Individual Excellence and Social Dynamics (BS 102)

Module III – Social and Behavioural Issues

India suffers from a host of social issues ranging from poverty to gendered violence. This article
covers the concept of social issues and highlights the different experiences of rural and urban
sectors. Further, it studies six important social issues namely poverty, unemployment, illiteracy, the
caste system, gendered violence and communalism by analyzing their causes and the specific
measures adopted to combat them.
What Are Social Issues and its Management ?

An individual problem is one that affects only a particular individual or group. On the other hand,
public issues are those faced by society as a whole. A social issue is when a situation is deemed less
than the social ideal. It must result in unfavourable circumstances that can only be handled
collectively. India has undergone many changes in the last decades. Social change brings with it a
new set of circumstances wherein an otherwise overlooked issue might be given importance. For
example, the population explosion in India was not viewed as a serious issue until the 1950s. It is
also important to note that any problem only becomes a social issue when enough number of people
find it undesirable. Sati was not deemed a social issue until Raja Ram Mohan Roy criticized the
practice and a considerable number of people started supporting him (Ahuja 2014).
Rural versus Urban Social Issues

Many scholars have identified fundamental differences between the causes and consequences of
issues experienced the rural and urban sectors.
The rural sector has five identifying characteristics. Firstly, people are either directly or indirectly
dependent upon agriculture. Next, the upper caste citizens are the largest landholders. Thirdly, the
roles and values of rural people are traditional. Also, the farmers receive inadequate compensation
for their hard work. Finally, people are scattered in rural areas as compared to urban cities. This
isolation means that their access to services like banks, hospitals and schools is also minimal.

On the other hand, the urban sector is characterized by the concentration of large populations in
small areas. This results in many issues such as slums, high crime rates, pollution, drug abuse and
unemployment. Also, cities are highly interdependent on every small part. For example, a strike by
bus workers could result in many problems for the functioning of a city.
Poverty

Poverty can be defined as the inability to secure the minimum standard of living appropriate to
society. According to the Planning Commission, 22% of India’s population lived below the poverty
line in 2012.

Causes of Poverty
The sociologist David Elesh determined three causes of poverty namely individual, culture of
poverty and social structure. The first ideology is propagated by those who believe that if an
individual ends up in poverty, it is their own fault and due to a lack of hard work and initiative. This
thought is rooted in the functionalist approach of sociology. It maintains that poverty is a good thing
for society since it propagates the survival of the fittest. The culture of poverty concept was
introduced in 1959 by Oscar Lewis. He believed that the lifestyle of the lower socio-economic
classes fostered behaviours and attitudes associated with poverty. Hence, no amount of economic
rehabilitation could help alleviate the poor. Finally, the social structure approach was propagated by
sociologist Herbert Gans. He associated poverty with unjust social conditions and pointed out that
the middle and higher classes had a vested interest in the poor. For example, the existence of the
poor helped alleviate their social status. Thus, they had no interest in changing the social structure
(Ahuja 2014).

he Indian government has launched many poverty alleviation programs for the rural and urban poor.
A few major schemes have been described below. The Indira Awaas Yojna (IAY) was launched to
aid the construction of houses for those belonging to scheduled tribes, scheduled castes, freed
bonded laborers and the rural poor living below the poverty line. The Mahatma Gandhi National
Rural Employment Guarantee Scheme (MGNREGA) was introduced in 2005 all over India. Under
this scheme, every rural household was guaranteed 100 days of wage employment in the form of
unskilled manual labor each fiscal year. Finally, the food security scheme introduced in 2003
distributed allocated amounts of food grains to priority and antyodya households for free. This
scheme covered almost 75% of the rural and 50% of the urban population (Ahuja 2014).

Unemployment
Unemployment has often been described as the most significant social issue in society. This is
because an individual is dependent on their work for both their livelihood and their status.
Sociologically, unemployment is defined as the inability to find remunerative work in the face of
both potential and desire to earn. The three elements of unemployment are that the individual must
be capable, willing and making an effort to be gainfully employed.

Types of Unemployment

There are three major classifications of unemployment, namely, seasonal, cyclical and
technological.

Seasonal unemployment is a characteristic of the agricultural sector. Any cultivator in India is

unemployed for almost four to six months every year. Workers at some manufacturing units like ice
or sugar factories are also seasonally unemployed due to the nature of the work.

Cyclical unemployment is a result of the ups and downs in business. For example, an entrepreneur
earning high profits might invest them in a startup thus creating employment. But when they start
suffering losses, they might reduce the number of workers present in their industries.
Technological unemployment is caused because of the introduction of new technologies that
displace manual labor. The adoption of automation in almost every industry has resulted in a loss of
economic security for the average man (Ahuja 2014).

Causes of Unemployment

Sociologists have suggested that unemployment is a result of both economic and social factors.
Degrading social status means that many people consider themselves overqualified for certain jobs
and thus prefer to remain unemployed. For example, many youths consider teaching in universities
to be a prestigious job whereas teaching in a school is looked down upon.
Geographical immobility refers to surplus labor in one location and inadequate labor in another.
People may be unable to move to areas with higher job opportunities due to a lack of information,
language barriers or family responsibilities. For example, women in rural areas often lose out on
paid work because they do not get the opportunity to migrate to cities like their husbands.

Population explosion has led to increased unemployment due to the limited number of job
opportunities in the economy. Many people lose out on work due to personal reasons such as lack of
education or experience or even illness and disability. The high rates of unemployment increase the
dependency on parents to provide for their children and for the government to assume responsibility
for them.
The defective education system fails to give importance to primary education and vocational
training. The benefits of education are mostly availed only by middle- and high-income youth with
access to private schools and universities. The conditions in most government schools are
unsuitable for studying and are often a result for many girls to drop out (Ahuja 2014).

Illiteracy
As mentioned in the previous section, illiteracy is a major barrier to development since it results in
unskilled labor. According to the Census Commission of India, literacy refers to any person who
can read and write with understanding in a recognized Indian language. The 2011 census revealed
that the literacy rate of India was around 74% with many regional variations and gender disparities.
All over India, Kerala has the highest literacy rate and Bihar the lowest.

Measures to Eradicate Illiteracy

Many programs have been introduced by the government in accordance with the education policies
of India. A few of these have been mentioned below.

The National Adult Education (NAE) program was introduced in 1978 to promoted education
within the age group of 15-35 years. The Rural Functional Literacy (RFL) program is a sub-
program of the NAE and was launched in 1986. It aimed at creating awareness among adults about
the numerous government schemes they could benefit from. Moreover, it involved student
volunteers from universities in teaching adults. Finally, the National Literacy Mission was launched
in 1988 by Rajiv Gandhi and aimed at involving volunteer agencies in the mission to educate
illiterate persons all over the country (Ahuja 2014).

