stanford prison experiment lesson plan

James Baker

4 min read

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21-11-2024

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Meta Description: Delve into the disturbing realities of the Stanford Prison Experiment with this comprehensive lesson plan. Explore themes of power, conformity, obedience, and ethical considerations in psychological research. Perfect for high school and college students. (158 characters)

The Stanford Prison Experiment (SPE), conducted in 1971 by Philip Zimbardo, remains one of the most infamous and controversial studies in psychology. Its chilling results highlight the profound impact of situational factors on human behavior, revealing the potential for even ordinary individuals to become perpetrators of cruelty when placed in positions of power. This lesson plan provides a framework for exploring the SPE's ethical implications and its enduring relevance to understanding social dynamics.

I. Introducing the Stanford Prison Experiment (H2)

A. Overview (H3)

Begin by briefly introducing the SPE. Explain its basic premise: to study the psychological effects of perceived power and authority. Mention the participants – college students randomly assigned to be "prisoners" or "guards." Emphasize that the study was prematurely terminated due to its escalating brutality and ethical concerns.

B. The Setup and Methodology (H3)

Describe the simulated prison environment: the "cells," the uniforms, the rules. Highlight the lack of clear guidelines for guards, leading to increasingly abusive behavior. Introduce Zimbardo's role as prison superintendent, and discuss his own involvement and biases that may have influenced the experiment's outcome.

C. Key Findings and Results (H3)

Present the experiment’s disturbing findings: the rapid dehumanization of prisoners, the escalating brutality of guards, and the psychological distress experienced by both groups. Use visual aids like photographs (appropriately chosen and contextually explained) to illustrate the experiment's conditions and the emotional states of the participants. Include statistics, if available, showing the numbers of participants who experienced significant psychological distress.

II. Ethical Considerations of the Stanford Prison Experiment (H2)

A. Informed Consent (H3)

Discuss whether participants provided truly informed consent. Did they fully understand the potential risks and psychological consequences involved? Explore potential biases in the informed consent process.

B. Debriefing (H3)

Analyze the adequacy of the debriefing process. Was it sufficient to address the psychological trauma experienced by participants? Discuss the long-term impact on those involved. Link to resources about the long-term effects on participants and the process of debriefing in research.

C. Researcher Bias (H3)

Examine Zimbardo's role and its potential influence on the experiment's results. Discuss the concept of researcher bias and how it can affect the outcome of psychological studies. This is a crucial point to help students understand the importance of objectivity in scientific research.

D. The Role of Institutional Review Boards (IRBs) (H3)

Explain the function of IRBs and their role in protecting human subjects in research. Discuss how the SPE would be reviewed and potentially rejected by a modern IRB. Link to information about IRB procedures and ethical guidelines for research involving human subjects.

III. Psychological Concepts Illustrated by the Stanford Prison Experiment (H2)

A. Obedience to Authority (H3)

Analyze the experiment through the lens of Stanley Milgram's obedience to authority experiments. How did the SPE demonstrate the power of situational factors in influencing people's behavior? Use this section to directly connect the SPE to other key studies in social psychology.

B. Conformity and Social Roles (H3)

Explore the concepts of conformity and social roles within the context of the SPE. How did the assigned roles of "prisoner" and "guard" influence the participants' behavior? Discuss the implications for understanding human behavior in social settings.

C. Deindividuation and Dehumanization (H3)

Discuss how the anonymity provided by the uniforms and the dehumanizing conditions of the prison contributed to the observed behavior. Explore the psychological processes of deindividuation and dehumanization and their role in the experiment.

IV. Activities and Discussion Questions (H2)

A. Role-Playing (H3)

Engage students in a role-playing exercise simulating aspects of the SPE. This provides a safe environment for them to grapple with the issues raised by the experiment. Ensure clear guidelines and appropriate supervision.

B. Ethical Dilemma Discussion (H3)

Present ethical dilemmas related to the SPE, prompting class discussions. Use open-ended questions such as: "What could Zimbardo have done differently?" or "What are the ethical responsibilities of researchers?"

C. Debate on the SPE's Value (H3)

Organize a debate on the value and relevance of the SPE despite its ethical shortcomings. Weigh the scientific insights gained against the ethical violations committed.

D. Modern Applications (H3)

Discuss the relevance of the SPE’s findings to current events. Explore its application in understanding issues such as police brutality, prison abuse, and workplace harassment.

V. Conclusion (H2)

The Stanford Prison Experiment, despite its ethical flaws, offers a powerful lesson about the influence of social context and situational factors on human behavior. By examining its ethical breaches and psychological insights, students can develop critical thinking skills and gain a deeper understanding of social psychology’s complexities. The experiment serves as a cautionary tale, highlighting the need for rigorous ethical standards in research and the importance of continually reflecting on the power dynamics present in all social settings. Further research into the ethical considerations and the limitations of the SPE’s conclusions are encouraged.

Note: This lesson plan is designed to be adaptable to different educational levels. Adjust the complexity of the concepts and the length of discussions as needed. Ensure that you handle sensitive material with care and sensitivity. Remember to provide resources and support for students who may find the content distressing.