Southern Utah University

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Southern Utah University
Southern Utah University
Spring Semester 2026

Advanced Social Psychology (Face-to-Face)

PSY 6400-01

Course: PSY 6400-01
Credits: 3
Term: Spring Semester 2026
Department: PSY
CRN: 12925

Course Description

This advanced course in social psychology explores the interaction of the individual person with the social environment. Topics such as the self, social perception and cognition, attributions, attitudes and persuasion, prejudice and discrimination, social influence, prosocial behavior, interpersonal attraction, group processes, and aggression will be covered from an empirically-based perspective. The course will include both theoretical and applied elements associated with the topics and is designed to meet the Discipline-Specific Knowledge (DSK) content area of Social Aspects of Behavior, for American Psychological Association (APA) accreditation. (Spring - Even Years) [Graded (Standard Letter)] Registration Restriction(s): Only students enolled in the Psy.D. in Clinical Psychology program.

Required Texts

Smith, J. R., & Haslam, S. A. (Eds.). (2017). Social Psychology: Revisiting the classic studies (2nd ed.). SAGE.
ISBN: 978-1473978669

Reis, H. T. (2019). A brief history of social psychology. In E. J. Finkel & R. F. Baumeister (Eds.), Advanced social psychology (2nd ed. pp. 9-38). Oxford.
Triplett, N. (1898). The dynamogenic factors in pacemaking and competition. American Journal of Psychology, 9(4), 507-533.
Karau, S. J., & Williams, K.D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65(4), 681-706.
LaPiere, R. T. (1928). Race prejudice: France and England. Social Forces, 7, 102-111.
LaPiere, R. T. (1934). Attitudes versus actions. Social Forces, 13, 230-237.
Ajzen, I., & Gilbert Cote, N. (2008). Attitudes and the prediction of behavior. In W.D. Crano & R. Prislin (Eds.), Attitudes and attitude change (pp. 289-311). Psychology Press.
Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal of Abnormal and Social Psychology, 58(2), 203-210.
Stone, J., & Cooper, J. (2001). A self-standards model of cognitive dissonance. Journal of Experimental Social Psychology, 37(3), 228-243.
Abrams, D., & Hogg, M.A. (1990). Social identity, self-categorization and social influence. European Review of Social Psychology, 1, 195-228.
Jost, J. T., & Hunyadi, O. (2005). Antecedents and consequences of system-justifying ideologies. Current Directions in Psychological Science, 14(5), 260-265.
Jost, J. T. (2018). A quarter century of system justification theory: Questions, answers, criticisms, and societal applications. The British Journal of Social Psychology 1-52.
Asch, S.E. (1955). Opinions and social pressure. Scientific American, 193(5), 31-35.
Jetten, J., & Hornsey, M. J. (2014). Deviance and dissent in groups. Annual Review of Psychology, 65, 461-485.
Moscovici, S. (1980). Toward a theory of conversion behavior. In L. Berkowitz (Ed.), Advances in experimental social psychology, (Vol. 13, pp. 209-239). Academic Press.
Martin, R., & Hewstone, M. (2001). After-thoughts on after-images: A review of the literature using the afterimage paradigm in majority and minority influence. In C. De Dreu & N. De Vries (Eds.), Group innovation: fundamental and applied perspectives (pp. 15-39). Blackwell.
Russell, N. J. C. (2011). Milgram's obedience to authority experiments: Origins and early evolution. British Journal of Social Psychology, 50(1), 140-162.
Haney, C., Banks, W. C., & Zimbardo, P. G. (1973). Study of prisoners and guards in a simulated prison. Naval Research Reviews, 9 (1-17). Washington, DC: Office of Naval Research.
Le Texier, T. (2019). Debunking the Stanford Prison Experiment. American Psychologist, 74(7), 823–839.
Sherif, M. (1956). Experiments in group conflict. Scientific American, 195(5), 54-58.
Stephan, W., & Stephan, C. W. (2000). An integrated threat theory of prejudice. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 23-45). Lawrence Erlbaum Associates Publishers.
Stephan, W. G., Ybarra, O., & Rios, K. (2015). Intergroup threat theory. In T. D. Nelson (Ed.), Handbook of prejudice, stereotyping, and discrimination (2nd ed., pp. 255–278). Mahwah, NJ: Lawrence Erlbaum Associates.
Tajfel, H., Flament, C., Billig, M. G., & Bundy, R. F. (1971). Social categorization and intergroup behavior. European Journal of Social Psychology, 1(2), 149-177.
Spears, R., Jetten, J., Scheepers, D., & Cihangir, S. (2009). Creative distinctiveness: Explaining in-group bias in minimal groups. In S. Otten, K. Sassenberg, & T. Kessler (Eds.), Intergroup relations: The role of motivation and emotion (pp. 23–40). Psychology Press.
Baron, R. S. (2005). So right it's wrong: Groupthink and the ubiquitous nature of polarized group decision-making. Advances in Experimental Social Psychology, 37, 219-253.
Esser, J. K. (1998). Alive and well after 25 years: A review of groupthink research. Organizational Behavior and Human Decision Processes, 73(2-3), 116–141.
Manning, R., Levine, M., & Collins, A. (2007). The Kitty Genovese murder and the social psychology of helping: The parable of the 38 witnesses. American Psychologist, 62(6), 555–562. Levine, M., & Crowther, S. (2008). The responsive bystander: How social group membership and group size can encourage as well as inhibit bystander intervention. Journal of Personality and Social Psychology, 95(6), 1429-1439.
Tomcho, T. J., & Foels, R. (2012). Meta-analysis of group learning activities: Empirically-based teaching recommendations. Teaching of Psychology, 39(3), 159-169.
Hamilton, D. L., & Gifford, R. K. (1976). Illusory correlation in intergroup perception: A cognitive basis of stereotypic judgments. Journal of Experimental Social Psychology, 12, 392-407.
Berndsen, M., Spears, R., McGarty, C., & van der Pligt, J. (1998). Dynamics of differentiation: Similarity as the precursor and product of stereotype formation. Journal of Personality and Social Psychology, 74(6), 1451–1463.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629. Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat. Annual Review of Psychology, 67, 415-437.

