What Is the Stanford Prison Experiment Peer Reviewed Journal Article
ARTICLE
Revisiting the Stanford Prison house Experiment from the Perspective of the Social Model of Inability: A Didactics Experience
Müjde Koca-Atabey
Ankara Medipol University, Turkey. mujde.koca.atabey@gmail.com, cemilemujde.atabey@ankaramedipol.edu.tr; https://orcid.org/0000-0001-8782-2960
ABSTRACT
This article aims to revisit the Stanford Prison Experiment (SPE) from the perspective of disability studies. The SPE is an issue that inevitably comes to low-cal while instruction Social Psychology and how it contributes to a unlike grade titled Psychological, Social and Cultural Aspects of Disabilities. The SPE presents a pioneering piece of research within Social Psychology. Similarly, the social model has reformed the concept of disability. The SPE and further studies demonstrate the importance of social forces in shaping human behaviour; that is, they explore how proficient people might plow evil in particular circumstances. The social model of disability emphasises the role of social oppression in creating inability. As these 2 courses contribute to each other, it is discussed that an advisable level of analysis within the discipline of psychology has much to contribute to the inherently interdisciplinary field of disability studies and vice versa. Interdisciplinary curriculums might be a step towards inclusive higher education.
Keywords: Stanford Prison Experiment; disability in Turkey; disability and college pedagogy; social model of disability; teaching psychology and inability studies
Introduction
This article aims to provide a reanalysis of the famous Stanford Prison Experiment (SPE) in relation to disability studies, more than specifically in relation to the social model of inability. I am a social psychologist, and a disabled academic, whose main research and teaching specialism is the field of disability studies. I teach courses within both disciplines. This commodity reflects an assay that arises while teaching Social Psychology, and how this teaching contributes to a different form titled Psychological, Social and Cultural Aspects of Disabilities. The course Social Psychology is a compulsory 2nd-yr undergraduate course; the disability studies course is a third-year elective course. The "assailment" affiliate of the Social Psychology form provides an answer to an important question of mine: Do these seemingly different disciplines have more in common than would commencement appear? I call back at that place is an implicit human relationship betwixt these two various topics. Converging evidence in the literature in this respect might be valuable and could atomic number 82 to farther assay. However, before addressing these bug, information technology is important to highlight the central features of the SPE and the social model of inability.
In the experiment, a mock prison house was created in the basement of the Stanford Psychology Department. The participants were selected via an advertisement. Twenty-4 academy students were randomly assigned as guards or prisoners. The "constabulary", who were in fact confederates, arrested the prisoners. The participants were provided appropriate uniforms and began to live in a imitation prison environment that was created past the researchers (Haney, Banks, and Zimbardo 1973; Zimbardo 1973). The simulation was truly successful equally, over time, the guards and prisoners did non refer to their experience every bit an experiment or simulation (Zimbardo 2006; 2007). Zimbardo (2007, 444) stated that "[i]t was a prison run by psychologists rather than by the Country". Although the experiment was initially designed to last two weeks, it was ceased on the sixth twenty-four hours due to increased violence amid the guards towards prisoners and increased psychological distress among prisoners. It was stated that the arrangement, not the individuals' dispositions, created the unforeseeable circumstance. The 24 participants were selected among 75 applicants, every bit they were the ones who were psychologically healthiest; so, a sadistic character or a kind of psychopathology could non be the underlying reason for the violence or distress (Zimbardo, Maslach, and Haney 2000). Therefore, that hypothesis, which might argue in favour of personality characteristics, was disregarded (Zimbardo 2007). It was discussed that similar to that experimental setting, the real-life violence within prisons is created past the system. More specifically, limited supervision and lack of didactics are the sources of violence, not a few bad apples or bad barrels. For instance, it might be instructive to consider what happened in the Abu Ghraib prison in Republic of iraq. The night shifts were specially disquisitional in terms of displaying the harshest forms of abuse (Banuazizi and Movahedi 1975; Zimbardo 1973; 2007). Hence, information technology was concluded that in such a circumstance the about important feature is a system that creates and maintains a specific situation. The system is the issue that creates the evil, as the Lucifer effect indicates (Zimbardo 1973; 2007). In order to reduce this kind of prison corruption, Zimbardo (2006; 2007) repeatedly favoured greater prisoner-baby-sit surveillance.
