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sfl 335 > exam 2 > Flashcards

exam 2 Flashcards

1
Q

addiction

A

the compulsive need to engage in a behavior

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2
Q

the addiction process (how it develops)

A

discovery → experimentation (curiosity, thrill, regulation?) → escalation (development of tolerance) → compulsion (avoidance of withdrawal) → hopelessness

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3
Q

biopsychosocial roots of addiction

A

biological inherited roots
- risk: family history of addictions
- intervention: medications for withdrawal symptoms

psychological
- risk: mental health, escape from reality
- intervention: counseling

social
- risk: rejection
- intervention: connection

spiritual*
- risk: struggling with meaning
- intervention: turn or stay close to God

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4
Q

specific challenges presented by pornography use

A
  • moral incongruence
  • stigma
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5
Q

outcomes correlated with
1. reported pornography compulsivity and
2. “i believe i’m addicted to pornography”

A

psychological outcomes
- greater depression
- more suicidal thoughts

relational outcomes
- more discomfort with dating
- greater likelihood of relationship ending because of pornography
- more important for relational outcomes than psychological outcomes

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6
Q

two pathways to problematic pornography use
(grubbs et al., 2019)

A
  1. pornography problems due to dysregulation: impulsivity, sensation-seeking, low self-control, etc
  2. pornography problems due to moral incongruence (PPMI): people experience pornography-related problems due to moral incongruence, rather than due to pornography use itself

both pathways matter!

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7
Q

how parent factors influence child substance abuse (ch. 19)

A
  • children whose parents have an alcohol use disorder are at higher risk
  • open communication about father’s poor choices may increase risk for daughters
  • moderators: positive parenting practices, family cohesion, and SES
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8
Q

how parent factors influence adolescent substance abuse (ch. 19)

A
  • parental drinking is associated with adolescent drinking
  • when children are involved in their parents’ use, they are at higher risk
  • family history of alcoholism
  • moderators: gender of drinking parent
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9
Q

common factors among three manualized family therapy programs (addiction - ch. 19)

A
  • focusing on interactional change
  • having a relational reframe/emphasis
  • engaging the adolescent
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10
Q

economic stress

A

any stress felt by a family or individual related to the perceived or actual lack of financial resources
- tied to perception and cultural expectations
- normative vs. non-normative
- temporary vs. chronic

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11
Q

percentage of people below the poverty line

A
  • 11.6% in the U.S.
  • 8.6% in Utah
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12
Q

impacts of economic recession

A
  • less marriage
  • less divorce
  • less fertility
  • more family violence
  • more suicide
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13
Q

resiliency strategies to economic stress

A
  • budget (only 33% of families have one)
  • share expenses
  • schedule financial meetings (flexible and ongoing)
  • discuss family history (what does money mean and represent?)
  • create financial breathing room (savings)
  • free courses online
  • educate children early
  • avoid consumer debt (credit cards)
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14
Q

two cautions surrounding economic stress and their interventions

A
  1. materialism (view of positions as the key to happiness)
    • gratitude (what do you already have?)
  2. resentment (hate towards those who have more than you)
    • humility (learn from those who are successful)
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15
Q

what type of debt is most threatening? (ch. 11)

A

unsecured consumer credit
- purchase doesn’t last longer than payment period
- require interest payments
- yield no economic return

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16
Q

what is a prerequisite for debt? (ch. 11)

A

access to credit

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17
Q

what is an option when family debt becomes overwhelming? (ch. 11)

A

filing for personal bankruptcy

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18
Q

three phases of the family economic life cycle (ch. 11)

A
  1. family formation: starting a credit and debt management program
  2. repaying debt and saving for retirement
  3. living in retirement and planning for intergenerational transfers
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19
Q

privelage

A

a benefit enjoyed by an individual not available to others (unearned advantage)

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20
Q

marginalized

A

treated as insignificant, unimportant, or powerless (undeserved disadvantage)

