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3rd Year > SLK 320 Exam- Comm > Flashcards

SLK 320 Exam- Comm Flashcards

1
Q

What is the focus of research in community psychology
UIC

A

Understanding behaviour and social processes in communities
It enables the identification of strengths and needs in communities
Contributes to enhancing community development

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2
Q

The identification of strengths and needs in communities does what

A

Helps to develop interventions that need to be based on research

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3
Q

Why is Participatory action research (PAR) used

A

Because of its democratic nature of involving community members as part of the research process
It is also effective in promoting active community participation, health and empowerment while also aiming to prevent problems in communities

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4
Q

How can PAR be a strategy for contributing to the decolonisation of CP

A

Through action research, people make their realities visible and learn how to address their own concerns

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5
Q

Why is action research (AR) central to community psychology

A

Because it is an important way to motivate people to work together to bring about change

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6
Q

Define praxis

A

practical application of theoretical knowledge

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7
Q

The fundamental purpose of AR is through the systematic enquiry to do what 3 things?
MIC

A

Make the findings known
Inform reflections and decision-making
Collect sound research data from practice

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8
Q

what are the 3 meanings of the word research when used in community psychology
CRD

A

Cannot be performed individually becuase that destroys the community aspect
Responsive to community-identified needs and expectations
Degree of participation will denote the success of any engagement

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9
Q

What do the levels of participation in community psych contribute to?

A

The degree of social transformation
The maintenance of proactive changes and their continuation in sustainable or modifiable activities

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10
Q

What are the 7 types of participation that can shift over time and circumstances and the degrees of commitment associated
NFSSNTP

A

Nucleus maximum participation and commitment
Frequent participation and high commitment
Specific participation and medium commitment
Sporadic participation and low commitment
New and tentative participation and low commitment
Tangential participation, unclear
Positive, friendly curiosity and no commitment

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11
Q

AR can range between which 2 extremes

A

Relatively passive through collaborative forms
Fully participative

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12
Q

the basic collaborative action research (CAR) design recorded what

A

the evolving reflective cycles that the facilitator and participants go through

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13
Q

CAR assisted the facilitator in what way

A

Plan and then work in ways that were responsive to the participant’s expressed needs, informed by their reactions to the material they were learning

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14
Q

According to Sagor, what are the 5 habits of inquiry that are necessary for successful, meaningful and collaborative AR
CATPC

A

Clarifying a shared vision of success
Articulating theories informing actions
Team action planning
Purposeful collection of data
Collaborative analysis of data

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15
Q

What does PLC stand for

A

Professional Learning Community

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16
Q

What are the 3 subquestions that Sagor suggests

A

What specifically did I/we do? (actions)
What improvement occurred for my/our students (changes)
What was the relationship between my/our actions and changes in performance?

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17
Q

According to McIntyre, What are the 3 aspects of PAR?
SAK

A

Self- & critical awareness are promoted in order to initiate change and lead to activism
Alliances are built through planning and conducting research together
Knowledge is co-constructed by participants

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18
Q

researchers that are committed to PAR have developed a critical perspective of what 5 things
SCUPS

A

Social injustices
Challenging the oppression of others
Undemocratic processes
Political, social, economic, and ecological systems that inform such practices
Status quo

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19
Q

AR can take on various different forms, what are the 3 variations?
DBW

A

Degree of involvement of the participants
Best methods for collecting data and the types of data to be collected
Ways in which the data are analysed and resported

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20
Q

The different approaches to AR share what 4 common features
COFE

A

is it…
Cyclic
Orientated towards real life problems
Focuses on change and improvement
Empowering for individuals who participate and work towards changing a social situation.

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21
Q

What are the 4 key benefits of AR in community psychology?
FPPP

A

Focuses on change
Participants will discover new ways of thinking, acting, and relating to one another positively to enable collaboration and influence
Participating should strengthen community as a value and a way of being
Participants should experience change in their circumstances and see improvements in their living environments for the benefit of their communities

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22
Q

AR is often shown in cyclical form, what are the 4 commonly cited steps

A

Plan/question
Act
Observe/evaluate
Reflect/decide
(amend plan or go to next cycle)

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23
Q

The AR cyclical design accommodates what 3 things?
NNS

A

Number of participants
Needs of participants
Scope of the project

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24
Q

What are the 2 challenges with the cyclical steps of AR

A

Obtaining ethical approvals for research, where processes are planned to unfold and cannot necessarily be predicted beforehand
Asking important questions (Which aspects should we work with?, How is evidence best collected and evaluated?)

