Call us: +44 (0)1227 789 649 - Monday to Friday 9am to 5pm
Social Psychology Level 3 100 Hours Certificate Course
Learn About Social Psychology
Social Psychology Online Course
Through our Social Psychology Online Course Learn how to help others develop better social skills to interact at work and personally
Social psychology affects us all in our social and work interactions, even if we don’t know it, so it is important to be able to know how we relate to the people around us.
By knowing this, professionals can understand how to help others to develop better social skills. Therefore, this course will be invaluable to those working in, or looking to work in:
- Social work
- Personnel management
- Caring roles
- Health professions
This course is accredited at Level 3 by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
This course has been accredited by the CMA – The Complimentary Medical Association. On completion of any qualifying module, you can join as a “Fully Qualified Practitioner” and be entitled to use the post-nominal latters “MCMA” after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
Lesson Structure: Social Psychology I BPS205
1 Social Cognition
- Introduction to social psychology
- What is social psychology
- Impression formation
- The primary affect
- Scemas and social perception
- Central traits
- Social inference and decision making
- Case Study: social psychology and law
2 The Self
- Self concept
- Present and ideal selves
- Cognitive dissonance
- Experiments into cognitive dissonance
- Reducing cognitive dissonance
- Self efficacy
- How does the self develop
- Self and social feedback
- Types of socialisation
- How are we socialised
3 Attribution and Perception of Others
- Attribution theory
- Attribution and Concensus, consistency, distinctiveness
- Attribution errors
- Culture and attributional style
- Criticisms of the theory
- Practical uses of attribution theory
4 Attitudes and Attitude Change
- Defining attitude
- Characteristics of attitudes
- ABC of attitudes
- Affective elements of attitude
- Behavioural elements of attitude
- Self attribution
- Cognitive elements of attitude
- Attitude formation
- Factors affecting attitude change
5 Prejudice, Discrimination and Stereotypes
- What is prejudice
- Functions of prejudice
- How we measure prejudice
- In groups and out groups
- Reducing prejudice
- Functions of stereotypes
- Dangers of using stereotypes
- Changing stereotypes
6 Interpersonal Attraction
- Theories of attraction
- The social exchange theory
- The reinforcement affect model
- Factors affecting interpersonal attraction
- Physical appearance
- Biological underpinnings
- Positive regard
- Mis attribution of emotions
- Attachment styles
- Cultural similarities
- An evolutionary perspective
- The cost of sex
7 Helping Behaviour
- Bystander intervention
- Diffusion of responsibility
- Social facilitation
- Why do people conform
- Factors affecting conformity
- Desire for affiliation
- Reinforcement and punishment
- Obedience to authority
- Why does social influence work
- Types of aggression
- Theoretical approaches to aggression: Freudian, Drive theories, Social learning theories, Biological and evolutionary theories
- Aggrssion against outsiders
- Aggression in a species
- Aggression in humans
- Environmental influences on human aggression
- Imitation or modelling
- Aggression and Culture
- Other factors
- What is a group
- Kinds of groups; recreational, social, work, family, sportingFeatures of groups
- Factors relating to groups: productivity, social loafing, insufficient coordination, social facilitation
- Group decision making: group think, group polarisation, minority influence
10 Cultural Influences
- Defining culture
- Culture and social exchange
- Individualistc vs reciprocal societies
- Cross cultural psychology vs cultural psychology
- Culture bound syndromes
- Trance and possession disorder
Learning Goals: Social Psychology I BPS205
- To determine how physical characteristics and non-verbal behaviour affect our formation of impressions of others, and how that information is processed;
- To understand the sociological perspective of the self and how we relate to others;
- To discuss attribution theory, the internal and external causes, and its role in self-perception and the perception of others;
- To understand the emergence of attitudes, changes in attitude, and the effect of attitudes upon behaviour and use as predictors of behaviour;
- To discuss the emergence of prejudice, stereotypes and discrimination from the perspective of social psychology and attitudes;
- To understand the influence of physicality, similarity, familiarity and proximity on interpersonal relationships;
- To understand helping behaviour through the influences of conformity, compliance, obedience and diffusion of responsibility;
- To define social psychological theories of aggression and to apply those theories;
- To understand the nature of group behaviour and to demonstrate awareness of group cognition;
- To understand the effect of culture on behaviour of individuals and groups.
Practical (Set Tasks)
What you will be doing during this Course
- Define social cognition;
- Determine the possible impression a jury might have of defendants and the social basis of those impressions;
- List the three general biases that may affect the jury’s attributions and explanations and briefly describe each one;
- Different types of schema;
- Explain why people are motivated to justify their own actions belief and feelings;
- Explain cognitive dissonance;
- Explain how can the desire for self-consistency influences our self-perception;
- Determine the purposes served by dissonance -reducing behaviour;
- Identify factors that form self-concept;
- Describe attribution theory;
- Describe how discounting principles relate to our perception of others;
- Identify the fundamental attribution error;
- Discuss how we use attribution to protect our self esteem;
- Discuss how consistency, consensus and distinctiveness help to form our explanations of another person’s behaviour;
- Explain how attitudes develop;
- Discuss how attitudes affect behaviour;
- Explain what makes people prejudiced;
- Explain how physicality influences our behaviour;
- Discuss the principle of similarity;
- Explain how familiarity and proximity influence the development of friendship;
- Explain why people conform;
- Discuss Millgram’s experiment on obedience;
- Explain why is a lone person more likely to help than a person in a group;
- Discuss how conformity, compliance, obedience and diffusion of responsibility influence helping behaviour;
- List the causes of aggression;
- Explain the concept of group polarization;
- Discuss how group decision-making influences conformity;
- Examine the influence of culture and society on each other.