Caste System

The Indian caste system is based on the cultural features of hierarchy, pollution and purity. It
subscribes to the doctrines of Karma and Dharma. The Indian government introduced the category
of Scheduled Castes (SCs) to the constitution in 1935. Currently, SCs constitute around 16% of the
Indian population. The main issues faced by Dalits are those of untouchability, exploitation,
exclusion from religious and educational institutions and social discrimination.
Dalit Empowerment Measures
The government’s approach towards the upliftment of SCs was based on two ideas. The first was to
overcome deprivations in terms of education, housing and employment that the SCs have inherited
due to their historical exclusion from society. The second was to encourage their participation in the
economic, social and political processes of the country.

Protective measures included acts such as the protection of the Civil Rights Act passed in 1976 and
the Scheduled Castes and Scheduled Tribes Prevention of Atrocities Act passed in 1989. Together,
these acts protected Dalits from untouchability, discrimination and violence in public places.
Reservation policies within educational institutions, government services and political bodies are
also a part of protective measures. These ensure adequate participation of SCs in public spheres
though they are restricted to only the government sectors.

Development measures were introduced within the educational, economic and social spheres. To
increase educational development the government has attempted to include reservations within
educational institutions, provide financial support and coaching facilities and emphasized on girls
education. Economic empowerment includes distribution of land to landless laborers and
implementation of wage labor programs. Finally, social welfare schemes to increase access to
sanitation, housing, drinking water and electricity have been introduced by the government (Thorat
2009).
Gendered Violence

Women have always been victims of exploitation and violence within the Indian subcontinent.
Violence against women consists of criminal, domestic and social violence. Criminal violence
consists of rape, murder, female foeticide and abduction. Domestic violence includes wife battering,
dowry deaths and sexual violence. Social violence comprises eve-teasing, inheritance laws
favouring men etc.

The National Crime Records Bureau (NCRB) released that 33,356 cases of rape were reported all
over India in 2018. Most of these are instances where the rapist is known to the victim. Moreover,
these statistics fail to reveal the high number of rapes that are not even reported by the victim.
Instances of rape cut across geographical locations, class and caste. Female employees are raped by
employers, women inmates are raped by superintendents, female patients are raped by hospital staff
and domestic helpers by their employers. Within the context of marriage, violence against women
becomes harder to navigate. The Indian constitution does not recognize marital rape as a criminal
offence (Ahuja 2014).

Communalism
Communalism refers to attempts to overemphasize the importance of religious identity and
stimulate communal violence between different religious groups. Within India, tensions between
Hindus, Muslims and Sikhs have been present since the India-Pakistan partition. Muslims, Sikhs
and other religious minorities are protected by the Indian constitution under provisions for justice,
tolerance, equality and freedom. Despite these provisions, communal violence has been a part of
India since independence. The recent case of the Babri Masjid and associated riots is a popular
example of religious discord. Violence can take many forms of mass mobilizations, insurgency and
riots. Usually, communal violence is more politically motivated than fueled by religion. Hindu-
Muslim riots in Andhra Pradesh in 1990 led to more than a hundred deaths (Ahuja 2014).
Measures
India has suffered at the hands of communalism for too long. The government and the citizens must
work together towards harmony. Symbolic gestures are not enough for Muslims as they must be
empowered through literacy and employment. Secularism must be promoted through education.
Moreover, communal minded politicians should be boycotted during elections and the police and
military must be sensitized and encouraged to adopt a secular outlook.

Conclusion

This article has covered many social issues faced by Indian citizens on a daily basis. It is essential
that such problems be recognized by individuals and governments alike so that they may work
together towards a better future.

SOCIAL STIGMA

Social stigma is the disapproval of, or discrimination against, an individual or group based on
perceivable social characteristics that serve to distinguish them from other members of a society.

Social stigma in the context of health is the negative association between a person or group of
people who share certain characteristics and a specific disease.

The Effects of Stigma

Fear and misunderstanding often lead to prejudice against people with mental illness and addictions,
even among service providers. It's one of the main reasons why many people don't consider it a real
health issue. This prejudice and discrimination leads to feelings of hopelessness and shame in those
struggling to cope with their situation, creating a serious barrier to diagnosis and treatment.
•Stigma seriously affects the well-being of those who experience it.
•Stigma affects people while they are experiencing problems, while they are in treatment,
while they are healing and even when their mental health problem is a distant memory.
•Stigma profoundly changes how people feel about themselves and the way others see them.
•

Types of Stigma

•Social stigma, which involves the prejudiced attitudes others have around mental illness.
•Self-perceived stigma, which involves an internalized stigma the person with the mental illness
suffers from.

Seven Things You Can Do to Reduce Stigma

[Link] the facts. Educate yourself about mental illness including substance use disorders.
[Link] aware of your attitudes and behaviour. Examine your own judgmental thinking,
reinforced by upbringing and society.
[Link] your words carefully. The way we speak can affect the attitudes of others.
 [Link] others. Pass on facts and positive attitudes; challenge myths and stereotypes.
[Link] on the positive. Mental illness, including addictions, are only part of anyone's larger
picture.
[Link] people. Treat everyone with dignity and respect; offer support and encouragement.
[Link] everyone. It's against the law to deny jobs or services to anyone with these health
issues.

APPROACHES AND STRATEGIES

Education
Educational anti-stigma interventions present factual information about the stigmatized condition
with the goal of correcting misinformation or contradicting negative attitudes and beliefs. They
counter inaccurate stereotypes or myths by replacing them with factual information. An example
would be an education campaign to counter the idea that people with mental illness are violent
murderers by presenting statistics showing that homicide rates are similar among people with
mental illness and the general public Most of the evidence on educational interventions has been on
stigma related to mental illness rather than substance use disorders.

