Transcript Slide 1

Foreword
This PowerPoint is our original piece of work that we presented to our year 9
Global Studies class in 2006. For you to experience the PowerPoint
successfully you need to have seen the presentation at the conference at
Barker College (2006) (if not it will not make full sense). This PowerPoint has
several key differences to the one presented at the conference:
•It is the original, full length, and may contain information that seems
irrelevant
•There are no videos/audio clips, as various technological aspects do not
support it
•This PowerPoint is really text and diagrams only-thus you need to have
seen the presentation at the conference
So thank you for your interest in our project.
Harrison Allan, James Burton and Tom Williamson
Group Psychology in Schools
What are the factors that
influence group
formation and the social
structure of year 9 boys
at Barker College?
Harrison Allan
James Burton
Tom Williamson
Introduction
What are the factors that influence group formation and social structure in year 9 at Barker College?
Aim: to research boys’ social groups, and their interactions. We basically just
want to find out about social groups within the year 9 Barker community, out
of interest, and the way these social groups relate to the theoretical basics.
Why is this important to understand?
•Indicates our interactions within groups
•Helps us to understand what to do to improve group relations
•Simply interesting to know, and to have your thoughts seen through
theories.
Why did we choose this topic?
•Mean Girls!
•Interest from what we have observed
•An interest in the theory behind it all
•A relevance to ourselves
Sources of Research
For this research we used a variety of different sources, both primary and
secondary and so were able to collect a wide range of information.
Primary Sources
Mr Miller- Head of the Middle School, is currently doing a research project
on masculinity.
Mr Hensley- Head Counsellor at Barker College, gives us the professional
view on groups within schools.
Year Survey- done on the year 9 Wailes and Pain PCP groups.
Secondary Sources
Mean Girls- popular film that shows the extent of social groups within a
school environment.
Sociology principles- basic sociological theories, often based on first hand
experiments performed
What is a group?
A group is usually defined as a collection of humans or animals, who share
certain characteristics, interact with one another, accept expectations and
obligations as members of the group, and share a common identity.
Characteristics that members of a cohesive group may share, include
interests, values, ethnic/linguistic background, and kinship ties.
“Man can only make progress in
cooperative groups.” Walter
Bagehot (1826-1877)
Types of Groups
There are three main types of groups that can be identified when
investigating social structure within schools and wider society.
Primary groups consist of small groups
with intimate, kin-based relationships:
families, for example. They commonly last
for years.
Secondary groups in contrast to primary
groups, are large groups whose
relationships are formal and institutional.
Some of them may last for years but some
may disband after a short lifetime. The
formation of primary groups happens within
secondary groups.
How may people are in your f riendship
group?
By combining the theory
to 6
and 5the
17% results, we see that
the
3 to 4majority of friendship
3%
groups
in year 9 at Barker 7 or more
3 to 4
are large secondary or even 5 to 6
reference groups, rather
7 or more
than small, intimate
primary
80%
groups.
"Reference Groups". These are groups to which the individual does not have
real membership, but to which he relates himself, and from which he might
accept goals and values (Muzafer Sherif, 1954.)
The Formation of Groups
When an individual connects with several other individuals who share
common beliefs, goals and interests, a bond often develops and a group
forms.
What connections helped you meet people at Barker?
Number of Respondents
At first, this group may be split or
divided, with people continuing to
primarily interact with those they
already know, and are familiar with.
35
30
25
20
15
10
5
0
Sporting
teams
Through the graph, we see how a
positive school culture within Barker
that helps to foster group formation
through common interests, such as
sport, and also how confinement
together (on camps) can also
contribute to the successful formation
of groups.
Music groups House master
In classes
Teen
Ranch/Year
camps
Peer Support
within house
Factors
Similar interest connect Barker boys
After a period of time, common
behaviour will occur and the group
will bond, with people finding it easy
to interact through others they
already know, and so make friends
from a common friend.
The Formation of Groups and Hierarchies
These close-knit Primary groups will gain stability and will consolidate over
time and it can often be hard for new members to enter the group, unless they
share the common interests of the group.
In these groups, there are also smaller
sets of 2 or 3 close friends, who stick
together and move around together
and can in turn combine to form a
larger group.
A variety of different groups can lead to
dominance and hierarchies being
formed. Small groups will often stake
out a position and tend to ‘clump
together’ in that area territorially.
It is natural that when a group
forms, so to does some structure
within the group. Often this is
simply subconsciously
performed, with those who have
skills or talents that are admired
within the group often achieving a
more dominant status.
Group Development
Bruce Tuckman (1965) proposed the 4-stage model called ‘Tuckman's
Stages’ for a group’s development. Tuckman's model states that the ideal
group decision making process should occur in four stages…
Are you happy with the group you're in?
1. ‘Forming’: acting politely and
pretending to get along with other.
2. ‘Storming’: letting down the politeness
barrier and getting to know each other a
little better, with some differences.
3. ‘Norming’: getting used to each other
and developing trust and productivity
within the group.
4. ‘Performing’: working in a group to a
common goal on a highly efficient and
cooperative basis, really knowing each
other well.
