Drawing on Chapter 6 of Investigating Psychology, evaluate the usefulness of psychology in assessing the impact that culture may have on childhood friendships.

Part 1: Essay
Drawing on Chapter 6 of Investigating Psychology, evaluate the usefulness of psychology in assessing the impact that culture may have on childhood friendships.
70 per cent of the mark
Word limit: 1000 words
Part 2: DE100 project report – Method
Write the Method section of your DE100 project report.
30 per cent of the mark
Word limit: 600 words

Relevant material
You will find relevant material in Chapter 6 of Investigating Psychology. There is a great deal of potentially useful information in this chapter, so you will need to be selective about the points on which you choose to focus.
Section 1 of Chapter 6 of Investigating Psychology introduces the concept of friendship to the reader. The section goes on to cover what friendship is, issues with defining friendship, potential requirements that are needed for a relationship to be categorised as a friendship, and the influence that friendships may have on children’s behaviour. This material is mostly descriptive and will help to give you an overview for the essay. However, please keep any description of what friendship is in your essay brief, as your word count is limited, and tutors will expect to see evidence of evaluation.
Section 2 provides context to a study conducted by Bigelow and La Gaipa (1975). This study collected qualitative data on friendships from essays of children (children were asked to write about what they expected of their best friend in comparison with other friends) and transformed this data so that quantified comparisons could be made. There is some useful information here, with some differences between the genders in relation to expectations of activities concerned with organised play, which may be caused by cultural norms. Sections that do not focus much on culture may be used to suggest that psychology has not been useful in assessing the impact that culture may have on childhood friendships, with psychology focusing too much on childhood friendships that take place in the west.
Section 3 discusses two methods that are used to study friendships in children: (1) interviews, and (2) ethnography. This section highlights the differences between the two approaches, potential limitations and strengths, and how each method can be used to uncover different types of information. The section gives an example of the rich data that is likely to be collected from both ethnographic studies and interviews. It also shows that Corsaro (2006) and Bigelow and La Gaipa (1975) reached different conclusions because the methods they used investigated childhood friendships in various ways. Further, this section highlights how certain types of methodologies, such as ethnography, will allow the researcher to become aware of important cultural influences, values and definitions (what it even means to be a friend) of a group. Methodologies such as ethnography may therefore give a rich insight into how group cultures may influence childhood friendships, meaning the usefulness of psychology in assessing the impact that culture may have on childhood friendships may depend on the methodology used.
Section 4 provides you with modern examples of research that explores the friendships of children and young people. Here, the information mostly provides examples of studies that have investigated the influence of peer groups and culture on friendships in children. It should be noted here that for the purposes of this essay, ‘culture’ can mean cultures within a group, online cultures and cultural differences between varying societies and nations. Therefore, McLeod et al.’s (2008) work on friendship groups and smoking could be used to assess the usefulness of psychology in assessing the impact that culture may have on childhood friendships.
Section 4.2. will be of particular relevance to your essay. This section highlights that there has been too much of a focus, traditionally, in research on friendships that have occurred in the USA and the UK. The section then discusses important research that has investigated the impact that culture may have on childhood friendships. For example, the work of Gonzalez, Moreno and Schneider (2004) on the influence that cultures (individualistic versus collectivist) may have on friendships will be relevant. A consideration of the goals, methodology, findings, and conclusions of the Gonzalez et al. (2004) study will be valuable when considering the usefulness of psychology in assessing the impact that culture may have on childhood friendships. Other relevant research studies are also included here. These can also be used to highlight the different methods that can be employed to study childhood friendships (e.g. telephone interviews, asking participants to write an essay about a friend, keeping a record of social interactions with friends), which can be used to evaluate whether these psychological methods are useful in allowing researchers to understand the role that culture may play in childhood friendships. You may also want to look back at Section 3 to consider the impact of taking an ethnographic approach when researching friendships in children (as well as the ethical considerations associated with such an approach).
Section 5 explores the idea that the modern world, with technological advances and social media, has changed friendships. This could be an opportunity to consider online and offline cultures, whether online friendships are different to offline ones and if so, in what ways psychology has been helpful in allowing us to assess the impact that online cultures may have on friendships. The section also discusses what digital technology means for studying friendships in the future, and the limitations, strengths and ethical considerations (e.g. permissions to use online data) of researching friendships online. Can online research increase the usefulness of psychology in assessing how culture impacts childhood friendships? Or would it decrease the usefulness of psychology in this endeavour? This section mostly focuses on friendships and not child friendships, but please consider it as relevant in the context of this essay.
Before you begin, it is worth revisiting the audio and video materials, ‘Interview with Carly Butler’, who uses qualitative methods to research children’s interactions, and ‘Friendship, ageing and culture’, which explores friendship networks and cultures in older people.
You may also want to consider reading Chapter 6 of Investigating Methods, which describes the analysis of qualitative data in childhood friendship research.
You might also want to think about how psychological approaches to studying childhood friendships can be used with new technologies to explore existing or new phenomena. You might even consider the importance of different approaches in a rapidly-changing world.
You are asked to write the complete Method section of your DE100 project report.