Mental Health Literacy Campaigns

Mental health literacy programs are a common educational strategy. Educators, health professionals,
and policy makers have recognized the important role of schools in addressing the mental health
needs of young people and have endorsed the implementation of school mental health programs .
There is evidence that some in-school mental health literacy programs improve knowledge,
attitudes, and help-seeking behavior, but more research is needed before decisions to scale-up
mental health literacy campaigns to the national level. There is also some evidence that basic health
education to improve mental health literacy may be effective in reducing stigma for school-age
children; however, to improve public attitudes without negatively impacting self-stigma, the
curricula need to be recovery focused and developmentally and cognitively tailored to different age
groups One such program is mental health first-aid, in-person training that teaches participants to
respond to developing mental health problems and crises.2
Contact
Across a wide range of stigmatizing conditions, people without the stigmatized conditions have
little meaningful contact with those who have these conditions. Lack of contact fosters discomfort,
distrust, and fear . Contact interventions aim to overcome this interpersonal divide and facilitate
positive interaction and connection between these groups . In contact-based behavioral health anti-
stigma interventions, people with lived experience of mental illness or substance use disorders
interact with the public describing their challenges and stories of success. These strategies are
aimed at reducing public stigma on a person-to-person basis but have also been shown to benefit
self-stigma by creating a sense of empowerment and boosting self-esteem .
Peer Services
Because contact-based strategies can be used to reduce both public and self-stigma, there is a wide
range of potential intervention targets. One approach to integrating contact-based interventions into
day-to-day activities is through the use of peer services . Peer service providers are people with
lived experience who work as health care team members and foster the provision of nonjudgmental,
nondiscriminatory services while openly identifying their own experiences. When integrated into
service-provision teams, peers can help others to identify problems and suggest effective coping
strategies An example is found in Active Minds, a grassroots college student mental health
advocacy group that reaches out to young people on college campuses across the United States with
several programs including a speakers bureau.
Protest and Advocacy
Protest strategies are rooted in advancing civil rights agendas. In the context of this report, protest is
formal objection to negative representations of people with mental illness or the nature of these
illnesses. Protests are often carried out at the grassroots level by those who have experienced
discrimination and by advocates on their behalf. Strategies typically employ letter writing, product
boycotts, or public demonstrations . Protest messaging and advocacy can help to engage and
activate “fence sitters”—people who have some investment in behavioral health stigma change but
limited knowledge about how to translate their beliefs into action. A call to action can also energize
unengaged stakeholders by raising awareness about the harmful effects of stigma. Group protests
also provide opportunities for stakeholders to meet and develop a sense of solidarity and common
purpose.
Legislative and Policy Change
The United States has a long history of using legal and policy interventions to protect and normalize
stigmatized groups , significantly beginning with the Civil Rights Act of 1964, which prohibited
discrimination by race, color, religion, and national origin in all public accommodations. In the
1960s and 1970s, there was a significant drop in the mortality rate of black Americans that can be
linked to legislation that prohibited racial discrimination in Medicare payments for hospital-based
care .
x

Behavioural Problem in Children

The Most Common Behavior Disorders in Children
Raising children is difficult, and raising difficult children can be life disrupting. But being able to
tell whether your child is just going through a stage, or if something is really wrong isn’t always
that easy.
A tantrum doesn’t automatically mean your 2-year-old has a problem with authority, and a
kindergartner who doesn’t want to sit still doesn’t necessarily have an attention disorder. When it
comes to understanding our children’s behavior, experts say diagnoses and labels should be kept to
a minimum.

Early Childhood Behavioral and Emotional Disorders

Rarely will a child under 5 years old receive a diagnosis of a serious behavioral disorder. However,
they may begin displaying symptoms of a disorder that could be diagnosed later in childhood. These
may include:
1. attention deficit hyperactivity disorder (ADHD)
2. oppositional defiant disorder (ODD)
3. autism spectrum disorder (ASD)
4. anxiety disorder
5. depression
6. bipolar disorder
7. learning disorders
8. conduct disorders
Many of these you’ve likely heard of. Others are more rare or aren’t often used outside of
discussions about childhood psychology.
ODD, for instance, includes angry outbursts, typically directed at people in authority. But a
diagnosis is dependent on the behaviors lasting continuously for more than six months and
disrupting a child’s functioning. Conduct disorder is a far more serious diagnosis and involves
behavior one would consider cruel, to both other people as well as to animals. This can include
physical violence and even criminal activity — behaviors that are very uncommon in preschool-age
children.
Autism, meanwhile, is actually a broad range of disorders that can affect children in a variety of
ways, including behaviorally, socially, and cognitively. They are considered a neurological disorder
and, unlike other behavioral disorders, the symptoms may begin as early as infanthood.

Behavior and Emotional Problems

Far more likely than one of the above clinical disorders is that your young child is experiencing a
temporary behavioral and/or emotional problem. Many of these pass with time, and require a
parent’s patience and understanding.
In some cases, outside counseling is warranted and may be effective in helping children cope with
stressors effectively. A professional could help your child learn how to control their anger, how to
work through their emotions, and how to communicate their needs more effectively. For obvious
reasons, medicating children at this age is controversial.
Attention Deficit Hyperactivity Disorder (ADHD)

According to Centers for Disease Control and Prevention,

ADHD is a condition that impairs an individual’s ability to
properly focus and to control impulsive behaviors, or it may
make the person overactive.

ADHD is more common in boys than it is in girls. According to

the Wexner Medical Center at Ohio State University, males are
two to three times more likely than females to get ADHD.

Emotional Behavioral Disorder

An emotional behavioral disorder affects a person’s ability to be

happy, control their emotions and pay attention in school.
According to Gallaudet University, symptoms of an emotional
behavioral disorder include:
• Inappropriate actions or emotions under normal
circumstances
• Learning difficulties that are not caused by another health
factor
• Difficulty with interpersonal relationships, including
relationships with teachers and peers
• A general feeling of unhappiness or depression
• Feelings of fear and anxiety related to personal or school
matters

Oppositional Defiant Disorder (ODD)

ODD is a behavioral disorder characterized by hostile, irritable

and uncooperative attitudes in children, according to Children’s
Mental Health Ontario. Children with ODD may be spiteful or
annoying on purpose, and they generally direct their negative
actions at authority figures.

Anxiety

Anxiety is a normal emotion, and all people feel anxiety at some point in their
lives. However, for some people, anxiety may get to a point where it interferes
with their daily lives, causing insomnia and negatively affecting performance at
work or school. Anxiety disorders involve more than regular anxiety. They are
serious mental health conditions that require treatment. Examples of these
types of mental conditions include:
 • Post-traumatic stress disorder
• Obsessive-compulsive disorder
• Generalized anxiety disorder
• Panic disorder
Obsessive-Compulsive Disorder (OCD)

OCD is characterized by fears and irrational thoughts that lead

to obsessions, which, in turn, cause compulsions, according to
the Mayo Clinic. If you have OCD, you engage in compulsive,
repetitive behavior despite realizing the negative consequences
of — or even the unreasonable nature of — your actions.
Performing these repetitive acts does nothing more than relieve
stress temporarily.

