Introduction
The contemporary society contends with different challenges ranging from economic upheavals to natural disasters, environmental problems occasioned by global warming, and conflicts between different groups and personalities. While, it is easy to find solutions to other forms of challenges, formulating the most suitable response to inter or intragroup and interpersonal conflicts require a more sophisticated approach that involves reorienting the involved parties outlook of friction and other factors that lead to conflict. This means that such a problem can only be addressed from a psychological prism. Accordingly, in order to enhance people’s ability to interact and live harmoniously, there is a need to ensure that children are imparted with the right values at an early age. By so doing, society can enhance prosocial behaviour, hence countering the harmful impacts of antisocial actions.
Description of The Integrated Study-Prosocial Behaviour
Psychologists describe prosocial behaviour as one of the hallmarks of good character and disposition and one of the most critical attributes in ensuring a society that is responsible and responsive towards the needs of all parties, young and old, rich and poor, the enlightened and unenlightened. Prosocial actions help attain such advantages by advocating for behaviour that can ensure the good of society (Kromerova & Šukys, 2018, 306). For example, people with prosocial behaviour are naturally concerned about other people’s rights, feelings and welfare (Kromerova & Šukys, 2018, 306). Accordingly, such parties are likely to make a personal effort to correct injustices whenever they feel one has been mistreated. The concern for other people often stems out of empathy and the desire for a trouble-free society. On the whole, prosocial behaviour entails a concern for others and affinity for action and activities that benefit the community.
Motivating Factors Behind Prosocial Behaviour
The behavioural traits exhibited by different people have often been a subject of study, with researchers focused on understanding the exact causes and motivations behind such behaviours. Accordingly, years of research have made it easy to understand different personality traits and the factors that lead to behavioural differences among people. Unfortunately, despite overwhelming evidence on behavioural science, social scientists are somehow unable to pinpoint the exact causes of prosocial behaviour. As such, such traits are attributed to multiple factors ranging from evolutionary instincts, kindness, the principle of reciprocity and the values imparted during childhood.
Evolutionary Psychology
Evolutionary psychology is one of the prisms used to explain prosocial behaviour. In particular, evolutionary psychologists rely on the principles of natural selection to justify acts of kindness, concern for others and other positive attributes exhibited by human beings. The overarching argument adduced in this context is that the desire to pass on good genes to other people, especially one’s relatives, informs good behaviour among people (de Medeiros, Hattori, & Yamamoto, 2017, 126). For example, a person is likely to put themselves in danger if such actions enhance the survival chances of other close family members. As such, even though one might not survive the dangerous ordeal, there is the comfort that one’s relatives are safe. On the whole, the desire to ensure the survival of one’s close relatives is the principal argument adduced by evolutionary psychologists regarding prosocial behaviour.
The Principle of Reciprocity
The norm of reciprocity is one of the factors used to explain prosocial behaviour. The proponents of this argument aver that people are likely to engage in ethical behaviour in order to compel the other parties to behave similarly (Gujare & Tiwari, 2016, 97). For example, by behaving positively, one hopes to compel the other person to exhibit similar behaviour. Thus, the overarching argument in this context is that people act in a responsible way hoping that others will return the favour, which essentially means that prosocial behaviour is a means for self-preservation. Evolutionary psychologists contend that this trait enabled good people to survive since their kindness was reciprocated. On the whole, the desire for reciprocated positive actions informs prosocial behaviour.
Altruism
Different studies conducted concerning prosocial behaviour have highlighted the role of altruism in informing positive behaviour. Altruism, in this context, refers to concern for other people’s welfare. People with altruistic behaviour are likely to injure or predispose themselves to danger while in the pursuit of other people’s well-being (Abdullahi & Kumar, 2016, 172). Usually, such actions are not motivated by the desire for personal benefits but rather the need to ensure justice and fairness. However, in some instances, people can engage in reciprocal altruism, which involved participating in positive actions with the expectations that such behaviour will be reciprocated and replicated (Abdullahi & Kumar, 2016, 173). In general, prosocial behaviour stems out of the desire to engage in positive charitable activities aimed at ensuring justice and fairness.
Early Childhood Values
Different studies have cited early childhood experience as one of the factors informing prosocial behaviour. In particular, the morals and values imparted on one during childhood play a fundamental role in moulding one’s behaviour, including how one treats other people (Jevtić, 2017, 36). For example, teaching the importance of such values like sharing, helping others and cooperating at an early age can inform positive behaviour not only in their formative years but also in adulthood. Other positive attributes such as empathy, self-regulation and perspective-taking can also inform positive action in adulthood if they are imparted during childhood (Jevtić, 2017, 36). On the whole, the values taught on children in their formative years can inform prosocial behaviour during adulthood.
