Psychology · Year 10 · Social Influence · 5.º Período

Prosocial Behaviour and Crowd Psychology

Students will analyse bystander intervention and the factors that encourage or inhibit prosocial behaviour. They will also explore deindividuation and how behaviour changes within a crowd.

TL;DR:This topic explores how our behaviour changes when we are part of a group or a crowd. Students learn about prosocial behaviour, such as bystander intervention, and the factors that prevent people from helping, like diffusion of responsibility. They also examine the darker side of group dynamics: deindividuation and crowd behaviour.

• National Curriculum Attainment Targets
• GCSE Psychology (AQA) 3.2.2.5: Prosocial behaviour
• GCSE Psychology (AQA) 3.2.2.6: Crowd and collective behaviour

About This Topic

This topic explores how our behaviour changes when we are part of a group or a crowd. Students learn about prosocial behaviour, such as bystander intervention, and the factors that prevent people from helping, like diffusion of responsibility. They also examine the darker side of group dynamics: deindividuation and crowd behaviour.

By studying the 'Bystander Effect' and Zimbardo's theories on deindividuation, students gain insight into why people sometimes act out of character in large groups. This is a crucial topic for GCSE as it connects psychological theory to real-world social issues and historical events. Students grasp this concept faster through physically modeling the patterns of crowd dynamics in the classroom.

Key Questions

1. What is the bystander effect?
2. Why do people behave differently in crowds?
3. How can prosocial behaviour be encouraged?

Watch Out for These Misconceptions

Common Misconception

People don't help in emergencies because they are selfish or uncaring.

What to Teach Instead

Often, people don't help because of 'pluralistic ignorance' (looking to others to see if it's a real emergency) or 'diffusion of responsibility.' A role-play of an ambiguous emergency can help students experience these social pressures.

Common Misconception

Being in a crowd always leads to violence or bad behaviour.

What to Teach Instead

Crowds can also foster prosocial behaviour, such as in peaceful protests or community events. A collaborative investigation into 'positive deindividuation' can show how group identity can sometimes lead to heroic or helpful acts.

Active Learning Ideas

Simulation Game

The Bystander Effect

Stage a 'dropped books' scenario in different parts of the school with varying numbers of people present. Students record how long it takes for someone to help and then analyse the results using the concept of 'diffusion of responsibility.'

50 min·Small Groups

Gallery Walk

Deindividuation in History

Display images of crowds in various contexts: sports fans, protesters, and historical riots. Students move around to identify signs of deindividuation (like uniforms or masks) and discuss how these factors changed the individuals' behaviour.

35 min·Small Groups

Think-Pair-Share

Encouraging Prosocial Behaviour

Students are given a scenario where someone needs help. They must work in pairs to come up with three specific ways to 'break' the bystander effect and encourage others to intervene, based on psychological principles.

20 min·Pairs

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 any one of them is to help.

What is deindividuation?

Deindividuation is a state where people lose their sense of individual identity and personal responsibility when they are part of a large group or wearing a disguise. This can lead to a reduction in inner restraints and an increase in impulsive or deviant behaviour.

How does diffusion of responsibility work?

In a large group, the perceived 'cost' of not helping is spread across all the people present. Each individual feels less personal pressure to act because they assume someone else will do it, or that it isn't their sole responsibility.

How can active learning help students understand crowd behaviour?

Active learning allows students to safely explore the 'anonymity' of a crowd. By participating in group tasks where they are 'deindividuated' (e.g., wearing masks or identical bibs), they can observe how their own sense of accountability changes, making the theory much more impactful.