トリーアの社会ストレステストにおけるソーシャルサポートと社会的アイデンティティの実験操作：ストレスの社会的側面

The overall goal of this procedure is to examine the influence of a shared social identity on the effectiveness of social support in a stressful situation. This is accomplished by using a group of three persons with one true participant, and with two actors playing the role of two other participants. First, either a shared social identity or a personal identity is made salient.

The second step is to introduce the trier social stress test in which the real participant takes the role of a job applicant. While the two actors take the role of evaluating committee members, the behavior of the committee members is manipulated to be supportive or unsupportive. Ultimately, salivary cortisol concentrations and self-report measures from the participants are used to examine social stress reactions.

The described method allows us to investigate the impact of social relations and supportive behavior on various outcomes. In this video, this method is demonstrated in the context of a stressful situation. Of course, you may also implement it in other standardized interactions such as trust games or negotiation tasks.

For this protocol, one real participant and two confederates of the experimenter who pretend to be participants throughout the experimental session should be seated at a table together and should be introduced to the study. Always address the participants as a group. Thank you for taking part in this experiment.

I would like you all to introduce yourself to the other group members. Each participant should introduce themselves beginning with the real participant. He or she should provide his or her name, age, and subject of study.

Hi, my name is Julia. I’m 23 years old and I studied biology. Then the two Confederates should pretend to have a first name beginning with the same letter of the participant’s name like Jessica and Jim.

Also, they should state that their age is close to that of the participants. Now, former group name from the three first initials, address them by this group name going forward and have the members write it on their name tags. Next, have the participants wear colored t-shirts.

Explain that. Standardizing their wardrobe will help them focus on the experiment. The real participant chooses first and the two confederates Then choose the same color as the real participant.

All three should apply their name tags to their shirts. Now give the participants three minutes to write down some ideas to improve the quality of life in their city and put their papers in a collective box. Tell them that their answers will be evaluated as a group.

Next, give them three minutes to write down all the similarities they think they may have in common with the other group members. Optionally, take a group photo to manipulate personal identity. Begin the experiments as with the shared identity.

In this case, however, the participants are seated at three different tables and are always addressed as individuals. Thank you for taking part in this experiment. I would like each of you to introduce him or herself to the other participants.

Hi, my name is Julia. I’m 23 years old and I study biology. After the real participant introduces themselves, the Confederates should declare to have names with different first initials like Catherine and David.

One should be younger, the other older, and they should declare to be a student and a university employee to label their name tags. Each participant should write the initial of their first name. Tell them that for reasons of anonymity, they will be addressed by their first initial.

Then ask a participant to choose one of three differently colored T-shirts and then have the Confederates choose T-shirts with different colors. Now give the group three minutes to write down some ideas to improve the quality of life in their city. Have them put their answers into three different boxes and tell them their individual performance will be evaluated.

Over three more minutes, have them list personal qualities that might distinguish them from their fellow group members, such as life goals and habits. Optionally, take separate photos of each participant. Begin by briefing the participants on the TSST form the Confederates into the committee that will evaluate a speech prepared and delivered by the participant.

Their roles can be assigned by a staged drawing of lots, which gives the real participant the role of the applicant and will assign the two confederates for the roles of the committee members. After guiding the Confederates to a separate room, give the participant three minutes to prepare a speech for the following scenario. Imagine you have applied for your dream drop and you are now invited to a job interview.

Please prepare a five minute talk in which you aim to convince the selection committee that you are the most qualified candidate for this job. Please imagine that the committee members already read your CV and that you should not tell them anything about your professional skills or your work experiences, whether you should focus on your personality. You may take notes during the preparation of your talk, but you’re not allowed to use them.

During the job interview, Inform the participant of a second task yet to be described. After the interview, there will be a second task for you that will be described to you by the committee members. After three minutes, take the participant to the Confederates, turn on the video camera to record the participant’s speech and leave the room.

The committee members ask the participant to begin using published dialogues. Please go to the microphone and begin with your talk. After five minutes, the committee interrupts the participant and introduces the mental arithmetic task using the published dialogues.

Thank you. That will. Do we have a second task for you?

Please serially, subtract the number 17 from 2043 as fast and as accurately as possible. 20 seconds After the beginning of the speech task of the TSST, the Confederates must begin acting supportively or non-support in a non-verbal manner. In the supportive committee condition, supportive behaviors should be presented During the TSST, they include an open body posture, leaning forward, smiling, and tilting of the head.

This should build into increased nodding and exchanging glances with each other. 2, 995 stop mistakes. Start over at 2043 please.2005.Three.

Alternatively, in the unsupportive committee, condition, non-supportive behaviors should be presented during the TSST. They include a closed body posture and frowning. These should build into sighing, eye rolling, head shaking, staring at the participant in disbelief, looking at their notes skeptically and exchanging glances that signal mutual resentment for the participant And eight stop mistake.

Start over at 2043 please. 2004 43.2020. Following the test, give the participant arrest as described in the text protocol using the described protocol.

After the identity salience was manipulated, the participant was asked to rate their experience on a seven point Likert scale. It was found that participants in the social identity condition identified significantly more with the group than participants in the personal identity condition. Regarding the manipulation of committee behavior, the different conditions clearly left the participant in the supportive conditions feeling significantly more supported than participants in the unsupportive conditions, and the identity salience manipulation did not influence this result.

Salivary cortisol levels were measured in participants who underwent the TSST as predicted. Social support only buffered the neuroendocrine stress response when the participant felt a shared social identity with the committee. After watching this video, you should have a good understanding of two things.

First, how to manipulate a social versus a personal identity, and second, how to manipulate supportive versus unsupportive behavior. In the TSST, in this experiment, we combine both manipulations, but you may also use them independently. Furthermore, for the manipulation of a shared social identity, you do not need confederates, but I may also apply to a group of real participants.

We hope that this video will stimulate further research using the TSST and help explore the social nature of the stress response.