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47 Cards in this Set
- Front
- Back
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3 categories of coping |
1. PROBLEM FOCUSED COPING: address the problem directly making plan to change situation and following that plan 2. EMOTIONAL - FOCUSED COPING: address feelings, look to increase support emotiona, from friends and fam 3. MEANING FOCUSED COPING: rappraising stressor |
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coping processes |
- response strategies person uses to reduce stress - fluctuates over time depending on demand to situation 1. COGNITIVE APPRAISAL: event to which the situation is seen as controllable or not (challenging/ threatening, expected/ unexpected) 2. REAPPRAISAL: "reframing" (changing perspective) cultural values and social support influence this |
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social support 2 basic types perceived v. enacted |
1. (perceived support)GENERALIZED SUPPORT: assessment of presence of meaningful poplin our lives 2. (enacted support)SPECIFIC SUPPORT: behavioral help - received not just perceived
both can intertwine |
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social embededness |
# of social connections one has |
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direct v. indirect v. buffering effects |
direct and indirect= tangible support (direct: getting a ride/ indirect: having a notion you're not alone) BUFFERING EFFECT: recognition that you have social network that helps one cope with stressor |
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learned helplessness |
can be taught to any organism by creating an environment where no matter what you do you get punished (focused on the negative) |
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acute vs. chronic stress |
ACUTE: (major)adaptational level phenomena; stressor has an end CHRONIC: (minor)seem to have the largest impact on our health b/c you're in a continuous state of stress - stressor is continuous |
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biopsychosocial model |
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Biopsychosocial Model (cohen article) |
- stress levels are different based on how you perceive the situation - stress experienced is what interprets situation
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Autonomic Nervous System |
SYMPATHETIC: fight or flight pupils dialate, heart rate increase PARASYMPATHETIC: relax rest & digest
- we go back and forth in a state of balance |
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events- bases stressors 4 proximal stressors |
1. MAJOR LIFE EVENTS: grieving, divorce, job loss accumulation will lead to psych probs - require diff. adaptive changes 2. LIFE TRANSITIONS: changes in person's life context - part of human development & life circumstances - contextual, has own cultural meaning - own combo of coping skills 3. DAILY HASSLES: everyday challenges - short- term/ smaller scale - ex. fam arguments, traffic jam 4. DISASTERS:natural disasters
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Types of prevention (3) 1.PRIMARY |
1. PRIMARY PREVENTION - comm psy focuses most attention here - prevent problem from happening in the first place
- given to entire pop. |
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Types of prevention (3) 2.SECONDARY |
- Early intervention - nipping it off the bud - looking to reducing it by catching it early and reducing its duration - given to pops who have disorder or at- risk - early intervention |
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Types of prevention (3) 3. TERTIARY |
- focused on alleviating most harmful long term symptoms of situation - given to pops who have disorder ex. rehab |
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Promotion |
- promotion: getting ppl to work toward becoming healthier |
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Indicative preventative measures |
- for people considered high risk for developing disorder and show early symptoms but don't meet criteria for diagnoses (secondary) |
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selective prevention measure |
- for people above avg. risk for developing behavioral or emotional disorders - risks associated with development of disorder not symptom (primary- secondary) |
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universal preventative measures |
- designed to be offered to everyone - administered to ppl who are not distressed (primary)
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risk factors |
- go up if protective factors go down - environmental factors that harm - factors leading to behavioral and emotional disorders |
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protective factors |
- deals with coping skills & socialization - ex. individual differences - relationships - community resources and opportunities |
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pros and cons of primary prevention |
PRO: adresses problem before it becomes serious CON: general overview of what problem is - hitting it at pop. level does not necessarily benefit everyone - waste of money |
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adversity |
- the pressures in the channel that inhibit you from getting to where you want to go
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preserverance |
succeeding by overcoming adversity |
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resilience |
-capacity to stay in position of high quality of life - positively adapting despite significant adversity |
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trajectories |
- we look at event chains - can lead to positive quality of life or negative quality of life ex. death of a parent |
