The Psychology Of Hazing

Running head: THE PSYCHOLOGY OF HAZING

The Psychology of Hazing

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The Psychology of Hazing

Statement

Hazing refers to the series of risky behaviors which involve harassment, humiliation, and

abuse when initiating an individual into a group, most probably a sorority, club or a team

(Cimino, 2011). The act is common in colleges as well as organizations including street gangs,

armed forces, and sports teams. While hazing may be used as an induction into a particular

group, the act marks the transition from being an adolescent to an adult. Different cultures

globally utilize hazing as many of them continue to rediscover and practice the initiation.

The human mind is developed to react to new group followers in various means, which

may include an activity different from hugging, for instance. Although hazing might be

inevitable, the persistence of hazing across various social, ecological and demographic settings

demonstrated the human shared and evolved psychology plays a significant role (Cimino, 2013).

There are several similarities between hazing and bullying. For instance, in both bullying and

hazing, the individual with power abuses those with no power. However, the only difference is

that hazing is direct at future members of a particular group. In some cultures, hazing is directed

towards protecting the veteran members from the threats presented by newcomers.

Theoretical Background

Numerous psychological perspectives can be vital in understanding hazing as a real life

phenomenon. One of the perspectives includes the sociocultural perspective. The perspectives

assets that it is an individual’s external forces, which determine and shape their behavior. The

sociocultural perspective is mostly demonstrated via the influence of media. The reason is that

media stresses the significance of fitting in and doing what other groups are doing. For instance,

a sorority, as described by media, is a group of girls, who are young, famous and beautiful, and

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are perceived as fun. Therefore, because of the sociocultural forces, most teenagers tend to get

influenced into joining such groups, and hazing is inevitable when joining such groups (Parks &

Southerland, 2013).

The cognitive perspective is another point of view that has played a significant role in the

psychology of hazing. The cognitive perspective is closely related to the sociocultural

perspective because both affect the ways in which an individual thinks and acts (Hamilton, et al.,

2016). However, the cognitive perspective refers to the actual actions expressed by a person,

while the sociocultural perspective addresses the outside influences on an individual. The

cognitive perspective explains why people humiliate themselves while trying to join particular

groups, teams or sororities. One of the reason is that the victims often expect a form of reward,

popularity, and attention while in the group (Hinkle Smith & Stellino, 2007). Hence, individuals

make up their mind to undergo hazing and remain silent regarding such actions.

The social learning theory is another psychological point of view. The learning

perspective studies an individual’s natural environment and experiences, and how such events

contribute to their individual life (Hinkle Smith & Stellino, 2007). Therefore, according to the

social learning theory, a person may undergo hazing based on their probable insecurities or lack

of confidence depending on their stages of life. For a better comprehension, the theory might be

related to surrounding and childhood of the individual.

Conformity and obedience to authority is another psychological perspective. In this case,

a social context has a strong influence on individual’s willingness to inflict harm on others.

Similar to Milgram’s classic experiment, the result shows what authority and control can do

when an individual is given the power. Hence, since the members of the group usually have the

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authority and control over the victims, they often try to inflict the most lethal harm to the victims

(Strawhun, 2016).

Finally, shared coping is another psychological perspective which demonstrates that

when individuals undergo stressful experiences together, then develop a bond between them as

an outcome. Henceforth, enduring a hazing activity as a group makes the members feel united.

However, hazing activities may have damaging as well as beneficial consequences (Strawhun,

2016).

Empirical Evidence

The following information is known about the psychology of hazing. Foremost, almost

all the hazing practices are extremely guarded with high secrecy levels. Besides, not all groups

engage in hazing. Nevertheless, for those groups which participate in hazing, a majority of the

practices are usually harmless such as stripping and running naked. The most significant aspect

of this hazing activities is the secrecy surrounding them. Moreover, the variability in the extent

to which groups conducting hazing activities makes it difficult for individuals to evade joining

groups which take part in hazing (Schinke & McGannon 2014).

Another fact about hazing is that people tend to assume that hazing will not happen to

them. Psychologically, individual tend to think that they have more control over the occurrences

than they do in the actual sense (Parks, 2015). Thus, a person may join a group rumored to

conduct hazing activities based on their illusion of control. A majority of individuals are aware

that some hazing activities end up with deaths and injuries. That is why people tend to shy away

from groups which perform hazing rituals.

Hazing is a slippery slope. Hazing among different groups may start with a legitimately

harmless initiation activity but slowly evolve into an intense practice. The evolution from one

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hazing activity to another is characterized by an element of extremity in the initiation. After a

given period, the hazing event becomes harsh and unbearable, and the group may fail to realize

such advancements (Parks, 2015).

