- Applied social psychology aims to understand social issues and develop intervention strategies to address problems. It applies theories, methods, and principles of social psychology. - The key functions of theory in applied social psychology are to organize observations and findings, direct research focus, and guide the development of interventions. - Effective interventions are developed through intervention mapping, which involves identifying problems, developing solutions, setting goals, implementation, and evaluation. Process and outcome evaluations provide feedback on intervention effectiveness.

1. Chapter 13: Introduction to Applied Social
Psychology

2. Concept of Applied Social Psychology
• Applied social psychology can be described as a branch of social psychology that mainly uses the theories,
methods and principles of social psychology in order to understand certain social issues/problems/phenomena
and then come up with suitable intervention strategies in order to deal with these issues/problems/phenomena.
• The basis of applied psychology is that there are always some social components to problems related to
human beings and the most severe human problems are social in nature. For example, violence, conflict,
poverty and so on.
• Applied social psychology can be defined as 'the branch of social psychology that draws on social
psychological theories, principles, methods, research evidence to contribute (a) to understanding social and
practical problems and (b) the development of intervention strategies for improving the functioning of
individuals. groups, organisations, communities, and societies with respect to social and practical problems'
(Schneider, Gruman, & Coutts, 2012 p. 8).

3. Concept of Applied Social Psychology Cont…
Oskamp and Schultz (1998) defined applied social psychology as 'the systematic application of social
psychological constructs, principles, theories, intervention techniques, research methods and research
findings to understand or ameliorate social problems'.
Applied social psychology can be categorised as theory-driven or problem-driven (Kok, Schaalma, De Vries,
Parcel & Paulussen, 1996). The theory-driven applied social psychology focuses on how a particular theory
can be tested and applied in a realistic or practical situation. This is also done in order to determine the
validity of the theory. Problem-driven applied social psychology on the other hand focuses on developing
programme activities that could help deal with certain social and practical problems.

4. • Applied social psychology, being a branch of social psychology is necessarily a science
and, thus, involves scientific understanding and application of core values while dealing
with social issues and problems.
Main Differences Between Basic Social Psychology and Applied Social Psychology
Basic Social Psychology Applied Social Psychology
Focus is on developing theories and then testing
them.
The main focus is on application and understanding
and resolving social and practical problems.
Deductive approach is followed: How a theory will
help understand a behaviour.
Inductive approach is followed: keeping in mind
particular social problem, how a theory could be
applied to a particular behaviour that is causing the
problem.
• Humanism as a foundation to applied social psychology
Applied Social Psychology as Science

5. Theories in social psychology have certain characteristics. As stated by Chung-Yan and Towson (2012), these
characteristics are scope, range, testability and parsimony.
Scope: Scope of a theory has been described by Chung-Yan and Towson (2012, p. 27) as 'the number of different
human behaviours explained by the theory'. The theories in social psychology in a way have limited scope as all human
behaviour is not explained.
Range: Range mainly refers to whether a theory explains the behaviour of all human beings or a certain group of
persons. Due to individual difference and also varied cultural background and demographic characteristics that
contribute to individual differences, the theories in social psychology cannot explain the behaviour of all human beings.
There are limited universal theories, and behaviours may differ from groups to groups.
Testability: The third characteristic is testability. Any theory should be testable, that is, it should be possible to prove
or disprove it. Most of the entities in social psychology are intangible and cannot be observed directly, but they are
measured through their manifestations with the help of standardised psychological tools.
Parsimony: Parsimony indicates that a theory should utilise as less propositions as possible while trying to explain a
phenomenon (Chung-Yan & Towson, 2012). Following parsimony may not always be possible in social psychology
because of the nature of theories that are mainly mid-level or mini theories and not broad enough in scope.
Social Psychology Theories

6. The three main functions of theory in applied social psychology are organization,
direction and guide interventions mainly in order to develop interventions. These are discussed as follows:
1. Organization: Organization can be described as 'a systematic arrangement of observations that
demonstrate their relationship to one another' (Chung-Yan & Towson, 2012, p. 26). This is related to the
first step of the scientific process, that is, observation. Theory in this context is necessary in order to make
connections between the observations. The observations made need to systematically organised in to the
theoretical framework.
2. Direction: This function of theory is related to hypothesis(es) testing. This will help decide the focus of
the research. these finding can direct further research or lead to modifications in the presentWhen
findings are obtained in research, theory or development of new theories.
3. Guide Intervention: This is the third function of theory. Intervention can be described as an effort to
bring about a change, and this can be done with the help of various programmes, training programmes,
counselling and so on.
Functions of Social Psychology Theory

7. 1. Researcher
2. Programme designer
3. Evaluation researcher
4. Consultant: Advocate
Role of Applied Social Psychologists

