1. Take Out Helping Behavior 22 and Bystander Effect Web Quest #23
Do Now
Straight to your seats.
Materials out.
Take Out Helping Behavior 22 and Bystander Effect Web Quest #23
Update agenda based on next slides:
Finalize & Review CNs: The Bystander Effect
Update Table Of Contents:
5/7-8 CNs: Helping Beh. & The Bystander Effect #24
Log in to Naviance.
Go to
Click on Naviance
Log in and go to About Me tab
Find the AP link on the left
Select the AP you are most interested in.
(10 min)
Project while students enter; after students review #3 with partner for a few minutes, review with with whole class; go on to next slide after table of contents and agendas have been updated.

2. Follow up with Ms. Elguea if you have questins!
Special Reminders
DREAM BIG COLLEGE EVENT: Please note, Ms. Elguea is calling home this week to RSVP for the event. Due to the number of open slots, IF your parent does not answer or call back, the spot will be given to someone else on the list. ** Official invitations will be distributed on Wednesday, May 13th =)
MINDS MATTER Applications are due this month!!! MAY 29th is the last day to submit them!
(2 min.)
Review with students.
Follow up with Ms. Elguea if you have questins!

3. Looking at The Bystander Effect Web Quest:
Site 1 Q2: Tell about the one example of Latané and Darley’s research that you found most interesting and summarize the experiment and their findings.
Site 2 Q4 and Q5: Contrast the results when “Peter” laid down the second time and tell what led to the new results. Are you surprised about the results of the experiment? Why or why not? Refer to evidence from the video.
Site 3 Q4: What are your overall impressions of the smoke filled room study? Do you think it was realistic and applies to real life? Why or why not?
Site 4 Q2: Use your own words to clarify the two contributing factors to the bystander effect.

4. CNs: Helping Behavior and the Bystander Effect
Objective: Contrast two causes of helping behavior and contrast bystander and upstander behavior by following lecture and by actively participating.
(~70 min.)
Students should work until class is dismissed. Please refer to the student support sheet provided to guide you in your work today. Thank you!
If they use the bathroom during class, they must sign out and sign back in on the bathroom log that is posted on the front wall near the white board.
If students finish early, they are to work on other HW assignments, organize their binders, or read recreationally. Students can also assist peers on the Web Quest by explaining information. At no point should one student read/copy from a peer’s web quest.

5. CONSIDER THIS…
What are the human characteristics that guide us to be helpers by nature? If assisting others is natural for us, what prevents us from helping?
Lecture: min.

6. I. Empathy and Altruism: The Pure Motive for Helping
What is empathy?
BATSON’S (1991) EMPATHY-ALTRUISM THEORY NO
YOU WILL HELP IF IT IS IN YOUR SELF INTEREST AND THE REWARD OUTWEIGHS THE COST
DO YOU FEEL EMPATHY FOR THIS PERSON?
OBSERVE SOMEONE IN NEED OF HELP
YES
YOU WILL HELP REGARDLESS OF WHETHER IT IS IN YOUR SELF-INTEREST, EVEN IF THE COSTS OUTWEIGH THE REWARDS
Do we empathize more with people in our IN group or people in OUT groups?

7. II. Prosocial Behavior
Defined: Any act performed with the goal of benefiting another person with an added benefit to the person who helps.
In what ways can helping others be rewarding?
Reciprocity: increases the probability that someone will help us in return
Relieve Stress: relieves the personal worry of the bystander—it’s stressful to see others struggle
Recognition: gains social approval and increased self- worth

8. THINK for 30 seconds PAIR with your partner SHARE with the class
What leads to altruism?
What are the benefits of prosocial behavior?
5 min.

9. IIIa. The Bystander Effect Dr. Zimbardo
What is a bystander?
What’s the opposite of a bystander?
The Bystander Effect-Dr. Zimbardo Video
The Good Samaritan:
The Golden Rule:
Reciprocity:
The experiment:
The bystander effect describes the finding that it less likely that someone will help when there are more people witnessing an emergency.
VIDEO LINK:

10. IIIb. The Bystander Effect The Genovese Case
The Genovese Case: Acted Video Clip
What was Genovese doing in the beginning of the clip?
Genovese was…
What happened to her?
As she walked…
Describe the witnesses.
The witnesses…
Were they bystanders or upstanders? Explain why.
They were _______ because…
Where was the empathy? The prosocial behavior?
What might have activated empathy? Prosocial behavior?
VIDEO LINK:
INFO LINK:
Genovese was coming home from work.
She was followed and attacked.
Neighbors heard her but no one tried to help in an effective way.
She was stabbed, raped, and murdered.

