Trickett Psych 231 Exam 2

Front 1

Culture Bound

Back 1

Culture specific

Front 2

Culture Blind

Back 2

Culture ignorant; universal

Front 3

Etic

Back 3

Universal(short leash behaiours)

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Emic

Back 4

Local/Culture Specific

Front 5

Wilson's Leash Principle

Back 5

WILSON CALLED THE "LEASH PRINCIPLE" SOME BEHAVIORS, SUCH AS SLEEPING, EATING, DRINKING, AND SEXUAL ACTIVITY ARE ON "SHORT LEASHES" IN THAT THE BIOLOGICAL CHARACTERISTICS AND PHYSICAL NEEDS OF THE SPECIES LITERALLY GUARANTEES GREAT SIMILARITY IN SUCH BEHAVIORS ACROSS CULTURES. SHORT LEASH BEHAVIORS ARE MORE LIKELY TO BE ETIC.

Front 6

Wilsons Long Leash Principle

Back 6

BEHAVIOR ON "LONG AND FLEXIBLE LEASHES" PERMIT MUCH GREATER DIFFERENCES ACROSS CULTURES--CHILD-REARING PRACTICES, MUSIC, NATURE OF SOCIAL INSTITUTIONS SUCH AS HOW RELIGION/SPIRITUALITY IS EXPRESSED. LONG LEASH BEHAVIORS MORE LIKELY TO BE EMIC.

Front 7

Individualism + properties

Back 7

Sense of own identity/independent

1. Autonomous
2. Idiosyncratic-do your own thing
3. Express anger openly regardless of ingroup/outgroup
4. Independent-move out of parents asap
5. Values- ingroup harmony, interpersonal relationships
6. Groups-know everyone equally regardless of ingroup/outgroup

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Collectivism

Back 8

Interdependent defined in relation to others

1. Embedding in a collective
2. Following social norms and sensitivity to what group expects
3. Express anger openly only in outgroup, in-group they stay calm
4. Interdependent- live with parents till marriage
5. Values- achievements, win in competition
6. Groups-close to ingroup, not to outgroup

Front 9

Martha Bernal’s- 3 Stage Model of ethnic identity development

Back 9

(1) UNEXAMINED ETHNIC IDENTITY(2) AN ENCOUNTER STAGE, WHERE THERE IS AN ENCOUNTER OR CONFRONTATION WITH AN EXPERIENCE WHICH TRIGGERS THE EXPLORATION OF ETHNIC IDENTITY, BEING CALLED A NAME, BEING TREATED DIFFERENTLY, FOLLOWED BY (3) RESOLUTION OF THE CONFLICTS OR CONTRADICTIONS POSED BY ONE'S STATUS IN SOCIETY, A COMMITMENT TO AN ETHNIC IDENTITY, AN INTERNALIZATION OF IT.

Front 10

Hussein Bulhan’s definition of oppression

Back 10

Oppression is any relationship or process by which one group violates the physical, social, or psychological integrity of another

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Cross cultural psychology

Back 11

IN THE EARLY YEARS THE CONCEPT OF CULTURE REFERRED TO THE WAYS OF LIFE OF GEOGRAPHICALLY ISOLATED AND SEPARATED PEOPLES WITH RELATIVELY WEAK LINKS TO THE WORLD OUTSIDE THEIR OWN. IT RESULTED IN EXOTIC NOTIONS ABOUT PEOPLE WHO WERE DESCRIBED AS LIVING, IN MANY WAYS, IN A DIFFERENT WORLD. TODAY THE CULTURE CONCEPT IS MORE CONTESTED, BECAUSE THE WORLD IS MORE INTERDEPENDENT

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Situational Identity

Back 12

Heightened sense of identity in certain situations

Front 13

Paulo Friere’s model of Community Empowerment

Back 13

1. Critical awareness and understanding of the oppressive system
2. Commitment to involvement in the struggle
3. Collective action

Front 14

Acculturation rates

Back 14

Children acculturation faster, parents slower

Front 15

Assimilation Rates

Back 15

Parents assimilation steady, children assimliation declining

Front 16

John Berry Model of Acculturation

Back 16

Involves answering two questions
-Do i want to maintain my own culture?
-Do i want to maintain relations with the other group

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Culture Broker

Back 17

Children Fulfilling Family Functions Because of Acculturation Gap

Ex. Translating/answering the phone

Front 18

Types of Stressors

Back 18

Major life events
Daily Hassles
Ambient/Chronic Stressors(racism, poverty, illness)
Life Transitions(to high school, parenthood, etc.)