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21
Q

power

A

the ability to achieve purpose (MLK)
- access to / influence over

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22
Q

racism vs. systemic racism

A
  • prejudice, discrimination, or antagonism toward someone of a different race, based on the belief that one’s race is superior
  • the marginalization of people of color based on a system of social structures that privilages white people
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23
Q

trends of racism

A

blacks and asian more likely to face discrimination than whites and hispanics

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24
Q

strengths and challenges of latinx families

A

strengths
- biculturalism
- bilingual
- familismo

challenges
- colorism
- transnationalism

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25
Q

strengths and challenges of asian families

A

strengths
- collectivism values (authoritarian behaviors may work better for them, obligation between parents and children)

challenges
- perpetual foreigners
-model minority myth

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26
Q

strengths and challenges of black families

A

strengths
- extended family
- religion

challenges
- single mother
- fear of police

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27
Q

two major stereotypes toward asian american parents (ch. 12)

A
  1. the perpetual foreigner stereotype
    - being mistaken as a foreigner even though individuals were born in the US or have many generations of family in the US
  2. the model minority myth/stereotype
    - explicitly describes Asian Americans as high-achieving, hardworking, and rule-following model minorities
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28
Q

colorism (ch. 12)

A

discrimination that favors light-skin over dark-skin

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29
Q

consequences of law enforcement on African American families (ch. 12)

A
  • feel the constant need to socialize their children to race and racism
  • adverse effects on socioemotional health of African American youth
  • the stress of a negative interaction with law enforcement is a chronic stressor for African American families
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30
Q

***SHORT ANSWER (know 10 of don’ts/dos)
five things to not do when supporting an individual who has experienced an act of racism (lowe et al., 2012)

A
  1. don’t minimize
  2. don’t dismiss
  3. don’t intellectualize
  4. don’t give advice prematurely
  5. don’t question the validity of the incident
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31
Q

***SHORT ANSWER (know 10 of don’ts/dos)
12 ways you can provide support to someone who has experienced racism (lowe et al., 2012)

A
  1. actively listen
  2. empathize / sympathize
  3. validate their feelings or interpretation of the event
  4. stay with the tough emotions
  5. be mindful of countertransference reactions (denying that racism still exists)
  6. share your feelings and similar experiences, if applicable
  7. be willing to mobilize for future action
  8. explore racial/ethnic networks/resources in the local community
  9. mentor younger people by being a role model
  10. respect the wishes of the one who’s experienced the discrimination
  11. get in touch with nondominance - try to relate, but don’t assume you know exactly how they feel
  12. intervene!
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32
Q

barriers & stressors of immigrant families

A

cultural
- language barriers
- changing marital and gender expectations may lead to conflict
- lack of familiarity with US norms in childcare/education system

legal
- separation due to staggered immigration
- obtaining green card and citizenship
- fear of deportation
- risk of being deported if applying for public support

intergenerational family conflict
- acculturation

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33
Q

how the family resilience framework ties into research on immigrant families (ch. 10)

A
  1. family belief systems (ex. religiosity and spirituality)
  2. organizational patterns (ex. focusing on success of the family unity over individual needs)
  3. communication and communal problem solving (ex. knowing your role in the family)
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34
Q

acculturation (ch. 10) ***SHORT ANSWER

A

the level which people adapt to their host culture socially and psychologically

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35
Q

assimilation (ch. 10) ***SHORT ANSWER

A

individuals abandoning their native culture to immerse themselves in the norms of the dominant culture

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36
Q

integration (ch. 10) ***SHORT ANSWER

A

engaging with the norms of the dominant culture while maintaining one’s native culture

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37
Q

separation (ch. 10) ***SHORT ANSWER

A

maintaining one’s own culture while completely rejecting the host culture

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38
Q

marginalization (ch. 10) ***SHORT ANSWER

A

a rejection of both the native and host cultures

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39
Q

moderators of immigration stress

A
  • is it a push or a pull migration?
  • how close are the cultures (economy, religion, gender roles, values, individualistic vs. collectivistic, etc.)
  • social support
  • language barriers
  • resources and perceptions
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40
Q

physical abuse

A

intentional use of physical force to inflict harm or injury
- hitting, choking, slabbing, stabbing, murder
- more female than male victims
- more victims among non-white women

effects (besides depression anxiety and self blame): chronic stress, high blood pressure, more hospital visits, persistent headaches, health problems

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41
Q

psychological abuse

A

verbal and psychological violence that inflict emotional trauma using acts, threats of acts, or coercive tactics
- can occur independently, but usually in conjunction with other types of abuse
- coercive control is roughly equally reported by both genders, but women experience mores stalking
- typically reported as more problematic than physical abuse
- more ambiguity because there isn’t physical evidence

effects (besides depression anxiety and self blame): eating disorder, worthlessness, challenge leaving abuser