Learning Outcomes

The course will include both theoretical and applied elements associated with the topics and is designed to meet the Discipline-Specific Knowledge (DSK) content area of Social Aspects of Behavior, for American Psychological Association (APA) accreditation. (3 credit-hour course)

In addition, this course is designed to cover the following Professional-Wide Competencies (PWCs) as designated and required by the APA:

Research
*Identify and evaluate types of methodologies used in various studies 
*Identify and evaluate methodological strengths and limitations of studies 
*Apply findings to events outside of the research lab 
 
Individual and Cultural Diversity
*Successfully read, summarize, and discuss diversity-related topics 
*Identify perspectives of populations not represented in research findings
*Apply findings to events outside of the research lab
*Gain experience interaction with others different than one’s self
*Students will be able to identify and articulate key topics of diversity covered in the field of social psychology



Course Requirements

1. Exams (30%/15% Each)
Two exams will be given as indicated on the Semester Calendar section of the syllabus. Each exam will cover all materials covered throughout the semester up to that date. Items on the exams will consist of both short-answer and essay style questions. Items on the exams will come from both in-class discussions/presentations as well as assigned readings. More details will be provided prior to the first exam. 

2. Reading Responses (40%)
Most weeks will involve covering a new topic relevant to social psychology. These topics will have both a chapter reading from the textbook as well as readings of relevant articles. Unless you are assigned to lead the Discussion Seminar (see below), it is expected that a 2-3 page Reading Response paper will be submitted on the day those topics are to be discussed. The Reading Response will ask that you address the following prompt categories (equally weighted between a) and b):
a) Provide a summary of the study including:
i) The general study design, and the general findings in the original research
ii) The strengths of the original research and how it contributes to the field
iii) The critiques levied about the original research 
b) Propose and describe a possible study drawing upon at least one of the key concepts discussed in the articles. Be sure to include all the following:
i) The general study design, hypothesis, and primary statistical analysis
ii) A compelling argument for the benefit or purpose of the study
iii) An additional external journal source supporting the proposed study

3. Discussion Seminars (20%)
Based upon your interests, we will have Discussion Seminars in which everyone will be able to lead the group discussion in a small group format for class that day. Students will be able to choose a topic of interest to them (listed on the Calendar section of the syllabus), present the general study findings, and present the critiques of the research. In addition, the Discussion Seminar will need to include an applied example of the discussed concept and an application of the concept. Discussion questions should also be prepared. 

In addition to leading the Discussion Seminar, all materials used (e.g., Powerpoints, additional articles, discussion question prompts, etc.) should also be uploaded to Canvas to assist with grading.

Objectives: I would like to encourage everyone to look for examples of social psychology phenomenon outside of the classroom. In addition, I would like for us to capitalize on the unique challenge/opportunity of living in a very unique time in history. (Has anyone ever not lived in a unique time in history?) Finally, I would like for us to practice being objective and critically think about study designs, from the perspective of a researcher, as we approach a number of challenging and potentially problematic topics associated human psychology and behavior.

Preparation:
1.  RANK DISCUSSION SEMINAR TOPICS—A topic will be assigned to everyone based upon your topic preferences.
2.  DESCRIBE THE GENERAL TOPIC—Describe the details of the theory, concept, or topic covered making sure to include important points and concepts.
3.  DESCRIBE A SPECIFIC STUDY—Describe at least one study in detail, testing your theory, concept, or topic. The study can be from the readings or an outside source. Identify the type of design (experiment, quasi-experiment, correlational, etc.), what they did in that study, and what they found.
4.  APPLY THE TOPIC—Apply the theory, concept, or topic to a current event (i.e., an event that has occurred over few years or so). Articulate how each element of the theory, concept, or topic of interest can potentially be applied to the current event to explain the event.
5.  INTEGRATE A RELATED TOPIC—Identify at least one additional social psychological topic from any part of the class with support from an outside the assigned readings source that could either a) help explain the current event as discussed or b) offers a contradictory explanation of the event. 
6.  ASK QUESTIONS—Have between three to five questions prepared to ask the class. The nature of the questions should be primarily open-ended, not have a clear answer, and should promote discussion of the topics and events.