If you or a loved one is experiencing any of these behavioral

disorders, it is important to get help as soon as possible, because
these conditions can affect quality of life to such a degree that
they may lead to self-harm. Please call for assistance.

What Causes a Behavioral Disorder?

A behavioral disorder can have a variety of causes. According to

the University of North Carolina at Chapel Hill, the abnormal
behavior that is usually associated with these disorders can be
traced back to biological, family and school-related factors.

Some biological causes may include:

• Physical illness or disability
• Malnutrition
• Brain damage
• Hereditary factors

Other factors related to an individual’s home life may contribute

to behaviors associated with a behavioral disorder:
• Divorce or other emotional upset at home
• Coercion from parents
• Unhealthy or inconsistent discipline style
• Poor attitude toward education or schooling

What Are the Signs of a Behavioral Disorder?

Someone who has a behavioral disorder may act out or display
emotional upset in different ways, which will also vary from
person to person.

Emotional Symptoms of Behavioral Disorders

According to Boston Children’s Hospital, some of the emotional

symptoms of behavioral disorders include:
• Easily getting annoyed or nervous
• Often appearing angry
• Putting blame on others
• Refusing to follow rules or questioning authority
• Arguing and throwing temper tantrums
• Having difficulty in handling frustration

Physical Symptoms of Behavioral Disorders

Unlike other types of health issues, a behavioral disorder will

have mostly emotional symptoms, with physical symptoms such
as a fever, rash, or headache being absent. However, sometimes
people suffering from a behavioral disorder will develop a
substance abuse problem, which could show physical symptoms
such as burnt fingertips, shaking or bloodshot eyes.

Short-Term and Long-Term Effects of a Behavioral Disorder

If left untreated, a behavioral disorder may have negative short-

term and long-term effects on an individual’s personal and
professional life. People may get into trouble for acting out, such
as face suspension or expulsion for fighting, bullying or arguing
with authority figures. Adults may eventually lose their jobs.
Marriages can fall apart due to prolonged strained relationships,
while children may have to switch schools and then eventually
run out of options.

According to [Link], the most serious actions a

person with a behavioral disorder may engage in include starting
fights, abusing animals and threatening to use a weapon on
others.

The earlier a behavioral disorder is diagnosed and properly

treated, the more likely it is that a child or adult suffering from it
will be able to control their behavior. Contact us at for assistance
in finding treatment options.

Medication: Behavior-Modifying Drug Options

A person may receive prescription medications to help manage a

behavioral disorder. Though medication will not cure the
disorder, it is effective in assisting with treatment to control and
modify behaviors.

Behavioral Drugs: Possible Options

Many drugs are available for behavioral problems, and the type
of drug that will be prescribed depends on the specific condition
being treated. The Positive Environments Network of Trainers of
the California Department of Education lists Ritalin and
Dexedrine as short-acting medications for the treatment of
ADHD. They may help a child focus better, reduce impulsive
behavior and reduce motor restlessness.

Behavior Drug Addiction, Dependence and Withdrawal

An individual may become addicted to the medication taken to

treat a behavioral disorder. As a result, the person may need
professional help with weaning off that medication. You may
experience withdrawal symptoms if you abuse certain
medications.

If you suspect that you, your child or someone else you know
has become dependent on prescription medication, contact us
at for immediate assistance.

Medication Overdose

Children are more likely than adults to accidentally overdose on

medication, including behavioral medications. A person who is
depressed because of a behavioral disorder may attempt an
 overdose on purpose. People who are depressed or have suicidal
thoughts have a high risk for overdose, according to the National
Coalition Against Prescription Drug Abuse.

Depression and Behavioral Disorders

According to the Cleveland Clinic, a behavioral disorder may

trigger depression. The opposite is also possible, with depression
being a trigger for a behavioral disorder, which can also lead to
substance abuse.

Depression

What Is Depression?

Depression (major depressive disorder) is a common and serious medical illness that negatively
affects how you feel, the way you think and how you act. Fortunately, it is also treatable.
Depression causes feelings of sadness and/or a loss of interest in activities you once enjoyed. It can
lead to a variety of emotional and physical problems and can decrease your ability to function at
work and at home.
Depression symptoms can vary from mild to severe and can include:
Feeling sad or having a depressed mood
Loss of interest or pleasure in activities once enjoyed
Changes in appetite — weight loss or gain unrelated to dieting
Trouble sleeping or sleeping too much
Loss of energy or increased fatigue
Increase in purposeless physical activity (e.g., inability to sit still, pacing, handwringing)
or slowed movements or speech (these actions must be severe enough to be observable by
others)
Feeling worthless or guilty
Difficulty thinking, concentrating or making decisions
Thoughts of death or suicide
Symptoms must last at least two weeks and must represent a change in your previous level of
functioning for a diagnosis of depression.
Also, medical conditions (e.g., thyroid problems, a brain tumor or vitamin deficiency) can mimic
symptoms of depression so it is important to rule out general medical causes.
Depression affects an estimated one in 15 adults (6.7%) in any given year. And one in six people
(16.6%) will experience depression at some time in their life. Depression can occur at any time, but
on average, first appears during the late teens to mid-20s. Women are more likely than men to
experience depression. Some studies show that one-third of women will experience a major
depressive episode in their lifetime. There is a high degree of heritability (approximately 40%)
when first-degree relatives (parents/children/siblings) have depression.
Risk Factors for Depression
Depression can affect anyone—even a person who appears to live in relatively ideal circumstances.
Several factors can play a role in depression:
Biochemistry: Differences in certain chemicals in the brain may contribute to symptoms
of depression.
Genetics: Depression can run in families. For example, if one identical twin has
depression, the other has a 70 percent chance of having the illness sometime in life.
Personality: People with low self-esteem, who are easily overwhelmed by stress, or who
are generally pessimistic appear to be more likely to experience depression.
Environmental factors: Continuous exposure to violence, neglect, abuse or poverty may
make some people more vulnerable to depression.
How Is Depression Treated?
Depression is among the most treatable of mental disorders. Between 80% and 90% percent of
people with depression eventually respond well to treatment. Almost all patients gain some relief
from their symptoms.
Before a diagnosis or treatment, a health professional should conduct a thorough diagnostic
evaluation, including an interview and a physical examination. In some cases, a blood test might be
done to make sure the depression is not due to a medical condition like a thyroid problem or a
vitamin deficiency (reversing the medical cause would alleviate the depression-like symptoms). The
evaluation will identify specific symptoms and explore medical and family histories as well as
cultural and environmental factors with the goal of arriving at a diagnosis and planning a course of
action.
Medication: Brain chemistry may contribute to an individual’s depression and may factor into their
treatment. For this reason, antidepressants might be prescribed to help modify one’s brain
chemistry. These medications are not sedatives, “uppers” or tranquilizers. They are not habit-
forming. Generally antidepressant medications have no stimulating effect on people not
experiencing depression.
Antidepressants may produce some improvement within the first week or two of use yet full
benefits may not be seen for two to three months. If a patient feels little or no improvement after
several weeks, his or her psychiatrist can alter the dose of the medication or add or substitute
another antidepressant. In some situations other psychotropic medications may be helpful. It is
important to let your doctor know if a medication does not work or if you experience side effects.
Psychiatrists usually recommend that patients continue to take medication for six or more months
after the symptoms have improved. Longer-term maintenance treatment may be suggested to
decrease the risk of future episodes for certain people at high risk.
Psychotherapy: Psychotherapy, or “talk therapy,” is sometimes used alone for treatment of mild
depression; for moderate to severe depression, psychotherapy is often used along with
antidepressant medications. Cognitive behavioral therapy (CBT) has been found to be effective in
treating depression. CBT is a form of therapy focused on the problem solving in the present. CBT
helps a person to recognize distorted/negative thinking with the goal of changing thoughts and
behaviors to respond to challenges in a more positive manner.
Psychotherapy may involve only the individual, but it can include others. For example, family or
couples therapy can help address issues within these close relationships. Group therapy brings
people with similar illnesses together in a supportive environment, and can assist the participant to
learn how others cope in similar situations .
.Depending on the severity of the depression, treatment can take a few weeks or much longer. In
many cases, significant improvement can be made in 10 to 15 sessions.
Electroconvulsive Therapy (ECT) is a medical treatment that has been most commonly reserved
for patients with severe major depression who have not responded to other treatments. It involves a
brief electrical stimulation of the brain while the patient is under anesthesia. A patient typically
receives ECT two to three times a week for a total of six to 12 treatments. It is usually managed by
a team of trained medical professionals including a psychiatrist, an anesthesiologist and a nurse or
physician assistant. ECT has been used since the 1940s, and many years of research have led to
major improvements and the recognition of its effectiveness as a mainstream rather than a "last
resort" treatment. .