42
Q

sexual abuse

A

forcing or attempting to force someone to take part in a sex act, sexual touching, or a sexual event when the person does not or cannot consent
- also includes coercion around decisions with abortion and birth control

effects (besides depression anxiety and self blame): shame and confusion, challenges in a sexual relationship

43
Q

cycle of violence

A
  • abuse occurs (physical, psychological, or emotional) →
  • aftermath (regret/apology, deny/minimize, or blame victim) →
  • calm (hope that change is permanent life seems normal, act as if abuse doesn’t occur) →
  • tension builds (walk on eggshells, try to keep abuser calm, starts to feel dangerous) →
  • abuse occurs again
44
Q

***SHORT ANSWER (know 2 examples each)
child factors predicting resilience after maltreatment (ch. 14)

A
  • high self-esteem and self-worth, self-reliance
  • academic engagement and motivation
  • emotional regulation and coping skills
  • perceptions of control
  • good social problem-solving ability
45
Q

***SHORT ANSWER (know 2 examples each)
parent factors predicting resilience after maltreatment (ch. 14)

A
  • strong parent-child attachment
  • parental competence/knowledge of child development
  • positive perceptions of child and positive parenting
  • belief of child’s disclosure and support following disclosure
  • no continuation of abuse behaviors
46
Q

***SHORT ANSWER (know 2 examples each)
family factors predicting resilience after maltreatment (ch. 14)

A
  • positive family communication, problem solving, and conflict resolution skills
  • adaptability, flexibility, stability, and cohesion
  • affective involvement and family engagement
  • adequate income
47
Q

***SHORT ANSWER (know 2 examples each)
peer and community factors predicting resilience after maltreatment (ch. 14)

A
  • close reciprocal friendship
  • at least one supportive adult
  • strong educational system
  • opportunities for parental employment
  • safe neighborhood
  • good medical care
  • social and organizational support
48
Q

eight interventions for child maltreatment (ch. 14)

A
  1. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
  2. Alternative for Families: A Cognitive Behavioral Therapy (AF-CBT)
  3. Child-Parent Psychotherapy (CPP)
  4. Parent-Child Interaction Therapy (PCIT)
  5. Nurse-Family Partnership (NFP)
  6. Incredible Years (IY)
  7. Multisystemic Therapy (MST)
  8. Positive Parenting Program (Triple P)
49
Q

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)

A

teaches the child skills to processing traumatic events

50
Q

Alternative for Families: A Cognitive Behavioral Therapy (AF-CBT)

A

focused on the adult and family to reduce child maltreatment by changing parent behavior

51
Q

Child-Parent Psychotherapy (CPP)

A

attachment based intervention to help parents explore their own history with maltreatment

52
Q

Parent-Child Interaction Therapy (PCIT)

A

based on social learning theory, teaches parents alternative discipline/reward strategies

53
Q

Nurse-Family Partnership (NFP)

A

nurses visit infant and mother weekly throughout pregnancy and first 2 years of child’s life to educate mothers about child development and parent-child bold

54
Q

Incredible Years (IY)

A

implemented primarily in schools to support child social, emotional, and behavioral development

55
Q

Multisystemic Therapy (MST)

A

targets multiple ecological systems - child, family and case workers work together to set goals and assess progress
(MST-CAN for child abuse and neglect is especially effective and designed for adolescents)

56
Q

Positive Parenting Program (Triple P)

A

tiered system of programs to support families and prevent/treat child behavioral and emotional problems first at the community level

57
Q

four explanations of intimate violence (ch. 15)

A
  1. social learning theory: “his dad was abusive, too”
    - strong link between exposure to violence and perpetrating violence
  2. abusers’ individual characteristics: “she always had an anger problem”
    - likely experience higher anger and lack emotion regulation skills
    - abusive behaviors are also connected to substance abuse
  3. patriarchal structure: “he was the king of the castle”
    - viewing partner violence as acceptable due to gender roles and traditional perceptions of marriage
  4. attachment theory: threats to attachment relationship provoke anger
58
Q

findings on leaving an abusive relationship (ch. 15)