Grading (based on class seminar and submitted material—see below):
1.  Accuracy and description of theory, concept, or topic (20%)
2.  Accuracy and detail of study and study design (20%)
3.  Accuracy and description of current event, and application of theory, concept, or topic to current event (20%)
4.  Creativity (10%)
5.  Objectiveness (10%)
6.  Quality of questions and discussion during seminar (20%)

4. Social Engagement (10%)
This portion of the grade will be based upon the quality of social interaction that a student has with others in the class. Individuals who provide on-topic, focused discussion points that emphasize respect for others and others’ differing opinions will do well on this portion of their grade. Providing meaningful classmate support is also an important aspect of this component of the grade. Failing to attend class frequently, without notifying me, is also a way in which this potion of a student’s grade can decrease. Throughout the semester I will be observing and taking notes on individual student interactions and class discussions to award points in this section of the grade.

Course Outline

Course & Self Introduction, Syllabus
Methodology, History of Social Psychology
1—Social Facilitation & Loafing
2—Attitudes & Behavior
3—Cognitive Dissonance
4—Social Norms
5—Conformity
6—Minority Influence
7—Obedience
8—Roles & Attitudes
Midterm
9—Intergroup Relations & Conflict
10—Group Biases & Discrimination
11—Group Decision-Making
12—Helping Behavior
13—Positive Intergroup Relations
14—Stereotype Formation
15—Stereotype Threat
Final Exam

Instructor's policies on late assignments and/or makeup work

Late Work
Late assignments are more likely to be accepted for full credit with a) advanced notification and b) under excused or extenuating circumstances. Requests to turn in late work more than a week past the deadline will be denied. Please contact me as soon as possible (email is fine) if something extraordinary happens. 
 
If missing a class is anticipated, please turn in the work early on Canvas whenever possible. 
 
If you are missing a day that an Exam is scheduled, talk with me at least a week in advance to schedule a new exam day and/or time. Excused or extenuating circumstances may allow for some additional flexibility.
 
No late work or extra credit will be accepted during final exam week, and no late work will be accepted without advanced notification.

Attendance Policy

Italicized as taken from the 2025-2026 PsyD Student Handbook:
 
Attendance and participation in all class activities is required and helps solidify students’ identities as an entry level professional psychologist. Documented medical emergencies, illnesses, and other unavoidable circumstances that may require absence will be taken under consideration in students’ annual evaluations. Other situations (e.g., work conflicts, family vacations, or other matters of personal business) are not considered to be excused absences and may result in informal or formal review proceedings. Students should consult the academic course calendar, course syllabi, and clinical placement site schedules before planning activities.

If a student misses more than 20% of an academic course (excused or unexcused), they cannot be considered to have gained the necessary competencies and knowledge needed to fulfill that area of their training. They will receive a failing or incomplete grade (at the faculty’s discretion), receive a Remediation Plan or be put on Formal Probation, and need to work with the faculty member and Psy.D. Executive Team to establish next steps.
 
Repeated absences (excused or unexcused) are grounds for a Remediation Plan with the student, supervisor, and Psy.D. Executive Team included; failure to remediate identified competencies and improve attendance will result in Formal Probation and/or review for dismissal from the Program.
 
Due to the nature of seminar graduate training and consistent with APA and other graduate programs, attendance in-person is expected. Limited accommodations can be made for acute concerns, but extended participation via Zoom is considered a fundamental alteration to the program. When a faculty does accommodate Zoom participation in limited circumstances, the faculty determines whether it counts towards the required 80% minimum attendance based on whether the student can reasonably meet the required activities in the class during that time period via zoom (for example, Zoom attendance is almost always a fundamental alteration to the core activities in practicum and applied classes, but based on semester timing it may count as regular attendance in a course that had a faculty lecture that day). In cases where interference with attendance will be unavoidable, students may petition a full or partial Leave of Absence.
 
Missing class frequently will impact one’s grade both directly and indirectly, as described in the Assignments section of this syllabus.
 
Talk with me in advance if you will be missing class as a function of a university-sponsored event, as described in SUU Policy #6.30, or if you have extenuating circumstances that will lead to an absence.
 
If a class is missed, review all the material for that day on Canvas and submit all assignments in advance. Please contact me about missing this class whenever it is needed. I will post most materials on Canvas.
 

Course Fees

3 Credit(s) | $12 Fee 

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.