Graphic Organizer Documenting the Integrated Study on Prosocial Behavior
The KWL chart
The KWL chart below will enhance the learning process on prosocial behavior, thereby making it easy for the learners to fully understand the different aspects relating to the concept. In addition, the chart will outline what the learners already know about the concept, their short-term and long-term objectives about the topic and the lessons they will draw from the concept. Generally, this approach will enable the learners to dictate their own learning pace and formulate a learning mechanism that best suits their understanding.
| K | What I know | W | What I want to know | L | What I learned |
| The learners will be required to list down what they know about prosocial behavior. | Under this section, the learners will be required to list down their objectives or rather, what they intend to obtain from the topic. | List down the lessons or outcome | |||
| I expect the learners to describe the concept based on what they have read so far from the coursebook | What do the learners want to know about the theoretical aspects or origin of prosocial behavior? | List down the lessons and outcome | |||
| What have you heard from other leaners about prosocial behavior? | Is everything I have heard or read about prosocial behavior true? How does it align with the course content? | List down the lessons/outcome | |||
| What are the motivations or causal factors behind prosocial behavior? | Is prosocial behavior genetically informed or is it a virtue enhanced by one’s surrounding and other external influences? | List down the lessons/outcome | |||
| List down some of the misconceptions you have heard about prosocial behavior. | How do the misconceptions about the topic influence one’s understanding? Is it worth spending time and resources learning prosocial behavior? | Note down the learners’ experiences or lessons | |||
| How does prosocial behavior or lack thereof affect society? | What are the advantages and disadvantages of prosocial behavior? | List the students’ experiences or response at the end of the topic | |||
Letter to The Parent
Dear parent,
My name is teacher/Mr./Mrs./Ms. (Name) and I am delighted to announce to you that your son/daughter is enrolled in my prosocial class. It gives me hope and joy as a teacher to know that you and the entire school fraternity have entrusted me with imparting knowledge to your child, especially at a time they are in such a crucial formative age. I promise to do my best. Equally, I am looking forward to an insightful and exciting academic year, of course, characterized by mutual and respectful engagement between you, your child and myself. I believe we will achieve great things and enhance your child’s future by working together.
Prosocial behaviour is part of psychology, which admittedly, is a very demanding discipline. We are expected to cover 20 topics by the end of the course. In order to achieve this objective and enhance comprehensive understanding, there will be a need for homework assignments, which I will be giving daily. Conducting these assignments will require the learner to use basic materials such as notebooks and pens of different colour and shades. Accordingly, I am requesting you to avail such materials as and when required in order to make the learning process more comfortable and more fulfilling.
Kindly note that we provide a course outline, which we issue to all learners at the beginning of every school calendar. The course outline highlights the concepts to be covered, required materials and the areas of examination or rather, what the learners are expected to learn by the end of the school calendar. I hope your child has furnished you with the course outline I provided. Kindly have a detailed look at it as it will enhance your understanding of how I will handle this course. Feel free to engage me in case of any difficulties understanding the topic areas that your child is expected to cover.
Lastly, I would like to highlight some of the actions that you can take in order to enhance your child’s understanding of prosocial behaviour. Since the topic relates to positive behaviour, it will be prudent to support your child by offering warm parenting which includes helping them in their endeavour to understand the subject. Besides, you can enhance prosocial behaviour by enforcing positive discipline, which provides for highlighting right and wrong behaviours. Lastly, consider your child’s personality traits and abilities to provide them with the best socialization experience. I believe that by now, you are adequately aware of the topic areas your child is expected to cover regarding prosocial behaviour. I am looking forward to meeting you in the upcoming teacher-parent meeting scheduled early next month.
Thank You,
Mr./Mrs./Ms.
Conclusion
Generally, prosocial behaviour entails engaging in activities that can ensure the good of society. Thus, people with prosocial behaviour shun activities that are likely to cause havoc or injury to other members of the community. Studies have attributed such behaviour to multiple factors such as evolutionary instincts, principles of reciprocation and early childhood impact. Altruism or the desire to engage in positive actions without expecting reciprocation is also one of the factors informing prosocial behaviour. In order to enhance one’s understanding of this topic, there is a need to identify and demystify the common misconceptions about the subject as highlighted in the KWL chart.
References
Abdullahi, I. A., & Kumar, P. (2016). Gender differences in prosocial behaviour. International Journal of Indian Psychology, 3(4), 171-175.
de Medeiros, M. W. A., Hattori, W. T., & Yamamoto, M. E. (2017). Symptoms of conduct disorder and reasons to act prosocially: A reading through evolutionary theories. Estudos de Psicologia, 22(2), 121-131.
Gujare, S. K., & Tiwari, G. K. (2016). Mental health symptoms predict academic achievement of the female students. The International Journal of Indian Psychology, 4(1), 93-111.
Jevtić, B. S. (2017). The attitude of teachers towards prosocial behaviour and academic achievement in Serbia. Problems of Education in the 21st century, 75(1), 34.
Kromerova, E., & Šukys, S. (2018, May). Does internalisation of moral values predict adolescents’ prosocial behaviour and less tolerance towards antisocial behaviour? In Proceedings of the International Scientific Conference. Volume III (Vol. 305, p. 315).
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