Psychology · Year 11 · Social Psychology and Influences on Behaviour · 3.º Período

Prosocial and Antisocial Behaviour

An examination of the factors that encourage helping behaviour and those that lead to reluctance to help, including the bystander effect.

TL;DR:This topic investigates the factors that lead people to help others (prosocial behaviour) or to act in ways that are harmful or indifferent (antisocial behaviour). Students explore the 'bystander effect' and the famous case of Kitty Genovese, alongside modern Australian examples. They look at the biological, psychological, and social factors that influence our decision to intervene in an emergency, such as the 'diffusion of responsibility'.

• ACARA Content Descriptions
• ACHPSY17
• ACHPSY18

About This Topic

This topic investigates the factors that lead people to help others (prosocial behaviour) or to act in ways that are harmful or indifferent (antisocial behaviour). Students explore the 'bystander effect' and the famous case of Kitty Genovese, alongside modern Australian examples. They look at the biological, psychological, and social factors that influence our decision to intervene in an emergency, such as the 'diffusion of responsibility'.

Understanding these behaviours is crucial for developing socially responsible citizens. Students also look at the role of empathy and altruism, and how these are fostered within different cultural contexts, including the strong emphasis on community and 'looking after kin' in First Nations cultures. This topic is highly relatable and benefits from role-playing scenarios where students must decide how to act. Students grasp this concept faster through structured discussion and peer explanation.

Key Questions

1. What motivates individuals to help others?
2. How does the bystander effect influence intervention in emergencies?
3. What personal and situational factors contribute to antisocial behaviour?

Watch Out for These Misconceptions

Common Misconception

People don't help because they are 'cold' or 'uncaring'.

What to Teach Instead

Students often blame personality. Teachers should use the 'bystander effect' research to show that even very kind people are less likely to help if they are in a large crowd, due to situational pressures like 'audience inhibition'.

Common Misconception

Altruism is always 100% selfless.

What to Teach Instead

Psychologists debate if 'pure' altruism exists. Using a structured debate on the 'social exchange theory' helps students explore the idea that we often help because the benefits (like feeling good) outweigh the costs.

Active Learning Ideas

Role Play

The Bystander Dilemma

Students are given various 'emergency' scenarios (e.g., someone falling in a busy mall). They role-play the scene with different numbers of bystanders to see how the 'diffusion of responsibility' affects the speed of help.

40 min·Small Groups

Think-Pair-Share

Why Do We Help?

Students recall a time they helped a stranger. They discuss with a partner whether they did it for 'altruistic' reasons (no reward) or 'egoistic' reasons (to feel good or avoid guilt).

15 min·Pairs

Inquiry Circle

Prosocial Heroes

Groups research a famous 'prosocial' act in Australian history (e.g., during the 2019-20 bushfires). They identify the situational and personal factors that led people to risk their lives for others.

45 min·Small Groups

Frequently Asked Questions

What is the bystander effect?

The bystander effect is a social psychological phenomenon where individuals are less likely to offer help to a victim when other people are present. The greater the number of bystanders, the less likely it is that any one of them will help, often due to a 'diffusion of responsibility'.

What factors influence prosocial behaviour?

Factors include situational variables (the presence of others, the clarity of the emergency), personal variables (empathy, mood, competence), and social norms (the reciprocity norm and the social responsibility norm).

How does 'diffusion of responsibility' work?

This occurs when a person feels less personally accountable for taking action because they believe others who are present will or should take responsibility. In a crowd, the 'burden' of helping is shared among everyone, which often results in nobody taking the first step.

How can active learning help students understand the bystander effect?

Active learning through role-play allows students to feel the 'social paralysis' that happens in a crowd. By physically acting out scenarios, they can identify the exact moment they look to others for cues (social influence) or feel that someone else will step in. This makes the abstract theory of the bystander effect a tangible, lived experience.