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Risk Factors

Back 19

Aspects of the person or the environment which increase the chances of a bad outcome
Personal or environmental

Front 20

Protective factors

Back 20

Aspects of the person and environment which lessen the chances that the person will have a bad outcome
personal and environmental

Front 21

SOCIAL NETWORKS

Back 21

ARE COMPRISED OF THOSE INDIVIDUALS WHO ARE IMPORTANT TO YOU, WHO YOU COULD TURN TO FOR DIFFERENT KINDS OF PROBLEMS.

Front 22

Structural Characteristics of Networks

Back 22

HOW LARGE THEY ARE, THE GENDER AND ETHNICITY COMPOSITION

--intensity and length of relationships

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Indigeous Ties

Back 23

Naturally occuring social support

Just as good or better than grafted support

Front 24

Grafted Ties

Back 24

Planned social support

Front 25

Personal Resources for Coping with Stress

Back 25

managing emotions, motivations, cognitions

Front 26

Environmental Resources for Coping with Stress

Back 26

youth groups, mutual help organizations, religious congregations

Front 27

Problem-focused coping

Back 27

Addressing a problem directly

Front 28

Emotion-focused coping

Back 28

address the emotions that accompany the problem rather than the problem itself

Front 29

Life Domain Approach to Understanding Stress

Back 29

Daily life is a mosaic of potentially interdependent life settings and relationships: work, family, friends, leisure, etc. THESE DIFFERENT SETTINGS AND KINDS OF RELATIONSHIPS CONSTITUTE THE LIFE DOMAINS APPROACH OF SWINDLE AND MOOS
-The importance of stress depends on the domain and its importance to the individual.

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Direct Effects of Support Hypothesis

Back 30

Social Support has equivalent positive impact on well-being under both high and low stress conditions
Social support is always good

Front 31

Stress Buffering Hypothesis

Back 31

Social support has greater positive impact under conditions of high stress than low stress

Front 32

Downside of Social support

Back 32

The more the potential for joy, the more potential for pain.

Social support may come from people who promote potentially negative behaviors

Front 33

Elements of Self-Help Groups

Back 33

Facilitated by a person in recovery from the focal problem, and do not have professional involvement

12 step programs

Front 34

Sense of Community

Back 34

A READILY AVAILABLE, MUTUALLY SUPPORTIVE NETWORK OF RELATIONSHIPS ON WHICH ONE COULD DEPEND

Front 35

McMillan-Chavis model of sense of community

Back 35

A FEELING THAT MEMBERS HAVE OF BELONGING, A FEELING THAT MEMBERS MATTER TO ONE ANOTHER AND TO THE GROUP, AND A SHARED FAITH THAT MEMBERS' NEEDS WILL BE MET THROUGH THEIR COMMITMENT TO BE TOGETHER

Front 36

Characteristics of a competent community

Back 36

THE COMPETENT COMMUNITY IS ONE WHICH
(A) PAYS ATTENTION TO COMMUNITY CONFLICT AND TRIES TO FIND WAYS TO RESOLVE IT,
(B) FOCUSES ON COMMUNITY DEVELOPMENT, THAT IS, WORKS TOGETHER TO SOLVE COMMUNITY PROBLEMS,
(C) DEVELOPS RELATIONSHIP WITH FORCES OUTSIDE THE COMMUNITY WHICH CAN PROVIDE RELEVANT RESOURCES, SUCH AS OUTSIDE RESEARCH PROJECTS WHICH CONTRIBUTE TO THE ECONOMICS AND DATA OF COMMUNITY LIFE, AND
(D) PROVIDES MECHANISMS FOR SOCIALIZING THE NEXT GENERATION OF COMMUNITY LEADERS TO FURTHER THE COMMUNITY OVER THE LONG HAUL.
EACH OF THESE, IN TURN, FOSTERS SENSE OF COMMUNITY OF CITIZENS.