From the primary results, we see how
Barker boys have settled into groups
No
that they are comfortable
with, and are
2%
at the ‘Performing’ stage of
Tuckman’s model. From the results, Yes
No
we hypothesise:
• Year 7: Forming and Storming
Yes
•Year 8: Norming
98% and Performing
•Year 9: Performing
•Year 10: possibly semi-adjourning
5. Adjourning: this was a fifth
stage added by Tuckman at a
later date, where the groups
structure was disbanded. This
is technically not part of the
ideal group model
Groups Merging and Splitting
Sometimes, social groups can merge again into large groups of around 10
people, or very large reference groups or ‘gangs’ consisting of up to or
oven over 20 members, where each member is somewhat loosely
connected.
This phenomena often occurs when two
or more groups with similar values
and objectives begin to interact. Some
members may not be accepted by the
other group and end up becoming
excluded.
This merging can often happen when
several members of a small group
decide to join a larger group. Others
may follow along, bonded by a
common factor, such as an interest,
skill or friend.
Do groups merge, with people being lef t
out in the process?
No
43%
Yes
Yes
57%
No
Groups Merging and Splitting
Sometimes, though, people can interact and stay with one group
temporarily, while not permanently becoming a member. This is the basic
concept of a reference group mentioned on the previous slide.
These friendship groups are very freeflowing they are constantly changing,
and there are little to no rules. People
change and revert to there former
groups whenever they want, it is in a
sense very arbitrary.
This employs the concept of a
reference group, where each member
is connected, albeit loosely.
We can see that in addition to small
primary groups, there is a fair
amount of merging and movement
between groups, with exclusion of
some people occurring. As a result of
this merging, and the activities that
occur within Barker, reference
groups form!
A great example of a reference group within schools is a class. Each person
has their own friendship groups outside of the classroom, and so out of the
20 or so people you will have groups of 2 or 3 who are close friends. With the
provision of a common goal, these groups and individuals all combine and
interact well together, but then disband at the end of class.
Characteristics of Groups
When groups form there are a number of characteristics that influence the
group dynamic. Muzafer Sherif classified the characteristics of a group as
having…
1. Common motives and goals
2. Accepted divisions into roles
3. Established status (social rank,
dominance) in the relationships
4. Accepted values with reference to
matters relevant to the group
5. Development of accepted sanctions
(praise and punishment) if and when
values were respected or violated
Mr Hensley backs up Sherif’s
theories, and states how often an
established status and accepted
values within groups at Barker,
subconsciously modify (for better or
worse) an individual’s behaviour,
within that group.
Social Identity
Social identity is a theory formed by Henri Tajfel and John Turner to
understand intergroup discrimination. It is composed of three elements…
1. Categorization: We often put
others (and ourselves) into
categories, based on similarities or
differences. Labeling someone as a
‘nerd’, ‘surfie’ or soccer player are
ways of saying other things about
these people.
2. Identification: We also associate
with certain groups that we perceive
we belong to, which serves to
bolster our self-esteem.
3. Comparison: We compare our
groups with other groups, seeing a
favorable bias toward the group to
which we belong.
FromDoboth
and
you t the
hink graph
your group
af fMr
ectHensley’s
s people's
views of you?
description of how boys see each other
within the social spectrum, we can see
how year 9 Barker boys are very similar
to the social
identity theory, where
No
32%
groups and individuals are catergorised
Yes
into a certain stereotype.
No
Yes
The boys back this up68%
in the survey,
with the majority saying that the group
they belong to affects other’s views of
them.
Territory and Dominance
The earliest efforts to understand social units was in the 1920s and 1930s
in New York gangs, and then later in the 1950 and ‘60’s among groups of
animals in the wild.
•
Animal social behaviour displays
striking similarities to that of
humans and gives insight into the
way humans relate to each other.
•
Territorial and dominance
behaviors in humans are so
commonplace, such as property
ownership, that they are simply
taken for granted. The formation
of a person’s self-identity within a
group provides a basis for where
they stand within a group.
•Coming to understand territorial
and dominance behaviors may
thus help to clarify the
development, functioning, and
productivity of groups.
Dominance between Groups
As a result of social identity and the resulting comparisons, it is theorised
that some groups will become more dominant and powerful than others.
Does this sort of theory occur in practice at Barker?
According to Mr Hensley, this sort dominance may exist, but often on a
small scale,and to a lesser extent than many will believe.
Mr Miller on the other hand was far more careful of calling it a hierarchy,
with dominance being shown, although he too believes that some kind of
structure is present within Barker.
Dominance within Groups
‘Groupthink’ is a mode of thought where individuals intentionally conform to
what they perceive to be the consensus of the group, rather than going on
a personal opinion. Groupthink often causes the group to make bad or
irrational decisions, and encompasses peer pressure.
Irving Janis (1977) proposed eight
symptoms of ‘groupthink’.
1. Illusion of invulnerability
2. Unquestioned belief in the
inherent morality of the group
3. Collective justification of
group's decisions
We see here a great example of
groupthink, where Regina George forces
her opinion on a lower group member,
despite the member’s disagreement that
the dance won’t work. As it turns out, the
dance doesn’t work, a negative
consequence of the groupthink
phenomena.
