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
Resources (Hamilton) |
Anything people use or might use to achieve an end. |
|
Resources (Foa) |
Anything, concrete or symbolic, which can become the object of exchange among people. |
|
Resources (Howitt) |
Resources are matter of relationships and not things. |
|
Classification of Resources |
Tangible and Intangible. |
|
Human Resources |
Are unique to people either cognitive or physical. |
|
Human Capital |
A human resource, ability, behavior, effort, and time. Energy to accomplish tasks |
|
Why do individuals invest resources? |
Commitment to group, engagement or care about group, performance or desire for excellence, or return on investment or reward |
|
How do we get Economic Resources? |
Either by acquiring or inheriting them. Or through societal issues. |
|
Examples of acquiring economic resources |
Labor, Wages, Salary |
|
Examples of societal issues with economic resources |
Gender issues in wages, distribution equity, taxes |
|
Environmental Resources |
Resources available from the physical environment, provided by nature. |
|
Classification of environmental resources |
Renewable and Non-renewable |
|
Sterner 2003 |
Shortage and depletion of resources with inadequate policies to protect the environment. Tug of war between conservationist, environmentalist and capitalistic pursuits |
|
Resource Availability |
People use resources to meet physical and psychological needs. |
|
When does something become a resource? |
When there is a use for it or if someone determines that it has value. |
|
Utility |
A resource must have a purpose. |
|
Accessibility |
A resource must be available and accessible. |
|
Transferability |
A resource must be available where and when it is needed. |
|
Interchangeable |
Resources must be exchangeable for other things. |
|
Manageable |
A resource must be capable of all of the above and useful in the planning process. |
|
Resource Theory |
People try to meet needs in the context of social interaction. |
|
6 Types of Resources |
Love, Status, Information, Money, Goods, Services. |
|
Resources classified under resource theory |
Particularistic or concreteness |
|
Social Resources |
Social Capital: connections among individuals, networks, collectively owned, inside family, outside of family. |
|
Examples of Inside of the family social resources |
Communication, archival family functions. |
|
Examples Outside of Family social resources |
Collective socialization, within the community, local state and federal programs, goods, services, volunteerism. |
|
Measurement of Resources |
Equitable Exchange, Theory of Relative Resources. |
|
Equitable Exchange |
Receive something equal to what is given, fair pricing, dependent on nature of the interaction and relationships of those involved. |
|
Theory of Relative Resources |
The balance of power in relationships will be on the side of the partner who has the most resources. |
|
How is Balance found? |
In the way resource management improves the lives of people, white minimizing the negative effects on culture, environment, and equity. |
|
Resource use |
Exchange of one for another, production and consumption, saving or investing, and protection or exploitation. |
|
Resourcefulness |
Ability to identify and use resources to meet needs effectively. |
|
2 Powers of Resource Allocation |
Orchestration power, and Implementation power. |
|
Resource Allocation |
Impact of certainty, risk, and uncertainty. |
|
Allocation Behavior |
Strategies use in the decision-making process. Multi-layered decisions. Choices and Opportunity costs. Those with less certainty and fewer resources plan for loss are more frequent Use more resources earlier Adjustment may be made American Thrift |
|
Deutsch's 3 Principles of Distributive Justice |
Equity, Equality, and Need. |
|
Equity Equality Need |
Based on Fairness Based on Equal distribution Base on assessment of each individual's level of need. |
|
Voluntary Simplicity |
Rejects the ideas behind consumerism, resists consumerism, and living the simple life. |
|
Decisions based on solid understanding |
Greater chance of satisfying and enriching family existence. |
|
Consumerism |
Evolution of economy based on sustainability to one of mass production, marketing, and distribution. |
|
Capitalistic Industrialization |
Shift from family sustainability as economic activity to participation in the economy |
|
Main events with Consumerism |
Great Depression and WW2 |
|
Families are Integral to the Economy |
Spending money on resources, and by providing the labor force |
|
Economic Principles |
Making choices- Limited resources, unlimited needs. Economics as a field study- how resources are expended, fueled by money. Supply and Demand. |
|
Pricing |
Supply and Demand Shortage and Surplus Functional Value and Preferences |
|
Employment |
Impacted by supply and demand |
|
Circular Relationship |
Deals with Employment Family members demand products and services, and work in the production and delivery of products and services |
|
Labor Force |
All people over 16 seeking work or already employed |
|
Unemployment rate |
% of people seeking employment but without work at current time |
|
Unemployment types |
Frictional- leave one of another Cycle- Demand in job has dropped/ restructuring Structural- Economy changes |
|
Unemployment Hardships |
Psychological, physical, and relational |
|
Women in Labor Force |
Work for personal satisfaction, supporting the family financially , opportunity cost |
|
Adolescents on the Job |
