Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
100 Cards in this Set
- Front
- Back
|
definition of community |
shared interest, experience, location |
|
|
individual and family wellness |
physical and psychological health, including personal well being, goal attainment |
|
|
sense of community |
perception of belonging, interdependence, mutual commitment that links individuals in a collective unit |
|
|
respect for human diversity |
recognizes/honors variety of communities and social identities |
|
|
social justice |
fair, equitable allocation of resources, opportunities, obligations, and power in society as a whole |
|
|
distributive justice |
concerns allocations of resources |
|
|
procedural justice |
concerns whether processes of collective decision making are a fair representation of the people |
|
|
empowerment & citizen participation |
gaining access to resources and exercising power in collective decision making |
|
|
collaboration & community strengths |
sharing resources, responsibility, risks, rewards. life experiences etc already present in a community. |
|
|
barriers to community strength and collaboration |
competition or turf issues, bad history, dominance by pros, poor links to community, minimal organizational capacity, funding issues |
|
|
empirical grounding |
research used to make community action more effective; understanding communities through research |
|
|
levels of the ecological model |
macrosystems, microsystems, organizations, localities |
|
|
macrosystems |
culture, government, social and political movements, corporations |
|
|
microsystems |
direct personal interaction with others - families, classrooms |
|
|
organizations |
bigger than microsystems - schools, work, neighborhood associations |
|
|
localities |
regions and counties etc. |
|
|
fair play |
same rules apply to everyone |
|
|
fair shares |
minimizing extreme inequalities |
|
|
top-down approach |
designed by professionals or community leaders/elites |
|
|
bottom-up approach |
grassroots level work by those most affected by the issue |
|
|
divergent reasoning |
dialogue over debate questioning the status quo use your voice listen to understand |
|
|
personal resources |
individual talents, knowledge, experiences, skills, strengths |
|
|
social resources |
community beliefs, social norms |
|
|
underpopulated settings |
more roles than people |
|
|
optimally populated |
more people than rolls |
|
|
distal process example |
neighborhood violence |
|
|
proximal process example |
food desert, polluted air |
|
|
locality based communities |
bounded by physical boundaries/proximity |
|
|
relational based communities |
defined by sense of community, not geography |
|
|
sense of community: membership |
boundaries, symbols, emotional safety, personal investment, identification |
|
|
sense of community: influence |
mutual influence of community on individuals and vice versa |
|
|
sense of community: integration and need fulfillment |
shared values, satisfying needs, exchanging resources |
|
|
sense of community: shared emotional connection |
shared dramatic moments, celebrations, rituals |
|
|
bonding |
creating and maintaining strong socio-emotional ties in groups of similar person. lack of diversity. exclusion of outsiders. |
|
|
bridging |
creating and maintaining links between groups whose life experiences may be very different |
|
|
traditional research |
in the lab, experimental control, generalizability |
|
|
community research |
within the community, not as much control, more generalizable |
|
|
participant observation |
researcher joins as a member & records experience |
|
|
qualitative interviewing of individuals |
collaborative. open-ended questioning to elicit participant understanding. intensive study of small sample |
|
|
focus group interviews |
interviews with a group to elicit shared views |
|
|
case studies |
study of single individual or organization over time |
|
|
quantitative description |
measurement and stat analysis of standardized data from large samples without experimental intervention |
|
|
randomized field experiments |
evaluation of social innovation, random assignment to experimental and control conditions |
|
|
nonequivalent comparison group designs |
similar to field experiments without random assignments to conditions |
|
|
interrupted time series designs |
longitudinal measurement of one or more settings before and after intervention, may use multiple baseline design |
|
|
empowerment |
gaining access to valued resources or some form of power |
|
|
multidimensional networks |
sharing of role relationships and activities |
|
|
dense networks |
many ties exist between network members, most are friends with each other |
|
|
reciprocal networks |
individual receives support from others and provides it to others |
|
|
MAP-IT |
mobilize, assess, plan, implement, track |
|
|
mobilize |
get people together |
|
|
assess |
needs, barriers, and resources |
|
|
plan |
state vision and mission |
|
|
implement |
concrete action steps |
|
|
track |
check your progress |
|
|
fidelity |
following original program |
|
|
dose/intensity |
how much, how often |
|
|
quality |
presenting the program well |
|
|
responsiveness |
participant engagement |
|
|
program differentiation |
distinguishing from other programs |
|
|
monitoring control conditions |
control exposure to programs |
|
|
program reach |
intended vs. actual enrollment |
|
|
adaptation |
what was adapted for the setting |
|
|
EBP |
experiment based programs. integration of research into decision-making process for patient care |
|
|
power to |
ability to pursue own goals and develop own capacities. can involve self determination. persuasion better than coercion |
|
|
power over |
capacity to compel or dominate others through control of reward or punishment. rooted in oppressive social structures. used in benevolent, oppressive, self interested ways |
|
|
integrative power |
capacity to work together, inspire loyalty, bind. tool in social movements and liberation. aka people power |
|
|
power from |
ability to resist the power or unwanted demands of others. resist social oppression. |
|
|
critical consciousness |
understanding of the systems of oppression - awareness, root causes, resources |
|
|
sense of collective efficacy |
citizens acting collectively can be effective in improving community life |
|
|
justified action |
collective efficacy + critical awareness |
|
|
personal efficacy |
belief in your own capacity to engage and influence decision making. requires action. |
|
|
participatory skills |
identify and cultivate resources, build collaborative relationships and resolve conflict, plan strategies |
|
|
participatory values and commitment |
critical to motivate citizens to action. deeply-held values. belief that work will be rewarded |
|
|
relational connections |
critical nature of social support. mentoring important. a way to pass shared values |
|
|
phases of the cycle of organizing |
assessment, research, mobilization/action, reflection |
|
|
assessment |
meeting with citizens to define the issue |
|
|
research |
gather more information |
|
|
mobilization/action |
create action plan, decide who to target. accountability meeting |
|
|
reflection |
figuring out what has been accomplished |
|
|
goal of community coalitions |
bring together broad representation of citizens, agree on a mission, implement action plans |
|
|
purpose of conscious raising |
addresses personal values, awareness, commitment |
|
|
purpose of community development |
increase tangible and intangible community resources |
|
|
purpose of social action |
offset power of organized money with power of organized people (integrative power). identify specific obstacles |
|
|
domains of community development |
economic, political, social, physical |
|
|
economic development |
businesses and jobs |
|
|
political development |
organizations influence decisions in the community at wider levels |
|
|
social environment development |
health, education, policing, youth development |
|
|
physical environment development |
housing, transportation, city services, parks, public spaces |
|
|
model of program evaluation |
identify goals and desired outcomes, process evaluation, outcome evaluation, impact evaluation |
|
|
a time when using empowerment evaluation is necessary |
when the goal is to help place evaluation in the hands of participants and staff members |
|
|
community science |
interdisciplinary field that bridges empirical research and community changes |
|
|
seizing the day |
applying community psychology concepts and skills to today's issues. building collaborative relationships or being involved as a participant. |
|
|
taking the long view |
recognizing ongoing dynamic nature of social change. sustained commitment and involvement in communities. |
|
|
where community psychology was started |
Swampscott Conference, 1965 |
|
|
importance of community needs and resources |
not every community has the same needs and resources |
|
|
race |
biological status |
|
|
ethnicity |
language, customs, values, social ties |
|
|
social class |
puts people in their place |
|
|
gender |
not biological, a social construct |