Front 37

Primary Prevention

Back 37

PRIMARY REFERS TO AN INTERVENTION GIVEN TO AN ENTIRE POPULATION WHEN THEY ARE NOT IN A CONDITION OF KNOWN NEED OR DISTRESS. THE GOAL IS TO LOWER THE INCIDENCE, OR NEW RATE, OR DISORDERS. (PUTTING FLUORIDE IN THE WATER, FOR EXAMPLE)

Front 38

Secondary Prevention

Back 38

SECONDARY PREVENTION IS THE SAME AS EARLY INTERVENTION, PROGRAMS TARGETED TO INDIVIDUALS DEFINED AS BEING AT RISK FOR THE DEVELOPMENT OF BAD OUTCOMES, SUCH AS LATER ACADEMIC DIFFICULTY

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Tertiary Prevention

Back 39

Intervention given to people who already have a disorder with the intention of limiting the disability caused by the disorder

prevent re-occurance

Front 40

Segmented Assimilation

Back 40

We assimilate to our specific local context not the broader American culture

Front 41

Separation

Back 41

Identify with their culture of origin, interact with the dominant culture only in limited ways

Front 42

Biculturalism

Back 42

Participate in meaningful ways in both their culture of origin and the dominant culture

Front 43

Marginality

Back 43

Individuals cannot identify with either their culture of origin or with the dominant culture.

Front 44

Dimension of Human Diversity

Back 44

Culture, Sexual Orientation, Race, Ability/disability, Ethnicity, Age, Gender, Social classes, Religion

Front 45

Difference between an oppression perspective and a cultural one on diversity

Back 45

At the group level, ethnic identity reflects cultural heritage and for some ethnic groups, oppression or reaction to discrimination as well.

Oppression – Really believing one is inferior and does not deserve equal treatment

Front 46

Is biculturalism always best?

Back 46

No, There is no best way to acculturate because of:

Segmented Assimilation
Discrimination

Front 47

Effects of Self-Help groups

Back 47

They are not a cure all, but provide more positive changes in psychological, interpersonal and community adjustment.

Enhanced social networks

Front 48

Anticipatory coping

Back 48

Preventive coping

Front 49

Cognitive Appraisal

Back 49

The process by which individuals assess their particular circumstances. BECAUSE IT IS THE PERCEPTION OF AN EVENT WHICH MAKES IT STRESSFUL OR NOT, THE STRESS CONCEPT DOES NOT REFER TO THE OBJECTIVE EVENT BUT TO HOW IT IS APPRAISED BY THE INDIVIDUAL.

Front 50

Primary Appraisal v. Secondary Appraisal

Back 50

PRIMARY REFERS TO WHETHER OR NOT YOU VIEW THE SITUATION AS ONE REQUIRING SOME KIND OF COPING

SECONDARY APPRAISAL INVOLVES AN ASSESSMENT OF THE RESOURCES AND COPING OPTIONS AVAILABLE FOR RESPONDING TO THE STRESSOR

Front 51

Functions of social networks

Back 51

-Social integration
-Development and maintenance of identity and self-esteem
-Coping assistance
-Affect regulation
-Social control

Front 52

Bower’s Model of Competence (KISS – AID – ICE)

Back 52

Three types of settings through which all societies prepare their young for adult life:
Key-integrated social systems (KISS)- from conception through childhood

Ailing-in-difficulty institutions (AID)-which come into play if the KISS is not loving enough-Mental health clinics, Local police

Illness correctional endeavors (ICE)- Facilities such as psychiatric hospitals or prisons where people go when aid is not enough

Front 53

Universal/Selective/Indicated Prevention

Back 53

Universal (Everyone)
Selective (people with above average risk for disorder)
Indicated (people with high risk for disorder)

