Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Multicultural Counseling > Ch. 2: Cultural Identity Development > Flashcards

Ch. 2: Cultural Identity Development Flashcards

1
Q

A way to conceptualize a person or group of people based on their social categories, identities, and sources of oppression. Furthermore, one’s varying intersecting identities contribute to how they are seen in the world, how they are treated in society, and what advantages and disadvantages they face.

A

Intersectionality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Mature ____ ____ development has been associated with healthy psychological functioning (Rogers etal., 2020), an ability to buffer institutional challenges, and an ability to cope with and navigate in-group and out-of-group interactions

A

Racial Identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Which model involves preencounter, The Encounter Stage, Immersion-Emersion, Internalization, Internalization-Commitment?

A

Cross

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Cross’s view of an pre-existing identity or an identity to be changed. Attitudes include assimilation to white culture & low race salience or self-hatred.

A

Preencounter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Cross’s stage that induces identity change.

A

Encounter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

During the ____ ____ stage, individuals immerse themselves in the symbols and signs of Black culture (Cross) Attitudes of changing and intense themes of pro-black, anti-white involvements.

A

Immersion-Emersion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Is marked by self-acceptance and a proactive Black pride infused in daily life while leaving room for an appreciation of other intersections and dimensions of diversity. (Cross) Attitudes of positive adherence to a black cultural identity.

A

Internalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Challenges individuals to integrate their personal sense of Black identity into a way of being and/or a long-lasting commitment to issues that impact the Black community. (Cross)

A

Internalization-Commitment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Who’s model includes Conformity, Dissonance, Immersion-Emersion, Internalization, & Integrative Awareness?

A

Helm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Helm’s status involves the acceptance of racial characteristics and external self-definition. Individuals negotiating this status (but not yet in it) may feel uncomfortable around other people of color or blame them for societal challenges or social ills.

A

Conformity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Helm’s status is confusion about one’s connection to people of color and to White people. The confusion may result from cross-racial interactions that elucidate one’s personal or reference group’s experiences with the use of racism.

A

Dissonance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

People of color idealize their own racial group while devaluing what is perceived to be White and while expressing resistance to oppressive external forces (Helm)

A

Immersion-Emersion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Status is characterized by the ability to use internal criteria for self-definition as well as respond objectively to White people. Flexible and analytic information processing are aligned with this status. (Helm)

A

Internalization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Includes an assessment of one’s intersecting identities and the recognition and appreciation of the similarities among oppressed people (e.g., race, ethnicity, gender, ability status, religion, sexual identity, educational status, socioeconomic status, immigration status) (Helm)

A

Integrative Awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Whose model involves Contact, Disinegration, Reintegration, Pesudoindependence, Immersion-Emersion, Autonomy

A

Helm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

This status is characterized by satisfaction with the status quo and the acceptance of socially imposed racial characterizations and rules. (Helm)

A

Contact

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Status is marked by confusion regarding one’s commitment to their own group and being troubled by racial moral dilemmas (Helm)

A

Disintegration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Satus involves the idealization and championing of one’s own group and group entitlement (Helm)

A

Reintegration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Individuals rationalize the commitment to their own group and tolerance in lieu of acceptance of others and their racial composition (Helm)

A

Peudoindependence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Status challenges White people to understand how they have benefited by and contributed to racism (Helm)

A

Immersion-Emersion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

White people operating in this ego status use internally derived definitions of self, demonstrate positive racial group commitment, and possess the capacity to both acknowledge and relinquish White privilege. (Helm)

A

Autonomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Whose model of cultural identity has pre-exposure, exposure, zealot-defensive, integration?