Self-help and Coping

There are a number of things people can do to help reduce the symptoms of depression. For many
people, regular exercise helps create positive feeling and improves mood. Getting enough quality
sleep on a regular basis, eating a healthy diet and avoiding alcohol (a depressant) can also help
reduce symptoms of depression.
Depression is a real illness and help is available. With proper diagnosis and treatment, the vast
majority of people with depression will overcome it. If you are experiencing symptoms of
depression, a first step is to see your family physician or psychiatrist. Talk about your concerns and
request a thorough evaluation. This is a start to addressing your mental health needs.
RUMOURS
Rumours have always existed, but now they are flourishing in the social media era. While
mostly produced and consumed by the users, the platforms are also part of the problem.
Social media platforms are adding a variety of new features to communication, such as anonymity
and content recommendations. But these do not come without damaging side effects. “Social media
platforms are fantastic environments for rumours to thrive

What causes a rumour to spread?

“One attribute of a rumour is an out-of-control transmission. The intentions can vary: to attack
political rivals with misinformation, to defend the flat-earth theory with conspiracies, and so on.
After a few rounds of transmission, they cannot be kept in check anymore by those who initiated
them. Their existence depends solely on the interest and emotional reaction of the exposed
audience.
To ensure that the audience responds, they have another attribute: rationalising or coping. Rumours
are created to make sense of something that is inexplicable or to deal with threats. These threats can
be psychological, such as fear-mongering rumours in war or difficult times. As long as they evoke
these emotions in people, people will seek a coping strategy, including continuing a rumour. Thus,
rumours will keep spreading.”

In terms ofsocial media platforms, you argued that they have their fair share of rumour emergence
and spread. How come?
“Our most advanced means of communication before the internet era were by TV and telephone.
Television networks broadcast a message to many receivers, while telephones synchronise remote
communication. These features – multicasting and synchrony – are now in one package in social
media and are coupled with new communication features.
The first is anonymity: people can create a user account with a fake profile. Another one is more
technological: recommendation systems. I investigated recommendation systems on YouTube and
saw how they could drive users towards conspiracies, even when they started from a sterile topic.
These features join up and create a wonderful place to foster rumours.”
What action should social media companies take?

“The problem is that YouTube and other social media platforms still define themselves as tech
companies, but really they are more than that. They indeed possess super-advanced infrastructures
with machine learning-based technologies, but they are influential in the news and in information
circulation in society. They tend to disregard the repercussions, while their financial gain is massive.
They should hire qualified people to tackle this information circulation problem. They are actually
media companies, and they should assume the accompanying responsibilities.”

Can you give me an example of these responsibilities?

“One example is social bots. The company should mark comments or any activities as bots or
humans. It will help people know whether they are interacting with a human or not. There are
already many studies that detect Twitter bot accounts, so I don’t know why the companies
themselves have never done the same.”
Are there any developments related to your research?

