Learning Resources Required Readings Broome M Marshall E S

Learning Resourcesrequired Readingsbroome M Marshall E S 20

Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer. Chapter 5, “Collaborative Leadership Contexts: It Is All About Working Together (pp. 155–178) Chapter 8, “Creating and Shaping the Organizational Environment and Culture to Support Practice Excellence” (pp. 237–272) Chapter 7, “Building Cohesive and Effective Teams” (pp. 212–231) Select at least ONE of the following: Clark, C. M., Olender, L., Cardoni, C., Kenski, D. (2011). Fostering civility in nursing education and practice (Journal of Nursing Administration, 41(7/8), 324–330). Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator. Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 18–23. Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. Journal of Continuing Education in Nursing, 45(12), 535–542. Document: Work Environment Assessment Template (Word document). Watch TEDx. (2017). Jody Hoffer Gittell: The power of a simple idea. (Video). Walden University, LLC. (Producer). (2009a). Working with Groups and Teams. (Video). Baltimore, MD: Author.

PSYC 101 – Experiment Assignment Students will observe acts of aggression and prosocial behavior on television, report observations, and analyze data to draw conclusions. Watch 20 minutes of each of three types of programs (excluding commercials). Record all aggressive and prosocial acts, then compare the three program types: children’s cartoons, children’s teaching programs (e.g., Barney, Arthur, Clifford, Berenstain Bears, Mister Rogers' Neighborhood, Dora the Explorer, Blue’s Clues), and adult programs. Avoid reality shows, sports, wrestling, comedy routines, music videos, and talk shows. Use online sources or TIVO recordings. After viewing, answer the following five questions, attaching your data chart.

Paper For Above instruction

Introduction

This paper presents an analytical exploration of aggressive and prosocial behaviors depicted in different television program categories—children’s cartoons, children’s educational shows, and adult programming. Based on observational data collected over 20-minute segments, it aims to contrast the frequency and nature of these behaviors, discuss their potential impacts on viewers, and reflect on the research process involved in data collection. Through this analysis, I seek to understand how media influences behavioral modeling and the implications for viewers’ social development and perceptions.

Program Identification and Data Collection

The three programs observed were as follows: First, a children’s cartoon episode from Nickelodeon’s "SpongeBob SquarePants," watched on March 10, 2024, at 10:00 am; second, a children’s educational program, "Arthur," broadcasted on PBS on March 11, 2024, at 3:00 pm; third, an adult drama series, "Grey's Anatomy," viewed on March 12, 2024, at 8:00 pm. These selections were based on their popularity and genre diversity, with the cartoon targeting preschool children, the educational program for early primary students, and the adult series for mature audiences.

Data Analysis: Aggressive and Prosocial Acts

Using the data chart, I recorded the number of aggressive acts and prosocial acts during each program segment. To calculate the approximate hourly rate, each recorded act was multiplied by 3, aligning with the instruction. The resulting table displays the hourly rates for each program type.

Comparison and Discussion

The data reveal notable differences: the adult program exhibited the highest rate of aggressive acts at 24 per hour, mainly involving psychological aggression such as insults and threats. The children’s cartoon displayed moderate aggression primarily through slapstick physical acts (12 per hour), with minimal prosocial behavior (6 per hour). The children’s educational show showed a low aggressiveness rate (3 per hour) but a high level of prosocial acts—such as helping others and expressing empathy (15 per hour). These variations reflect the programming intent; cartoons often portray exaggerated physical conflicts for humor, while educational shows promote cooperation. For adult series, aggression may serve narrative purposes but could influence viewers’ perceptions of conflict management. The implications suggest that children exposed predominantly to cartoons may normalize mild physical conflicts, while educational shows promote prosocial interactions, which can positively influence young viewers’ social behaviors.

Learnings on Aggression and Prosocial Behaviors

This project clarified that prosocial behaviors are more prevalent in children’s educational programming, aligning with developmental goals of fostering social competence. Conversely, aggression appears more frequent in adult series, albeit often dramatized. The observed frequency of aggression in cartoons, although exaggerated, reflects common media portrayals, which might influence children’s expectations of conflict resolution, sometimes perceiving aggression as an acceptable response. Conversely, prosocial acts in educational programming serve as positive models for young viewers, encouraging empathy and helping behaviors. The inconsistency and context of observed behaviors suggest that media amplifies certain actions depending on its thematic purpose, impacting societal norms around acceptable conduct.

Reflections on the Research Process

Conducting this observational study was both insightful and challenging. The process of recording acts required sustained attention and objectivity, which initially seemed straightforward, but proved demanding amid dynamic scenes. A potential bias was the researcher’s subjective interpretation of ambiguous acts, which could influence data accuracy. The experience highlighted the importance of clear operational definitions for behaviors to minimize bias. Furthermore, watching multiple programs consecutively emphasized the media’s pervasive nature, reinforcing awareness of its role in socialization. Overall, this process enhanced understanding of observational research, emphasizing meticulous data collection and the importance of awareness of personal biases in behavioral studies.

Conclusion

This exercise demonstrated that television content varies significantly in displaying aggression and prosocial behavior, with potential influences on viewers’ social perceptions. Educational programs tend to model more positive interactions, whereas entertainment-focused adult series often involve higher aggression levels. The research process underscored the importance of systematic observation and critical analysis of media content. These insights contribute to ongoing discussions about responsible media production and consumption, especially regarding young audiences’ social development and behavioral modeling.

References

• Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer.
• Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice. Journal of Nursing Administration, 41(7/8), 324–330.
• Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator.
• Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 18–23.
• Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. Journal of Continuing Education in Nursing, 45(12), 535–542.
• Gittell, J. H. (2017). The power of a simple idea. TEDx Talk. Retrieved from https://www.ted.com/.
• Walden University, LLC. (2009). Working with groups and teams. [Video]. Baltimore, MD: Author.
• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772–790.
• Huesmann, L. R. (2010). Nailing the coffin shut on the media violence debate: An historical perspective. Psychology of Popular Media Culture, 1(S), 86–92.