Categories
Miscellaneous

The psychology of discarding dog shit bags

It is one thing to let your dog roam and simply not bother to pick up its faeces. However, it is harder to understand what is going on in the mind of someone who carries suitable bags, picks up the turd, ties the bag… and then deposits it somewhere nearby but not in the relevant bin. Something far more disturbing is going on. It suggests a cluster of psychological traits and social dynamics in conflict; an incomplete moral performance, in which social pressure, convenience, and internalised norms jostle for dominance.

Here are a few of the psychological issues such a person is facing…

  1. Social Conformity without Internalisation
    The person likely conforms to the visible part of the social norm—picking up the mess—but not to the ethical or environmental rationale behind it. This split suggests extrinsic rather than intrinsic motivation. In other words, they care about being seen to comply but not about doing what is right when unobserved (Ajzen, 1991).
  2. Low Delay of Gratification or Inconvenience Aversion
    Carrying a bag of faeces for any length of time may be perceived as unpleasant. Abandoning it nearby could indicate a low threshold for discomfort or a lack of impulse control. This echoes traits seen in the psychology of littering—where convenience outweighs social or environmental responsibility (De Young, 1986).
  3. Moral Licensing
    The act of picking it up may feel virtuous enough to justify failing to finish the task. This is a form of moral licensing—a self-justifying loophole where people allow themselves unethical behaviour after doing something ‘good’ (Merritt, Effron, & Monin, 2010).
  4. Displacement of Responsibility
    There may be an implicit belief that someone else (e.g., a council worker) will deal with it. This is a diffusion of responsibility common in shared spaces, akin to the bystander effect (Latané & Darley, 1970). The tied bag may act as a symbolic gesture—”I did my part”.
  5. Psychological Distance
    The bag creates a layer of abstraction from the raw excrement. Out of sight, out of mind. Psychologically, it may be less repugnant, thus reducing the moral urgency to dispose of it properly (Trope & Liberman, 2010).
  6. Signalling Conflict
    There’s an odd contradiction in both performing the clean-up and still littering. This could indicate an unresolved tension between public self-image and private laziness or indifference. It is an incomplete form of civic virtue.

So, this behaviour suggests a superficial commitment to public norms, shaped more by appearances and discomfort than by consistent ethics or environmental care.

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T

De Young, R. (1986). Some psychological aspects of recycling behavior. Environment and Behavior, 18(4), 435–449. https://doi.org/10.1177/0013916586184001

Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn’t he help? Appleton-Century-Crofts.

Merritt, A. C., Effron, D. A., & Monin, B. (2010). Moral self-licensing: When being good frees us to be bad. Social and Personality Psychology Compass, 4(5), 344–357. https://doi.org/10.1111/j.1751-9004.2010.00263.x

Trope, Y., & Liberman, N. (2010). Construal-level theory of psychological distance. Psychological Review, 117(2), 440–463. https://doi.org/10.1037/a0018963

Categories
Miscellaneous

The ‘phases’ of a coaching relationship

The coaching relationship typically progresses through several distinct stages, each critical for fostering an effective environment that supports the client’s personal growth or problem-solving capabilities. Different authors have different perspectives on these, but here’s a fairly consistent picture. Some people refer to this as the ‘process’ of coaching (or counselling). The term ‘process’ has a very different meaning however as it is used in the helping professions, where it relates to the psychological and related dynamic between the client and the helper.

Stages of a Coaching Relationship

  1. Establishing Rapport: At the outset, it’s crucial for the coach to build trust and rapport with the client. This involves creating a safe, supportive environment where the client feels comfortable sharing personal information (Hersey & Blanchard, 2013).
  2. Identifying Goals: Once rapport is established, the next step involves identifying the client’s goals or the issues they need help with. This stage sets the direction for the coaching sessions and involves collaborative goal-setting (Orem, Binkert, & Clancy, 2007).
  3. Assessment and Evaluation: This phase involves gathering more detailed information about the client’s situation through various assessment tools or discussions, which helps in customizing the intervention strategies (Ivey, Ivey, & Zalaquett, 2010).
  4. Intervention and Action: During this stage, the coach introduces specific strategies and techniques to help the client move towards their goals. This may involve teaching new skills, offering new perspectives, or challenging limiting beliefs (Corey, 2017).
  5. Monitoring Progress: Progress is continuously monitored and assessed against the client’s goals. Adjustments to the strategies or plan are made based on feedback and outcomes observed during the sessions (Hackney & Cormier, 2013).
  6. Termination or Conclusion: The final stage involves the client achieving the set goals or a natural conclusion to the sessions. The coach will help the client to consolidate their gains and plan future steps to maintain progress (Corey, 2017).
  7. Follow-up: In some cases, there might be follow-up sessions after the formal conclusion, to check on the client’s progress and ensure that they continue to apply what they learned (Ivey, Ivey, & Zalaquett, 2010).

Reference List

  • Corey, G. (2017). Theory and Practice of Counseling and Psychotherapy (10th ed.). Cengage Learning.
  • Hackney, H., & Cormier, S. (2013). The Professional Counselor: A Process Guide to Helping (7th ed.). Pearson.
  • Hersey, P., & Blanchard, K. H. (2013). Management of Organizational Behavior: Leading Human Resources (10th ed.). Pearson Education.
  • Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society (7th ed.). Brooks/Cole Cengage Learning.
  • Orem, S. L., Binkert, J., & Clancy, A. L. (2007). Appreciative Coaching: A Positive Process for Change. Jossey-Bass.