A
  • most victims eventually leave their abusers after multiple attempts
  • leaving itself can be a crisis: violence often becomes worse after attempts to leave the relationship
  • over time, leaving an abusive partner is associated with better psychological wellbeing
59
Q

prevention, intervention, and resilience to intimate violence

A

prevention
- family relationships, knowledge of parenting and child development, parental emotional resilience, basic needs met, social connection for parents

intervention
- shelters, law enforcement, medical treatment

resilience
- caring relationships outside of family, love and trust/role models/encouragement and reassurance

60
Q

different factors of political ideologies on AVERAGE

A

conservatives: more polite, more conscientious, particularly orderly, and higher in system justification

liberals: more compassionate, more open (connected to higher creativity), higher in tolerance for ambiguity

61
Q

political ideologies moral matrices

A

Liberal Moral Matrix: care for victims of oppression (moral foundations swung toward care/harm)

Social-Conservative Moral Matrix: preserve the institutions and traditions that sustain a moral community (moral foundations are about equally distributed)

62
Q

trend of people upset at their child marrying a member of another political party

A

slow increase toward 20%, spiked around 2008

63
Q

findings in love and politics (peacock & pederson, 2022)

A
  • political similarity does not significantly predict relationship satisfaction
  • other factors (discussion frequency and expressiveness, conflict frequency and intensity) are what mediate the relationship
  • discussing politics or having conflict doesn’t predict relationship satisfaction, but rather discussion expressiveness and conflict intensity

“the quality of discussion and conflict, not merely their occurrence, help explain the political and relational results of political (dis)similarity within romantic relationships.”

64
Q

intervention for political conflict

A
  1. call out your own party (recognize its weaknesses)
  2. downplay the fringes and highlight the median
  3. emphasize disagreement within parties
  4. power of storytelling (get to know people)
65
Q

benefits of high religiosity at the individual level

A
  • greater sense of meaning or purpose
  • lower suicide rates
  • lower alcohol use/abuse
  • lower drug abuse
  • lower crime and deliquency
66
Q

relationship between worship attendance and life expectancy

A

weekly worship attendance is most common where life is shortest (ex. nigeria has a life expectancy of 52, and 89% of adults attend religious services weekly)

67
Q

***SHORT ANSWER (know 5 examples total)
at least 2 dynamic influences of religion (dollahite et al., 2018)

A
  1. transcendent experiences - grand spiritual experiences that strengthen faith
  2. generates struggles
  3. transforming influence - encourages people to grow and change
68
Q

***SHORT ANSWER (know 5 examples total)
at least 2 stabilizing influences of religion (dollahite et al., 2018)

A
  1. mundane experiences - even the smallest parts of life should be religious
  2. addresses struggles
  3. maintaining influence - religiosity is a constant over long spans of time and provide stability/structure
69
Q

faith crisis

A

one’s whole world crashing down, even a profound existential experience (what is true? who can i trust? where do i belong? have i been lying to others?)

70
Q

trigger issues for faith crisis

A
  • other members judgmental and unsupportive
  • lack of transparency about church history
  • distrust in leaders
  • inability to discuss questions at church
  • social issues and (lack of) inclusion of women and minorities
  • drifting away
71
Q

doctrine vs. policy vs. culture

A

doctrine: established, unchanging, still being revealed

policy: continually changing, for our time, based on doctrine, changed through revelation

culture: byproduct of policy and local culture, individual and group understanding of doctrine

72
Q

main themes in lds faith crisis study (jindra & lee, 2021)

A
  1. process of leaving the lds faith and accompanying faith crises
  2. tension between need for authenticity and family expectations concerning religion and faith, and sometimes sexuality, and the resulting feeling of “leading two lives”
  3. consequences of the faith crisis and friction with family members on clients’ sense of identity, and their work towards the achievement of identity
73
Q

tips for helping someone in faith crisis (johnson, 2021)

A
  1. embrace Knowledge
  2. teach about nuance and sources of knowledge
  3. meet them where they are
  4. reconsider how we approach engagement with faith
  5. don’t simplify the stories you tell
  6. recognize that some aspects of our history and doctrine will challenge even devoted disciples
  7. be more aware of their struggle
  8. normalize uncertainty and valorize choosing to believe
  9. remember, Christ commanded and provided His example of ministering to the marginalized
  10. correct two unhelpful beliefs
    • monoculture defines the body of Christ
    • specific political references needed
  11. recognize that teaching/discussion/ministering is to tread to sacred ground
74
Q

marital paradox

A
  • the percentage of people who believe marriage is important has stayed fairly consistent
  • the percentage of those who do get married is greatly decreasing since about 1985
75
Q

three major themes surrounding singlehood (darrington et al., 2005)