11. IIIc. Causes of The Bystander Effect
Window Side
Door Side
PLURALISTIC IGNORANCE
WHAT IT IS & WHY IT HAPPENS
EXAMPLE
DIFFUSION OF RESPONSIBILITY
WHAT IT IS AND WHY IT HAPPENS
EXAMPLE
Pluralistic ignorance: Latane and Darley (1968) invited male college students for an interview. As they sat in a small waiting room a stream of smoke began to pour through a wall vent. Some subjects were alone and others in groups of three. Seventy-five percent of those subjects tested alone reported the smoke in less than two minutes. In contrast, less than thirteen percent of those tested in groups reported the smoke in six minutes. I should mention that the room was completely smoke filled in six minutes.
Diffusion of responsibility: Darley and Latane (1968) asked college students to participate in a group discussion about the problems faced by college students. To avoid embarrassment, the discussion was held over an intercom. Each person was assigned a separate booth and spoke when their turn came. On the first round, one "subject" mentioned that he had seizures. On the second round, sounds came over the intercom indicating that he was having a seizure. Eighty-five percent of those persons who thought that they were alone with the seizure victim offered help. Sixty-two percent of those who were in a three-person group reported the seizure. Only thirty-one percent of those people in groups of six went to help the victim.

12. IV. Becoming an Upstander
When should I be an upstander?
Is it ever ok to be a bystander?
5 Steps to Upstandery!
Noticing an Event
Interpreting the Event as an Emergency
Assuming Responsibility
Knowing How to Help
Deciding to Implement the Help
(The Good Samaritan)
(Pluralistic Ignorance)
Diffusion of Responsibility-could be anyone’s task or opportunity to help vs. Social Loafing-shared, assigned task
Video Clip:
(Diffusion of Responsibility)
What does this look like!?
Let’s see!
(BUT HOW!!??)
(Just Do It)

13. Four Corners: Helpfulness
Pick Your Corner
Discuss
It’s USUALLY easy for me to help others.
It’s SOMETIMES easy for me to help others.
It’s RARELY easy for me to help others.
It’s NEVER easy for me to help others.
I chose this corner because…
What usually makes it easy/difficult for me to help others is…
Select a group representative to share out.
15 minutes

14. V. Increasing Upstander Response
A: Prosocial Role Models
Bryan & Test (1967)
New Jersey Xmas shoppers were more likely to drop money into a Salvation Army kettle if they had just seen someone else donate.
Bryan & Test (1967)
L.A. drivers were far more likely to offer help to a female driver with a flat tire if a quarter of a mile earlier they had witnessed someone helping another woman change a tire.
A helping model: Bryan and Test (1967) counted the number of drivers who stopped to help a woman fix a flat tire. Some drivers had just passed a car with a flat one-quarter mile before the test car. A man was beside this car helping a woman change tires (helping model condition). Other drivers were not exposed to a helping model (control condition). Fifty-eight percent of the drivers stopped to offer assistance in the helping model condition. Only thirty-five percent stopped to help in the control arrangement.

15. V. Increasing Upstander Response (Continued)
B: Prosocial Media
TV programming Study of Mr. Rogers 4 wks preschool program
Kids became more cooperative, helpful, likely to state their feelings during the 4 week period than those who did not see the show.

16. Heard lecture: 43% helped Did not hear lecture: 25% helped
V. Increasing Upstander Response (Continued)
C: Spread Awareness
Beaman et al. (1978) Students who had heard a lecture on bystander intervention were more likely to help in a staged emergency 2 wks later.
Heard lecture: 43% helped Did not hear lecture: 25% helped
Beaman et al. (1978) gave University of Montana undergraduates a lecture on the factors that influence prosocial behavior. Two weeks later the subjects were presented with an emergency. Forty-three percent of the subjects exposed to the lecture offered help. Only twenty-five percent of the students who did not hear the lecture gave assistance.

17. Alleviating the Bystander Effect
1. Increase Prosocial Behavior
The three ways are…
SHARE IF TIME ALLOWS or SHARE NEXT SESSION

18. Alleviating the Bystander Effect
2. Be sure to get help in a crowd.
Target a hero.
Make eye contact if possible.
Call out to your hero.
Make it VERY clear…This is an emergency!

19. Alleviating the Bystander Effect
3. Have more friends in every crowd.
Extend past your clique.
Make more positive acquaintances.
Strengthen connections with others.

20. Finalize CNs Review your notes. Highlight key terms and subheadings.
Create at least one question for each subsection.
Develop one summarizing sentence for each subsection.
10 minutes