we need exclusive publication venues of misinformation and rumours to accelerate and make this
research field more attractive. Then last year, an excellent journal named Misinformation
Review started running misinformation topics only.
The Importance of Socialization
Socialization is the lifelong process through which people learn the values and norms of a given
society. Socialization is not the same as socializing. Socializing is to mix socially with others (i.e.,
family, friends, neighbors, coworkers), whereas socialization is a process that may
include socializing as one element, but is a more complex, multi-faceted and formative set of
interactive experiences. It is also an adaptive lifelong learning experience, because society is
constantly changing, and because we may find ourselves in new situations—such as a new job with
different norms and values, or in a different familial role—such as that of parent or caregiver to an
older relative.
As Danielle’s story from the beginning of this module illustrates, even the most basic human
activities are learned. You may be surprised to know that even physical tasks like sitting, standing,
and walking had not automatically developed for Danielle as she grew. And without socialization,
Danielle hadn’t learned about the material culture of her society (the tangible objects a culture
uses): for example, she couldn’t hold a spoon, bounce a ball, or use a chair for sitting. She also
hadn’t learned its nonmaterial culture, such as its beliefs, values, and norms. She had no
understanding of the concept of “family,” didn’t know cultural expectations for using a bathroom,
and had no sense of modesty. Most importantly, she hadn’t learned to use the symbols that make up
language—through which we learn about who we are, how we fit in with other people, and the
natural and social worlds in which we live.
Sociologists have long been fascinated by circumstances like Danielle’s—in which a child receives
sufficient human support to survive, but virtually no social interaction—because they highlight how
much we depend on social interaction to provide the information and skills we need to be part of
society or even to develop a “self.”
Socialization is critical both to individuals and to the societies in which they live. As individuals,
social interaction provides us the means by which we gradually become able to see ourselves
through the eyes of others, and how we learn who we are and how we fit into the larger world. In
addition, to function successfully in society, we have to learn the basics of both material and
nonmaterial culture, everything from how to dress ourselves to what’s suitable attire for a specific
occasion; from when we sleep to what we sleep on; and from what’s considered appropriate to eat
for dinner and even how to use the stove to prepare it. Most importantly, we have to learn
language—whether it’s the dominant language or one common in a subculture, whether it’s verbal
or through signs—in order to communicate and to think. As we saw with Danielle, without
socialization we have no commonly recognizable sense of self.
For society to function, the socialization of individuals is necessary. Although how this occurs and
what is transmitted in terms of cultural norms and values differs, every society relies upon
socialization to ensure its survival. A core value in the United States is democracy, so children in the
U.S. might hear about voting or go to vote with their families before they even begin school. Once
in school, they will learn about American history, civics, and citizenship. Students also learn the
ways that the U.S. has not upheld democratic ideals and has disenfranchised various groups of
people. Thus, in addition to voting and learning how to use material objects such as voting
machines, children also learn about various social movements and leaders who resisted the existing
social norms in order to facilitate change. Learning about how society has failed to live up to its
ideals (and continues to struggle in certain areas) helps citizens not only to understand values and
norms on a personal level, but also to see the importance of values and norms in society, as well as
how these can change over time. Remember that socialization is a lifelong process, so in our
example, people will continue to examine whether or not the U.S. is living up to its democratic
ideals over many years.

Psychological Perspectives on Self-Development

Psychoanalyst Sigmund Freud (1856–1939) was one of the most influential modern scientists to
offer a theory of how people develop a sense of self. He believed that personality and sexual
development were closely linked, and he divided the maturation process into psychosexual stages:
oral, anal, phallic, latency, and genital. He posited that one’s self-development is closely linked to
early stages of development, like breastfeeding, toilet training, and sexual awareness (Freud 1905).
According to Freud, failure to properly engage in or disengage from a specific stage results in
emotional and psychological consequences throughout adulthood. An adult with an oral fixation
may indulge in overeating or binge drinking. An anal fixation may produce a neat freak (hence the
term “anal retentive”), while a person stuck in the phallic stage may be promiscuous or emotionally
immature. Although no solid empirical evidence supports Freud’s theory, his ideas continue to
contribute to the work of scholars in a variety of disciplines.

4 Main Stages of Socialization

The following points highlight the four main stages involved in socialization. The stages are: 1.
The Oral Stage 2. The Anal Stage 3. The Puberty Stage 4. The Adolescence Stage.
Socialisation # 1. The Oral Stage:
In the womb the foetus is warm and comfortable. At birth, the baby faces his first crisis: he must
breathe, he must exert himself to be fed, he is susceptible to cold, wet and other discomforts. He
cries a good deal in order to attract attention.
During the first stage of socialisation, he seeks to establish what is called oral dependency. By his
cries he is able to build up fairly definite expectations about feeding time and also about his
pressing needs for care.

At this stage, the baby is not involved in the family as a whole. He is rather involved only in the
sub-system consisting of him and his mother. If the father or anyone else in the family performs the
role of the mother in caring for the baby no role differentiation is made.
That person will also be performing the role of ‘mother’. At this stage, the baby does not seem to
internalise any role at all. He is so passive as compared to his mother that it is doubtful as to
whether he internalizes two roles at all. By the time oral dependency has been established, his own
role and that of his mother are probably ‘merged’ together. This is the stage, according to Freud,
of “primary identification.”
Socialisation # 2. The Anal Stage:
This stage probably begins soon after the first year and extends up to the third year. This period is
called anal stage because toilet training is the main focus of attention of the socializing agent,
particularly mother. During this stage, the child internalizes two roles his own and that of his mother
.These two roles are now clearly separated. The child not only receives care, he also receives love
and gives love in return.
During this stage, the child is taught as to how to discriminate between ‘correct’ and Incorrect’
behaviour, first by advice and/or hints given by the mother and, secondly, by being rewarded or
appreciated for correct performance and not rewarded or appreciated for incorrect behaviour.
Socialisation # 3. The Puberty Stage:

This stage extends from the fourth year to puberty, (i.e., age of 12 or 13). In the course of the third
stage, the child becomes a member of the family as a whole. He identifies himself with the social
role ascribed to him on the basis of his biological sex.
Identification means either of two closely related things:
(i) One identifies with a social role. That is, one not only internalizes the role but adopts it as one’s
own.
(ii) One identifies with a social group. That is, one internalizes the role system of the group and
considers oneself a member of it.
Identification in the first sense links a boy with his father and brothers, but net with his mother. A
girl, on the other hand, identifies with her mother and sisters, but not with her father. Identification
in the second sense links a boy or a girl with the family, including both parents and all siblings.
There are, thus, three kinds of identification:
(i) With the father or mother, as the case may be
(ii) With the siblings.
(iii) With the family as a member.
Socialisation # 4. The Adolescence Stage:
Adolescence, which begins roughly at puberty, is the age during which the young boy or girl has a
tendency to get away from parental control. The “crisis” of this age arises from the fact that
adolescents hanker after greater freedom while there is parental control over many activities in
which he loves to have his own way.
The strain involved in transition during the adolescent period depends upon the cultural definition
of adult roles. In some societies vital decisions concerning adolescents are taken by the parents or
guardians. That makes transition easier. In India it is so. Thus, the choice of a marriage partner is
made by elders within conventional rules.
In some others, particularly in Western societies, adolescents are required to take important
decisions more or less on their own. Obviously, in such cases transition is somewhat different and
puts strain on them.
TYPES OF SOCIALIZATION
According to this typology, there are five main types worth mentioning: primary, secondary,
developmental, anticipatory socialization, and resocialization. These types can also be called levels.
The main actors in this process are sufficiently numerous. At different stages, various actors take an
active role. So, in the initial stages, the leading roles are played by family, friends, teachers, and
sometimes even the Internet. So who occupies the central role in human life and when? Let's figure
it out together.
Primary socialization
This stage begins with the birth of a child and ends at the scene of the formation of a mature
personality. At this stage, the child learns the fundamental "laws of life", adapts to the basics of
social communication, studies it. At this time, parents, friends, teachers, peers, and acquaintances
take an active part in shaping the personality.
Family turns out to be an essential part of this level. After all, a person begins to learn the basics of
life in a family. Here, for the first time, a person learns something new and, first of all, learn to
speak. The social level of the parents determines the social level of the child for the next 20 years.
Only after that, a person works independently on their authority in society. At this stage, the Internet
can also play an important role. In the era of modern technologies, it is everywhere now, and one
should not underestimate its influence on children. They are more focused on what happens on
social networks, especially in adolescence. Often the moral foundations that were laid by parents
are violated because of the Internet.

