Social Psychology Flashcards
(168 cards)
1
Q
attributional theories
A
focus on the causal explanations that people generate to explain why a particular event or outcome has occurred
2
Q
Heider’s Attribution Theory
A
originator of attributional theory
proposed that people make dispositional or situational attributions
3
Q
dispositional attributions
A
Heider’s Attribution Theory
aka internal attribution
locates the cause of a behavior within a person
4
Q
situational attributions
A
Heider’s Attribution Theory
aka external attribution
locates the cause of the behavior outside of the person
5
Q
Kelley’s Attribution Theory
A
proposed that when people make attributions, they consider three types of information
consistency
distinctiveness
consensus
6
Q
consistency
A
Kelley’s Attribution THeory
refers to whether the person behaves the same way over time
e.g. if person is constantly rude and obnoxious at work, high in consistency
7
Q
distinctiveness
A
Kelley’s Attribution Theory
refers to whether a person’s behavior is unique to the specific situation or stimulus
e.g. if person is rude and obnoxious only at work, behavior is high in distinctiveness
8
Q
consensus
A
Kelley’s Attribution Theory
refers to whether people in the same situation tend to respond similarly
e.g. if most people at work are rude and obnoxious, behavior is high in consensus
9
Q
internal attributions (Kelley)
A
people tend to make internal attributions for behaviors that are high in consistency and low in distinctiveness and consensus
10
Q
external attributions (Kelley)
A
people tend to make external attributions when the behavior is high in all three areas of consistency, distinctiveness, and consensu
11
Q
Weiner’s Attribution THeory
A
added a second dimension to study of attributions (in addition to internal vs. external)
looked at whether attributions are made to STABLE vs. UNSTABLE factors
e.g. unemployed person unable to find work for 6 months
internal + stable (ability)
stable + external (poor economy)
unstable + internal (effort)
unstable + external (bad luck)
12
Q
depression learned helplessness according to attribution theory
A
person more likely to experience depression, helplessness, and hopelessness when a person attributes negative events to internal, stable, and global causes
13
Q
attributional style and physical health and coping
A
pessimistic style associated with more endorsement of illness, poorer health, less active coping, and more problematic lifestyle patterns for preventing and managing medical problems
14
Q
Abramson and Alloy - research on depressed people
A
non-depressed persons have unrealistic positive assessments of their ability to control outcomes, phenomenon termed “illusion of control”
depressed persons “sadder but wiser”
15
Q
Fundamental Attribution Bias
A
bias toward attributing the behavior of others (the actor) to internal or dispositional causes, while underestimating the influence of situational variables
16
Q
Actor-Observer Bias
A
persons attribute their own actions to situational factors while minimizing the role of dispositional elements and attribute others’ behavior to dispositional factors
17
Q
Self-Serving (Hedonic) Bias
A
proposes that when we explain our own behavior, we tend to attribute our own successes to internal or personal factors and our failures to external or situational factors
18
Q
Heuristics
A
shortcuts or guidelines that people use to categorize other people, situations, or events
can result in incorrect judgments
19
Q
availability heuristic
A
people estimate the likelihood of a situation by how easily they can recall it
20
Q
representative heuristic
A
people make judgments about other people or events based on what they believe in is a typical example of a particular category
e.g. people assume rape victim is female and perpetrator is male
21
Q
simulation heuristic
A
suggest the people determine the likelihood of an event based on how easy it is to picture the event mentally
22
Q
George Kelly’s Personal Construct Theory
A
we perceive the world according to what we expect to see
expectations are based on our past experiences
Repertory Grid Technique - widely used by organizational consultants; maps a client’s conceptual model of the world (i.e. constructs) without contamination by the interviewer’s constructs
23
Q
three components of attitudes
A
cognitive
affective
behavioral
do not always correspond - only a weak positive relationship between thoughts and feelings, and subsequent behaviors
24
Q
Consistency Theories
A
Attitude formation and change are organized by a need to impose structure and order on one's understanding of the environment Balance Theory Symmetry Theory Congruity Theory Cognitive Dissonance Theory **
25
Balance Theory
Heider
Balanced state exists when all elements are positively related or when one is positive and two are negative