A hazing activity always develops the need to revenge. Once an individual survives a

hazing activity, he/she becomes a supporter of the hazing tradition. Hence, people justify their

personal hazing experiences by believing that hazing is mandatory to the newcomers. Besides,

group members tend to think that their group is successful and that new recruits should work for

a place in the group.

Warranted Conclusion/ Alternative Explanation

The perfect storm theory may act as an alternative explanation to the psychology of

hazing. The psychology of hazing comprises of several elements, which when combined, causes

a perfect storm, thereby leading to hazing activates (Strawhun, 2016). The perfect storm theory

involves the environment, characteristics and internal processes, which in a particular framework

collide, resulting in a hazing initiation. The environment in the perfect storm theory comprises of

the group dynamics, the emotional state of an individual and the availability of time and space.

On the other hand, the characteristics include attitude towards the authority, the personality of

the group leader, the bystanders and the victim, and the traditions of the group. Finally, the

internal processes comprise of the human nature, developmental needs and the unconscious

forces. Therefore, when all these elements come into contact, a dangerous hazing activity is most

likely to occur.

Limitations

Foremost, the hazing definitions are broad, and they fail to differentiate the acts of hazing

from other forms of mistreatment and abuse, such as sexual assault and bullying. Hence, this

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may present as a hindrance in understanding the psychology of hazing. For instance, the

confusion and ambiguity regarding a particular act of hazing experienced may make an

individual hesitant of whether they are abused, or it was a simple hazing activity. Therefore,

many of the definitions of hazing should be accompanied by examples.

Another barrier is the secrecy surrounding the hazing activities. It is not determined the

notion of the high secrecy levels for the hazing initiations. Besides, when individuals get harmed

in the course of the initiation, some fail to report simply to maintain the cohesion of the group

(Van Raalte, et al., 2007). Therefore, understanding about the motivation behind the secrecy is

one way comprehending the psychology of hazing.

Lessons Learnt/ Best Practice

Hazing activities create cohesion in groups. The reason is that once an individual

undergoes the initiation, they become united with the group (Van Raalte, et al., 2007). Moreover,

after the hazing activity, people often find it worthwhile, because they justify their efforts by

attaining membership of an individual group. Significantly, all hazing activities are accompanied

by extreme secrecy, which only the group members know. Additionally, hazing activities can

cause incidents, and even deaths, as reported especially among college students. The best

practice involves conducting a relatively harmless initiation, which does not cause harm to the

victim.

Future Direction

The following recommendations are vital in controlling and preventing future hazing

incidents. Foremost, vulnerable groups, particularly the students, should be provided with a list

of behaviors proved as simple hazing activities, so that any extremities can be avoided and

reported. Secondly, the defining of hazing should be specific and demonstrate which of the acts

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are hazing activities, and which one are abuse and bullying activities. Moreover, definitions

should also give examples of hazing activities. Thirdly, further research should aim at

investigating the hazing activities to understand the hazing behavior and enhance safety in

hazing activities (Silveira & Hudson, 2015).

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References

Cimino, A. (2011). The evolution of hazing: Motivational mechanisms and the abuse of

newcomers. Journal of Cognition and Culture, 11(3-4), 241-267.

Cimino, A. N. (2013). Hazing as a Manifestation of Evolved Psychology (Doctoral dissertation,

UNIVERSITY OF CALIFORNIA Santa Barbara).

Hamilton, R., Scott, D., LaChapelle, D., & O'Sullivan, L. (2016). Applying Social Cognitive

Theory to Predict Hazing Perpetration in University Athletics. Journal of Sport Behavior,

39(3), 255.

Hinkle Smith, S. L., & Stellino, M. B. (2007). Cognitive dissonance in athletic hazing: The roles

of commitment and athletic identity. Journal of Sport & Exercise Psychology, 29.

Parks, G. S., & Southerland, T. F. (2013). The psychology and law of hazing consent. Marq. L.

Rev., 97, 1.

Parks, G. S., Jones, S. E., & Hughey, M. W. (2015). Hazing as crime: an empirical analysis of

criminological antecedents. Law and Psychology Review, 39, 26-54.

Schinke, R. J., & McGannon, K. R. (2014). The psychology of sub-culture in sport and physical

activity: Critical perspectives. Routledge.

Silveira, J. M., & Hudson, M. W. (2015). Hazing in the college marching band. Journal of

Research in Music Education, 63(1), 5-27.

Strawhun, J. (2016). Psychological factors that underlie hazing perceptions: A mixed methods

study.

Van Raalte, J. L., Cornelius, A. E., Linder, D. E., & Brewer, B. W. (2007). The relationship

between hazing and team cohesion. Journal of Sport Behavior, 30(4), 491.

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