8. • “All human problems have social components, and the most serious problems are primarily
social” (Fisher, 1982, pg 21). This quote sums up the significance of focusing on social
problems and also application of theories and principles of social psychology to these social
problems.
• As stated by Leon-Guerrero (2016 pg 7) “A social problem is a social condition or pattern of
behaviour that has negative consequences for individuals, our social world, or our physical
world”. For example, it could be child labour, substance abuse and so on that has a negative
impact on an individual's life as well as his/ her family.
• Reinhardt in 1952 (pg 14) defined social problem as “a situation confronting a group or a
section of society which inflicts injurious consequences that can be handled only
collectively”.
Social Issues and Problems

9. Four main approaches have been identified by Etzioni that
could be used to study social problems:
1.The consensus and structural—functional approach
2.The conflict or alienation approach
3.Symbolic interactionism
4. The neo-conservative approach
Some prominent social problems
1.Poverty and unemployment
2. Violence against women
3. Domestic violence
4. Health related issues

10. • Fisher (1982, p. 448) defined social change as modification or alteration in the social structure of a society- that is, in
the
basic arrangements of living as expressed in the society’s shared values, norms, roles and so on'.
• Macionis (1996) described four main characteristics of social change. The first characteristic is that social change will
take place everywhere, but the rate with which these changes take place is slow.
• Social change can also be categorised in different types or categories.
1. Process: A change that is definite and continuous can be termed as process.
2. Evolution: It can be described as a process with sense of direction. Further, it can also be explained in terms of
biological development in an organism. In social setup, evolution denotes gradual changes in culture, social norms,
technology, etc.
3. Progress: Progress has direction as well, but it is goal oriented.
4. Revolution: This can be described as a change that is at much broader level. Revolution leads to change in major
aspect of a society. It can be change in political of social structures. Further social change can also be complete or partial.
Social Change

11. Social Change
Social change was also categorised by Katz (Fisher, 1982) in to the following types:
1. Individual change: As the name suggests, this change is regarding the change in personal attributes of an individual
and is independent of the social set up in which the individual exists. This could be change as a result of counselling or
psychotherapeutic intervention. This as such cannot be considered as a secure of social change at the societal level. This
can be brought about, for example, by making appeals or creating awareness amongst people to change their lifestyle.
2. Incremental social change: In this type of social change, there is alteration of the social structure but the basic
arrangements whether political, social or economic are not dismantled. The existing system may be modified or there
may be shift in a complete new direction. To bring about this kind of change, news laws may be introduced or existing
laws may be modified.
3. Radical social change: In this social change, there is modification of social structure as well as re-organisation of
political and economic systems. Thus, certain social structure may be dismantled in the process and new forms may take
place of the old one.
4. Cultural change: This denotes alterations in the attitude, values and actions of the whole society. This may not require
any modifications in the social structure, though culture change may occur along with radical social change or
incremental social change.

12. Social change in India can also be aptly described with the help of Sanskritisation, Westernisation and modernisation
discussed below:
• Sanskritisation: The term Sanskritisation was first used by M. N. Srinivas and was described as a deliberate
adoption of practices that are social and religious. M. N. Srinivas (1952) described Sanskritisation as a process
which includes cultural mobility within the context of traditional social structure of India. It is 'the process by
which a low caste or tribal or other group changes its customs, rituals, ideology and way of life in the direction of a
high and frequently "twice born" caste' (Srinivas, 1966).
• Westernisation: Westernisation means that the Western ideas, customs and practices are adopted. Americanisation
can be termed as a form of Westernisation. During British rule, Westernisation had a significant influence on
Indians. As Indians were exposed to English literature, history and political institutions, some realisation occurred
amongst Indians with regard to the redundancy of certain practices and customs followed by the (Kuppuswamy,
1972).
• Modernisation: Modernisation denotes major social changes that are quantitive and qualitative in nature. It can be
described as a mass process that leads to change in attitude, values, motivations and behaviours of people. This
change is also fundamental, deep rooted and widespread. Further, such a change also brings about better living
conditions for the people.
Social Change Cont…

13. • Change can be unplanned or planned. An unplanned change can be termed as operating under law of non-
intervention (Fisher, 1982). Unplanned change denotes such changes that take place gradually and occur naturally.
Planned change can thus be defined as a conscious or deliberate attempt to promote certain changes in the society
(Kuppuswamy, 1973).
• According to Kuppuswamy (1973), planned social change consists of certain specific social norms that are to be set
up and description of ways these social norms can be implemented in the society.
1. The empirical rational strategy
2. The normative-reeducative strategy
3. The power-coercive strategy
• Resistance to change
Change is often met with a great deal of resistance from individuals in society.
There are two dimensions to resistance to social change, one that is related to an individual and the other that is related
to society.
- Personality or individual factors
- Social factors
Social Change Cont…