A

Ponterotto

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

White counselor trainees who are unfamiliar with multicultural issues are comfortable with the status quo (Ponterotto)

A

Pre-exposure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

trainees become aware of racism and other issues pertaining to diversity. (Ponterotto)

A

Exposure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

White counselor trainees may become pro-minority and anti-White (Ponterotto)

A

Zealot-Defensive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

a balanced perspective is achieved as White counselors in training can process their emotions and make meaning of their learning and growing levels of cultural awareness (Ponterotto)

A

Integration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Researchers suggest that ____ _____ take shape in adolescence and are necessary for the development of a healthy self-concept and cultural socialization

A

Cultural Identities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

____ Model of Ethnic Identity. Can be applied to all racial groups

A

Phinney

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Phinney (1996) described ___ ___ as the self-perceived significance of membership in an ethnic group and the attitudes and feelings that are associated with that group

A

Ethnic Identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

leads adolescents to either take on ethnic identities of significant family members without exploration or internalize stereotyped identities that pervade the dominant culture, media, and popular culture (Phinney)

A

First Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

marked by an exploration of identity and a subsequent differentiation of the culture of origin from the dominant culture

A

Second Stage (Phinney)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

involves emotional experiences and a rapid sense of personal and cultural awareness as adolescents begin to shape a personal understanding of who they are as cultural beings (Phinney)

A

Moratorium

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

individuals gain increased acceptance of their identity in ways that are healthy and allow for a full appreciation of multiculturalism. (Phinney)

A

Final Stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

is the propensity for immigrants to adopt the cultural norms of their receiving country.

A

Assimilation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Whose model involves personal identity, choice group categorization, enmeshment/Denial, Appreciation, Integration?

A

Poston Biracial Identity Development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

is the propensity for immigrants to adopt the cultural norms of their receiving country. (Poston Biracial)

A

Personal Identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

individuals are forced to choose an ethnic or a racial identity because of peer, situational, community, or physical appearance factors (Poston Biracial)

A

Choice Group Categorization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

individuals may feel guilt, disloyalty, and self-hatred rooted in choices made during the previous stage of development (Poston Biracial)

A

Enmeshment/Denial

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

multiple heritages are explored as individuals engage in activities and traditions and learn about the histories and worldviews of their previously ignored racial or cultural group (Poston Biracial)

A

Appreciation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

the final stage of Poston’s model, individuals experience a sense of wholeness as they learn to integrate their multiple cultural identities in personally meaningful ways (Poston Biracial)

A

Integration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

In the model, children from birth through _ years of age recognize similarities and differences in skin color and hair texture

A

5

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

In the ___ to ___ stage, biracial children may be forced to classify themselves, often with a monoracial label or a descriptive term that identifies skin color.

A

Kerwin Model, Entry to School

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

youths become increasingly aware of group membership and the social meanings ascribed to skin color, race, hair texture, language, and culture (Kerwin)

A

Preadolesence (Kerwin)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

developmental (e.g., the need to belong, intolerance toward difference) and societal factors pressure biracial youths to choose a specific cultural group identity (Kerwin)

A

Adolescence Stage (Kerwin)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

continuing to embrace a single-culture identity; however, the expanding sense of self that is experienced during this period of growth often results in the capability and desire to integrate one’s multiple heritages (Kerwin)

A

College/Young Adult (Kerwin)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

stage is characterized by further exploration of one’s race and culture and by increased flexibility in one’s interpersonal relations and understanding of self (Kerwin)

A

Adulthood (Kerwin)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Whose model is phase neutrality, awareness, acceptance, Experimentation, Transition, Recognition of Identity?

A

Henriksen

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

in this phase young children are unaware of race or issues related to culture (Henrikson)

A

Phase Neutrality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

During this second phase, children begin to recognize differences that they have when compared to their peers but they lack understanding related to those differences (Henrikson)

A

Awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

they develop an understanding that they have more than one ethnic identity. (Henrikson)

A

Acceptance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

is described as a time when people with multiple heritages experience challenges related to fitting in and they often search for a racial group to belong to (Henrikson)

A

Experimentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

described as a phase of turmoil and decisions (Henrikson)

A

Transition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

It is in this phase that the whole self is fully integrated and the varying intersections of identity are considered (Henrikson)

A

Recognition of Identity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

describes five types of gender identity attitudes for White males that are flexible and responsive to situations and experiences

A

The Key Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

describes attitudes that have little awareness of race: race is ignored, denied, or minimized. Traditional or typical gender roles are valued. (Key)

A

Noncontact Type

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

holds attitudes that blame women and people of color for any personal discomfort related to the failure to achieve, progress, or obtain privilege (Key)

