Phillip Zimbardo Interview
Phillip Zimbardo is one of many psychologists that helped shape our understanding of Human discipline. Philip Zimbardo was born on March 23, 1933, in New York City. He attended Brooklyn College where he earned a B.A. in 1954, majoring in psychology, sociology and anthropology. He then went on to earn his M.A. in 1955 and his Ph.D. in 1959 from Yale University, both in psychology. Zimbardo spent one year teaching at Yale and seven years as an associate professor at New York University. In 1968, Zimbardo accepted a job at Stanford University as a professor of psychology. Mr. Zimbardo has been a Professor of Psychology at Stanford University since 1968. Zimbardo has spent much of his time studying and researching behavior and mind control, and he has even testified to the power of situational pressure and the events at the Abu Ghraib prison. One study that really sparked my interest done by this particular psychologist was his prison study. I found the results of Zimbardo 's Stanford Prison experiment to be very intriguing, and so, I wanted to learn more about this social psychologist and his other contributions to the field. If I were able to travel back in time with the opportunity to interview him, I would want to ask a billion
Zimbardo has spent most of his career researching why and how people, in a sense, transform in certain situations that they act in unexpected ways. Zimbardo has done research on things like the human perspectives on time, reserve, motivation and other things of that nature. According to Fails, "He has authored more than 200 professional articles, chapters, popular articles, and dozens of trade and textbooks. He holds many honors and awards from Stanford for his excellence in teaching and from the American Psychological Foundation, Western Psychological Foundation, Phi Beta Kappa and NYU. Zimbardo has recently been elected APA president for
The Stanford Prison Experiment was conducted in 1971 by Philip Zimbardo of Stanford University. The purpose of the experiment was a landmark study of the human response to captivity, in particular, to the real world circumstances of prison life. In social psychology, this idea is known as “mundane realism”. Mundane realism refers to the ability to mirror the real world as much as possible, which is just what this study did. Twenty-four subjects were randomly assigned to play the role of "prisoner" or "guard" and they were made to conform to these roles.
Mrs. Nancy Hamilton (changed name for privacy) is 95 years old female who resides in a local continued care retirement community (CCRC) located in the Los Angeles County. I decided to interview Mrs. Hamilton for her successful aging. I have known her for 9 years and her aging process has not been an easy ride but she always maintained a positive sprit that kept her going even today. Mrs. Hamilton moved in to a CCRC in 2006, two years after her husband passed away. Mrs. Hamilton has one daughter and one son. Daughter Margaret lives nearby and visits frequently and takes care of personally needs such as transportation to medical appointments or shopping for skin care products or clothes as necessary. Son, David lives in the Northern California and visits a few times a year.
Buddha, Confucius, and other lesser known Hebrew scholars philosophized on the mind in an expansive sense.
I had the opportunity to interview with the school psychologists on our campus. She currently holds a master’s level degree in psychology and has worked for the district for 10 years now with 3 of those years at this location. Discussing what she does on a regular bases she explained how she reaches out to contacts within the community to help parents and children with unresolved issues to help them find answers. She creates activities that help to nurture a better lifestyle for these families. I discussed with her in length about these events and she described them as a social environment conducive to a higher quality in learning, social interaction and family lifestyle. The reason for planning these events in our campus is because of the lower demographics and the campus considered a special class of schools which are known as Title 1 which receives more aid than other campuses.
While it lacked most of the characteristics of a proper experiment, the study is a major contribution to the field of psychology and our understanding of situational forces. Hock (2012) states, “the mock prison situation was so powerful that it had morphed…into reality. [The students and experimenters] had become their roles…These roles were so powerful that individual identities dissolved to the point that the participants and experimenters had difficulty realizing just how dangerous the behaviors in the ‘Stanford Prison’ had become.” The Stanford Prison Study made major waves in 1970s understandings of why people do what they do, what makes good people do bad things, and how situational forces can have control over people’s behaviors. The Stanford Prison Experiment was a game changer in understanding human behavior and what compels or motivates our actions—is it the situation or our principles?