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channel theory |
- psychological and non-psychological meet - when you ask people why they eat what they eat then you are only focusing on the person - better question: how does food get to the table (includes environment)
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gate & gate keeper
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factors preventing positive things from going through the channels |
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channel |
the place through which behavior happens |
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stages of community readiness |
1. no awareness 2. denial resistance 3. vague awareness 4. preplanning 5. preparation 6. initiation 7. stabilization 8. confirmation/ expansion 9. professionalization |
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cost benefit analysis |
- economic benefits greater than the program cost, also look at section of program components - rarely has effect on public policy - for a program to be successful you need money |
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distal factors |
- distant from a problem - don't directly trigger problem but indirectly linked to it - can also be personal (genetic vulnerability to depression) - involves both risk and protection ex. recession--> org. lays off employees--> affects families coping--> depression |
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proximal factors |
- closer to individual or problem - directly triggers problem or directly provides resource for coping |
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iatrogenesis |
- implement preventative program designed to help, but does more harm than help |
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effectiveness v. efficiency (& equity) |
EFFECTIVENESS= all about the outcomes -effects of the program when delivered in real-world settings. EFFICIENCY= achievement of goals using less resources EQUITY= If the achievement of goals benefited the program $$$
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monetizing |
converting the outcome of the program funded by money to money |
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methods for evaluating |
1) Identify goals and desired outcomes 2) process evaluation 3) outcome evaluation 4) impact evaluation. |
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why is evaluation important? |
- because you don't want to be investing money on something that will not result in monetary outcome or is effective or making a change - need to find flaws in order to better the program better program = better outcome - do more good than harm |
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empowerment |
- sharing power - group participation, help ppl lacking equal resources gain greater access and control over those resources - exercising greater power (access to resources) - develops in context over time
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how can empowerment manifest |
POWER OVER: power of oppression, power to dominate POWER TO: ability to pursue own goals & develop capabilities POWER FROM: ability to resist domination of others - running neighborhood meetings--> bringing up neighborhood problems |
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benefactor vs. intermediary organizations |
BENEFACTOR ORG: one that provides, gives, decides which community will be provided with what
INTERMEDIARY ORG: doesn't give or provide, it promotes, engages, advocates - promotes something that exists in the community - true notion of empowerment |
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community narratives |
- spiritual and religious narratives express important ideals and build spiritual bonds - narratives provide resources for individuals seeking to understand their own life experiences. - COMMUNITY NARRATIVES—expressing in story form a description and explanation of the focal problem—and an explicit guide to recovery or to coping
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Paradox of empowerment |
- may mean strengthening position and resources of one's group at the expense of others |
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globalization |
- centralizing effects of market capitalism, advertising, mass media, and values of individualism and economic output - economic advantages of interdependent markets |
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children of kauai |
- study done on children who have grown up with risk factors turn out to measure resilience and adversity (ability to recover or become stronger after something bad) - some children developed health/ mental problems and behaved badly |
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children of Kauai Resilience in formative years |
1. PROTECTIVE FACTORS W/ INDIVIDUALS - infants displayed temperamental characteristics that got positive responses from caregivers - had higher scores on tests
2. PROTECTIVE FACTORS IN FAMILY - children had close bond to an emotionally stable person - household was structured and had rules
3. PROTECTIVE FACTORS IN COMMUNITY - relied on elders and peers for emotional support |
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Adaptibility (how troubled teens changed their life in adulthood) |
- intervention by professional help - continuing education at community colleges (allowed them to move out of welfare dependence) - they got married= emotional support - religion= provided structure, sense of community, etc. |
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gate & gatekeeper |
gate= environmental factors inhibiting food from getting to the table
gatekeeper= psychological/ cultural factors inhibiting food from getting to the table |