2. Secondary socialization This stage consists of the development of an already mature personality.
This stage is associated with the study and work of the person. People begin to classify themselves
as a small group of people who belong to a large society. A person starts to represent the values and
behaviour of their group. The individual is no longer alone but has found people who are close to
them in behaviour and style of communication.
Individual's educational, official and formal institutions take an active part in secondary
socialization. They lay the ideological basis for human behaviour and prevail in the second half of
human life. While a person will carry the values that were laid down by the family through all their
life, then ideological attitudes may even change tritely when a person moves to another place of
residence.
3. Developmental socialization

At this stage, a person develops their social skills. The individual is focused on reaching maximum
heights in their social development. A person applies the skills in society through trial and error and
develops the level of socialization. During developmental socialization, a person can determine
which skills they will need, which ones must be eliminated, and which ones will be developed for a
long time.

4. Anticipatory socialization

Now the individual has figured out the skills they have learned and began to apply them in society.
People actively use the skills that they have developed and most of which has become a habit. At
this stage, a definite style of communication of a person is formed by the people from the nearest
surrounding. Now an individual understands how to build a relationship with society in the future.

5. Resocialization This stage is considered to be the final in the sociological process we are
discussing. During this period, people reject the habits that they have developed over the years. A
person refuses their usual style of communication and building relationships with people. Now they
are building a new model of behaviour on which they will rely. And then everything repeats in a
circle.

Social Group Agents

Social groups often provide the first experiences of socialization. Families, and later peer groups,
communicate expectations and reinforce norms. People first learn to use the tangible objects of
material culture in these settings, as well as being introduced to the beliefs and values of society.
Family
Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus
members of an extended family, all teach a child what he or she needs to know. For example, they
show the child how to use objects (such as clothes, computers, eating utensils, books, bikes); how to
relate to others (some as “family,” others as “friends,” still others as “strangers” or “teachers” or
“neighbors”); and how the world works (what is “real” and what is “imagined”). As you are aware,
either from your own experience as a child or from your role in helping to raise one, socialization
includes teaching and learning about an unending array of objects and ideas.
Keep in mind, however, that families do not socialize children in a vacuum. Many social factors
affect the way a family raises its children. For example, we can use sociological imagination to
recognize that individual behaviors are affected by the historical period in which they take place.
Sixty years ago, it would not have been considered especially strict for a father to hit his son with a
wooden spoon or a belt if he misbehaved, but today that same action might be considered child
abuse.
Sociologists recognize that race, social class, religion, and other societal factors play an important
role in socialization. For example, poor families usually emphasize obedience and conformity when
raising their children, while wealthy families emphasize judgment and creativity (National Opinion
Research Center 2008). This may occur because working-class parents have less education and
more repetitive-task jobs for which it is helpful to be able to follow rules and conform. Wealthy
parents tend to have better educations and often work in managerial positions or careers that require
creative problem solving, so they teach their children behaviors that are beneficial in these
positions. This means children are effectively socialized and raised to take the types of jobs their
parents already have, thus reproducing the class system (Kohn 1977). Likewise, children are
socialized to abide by gender norms, perceptions of race, and class-related behaviors.

Peer Groups
A peer group is made up of people who are similar in age and social status and who share interests.
Peer group socialization begins in the earliest years, such as when kids on a playground teach
younger children the norms about taking turns, the rules of a game, or how to shoot a basket. As
children grow into teenagers, this process continues. Peer groups are important to adolescents in a
new way, as they begin to develop an identity separate from their parents and exert independence.
Additionally, peer groups provide their own opportunities for socialization since kids usually
engage in different types of activities with their peers than they do with their families. Peer groups
provide adolescents’ first major socialization experience outside the realm of their families.
Interestingly, studies have shown that although friendships rank high in adolescents’ priorities, this
is balanced by parental influence.

Institutional Agents
The social institutions of our culture also inform our socialization. Formal institutions—like
schools, workplaces, and the government—teach people how to behave in and navigate these
systems. Other institutions, like the media, contribute to socialization by inundating us with
messages about norms and expectations.

Schools
School and classroom rituals, led by teachers serving as role models and leaders, regularly reinforce
what society expects from children. Sociologists describe this aspect of schools as the hidden
curriculum, the informal teaching done by schools.
Children learn how to deal with bureaucracy, rules, expectations, waiting their turn, and sitting still
for hours during the day. Schools in different cultures socialize children differently in order to
prepare them to function well in those cultures.
Schools also socialize children by teaching them about citizenship and national pride .States have
been scrutinized and revised to update attitudes toward other cultures as well as perspectives on
historical events; thus, children are socialized to a different national or world history than earlier
textbooks may have done. For example, information about the mistreatment of African Americans
and Native American Indians more accurately reflects those events than in textbooks of the past.
The Workplace
Just as children spend much of their day at school, many U.S. adults at some point invest a
significant amount of time at a place of employment. Although socialized into their culture since
birth, workers require new socialization into a workplace, in terms of both material culture (such as
how to operate the copy machine) and nonmaterial culture (such as whether it’s okay to speak
directly to the boss or how to share the refrigerator).
Different jobs require different types of socialization. In the past, many people worked a single job
until retirement. Today, the trend is to switch jobs at least once a decade.
Religion
While some religions are informal institutions, here we focus on practices followed by formal
institutions. Religion is an important avenue of socialization for many people. . Like other
institutions, these places teach participants how to interact with the religion’s material culture (like a
mezuzah, a prayer rug, or a communion wafer). For some people, important ceremonies related to
family structure—like marriage and birth—are connected to religious celebrations. Many religious
institutions also uphold gender norms and contribute to their enforcement through socialization.
From ceremonial rites of passage that reinforce the family unit to power dynamics that reinforce
gender roles, organized religion fosters a shared set of socialized values that are passed on through
society.
Government
Although we do not think about it, many of the rites of passage people go through today are based
on age norms established by the government. To be defined as an “adult” usually means being
eighteen years old, the age at which a person becomes legally responsible for him- or herself. And
sixty-five years old is the start of “old age” since most people become eligible for senior benefits at
that point.
Each time we embark on one of these new categories—senior, adult, taxpayer—we must be
socialized into our new role. Seniors must learn the ropes of Medicare, Social Security benefits, and
senior shopping discounts. When U.S. males turn eighteen, they must register with the Selective
Service System within thirty days to be entered into a database for possible military service. These
government dictates mark the points at which we require socialization into a new category.
Mass Media
Mass media distribute impersonal information to a wide audience, via television, newspapers,
radio, and the Internet. With the average person spending over four hours a day in front of the
television (and children averaging even more screen time), media greatly influences social norms
(Roberts, Foehr, and Rideout 2005). People learn about objects of material culture (like new
technology and transportation options), as well as nonmaterial culture—what is true (beliefs), what
is important (values), and what is expected (norms).