A
  1. singlehood is viewed as a temporary state, with marriage being a major goal
  2. personal religious beliefs and teachings, and family
    beliefs about singlehood and marriage, play a major role in the development of singlehood as a temporary state.
  3. friends and peer relations play a supporting role during a person’s single state
76
Q

the great crossover

A

in the 1990s, the average age of first birth dropped below the average age of first marriage

77
Q

key findings about the fear of being single (spielmann et al., 2013)

A

the fear of being single is a meaningful predictor of settling for less in relationships
- settling for less responsive and less attractive partners
- remaining in relationships that are less satisfying
- lowers romantic desirability

78
Q

trauma

A

a notably intense amount of stress so unexpected that you can’t account for it with the system you’re using to interpret the world
- massive amounts of distressing change in a short period of time
- any non-normative stress can be considered a trauma

79
Q

symptoms needed to diagnose PTSD

A
  1. intrusion (1): memories, nightmares, flashback
  2. avoidance (1): Persistent avoidance of trauma-related stimuli following the event
  3. negative mood/thoughts (2): dissociative amnesia, distorted beliefs about self and world, distorted blame for the event, persistent negative emotion, alienation
  4. hyperarousal (2): irritability aggressive behavior, recklessness, hyper-vigilance, exaggerated startle response, sleeplessness
80
Q

diagnoses of PTSD

A
  • wide range in symptoms speaks to our resilient nature
  • high degree of stress and wide range of symptoms are expected/normal for weeks after the event
  • about 50% experience clinical level symptoms
  • <10% develop chronic long-term symptoms
81
Q

we don’t handle killing well

A
  • generally most people don’t take well to killing (only 15-20% of soldiers in WWII would use weapons)
  • soldiers are more likely to experience PTSD if they kill other soldiers (internal malevolence)
82
Q

linked lives (ch. 13)

A

the connections people have not only to each other but also to larger contexts such as other generations, people in society, and historical events

83
Q

individual transitions for spouses and children, three examples of each (ch. 13)

A

spouses
- having to move frequently
- having to change jobs/difficulty finding work
- having to redefine roles when spouse returns from deployment

children
- benefits: health care, housing, subsidized childcare
- having to move frequently
- adjusting to a single parent during deployment
- reestablishing relationship when parent returns from deployment

84
Q

what risk or protective factors were proposed by walsh (2007)? (external trauma - ch. 16)

A
  • belief systems
  • organizational patterns
  • communication processes
85
Q

***SHORT ANSWER (7 examples total)
family resilience key processes from benzies and mychasiuk (2009) (ch. 16)

A

family belief systems
- making meaning out of adversity
- positive outlook
- transcendence/spirituality

organizational patterns
- flexibility
- connectedness
- economic and social resources

communication/problem solving
- open emotional expression
- collaborative problem solving

86
Q

context/stressors of the families in the case study (wells, 2006)

A

experienced a terrorist attack
- death of family members
- loss of financial providers
- change of roles
- guilt / fear

87
Q

what is the concept of secondary trauma? (wells, 2006)

A

trauma response in individuals indirectly experiencing the threatening event
- interacting with recovery agencies, insurance representatives, or volunteers; other members of the family; and the “social network” that remains

88
Q

stages of death

A
  1. Denial and Isolation: “It can’t be!”
  2. Anger: “Why me?”
  3. Bargaining: “Just let me do this first!”
  4. Depression: withdrawal, crying, and grieving
  5. Acceptance: a sense of peace comes

*** NOT EMPIRICALLY SUPPORTED, no “normal” way to grieve

89
Q

types of grief

A
  • disenfranchised grief: grief that exists although society does not recognize ones right, need, or capacity to grieve (ex. stillborn)
  • anticipatory grief: grief that occurs preceding a loss - often confusing because you may feel conflicted experiencing grief about someone who’s not yet gone
  • traumatic grief: grief after one dies in a frightening, unexpected, or violent way, etc
  • complicated (chronic) grief: grief reactions and feelings of loss that are debilitating, long lasting and/or impair your ability to engage in daily activities
  • absent grief: when the bereaved shows no signs of grief and acts as though nothing has happened
  • abbreviated grief: a short-live grief response, often shorted due to roles be filled, quick processing, or anticipatory grief
90
Q

