Who would study psychology unless they had some issues?!-Chapter 373 - 369: Stanford Prison Experiment [4,000-Word Combined - ]_2

Chapter 373: Chapter 369: Stanford Prison Experiment [4,000-Word Combined Chapter]_2

All very simple, but Nan Zhubin still said: "Very good, thank you for sharing."

Then a few more breaths passed.

This time, it was the student sitting to the left of Teacher Xiao Zhao who spoke up.

"I gave myself a score of 3."

When Zhao Zuo announced his score, he briefly made eye contact with Nan Zhubin, then quickly looked away, focusing his gaze on the center of the floor.

"Just feeling uncomfortable, I guess. Recently, studying has been quite difficult, my grades are not improving, the training every day is exhausting, and... well, things that everyone knows about just make me feel that everything is off, so I’m feeling overall uncomfortable."

Subsequently, every couple of breaths, a student glanced around to ensure no one was vying for the speaking order before speaking in turn.

Their emotion spectrum scores were 3, 5, 4 in succession.

From this point onwards, the students before us roughly split into three categories.

One category is represented by Lin Junkai and Li Mingchen, who were among the first to awaken and actively engaged in the process of confronting Wang Rui, achieving a certain level of redemptive self-growth, with their overall emotions leaning towards neutral.

The second category, represented by Zhang Zihao and two other students, did not perform any self-reflection before writing down their scores, and there was almost no self-exposure when sharing their emotions, showing a perfunctory attitude. Thus, their specific emotional states are hard to gauge.

The last category is represented by students with thick bangs, including Zhao Zuo—yes, although the student with thick bangs spoke early, his situation is different from Lin Junkai and the others, he belongs to the last category.

This category of students participated very little or almost not at all during Wang Rui’s period, with their overall emotions tending towards the negative.

...

At this point, the second phase of the group counseling temporarily came to an end.

If the first phase laid the foundation for the team, then the second phase served as a prelude for the subsequent formal counseling.

In this phase, students were first asked to write down their current emotion scores, which is regarded as a minimal psychological self-assessment.

This will have a callback after the group counseling ends.

Nan Zhubin was very much looking forward to seeing what changes would occur in the students’ emotion scores after completing group counseling—especially Zhang Zihao’s score.

This principle can be viewed as an actual application of "pretest data" and "posttest data" from .

At the same time, through Zhang Zihao and Li Mingchen, this phase also somewhat brought Zhang Zihao and the other three students into the scenario.

If it was individual counseling, an average consultant might take one to two sessions to achieve this effect.

This took less than ten minutes.

And the upcoming third phase is the real show.

...

Third phase—Directional Analysis.

Before deciding to simultaneously intervene in these students using group counseling, Nan Zhubin was actually a bit troubled—

—because although the ten students present had experienced the same event, the changes brought about by its impact were almost polar opposites.

Is there an intervention method that could simultaneously have a positive impact on both groups of students?

There is.

Nan Zhubin subtly nodded to Teacher Xiao Zhao, and the group counseling assistant immediately understood.

She pulled out a remote control and pressed it gently.

"Beep—"

Everyone turned to the sound, only to see the projector in the activity classroom suddenly light up, displaying the opening of a video file on the screen.

The title of this video was clearly displayed in the eyes of all the students—

"Next, we will study a short video module. It is called ."

Nan Zhubin said: "This is a large psychological experiment conducted by Stanford University professor Philip Zimbardo in 1971, and we are now playing the original documentary of the experiment."

"Since it is the original footage, there are no subtitles on the video, so I will perform real-time narration."

Psychological experiment, United States Stanford, documentary.

With these few keywords, even students like Zhang Zihao showed an expression of interest.

Nan Zhubin believed that the emotion scores of the students present had slightly increased at this moment.

"Alright, during the video session, everyone can slightly adjust their seats—"

Due to the hardware facilities of the activity classroom, the projector is located in one corner of the room, not in the center of the group seating.

Nan Zhubin gestured with his hand to indicate a "turn" movement.

Immediately, the sound of chairs moving filled the room.

Yet, the students still hadn’t realized what they were about to see.

...

A professor in a well-tailored suit, wearing a tie, with careful mustaches and medium-length curly hair, appeared first on screen.

[The professor sat among young people, chatting and laughing with them, creating a harmonious atmosphere.]

"In 1971, to explore how social environments and power structures affect individual psychology and behavior, Professor Zimbardo recruited 24 male university students as volunteer participants at a rate of 15 dollars per day."

Nan Zhubin’s voice was calm and slow.

"Stanford University’s Psychology Department basement was transformed into a simulated prison, equipped with three cells, a solitary confinement room, and accompanying surveillance equipment."

"The 24 volunteers were randomly assigned identities: 9 ’Prison Guards,’ 9 ’Prisoners,’ and 6 ’Alternates.’

Nan Zhubin looked towards the students, as everyone was now fully focused, faces filled with curiosity.

The video jumped to a new scene.

[People in police uniforms knocked on a residential door, abruptly pulling out a bewildered young man, pressing him onto a police car, before handcuffing both his hands behind him and forcing him into the police vehicle. Baffled neighbors came out to inquire about the commotion, discussing it among themselves.]

"For realism, the professor hired real police to conduct the arrest, informing the volunteers of the experiment only after they were in the car, stating that for the experiment to proceed smoothly and for the $15-a-day reward, participants must comply."

[One after another, young men were blindfolded and taken into the prison, stripped of their clothes, sprinkled with powder, then changed into prison uniforms and individually led into cells.]

"Besides the ’arrest’ process, the ’imprisonment’ process almost completed a reproduction of real-life experiences. After being ’arrested,’ volunteers were asked to strip naked, spray for lice, change into numbered cotton prison uniforms with no pants, and chained by the ankles."

"These were the volunteer prisoners."

"And as volunteer guards, they were read ’Prison Rules,’ including that ’prisoners must unconditionally obey the guards.’

"These things happened on the morning and noon of the first day of the experiment."

"From the afternoon, the experiment officially began."

The video showed a new scene.

[In the prison, suddenly a shrill whistle sounded, groggy prisoners were dragged from sleep, and guards with fierce expressions barged into the cells.]

[Prisoners faced the wall, propped their hands against it, lined up in a row, guards patrolled with batons behind them.]

[Guards shouted something loudly, but prisoners took it lightly, whispering to each other, with one even talking back to the guards.]

At this time, a voice in the video appeared to provide an explanation, but because it was in English, the students did not understand.

Nan Zhubin provided real-time interpretation.

"At 2:30 in the morning, the guards blew their whistles and gathered prisoners under the pretense of ’roll call’, repeatedly waking them up and forcing them to count off."

"Some prisoner volunteers were uncooperative. To establish authority, guards ordered prisoners to do push-ups and even stepped on them."

At this moment, Nan Zhubin pointed to the video.

"Now, in the video, is a self-account from one of the guards during a later interview. He said, ’Initially I thought it was ridiculous, but the professor condoned our actions; and when the prisoners truly complied with us, and our peers joined in, I truly felt the power.’

While speaking, Nan Zhubin scanned the expressions of the students once again.

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