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25
Q

What are the 4 components of Schon’s ‘the reflective practitioner’/ Kolb’s ‘experiential learning cycle’
CRAA

A

Concrete experience
Reflective observation
Abstract conceptualisation
Active experiementation

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26
Q

What is SoaP (Summary on a page)

A

A way of summarising meetings in which the main decision points were highlighted

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27
Q

Define task shifting

A

Complex healthcare tasks are broken down into smaller activities that are taught to people lower down on the professional ladder, and in some instances even to the general public

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28
Q

Define community-based social support

A

refers to services that are educative, empowering and supportive in nature

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29
Q

Define peer-led support groups

A

groups of people with practical insights and first-hand experience of a personal problem, who gather to share common experiences associated with that problem, condition, illness, or personal circumstance

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30
Q

What are the 4 categories of peer-led groups
PASP

A

Preventative
Adjunctive
Substitutive
Prescriptive

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31
Q

What is the Preventative peer-led group

A

used to promote good mental health and maintain optimal wellbeing before the onset of an illness or a problem.

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32
Q

What is the adjunctive peer-led group

A

used in combination with formal healthcare services

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33
Q

What is the substitutive peer-led group

A

used in place of formal healthcare services

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34
Q

What is the prescriptive peer-led group

A

attendance of these groups is prescribed by either your healthcare professional or legally mandated for a specific reason

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35
Q

What are the 8 principles followed by most support groups
MMFFHALE

A

Meet at prearranged intervals
May be open or closed to new members
Format can be educational, topic-based, or open ended
Free to attend but may request donations
Have a leader/co-leaders who facilitate conversation and organise meetings
Agreed upon rules
Lasts 60-90 minutes
Everybody gets an oportunity to speak if they want to.

36
Q

Which 2 movements have an intersection with the theory and practice of community psychology

A

The primary healthcare movement
The recovery movement

37
Q

Which 4 specific values and principles underpin South Africa’s own National Mental Health Policy Frameowkr and Strategic Plan
CSPS

A

Community care
Social support and integration
Participation
Self-representation

38
Q

According to Lewin, what are the 3 stages that individual members experience as they begin to change their mindset

A

Unfreezing
Change
Freezing

39
Q

According to Eric Berne, What is the 3 stage models of how a group moves from a relatively indistinct collection of people towards increasing recognition of each person as unique and distinct from one another

A

Undifferentiated
Partially differentiate
Differentiated

40
Q

What are Tuckman’s 5 stages of small group development
FSNPA

A

Forming
Storming
Norming
Performing
Adjourning

41
Q

What are Wheelan’s 5 stages that mirrored the psychosocial challenges of growing up and achieving maturity
DCTWI

A

Dependency and inclusion (childhood)
Counter-dependency and fight (adolescence)
Trust and structure (young adulthood)
Work and productivity (Adulthood)
Impending termination (older age)

42
Q

Which 5 types of non-fatal violence have been increasing
VVGYC

A

Violence against sexual minorities
Violence against foreign nationals
Gender-based violence
Youth-led gang violence
Child abuse

43
Q

What are the 3 classes of violence according to the WHO

A

Self-directed violence
Interpersonal violence
Collective violence

44
Q

Define youth violence

A

the intentional use of physical force or power to threaten or harm others by young people aged 10-24`

45
Q

youth violence can be classified under which 2 headings according to the WHO

A

interpersonal violence
collective violence

46
Q

What are the 3 sub-categories of collective violence

A

Social
Political
Economic

47
Q

Define structural violence

A

the systematic, institutionalised ways in which groups are prevented from meeting basic living needs

48
Q

What are the 6 inclusions of structural violence
EERINS

A

Elitism
Ethnocentrism
Racism
Institutionalised classism
Nationalism
Sexism

49
Q

Define cultural violence

A

the justification of structural violence or the rationalisations of systems that enable poverty and injustice

50
Q

What are the 3 key predictors of youth violence
MAG

A

Male sex
Age-related attributes and factors
Gender socialisation

51
Q

What are 5 of the greatest risks for youth of becoming victims or perpetrators of violence
PPGBN

A

Participation in criminal acts
Psychological characteristics
Gang membership
Behavioural characteristics
Neighbourhood characteristics

52
Q

What are the 4 individual factors that could lead to youth violence
DISC

A

Demographics
Intra-psychic behavioural and emotional factors
Skills
Cultural and religious/spiritual factors

53
Q

What are the 3 important protective factors at the community level
SCC

A

School and community connectedness
Community mobilisation
Community support networks

54
Q

What are the 3 societal-level protective factors
SLP

A

Social justice and human rights policies
Laws
Programmes that constrain violence

55
Q

What are 5 of the behavioural consequences of exposure to violence
HHRST

A

Harmful use of illegal substances
Harmful use of legal substances
Risky sexual behaviour
STD’s
Teenage pregnancy

56
Q

What are the 2 primary groupings of the theoretical positions related to crime and violence

A

Internal (genetics and personality)
External (Environmental and social conditions)

57
Q

What are the 3 biological perspectives put forward to explain youth violence and how it affects communities and individuals
BNG

A

Biochemical theory
Neurological theory
Genetic theory

58
Q

What is the biochemical theory

A

certain biological conditions cause cognitive deficiencies and difficulties which may spawn violent behaviour

59
Q

What is the neurological theory

A

Individuals who engage in criminal acts are neurologically different and thus predisposed to deviant behaviour

60
Q

What is the genetic theory

A

Genetic abnormality is linked to antisocial, aggressive and violent behaviour

61
Q

What are the 3 psychological perspectives put forward to explain youth violence and how it affects communities and individuals
PPI

A

Psychoanalytic theory
Personality theory
Intelligence thoery

62
Q

What is the psychoanalytic theory

A

Violent behaviour is a result of the unconscious elements in the mind

63
Q

What is the personality theory

A

Certain personality traits increase risk for violent behaviour

64
Q

What is the intelligence theory

A

Low intelligence and poor academic achievement increase risk for violent behaviour

65
Q

What are the 3 social process perspectives put forward to explain youth violence and how it affects communities and individuals
SSS

A

Social learning theory
Social disorganisation theory
Strain theory

66
Q

what is the social learning theory

A

violent behaviour is learnt through the exposure, imitation and reinforcement of behaviour

67
Q

What is the social disorganisation theory

A

community disorganisation leads to violent behaviour

68
Q

What is strain theory

A

Violence and crime emerge from the pressure and frustration caused by the difficulties faced in achieving certain goals by legitimate means owing to social barriers and inadequate social structures

69
Q

What are the 3 emerging perspectives put forward to explain youth violence and how it affects communities and individuals
FIB

A

Feminist theory
Integrated theories
Biopsychosocial model

70
Q

What is the feminist theory

A

Violence is studied in connection with gender and socially constructed roles. Violence against women is regarded as a form of power and control by men

71
Q

What are integrated theories

A

Rooted in the idea that no single theory can explain a complex social phenomenon

72
Q

What is the biopsychosocial model

A

It takes multiple factors into consideration

73
Q

What 3 elements does the biopsychosocial model consider

A

Biological factors
Psychological factors
Social factors

74
Q

According to Bronfenbrenner’s ecological model, what are the 5 ecological models that the environment consists of
MMEMC

A

Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem

75
Q

What are the 3 goals of community interventions
SIP

A

Stimulate the implementation of multiple strategies to reduce violence
Increase community involvement
Positively influence the individual’s social-cognitive processes and experiences

76
Q

What are the 10 selected community interventions in south africa for the prevention of youth violence and crime
MMSSBUICHO

A

MenCare
Men as partners
Soul City
Stepping stones
Building bridges mentoring programme
USIKO Youth Development Project
INSPIRE
Couples health CoOp
Hearts of men
One man can

77
Q

What is the purpose of using intergenerational trauma as a framework

A

to contextualise current community trauma within our history

78
Q

Using intergenerational trauma as a framework helps to do what 2 things

A

Reduce the stigmatising effects of being labelled a violent or traumatised community
Promote ways of healing communities that are cognisant of our historical context

79
Q

What are the 3 categories of trauma

A

Type 1
Type 2
Type 3

80
Q

What is type 1 trauma

A

Traumatic events that are viewed as out of the ordinary. Often single events and PTSD is a typical reaction.

81
Q

What is type 2 trauma

A

Repetitive and persistent nature.

82
Q

What is type 3 trauma

A

Trauma that is seldom spoken about. The historical, collective experience of trauma and the intergenerational transmission of cycles of violence and trauma

83
Q

Define dysfunctional community syndrome

A

The progression of trauma over generations

84
Q

how can we heal intergenerational trauma?

A

By adopting a trauma-informed approach

85
Q

The trauma-informed approach is a lens through which behaviour and responses are understood. This lens requires that we do what 4 things?
RRRR

A

Realise the extent of the trauma
Recognise the extent of the trauma
Respond with sensitivity and awareness to how people adapt in situations of trauma
Resist re-traumatisation

86
Q

What are the 3 steps that are part of Perry and Hambrick’s neuro-sequential bottom-up brain intervention approach

A

Restore
Reconnect
Rebuild

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