Brainscape's Knowledge GenomeTM

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


See full index

community psych midterm > key terms PART ONE > Flashcards

key terms PART ONE Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards
1
Q

community psychology

A
  • The relationships of individuals with communities and societies
  • By integrating research with action, it seeks to understand and enhance quality of life for individuals, communities, and societies
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

individualistic vs structural

A

ex: homelessness/poverty

Individualistic beliefs attribute poverty to the poor people themselves (personal problems) like lack of ability, effort, and morals.

Structuralist beliefs locate the causes in the social and economic systems (social problems) like lack of opportunities, discrimination, and exploitation of poor people.

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

first order change

A

Alters, rearranges, or replaces the individual members of a group

  • Ex: Volunteering at a local homeless shelter
  • only individual attempts to make a change
  • can be reversed or stopped
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

second order change

A

Changing those relationships, especially changing shared goals, roles, rules, and power relationships

ex: making sure there is more affordable housing available in a community
- irreversible
- changing the social systems that contribute to problems
- larger scale

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

ecological levels

A

levels of analysis
- microsystems
- localities
- organizations
- macrosystems

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

microsystems

A

environments in which the person repeatedly engages in direct personal interaction with others; families, classrooms, friendship, athletic teams, etc → individuals form interpersonal relationships, assume social roles, and share activities

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

localities

A

have governments, local economies, media, systems of social, educational and health services, and other institutions that influence individual quality of life; neighborhood or town

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

organizations

A

larger than microsystems and have formal structure: title, mission, policies, work times

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

macrosystems

A

largest level of analysis; exercise influence through policies and specific decisions; societies, cultures, political parties, social movements, corporations, labor unions, government, etc

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

linking science

A

when community psychology looks for relationships among factors across micro to macro levels of analysis to construct a more comprehensive understanding of what can influence an individual’s health and well- being

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

linking practice

A

when community psychology brings together multiple stakeholders, some of whom are often overlooked, to address community issues

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

blaming the victim

A

by William Ryan → 1971 book
- Questioned whether researchers, policymakers or others who have never directly experienced a social problem have the best viewpoint for analyzing it

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

fair play

A

Seeks to assure rules of fairness in competition for economici, educational, or social advancement

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

fair shares

A

Focuses on fairness of procedure but is also concerned with minimizing extreme inequalities of outcome

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

top-down approaches

A

Reflect the life experiences, worldviews, and interests of the powerful and usually preserve the existing power structure

Overlook the strengths of a community

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

bottom-up approaches

A

Reflect attempts by ordinary people to assert control over their everyday lives

Reflect the experiences and ideas of people most affected by a community or social problem

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

participant observation

A

The method of choice for a researcher seeking maximum insider knowledge and depth of experience in a community

Ex: walking dog and interacting with dog walkers because you want to study dog walkers
Ex: interested in studying gangs so you join one

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

strengths and limitations to participant observation

A

Strengths
- Uses the research-community relationship and affords thick description of many aspects of community life

Limitations
- The focus on one setting necessarily means that generalizability to other settings is a problem
- Concerns for whether the researcher’s experiences and records are representative of the setting and its dynamics

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

qualitative interviewing

A

Interviewing a sample of individuals; interview is often open-ended ro minimally structured to prompt participants’ describing their experiences in their words

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

strengths and limitations to qualitative interviewing

A

Strengths
Allows flexible exploration of the phenomenon of interest and discovery of aspects not anticipated by the researcher
Based in a strong relationship

Limitations
Insights developed from interviews are less direct than those from participant observation

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

focus groups

A

An interview with a group

Generates thick description and qualitative information in response to questions or discussion topics possessed by a moderator

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

strengths and limitations to focus groups

A

Strengths
- Researchers can structure discussion and learn about topics of interest and personal experiences of others more easily than with participant observation
- Allow greater access to shared knowledge and mutual discussion

Limitations
- Focus group moderator has less flexibility to ask for elaboration, control changes of topic, or learn about individuals in depth than an interview of individuals

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

case studies

A

Usually conducted on individuals in clinical psychology

Can study an individual in relation to the settings in that person’s life

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

strengths and limitations to case studies

A

Strengths
Excellent for understanding the nuances of control, social, or community contexts

Limitations
Generalizability of findings to other settings is uncertain

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

randomized experiments

A

participants are randomly assigned to experimental or control groups

26
Q

strengths and limitations of randomized experiments

A

Strengths
With greater control over confounding factors, researchers can make more confident interpretations of its effects

Limitations
Experiments require substantial prior knowledge of the context to propose social innovations

27
Q

nonequivalent comparison group designs

A

Used whenever assignment to experimental or comparison condition is something other than random

28
Q

strengths and limitations of nonequivalent comparison group designs

A

Strengths
Practical and less intrusive than randomized experiments

Limitations
Control of confounding factors is much weaker

29
Q

interrupted time-series design

A

involves repeated measurement over time of a single case

30
Q

strengths and limitations of interrupted time-series design

A

Strengths
Practical; afford understanding of change over time in a specific context