A

Claustrophobic Type

57
Q

reevaluates his belief system because of a precipitating event that creates internal dissonance (Key)

A

Conscious

58
Q

more fully recognizes the implications of sexism and racism and his role in their perpetuation (key)

A

Empirical Type

59
Q

has an understanding of diversity and the rewards of interacting with others in a holistic way. (key)

A

Optimal Type

60
Q

Passive Acceptance, Revelation, Embeddedness-Emanation, Synthesis, Active Commitment

A

Downing & Roush

61
Q

stage involves the acceptance of traditional or stereotyped gender roles together with a denial or lack of awareness of prejudice and discrimination against women (Roush)

A

Passive Acceptance

62
Q

stage involves a crisis or series of crises that leads to self-examination of roles and ideas, and dualistic thinking that affirms women and denigrates men (Roush)

A

Revelation

63
Q

leads to associations with women who are supportive and affirming and, over time, adopt more flexible thinking regarding men (Roush)

A

Embeddedness-Emanation

64
Q

characterized by a positive identity that integrates personal and feminist identities (Roush)

A

Synthesis

65
Q

focuses on action toward meaningful societal change and the identification of personal goals of empowerment.

A

Active Commitment (Roush)

66
Q

Unexamined Female Identity, Crisis, Moratorium/Exploration, Achieved Female Identity

A

Hoffman

67
Q

General discomfort and/or anxiety with assigned gender; preference for, and involvement in, activities or behaviors typically ascribed to the opposite gender (Devor)

A

Anxiety

68
Q

Expressed doubts about assigned gender that are typically met by social and psychological pressure from significant others to conform to assigned gender (Devor)

A

Identity Confusion

69
Q

Attempts to navigate social expectations and needs for identity expression; comparison of inner feelings with various types and degrees of opposite gender expression (Devor)

A

Identity Comparisons

70
Q

Initial awareness of transsexualism or transgender identity, typically through accidental exposure or contact with information or people (Devor)

A

Discovery of Trans

71
Q

Internal and external questioning of transsexual or transgender identity for oneself (Devor)

A

Identity confusion about being trans.

72
Q

Multifaceted comparisons between oneself and others who share the individual’s assigned gender, on the one hand, and those who identify as transgender, on the other; disengagement from assigned gender (Devor)

A

Identity comparisons about trans.

73
Q

Gradual acceptance of transsexual or transgender identity; transgender or transsexual identity becomes the dominant identity expression (Devor)

A

Tolerance of Trans Identity

74
Q

Reality testing of identity, often through intimate and emotional relationships; seeking of additional information about transsexualism and transgenderism from others who identify as transgender (Devor)

A

Delay before acceptance of identity

75
Q

Full acceptance of transsexual or transgender identity; disclosure to members of extended family, business associates, friends, lovers, and casual acquaintances (Devor)

A

Acceptance of Identity

76
Q

Exploration of steps that must be taken for the process of transition, including saving money for sex reassignment surgery, meeting with psychologists and physicians, and undergoing hormone treatment (Devor)

A

Delay before transition

77
Q

Often challenging, yet fulfilling, stage of gender and sex reassignment; may experience grief or sadness related to loss of former identity while feeling joy and deep satisfaction over transition (Devor)

A

Transition

78
Q

Typically a long period of months or years toward full acceptance of posttransition identity; marked by new lived experiences and a relinquishing of former anxieties and self-doubts (Devor)

A

Acceptance of Post-Transition Identities

79
Q

Full integration into society as posttransition gendered individual; may include some level of stigma management; often includes an integration, acceptance, and appreciation of former gender identity (Devor)

A

Integration

80
Q

Sense of pride in transgender or transsexual identity; commitment to transgender and transsexual identity advocacy (Devor)

A

Pride

81
Q

is the human desire to be authentically seen and validated by significant others in one’s environment.