Social Inhibition (Definition + Examples)

We all know a “shy” kid. Maybe you had brothers, sisters, cousins, or neighbors who were always a
little shy. Maybe your brother, sister, or friend are worried about how shy their kids are. Shyness has
never been a big deal - some kids are shy and some kids aren’t. But what if shyness was a sign that
a child was going to develop social anxiety or other mental health conditions in the future?
These are questions that have recently perked up the ears of psychologists. With anxiety coming to
the forefront of many conversations, it’s time we take a look at where it comes from and how we
can possibly prevent it in the future. Although social inhibition hasn’t been studied thoroughly,
some psychologists believe that it could have a strong link to social anxiety disorder. In this video,
I’m going to define social inhibition, take a look at what causes it, and examine what psychologists
are saying about its link to social anxiety disorder. There is still a lot more to learn on this subject,
but taking a closer look at being “shy” could give us some important insight into the development
of anxiety and other mental conditions.

What Is Social Inhibition?

Social inhibition, also known as behavioral inhibition, is the tendency to avoid certain
behaviors in social situations, including social interactions. Many psychologists also define
social inhibition as the tendency to “reduce” your behavior around people versus when you
are alone.
You may, for example, speak softer or keep funny jokes to yourself when you are around new
people versus when you are in the presence of one very close friend.
Sometimes, this inhibition is subconscious. You don’t realize that you are actively avoiding a social
situation by scheduling yourself too thin at work or making excuses for why you can’t go to a party.
Other times, the inhibition is conscious. People with a high level of social inhibition may be very
aware that they are avoiding social situations. They might even be aware of the fear that drives
social inhibition: the fear of disappointing other people. We all feel the innate desire to be accepted
by the people around us. Social inhibition is often a response to that desire and the fear that we
won’t fulfill those desires by being our “true selves.”

Examples of Social Inhibition

Social inhibition may take many forms, including our behavior, appearance, or complete withdrawal
from a situation. Regularly avoiding parties, festivals, or big conferences may be seen as social
inhibition. Being the person at a party who prefers to sit with the host’s dog instead of introducing
yourself to new people may be considered social inhibition. Keeping your arms crossed and head
hunched while in a crowd may also be considered a form of social inhibition.

What Causes (Or Reduces) Social Inhibition?

If someone wants to branch out and release themselves from the fear of social interaction, what can
they do? Well, let’s look at the causes of social inhibition. Like many things in psychology, we can’t
just point to a person’s disposition or the environment they grew up in. Many things contribute to
(or reduce) social inhibition.
Brain Activity or Personality
Some studies on social inhibition associate this tendency with innate personality traits. Dependence
on others, for example, is commonly linked to social inhibition. The choice to avoid large crowds of
people or stick to the people you know at a networking event may be more biological than
situational. Researchers have found that over-activation in the cortical social brain network is more
common in people with high social inhibition. Does this mean that your brain is telling you to stay
home for the night? Maybe. Does this mean by being aware of these factors, you can change your
decisions and make conscious to be less inhibited? That’s a possibility, too!

Age
Social inhibitions have been observed and studied throughout all age groups. In studying this
phenomenon in children, teens, and adults, the only thing we know for certain is that social
inhibition can change and develop over time. This may have to do with biology or the events that
transpire and the knowledge that we gain over time.
Trauma
Biology may be linked to social inhibition, but our biology isn’t always set in stone. Certain
situations or events, like trauma, may change brain activity and the way that we naturally function.
Traumatic events are linked to the inhibition of expressing our emotions. This can tie into social
inhibition. Failing to express ourselves in social situations can lead to a vicious cycle of a lowered
well-being, increased fears, and higher behavioral inhibition.

Internalizing Problems
Studies show that certain behaviors are linked to social inhibition. In Sweden, for example,
researchers found a significant link between children with high social inhibition and internalizing
problems. Discovering a way to reduce that internalization may naturally give way to a lowered
social inhibition.
Alcohol Consumption or Substance Use
You might have guessed that alcohol and some controlled substances can reduce social inhibition.
In general, these substances lower our inhibitions. We are more likely to “go for it,” whether “it” is
talking to someone you don’t know or throwing a glass across the room. The more alcohol that we
consume, the less we are going to consider the social implications of our actions. And while some
people refer to a drink or two as “liquid courage,” we all know someone who has done something
under the influence that they wouldn’t do sober.
Does this mean that you should drink in order to reduce social inhibition? Not really. The effects of
alcohol on the mind and body, especially when consumed in excess, are not always (if ever) worth
the moments where you feel less scared to approach someone. If you tend to hold back in social
interactions, you can use other methods to face your fears.

Power
One last interesting factor regarding social inhibition is power. When you appear to have more
power over a situation, you are likely to have decreased social inhibitions. Power comes in many
forms. Wealth, success, or titles can give you the illusion of power. Hosting a party in your home
can change the power dynamic between you and your guests slightly. The power someone might
have because of their position in society may also affect the way that you see them, see your social
dynamic, and determine what behaviors are appropriate or which ones are scarier. If you change
your perception about the power you have over yourself or the power another person has over you,
you might find yourself less fearful of them or social interaction.

Social facilitation refers to the finding that people sometimes show an increased level of effort as a
result of the real, imagined, or implied presence of others.

•The concept was first identified by Norman Triplett in 1898, when he noticed that cyclist’s
performance was facilitated (helped) when training as a group.
•Psychologist Floyd Allport labeled it social facilitation in 1920.
•There are two types of social facilitation: co-action effects and audience effect.
•Subsequent researchers found that performance improved as a result of the presence of
others (social facilitation) whilst others found that it was impaired (social inhibition).
•Whether or not social facilitation occurs depends on the type of task: people tend to
experience social facilitation when they are familiar with a task or for well-learned skills.
However, social inhibition (decreased performance in the presence of others) occurs for
difficult or novel tasks.