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Psy 375 Midterm Exam Questions
With Correct Answers
Movements |of |the |1960s Brown |vs |Board |of |ed Stonewall |riots GI |Bill Environmental Feminist Brown |vs. |Board 1954- |court |decision |that |declared |state |laws |segregating | schools |to |be |unconstitutional. |Overturned |Plessy |v. | Ferguson |(1896) Stonewall |riots
- |New |York |city
- |Triggered |activist |protests |among |gays |and |lesbians
- |police |raided |gay |bar
- |people |fought |back
- |became |symbol |of |oppression |of |gays, |began |the |gay |pride |movement feminism |movement The |second |wave |feminism |movement |took |place |in |the | 1960s |and |1970s |and |focused |on |issues |of |equality |and | discrimination EINO
- |Equal |in |name |only
- |refers |to |suggested |equality |even |though |segregation | occurs
- |pertaining |to |movements |of |social |change |and |liberation | (no |longer |acceptable) Swampscott
- |May |1965: | 39 |psychologists |gather |in |Swampscott, |MA
- |Aim |to |redefine |roles |in |community |mental |health
- |Birth |of |US |community |psychology |emphasizing |social- individual |dynamics
→ |dramatic |drop |in |inpatient |mental |health |patients → |increased |quality |of |life |(where |it |worked) Community |psychology
- |a |branch |of |psychology |that |studies |how |people |interact | with |their |social |environments |and |how |social |institutions | affect |individuals |and |groups
- |Community |psychology |is, |in |part, |an |attempt |to |find |other |alternatives |for |dealing |with |deviance |from |social-based | norms. |What |is |sought |is |an |approach |that |avoids |labeling | differences |as |necessarily |negative |or |as |requiring |social | control. |Community |psychology |viewed |in |this |way |is |an | attempt |to |support |every |person's |right |to |be |different | without |risk |of |suffering |material |and |psychological | sanctions |- |Julian |Rappaport
- |Concerns |the |relationships |of |individuals |with | communities |and |societies Guiding |Principles
- |One |cannot |separate |research, |theory, |or |practice |from | the |value |systems |in |which |they |develop. |There |are |always | spoken |or |unspoken |assumptions |that |lie |at |the |foundation | of |our |work. |Use |empirical |research.
- |The |individual |is |grounded |in |a |larger |ecological |context, | and |understanding |that |is |crucial |to |the |correction |of |any | social |problem.
- |Diverse |perspectives |are |to |be |sought |out, |understood, | voiced, |and |respected.
- |Meaningful |improvement |in |quality |of |life |requires |social | change.
- |Focusing |on |the |weaknesses |and |liabilities |only |leads |to | greater |powerlessness, |whereas |focusing |on |strengths |and | assets |leads |to |empowerment.
- |Improve |quality |of |life |of |all |people |and |communities.
- |Promote |social |justice. |Focus |on |prevention |of |social | problems. Qualities |of |a |community |psychologists
- |Clearly |Defined |Competence
- |Creating |an |"Eco-identity."
- |Seeking |Diversity, |Developing |Collaboration
- |Coping |Effectively |with |Scarce |(and |getting |Scarcer) | Resources
- |Commitment |to |Risk-taking
- |Balance |of |Change |and |Zeal
- |Tolerance |for |Ambiguity
→ |collaborative, |participatory |research |methods Framing |our |questions
- |The |way |we |frame |our |questions |changes |the |way |we |think |or |answer |(think |about |the |activity |in |class)
- |Ex. |Why |do |homeless |people |exist? |vs. |Why |does | homelessness |exist? 1st |order |change
- |Person/individual |oriented
- |Lather, |rinse, |repeat
- |CAN |happen |on |any |level
- |can |be |found |n |the |microsystem, |exosystem, |and | macrosystem
- |Status |Quo!