By this point, you should have learned how to run the DE100 project experiment and you should have discussed this in the forum. You do not need to have analysed any data to write the Method section. You will be conducting the analysis in the weeks ahead.
Note: as part of the DE100 project, you were required to learn about how to run the experiment and discuss this in Collaborative Activity 7. This enabled you to reflect on and explore what the practical elements of running an experiment might be. This will have given you a clearer sense of the design of the experiment, the materials used, and the procedure involved.
It is important, however, to note that for this part of the assignment, you are required to write the Method section based on participant data supplied by the DE100 team, set out below, and also available under the ‘Assessment’ tab of the module website.
The Method section of a research report usually comprises four subsections: Design, Participants, Materials and, finally, Procedure.
Subsection Contents Source of information Word limit
Design Details of the design and number and type of variables. DE100 project online activities (see below). 150
Participants Details of who the participants were, how many there were and how they were recruited. DE100 project online activities (see below). TMA 03: DE100 project participant information. 100
Materials Details of the stimuli and any materials used to record the responses of participants. DE100 project online activities (see below). 150
Procedure Details of how to run the experiment as a chronological sequence of steps. You already completed this task as part of Online Activity 15.2 ‘DE100 project – Procedure’. 196
Total word count 596
Relevant material
The most important source of information for this part of the assignment is Online Activity 17.3 ‘Preparing for TMA 03 (Part 2)’, which provides examples of a Design subsection, a Participant subsection, and a Materials subsection, along with a detailed account of what information you should include in each. The summary to the online activity contains a checklist to help you ensure you have covered the relevant points. Also important is the Online Activity 15.2 ‘DE100 project – Procedure’. As part of this activity, you created a brief account of how the data were collected. For the purposes of this TMA, you need to copy the relevant text from that activity and paste it into your assignment (details are provided below).
Some of the other DE100 project-related online activities which you completed in previous weeks also contain useful information, including:
Online Activity 13.4 ‘DE100 project – Introduction’.
Online Activity 16.2 ‘DE100 project – Collecting data’.
If you have not already done so, you should complete these online activities before you attempt this part of the assignment.
In addition, you will need the ‘DE100 project participant information’ provided at the end of this section. This contains the details of the participants (the overall number, age and gender) and how they were recruited, which you will need to write the Participants subsection. There were three gender categories used in this study: male (m), female (f) and other (o). Participants self-categorised their gender.
For the purposes of writing this report, you may assume that relevant ethical procedures were followed.
Tips for writing
In the first draft of your Design, Participants and Materials subsections, use the summary checklist in Online Activity 17.3 ‘Preparing for TMA 03 (Part 2)’ to make sure you have covered all the relevant points. Then check your word count for each subsection. It is likely that you will need to redraft the subsections several times before they fit within the word limits while ensuring that your account remains clear.
Note that you do not need to submit a copy of the stimulus materials.
Remember to state the word count at the end of each subsection.
Once you have completed the Design, Participants and Materials subsections, go to the final task in Online Activity 15.2 ‘DE100 project – Procedure’, copy the Procedure section you created, and paste it into your assignment. Make sure it is formatted correctly as a continuous paragraph. It should not be presented as separate bullet points.
When marking Part 2 of TMA 03, your tutor will be looking for:
evidence of understanding the relevant material – in particular, what information is required for each subsection
good paraphrasing skills and evidence of writing in your own words
logical structure that follows the conventions of a Method section of a report
clear and concise writing
evidence you have kept within the word limit for each section.
DE100 project participant information
When you write the Method section of your report for Part 2 of TMA 03, you will need to use the data supplied (see below) to describe the participants.
These data have been supplied by the module team. For the purpose of writing this report, you may assume that relevant ethical procedures were followed. The participants were recruited from a pool of friends and family and received no payment, course credits or other incentives to take part. Psychology students and any person who already knew about the research design were not permitted to take part.
DE100 project participant information
When you write the Method section of your report for Part 2 of TMA 03, you will need to use the data supplied (see below) to describe the participants.
These data have been supplied by the module team. For the purpose of writing this report, you may assume that relevant ethical procedures were followed. The participants were recruited from a pool of friends and family and received no payment, course credits or other incentives to take part. Psychology students and any person who already knew about the research design were not permitted to take part.
Participant number Condition Gender Age
1 Control M 18
2 Control F 19
3 Experimental F 20
4 Experimental M 23
5 Experimental O 22
6 Experimental F 22
7 Control F 30
8 Experimental M 27
9 Experimental M 28
10 Control F 19
11 Control F 19
12 Control O 20
13 Experimental O 20
14 Control M 40
15 Experimental F 30
16 Control F 40
17 Experimental F 29
18 Experimental F 30
19 Control F 28
20 Control F 29
21 Experimental F 55
22 Experimental O 20
23 Control F 20
24 Control M 41
25 Experimental O 50
26 Control M 61
27 Experimental M 66
28 Experimental F 46
29 Control M 18
30 Control O 34
31 Control M 20
32 Experimental F 18
33 Experimental F 28
34 Control F 21
35 Experimental F 32
36 Control M 18
37 Experimental F 29
38 Control M 29
39 Experimental F 18
40 Control F 18

Let Us write for you! We offer custom paper writing services Order Now.

REVIEWS


Criminology Order #: 564575

“ This is exactly what I needed . Thank you so much.”

Joanna David.


Communications and Media Order #: 564566
"Great job, completed quicker than expected. Thank you very much!"

Peggy Smith.

Art Order #: 563708
Thanks a million to the great team.

Harrison James.


"Very efficient definitely recommend this site for help getting your assignments to help"

Hannah Seven