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130 Cards in this Set
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Freud Psychosexual stages |
1. Oral (ages 0-2) 2. Anal (ages 2-3) 3. Phallic/oedipal (ages 3-6) 4. Latency (ages 6-11) 5. Genital (ages 12-18, adolescence) |
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Piaget's 4 Stages of Cognitive Development |
1. Sensimotor thought (ages 0-2) 2. Preoperational Thought (ages 2.5- 6 or 7) 3. Concrete operations (ages 7 to 11 if achieved at all) 4. Formal operations (ages 11-18, adolescence) |
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Erikson's 8 Psychosocial Stages |
1. Trust vs. mistrust (ages 0-1) 2. Autonomy vs. shame and guilt (2-3) 3. Initiative vs. guilt (3-6) 4. Industry vs. inferiority (6-11) 5. Identity vs. identity diffusion (12-18, adolescence) 6. Intimacy vs. isolation (18-mis 20s, young adulthood) 7. Generativity vs. self-absorption (adulthood) 8. Integrity vs. despair (maturity) |
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Freud Structural Theory |
Three internal structures guide personality functioning |
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id |
Seat of primitive drives and instinctual needs |
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id properties |
Impulses (impulsive behavior) Primary process thinking Unconscious Discharges tension Pleasure principle |
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Ego |
Mediator between drives (Id) and external reality. Moderates conflict between drives and internalized prohibitions. Adaptive capacity in relation to external reality. |
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Major functions of the ego |
Reality principle Judgement Modulating and controlling Impulses Modulating affect Object relations Regulating self esteem Mastering developmental challenges |
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Superego |
Seat of conscience Ego ideal |
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Properties of superego |
Uses internal and external rewards or punishments to control and regulate id impulses |
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Three levels of the mind |
Conscious- mental activities of which we are fully aware Preconscious- thoughts and feelings which can be brought into consciousness easily. Unconscious- thoughts, feelings, desires, and memories of which we are unaware. |
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Piaget's cognitive theory - phase 1 |
Sensimotor (ages 0-2) Retains image of objects Develops primitive logic in manipulating objects Begins intentional acts Play is imitative Signals meaning (language) begins in the last part of this phase |
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Piaget's cognitive theory - phase 2 |
Preoperational (ages 2-7) Language development enables symbolic functioning Progress from concretism to abstract thinking Can comprehend past, present, and future Night terrors Aquires words, math symbols, music symbols, and other codes Magical thinking Thinking is not generalized Thinking is : concrete, irreversible (e.g. no conservation), egocentric (can't see another point of view), centered on one detail or event |
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Piaget's cognitive theory phase 3 |
Concrete operations (ages 7-11) Beginnings of abstract thought Plays games with rules Cause and effect relationship understood Logical implications understood Thinking is independent of experience Thinking is reversible Rules of logic are developed |
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Piaget's cognitive theory phase 4 |
Formal operations (ages 11-18, adolescence, if at all) Cognition develops in it's final form Capable of hypothetical and deductive reasoning Not limited to concrete thinking |
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Erikson's theory of psychosocial development |
The stages in a man's psychosocial development and specific crisis encountered in each stage |
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Erikson's theory - stage 1 |
Infancy: trust vs. mistrust The first task of the infant is to develop the "cornerstone of a healthy personality," a basic sense of trust in self and the environment. This comes from a feeling of inner goodness derived from the "mutual regulation of his receptive capacities with the maternal techniques of provision" - a quality of care that transmits a sense of trustworthiness and meaning. The danger, most acute in the second half of the year, is that discontinues in care may increase a natural sense of loss , as the child gradually recognizes this separateness from his mother, to a basic sense of mistrust that may last throughout life. |
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Erikson's theory stage 2 |
Early childhood: autonomy vs. shame and doubt With muscular maturation, the child experiments with holding on and letting go and begins to attach enormous value to her autonomous will. The danger here is the development of a deep sense of shame and doubt if she is deprived of the opportunity to learn and develop her will as she learns her "duty" and therefore learns to expect defeat in any battle of Will's with those who are bigger and stronger. |
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Erikson's theory stage 3 |
Play age: initiative vs. guilt The child's imagination is greatly expanded because of his increased abiliy to move around freely and to communicate. It is an age of intrusive activity, avid curiosity, and consuming fantasies that lead to feelings of guilt and anxiety. It is also the stage of establishment of conscience. If this tendency to feel guilty is overburdened by all too eager adults, the child may develop a deep seated conviction that he is essentially bad with a resultant stifling of initiative or a conversion of his moralism to vindictiveness. |
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Erikson's theory stage 4 |