- |Ex: |changing/ |replacing |the |individuals |in |the |setting
2nd |order |change
- |Challenging |the |status |quo
- |MUST |happen |on |ALL |levels
- |the |actual |system |changes |not |the |individuals |involved
- |ex: |changing |the |rules/system |not |the |individuals bottom-up |approach
- |encouraging |the |flow |of |ideas |from |lower |levels |and | making |sure |they |get |heard |and |acted |upon |by |top | executives
- |is |an |approach |that |starts |from |(the |"grassroots") |within | citizens |rather |than |professionals |or |people |in |power. | (EMIC)
- |What |happens |in |the |environment |will |affect |the |people | and |vice |versa
- |Cycling |of |resources
- |Resources |are |accumulated |and |used
- |Individual |level, |KSA |(knowledge |skills |and |abilities)
- |It |is |up |to |us |to |recognize |these |resources |and |to |identify | that |they |are |valuable
- |Communal |in |terms |of |relationships |- |social |capital, |psoc | (psychological |sense |of |community)
- |EMIC |perspective |is |more |helpful |in |recognizing |those | assets
- |Adaptation
- |notion |that |the |interaction |between |people |and | environment |do |not |remain |static |people, |and |the | environment |adapt |and |change |each |other |(reciprocal | relationship)
- |Succession
- |Things |cycle |over |time
- |These |principles |change |over |time
- |On |a |spectrum |from: |Person |→ |Social |Climate |→ |Social | Regularities |→ |activity |settings |→ |behavior |settings |→ | Environmental |Psychology |→ |Env B |= |f(P,E) behavior |is |a |function |of |the |person |and |the |environment Bronfrenbrenner's |ecological |model
- |Microsystem
- |School, |peers, |family, |neighborhood, |health |care |church
- |Mesosystem
- |Refers |to |interactions |of |microsystem |entities
- |Ex: |parent-teacher |association Gangs |would |be |a |mesosystem |entity
- |Exosystem
- |Refers |to |environmental |entities |that |have |an |indirect | impact |on |the |person
- |Macrosystem
Social |regularities
- |Social |roles |that |are |promoted |by |the |settings
- |A |role |promoted |by |a |setting, |predictable |role | relationship.ex: |student-teacher Replacing |individuals |- |First |order |social |change Changing |the |social |roles
- |second |order |social |change Activity |settings
- |you |mix |social |climate |and |behavioral |settings |to |get | activity |settings
- |the |integration |of |the |physical |setting |and |behavior |of |the | people |conducting |an |activity |with |their |beliefs, |participant | roles, |and |the |relationships |they |form |and |experience |over | time. behavior |settings
- |Ecological |psych
- |More |environment |oriented
- |Settings |where |particular |kinds |of |activities |are | performed.
- |Defined |by |having |a |place, |time, |and |standing |pattern |of | behavior Ex: |A |playground |where |children |act |differently |there | compared |to |a |classroom Exhibits |predictable |behaviors
- |For |example, |a |school |classroom |is |a |behavior |setting | where |learning/teaching |activities |are |performed. Environmental |psych
- |study |the |effects |of |the |environment |on |people's |behavior
- |How |do |you |make |walkable |centers?
- |How |you |design |the |houses |is |how |neighbors |will |interact
- |Queueology
- |Risk |processes
- |Protective |processes
- |- |Noise, |pollution, |green |space, |traffic risk |processes
- |Neighborhood |practices |that |increase |an |individual's |risk | for |mental |disorders, |behavioral |issues |and |distress. |(ex. | Neighbors |w/ |high |levels |of |poverty)
Community |definition a |group |of |people |that |have |a |psychological |sense |of | community Neighborhoods
- |Geographic
- |Can |find |a |neighborhood |on |a |map
- |Neighborhood |does |not |need |a |psychological |sense |of | community |(PSOC) history |and |lifespan |of |neighborhoods
- |Occurred |after |the |industrial |revolution
- |There |was |a |shift |of |where |most |work |was |happening
- |Huge |increase |in |number |of |job |in |manufacturing
- |Lots |of |people |moved |from |rural |areas |to |urban |areas
- |Disinvestment
- |It |is |a |result |of |how |we |have |designed |these |neighborhoods
- |Not |the |people |living |in |it
- |Crimes |increase, |homes |aren't/ |in |their |best |state
- |They |seek |change |so |they |go |to |the |suburbs |which |are | newer |so |they |have |new |schools, |new |technology, |etc.
- |The |main |people |who |were |able |to |leave |were |the |white | people
- |Neighborhood |is |created, |it |grows, |there |is |disinvestment, | which |leads |to |gentrification
- |Gentrification Psychological |sense |of |community
- |Membership
- |Boundaries
- |Emotional |safety
- |A |sense |of |belonging |and |identification
- |Personal |investment
- |A |common |symbol |system
- |Influence
- |Bi-directional |acknowledgment |of |needs, |values, |and | opinions
- |reinforcement/ |integration |of |needs
- |Clout
- |Value
- |Invest |for |profit
- |Robert |putnam |one |of |the |most |famous |people |that | discussed |social |capital
- |Neighborhoods |can |be |considered |a |reservoir |of |social | capital Bridging |social |capital
- |Community |relationships |that |are |outward |looking |and | diverse |and |that |link |community |members |to |assets |and | information |across |community |boundaries Outward |focus
- |Out |group |focus |alliance |building |forming |coalition |have | these |things |in |common |let's |work |together |to |achieve | these |goals |maintaining |and |creating |links |between |groups | or |communities. bonding |social |capital exclusive -strong |ties |like |family |and |close |friends
-more |about |depth |than |breadth -could |lack |diversity -strong |social |emotional |support inner |focus
- |In |group |focus |trust |each |other |and |work |together
- |Creating |and |maintaining |strong |social-emotional |ties, | usually |in |groups |of |similar |persons Individual |Level |dynamics |vs. |Oppression/isms Individual |Level
- |stereotypes
- |prejudice
- |discrimination
- |bigotry
- |chauvinism
- |misogyny
- |hatred
- |supremacy Systemic |level