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has aslo written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Excerpt from the Course
Attribution is the process of assigning causes for the behaviour of others and ourselves. It is a theory within social psychology of how we explain the behaviour of others. According to Heider’s (1958) attribution theory, when we offer explanations about why things happened, we attribute them to either situational factors causes (situation and circumstance) or dispositional factors (thinking, personality, attitude, motivation, effort etc).
Weiner further developed Heider’s theory and claimed that attribution is a three step process through which we perceive others as causal agents.
Attribution theory assumes that people try to determine why other people do what they do – that is, attribute a cause to their behaviour. A person trying to understand why a person did something may attribute their behaviour to one or more causes. There is therefore, a three stage process underlying the attribution.
For example, you are walking along and someone throws some litter on the floor. Three thoughts may cross our minds –
“I saw that” (perception of the action) – step 1
“You meant to do that” (judgement of intention) – step 2
“You are a litter lout” (attribution of disposition) – step 3
We must first observe or perceive the behaviour (step 1). We must then believe that the person did the behaviour intentionally (step 2) and finally determine if the person was forced to perform that behaviour – if they were forced to do it, the cause would be attributed to the situation, if they were not forced, the cause would be attributed to the person.
So using the example above –
Person throws the litter
Step 1 – I saw that
Step 2 – You meant to do that.
Step 3 – The piece of litter was on fire – the person was forced to do it, so the cause is environmental. (external attribution)
Step 3 – You are a litter lout – the person was not forced to do it, so the cause was their own personality (internal attribution).
Kelley (1967) used the terms external and internal to describe these attributions. An external attribution assigns causality to an outside agent or environmental factor, and claims that something or someone motivated the event, or caused the results. In contrast, an internal attribution assigns causality to factors within the person, and claims that the person was directly responsible for the event. The behaviour is due to their personality, attitude, character or disposition. For example, if you think Fred failed his psychology exam because he had a late night, his cat died or his girlfriend left him that would be an external attribution. If you thought he failed because he was not clever enough to pass, that would be an internal attribution. These two types of attribution lead to different perceptions of the person engaging in the behaviour. For example, if we thought Fred failed his psychology exam because he was lazy and didn’t study (internal attribution), would we be less sympathetic than if we though he failed his exam because his girlfriend left him the night before (external attribution)?
We tend to form schemata about behaviour that lead us to expect people to act in certain ways in certain situations. For instance, we expect people to cry and grieve at a funeral, but do not expect laughter (though there are some societies in which that would be acceptable). We also form schemata about individuals, which can include expectations we have formed of their behaviour, and attribute what we believe a fairly characteristic behaviour to their personality or other internal factors.
When someone acts out of character, however, we might attribute the behaviour to external factors, wondering “What happened to him? What has made him act this way?” and looking for perhaps work or marriage problems, or other external influences on the person’s behaviour. When a stranger or someone we don’t know well – or don’t like – acts in a way that is unexpected and considered out of the norm, we are inclined to attribute it to internal causes, such as unpleasant personality, aggressiveness, ignorance, or jealousy.
Attribution has a direct influence on our behaviour, and can either encourage us or discourage us from taking action in a situation. For example, when Asian students began out-performing Western students in western schools, many people attributed their superior performance to “being smarter”. Most research into this matter, however, suggests that the key factor is that many Asian students tend to attribute both their successes and their failures to their own efforts, and therefore, put much more effort into achieving successes and avoiding failures. Many western students, on the other hand, are more likely to attribute their failures to external factors, such as teacher incompetence, unfair questions, time pressures, or luck, and therefore tend not to exert the same effort to achieve results.
Stable and Unstable Attributions
Attributions may be internal or external as already discussed, but they can be stable or unstable. A stable attribution is when a person believes that an event or behaviour is due to stable, unchanging factors. When they make an unstable attribution, they may infer that an event or behaviour is due to temporary, unstable factors. For example, Fred fails his psychology exam, but thinks it is because he always has bad luck (stable attribution), but if he thinks it is because he didn’t have time to study for this particular exam, he is making an unstable attribution.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.
Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.
Q. What sets the Academy apart from other institutions?
A. A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson). So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.
Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.
Q. Can I pay by instalments?
A. Yes, you can view all available payment options here.
Q. Are there any hidden costs?
A. There are no hidden extras – the tuition fee covers all course material, unlimited tutor support, assignment marking/feedback and any text books where specified and exams. The only extras are for the public examinations fees for the ICB Bookkeeping course and the RHS (Royal Horticulture Society) exams.
Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.
Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member. Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list of recognition and memberships please click here,
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. Completing the course- how long will it take?
A. Completion of modules varies from student to student. Many factors come into play such as work commitments and family life- there are always distractions. Some students work quicker than others. For a 100 hour module many students will take up to 3- 6 months, others take less time and some are even longer. It’s all up to you. There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.
Q. What learning formats are there?
A. Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module
Correspondence: You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a project instead of sitting the exam) – the choice is yours – you sit for the exam in your own location, or you can visit us in Canterbury, England to sit the exam if want to. Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons there would be 10 assignments. The number of lessons per module varies from module to module. See the course content from our website for further details.
Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.
Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.
Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to design your own diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript. The Transcript will list your GPA. Each 100-hour module is worth 3 credit hours.
Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification. Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.
Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam. Many students prefer this option as they find researching the material for the project sharpens their research skills.
Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.
Q. Do I have to sit for the exam at the Academy?
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.
Q. Our tutors – who are they?
A. We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience. Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.
Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.
Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.
Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service. Contact can be made via the Student Zone, email, or by phone.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,