Front 54

Prevention of Disorder vs. Promotion of Wellness & Competence

Back 54

Prevention – preventing something bad from happening (from the Latin “to anticipate”--“before something to come”)
Promotion – promoting something good which will serve as a protective factor against developing something bad

Front 55

Risk

Back 55

RISK FACTORS ARE DEFINED AS THOSE FACTORS OF INDIVIDUALS AND ENVIRONMENTS THAT REDUCE THE BIOLOGICAL, PSYCHOLOGICAL, AND/OR SOCIAL CAPACITIES OF INDIVIDUALS TO MAINTAIN THEIR WELL-BEING AND FUNCTION ADAPTIVELY IN SOCIETY.

Front 56

Protection

Back 56

PROTECTIVE FACTORS ARE THE OPPOSITE; THOSE FEATURES OF INDIVIDUALS OR ENVIRONMENTS THAT OPERATE TO INCREASE OR ENHANCE THE CAPACITIES OF INDIVIDUALS TO COPE AND ADAPT.

Front 57

Resilience

Back 57

That quality that allows one to adapt to adverse, challenging, and threatening concepts.
“Invulnerable Children” – Those children who are stress-resistant and turn out better than expected given the risk factors and their environment (war, floods, parental disability)

Front 58

Strengths

Back 58

What gives people strength in times of adversity is an important aspect of prevention

SPIRITUALITY IS OFTEN MENTIONED HERE AS A STRENGTH UNDER SUCH CIRCUMSTANCES, BUT THE LARGER QUESTION IS WHAT PEOPLE HAVE THAT THEY CAN TURN TO WHEN TIMES GET TOUGH. THESE CAN, OF COURSE, INCLUDE BOTH INNER QUALITIES AND ENVIRONMENTAL RESOURCES

Front 59

Albee’s Individual Level Prevention Equation

Back 59

Incidence of behavioral and emotional disorder in individuals
THE MORE STRESS AND INDIVIDUAL VULNERABILITY, THE GREATER THE RISK

Front 60

Elias’ Environmental Level Equation

Back 60

THE STRESSORS AND RISK FACTORS IN THE ENVIRONMENT ENHANCE RISK AND VARIOUS ENVIRONMENTAL RESOURCES DECREASE IT

Front 61

IOM prevention research cycle

Back 61

THE IOM REPORT PUT A PRIORITY ON THE PREVENTION OF DISORDER RATHER THAN THE PROMOTION OF COMPETENCE

THE IOM REPORT SUGGESTED THAT PREVENTION BE A TERM RESTRICTED TO THE PREVENTION OF SOME KIND OF DISORDER

Front 62

Gerald Caplan

Back 62

-Types of prevention
-POPULATION-BASED PSYCHIATRY, THAT IS, EFFORTS ON HOW TO COORDINATE SERVICES AND INTERVENTIONS WITH AN ENTIRE POPULATION, A COMMUNITY
-

Front 63

Interpersonal Cognitive Problem-Solving (ICPS)

Back 63

Uses “dialoguing” (open-ended questions) between teacher and child to improve kids’ ability to think through how to solve age-related interpersonal problems (making friends, resolving conflict)

Front 64

Transportability of Programs (Sundberg Study)

Back 64

THE DEGREE TO WHICH INTERVENTIONS DEVELOPED IN ONE SOCIOCULTURAL CONTEXT ARE RELEVANT TO OTHER CONTEXTS WHICH DIFFER. THIS IS CALLED THE ISSUE OF TRANSPORTABILITY OF PROGRAMS ACROSS DIFFERENT LOCATIONS AND CULTURAL GROUPS. IT IS A CENTRAL ISSUE FOR COMMUNITY PSYCHOLOGY BECAUSE, AS THE STUDY OF PEOPLE IN CONTEXT, IT DOES NOT ASSUME THAT ONE SHOE FITS ALL--THAT A PROGRAM DEVELOPED IN COMMUNITY A IS READILY APPLICABLE IN COMMUNITY B.

Tried to find out how relevant prevention programs developed in the United States were to other countries