27(24), 2149–2171.

Funk, J. B., Baldacci, H. B., Pasold, T., & Baumgardner, J. (2004). Violence exposure in real-life, video games, television, movies, and the internet: Is there desensitization? Journal of Adolescence, 27(1), 23–39.

Vossen, H. G. M., Piotrowski, J. T., & Valkenburg, P. M. (2016). The Longitudinal relationship between media violence and empathy: Was it sympathy all along? Media Psychology, 20(2), 175–193.

 

• Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.
  • Chapter 10, “Attraction and Relationships: From Initial Impressions to Long-Term Intimacy”
  • Chapter 11, “Prosocial Behavior: Why Do People Help?” 
• Note: Viewing media and interactives embedded in the electronic version of this course text is not required for this course.
• Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social PsychologyLinks to an external site., 8(4), 377–383.  http://dx.doi.org/10.1037/h0025589
• Latané, B., & Darley, J. M. (1968). Group inhibition of bystander intervention in emergencies. Journal of Personality and Social Psychology,Links to an external site. 10(3), 215–221. http://dx.doi.org/10.1037/h0026570 

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

TO PREPARE

• Search the Walden Library and/or the Internet for the definition of desensitization, its symptoms, and the process that creates it.
• From your search and from the Learning Resources for this week, consider the ways that violence is presented and whether or not its presentation is appealing to children.
• Also, from your search, consider how social psychology theory is applied to reduce aggression.

 espond to two colleagues by explaining the possible psychological effects experienced by both sexual violence survivors and bystanders. 

1 CHER- 

Hello all,

According to Debnam & Mauer (2021), females are more apt to receive intervention from bystanders when their situation is physical assault, especially when it is severe enough to cause injury. Debnam & Mauer (2021) also found that bystanders are more comfortable intervening when the perpetrator is absent and has an additional support person with them. Many factors weigh in the decision for bystander decision to intervene in situations. Some may fear for the safety of themselves and the victim. Debnam & Mauer (2021) incorporated the theory of planned behavior (TPB), defining this as the adolescent’s thought process to decide whether to intervene. They will intervene if they feel like their peer would be okay with them saying something. If they feared being rejected or looked at as a snitch or overreacting and not minding their business, they would not intervene. Leone et al. (2018) theorize that alcohol plays a significant role in decision-making in bystander intervention.

The bystander intervention theory that is most used is the decision-making model, Leone et al. (2018). With this theory, the bystander recognizes there is a problem, establishes an understanding of the problem, decides if the problem is appropriate to intervene and if intervention is appropriate, chooses the method of intervention, Leone et al. (2018). The probability of using all the steps to this theory correctly and efficiently to get someone help that is about to become a victim of sexual violence is low if the bystanders have been drinking alcohol. In the video scenario, Sherry identified something wrong and the potential danger because she asked her friend if she wanted to go with Eric. Still, she did not move further with other interventions out of fear of the unknown. One way she could have intervened more was to follow them or solicit the assistance of other partygoers. Someone could have physically tried to stop Eric from taking Talia upstairs by blocking them from going upstairs. Sherry could have attempted making a scene, being loud, and bringing more attention to the situation, causing a distraction to interrupt Eric’s actions. I am sure someone else saw him taking a highly intoxicated young lady upstairs. Everyone was focused on themselves, some not realizing there was an issue; others did and chose not to intervene.

2 JO

 

It seems as though Eric was looking for an opportunity to “score” when he invited Talia and Sharon to the party on Saturday night. He even mentioned “good looking guys looking for good looking girls” and the fact there would be plenty of booze. During the party he sees Talia laying on the couch, clearly intoxicated, saying “I’m drunk, I want to go home”. Instead of helping her get home safely, Eric makes the excuse that he can’t leave the party and gives her more alcohol. He then offers to let her sleep in his bed instead. She is so drunk he practically has to carry her up the stairs. Talia’s friend Sharon notices this happening and asks Talia “Do you want to go with him?”. Eric answers for her, saying “She’s fine, she likes me” and Talia is too intoxicated to do anything but nod and agree. The video ends with Sharon watching Eric lead Talia away. Sharon looks unconvinced that her friend is ok but seems to not know what to do about it (Walden University, 2013-2021).

It is not immediately apparent how intoxicated Sharon is at this point, but clearly, she is less intoxicated than Talia. Alcohol Myopia Theory (Leone et. al, 2017) might explain why individuals fail to intervene in a sexual violence situation. Alcohol diminishes a person’s capacity to notice more subtle clues in their environment (such as Talia’s inability to give a direct answer when asked if she really wanted to go with Eric). Eric’s statement “she’s fine” was more direct and salient in that moment, so that is the cue an alcohol intoxicated brain is more likely to accept.

Debnam & Mauer (2021) present two models that help explain the mindset behind whether a bystander will intervene in a situation of sexual violence. The Situational Model of Bystander Behavior (SMBB) posits that five distinct thought processes directly influence the choice to intervene. Briefly explained, the bystander must notice the situation, feel it is dangerous, decide it is their responsibility to intervene, decide how to intervene, and then take action. Theory of Planned Behavior (TPB) is the second model, and it focuses more on the myriad ways a teen’s decision-making process is influenced by their peers. If the teen bystander feels that intervention will be seen favorably by her peers, she will be more likely to do so.