James Gilligan is an American psychiatrist who presents the causation and prevention of violence from his point of view of working in US prisons for decades in his book “Preventing Violence”. Gilligan provides readers with a multitude of data and theories, but his book (or at least the first four chapters) boils down to the fact that violence towards other is caused by shame. He calls upon his many years of interaction with prison inmates and explains how inmates who committed violent crimes often said it was because they were disrespected, and therefore shamed. However, it’s very important to highlight that it takes not only shame but also an inability to “regain respect” after a shameful event, to cause violence as Gilligan proposes. This
In Zimbardo’s Stanford Prison Study, Zimbardo was interested in finding out how voluntarily people would conform to the roles of guard and prisoner in a stimulated role-playing experiment. Participants were picked to be either a prisoner or a guard and were placed in a prison environment for six days before Zimbardo had to shut the experiment down (Cherry, 2014). For the IRB ethical guideline respect of persons, each participant was given an informed consent about the study. Participants also had a preliminary interview in which participants with anxiety issues were told not to participate due to effects of the study. However, consent could not be fully informed because even Zimbardo himself did not know what was going to happen in the study (McLeod, 2008). Participants in this study also had the right to withdraw although they felt like they could not because they were being conformed to a prison environment. Confidentiality was also included in the study because participants had to complete a release form for their video footage to be used. Participants were also given an ID number during the experiment, therefore, remaining anonymous not only to other members of the study, but also anyone who watched the footage (McLeod, 2008).
The experiment was conducted in the Stanford Psychology department basement. The mock guards were told they could use anything to enforce prison rules except violence. Their goal was to be strict and psychologically demeaning to the prisoners. Guards were told to dehumanize the prisoners, calling them by their assigned number instead of their name. Zimbardo (1971) took the role as prison superintendent and watched over the guards and prisoners. To begin the experiment, Zimbardo (1971) cooperated with local law enforcement and had all 12 pri...
For my psychology interview assignment, I had the privilege of interviewing Elaine, who is the Director of Preschool X, which is an educational institution. She reports that she has been in this position for 13 years since its inception. Elaine is a close friend of my aunt, which was how I was able to meet her. She explained that her responsibilities include; the hiring of all personnel related to the school, submission of criminal background checks, the medical reports for all staff and children must be current, and also developed a curriculum for the teachers to execute. She has parent meetings and she deals with parents on a daily basis. For any arising issues, Elaine conferences with parents at least once or twice a week. Have weekly staff meetings regarding the curriculum. She also plays the role as the educational event coordinator, where she would “invite people from the dinosaur museum or alley pond park to come over to her preschool, to enrich the children”.
The Stanford Prison Experiment, is "one of the most controversial studies in the history of social psychology." (Konnikova, M. (2015)) But really, it was a psychological study, in 1971, on the effects that a prisons can have on the individuals that inhabit there or the guards that guard those prisoners, for periods of time. In fact, it was a study to determine, understand, and gain knowledge on how an institution effected an individual or human 's behavior.
Counseling Psychology is a specialty within the professional psychology that maintains a focus on facilitating personal and interpersonal function across the life span. Those who are Counseling Psychology focuses on the clients emotional, social vocational, education health-related, developmental, and organizational concerns.
I interviewed a teacher from the Philadelphia School District and here is the result from my interview. I am a teacher in the head start program of Philadelphia .I have been with the head start program for 10yrs. I see children younger than kindergarteners with special needs. I see this problem not only with education but behavioral. Children with special problems can learn. You have to know how to deal with children period. Regular children and special educational children all learn. Special educational children know exactly what they’re doing just as well as regular children.
Public Safety Officials have been battling the difficult question of profiling for quite a while. The question is how do they know the suspected individual fit the category associated with an offense? While it has been proven that many profiling cases are somewhat directed to a racial profile, it can be proven that people, given the discretion, are able to identify explanations for a series of behavioral events by identifying what that behavior accredits to. This theory, identified by Frite Heider, “suggested that we have a tendency to give casual explanations for someone’s behavior, often by crediting either the situation or the person’s disposition,” called the attribution theory. Until recently, a study of the like was considered to be a branch of sociology and not a form of psychology. Social psychology essentially became the focus on the individual rather than the group as a whole. Many thoughtful ideas are collected in response to the studies of social psychology. Human cognition is understood to arise from interacting socially; highlighting the importance of socialization. We use social cognition to develop our explanations and our ideas on why a person’s behavior is/does what it is/does.
The mock-prison experiment or otherwise known as the Stanford experiment, involves several individuals, some taking on the role of prison guards and others taking on the role of prisoners in an effort to better understand the conflict amongst these two groups. In this experiment, the “prison guards” immediately assumed their roles, without question, as did many of the so-called prisoners. The guards often displayed sadistic and even psychopathic behavior as evidenced by the fact that some to...
The Redl and Wattenberg Model is a model of discipline, concerning group dynamics. Fritz Redl, a highly respected psychologist and educator, was born in Austria in 1902. He was recruited by the Rockefeller Foundation and immigrated to the United States from Austria in 1936. In 1940, Redl began his career in the United States as a therapist and researcher and ultimately became professor of behavioral science at Wayne State University. In 1973, he dealt with deviant juveniles as a consultant to the department of criminal justice at the State University of New York at Albany. Redl wrote many books contributing to the field of education, including Discipline for Today’s Children, co-authored with George Sheviakov (1956) and When We Deal with Children (1972).