The social model of disability originated in Britain in 1975, contemporaneously to the SPE, which was conducted in 1971. The fundamental principles of the social model framework are described every bit follows:
It is society which disables physically dumb people. Disability is something imposed on top of our impairments, past the way we are unnecessarily isolated and excluded from full participation in society. (UPIAS and the Disability Alliance 1976, 4)
The model argued for a clear stardom between damage and disability. Information technology was argued that an inability to walk or to speak is an harm. However, an inability to enter a building due to the steps or an inability to communicate due to a lack of technical aids is a disability (Morris 1993). In addition, the social model denied the established equation betwixt illness and inability and put along that it was not the doctors but the disabled people themselves who are the experts of the disability phenomena (Oliver 1996). Using the term "disabled people" rather than "people with disabilities" was a deliberate effort to emphasise society'southward function in disabling people. According to this model, disability cannot be understood exterior its social context (Koca-Atabey 2013; Marks 1997; Morris 1993; Oliver 1990; 1996). It was also discussed that since disability is a context-dependent phenomenon, all people are disabled in some respect (Taylor 2017). Valeras (2010) stated that disability might be conceptualised within a continuum and people might feel disabled or non-disabled depending on the circumstances.
Psychology and Disability Studies
Every bit a pioneering social psychologist, Zimbardo (2007) criticised psychology for missing the big film. According to him, clinical psychology and personality psychology are dispositionally oriented; they ask the question of whom to blame or to provide credit. In this sense, psychology becomes also specific and does not really ask big questions. Madsen (2014) stated that psychology should exist much more in line with historical and cultural reality. Psychology is also criticised as discussing inability in a biased manner. As an ordinary human feel, disability receives relatively fiddling attention within the psychology literature (Asch and McCarthy 2003) and is ignored within the curriculum (Dunn 2016). With an accent on bug such as loss, adjustment and psychopathology, these ii disciplines, namely psychology and disability studies, take a troubled human relationship (Reeve 2006). Inability-related material inside introductory psychology textbooks is too limited and stereotypical in nature (Goldstein, Siegel, and Seaman 2010). Within the US undergraduate psychology curriculum, inability is more often than not discussed in relation to the medical model (Rosa et al. 2016). It might be considered that disability is not included appropriately within the psychology curriculum. On the other hand, in that location are promising discussions about embracing both fields. For instance, customs psychology is offered equally an appropriate tool to integrate disability studies (Dowrick and Keys 2001; Goodley and Lawthom 2005; 2011).