Zastrow et. al (2019) introduce a critical factor that may determine what will be viewed favorably by peers. They state that 80% of rapes on college campuses are perpetrated by assailants known to the victim, and that is often deemed normal, desirable, or at least tolerable for a man to try to force a woman into having sex with him. I am sure Sharon is aware of this social “norm”, at least on a subconscious level, and this might have influenced her decision not to intervene. Debnam & Mauer (2021) list some ways a bystander might intervene, including verbal or physical confrontation of the assailant, and distracting the assailant. These interventions might work in the immediate situation, but changing social norms, providing education, and empowering women to stand up for themselves and each other are all needed to change our “date rape isn’t really rape” cultural attitudes.

 

Respond to two colleagues by providing feedback on their choice of measurement and data collection method. Also identify one cultural aspect they will need to consider when collecting data.

Please use the Learning Resources to support your response (i.e., cite and reference).

1 JO- 

My research question is: Does lack of ADHD education and training amongst school personnel contribute to missed ADHD diagnoses of school age children? The methodological approach I chose was ethnographic because I wanted to collect both quantitative and qualitative data to answer my research question. I feel this is important because quantitative methods will reveal how much the predictor variable (education level) affects the outcome variable (number of mental health referrals made). Gathering qualitative data will be important for understanding the themes surrounding this issue and it will give the researchers a better understanding of the underlying attitudes school personnel might have about ADHD.

The measurement tool I would use to obtain quantitative data would be surveys mailed to a designated person in the selected school who would then distribute them to coworkers. The surveys would be returned anonymously in a locked drop box to eliminate any possible discrimination against those individuals who choose not to participate. This method would be beneficial for participant confidentiality, but it might lead to distortion of findings due to low return rate. The more participants who answer and return the survey, the more response bias can be ruled out. I feel that having one person at each school in charge of disseminating and collecting the surveys would help increase the return rate to the extent ethically possible. It would be unethical to demand that an individual participates in a survey, or to make any implication that the person’s job might depend on doing so.

My surveys would collect ordinal data from questions like: How well do you feel you understand ADHD? Potential answers would range from “not at all” to “very well”. They would also collect nominal data: for example, a participant is either a teacher or they are not; likewise, they either have formal training of some sort about ADHD or they do not.

I would then use personal interviews to obtain qualitative data. Because this is an expensive and time-consuming process, only a set number of participants in the survey would be randomly selected for a face-to-face meeting with researchers. This data collection technique is beneficial because it gives the interviewer the chance to observe any emotion the participant might display and to record the participant’s response in his or her own words. Qualitative data collection seeks to enrich the researchers’ understanding of the more personal aspects of a phenomenon. I would videotape the interviews (with the participants’ permission and understanding of confidentiality) to allow a second researcher to evaluate them. This would increase reliability by making use of interobserver agreement.

2 SOHIA 

 

MY Research Question:

What is the Impact of Domestic Violence on Young Males who are exposed to it Within Parental Relationships?

Methodological Approach:

For this proposed research study, a mixed-methods approach will be adopted to comprehensively explore the impact of domestic violence on young males exposed to it within parental relationships. The mixed-methods approach combines both quantitative and qualitative data collection and analysis to gain a deeper understanding of the research question and provide a more comprehensive perspective on the subject.

Method of Measurement and Data Collection:

Quantitative Phase:

In the quantitative phase, a survey questionnaire will be designed and administered to collect numerical data from a larger sample of young males who have been exposed to domestic violence in their parental relationships. The questionnaire will include standardized scales and items that assess the psychological, emotional, and behavioral impacts of domestic violence on these individuals. The survey will also explore their coping mechanisms, resilience levels, and attitudes toward violence and relationships. Data collected from the study will be analyzed using statistical techniques to identify correlations, trends, and patterns.

Qualitative Phase:

The qualitative phase will involve conducting in-depth interviews with a smaller, purposefully selected subgroup of young males who have experienced domestic violence in their parental relationships. Semi-structured interviews will be conducted to gain a deeper understanding of their lived experiences, emotions, and perceptions related to the exposure to domestic violence. The interviews will allow participants to share their stories and insights in their own words, providing rich and contextual data. Thematic analysis will be used to analyze the interview transcripts and identify recurring themes, emotions, and perspectives.

Justification for Mixed-Methods Approach and Data Collection Methods:

 Comprehensiveness: The mixed-methods approach enables a comprehensive investigation of the research question by combining the strengths of both quantitative and qualitative methods. The quantitative phase allows for the collection of data from a larger sample, providing statistical generalizability and identifying trends. The qualitative phase, on the other hand, delves into the participants’ subjective experiences, allowing for a deeper exploration of the impact of domestic violence on their lives.

Triangulation: Using both quantitative and qualitative methods allows for triangulation, where findings from one method can be validated or enriched by findings from the other method. This enhances the credibility and reliability of the overall study.

Contextual Understanding: The qualitative phase provides an in-depth exploration of participants’ experiences, emotions, and coping mechanisms, offering a more nuanced and contextual understanding of the impact of domestic violence on young males.

 Ethical Considerations: Domestic violence is a sensitive and potentially distressing topic. The mixed-methods approach allows researchers to balance the need for collecting comprehensive data while minimizing potential harm to participants. The quantitative phase maintains a level of anonymity and reduces the emotional burden on participants, while the qualitative phase ensures that their voices are heard and their experiences are valued.