e.g. Joe and Beth - two friends both really liked a political candidate (all elements positively related) or both had very negative feelings about the candidate (one positive element and two negative elements)
Unbalanced state exists when all the elements are negative or when one element is negative and two are positive
When system unbalanced, people involved will move toward changing their feelings
26
Symmetry Theory
Newcomb
Extends Balance Theory by considering the intensity of the relationship
Strong the bond between the two people, the more intense any imbalance (lack of symmetry) will be felt and the stronger the motivation will be to change attitudes
e.g. Strong friendship between Joe and Beth will lead to greater attitude change than weak friendship
27
Congruity Theory
Osgood
Extends Balance Theory
posits that a person will favor the object toward which he or she already feels the most affinity
e.g. if Joe's affinity for Beth is stronger than his affinity for the candidate, Joe is likely to decrease his support for the candidate and thus bring the relationship into more balance
28
Cognitive Dissonance
Festinger
People change their attitudes to reduce the aversive arousal they experience when they become aware of inconsistency in their cognitions
29
Classic Cognitive Dissonance experiment
subjects performed dull task
when leaving, asked to tell incoming participant task was interesting
paid $1 or $20
subjects paid $1 reported greater liking for task than subjects paid $20
30
Postdecisional dissonance
occurs when a person is faced with two good choices and he/she becomes upset at not choosing one of the alternatives
person then emphasizes positive features of the alternative he/she did choose
31
Effort Justification
occurs when a person is upset at having spent significant effort on a goal that turns out not to be very worthwhile
person then emphasizes the positive qualities of the goal
32
Insufficient Justification
occurs when a person performs an undesirable behavior for a small inducement
person then emphasizes the positive qualities of the behavior
33
Insufficient Difference
occurs when a person does not perform a desirable action because of a small deterrent
he/she then emphasizes the negative aspects of the action
34
Self-Perception Theory
Bem
Competing theory to the consistence theories
People infer their attitudes and emotions by observing their own behavior
"I did it, so I believe it!"
e.g. if person favors a ballot measure gives a speech supporting it, that person will usually feel even more positive about the measure afterwards
35
Self-Perception Theory vs. Cognitive Dissonance theory research
Self-Perception Theory is most applicable when current behavior is in the same direction as the past behavior and Cognitive Dissonance theory is most applicable when there is a discrepancy between current and past behavior
36
Overjustification hypothesis
People lose interest in previously desirable activities after performing them for too much justification
37
Self-Verification THeory
Swann
| people are motivated to confirm their self-concept, even if its negative
38
Behavioral Confirmation
people are motivated to confirm the expectations that others have of them
much research fails to support this theory - people actually actively resist when others have negative expectations of them
39
Self-Enhancement Theory
people are motivated to think favorably of themselves and behave in ways that cause others to see them favorably as well
40
Persuasion to change attitudes- characteristics of the source
unimportant matters - source most influential when he/she is likable, similar to recipient of the communication, physically attractive
deeply held convictions - source credibility most important (trustworthiness and expertise)
41
sleeper effect
while positions advocated by highly credible and prestigious persons are more readily adopted than those expressed by less reputable resources, people forget the sources of communication over time, but remember the message
42
persuasion to change attitudes - characteristics of the message
some researchers have found that appeals to logic and reason are most persuasive, while others have found that appeals to emotions are more powerful
common emotional appeal is to fear --> must engender a lot of fear, message must be believable, and specific instructions for avoiding danger must be offered
43
primacy effect
when there is a long gap between a speech and the desired action, the speaker who speaks first will be remembered best
44
recency effect
when there is a small gap between a speech and the desired action, the speaker who speaks last will be remembered best
45
characteristics of the audience
people with moderate self-esteem, who have a moderate discrepancy in attitude, higher vulnerability (e.g. young children, teens, depressed adults), and a higher level of involvement with the idea or product are the easiest to influence
46
Hovland's studies on characteristics of the audience
it is most effective to present both sides of the argument when listener is initially opposed, well informed, and intelligent
in contrast, presenting one side works better when listener initially favors the argument, is poorly informed, and not intelligent
47
Reactance Theory
people will not comply with requests or attempts to be persuaded if they feel their freedom is threatened
coercion, such as threats or a "hard sell," typically triggers a reactance emotional state where they refuse to comply
48
Asch's research on impression formation
presented participants with a list of adjectives that supposedly described another person
found that certain traits were the most important determinants of the participants' impression of that person ("Central (Influential) Traits")
49
Zeigarnik Effect
The tendency for interrupted and unfinished tasks to be remembered better than completed tasks are when the tasks are performed under non-stressful conditions is referred to as the
OPPOSITE under stressful conditions:
50
Lewin’s (1951) field theory
predicts that human behavior is a function of
| the characteristics of the person and the person’s environment
51
Bercheid's Emotion-In-Relationships Model (ERM)
proposes that positive or negative emotions occur when there is a disruption in interpersonal scripts (i.e. when a partner violates expectations regarding important couple of personal goals)
52
French and Raven's Six Bases of Social Power
```
Reward
Coercive
Legitimate
Referent
Informational
Expert
```
53
Productivity of employees is most likely to be positively affected if manager relies on which of French and Raven's bases of social power
Incremental Power (combo of expert and referent power)
54
Petty and Cacioppo's Elaboration Likelihood Model
two ways people are persuaded - peripheral route or central route
central attitude change is relatively enduring, resists further change, and predicts behavior
55
peripheral route
Elaboration Likelihood Model
involves a focus on aspects that are not central to the message, but rather are peripheral to it
e.g. attractiveness of speaker, speaker's expertise, speaker's similarity to the listening
56
central route
Elaboration Likelihood Model
involves thinking about whatever relevant information is available, and elaborating on the message's arguments
requires both the ability to process the message and the motivation or willingness to think deeply about ideas
57
inoculation
technique to increase resistance to persuasion
person is giving a mild argument against a belief and then practices refuting this mild argument
improves the person's ability to refute stronger arguments against the belief
58
approach-approach conflict
person must decide between two or more favorable alternatives
as soon as person moves towards one alternative, the other decreases in its appeal to the individual
59
approach-avoidance conflict
person must choose whether to do one thing that will have both desirable and undesirable results
generally, approach tendency is greatest initially, then, as one approaches goal, avoidance tendencies become stronger
60
avoidance-avoidance conflict
usually the most difficult to resolve and generates the most stress
significant vacillation, and person ends up choosing "the lesser of two evils"
alternatively, can sometimes opt not to choose
61
prejudice is composed of three elements
cognitive - negative thoughts and beliefs (e.g. stereotype)
affective - feelings and emotions towards the objects of prejudice
behavioral - predispositions to act in certain ways (e.g. discrimination)
62
learned prejudice
people can learn prejudices in the same way they learn other attitudes, through classical conditioning, operant conditioning, social learning
63
males are seen as _________ competent than females by ________
males are seen as more competent than females by both males and females
64
attributions given to men and women for success on traditionally masculine versus feminine tasks
success of males was universally attributed to ability regardless of type of task
success of females was attributed to ability only on the traditionally female task and to luck on the traditionally male task
65
role of cognitive processes in prejudice
people attempt to make sense of the social world by creating ingroups and outgroups
66
ingroup favoratism and outgroup negativity
people tend to see ingroup members are more attractice, possessing more desirable personality attributes, and behaving in more socially acceptable ways
67
outgroup homogeneity effect
tendency to see more diversity among members of one's ingroup and less among the outgroup
68
most salient personality trait associated with prejudice
authoritarianism
69
best way to combat prejudice
encourage cooperation rather than competition
70
Sherif's Robber's Cave Study
researchers created strong feelings of ingroup and outgroup identification in a group of 11 and 12 year old boys at summer camp
used competition to create prejudice and hatred between two rival groups
created tasks that required expertise, labor, and cooperation from both groups, where prizes were given to all for successful completion
71
Superordinate goals
higher than individual goals, can only be achieved with both groups working together, and are of benefit to both parties
72
research on combating prejudice
Robber's Cave Study
other researchers have found that sometimes increasing contact between two groups can reduce hostility
most likely to happen when, in the process, negative stereotypes can be discomfirmed
73
Gordon Allport
argued stateways (laws and policies) can shift folkways (attitudes, beliefs, and norms)
74
James-Lange Theory of Emotion
emotions result from perceiving bodily reactions or responses
research has not supported this theory
physiological arousal commonly occurs in the absence of emotion (e.g. during physical exercise)
individuals are not able to perceive the subtle differences in physiological arousal that occurs during various emotional states (e.g. fear vs. excitement)
75
Cannon-Bard Theory
emotions and bodily reactions occur at the same time
when an individual perceives an event, messages are sent simultaneously to the hypothalamus (responsible for physiologically arousing the body) and to the limbic system (causing the subjective experience of fear)
bodily reactions are not necessary in order to experience feelings
76
research support for Cannon-Bard Theory
research has demonstrated that animals that have been surgically prevented from experiencing physiological arousal nevertheless display emotional behavior (e.g. growling)
77
Schacter's Two-Factor Theory
experience of emotion is a function of both physiolical arousal (internal info (e.g. hypothalamus and limbic system) and external info (e.g. context)
78
Schacter and Singer's epinephrine studies
subjects were injected with epinephrine and as a result, experienced physical arousal
subjects who had been accurately informed about the effects of epinephrine simply reported that they were physiologically aroused
subjects who had not been informed about the effects of epinephrine (i.e. they did not have the appropriate cognitive label), looked to environmental cues to interpret how they felt
subjects placed with confederates who acted happy reported themselves to be happy
subjects placed with confederates who acted unhappy reported themselves to be unhappy
79
Rosenhan's study of the impact of social context on person perception
seven normal persons called for appointments at various hospitals and on arrival complained of hearing voices
gave truthful information to the interviewer and acted normally
all admitted to hospital and "pseudopatients' acted normally and never mentioned hearing voices
hospital staff continued to think of them as patients and treated them as such
80
social comparison theory
people tend to compare themselves to others in order to evaluate their own behavior, attributes, and abilities
similar to I/O Equity Theory
81
physical attractiveness
one of most important factors in initial liking or loving of others
82
matching hypothesis
people of approximately equal physical attractiveness are likely to select each other
83
proximity
another major factor in attraction
84
similarity
major cementing factor for a long-term relationship
| people similar in social background and values tend to form intimate relationships
85
need complementary
people frequently choose partners who are different in terms of personality
86
reciprocity hypothesis
suggests that people tend to like others who like them
87
social exchange theory
people are concerned with the benefits and liabilities of a relationship
when costs outweigh rewards, attraction declines
88
Schacter's research on attraction
found that arousal heightens attraction
those who believed they would receive a painful shock became anxious and chose to affiliate with one another
"misery loves miserable company"
89
bystander apathy
e.g. Kitty Genovese
| diffusion of responsibility - assumption that someone else will respond and take action
90
instincts and aggression
Freud - aggressive impulses are inborn and instinctive
ethologists - believe that aggression is instinctual and evolved because it contributes to survival of fittest - prevents overcrowding and allows the strongest animals to win mates and reproduce the species
most social psychologists reject instinctual theories
91
biological theories of aggression
research has supported existence of "aggression centers" in the brain - hypothalamus, amygdala, other parts of limbic system
role of testosterone and other hormones in aggressive behavior
92
frustration-aggression hypothesis
Dollard
aggression is always due to frustration and frustration always leads to some form of aggression
experimental tests have produced conflicting results
Berkowitz - frustration leads to aggression only when there are aggressive cues in the environment
93
social learning theory
we learn to be aggressive by observing models behaving aggressively and by seeing others rewarded for aggressive behavior
considerable evidence that media can contribute to aggression
94
group membership
deindividuation and group roles (e.g. prison guard) can influence aggression
95
crowding
affects aggression
| tends to affect men more than women and leads to heightened sense of arousal for positive and negative emotions
96
conformity
changing one's behavior as a result of imagined social or group pressure
97
Sherif's studies on conformity
studied autokinetic effect (tendency for people to experience a stationary point of light to be moving in a darkened room)
individual's judgment depended on the group's judgment
subjects initially tested alone changed their judgments the second time around to conform to the group norms
98
Asch's studies on conformity
studied subjects' responses to a simple task in which subjects were shown a card containing three lines and were asked to select the line closes in length to a fourth line
one third of subjects conformed and agreed with the group's obviously incorrect choice
in other studies, Asch found that conformity peaked when groups included 7 people that were unanimous
99
2 social influences on conformity
normative social influence (need for approval and acceptance by the group) and informational social influence (assumption that the other person has more information than you)
100
reference groups
refer to people we admire, like, and want to resemble
| e.g. athletes, movie stars, parents, teachers, supervisors, friends, etc
101
minority opinion within a group
likelihood of this person influencing the group when the person persists in expressing his/her position, is firm yet flexible, is logically consistent and coherent, degree to which the person is consistent with the predominant social culture of the group, and the extent to which the individual agrees with the majority view regarding most other group issues
102
idiosyncrasy credits
can be earned by initially conforming to the group's norms
| group is more tolerant when he/she later deviates from certain group norms
103
Milgram's obedience studies
1) power of persons in positions of authority
2) placement of responsibility, and gradualism
3) foot-in-the door technique - once participant complied with the initial request, he/she may have felt trapped by his/her behavior and the nature of the situation
4) key factor shown to reduce obedience is witnessing a disobedient model
104
additive tasks
group members' separate performances are added to produce a combined effect
105
disjunctive tasks
outcome is affected by the performance of the MOST effective group member
106
conjunctive tasks
group's accomplishment is limited by the performance of the LEAST effective member
107
Zimbardo's study of group influence on behavior
college students assigned to be prison guards or prisoners
guards abused power, prisoners became more and more depressed
deindividuation
108
deindividuation
suspending one's private self-identity and adopting instead the identity of the group
109
Zimbardo's study of anonymity
had NYU female students wear identical white coats and hoods resembling members of the Ku Klux Klan
when given the opportunity to administer shocks to other female volunteers (confederate), women in costume gave twice the amount of shock as the women who were not in costume and wore large name tags
110
risky shift
tendency for people in groups to make riskier decisions than they would if they were deciding as individuals
can be more creative and innovative than individuals working alone
111
response polarization
aka group polarization
| tendency for people in groups to become more extreme in their views
112
groupthink
group members seek concurrence, consensus, and unanimity more than they seek the best possible alternative
tendency for group members to think alike and lose their critical evaluative capacities due to social pressures to conform
113
social faciltiation
occurs when individual task performance is enhanced by the mere presence of others
occurs most frequently when task is simple or familiar
114
social inhibition
occurs when task performance is compromised by the presence of others
occurs when task is novel or complex
115
social loafing
people don't work as hard on a task when they are part of a group as compared to when they are working alone
occurs most frequently when people perceive that their individual efforts will be anonymous and thus not subject to individual evaluation
116
emic vs. etic
ETic - universal view of people (ETernal truths about human beings)
eMic - culture-specific view (every culture has its own norms and values) (Multicultural perspective)
117
enculturation
process of learning one's own culture
118
Berry's Theory of Acculturation
two factors in acculturation process: cultural maintenance (valuing and pursuing cultural identity) and contact and participation (involvement with the dominant culture and other cultural groups)
Cultural Maintenance
Yes No
Contact Yes Integration Assimilation
Contact No Separation Marginalization
119
mental disorders that are found throughout the world with similar and recognizable symptoms
schizophrenia
bipolar disorder
panic disorder
OCD
120
mental disorder that varies greatly across countries - indicating that social and cultural factors play a causal role
major depression
121
idioms of distress
"illness language" of a particular cultural group
aka culturally preferred ways of expressing distress
some cultures may express distress in terms of somatic complaints, witchcraft and possession, or even violent behavior
122
somatization
expression of distress through somatic complaints
common idiom of distress
members of some cultural groups more easily admit to somatic complaints than emotional distress
123
culture-bound syndromes
e.g. anorexia nervosa (Western culture-bound syndrome)
124
cultural encapsulation
occurs when therapist makes narrow assumptions about reality, minimizes cultural variation among individuals, disregards evidence disconfirming the superiority of the dominant culture, resorts to technique-oriented strategies and short-term solutions, and judges others according to the encapsulated therapist's self-reference criteria
vs. cultural competence
125
SES and mental illness
lower SES correlated with mental illness an psychological stress
individual of lower SES and education drop out of therapy at higher rate and tend to be assigned to least experienced therapists
but when they remain, derive as much benefit as those with higher SES
126
LGBTQ youth
more likely than heterosexual peers to abuse substances, attempt suicide, and become victims of violence, including within the family
127
heterosexism
refers to ideas and actions that denigrate non-heterosexual behavior
currently favored term over homophobia (implies fear and hatred of gays and lesbians; less encompassing than heterosexism)
128
Troiden's model of gay and lesbian identity development (4 stages)
1) Sensitization
2) Identity Confusion
3) Identity Assumption
4) Commitment
Sex I CONFUSe I ASSUMe (with) COMMITMENT
129
Sensitization (Troiden)
occurs before puberty
child feels different from peers, may be marginalized, and ultimately internalizes a negative self-concept
sense of differentness is related more to gender rather than to sexuality
130
Identity Confusion (Troiden)
occurs around age 17 or 18
growing recognition of homosexual feelings and impulses and feelings of being excluded from the rest of the world
significant conflict is experienced
some resort to denial, avoidance, or repair (attempt to become heterosexual)
131
Identity Assumptions (Troiden)
19--22
reduction in social isolation and increased contact with other gays and lesbians
strategies at this stage: capitulation (agreeing with society's negative view of homosexuality, though still identifying as homosexual); minstrilization (acting out stereotypically homosexual behavior); passing; group alignment
132
Commitment (Troiden)
```
22-23
integration of homosexual identity
more open about sexual orientation
better able to make same-sex commitments
generally happier
```
133
low-context communication
```
meaning of communication is based on what is explicitly verbalized
middle class White American
```
134
high-context communication
situation and non-verbal cues significantly affect the meaning of what is verbalized
AAs, Asian Americans, Latinos, Naive Americans generally use a high-context communication style
135
Minority Identity Development Model (Atkinson, Morton & Sue) (5 stages)
1) Conformity
2) Dissonance
3) Resistance/Immersion
4) Introspection
5) Synergetic Articulation and Awareness/Integrative Awareness
Conforming (with)
Douchebags
Is/Really
Irritating
So Again and Again/ I Abscond
136
Conformity (Minority Identity Development Model)
minority person unequivocally prefers the dominant culture
| negative attitudes about oneself, one's own minority group, as well as other minority groups
137
Dissonance (Minority Identity Development Model)
person begins to appreciate aspects of the minority culture and to question the values and customs of the dominant culture
138
Resistance (Minority Identity Development Model)
aka Immersion
person tends to completely endorse minority-held views, experience a strong sense of identification with the minority group, and reject the dominant values of society and culture
person experiences conflict between ethnocentrism and empathy for other minority groups
139
Introspection (Minority Identity Development Model)
deeper analysis of attitudes and feelings
person begins to discover that the level of intensity of negative feelings directed towards white society is draining
person recognizes that many elements of White US culture are highly functional and desirable
ethnocentrism diminishes and is replaced by interest in oppression experienced by other groups
140
Synergetic Articulation and Awareness/Integrative Awareness
ability to be both appreciative and appropriately critical of aspects of one's own culture, the dominant culture, and other minority cultures
141
Helm's White Racial Identity Development Model (6 stages)
1) Contact
2) Disintegration
3) Reintegration
4) Pseudo-Independence
5) Immersion/Emersion
6) Autonomy
CONforming with
Douchebags
REally
Perturbs (mne)
I/Expect
Alternatives
142
Contact (Helms)
individuals are fairly ignorant and don't recognize racism and their own white privilege
143
Disintegration (Helms)
individuals begin to feel uncomfortable with the advantages of being white and with the role of whites in maintaining racism
to cope with this dissonance, many deny the existence of racism or avoid people of color
144
Reintegration (Helms)
person consciously acknowledges a white identity, including the belief that whites are superior to people of color
145
Pseudo-Independence (Helms)
person begins to actively question the proposition that Blacks are innately inferior to Whites
Some Whites try to disavow their own whiteness and associate with people of color
146
Immersion/Emersion (Helms)
person examines his/her own racial identity, striving to replace myths and race with accurate information
147
Autonomy (Helms)
person achieves a positive redefinition of being white that includes an ongoing openness to new info and new ways of thinkign about racial and cultural variables
148
Hispanic culture is generally considered_____ as opposed to individualistic because _____
Hispanic culture is generally considered collateral as opposed to individualistic because it highly values family and social connectedness
149
Central American immigrants often have high rates of ___________
Central American immigrants often have high rates of PTSD
150
Susto
"fright"
| culture-bound syndrome among Hispanics
151
Nervios
"nerves"
| culture-bound syndrome among Hispanics
152
Mal de ojo
"evil eye"
| culture-bound syndrome among Hispanics
153
Attaque de nervios
screaming, crying, aggression, dissociating, fainting
| culture-bound syndrome among Hispanics
154
Among Hispanics, emotional symptoms are often expressed _________________
Among Hispanics, emotional symptoms are often expressed in terms of physical complaints
155
It is generally recommended that interventions with Hispanics be____________________
It is generally recommended that interventions with Hispanics be active, concrete, oriented toward problem-solving;
family approaches are often useful b/c of preference for solving emotional problems within a family context
156
personalismo
Hispanic clients often respond best to informality, chit-chat, and individual attention
157
sleep paralysis
inability to move while falling asleep or waking up
| culture-bound syndrome found in AA community
158
falling out
sudden collapse sometimes preceded by dizziness
| culture-bound syndrome found in AA community
159
African Americans tend to be overdiagnosed with_____________ and underdiagnosed with ______________
African Americans tend to be overdiagnosed with schizophrenia and underdiagnosed with bipolar disorder
160
cultural paranoia
healthy suspicion that is based on real experiences of racism
161
Termination and African Americans
AAs tend to terminate in therapy early
162
When working with AAs, therapy relationship should be_______________
When working with AAs, therapy relationship should be egalitarian
163
Nancy Boyd-Franklin advocates a ______ approach to working with African American and other minority families
Nancy Boyd-Franklin advocates a multisystems approach to working with African American and other minority families
family's struggle understood in its larger environmental and cultural context
encourages active involvement in different systems that influence clients (e.g. school, church, etc)
164
Asian American Family Structures tend to be
Asian American Family Structures tend to be hierarchical and patriarchal
165
Neurasthenia and hwa-bung
"suppressed anger syndrome" involving palpitations, headache, dysphoria, and anxiety
culture-bound syndrome among Asian Americans
166
Asian Americans and mental health treatment
use mental health treatment at a very low rate, mostly likely because of shame and stigma
problem may be expressed in indirect manner, through physical complaints and academic or vocational problems
167
Recommended therapeutic approach with Asian Americans
structural approach recommended in which therapist is active and directive
less likely to drop out of treatment when matched with therapist of same ethnicity
168
Mental heath issues among Native Ameridcans
suicide rate 1.5 times higher than national rate, especially among males 15 to 24
Fetal Alcohol Syndrome and alcohol-related deaths more common
Higher rateso f PTSD
