com psych testwo

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com psych testwo
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2014-04-03 03:43:53
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  1. Identity Development begins with a stage of unexamined identity, in which the person identifies with mainstream cultural ideals, ignoring or denying their social group status.
    stage one of identity development
  2. The person begins to explore his or her social or cultural status and heritage forming a new identity.This involves a period of immersion in activities and groups of ones own social group
    stage two of identity development
  3. The individual internalizes the newly formed social identity, strengthening commitment to the social group, before emerging into transformed relations with mainstream culture
    stage three of identity development
  4. Community psychology researchers need to be clear on their fundamental values and their assumptions about research and its relation to community and social action
    What values and assumptions do we bring to our work?
  5. The most distinctive quality of community psychology research is its process of conducting research within a participatory, collaborative relationship with citizens and communities.
    How can we promote community participation and collaboration in research?
  6. Often, the cultural assumptions and experiences of researchers differ from those of community members, so an early task is for researchers to deepen their knowledge of the community with whom they seek to work.
    How do we understand the cultural and social contexts of this research?
  7. Community researchers make decisions about the levels of analysis they will focus on. Community psychology draws our attentions to social systems at higher levels.
    At what ecological levels of analysis will we conduct this research?
  8. What issues are the 4 questions for community psychology concerned with?
    • -What values and assumptions do we bring to our work?
    • -How can we promote community participation and collaboration in research?
    • -How do we understand the cultural and social contexts of this research?
    • -At what ecological levels of analysis will we conduct this research?
  9. -pursuit of objectivity and value free neutrality in research
    -an ultimate goal of understanding cause and effect relationships
    -hypothesis testing with control of extraneous factors to clarify cause and effect
    -measurement as the source of the data
    -seek to construct generalized laws based on research findings
    Positivism
  10. -recognize that no researcher is truly objective yet seek to reduce biases and build shared understandings as much as possible
    -adapt experimental methods, hypothesis testing, and psychological measurement to community settings
    -knowledge is built through shared understanding, using rigorous methods and standards of the scientific community
    -emphasis is placed on understanding cause and effect relationships
    Post Positivist
  11. -assume that knowing occurs in a relationship and is a product of social connection between researcher and research participant
    -seek to understand a particular social context and what it means to the people who experience it
    -Qualitative research methods such as interviewing, often provide the best technique
    -emphasis on understanding contexts, meanings, and lived experiences of participants; qualitative methods
    Constructivist
  12. -Knowledge is shaped by power relationships and location within social systems
    -emphasis is placed on integrating research and action, attending to unheard voices, and challenging injustice using a variety of methods
    -assume that knowledge is shaped by power relationships created and maintained by social institutions and belief systems
    -ask questions about who has the power to state what is true and who is able to define the nature of research relationships
    -take an activist stance
    Critical
  13. involves identifying the persons to be included in the study and making explicit the researchers assumptions and values
    Asking
  14. -concerns how researcher and participant create knowledge through developing relationships.
    -The researcher poses open ended questions
    -the participant describes experiences and ideas and the researcher provides an attentive, empathetic, affirming audience
    Witnessing
  15. analysis of the information gathered in asking and witnessing, making wider sense of patterns in the experiences of participants
    Interpreting
  16. the products of qualitative research and whether these are used to further the interests or capacities of research participants
    Knowing
  17. Four essential steps Stein and Mankowskis “Acts”
    • -Asking
    • -Witnessing
    • -Interpreting
    • -Knowing
  18. What are the four stages of implementation of a prevention program?
    • -Experimental Development
    • -Technological Application
    • -Diffusion of Innovation
    • -Widespread Implementation
  19. the diffusion stage brings the program to a few communities only. Implementation becomes widespread when a program continutes to show its effectiveness in a wide variety of settings and is transferred from its developers to new implementers, who in turn conduct further program diffusion. Program has widespread impact only when this final stage occurs.
    Widespread Implementation
  20. -a program is adopted by other organizations or communities and demonstrates effectiveness under real-world condition when not under the direct scrutiny and guidance of its developers.
    -Refers to the broader theory of the processes through which new ideas/technology/products spread through cultures
    Diffusion of Innovation
  21. a program demonstrates its effectiveness under real-world conditions, similar to the conditions for which it is eventually intended but still under the guidance of its developers
    Technological Application
  22. a program demonstrates its effectiveness under small-scale, optimal, highly controlled conditions compared to a control group
    Experimental Development
  23. What three systems does the Interactive Systems Framework for Dissemination and Implementation (ISF) include?
    • -Prevention Synthesis and Translation System
    • -Prevention and Support System
    • -Prevention Delivery System
  24. addresses the fact that information regarding promising prevention approaches is often difficult to access because it is published in multiple journal articles in specialized language and without the level of detail necessary for program adoption
    -acknowledges that there is the need for someone to find all the info, synthesize it, and translate it into a form that is useful for potential adopters
    Prevention Synthesis and Translation System
  25. addresses the capacity of organizations and communities to successfully adopt new innovations
    Prevention Support System
  26. describes the systems (organizations, communities, or governmental agencies) that are actually implementing the new program or innovation
    prevention delivery system
  27. a collaborative cycle of activities in which research (assessment) continually informs action (implementation)
    Participatory Action research
  28. What is the focus of Community-Centered models?
    communities need to be able to answer the question “how do we find programs that will work for our issues in our community and then how do we successfully adopt them?”Diffusion of innovation and widespread implementation.
  29. What is the focus of research to practice models?
    Focus on the desire of researchers and policymakers to “push” communities and organizations to adopt evidenced-based programs
  30. based on idea that no disease has ever been eradicated through the treatment of its victims, but rather through the prevention of new occurrences
    public health model
  31. Directed toward individual people who are considered at high risk for developing disorder in the future, especially if they show early symptoms of the disorderDo not meet the criteria for full-fledged diagnosis of mental disorder
    Indicated Preventive Measures
  32. Designed for people at above-average risk for developing behavioral or emotional disorders
    -These risk characteristics are associated with the development of particular disorders but are not the symptoms of the disorder itself
    Selective Preventive Measures
  33. Interventions designed to be offered to everyone in a given population groupTypically administered to populations that are not in distress
    Universal Preventive Measures
  34. Culture is often expressed in what adults seek to transmit to children through family socialization practices and formal schooling
    What differences does Cultural Diversity refer most specifically to?

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