A

Witnessing

82
Q

is the concept that expands one’s sense of belonging by recognizing possibilities for transgender identity that are manifest in others

A

Mirroring

83
Q

Awareness, Seeking Info/Reaching Out, Disclosure to others, Exploration (Identity & Self-labeling), Exploration (Transition Issues/Possible Body Modification), Acceptance

A

Lev

84
Q

a stage in which people often feel distress about their assigned gender identity (Lev)

A

Awareness

85
Q

which is marked by a reaching out for information about the transgender community (lev)

A

Seeking info/Reaching Out

86
Q

a stage characterized by the disclosure of gender identity beliefs and feelings to partners, close family members, friends, and significant others; (Lev)

A

Disclosure to others

87
Q

which involves the exploration of various transgender identities and expressions (lev)

A

Exploration - Identity & Self Labeling

88
Q

a stage marked by the exploration of options for transition, including body modification and various physical presentations (Lev)

A

Exploration - Transition Issues/Body Mod.

89
Q

the final stage of the model, which includes true synthesis and integration of a transgender identity. (Lev)

A

Acceptance

90
Q

Conscious Awareness, Identity Comparison, Identity Tolerance, Identity Acceptance, Identity Pride, Synthesis Stage

A

Cass Homosexual Identity Formation

91
Q

is marked by a realization that gay, lesbian, or bisexual identity is possible. Individuals in this stage may feel alienated as they wrestle with this inner realization (Cass)

A

Conscious Awareness

92
Q

begins as individuals leave the first stage of development and start to tentatively commit to a gay/lesbian identity. (Cass)

A

Identity Comparison

93
Q

individuals seek out sexual minorities to help alleviate feelings of alienation and enhance self-awareness (Cass)

A

Identity Tolerance

94
Q

individuals begin to establish a sense of normalcy as issues of incongruence between one’s view of self and others’ views (or perceptions of others’ views) are resolved. (Cass)

A

Identity Acceptance

95
Q

is characterized by a strong commitment to homosexual identity and activism that may not yet be fully integrated with the person’s total self-identity. (Cass)

A

Identity Pride

96
Q

one’s homosexual identity is fully integrated with other dimensions of self-identity. (Cass)

A

Synthesis

97
Q

Pre-Coming out, Coming Out Stage, Exploration Stage, First Relationships, Integration

A

Coleman’s Coming out Model

98
Q

individuals may not be fully conscious of a same sex attraction, but are likely aware of a sense of feeling different from their heterosexual peers (Coleman)

A

Pre-Coming Out

99
Q

acknowledge their same-sex attractions and disclose their sexual orientation to others (Coleman)

A

Coming Out

100
Q

is marked by individuals’ initial involvement in same-sex relationships and an emerging sense of position and place within the gay community (Coleman)

A

Exploration Stage

101
Q

individuals deepen interpersonal commitments and place value on meaningful relationships with same-sex partners. (Coleman)

A

First Relationships

102
Q

individuals merge their public and private selves as they continue to understand their sexual orientation. (Coleman)

A

Integration

103
Q

Sensitization, Identity Confusion, Identity Assumption, Commitment

A

Troiden’s model of Sexual Identity

104
Q

Awareness, Exploration, Deepening, Internalization & Synthesis

A

Inclusive Model of Lesbian/Gay Identity Formation

105
Q

which is marked by an awareness of feeling different at the individual level and the awareness of different sexual orientations at the group level (L/G)

A

Awareness

106
Q

yields strong, often erotic same-sex feelings at the individual level and assessment about feelings and attitudes at the group level. (L/G)

A

Exploration Phase

107
Q

During this phase, individuals commit to personal choices regarding intimacy and sexuality while committing to the lesbian and gay community at the group level (L/G)

A

Deepening Commitment

108
Q

During this phase, the individual process moves toward internalization of same-sex love while the group process moves toward synthesis of membership within the same-sex culture into one’s total self-identity (L/G)

A

Internalization & Synthesis

109
Q

is a personally meaningful and often internal and private experience of the transcendent that is grounded in one’s beliefs and values and connected to one’s worldview and identity

A

Spirituality

110
Q

religions are predominantly polytheistic, the belief of many Gods, and are common in areas such as China, India, Southeast Asia, and Japan. Hinduism, Buddhism, Jainism, Sikhism, Taoism, Shintoism, and Confucianism

A

Eastern

111
Q

religions are typically monotheistic, the belief of one God, and are common in the Americas, Europe, Australia, New Zealand, and South Africa

