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46 Cards in this Set
- Front
- Back
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Abstraction |
Symbols, language, general ideas - things that aren't concrete. |
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Cooperation |
Working together as a society for the greater good. Politics, healthcare, education. |
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Production |
Manufacturing to enable humans to use nature |
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Abstraction components of Healthcare workplace culture |
Symbols - uniforms Language - jargon, medical |
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Sanctions |
Reward or punishment to create conformity. |
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Social control |
Results from positive sanctions & negative sanctions. |
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Norms |
Generally accepted ways of doing things |
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Taboos |
Strongest of norms. Violation of taboos ➡ revulsion in community E.g. cruelty to animals. |
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Mores |
Not socially acceptable, not norms. E.g. shouting in restaurant |
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Folkways |
Miggt do at home E.g. drinking from saucer |
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Sapir-Whorf Thesis |
Language Humans form concepts based on experiences ➡ develop language based on those concepts |
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Ethnocentrism |
Judging other cultures by standards of your own culture |
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Culture as Freedom |
Diversity Culture production (student/staff/pt) Multiculturalism Globalisation |
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Culture as constraint |
Value Rationalisation Consumerism Taming sub-cultural revolt (Tradition v. EBP) |
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3 modes of social interaction |
Interaction as: Competition & Exchange Symbolic Power |
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Interaction as Competition & Exchange |
Give/Take - attn, time, money, people weigh benefit/cost of interaction. |
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Interaction as symbolic |
Others see you in a certain "light" dramaturgical Verbal/non-verbal comm., body language |
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Power and social interaction |
Get your own way, heirarchy |
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Socialisation |
Process by which people learn their culture. |
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Theories of Socialisation |
Freud Cooley Mead Gilligan |
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Frued's theory |
Childhood experience, lasting effect on self |
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Cooley's theory |
Looking glass self How do others see me? |
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Mead's theory |
Self concept ➡ taking role of the other Significant others (i.e. family) Generalised other (general society's view of you) |
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Gilligan's theory |
Moral development of girls and boys due to cultural standards of parents/teachers |
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Primary socialisation |
Fam.➡ basic skills to function in society |
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Secondary socialisation |
Outside fam, after childhood Friends |
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Total institutions |
Settings where people are isolated from larger society Under strict ctrl Constant supervision E.g. prison |
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Re-socialisation |
Plwerful socialising ➡ rapid change values, roles, self conceptions. E.g. nun |
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Adult roles |
Often discontinuous (independence ⬇ w. Age) Unpredictable (marriage, unemployment, death) Largely invisible (role more involved than seems) Change as they mature |
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Social interaction |
People communicating face to face. |
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Group |
Made up of 1/+ networks |
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Types of groups |
Primary Secondary Reference |
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Primary group |
No written rules, strong emotional ties E.g fam. |
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Secondary group |
Larger, impersonal, weaker emotional ties. This class. |
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Reference group |
Individuals evaluate situation/conduct against. |
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Group think |
Group pressure to conform |
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Formal organisation |
Secondary group ➡ explicit objectives |
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Bureaucracy |
L, impersonal org. , clearly defined roles and structures of authority. |
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Social network formal/inf. |
Group of Individuals linked by exchange of material/emotional resources |
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3 types of leadership |
Laissez-faire Authoritarian Democratic |
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Laissez-faire |
Work it out amongst yourselves |
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Authoritarian |
Must obey them. Great in crisis |
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Democratic |
Between other two |
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Deviance |
Behaviour that violates social norms Crime |
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Hagan's 4 types of deviance |
Social diversions - harmless Social deviations - many people consider harmless Conflict crimes - illegal but many people disagree. Consensus crimes - great majority agree |
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Medicalisation of deviance |
The tendency to reinterpret problems of existence as medical conditions |