6. Illusion of unanimity (everyone agrees
4. Shared stereotypes of outer with you)
groups, particularly
7. Direct pressure on dissenters to
opponents
conform
5. Self-censorship-members
8. Self-appointed "mindguards" protect
withhold criticisms
the group from negative information
Hierarchy
Social hierarchy is a phenomena that commonly occurs in the wild among
animal groups and forms as part of any natural group formation process.
What is a social hierarchy and does one exist within groups at Barker?
Social hierarchy in general is a fundamental aspect of social organisation
that is established by fighting or dominant behavior and results in a
ranking of the animals or humans within and outside a group.
Social, or dominance, hierarchies are observed in many different animals. In
many species, size, age, or sex determines status. Socially, it may be your
interests, skills or perceived masculinity that makes you more dominant
and higher up the hierarchy.
Social Hierarchy vs. Social Network
In year 9 Barker, do boys perceive the social structure as a social hierarchy
where dominance among groups is common, or as a social network where
there is greater equality?
Social Hierarchy

Social Network

We have discovered that overall, there
is some sort of hierarchy or social
structure present within year 9 Barker,
both from personal experience and the
research that we have done. To what
extent it exists is another, more
complex question, in addition to the
way it affects boys in different groups.
Conclusion
From the primary research that we have undertaken, there are a number of
different conclusions that we can draw from and extend upon…
What are the factors that influence group formation and the social
structure of year 9 boys at Barker College?
•The period of time: as time goes on groups tend to settle, and each
member finds their place within the social structure. They also get a chance
to better know each other (Tuckman’s model-Forming, Storming, Norming
and Performing) and by year 9 are ‘performing’ in groups.
•The shared interests and common skills: this is a highly important factor,
so boys are able to relate to those in their groups through these activities,
such as sport or music.
•A set of ‘hidden’ or subconscious rules and values: these values may
impact on a boy’s actions and the way boys interact with each other.
•The developing maturity of boys: as boys mature mentally, their
relationships stabilise. For example, compare relationships from year 7 to
year 9.
•A positive school culture: this positive culture allows boys to meet each
other and break down barriers, through camps, sport and in house groups.
(Again see Tuckman’s stages).
Conclusion-Part 2
The second major set of conclusions that we can draw from our research is how
these social groups affect the way boys relate to each other. Our results have
confirmed…
•The existence of a group hierarchy: albeit it a low-level structure, with its
influence not being to the extent seen in a film such as Mean Girls. Mr
Hensley believed that there was a certain hierarchy present within Barker,
although mentioned that it was not as severe as other schools, while Mr
Miller indicated that he thought that any sort of hierarchy was not commonly
present at Barker, and dominance between groups was, in his mind, rarer.
•The overall good treatment: from our results we felt that overall boys at
Barker get on well and treat each other well, compared to some other school
environments where high level inter-group tension is present.
•The formation of large reference groups: we felt that at the heart of this
good treatment was the formation of large reference groups, such as in
class, where a variety of different groups need to bond together to achieve a
common goal.
Conclusion-Part 3
Our final conclusion involves the basis of what we have learnt from our
research, and why it has been so interesting and relevant to discover.
The very interesting thing this project has done is formalise our personal
understanding of social groups, into an understanding that is more
technical. In this research, as you can see, we have taken examples and
phenomena that regularly occur in our social lives and broken them down
and then look at the theory behind the social groups.
This project has applied terms to what we already instinctively know and
recognise from experience within these social groups. By looking at the
psychology behind group functioning we can further extend our
understanding of how and why we act the way we do, and act to prevent
negative phenomena, such as groupthink, before it occurs.
So, in conclusion, what we have done gives an insight into the theories
behind the reality that we all experience, everyday.
Further Research/Evaluation
There are a couple of avenues that were touched on by our research, that
we feel would be interesting to investigate, but obviously didn’t have the
time or resources to extend down and follow up.
Looking at similar concepts, but in a girl’s school environment, and make
a comparison between the two (it is hypothesised that there will be some
startling differences).
Looking at the effect of perceived masculinity on a possible hierarchy or
dominance structure, very similar to the research being undertaken by Mr
Miller.
References/Bibliography
Here is our bibliography of the references that we used to gather secondary
research on sociology and group psychology.
Encyclopedia Britannica 2006, ‘Interest group’ Encyclopedia Britannica Online School
Edition, published online.
Robin Stock, 2000, A History of Psychology,
<http://fates.cns.muskingum.edu/~psych/psycweb/history/sherif.htm>
Sherif, Muzafer and Sherif, Carolyn, 1967 An Outline of Social Psychology rev.ed., Harper
& Brothers: New York
Van Kriekan, Robert 2000, Sociology: Themes and Perspectives, published by Pearson
Education Press, Sydney.
York University, Toronto, 2004, Classics of Psychology-Muzafer Sherif,
<http://psychclassics.yorku.ca/Sherif/index.htm>