EPPP practice test missed questions - Theories & Models Flashcards
Berry’s bidirectional acculturation model (1993)
A model of acculturation that categorizes individual adaptation strategies along two dimensions: retention/rejection of native culture and adoption/rejection of host culture. Four acculturation strategies identified are:
Assimilation: adopt host culture, reject native culture
Separation: reject host culture, retain native culture
Integration: adopt both host and native culture:
Marginalization: reject both host and native culture
Adlerian theory of misbehavior in children
Adler believed that all behaviors are goal-directed and purposeful. He further asserted that while misbehavior was intended to meet one of four goals, each goal ultimately was rooted in a desire to belong.
Helms’s White Racial Identity Development Model
A racial and ethnic identity model created specifically for white-ID’d people to raise the awareness of white people about their role in creating and maintaining a racist society, and the need for them to act responsibly by dismantling systemic racism through a framework of power and privilege. The White Racial Identity Model is broken into five stages, split into two groups: Abandonment of Racism and the Evolution of a non-racist identity.
Helms’s White Racial Identity Development Model Phase 1, Stage 1
Phase 1, Stage 1: Abandonment of Racism - white-identifying individuals have no consciousness of their race and privilege until they are met with a disruption related to race. This disruption then challenges the individual’s ideas of whiteness and how they play a role in a racist society
Helms’s White Racial Identity Development Model Phase 1, Stage 2
Phase 1, Stage 2: Disintegration - individuals begin to challenge the notion of colorblindness through new experiences. Furthermore, individuals are more aware of their racial identity and the privileges that come with their whiteness. Guilt and shame are common.
Phase 1, Stage 2.1: Reintegration - when an individual now has a conscious belief in white superiority. In this stage, an individual perceives their race to be dominant and that all of the privileges that come with being white are deserved.
Helms’s White Racial Identity Development Model Phase 2, Stage 3
Phase 2, Stage 3: Pseudo-independence - when an individual starts to understand white privilege and issues such as discrimination, prejudice, and bias. In this stage, an individual does not believe that white people deserve the privileges that come with being white. Individuals also support people of color and validate their experiences by supporting the efforts to combat racism. However, individuals do not understand how they can be white and non-racist at the same time.
Helms’s White Racial Identity Development Model Phase 2, Stage 4
Phase 2, Stage 4: Immersion/Emersion - where an individual makes an attempt to connect to their white identity and to be an anti-racist together, unlike in the previous stage. Individuals within this stage understand and connect with other white individuals with deep concern who are also addressing racism and oppression.
Helms’s White Racial Identity Development Model Phase 2, Stage 5
Phase 2, Stage 5: Autonomy - an individual has a very clear understanding of their white racial identity. Additionally, an individual within this stage is actively pursuing social justice
Mahler’s Theory of Early Development
Focuses on the processes that contribute to the development of a sense of identity. Separation-individuation is triggered by the child’s ability to separate from their primary caregiver. It begins at about 4 to 5 months of age when a child who is being held by their caregiver is able to lean away to scan the environment.
Howard et al.’s phase model (1996)
Predicts that the effects of therapy vary depending on the number of sessions. The characteristics of the three phases of the model include remoralization, remediation, and rehabilitation.
Remoralization: occurs during the first few therapy sessions and is characterized by a decline in feelings of hopelessness
Remediation: involves a focus on strengthening coping skills
Rehabilitation: focuses on unlearning maladaptive behaviors
Prochaska and DiClemente’s transtheoretical stages of change model
Precontemplation: A person in the precontemplation stage is not planning to change in the foreseeable future.
Contemplation: A person in the contemplation stage has not committed to change but intends to take action within the next six months.
Preparation: A person in the preparation stage is planning to take action in the near future. This is usually defined as in the next month.
Action: A person in the action stage is currently taking actions to alter their behavior
Maintenance: A person is able to successfully avoid any temptations to return to the bad habit.
Termination: A person has no desire to return to their unhealthy behaviors and are sure they will not relapse. This is rarely achieved and is not emphasized in health promotion programs
Cross’s Black Racial Identity Development Model - Phase 1
. Pre-encounter: The individual absorbs many of beliefs and values of the dominant white culture, including the notion that “white is right” and “Black is wrong”. They often de-emphasize their own racial group membership and seek to assimilate and be accepted by whites. Stereotypes, omissions, and distortions, combined with an image of white superiority, to some degree socialize Black children to value the role models, lifestyles, and images of beauty of white culture over those of their own cultural group. The individual may actively or passively distance themselves from other Blacks.
Cross’s Black Racial Identity Development Model - Phase 2
Encounter: This stage begins in adolescence (middle school or high school) when a teen or young adult is forced by an event or series of events to acknowledge the impact of racism in their life. For example, being followed around by security guards at the mall, or viewing media images of police brutality against Black men and women. As a result of this, the individual may reach the conclusion that many whites will not view them as an equal and to the reality that one cannot truly be white. The individual begins to focus on identity as a member of a group targeted by racism.
Cross’s Black Racial Identity Development Model - Phase 3
Immersion/Emersion: During this transitional point in the model, the individual simultaneously desires to surround themselves with visible symbols of their own racial identity and actively avoid symbols of whiteness. The individual begins to actively seek out opportunities to explore aspects their own history and culture with support of members from their own racial background.
Cross’s Black Racial Identity Development Model - Phase 4
Internalization: Secure in their own sense of racial identity, the individual becomes willing
to establish meaningful relationships with whites who acknowledge and are respective of their own self-definition. The individual is now ready to begin coalitions with members of other oppressed groups.
