Instructions Write an 800-word essay on racial bias and your personal experiences| double spacing Level of writing - preFinal Each essay must follow these requirements: 1) Title in two lines (centered) a. First line: The number of the essay, e.g. Essay #3 b. Second line: Specific Title, e.g. Self-efficacy works better than Self- esteem 2) Part 1: a short description of a personal experience or an observation (articles, editorials, advertisements, advice columns, photographs, and cartoons can be used), which illustrates or exemplifies one of the social psychological phenomena covered in class (lecture), related to the specific Essay check the essay # for specific information for this it will be racial bias against the hispanic community. 3) Part 2: Per a literature review write a brief explanation of the theory or research dealing with the phenomenon or process, you must cite all the sources in the text using APA (American Psychological Association) style which is used by Education, Psychology, and Sciences. It is expected that this part be obtained from peer-reviewed articles published between 2016-2023. This part must include the following elements: a. Definition of the concept b. Antecedents of the concept c. Current trends (theories-research) and findings. 4) Part 3: an application of the research or theory to the observation described in 1, together with an evaluation of the “fit” of the theory to the life experience. 5) References: Use at least 4 references, all the work cited in the text must be included in the references section (APA style). The references for this assignment are expected to be peer-reviewed articles published between 2016-2023 (relevant to the chosen topic). 6) Format a. The essay must be written using: Font: Arial 12, b. Normal margins (Top 1”, Bottom 1”, Left 1” and Right 1” c. Letter size paper. d. 1.5 space between lines 7) 800 words minimum (the references section is not included) 8) Each essay will be evaluated on a 10-point scale./n Social Psychology 360-01-1 4/16/2020 Roster Number: 13 Essay # 3 Socially learned aggression After finishing my athletic career, I decided I wanted to become a youth sport coach. When I started coming up with my program design, I began thinking about what I wanted the goal of my programs to be and looked at previous sport experiences I had for ideas. I quickly realized that the worst experiences I had were ones where the coaches and players always seemed to be upset or even aggressive. One time in particular, I had a baseball coach who would throw items down in disgust whenever something went wrong during a game and yell at umpires if they made a call he didn't like. These aggressive outbursts seemed to become contagious, as my teammates started to emulate them by throwing their bats or helmets whenever they got upset and even talking back to umpires when they made calls they didn't like. After one person started doing it and the coach didn't do anything to outright discourage the behavior, it spread from one teammate to another, usually after their closest friend on the team would do it. I took some time to think about why this was the case in order to ensure I could develop a program that would decrease these types of aggressive behaviors and instead use my influence as a coach to provide a positive experience for my athletes. One of the most prominent theories used to explain and investigate aggressive behavior is social learning theory of aggression (Bandura, 1978). The theory states that we can learn aggressive behaviors vicariously (i.e. without personally experiencing or practicing the behavior) by observing someone else, particularly a role model or peer engaging in that behavior. An example of this process occurring that was used as foundational research to create this theory can be found in the classic "bobo doll" study (Bandura, Ross & Ross, 1961). In the study children observed adults engaging in either aggressive or nonaggressive behaviors in a toy room and then were later placed into a similar situation, with those who viewed the aggressive adults engaging in much higher rates of aggression (Bandura, Ross & Ross, 1961). Not only were the specific physical behaviors mimicked (e.g. the child sat on the bobo doll and punched it before picking it up and slamming it after seeing the adult do the exact same sequence), verbal aggression has also been shown to be socially learned (Bandura, Ross & Ross, 1961). Adults however, are not the only influencers when it comes to socially learned aggression. Salvas et al. (2011) expanded the scope of research by examining the role of peer influence on aggression in elementary school students. Specifically, the amount of aggression exhibited by a child in Kindergarten and first grade was correlated with the aggression of their best friends in order to understand the social influence of peers. Friend's aggression was not only a short term predictor of aggression, it was also found to have an influence of levels of aggression over the span of many years, raising a very real concern about the long term effects these formative relationships will have on the development of future prosocial behaviors (Salvas et al., 2011). Tucker, Turner, Barling and McEvoy (2010) attempted to use social learning theory to investigate ways to mitigate or even decrease socially learned aggression in youths. The interplay of transformational leadership (a form of leadership that models and promotes ethical and prosocial behaviors) of youth hockey coaches on the aggression of their individual athletes and team as a whole was examined. High levels of transformational leadership (and subsequently lower levels of coach aggression) was found to regulate both player and team aggression, however, the transformational leadership and aggression of parents had no effect on the aggression of their children (Tucker, Turner, Barling & McEvoy, 2010). These results indicate the importance of the leader as a model of behavior as they have a direct effect on the induvial group member and their peers, which mitigates the role effect of socially learned peer aggression. It is clear that social learning played a role in my past sporting experiences. My teammates learned to outlet their frustration via aggression from seeing our coaches do it. They even mimicked specific behaviors, similar to the results seen in Badura, Ross and Ross (1961). The spread of behaviors from one friend to another seems to reflect the findings of Salvas et al., (2011) as friends seemed to bring out aggression in their friends by modeling the behaviors around them. Finally, the results of Tucker et al. (2010) provide additional context to explain why my past experiences went the way they did, as well helps inform what should be done instead. Like any leader, coaches play a big role influencing behaviors of athletes and the team as a whole and not only by modeling the aggressive behavior, but not discouraging it when individual players started doing it as well (Tucker et al., 2010). In short, my coach was not making an attempt to regulate his aggression or that of the team and he acted as the model and catalyst of aggression among the team. Thus, in an effort to provide a positive experience for my athletes, I made a point of leading by example when I started coaching. By modeling the preferred behaviors and discouraging bad ones, I've been able to reduce aggressive outbursts from my athletes. References Bandura, A., Ross, D., & Ross, S. (1961). Transmission of aggression through imitation of aggression models. Journal of Abnormal and Social Psychology, 63, 575-582. Bandura, A. (1978) Social learning theory of aggression. Journal of Communication, 28(3), 12- 29. Salvas, M., Vitaro, F., Brendgen, M., Lacourse, E., Boivin, M., & Tremblay, R. (2011) Interplay between friends' aggression and friendship quality in the development of childhood aggression during the early school years. Social Development, 20(4), 645-663. Tucker, S., Turner, N., Barling, J., & McEvoy, M. (2010). Transformational leadership and childrens' aggression in team settings: A short-term longitudinal study. The Leadership Quarterly, 21, 388-399.