***SHORT ANSWER
factors that influence meaning making of death

A
  1. nature of death
    - natural, intentional, preventable, suffering, sudden, expected, senseless, witnessed, etc.
  2. nature of relationship
    - closeness, importance to family system, rituals
  3. beliefs about death and grief
    - religion, community, gender roles
91
Q

resilience with death (working through the meaning of loss and death)

A

interpersonal relationships
- more compassionate
- more intimate
- more personal disclosure

philosophy of life
- aware of vulnerability
- reorganization of priorities
- greater appreciation of life
- grapple with meaning of life
- spirituality

92
Q

what does it mean in wider application that factors other than death instigate a similar grieving process? (sobel, 2003)

A

diagnoses for hereditary chornic illnesses (e.g. huntington disease) presents a similar grieving process to AMBIGUOUS LOSS

93
Q

at least 2 factors that are important for meaning making behind someone’s death (neimeyer et al., 2014)

A
  • personal grieving
  • social construct of meaning in death
  • public eulogies
94
Q

three basic stages of grief have been suggested (ch. 20)

A
  1. shock, denial, and disorganization
  2. extremes such as intense separation pain, volatile emotions, and active grief work
  3. resolution, acceptance, and withdrawal of energy from the deceased and reinvestment
95
Q

what criticisms have been made about basic stages of grief? (ch. 20)

A

what is “normal” grief? is there a way people “should” respond? question assumptions including
- intense emotional distress is inevitable
- failure to experience distress is indicative of pathology
- working through loss is important (distress ends with recovery)
- by working through loss, individuals can achieve resolution and intellectual acceptance

96
Q

suicide trends

A
  • men are more likely to die by suicide
  • women are more likely to attempt suicide
  • particularly problematic for teens and young adults
97
Q

interpersonal-psychological theory of suicide

A
  1. thwarted belongingness
    - feeling alone
    - lack of stable caring relationships
  2. perceived burdensomeness
    - feeling like a liability
    - feeling flawed as a person
    - 1 and 2 together: desire to die
  3. acquiring capability to enact lethal means
    - “not an ability humans are born with”
    - exposure to painful or provocative experiences that reduce innate fear of death
    - all 3 together: suicide attempts
98
Q

what can you do to help prevent suicide?

A
  1. question
  2. persuade
  3. refer
99
Q

***SHORT ANSWER
three major themes of suicide bereavement (hunt et al., 2019)

A
  1. responsibility
    - feelings of guilt or regret, inability to talk about suicide
    - addictions and compulsive behaviors
    - suicide-related thoughts and behaviors
  2. social and/or familial support (if no, responsibility. if yes, meaning making)
    - unwillingness/Willingness to talk about suicide
    - disrespect/Respect
    - rejection/Acceptance
  3. meaning making
    - reframing the suicide
    - keeping the memory alive
100
Q

therapy options

A
  • Cognitive Behavior Therapy (CBT) - changed perceptions will lead to changed behaviors and emotions
  • Mindfulness-based Cognitive Therapy - focuses on nonjudgmental awareness
  • Acceptance and Commitment Therapy (ACT) - focuses on values
  • Psychodynamic Psychotherapy - focuses on unconscious processes
  • Emotionally Focused Therapy (EFT) - focuses on the link between emotions and identity
  • Exposure Therapy - focuses on confronting fears
101
Q

factors that influence psychotherapy

A
  1. Therapeutic Alliance - 30%
    - Relationship with the therapist
  2. Therapist’s Technique - 15%
    - CBT, EFT, acceptance and commitment, etc.
  3. Client’s expectation - 15%
    - If a client expects therapy to work, it’s more likely to work
  4. Client’s extra-therapeutic factors - 40%
    - Personality, support system, environment, genetics, chance events
102
Q

resiliency/avoiding burning in therapists (clark, 2009)

A

career development (calling, enviroment, training, etc.) ← trust in self (i position, emotional attunement, personal growth) → practice of therapy (employment, managing stress, meaning)

sfl 335 (3 decks)

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