14. • As stated by Shneider, Gruman and Coutts (2012, p. 11), 'at the very heart of applied social psychology is a
regard for addressing social problems'.
• Lodzinsky, Motomura and Schneider (2012, p. 62) defined intervention as 'a strategy (or procedure) that is intended to influence the
behaviour of people for the purpose of improving their functioning with respect to some social or practical problem'. Interventions
could be directed towards bringing about behaviour change and attitude change or to increase awareness amongst the people.
• Types of intervention
There are various types of intervention, these are discussed as follows:
1. Personal interventions: These are the interventions that we use in our day to day lives. In this, in a way, the knowledge of social
psychology is used in order to enhance certain circumstances or situations. Sales persons at the counter for example make use of
effective verbal and non verbal communications to increase the sale.
2. Programmatic intervention: Programs can be defined as 'an organised collection of activities designed to reach certain objectives‘
(Royse, Thyer, Padgett & Logan (2006). Such programmes are used as intervention to deal with certain social or practical problems
and issues. For example, an intervention can be used with students to enhance their learning skills or an intervention can be used with
employees to reduce burnout experienced by them or an intervention can be used in a residential society to promote garbage
management or rainwater harvesting.
3. Trial intervention: Trial interventions are also known as program efficacy studies and are aimed at finding out whether an
intervention leads to the intoned positive outcomes or not.
Intervention

15. • Intervention mapping can be described as a process that involves planning that is based on systematic utilisation of
evidence for the purpose of scientific research and theories.
• It mainly involves mapping the steps right from identification of the problem to implementation and evaluation of an
intervention.
• There four perspectives to intervention planning that are described as follows:
1. The participation perspective that is mainly related to the population that the intervention is intended for. It is also
very healthy to seek active participation of the participants in the process of intervention design and development.
This will not only help empower the participants but will help also develop positive attitude towards intervention
amongst the participants.
2. The second perspective has to do with the eclectic utilisation of the theories. This means that the social and
practical problems should be approached with the help of multiple theories.
3. The systems perspective that denotes that interventions are mainly perceived as being events that are taking place
in a system, thus, there could be numerous factors have an influence, both positive and negative, on the intervention
and its outcome.
4. The last perspective is ecological perspective. This perspective gives relevance to the social as well as physical
environmental conditions that could have an influence on human behaviour. These conditions are to be identifies as
they can have a far stronger impact on the human behaviour.
Intervention Mapping

16. • There are four main steps in the design and implementation of
intervention (Oskamp & Schultz, 1998). These are discussed
as follows:
1. Problem identification
2. Coming up with a solution
3. Goal setting and designing the intervention
4. Implementation
Design and Implementation of Intervention

17. • Evaluation can be termed as the fifth step in the process of developing an
intervention, and due to its significance it has been discussed in a separate section.
• Any type of intervention needs to be evaluated for as most often the interventions are based on theories and
these theories need to be tested based on the intervention hypothesis. Whether the intervention is adequate or
not or any modifications or changes are to be made, it can be assessed only when the intervention is
evaluated. This also adds scientific value to the intervention as when it is tested with the help of suitable
research designs and found to be adequate and effective, it can be further applied and based on the feedback
of the evaluation theories can also be developed.
• Intervention also needs to be evaluated due to ethical reasons.
• There are four main reasons why programs or interventions could be inadequate or ineffective. These are
discussed as follows:
1. The inadequacy of the theory or the rationale on which the programme is based
2. Inadequate implementation
3. Reaction of the people/ individuals for whom the programme is intended
4. Issues and problems due to cultural incompatibility
Evaluation

18. 1. Process evaluation: Process evaluation is also referred to as formative evaluation. This
kind of evaluation mainly evaluates whether the programme has been reached its target persons or not and
also whether the program activists have been implemented as was decided and planned. This evaluation,
thus, is a comparison between what was planned and what was implemented. Thus, for example, is weekly
counselling sessions for a prescribed period of time or till the symptoms alleviate were organised for
adolescents having symptoms of depression then the process evaluation will involve focusing on whether
the program is actually carried out for adolescents showing symptoms for depression and if weekly
counselling as prescribed has been carried out or not.
2. Outcome evaluation: As the name suggests, this evaluation focuses on the outcome or results of the
program. This is also called as summative evaluation. The evaluation will check if the stated objectives and
also the. For example, in Table 13.2, we discussed certain examples of programmes with their objectives
and goals and whether the goals of the programme are met or not. An outcome evaluation will focus on
whether a programme on study habits of students lead to improved study habits and also better performance
in examination.
Types of Evaluation