Customs psychology provides a image shift from an individualistic, deficit approach to a systemic approach (Nel, Lazarus, and Daniels 2010). Dunbar-Krige and Pillay (2010) argued that the inability of mainstream psychology to accost the needs of dissimilar groups led to the emergence of community psychology, which provides an appropriate basis for disability research. Similarly, Simpson and Thomas (2015) argued that clinical psychology and disability studies have much in common. A positive psychology of rehabilitation is also proposed (Dunn and Dougherty 2005). Livneh and Martz (2016) recently stated that the psychosocial adaptation to disability is conceptually linked with positive psychology. According to this view, emphasising the strengths and capacities of disabled people is essential. Rather than normalisation, optimisation of lives is crucial (Naidoo 2006). Within the framework of hedonic psychology, Amundson (2010) suggested that nondisabled estimators should non be used to score the quality of life of disabled people. Maslov (2012) argued that describing blindness as darkness is merely the construction of sighted people. This is in line with Hull'southward (2001) case, which concluded that sighted people's brains function differently to blind people's brains. Blindness entails more than losing sight, and then information technology is not easily simulated although information technology may seem to be. A sighted person who closes his or her eyes would notwithstanding accept the shapes, figures and colours in mind. In fact, in a coming together of the American Psychological Association (APA), Zimbardo et al. (2003) argued that disability is something different than being blind, deaf or paralysed. Disability has a complex structure and is related to community, civilization, economic science, politics, and also global interdependencies. These arguments are in line with the basic arguments of the social model, which describes inability as a fact of life, a different life feel that might be interesting and affirmative (French and Swain 2004; Morris 1991; Oliver 1996). Information technology was suggested that if psychology emphasises the individual in context (Forshaw 2007) or engages more on a societal and political level to influence change (Simpson and Thomas 2015), the relationship between the 2 disciplines might be more intimate. Watermeyer (2012) argued that disability studies ignored questions regarding the psychological and emotional aspects of experience for a long time with the fear of musicalising the phenomena. However, the possible contributions of the discipline were left out, resulting in an incomplete picture.
The Stanford Prison house Experiment and the Social Model of Inability
The SPE conspicuously showed that human nature could be shaped by social circumstances (Drury et al. 2012). Therefore, the inevitable human relationship between Zimbardo'southward principal statement, the ability of state of affairs (Slavich 2009), and the social model of disability becomes much clearer. He specifically stated the following:
The dispositional approach is to the situational as a medical model of health is to a public health model. A medical model tries to discover the source of the affliction, affliction, or disability inside the afflicted person. Past contrast, public health researchers assume that the vectors of disease manual come up from the surround, creating weather condition that foster illness. Sometimes the ill person is the terminate production of environmental pathogens, which unless counteracted will bear on others, regardless of attempts to amend the health of the individual. For case, in the dispositional approach a kid who exhibits a learning disability may be given a variety of medical and behavioral treatments to overcome that handicap. But in many cases, especially amongst the poor, the problem is caused by ingesting lead in paint that flakes off the walls of tenement apartments and is worsened past conditions of poverty-the situational approach. (Zimbardo 2007, eight)
If we rediscuss the indicate and supercede Zimbardo'south phrase "public health" with "social model", nosotros might reveal Zimbardo as a inability studies scholar, and this might not be that wrong. Zimbardo farther stated that "anybody will be a prisoner or guard at some point in their life, because a guard is simply someone who limits the liberty of another person. Parents, spouses, and bosses do this all the time. And the recipients of this behavior? Well, they are the prisoners" (cited in Slavich 2009, 292). In a disabling society information technology is possible to conceptualise disabled people as prisoners and nondisabled authorities as guards. They are the people who tell the nondisabled what/how to practice and what/how not to do. In fact, Finkelstein (2001) stated that in unchanged societies, disabled people are living in a social prison. The similarities do not cease there. The SPE was regarded as a turning indicate in relation to the death of an outdated understanding of rehabilitation. Until that experiment, it was idea that prisons were places that rehabilitate criminals (Haney and Zimbardo 1998). Similarly, with the emergence of the social model, the quondam-fashioned, medical-based rehabilitation practices became unpopular. This kind of rehabilitation practice aimed to fix the body to fit the surroundings (Imrie 1997) and regarded rehabilitation as a tool for social control (Kumar 2011). Alternatively, within the social model of inability, the agile participation of disabled people themselves is encouraged (for a give-and-take, encounter Shakespeare and Watson 1997). On the other mitt, both the SPE and the social model of disability have important political dimensions and implications. For instance, the SPE enabled a discussion in relation to the prison system in the United States and all over the world. On the other hand, the social model served as an important framework to empower disabled people. Similarly, the social model, which originated in the United kingdom of great britain and northern ireland, had pregnant international implications (Haney and Zimbardo 1998; Oliver 2013).