Limitations
Number and timing of measurements in the baseline and experimental periods

31
Q

kelly’s ecological principles

A

focuses on a particular setting and then examining the facets and things occurring within that setting

interdependence
cycling of resources
adaption
succession

32
Q

interdependence

A

Any social system has multiple related parts and multiple relationships with other systems; changes in one part of the system can after the others

33
Q

cycling of resources

A

Specifies that any system can be understood by examining how resources are used, distributed, conserved, and transformed

34
Q

adaption

A

Concerns the transactions between person and environment; two way process

Individuals cope with the constraints or demands of an environment, and environments adapt to their members

35
Q

succession

A

Settings and social systems change over time

Applies to families, organization, and communities

36
Q

moo’s social climate approach

A
  • Made to assess shared perceptions of a setting among its members and have created several scales to measure social climate in settings
  • Three primary dimensions to understanding environments and how to characterize settings
  1. How they organize relationships
  2. How they encourage personal development
  3. Focus on maintenance or change in the setting
37
Q

relationships

A

This dimension of settings concerns mutual supportiveness, involvement, and cohesion of its members

38
Q

personal development

A

Concerns whether individual autonomy, growth, and skill development is fostered in the settings

39
Q

system maintenance and change

A

Concerns settings’ emphasis on order, clarity of rules and expectations, and control of behavior

40
Q

barker’s behavioral setting

A

Unit of analysis → used behavior settings as this for ecological psychology

Purpose of ecological psychology is to identify behavior settings and to understand the physical features and social circuits that maintain them

Persons in a behavior setting are largely interchangeable; the same patterns of behavior occur irrespective of the specific individuals

41
Q

behavior setting

A

Having a place, time, and standing pattern of behavior

42
Q

limitations to barker’s behavioral setting

A

Focused on behavior; largely overlooked cultural meanings and other subjective processes

Focuses on how behavior settings perpetuate themselves and mold the behavior of the individuals

43
Q

o’donnell’s activity settings

A

Not simply a physical setting and not just the behavior of persons who meet there but also the subjective meanings that develop there among setting participants, especially intersubjectivity: beliefs, assumptions, values, and emotional experiences that are shared by setting participants

44
Q

limitations to O’Donnell’s activity settings

A

requires time and resources to gather the necessary data

45
Q

Tseng & Seidman’s systems framework

A

idea of social regularities

goal: search for patterns of behavior that revel roles and power relationships among setting members

Intervening in setting → setting outcomes → individual changes
Intervening at different level so you can see individual changes

  • ex: intervening in a classroom environment to see changes among students’ own growth
46
Q

social regularities

A

The routine patterns of social relations among the elements within a setting

47
Q

community

A

Refers to relationships that are multidimensional and are valued in their own right, not just as a means to an end

48
Q

types of community

A

locality based
relational

49
Q

locality-based community

A

Traditional conception of community

Includes city blocks, neighborhoods, small towns, cities, and rural regions

Interpersonal ties exist among community members

They are based on geographic proximity; not necessarily choice

50
Q

relational community

A

Defined by interpersonal relationships and a sense of community but are not limited by geography

Internet discussion groups are communities completely without geographic limits

Mutual help groups, student clubs, and religious congregations are defined by relational bonds

51
Q

psychological sense of community

A

Sarason (1974) coined this term and defined it

The perception of similarity to others, an acknowledged interdependence with others, a willingness to maintain this interdependence by giving to or doing for others what one expects from them, the feeling that one is part of a larger dependable and stable structure

52
Q

levels of sense of community

A

four

membership
influence
integration and fulfillment of needs
shared emotional connection

53
Q

membership

A

Boundaries, common symbols, emotional safety, personal investment, sense of belonging, identification with community

54
Q

influence

A

Mutual influence of community on individuals–and individuals on community

55
Q

integration and fulfillment of needs

A

Shared values, satisfying needs, exchanging resources

56
Q

shared emotional connection

A

Shared dramatic moments, celebrations, rituals

56
Q

social capital

A

Social capital theory contends that social relationships are resources that can lead to the development and accumulation of human capital

The positive interactions that result from social interactions

57
Q

empowerment

A

Involves actually gaining power in some way, not simply the feeling of being in control of one’s life decisions

58
Q

citizen participation

A

Having a voice and influence in community decision making

59
Q

instruments of social power collective

A
  • how power operates in a community and social life
  • 3 instruments of social power (Gaventa)

–> controlling resources that can be used to bargain, reward, and punish
–> controlling channels for participation in community decisions
–> shaping the definition of a public issue or conflict

60
Q

personal self-efficacy

A

This is the individual’s belief that he or she personally has the capacity to engage effectively in citizen participation and influence community decisions. At its strongest, this includes confidence that one can be an effective leader in citizen action.

community psych midterm (3 decks)

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