Example 1: Applied Social Psychology in Health Behaviour
In many colleges, students are fully aware that smoking is harmful and can cause serious
health problems, yet smoking continues to be common. A purely informational approach
(like warning posters) often fails to change behaviour. Applied social psychologists study this
gap between knowledge and action and design interventions based on social influence. For
example, research shows that students often overestimate how many of their peers smoke.
An intervention may involve sharing accurate statistics showing that the majority of students
do not smoke. This changes perceived social norms. When students realise that smoking is
not socially approved or common, smoking behaviour gradually reduces. This example
clearly shows how applied social psychology moves beyond explanation to designing
interventions that change behaviour by altering social situations and norms, rather than
blaming individuals
UNIT 1 SPAC
Example 2: Participatory Research in Rural Development
In a rural development project aimed at improving drinking water access, authorities initially
planned to install hand pumps without consulting villagers. However, when participatory
research methods were used, villagers were invited to map their settlement, identify water
sources, and discuss daily water-related problems. Women highlighted that pumps placed
far from homes increased their workload and safety risks. Based on this local knowledge,
pump locations were changed. Villagers also formed committees to maintain the pumps.
This is an example of empowering participation, where people are not passive beneficiaries
but active decision-makers. It demonstrates how participatory research values local
experience, shared power, and bottom-up planning, leading to more sustainable and
culturally appropriate solutions
UNIT 1 SPAC
Example 3: Intervention in the Indian Context
The Swachh Bharat Abhiyan is a strong example of applied social psychological intervention
in India. Instead of only building toilets, the campaign focused on changing social norms
related to sanitation. Community leaders, schoolchildren, and local influencers were
involved to promote cleanliness as a matter of dignity and pride. Public pledges, village
meetings, and social approval were used to discourage open defecation. This intervention
recognised that sanitation is not just a technical issue but a behavioural and social issue
influenced by habits, norms, and community pressure. The program shows how
interventions in India must combine cultural understanding, participation, and behavioural
strategies to be effective
UNIT 1 SPAC
UNIT 2 – Social Diversity & Challenges (Expanded Examples)
Example 4: Socio-Economic Status (SES) and Inequality
Two students with equal intelligence and motivation grow up in different socio-economic
conditions. One belongs to a middle-class family with access to private schooling, coaching,
internet, and parental guidance. The other comes from a low-income family, studies in an
overcrowded government school, and works part-time to support the family. Over time, the
first student performs better academically and accesses better opportunities, while the
second struggles despite effort. This example shows how SES shapes life chances, not
because of ability, but because of unequal access to resources. Social psychology highlights
how such structural inequalities affect self-esteem, stress levels, aspirations, and mental
health, reinforcing social inequality across generations
UNIT 2 SPAC
Example 5: Gender Diversity and Patriarchy
A working woman employed full-time is still expected to manage household chores,
childcare, and elder care, while her male partner is not held to the same expectations. When
she prioritises her career, she may be labelled selfish or irresponsible. This reflects gender
socialisation and patriarchy, where caregiving roles are considered “natural” for women.
Over time, such expectations lead to stress, guilt, and reduced career growth for women.
This example illustrates how gender is socially constructed, how inequality is maintained
through everyday practices, and how gender diversity is deeply linked to power relations
rather than biological differences
UNIT 2 SPAC
Example 6: Caste-Based Discrimination
In a college setting, a Dalit student may not face open discrimination but experiences subtle
exclusion—being ignored in group discussions, avoided during shared activities, or assumed
to be less capable. Such experiences affect confidence, participation, and academic
performance. This is an example of modern or subtle discrimination, where caste prejudice
operates through social norms and stereotypes rather than direct violence. Social
psychology explains how caste-based inequality continues through internalised oppression,
social learning, and institutional practices, even when overt discrimination is publicly
condemned
UNIT 2 SPAC
UNIT 3 – Environment & Natural Disasters (Expanded Examples)
Example 7: Resource Dilemma (Water Crisis)
During a water shortage, an individual household decides to store extra water, believing that
one family’s actions will not make a difference. However, when many households act
similarly, water supply collapses for the entire area. This situation represents a resource
dilemma, where individual self-interest conflicts with collective welfare. Social psychology
explains that people often fail to cooperate because benefits of overuse are immediate,
while costs are delayed and shared. Lack of trust and weak social norms further worsen the
problem. This example highlights why environmental problems persist even when people
understand the consequences
UNIT 3 (1)
Example 8: Pro-Environmental Behaviour Change
In residential societies, households are given monthly electricity bills comparing their usage
with neighbourhood averages. Families using more electricity than others feel social
pressure and reduce consumption. This intervention uses feedback and social norms rather
than punishment. Over time, energy-saving behaviour becomes habitual. This shows how
social psychology promotes sustainable behaviour by changing perceptions, norms, and
convenience, not by forcing compliance
UNIT 3 (1)
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Example 9: Natural Disaster – Bhuj Earthquake
After the Bhuj earthquake, survivors experienced suffering not only due to loss of life and
property but also due to social and moral disruption. Widows faced restrictions, loss of
social status, and exclusion from rituals. Parents felt guilt for failing to protect children.
These experiences cannot be fully explained by psychiatric diagnoses like PTSD. The social
constructionist approach shows that suffering was rooted in loss of identity, dignity, and
social relationships. Healing occurred when survivors rebuilt meaning through community
support, cultural beliefs like karma, and fulfilling social duties. This example demonstrates
that disaster recovery must address social and cultural dimensions of well-being, not just
individual symptoms