Determination
One might argue that the SPE was a single experiment merely that the social model of inability is a huge social, bookish and political motion. Even though this is the case in a literal sense, it is as well possible to argue that the effects of the SPE are wide, varied and continuous. 1 of the commencement things that the search engines offer when you type "experiment" is the SPE (Taylor 2013). On the other paw, I am fully aware that the SPE and the social model of disability are widely criticised. For instance, it was stated that the SPE was non called an experiment because it did non test whatever hypotheses, identify variables, have control groups or apply the relevant statistical tests (Brannigan 2009). Similarly, Mastroianni (2015) argued that Zimbardo has a narrow situationist approach. On the other hand, the social model was criticised for creating a polarisation and a dichotomy (i.east. between impairment and disability) or being socially reductionist (Marks 1997), simplistic and misleading in some respects (Anastasiou and Kauffman 2013; Shakespeare 2004; 2006). However, these critics exercise non devalue the importance of the above matters.
Inability in Turkey is a chaotic phenomenon. A charity-based approach is prevalent (Bezmez 2013). The social club does not treat disabled citizens equally equal partners (Tufan 2008). It provides an unwelcoming surroundings to the disabled torso (Bezmez and Yardimci 2016). The medical model is dominant (Sakiz and Woods 2014; Sakiz et al. 2015). Campbell (2009) argued that inability status is not a personal and private issue. This is the opposite in Turkey; disability is a person'south own problem. The medical and individual nature of disability creates tension among disabled people. Their rights are neglected and the support that they crave is based on arbitrary and unsteady rules and regulations. Not surprisingly, every bit an bookish field disability studies has a express infinite in Turkey. Psychology, on the other mitt, is an increasingly popular discipline and the number of psychology departments is rapidly growing. In 2011, in that location were 64 departments; there were only six in 1990 (Sümer 2016). Co-ordinate to recent statistics, at that place were 79 undergraduate programmes in 2015. It was raised to 119 in 2019 (Çirakoglu 2019). In recent years, information technology is not that piece of cake to investigate the quality or the quantity of the psychology departments in Turkey. There is more than i programme (i.e. one in Turkish, one in English) inside some universities. Inside this mass, disability is an underrepresented topic and to the best of my knowledge, the Psychological, Social and Cultural Aspects of Disabilities course was the first disability-related form offered to psychology students in Turkey (run into Appendix A1 for the syllabus). Disability every bit a human experience is related to all sub-fields of psychology. I of the aims of the social model is to provide an inclusive education (e.thousand. Oliver and Barnes 2010; Riddick 2001); emphasising similarities between these 2 literatures might contribute to this higher-order objective.
My article integrates two seemingly diverse literatures. Levels of analysis are important features of psychology (Dunn 2015; Slavich 2009; Talasli personal advice), and with an appropriate level of analysis psychology could fruitfully contribute to the inherently interdisciplinary field of disability studies, within both the research and teaching aspects. Currently, I include a specific section (titled "Psychology and Disability Studies: Past, Present and Future", meet Appendix A for a tentative syllabus) in my disability studies course to draw attention to the similarities between the two fields. Inside the same vein, the disability studies' perspective could make the psychology curriculum more than inclusive. Although inclusion is more often than not discussed in relation to curriculum (Bunbury 2018; Hopkins 2011), an interdisciplinary curriculum is not widely discussed. Bearing in mind that embedding disability studies into curriculums is a long and laborious procedure (Treby, Hewitt, and Shah 2006), disability studies and higher didactics both need continuous attention and the former's inclusion might result in constructive and more inclusive curriculums.
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1 Editorial Notation - Pedagogy equally Change by and large does not publish appendices. This article, however, presents a compelling instance for incorporating Inability Studies in university Psychology curricula in Turkey. We take decided to include the original appendix considering information technology is central to the argument presented by the writer. - Na-iem Dollie, Chief Editor, Teaching as Alter
Appendix A - Click to enlarge
Source: http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S1947-94172020000100001
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