A

Western

112
Q

Symbiosis, DIfferentiation, Practicing, Rapprochement

A

Spero’s Development of Religious Transformations

113
Q

refers to the time during which a young child relates to God as a protective figure whose sole role is to respond to the child’s needs and wants (Spero)

A

Symbiosis

114
Q

an adolescent typically begins to take in other viewpoints through acknowledging other religious traditions and drawing comparisons and contrasts with the adolescent’s own personal religious practice (Spero)

A

Differentiation

115
Q

the third developmental stage, is marked by growing confidence in one’s own religious practice as deeper faith-based belief systems and religious traditions and history are explored (Spero)

A

Practicing

116
Q

is characterized by the acceptance of oneself in relationship with God on the basis of a sense of individual, human responsibility. (Spero)

A

Rapprochement

117
Q

Intuitive-Projective, Mythic-Literal, Synethetic-Conventional, Individuative-Reflective, Conjunctive, Universalizing Faith

A

Folwers Model of Faith Development

118
Q

a stage in which young children become aware of cultural faith taboos and prominent faith figures, guided by significant adult figures (Fowler)

A

Intuitive–Projective Faith

119
Q

a stage of late childhood that focuses on religious stories, systems, and symbols; (Fowler)

A

Mythic-Literal Faith

120
Q

an adolescent stage of noncritical evaluation of faith and faith traditions (Fowler)

A

Synthetic-Conventional Faith

121
Q

a stage that challenges older adolescents and adults to demythologize spirituality and critically evaluate spiritual paths (Fowler)

A

Individuative–Reflective Faith

122
Q

a stage reached by adults who are able to appreciate cultural and traditional faith systems without being bound by them (Fowler)

A

Conjunctive Faith

123
Q

a stage of spirituality characterized by transcendent moral and religious actions, words, and quality of life. (Fowler)

A

Universalizing Faith

124
Q

Egocentric, Dogmatic, Transitional, Reconstructed, Internalized, Transcendent FAITH

A

Genia’s Development of Growth

125
Q

Individuals in this stage of faith development seek relief from anxiety and from fear through the favor of God (Genia)

A

Egocentric

126
Q

individuals follow religious rules strictly, in order to receive blessings and eternal reward; affiliation with a religious community is typically an important component of this developmental stage (Genia)

A

Dogmatic

127
Q

the third developmental stage, religious beliefs are examined and introspection is privileged over religious dogma. (Genia)

A

Transitional

128
Q

individuals wrestle with questions and doubts about religion, yet offer praise and thanksgiving to God as creator and sustainer of all. (Genia)

A

Reconstructed-Internalized

129
Q

is marked by a spiritual relationship with God that seeks universal truths, alignment with spiritual values, tolerance of religious differences, and a celebration of all life (genia)

A

Transcendent Faith

130
Q

Pre-awareness, Awakening, Recognition, Integration

A

Poll & Smith

131
Q

Individuals do not recognize themselves as spiritual beings or have low salience for spiritual experiences (Poll)

A

Pre-awareness

132
Q

Then, generally, because of a crisis, challenge, or series of personally meaningful events, individuals enter the (Poll)

A

Awakening Stage

133
Q

he third stage, involves a cognitive and emotional understanding of God that permeates all of life’s existence and experiences. During this stage, individuals begin to develop spiritual themes that shape their faith practices, behaviors, and beliefs. (Poll)

A

Recognition

134
Q

is marked by internalized notions of God that order perceptions, interactions, relationships, and behaviors (Poll)

A

Integration

135
Q

Adolescent/Conventional, Young Adult, Tested Adult, Mature Adult

A

Park’s Model of Spiritual Identity

136
Q

a stage of growing self-awareness and openness to multiple perspectives (Parks)

A

Adolescent/Conventional

137
Q

a stage of probing commitment and the critical choosing of beliefs and values (parks)

A

YA

138
Q

a stage of further commitment and the “testing” of spiritual choices. This stage is generally reached by those in their early twenties or older (parks)

A

Tested Adult

139
Q

a stage of demonstrated interdependence and interconnectedness in which the individual is comfortable within the context of strong, personal conviction (parks)

A

Mature Adult

Multicultural Counseling (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions