Week 3 - Culture Community Flashcards

1
Q

Culture and Identity
Culture may be defined to include many different facets
ADDRESSING

A

A – Age
Youngest person in a part-time job
Age in relation to others
D ‐ Disability, developmental
Born deaf - born with it
D – Disability, acquired
Accident, TBI
R – Religion
E – Ethnicity
S – Socioeconomic status
Income, class
S – Sexual orientation
I – Indigenous heritage
N – Nation of origin
G – Gender identity

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2
Q

Culture and Identity

A

These aspects of culture may be more or less salient for any individual.

The areas of greatest saliency are often those where we differ from others.

Some facets that we do not find salient may still be important.

An individual who has privilege or power as a result of a facet (e.g., being part of a majority race) may not consider this aspect salient

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3
Q

Culture and Psychology - Dr. David Satcher

A

US Surgeon General 1998‐2002 - tell gov and people in healthcare to focus on healthcare as an important ingredient

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4
Q

Summary of Mental Health: Culture, Race, Ethnicity (2001)

A

Two take‐home messages:

  1. “Culture counts” in consideration of etiology, effects, and treatment of educational and psychological problems
  2. Psychologists need to incorporate cultural issues into conceptualizations of psychological problems and treatments
    How we define and treat - bring culture in to allow people to flourish
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5
Q

Today, we have started to build a discussion of the ways that “culture counts”
Culture should be viewed in broad sense

A

The field of psychology has had a history of pathologizing:
People of colour, women, and other groups -

Positive psychology failed to address culture
Was supposed to be a “balanced” view, but there were few discussions of culture

Culture should be viewed in broad sense
Include race, ethnicity, gender, sexual orientation, socioeconomic status, religion, disability, and nation of origin

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6
Q

In the late 1800s to early 1900s, anthropologists and psychologists referred to race and culture as determinants of positive and negative personal characteristics and behaviours
GSPE.

A

Genetically deficient perspective – highlighting the inferiority of certain racial and cultural groups - research was being conducted by old white men

Strong belief in genetic superiority (e.g., Phillipe Rushton) - based on brain size and penis size

Pseudoscience (e.g., craniometry - capacity of our skulls - fill skull with different things after death and count how many fit = large = smart) and

eugenics (e.g., Ellis Island screening - IQ test in ENGLISH - youre all dumb)

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7
Q

Mid 20th Century: Culturally deficient perspective

A

Factors that affect physical and psychological growth - people were not successful/intelligent because they were resources like white american values and customs

Environmental, nutritional, linguistic, interpersonal

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8
Q

Hypothesis in 1950s:

A

people in other cultures were lacking in psychological resources because they had limited exposure to White American values and customs (the prevailing culture)

Deviations from normative culture were labelled “deficient

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9
Q

1970s and beyond: Culturally different perspective

pluralistic vs. relativistic

A

Culturally pluralistic – recognizing distinct cultural entities and adopting some values of the majority group

Culturally relativistic – interpreting behaviours within the context of the cultures
These two paradigms help explain diversity in positive and negative human behaviour.

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10
Q

Positive Psychology: Culture Is Everywhere
Culturally Embedded Positive Psychology Research and Practice

A

Culture‐sensitive recommendations

Some strengths are universal

Certain characteristics/virtues present as positive facets in many cultures

Love may be a universal strength

But group harmony and cohesion may not be

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11
Q

Difference in manifestation of positive traits

A

Textbook example of forgiveness among the Hmong Americans ◦

Forgiveness for Hmong group focuses on restoration of respect and relational repair - decide that you’re going to respect them again, a spiritual component facilitated by a third person - element of spirituality - necessary for forgiveness in this culture

Happiness may be a by‐product of life, rather than a desire

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12
Q

Happiness in Eastern and Western cultures

A

Western: personal achievement leads to happiness

Eastern: interpersonal harmony

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13
Q

Situating Positive Psychology

A

Positive Psychology can’t be pursued as if it transcends culture – it is not value‐free, culture‐free, ahistorical, or universal.

Psychology can’t be an “objective” science, because it is so heavily influenced by Western perspectives.

Need to learn how the self varies across cultures.

Need to learn how different cultures understand virtues, values, well‐being

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14
Q

Putting Positive Psychology in a Cultural Context
1. Examining the Equivalence of the “Positives” to Determine What Works
Cross‐cultural and multicultural research

A

Look between groups (cross‐cultural)
Look within groups (heterogeneity within diverse nations)
Just because you are part of the same group doesnt mean you have the same values

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15
Q

Putting Positive Psychology in a Cultural Context
1. Examining the Equivalence of the “Positives” to Determine What Works

Quantitative and qualitative studies

A

Qualitative may give us info on how culture contributes to development and manifestation of strengths

Quantitative may give us info on how strengths can lead to particular outcomes in various cultures

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16
Q

Putting Positive Psychology in a Cultural Context
1. Examining the Equivalence of the “Positives” to Determine What Works

Optimism and pessimism studies

A

Asian Americans and White Americans

Asian Americans were significantly more pessimistic, but n.s. optimistic ◦

Findings might suggest that Asian Americans have more negative affect, BUT no sig. differences in reported depressive symptoms in both groups

In White Americans, pessimism was negatively correlated with problem-solving; however, in Asian Americans, pessimism was positively correlated with problem-solving

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17
Q

Putting Positive Psychology in a Cultural Context
1. Examining the Equivalence of the “Positives” to Determine What Works

Cultural facets can provide strengths

A

Cultural identities may provide strengths (activity at the beginning of class)

Low SES might be associated with creative problem‐solving strategies

Being a member of a collectivist group might be associated with being good at networking

Differences in benefits from coping strategies

Coping strategies of caregivers:
Taking action; using social support; cognitively reappraising life situations; denying the health problem/avoidance
The strategies were used by different groups, but not all strategies were helpful

“Greater levels of coping were associated with greater distress in the U.S. sample, while greater levels of coping were not associated with distress in the Shanghai sample.” Shaw et al., 1997

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18
Q

Putting Positive Psychology in a Cultural Context
2. Determining the Foundations of the Good Life

A

Culture influences views of the good life
Happiness? Life Satisfaction?

What about socioeconomic differences?

Experiences help form worldviews

Ways of describing the universe, the world
What is, and what ought to be

“The Wise Man of the Gulf” - american talks to mexican fisherman - net is big - catch more if it was smaller
Says he only catches what he needs
American - need to be more successful now so you can retire
Mexican fisherman would end up doing the same things he’s doing now when he retires

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19
Q

Putting Positive Psychology in a Cultural Context
3. Using Caution in Measuring “Universal” Strengths

A

Traits and characteristics defined differently
The same words may have different meanings

Similarities are not what they appear to be
Linguistic equivalence is not a substitute for conceptual equivalence

Must be aware of biases
Check in with members of the community that we are studying
Bringing awareness to our biases allows for more competent research

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20
Q

Putting Positive Psychology in a Cultural Context
4. Multicultural Mindset as a Strength

A

Multicultural personality – “a strength‐based cluster of personality dispositions or traits that…is hypothesized to predict cultural adjustment and quality of life outcomes in culturally heterogenous societies” (Ponterotto, et al., 2008, p. 95)

Better at understanding different cultures - cultural sensitivity

Multicultural Personality Questionnaire—five factors
Cultural empathy
Open‐mindedness
Emotional stability
Initiative
Flexibility

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21
Q

Final Thoughts on the Complexity of Cultural Influences

A

Must continue to study cultural influences

Examine the strengths of marginalized groups
Increasing diversity in North America
Increasing capacity for communication (i.e., internet)
Discussions of strengths particularly important because of early damaging pseudoscience
Non‐assimilation is not pathology!
These groups may have ideas for coping, community building, etc.

Lack of non‐Western research
Existing research focuses on happiness, hope, optimism
Need more research on Eastern values (harmony, compassion, altruism)

Psychological strength is universal
There are no universal strengths
Context and culture matter

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22
Q

Dr. Nadine Burke Harris
Pediatrician - serving low SES

A

HIgh number had experience childhood trauma - studied how it affects brain development and health as an adult

Changes neural pathways

Affects ability to cope with stress, obesity, founded the centre for youth wellness

Help treat trauma and build resilience

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23
Q

Adverse Childhood Experiences

A

Childhood trauma is very common, even in employed, middle-class college educated people
Direct link between ACEs and adult onset chronic disease, depression, suicide, being violent, victim of violence

Modre types of trauma increased the risk of health, social and emotional problems
If someone has experienced trauma it is usually more than one type

Five are personal: physical abuse, verbal abuse, sexual abuse, physical neglect and emotional neglect

Five are related to other family members: a parent who’s an alcoholic, a mother who’s a victim of domestic violence, a family member in jail, a family member diagnosed with a mental illness, and the disappearance of a parent through divorce, death or abandonment

24
Q

Why talk about Trauma

A

ACEs are experienced by many people
Lead to worsened physical and mental health but not everyone who has poor mental health - some people are resilient

What are the resilient people doing differently - are there protective factors - can we reverse the effects of trauma

Questions for positive psych

25
Developmental Psychology
Resilience in childhood - the ability to bounce back or positively adapt in the face of adversity Positive youth development - nine outcomes: Bonding Social, emotional, cognitive, behavioral and moral competencies Self-determination Spirtuality Clear and positive identity Belief in the future Positive behavior Prosocial development Prosocial norms Successful aging - lifestyle defined as avoiding disease, engaging in life and maintaining high cognitive and physical functioning in one’s later years
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Resilience researchers
Study the naturally occurring personal and environmental resources that help children and adolescents to overcome life’s challenges
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Positive youth developmentalists
Put the resilience research into practice by creating programs
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What is resilience?
Bouncing back is one part of the definition Positive adaptation to significant adversity
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Resilience in Childhood Researchers disagree on the answer to this: “bounced back to what?”
Are we looking for back to normal or evidence of excellence Most look for normal but we celebrate the excellence cases
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Resilience in Childhood - Cultural differences in conceptualization
What are the cultural values What are the community expectations We must be aware of our biases
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Who is resilient? External and internal adaptation
External - meeting the various expectations of society - necessary Internal - positive psychological well-being - researchers are split
32
Werner and Smith - At-risk children of Kauai
Followed 700 children from birth Psychological data from children and adult caregivers At birth, ⅓ considered high risk Of high risk, ⅓ were resilient the others developed problems Over 80% bounced back later in life by mid-30s Attributed to having one supportive adult Resilient - one caring adult in their life
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Resilience Resources
Culture Influences Coping with Adversity Collectivist - social support vs. individualist - problem solving Coping strategies Stigma Access to resources Thousands of development programs Help overcome adversities Help build competencies
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Resilience in Childhood
the 1970s, a core group of developmental scientists began to study children who succeeded in life despite severe challenges. Jackson - sexually abused at 8 - trust gone, withdrawn, anxious, somatic symptoms - absence and low academic performance Was able to get teacher support Resilience resources Protective factors in the development -
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Strategies for Promoting Resilience
1st strategy - reduce risk -------Treating maternal issues right away - PPD PPA - major mood shifts that can sometimes turn pathological Housing Reduce neighbourhood crime Protective factor Asset focused strategies: Improving Number or Quality of Resources or Social Capital -------Food, education, adults who love them, community services Processed focused strategy: : Mobilizing the Power of Human Adaptation Systems ------build self-confidence and self-efficacy, be forgiving, secure attachment, socializing, cultural traditinons
36
Resilience - 2 dimensions
Dimension 1 is theorized as representing the relative safety of coping approaches and strategies that might be used in response to stressful situations. Risky or safe coping Dimension 2 is theorized as representing the relative positivity of the actual life outcomes that follow from the use of these coping strategies… Pos or Neg outcomes may or may not be a direct causal connection between dimensions , resilience research should take care to consider context as one determines what is “protective” and what is “risky.” Regarding “good adaptation,” resilience researchers agree that external adaptation (meeting the social, educational, cultural, and occupational expectations of society) is necessary to determine who is resilient
37
Culture influences coping with adversity Individualist
Indivualist - coping resources that help achieve individualist success - achievement-focused Coping strategies - individualistic - internally reliant, Stigma - areas where people keep mental health to themselves- can be a barrier to treatment - even in Canada - schizophrenia/addiction Certain types of problems - incest vs. parents never said they loved me
38
Culture influences coping with adversity Collectivist
collectivist - outside support Stigma - areas where people keep mental health to themselves- can be a barrier to treatment - even in Canada - schizophrenia/addiction Certain types of problems - incest vs. parents never said they loved me
39
Access to resources -LSD
culture in the broadest sense - developing countries may have difficulties accessing mh treatment or food, etc. Low income - mental health resources are difficult to access - not free - restricted to a certain income bracket Stigma - cultural Disability - difficult to access resources Not just where you live but also who you are
40
Key Aspects of the Research on Resilience
1 - There is no timeline Could turn life around later - first 10 years important to strategies and strengths 2. ⅓ of traumatized children build better lives by their teen years Teen years might be the point where things turn around 3. Faith - bad things are temporary Faith in a hopeful future - will be a time when this is no longer happening to me 4. More resilient people don’t do it alone - they create families if they need to 5. Setting goals and planning for the future Focus on future - more likely to do the things we need to do to prepare us to get there 6. Believing in oneself 7. Recognizing one’s own strengths
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What is Positive Youth Development?
Build competencies - identify and use strengths - recognize the good in our youth and focus on each child’s strengths and potential Physical and psychological competencies that help facilitate transition
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Healthy development is marked by nine outcomes
1. Rewarding bonding 2. Promoting social, emotional, cognitive, behavioral, and moral competencies 3. Encouraging self-determination 4. Fostering spirituality 5. Nurturing a clear and positive identity 6. Building beliefs in the future 7. Recognizing positive behavior 8. Providing opportunities for prosocial development 9. Establishing prosocial norms
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Can be designed for specific groups
African american - strong ethnic identity is positively correlated self-esteen Mexican immigran - correlation strong ethnic identity is positive correlated with academic performance No links for white american children For ethnic minority americans, programs with self-discovery and self-definition are effective
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Programs exist for young females but girl power can be problematic
May be encouraging girls to exhibit stereotypical male traits - ignore valued female traits Sometimes girl power programs ignore the state of the patriarchy - telling girls they can do anything - internalize and believe its their fault stark reality is that girls do not rule the world today, although they may hope for more equality in the future.
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programs May not be equally accessible
Some minority children may not attend after school programs Low SES children may not attend these programs Taking care of siblings, no means to get there, cost
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Strong relationships are very impactful
Parents or other adults High maternal warmth Parental monitoring Parental involvement in school relationships could be developed with positive youth program staff and have the same type of impact.
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Development programs that work
Big Brothers and Big Sisters - community-based mentoring Penn Resiliency Program - structured life skills development Changing lives program - enhance identity development and facilitate mastery experiences other more general extracurricular activities may also promote positive youth development. Foster youth programs that work to create and enhance relationships of support with caring adults, as well as to provide experiences for youth to give back to their communities, may see increases in resilience in this often marginalized population
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The trajectories of Precocious children
Terman’s longitudinal study of gifted children Most were hardy and healthy and graduated from college and subsequently secured jobs BUT - ID does not guarantee success, IQ is not protection against poor decisions Valiant built upon terms work
49
Valiant refined six tasks of adult development
Identity- Identity is typically developed during adolescence or early adulthood, when people’s views, values, and interests begin to become their own rather than a reflection of their caregivers’ beliefs. Intimacy - close female friendships as their most intimate relationships, whereas the men in the Harvard study invariably identified their relationships with their wives as the most intimate connections. career consolidation - requires the development of a social identity. Engagement with a career is characterized by contentment, compensation, competence, and commitment. Generativity - , people become involved in the building of a broader social circle through a “giving away” of self. as people age, social goals become more meaningful than achievement-oriented goals keeper of meaning - has a perspective on the workings of the world and of people, and this person is willing to share that wisdom with others. Integrity - brings peace to a person’s life
50
MacArthur Study of Successful Aging
These high-functioning adults participated in a 90-minute personal interview and then were followed for an average of 7 years, during which time they completed periodic interviews. Three themes - -avoiding disease -engaging in life -maintaining high cognitive and physical functioning joy, love, and learning, love, work, and play
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Carr and Weir (2017) surveyed a large group of older adults and found three distinct themes related to successful aging across several different age groups
(1) staying healthy, (2) maintaining an active engagement with life, and (3) keeping a positive outlook on life.
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Social support: two types for successful aging
Emotional support (liking and loving) instrumental support (assistance when someone is in need)
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The Adult Development Study
256 Caucasian, socially advantaged adults Valiant identified specific lifestyle factors: Not smoking, coping adaptively, not abusing alcohol, maintaining healthy weight, stable marriage, some exercise, being educated These variables distinguished between the happy‐well and sad‐sick The biggest difference: using mature psychological coping styles (altruism, humour) Positive emotional experiences in early life
54
Nun study (Danner et al., 2001)
autobiographies of 180 Catholic nuns written in the early 20th century, demonstrated that positive emotional content in the writings was inversely correlated with risk of mortality 60 years later. nuns, who had seemingly had a lifestyle conducive to successful aging, were more likely to live past their 70th and 80th birthdays if they had told stories of their lives that were laden with positive emotions many decades before
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Biggest regrets:
Not taking education more seriously Failure to do things (e.g., travel, tell someone