School Age: Industry vs. Inferiority The long period of sexual latency between puberty is the age when the child wants to learn how to do and make things with others. In learning to accept instruction and to win recognition by producing "things", she opens the way for the capacity of work enjoyment. The danger in this period is the development of a sense of inadequacy and inferiority in a child who does not receive recognition for his efforts. |
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Erikson's theory stage 5 |
Adolescence: Identity vs. Identity Diffusion The physiological revolution that comes with puberty - rapid body growth and sexual maturity - forces the young person to question "all sameness and continuities relied on earlier" and to "refight many of the earlier battles." The developmental task is to integrate childhood identifications "with the basic biological drives, native endowment, and the opportunities offered in social roles." The danger is that upheaval may result in a permanent inability to "take hold" or, because of youth's tendency toward total commitment, developing a permanently fixed negative identity devoted to becoming what parents, class, or community do not want him to be. |
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Erikson's theory stage 6 |
Young Adulthood: Intimacy vs. Isolation Only as a young person begins to feel more secure in his or her identity is she able to establish intimacy with herself (with her inner life) and with others, both in friendships and eventually in a love-based mutually satisfying sexual relationship with a member of the opposite sex. A person who cannot enter wholly into an intimate relationship because of fear of losing her identity may develop a deep sense of isolation. |
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Erikson's theory stage 7 |
Adulthood: Generativity vs. Self-Absorption Out of the intimacies of adulthood grows generativity- the mature person's interest in establishing and guiding the next generation. The lack of generativity results in self-absorption and frequently in "pervading sense of stagnation and interpersonal impoverishment." |
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Erikson's theory stage 8 |
Senescence: Integrity vs. Despair The person who has achieved a satisfying intimacy with other human beings and who has adapted to the triumphs and disappointments of his generative activities as parent and co-worker reaches the end of life with a certain ego integrity - and acceptance of his own responsibility for what his life is and was and of its palace in the flow of history. Without this "accrued ego integration," there is despair usually marked by a display of displeasure and disgust. |
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Kohlberg - Theory of Moral Development |
Lawrence Kohlberg believed that moral development parallels cognitive development. He grouped moral reasoning into three major levels with each level having two stages. A person must pass through each successive stage of moral development without skipping a stage. |
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Pre-conventional, Stage 1 (Kohlberg's Theory of Moral Development) |
Age - Elementary school level (before age nine) Orientation - Child obeys an authority figure out of fear of punishment. Obedience/Punishment. |
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Pre-conventional, Stage 2 (Kohlberg's Theory of Moral Development) |
Child acts acceptably as it is in his/her best interests. Conforms to rules to receive rewards. |
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Conventional (follow stereotypic norms of morality) Kohlberg Stage 3 |
Person acts to gain approval from others "good boy/good girl" orientation Age: Early adolescence |
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Conventional Stage (Kohlberg's Theory of Moral Development) Stage 4 |
Obeys laws and fulfills obligations and duties to maintain social system. Avoid censure and guilt, rules are rules. |
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Post-Conventional Stage (Kohlberg) Stage 5 |
Age: Adult Genuine interest in the welfare of others; concerned with individual rights and being morally right |
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Post Conventional Stage - Stage 6 |
Guided by individual principles; based on broad, universal, ethical principles. Concern for larger, universal issues of morality. |
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Defense Mechanisms |
Automatic, involuntary, usually unconscious psychological activities by which human beings attempt to exclude unacceptable thoughts, urges, threats, and impulses from awareness for fear of disapproval, punishment, or other negative outcomes. The defense expresses the forbidden impulse of symbolic, external form and serves to bind anxiety. |
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Repression |
Key mechanism; expressed clinically by amnesia or symptomatic forgetting serving to banish unacceptable ideas, fantasies, affects, or impulses from consciousness. |
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Compensation |
enables one to make up for real or imagined deficiencies (e.g., a person who stutters becomes a very expressive writer; a short man assumes a cocky, overbearing manner). |
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Conversion |
repressed urge is expressed disguised as a disturbance of body function usually of the sensory, voluntary nervous system (as pain, deafness, blindness, paralysis, convulsions, tics). |
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Denial |
primitive defense; inability to acknowledge true significance of thoughts, feelings, wishes, behavior, or external reality factors that are consciously intolerable. |
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Displacement |
directing an impulse, wish, or feeling toward a person or situation that is not its real object, thus permitting expression in a less threatening situation (e.g., a man angry at his boss kicks the dog) |
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Dissociation |