1/2 of adolescents are employed Consume goods and services Lower pay Lower skilled jobs First to be fired Teaches responsibility, skills |
|
Money |
Anything that can be used for exchange. Provides a common measure of value, |
|
Banking |
Provides storage of money |
|
Inflation |
Increase in price overtime |
|
Exchanging Non-monetary resources |
Impossible to calculate quantitatively because there is no common unit for comparison of value Time, energy, talent, ideas, emotional support. Ex. Childcare, Carpooling |
|
Societal Systems that influence family decisions |
Tax Systems Government Supported Private Programs Compulsory Education |
|
Government Supported Assistance Programs |
Health and Human Services Department of Agriculture The Food and Drug Administration |
|
Consumer Protection |
A reflection of cultural beliefs that producers of goods and services cannot be fully entrusted to protect the safety of consumers. Efforts directly impact resource acquisition and expenditure. |
|
Protect Consumers against |
Unfair, fraudulent practices. |
|
Who enforces Consumer Protection? |
Bureau of Consumer Protection |
|
Privately Funded Programs/ Charitable Giving |
Funding is provided through individual or group donations Often faith based |
|
Compulsory Education |
Department of Education Department of Health and Human Services Department of Agriculture |
|
Compulsory Education (State Level)
|
Control and coordination of public education within each state usually falls under the jurisdiction of state-level departments of education |
|
Compulsory Education (Community Level)
|
Public education in the U.S. operates at the local level. Ex. Daily Operations, budgets, and financial management |
|
Compulsory Education (Family Involvement)
|
Has options, parental involvement varies greatly. |
|
Tax obligations |
Reduce the amount of resources available to families, but provide other resources important to social goals and family survival |
|
Smart Goals |
Specific Measurable Attainable Realistic Relevant Timely |
|
Goals |
An end that one tries to attain. Short term, intermediate, long-range, societal, family, and personal. |
|
Objectives |
Subsets of goals Measurable benchmarks to gauge progress towards goal. Specific |
|
Standards |
Perceptions of levels of adequacy Reflect multi-generational development progress Standard of living |
|
Planning Process |
Initiated by a decision that is made Objectives are plotted and tasks are determined Identification of situation that requires action Formulation of a Plan Implementation of that Plan Evaluation of Plans success or failure |
|
Plan |
Course of action |
|
Ideals drive |
the behavior of proactive people |
|
Outside forces and opinions |
matter to reactive people |
|
Types of Plans |
Directional Adaptive Contingency Proactive Reactive Strategic |
|
Actuating |
Putting plans into action |
|
Family Financial Planning (Americansocial ideals)
|
Acquisitions of assets Management of those assets is key to financial success |
|
Family Financial Planning (Life Cycle |
Stage One:Early Adulthood to Middle Age
Stage Two:Pre-Retirement StageThree: Retirement |
|
Creating the financial plan |
Prepare for the worst Expected expenses Unexpected expenses Family goals |
|
Skills for a good financial plan |
Flexibility Liquidity Protection Tax Efficiency |
|
Emergency Action Plans |
Strategy- Identify all possible disasters Conduct family discussions Identify/ Acquire supplies |
|
How Plans Emerge |
Communication Leadership Purposeful Endeavors |
|
Two Major Plans for Future |
Emergency and Financial
|
|
Relationship between the decision making and communication process |
DM is dependent on the communication process |
|
Shared meanings for families |
Needs, alternatives, and ultimately the completion of the decision making process |
|
Communication Process |
Message Message sent through the channel to receiver Message gets to the receiver gets message and decodes Feedback is given by the receiver to sender |
|
Family Communication |
Inter-subjectively- shared meanings Interactivity- way in which family communicates |
|
Filters |
Convince sender and receiver that the message was not intended in its true form |
|
Distorters
|
Convincesenderor receiver that the message containsa hidden meaning
|
|
2 Family Communication Orientations |
Conformityorientation Common attitudes, beliefs and values are expected.
ConversationOrientationAllowsfamilymembers the freedom to express themselves |
|
4 Family Communication Patterns |
Consensual families – high conversation; high conformity Pluralistic families high conversation; low conformity Protective families low conversation; high conformity Laissez-faire families lowconversation; low conformity |
|
Showing power |
Withdrawal, Guiltinduction, PositivecoercionNegotiation, Deception, Blackmail, Physical/verbalabuse |
|
Family power |
Balance of power in family is reflected in the relationships. Person gaining the most from the relationship will be most dependent on other family members |
|
Resource Theory (Family Resources) |
More power is given to the family with the most resources
|
|
5 Resources |
Normative- Determined by cultural or society Economic- Monetary Affective- Relational Personal- Personality Cognitive- Intelligence |
|
Symmetrical Conversations Types |
Competitive- Defeat the other Submissive- No one accepts responsibility Neutralized- Mutual respect Complementary- Dominant and submissive positions |
|
3 Resolutions to Family Conflict |
Agreement Bargaining Coexistence |
|
Digital Divide |
People who have internet access and the people who don't |