Community, Culture and Values Flashcards
Community
- Geographical notion
2. Quality of relationships in a group
Sense of community
The feeling of belonging or attachment to one's community. McMillan & Chavis (1986) • membership • influence • integration and fulfilment of needs • shared emotional connection
Membership
Feeling of belonging or of sharing a sense of personal relatedness.
Feeling that one has invested a part of ones to become a member and therefore has a right to belong.
- boundaries
- emotional safety
- common symbol system
- sense of belonging and identification
- personal investment
Boundaries
Divide those who belong and those who do not.
Common symbol systems establish boundaries.
Individuals need for boundaries to protect their intimate social connections.
Groups also use deviants as scapegoats to establish boundaries.
Emotional safety
Security
Boundaries provide structure and security that protect group intimacy
Can also be physical and economic security.
Common symbol system
Defines boundaries, who is a member and who is not.
Sense of belonging and identification
Feeling that one fits in the group and has a place there, feeling of acceptance by the group, and a willingness to sacrifice for the group
facilitates development of common symbol system, which defines boundaries.
Personal investment
Working for membership provides the feeling that one has earned a place in the group
Makes membership more meaningful and valuable.
Influence
Individuals are attracted to become members of a community they have influence in but community cohesiveness requires members be prepared to conform
Conformity + community influence => strength of attachment to community
Needs of individual and group for consensual validation => pressure for conformity
McMillan (1996) - communities more cohesive when leaders influence members and vice versa concurrently
People who acknowledge others’ needs and opinions are more influential than those who do try to dominate and ignore their wishes.
Consensual validation
Validation that occurs when the individual’s experiences are validated by the group and the group’s world view is validated by the individual
Inherent need for the individual to know that the things they experience are experienced in the same way by others, counterbalanced by the group’s need for the individual to validate the group’s world view.
Integration and fulfilment of needs
Reinforcement
The feeling that members’ needs will be met by the resources received through their membership in the group
Membership must be rewarding for a group to stay together
Status, success and competence and capabilities of other members
Group success brings members closer
Rappaport (1997) - person-environment fit. • people are attracted to others whose skills
and competence can benefit in some way
• people gravitate towards people and
groups that offer the most rewards
Foster cooperation by making rewards for individuals dependent on group outcomes
Aronson & colleagues (1978)
• students in cooperative classrooms learn
better - work together to achieve group
goals and receive marks on basis of class
product
• individuals can have needs met through
membership of group with shared values,
who think and feel similarly, and with whom
they can safely be themselves
Extent of shared values determines ability of community to organise and prioritise its need-fulfilment activities.
Shared emotional connection
Feeling connected to another through common emotional response to shared activity or event
Often represented in art - stories, music and other expressions that represent values and traditions
Important features:
1. Contact hypothesis: more interaction =>
become closer
2. Quality of interaction: more positive
experience and relationships => greater
bond
3. Closure to events: ambiguous interaction
+ unresolved tasks => cohesion inhibited
4. Shared valent event hypothesis: greater
importance of shared events => greater
bond
5. Investment: amount of investment =>
sense of community
6. Effect of honour and humiliation on
members: reward or humiliation in
presence of community => attractiveness
of community to individual
7. Spiritual bond: ‘community of spirit’
Stress
A state of physiological or psychological arousal that results from an individual’s interpretation of stressors.
Stressors
Objects or events that result in stress
Significant events that result in challenging life crises.
Stressful Event Characteristics
PEC
- Predictability
- Controllability
- Experience threat or loss
Positive Responses to Stressful Events
People react differently to same stressors
- Hardiness
- Resilience
- Post-traumatic growth
Hardiness
Quality demonstrated by an individual who responds positively to stress
Kobusa (1979)
◦ Personality differences
◦ 600 executives and managers completed 2 questionnaires, one measured personality, and other stressful events and any illnesses in past 3 years
◦ 2 groups - above and below average for illnesses
◦ Both had lots of stressful events
◦ High stress/low illness:
• saw change as challenge, opportunity to
demonstrate mastery
• felt more in control of life
• sense of direction in work and personal
life
Kobusa & colleagues (1982)
◦ longitudinal study followed group of executives over 2 years
◦ those identified as having hardy personality at start less likely to become ill
Resilience
The capacity to act positively in the face of difficult or traumatic circumstances
Qualities: OFSC
- Make the most of small windows of opportunity
- Deep-rooted faith in system of meaning
- Healthy social support network
- Wide comfort zone
Can be trained
Challenge-based personal development programs - personal growth and resilience can be taught by combining challenges with support
Sense of community influences individual’s responses to major stressful events, important to psychological wellbeing and affects resilience after an emergency, and participation in positive activities in the community
MindMatters program in 45% of WA schools
◦ 1 of 4 major components aggresses resilience and designed to help develop skills to cope with stress and adversity
Stressful Lifestyles: FIFO
Taylor & Simmonds (2009) ◦ Factors associated with family satisfaction and healthy family functioning ◦ Family functioning satisfaction: 1. Flexibility 2. Cohesion 3. Communication
External factors
◦ Workplace cultures
◦ Rosters
◦ Recruitment factors
Meredith, Rush & Robinson (2014) - Reduce stress by provision of information during recruitment process so workers and families better understand challenges.
Positive Community Responses to Negative Events
◦ Community competence
◦ Post-traumatic growth
Community competence
The ability of a community to identify needs and issues, and work together to carry out plans and achieve goals
Competent community + sense of community = resilient community
Pooley & colleagues (2006)
◦ Impact of cyclones on northwest Australian communities
◦ Community competence + sense of community = increased self-efficacy and social networks => reduced stress and increased growth.
Trauma
Most distressing forms of stress.
Post-traumatic growth
Positive change as a result of the new reality that a person experiences after a traumatic event
ARSAS
1) Greater appreciation of life and change in previous priorities
2) Changed relationships, greater intimacy and warmth
3) Increased sense of personal strength
4) Awareness of new possibilities and alternate life paths
5) Spiritual development
Prati & Pietrantoni (2009)
◦ meta-analysis of 103 studies to determine contribution of social support, coping strategies and personality factors to ptg
◦ coping styles involving religion or positive reappraisal of situation => greatest effect
◦ religion of greatest value to women and older people trying to make sense of situation
◦ social support, spirituality and optimism => moderate
◦ acceptance => least
Negative Responses to Stressful Events
Common to experience strong reactions after trauma
◦ Physical - disturbed sleep, nightmares, exhaustion, restlessness, headaches
◦ Cognitive - poor concentration, attention and memory disturbances, flashbacks, intrusive thoughts, disorientation
◦ Emotional - fear, avoidance, anxiety, panic, depression, guilt, withdrawal
Young children may regress in behaviour and lose trust in adults
Severity of reactions vary depending on situation, resources and support.