a process which enables a person to split mental functions in a manner that allows him/her to express forbidden or unconscious impulses without taking responsibility for the action, either because he is unable to remember the disowned behavior, or because it is not experienced as his own (e.g, pathologically expressed as fugue states, amnesia, dissociative neurosis or normally expressed as daydreaming). |
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Idealization |
overestimation of an admired aspect or attribute of another. May be conscious or unconscious. |
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Identification |
universal mechanism whereby a person patterns himself after a significant other. Plays major role in personality development especially superego development. |
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Identification with the Aggressor |
mastering anxiety by identifying with a powerful aggressor (such as an abusing parent) to counteract feelings of helplessness and to feel powerful oneself. Usually involves behaving like the aggressor (e.g., abusing others after one has been abused) |
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Incorporation |
primitive mechanism in which psychic representation of a person (or parts of a person) is/are figuratively ingested. |
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Inhibition |
loss of motivation to engage in (usually pleasurable) activity avoided because it might stir up conflict over forbidden impulses (e.g., writing, learning, or work blocks or social shyness). |
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Introjection |
loved or hated external objects are symbolically absorbed within self (converse or projection) (e.g., in severe depression, unconscious unacceptable hatred is turned towards self). |
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Isolation of Affect |
unacceptable impulse, idea, act is separated from its original memory source, thereby removing the original emotional charge associated with it. |
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Projection |
primitive defense; attributing one's disowned attitudes, wishes, feelings, urges to some external object (e.g., believing a spouse is angry at the kids when one is angry at themselves). |
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Rationalization |
third line of defense; not unconscious. Giving believable, socially acceptable explanations for irrational behavior; motivated by unacceptable unconscious wishes or by defenses used to cope with such wishes. |
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Reaction Formation |
person adopts affects, ideas, attitudes, behaviors that are opposites of those he harbors consciously or unconsciously (e.g. excessive moral zeal masking strong but repressed asocial impulses or being excessively sweet to mask unconscious anger). |
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Regression |
partial or symbolic return to more infantile patterns of reacting or thinking. Can be in service to ego (e.g., as dependency during illness). |
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Sublimination |
potentially maladaptive feelings or behaviors are diverted into socially acceptable, adaptive channels (e.g., a person who has angry feelings channels them into athletics). |
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Substitution |
unattainable or unacceptable goal, emotion, or object is replaced by one more attainable or acceptable. |
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Symbolization |
a mental representation stands for some other thing, class of things, or attribute. This mechanism underlies dream formation and some other symptoms (e.g., conversion reactions, obsessions, compulsions) with a link between the latent meaning of the symptom and the symbol, usually unconscious. |
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Undoing |
a person uses words or actions to symbolically reverse or negate unacceptable thoughts, feelings, or actions (e.g., a person compulsively washing hands to deal with obsessive thoughts). |
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Turning Against Self |
defense to deflect hostile aggression or other unacceptable impulses from another to self. |
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Splitting |
defense mechanism associated with borderline personality organization in which a person perceives self and others as "all good" or "all bad". It is a process in which introjects of opposite quality are kept apart resulting in ego weakness that cannot neutralize aggression. This process leads to a selective lack of impulse control. Splitting serves to protect the good objects. A person cannot integrate the good and bad in people. |
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Projective Identification |
a form of projection utilized by persons with borderline personality organization. Unconsciously perceiving other's behavior as a reflection of one's own identity. |
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Devaluation |
a defense mechanism frequently used by persons with borderline personality organization in which a person attributes exaggerated negative qualities to self or another. It is the split of primitive idealization. |
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Acting Out |
emotional conflict is dealt with through actions rather than feelings (e.g., instead of talking about feeling neglected, a person will get into trouble to get attention). |
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Decompensation |
deterioration of existing defenses |
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Defensive Functioning Scale |
The DSM 4 has a glossary of defense mechanisms and coping styles. This scale categorizes the defense mechanisms in groups ranging from the most primitive defense mechanisms to the most adaptive ones. |
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Stages of Death and Dying (Elizabeth Kubler-Ross) |
Concept that death is irreversible begins at age 7. Five stages in the psychological response to the awareness of dying: 1. Denial and isolation - "Its not me" 2. Anger - "Why me?" rage, resentment 3. Bargaining: attempt to avert fate by being amiable and cooperative. 4. Depression: sense of loss and grief. 5. Acceptance: neither depressed or angry; devoid of feeling and increasingly detached. "Hope is not a separate stage but is possible at any stage." |
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Authoritarian Parenting |
Parents: Very restrictive; adults set all rules and expect strict obedience. Dont give an explanation for the rules. Rely only on forceful, punitive discipline (power or withdrawl of love) to force compliance. Child: Conflicted and irritable. Fearful and apprehensive; unfriendly. Moody, unhappy. Passively hostile; sulky. Vulnerable to stress. Aimless. |
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Authoritative Parenting |
Parent: Have a flexible style of parenting. Allow children autonomy but explain restrictions. Responsive to child's needs and points of view. Expect child to comply with restrictions and will use power and reason, if necessary, to gain compliance. Child: Energetic and friendly. Self reliant. Cheerful. Self controlled. Copes well with stress. Cooperative with adults. Curious. Purposive. Achievement oriented. |
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Permissive Parenting |
Parent: Lax pattern of parenting. Parents make relatively few demands. Permit children to freely express feelings and impulses. Do not closely monitor child's activities. Rarely exert firm control over behavior. Child: Impulsive and aggressive. Rebellious. Low self-reliance and self-control. Impulsive. Aggressive. Domineering. Aimless. Low in achievement. |
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Communication Theory |
the ways in which information is transmitted; the effects of information on human systems; how people receive information from their own feelings, thoughts, memories, physical sensations, and environments; how they evaluate this information; how they evaluate this information; how they subsequently act in response to the information. |
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Information |
Anything people perceive in their environments or from within themselves. People act in response to information. |
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Information processing |
responses to information that are mediated through one's perception and evaluation of knowledge received. |
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Feedback |
how one's behavior has affected his internal states and surroundings; perceive what follows actions and evaluate perceptions as feedback. |
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Relationships (Communication Theory) |
defined by the messages implicit or explicit in communication |
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Symmetrical Relationship (Communication Theory) |
two have equal power |
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Complementary Relationship (Communication Theory) |
one-up/one-down position; unequal position |
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Double bind (Communication Theory) |
Offering two contradictory messages and prohibiting the recipient from remarking on the contradiction. |
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Paradox |
prescribing the symptom; if patient obeys, he gives up control; symptoms are no longer serving purpose and can dissapear |
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Nonverbal Communications |
Facial expressions, gesture, posture can be potent forms of communication. |
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Context |
the circumstances surrounding human exchanges in information |
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Metacommunication |
the context of a message; used to interpret the content of the message (e.g., nonverbal communication, body language, vocalizations) |
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Rules for Information Processing |
rules by which potentially available information is perceived and evaluated. |
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Information Processing Block |
failure to perceive and evaluate potentially useful new information |
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Metacomplementary relationship |
one person lets the other have control or forces him to take it |
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Symmetrical Escalation (Communication Theory) |
power struggle; trying to be one-up at the same time. |
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Crisis Phase (Phases of divorce) |
Period during and immediately after the divorce; many children experience emotional and academic difficulties and disruptive peer relationships. Lasts one year or more. |
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Adjustment phase (phases of divorce) |
Emotional conflicts related to divorce start to settle down; children start adapting to single parent home. How well Children adjust to the divorce may depend on the amount of financial and emotional support the family receives from the non custodial parent. |
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Children and reactions to divorce |
Different developmental stages = different reactions. Experiences of fear, anger, confusion, etc. Preschoolers may think they are to blame. Adolescents may understand the situation better and can navigate through the sea of family loyalties and other issues that inevitably arise. |
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Long term effects of divorce on Children |
Fear that they will have unhappy marriages. Even though the divorce process is very painful for Children, divorce may result in more positive benefits for the children than remaining in a stressful, conflict ridden nuclear family. Conflict between parents, whether an intact family or in a post-divorce family, appears to create more risk for children than whether or not the parents are or are not divorced.l |
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Hethrington, cox, and cox (1982) on divorce |
Report that during the first year after divorcing, the parenting skills of divorced mothers frequently tend to deteriorate and typically become more coercive. Burdened by overwhelming responsibilities for child reading and home making, in addition to coping with emotional upheaval of divorce, divorced mothers become less sensitive to the needs of their children, and their approaches to parenting become more punitive and forceful. The Children act with disobedience and disrespect, and this "coercive lifestyle" becomes very disruptive to the lives of children who are already experiencing difficulty adjusting to the divorce. |
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Domestic violence |
Abuse can occur in the context of any intimate relationship. Women in heterosexual relationships are the most common victims. The abuser's need for power and control over his or her partner is the common element in all abusive relationships. A batterer chooses to abuse. |
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Domestic violence |
Occurs across all racial, cultural, and socioeconomic groups. A higher incidence of abuse reported among black women, women with lower incomes, women living in urban areas, and divorced or separated women. |
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Types of abuse |
-physical -sexual -psychological/emotional -economic/financial |
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Risk factors for domestic violence |
Status of relationship: rates of abuse are twice as high in cohabitating couples compared to those who are legally married. Socioeconomic factors: poverty, unemployment/underemployment, blue collar employment. Age: younger age increases risk of being abused and being an abuser. Childhood experience with violence; experiencing abuse as a child increases the chances of being an abusive man and an abused woman. Alcohol use: 35-93% of batterers are problem drinkers. |
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Warning signs of abuse |
-Any particularly suspicious injury (not consistent with history of injury, unusual locations, various stages of healing, bites, repeated minor injuries, delay in seeking treatment, old scars or new injuries with weapons) -somatic complaints without a specific diagnosis (such as chronic pain - head, abdominal, pelvic, back, or neck). -sexual/gynecological/gastrointestinal problems -Psychological problems (anxiety/panic attacks, depression, low self-esteem, suicidal ideation or attempts, eating disorders, tranquilizer or sedative use, excessive request for medications or tranquilizers -pregnancy/pregnancy-related problems (extreme worry about health of unborn child, pregnancy complications, alcohol/drug use, inadequate prenatal care and nutrition, teen pregnancy). Behavioral presentation (crying, minimizing, no emotional expression, anxious or angry, defensive, fearful eye contact). -change in pattern of office visits (change to use of ER or urgent after hours visits, frequent changes of healthcare providers, appointments cancelled by partner, etc.) -controlling/coercive behavior of partner (partner hovers, overly concerned, won't leave patient unattended, patient defers to partner, fear of speaking in front of partner or to disagree with him). |
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Cycle of Violence (Walker, 1994) |
Phase I: Tension building Phase II: Acute battering incident Phase III: Loving-contrition |
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Phase I - Cycle of Violence |
Tension building 1. Starts after a long courtship stage; batterer initially demonstrates loving behavior. 2. Woman makes commitments to batterer, tension begins to build. 3. Woman thinks that she can control and defuse mounting tension. |
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Phase II: cycle of violence |
Acute battering incident Shortest period of the cycle, lasts a brief time. (Minutes, hours, or at most, days) 1. Abuser violently attacks woman. 2. Batterer has control; woman has no control over situation. |
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Phase III: cycle of violence |
"Loving-contrition" (absence of tension or "honeymoon phase) 1. Batterer offers profuse apologies: assures woman attack will never happen again. 2. Declares love and caring for the woman. |
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Characteristics of the batterer |
-witness to or victim of violence during childhood or adolescence (most consistently identified risk factor for becoming a batterer). -chronic alcohol use -also likely to be violent towards Children. -high levels of marital conflict. -lower socioeconomic status -deficits in interpersonal skills (communication) -traits of a personality disorder (schizoid, borderline, antisocial, narcissistic, passive dependent, compulsive) |
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Kaplan and Girard (1994) and domestic violence |
Report that batterers learn abusive behavior from their families of origin, peers, and media as well as from personal experience of being abused as Children. Batterers view their victims as "possessions" and treat them like objects. Victims are dehumanized to justify the battering. Batterers are very self-centered and feel entitled to have their needs ( physical, emotional l, sexual) met "no matter what". According to Kaplan and Girard, batterers do have control over their impulses and give themselves permission to be abusive. |
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Battered women's syndrome (BWS) |
Walker (1994) Bws consists of a group of psychological symptoms including cognitive disturbances (re-experiencing traumatic events, flashbacks, etc.) , high avoidance, isolation and withdrawal, depression, and high arousal and anxiety that are consistent with the criteria for post-traumatic stress disorder. Walker reports that over time, an abused woman may suffer damage to the brain subsequent to repeated head injuries (severe blows or shaking). significant problems due to the subtle brain damage may show up after many years, and a woman can experience a progressive deterioration related to alterations in neurological functioning (disorientation, coordination, sensimotor and language difficulties, etc.) |
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Why Victims Stay (Hart, 1999) |
Among the numerous reasons women stay in an abusive relationship are: -hope that the abuser will change. If the batter is in a treatment program, the abused person hopes it will change his behavior. Leaving represents a loss of the committed relationship. -isolation and lack of support systems. -abused person fears no one will believe the seriousness of abuse she experiences. -abuser puts up barricades so women won't leave the relationship. escalates threats of violence, threatens to kill him or her and other family members, withhold support, threatens to seek custody of children, threatens suicide, etc. -Dangers of leaving. leaving is a dangerous process and may pose a greater danger for the abused woman and her children then remaining with the batter. -Economic. May not have the economic resources to survive on her own. -leaving is a process. Over time, the abused person comes to the conclusion that the abuser will not change; each time she tries to leave, she gathers more information that is helpful to her as she moves through the process. |
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Social exchange theory |
Based on the idea of totaling potential benefits and losses to determine Behavior. People make decisions about relationships based on the amount of rewards they receive from them. A woman remains in an abusive relationship because the high cost of leaving lowers the attractiveness (outweighs the benefits) of the best alternative. She will leave when the best alternative promises a better life (rewards outweigh the costs). |
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Guidelines for interventions with domestic violence |
-according to most literature on domestic violence, traditional family therapy and marital / couples therapy are not appropriate in addressing abuse in the family it puts victims in Greater danger of further abuse -medical needs and safety are priorities. Note: considered domestic violence in the context of Maslow's hierarchy of needs. -In working with a victim of abuse, trust is a major issue in establishing a Therapeutic Alliance with her. Listen to her, believe her, and validate her feelings; Maintain a non-judgmental stance. Avoid blaming the victim or confronting her prematurely. -Implement Crisis Intervention strategies. -the person may need assistance in making her own decision. Don't re-victimize her by coercing her to take action against her will. -the abused woman is most at risk for increased violence when she tries to leave. -a woman may be more at risk when she becomes pregnant. -assist the person in obtaining economic, vocational, and social support and other resources that she requires to live autominously from the batterer. -for exam: a social worker is not under legal obligation to report domestic violence but, from an ethical standpoint, she should encourage the abused person to protect herself. need to provide information, education, resources, Support, options, and help the woman develop a safety / escape plan for herself and her children. May have to make referrals to battered women's shelter, attorney, physician, Etc. -major issues: safety, trust, validation, re-empowerment. |
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Universalism (values that inhibit appreciation of difference and the ability to draw strength and benefits from the diversity) |
Ours is the norm / standard for everyone vs . there are other valid standards that have been developed by people which they have determined to be most useful to them |
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Dichotomous (selected values that inhibit appreciation of difference and the ability to draw strength and benefits from the diversity) |
Dichotomous - either or thinking, differences are inferior, wrong, bad vs. diunital both and thinking, differences are just different and coexist. Dichotomous thinking explains the universe in terms of opposites (positive and negative) that are disconnected; diunital describes the universe in terms of an interrelated Continuum of contrasts. |
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ability /value on separating, categorizing, numbering, left brain |
Vs. right brain or whole picture - connecting, creating, harmonizing. Mental activity is highly valued to the exclusion of physical and spiritual experiences which are separated as contaminants. persons are studied in isolation not as part of a group or interrelated with their environment. |
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High value on control, constraint, restraint |
Vs. value on flexibility, emotions feelings, expressiveness, spirituality. What cannot be controlled and definitively defined as deemed non-existent, unimportant, unscientific or deviant / inferior. Reality is defined with the Assumption of objectivity; subjective reality is viewed as invalid because it cannot be consistently replicated by many people. Larger quantities are deemed worthy of measuring, and, therefore, emphasized; the small slash minority is discounted as negative or inconsequential. |
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Measure of self comes from outside, and is only in contrast to others |
Vs. value comes from within. You are worthwhile because you were born, and you strive to live a life that is in harmony with others and the environment. Worth is measured by accumulation of wealth / status (outside measures) - therefore one can only feel good if one is better than someone else, or accumulates more than someone else, or has a higher status. |
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Power is defined as power over others, Mastery over environment (selected values that inhibit appreciation of difference and the ability to draw strength and benefits from the diversity) |
Vs. "power through" or in harmony with others; by sharing power, power can be expanded, and each becomes more powerful. Win-win cooperation. With power overthinking, there is a limited amount of power and one's power is measured by what one has over another. Win-lost competition. |
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Four major ethnic / racial groups |
1. Native Americans 2. Alaskan natives 3. African Americans 4. Asian / Pacific Islanders 5. Hispanic / Latino these are very broad groupings and are composed of diverse subgroups. There is tremendous Intragroup as well as Intergroup diversity. |
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Self-awareness about one's attitudes, values, and beliefs about cultural differences |
and a willingness to acknowledge racial / cultural differences are critical factors for the social worker in working with diverse populations. The social worker is responsible for bringing up and addressing issues of cultural difference with the client and is also ethically responsible for being a culturally competent clinician by obtaining the appropriate knowledge, skills, and experience. |
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Effective Approach |
elicit, listen, and validate the "cultural journey" they are experiencing; help them build bridges between the old and new worlds; short-term treatment more effective than long term, in-sight oriented interventions. |
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Healthy Cultural Paranoia |
an adaptive response to racism in which a person perceives persons and social systems dissimilar to his own (particularly white people) as a threat until proven differently; the result of this response is a profound sense of mistrust, and the person will not self-disclose to a therapist of another ethnic/racial group; therapist should explore the meaning of the paranoia and help him recognize when it is and is not appropriate to self-disclose. |
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Acculturation |
The process of adopting the values, beliefs, attitudes, and language (culture) of a new or dominant culture. Acculturation is an ongoing process that involves relinquishing the cultural traits of a native culture and acquiring the traits of the new culture. Third generation members of immigrant families have usually adopted and integrated the cultural patterns of the dominant culture. |
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Levels of Acculturation |
1. Assimilation - identify only with the majority culture 2. Integration - identify with and involved with both cultures. 3. Separation - identify with only one ethnic or racial group. 4. Marginality - do not identify with either cultural group |
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Barriers to accessing services (cultural diversity) |
-Institutional racism -Discrimination by socioeconomic level, age, or ethnicity -arbitrary decisions to deny access to resources -lack of knowledge about resources or unwillingness to access resources -inability to assert rights -lack of appropriate resources (language barriers) -Dysfunctional policies and procedures |
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Communication Theory |
involves the ways in which information is transmitted; the effects of information on human systems; how people receive information from their own feelings, thoughts, memories, physical sensations, and environments; how they evaluate this information; how they subsequently act in response to the information. |
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Information |
anything people perceive from their environments or from within themselves. People act in response to this information. |
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Information Processing |
responses to information that are mediated through one's perception and evaluation of knowledge received. |
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Feedback |
how one's behavior has affected his or her internal states and surroundings; perceive what follows actions and evaluate perceptions as feedback. |
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Relationships and communication |
are defined by the messages implicit or explicit in communication. |
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symmetrical relationship |
two have equal power |
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complementary relationship |
one-up/one-down position; unequal power |
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Double bind |
offering two contradictory messages and prohibiting the recipient from remarking on the contradiction. |
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Paradox |
prescribing the symptom; if patient obeys, he gives up control; symptoms are no longer serving purpose and can disappear. |
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Nonverbal communications |
facial expressions, gesture, posture, can be potent forms of communication. |
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Context |
the circumstances surrounding human exchanges of information |
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Metacommunication |
the context of a message; used to interpret the content of the message (i.e., nonverbal communication, body language, vocalizations). |
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Rules for information processing |
rules by which potentially available information is perceived and evaluated. |
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Information processing block |
failure to perceive and evaluate potentially useful new information. |
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Metacomplementary relationship |
one person lets the other have control or forces him or her to take it. |
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Symmetrical escalation |
power struggle; trying to be one-up at the same time. |
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The Axioms of Human Communication (Greene, 1996). |
1. One cannot not communicate. 2. Every communication has content and a relationship aspect such that the latter classifies the former and is therefore a metacommunication. 3. The nature of a relationship is contingent upon the punctuation of the communicational sequences between the communicants. 4. People communicate digitally and analogically. 5. All communication interchanges are either symmetrical or complementary depending on whether they are based on equality or difference. |
