click below
click below
Normal Size Small Size show me how
ch6&7 Human Services
ch 6&7 Human Services
Term | Definition |
---|---|
Boundaries | Barriers that mediate information flow into and out of a system. |
Behavioral Family Therapy | An approach to family counseling that is based on learning and cognition. |
Developmental Crisis | A predictable lifespan problem with which the family must deal. |
Developmental Cycles | Minuchin’s family systems theory term for the process of a family experiencing predictable struggles as it ages and progresses through the life stages. |
Counseling Group | Similar to a therapy group, but with less self-disclosure and personality reconstruction expected; a meeting of individuals whose purpose is to affect behavior change and increase self-awareness. |
Encounter Group | A group in which expressions of feelings are encouraged, which leads to new self-awareness. |
Minuchin, Salvadore | Developed the structural approach to family counseling and highlighted the importance of understanding situational crises and developmental milestones when working with families. |
Rules— | In the systems theory, how the system defines itself as a result of boundaries, information flow and homeostasis. |
Homeostasis— | The tendency for a system to maintain equilibrium. |
Overt Rules— | Clearly defined rules made by families that affect how members in the family relate. |
Scapegoat— | An individual in a system who is unconsciously given the blame for problems in the system. |
Situational Crisis— | An unexpected problem, with which the family must deal, that is condition-specific. |
Unfinished Business— | Unresolved problems and experiences brought from a previous life-stage that affect interpersonal relationships. |
Co-cultures | Groups of peoples whose behaviors and values may differ from the larger culture, yet a part of the larger culture. |
Cultural Mosaic | A society that has many diverse values and cultures. |
Culture | The common values, norms of behaviors, language, symbols, and life patterns that people may share. |
Discrimination | An active behavior that negatively affects individuals of ethnic, cultural and racial groups. |
Ethnicity | Long term patterns of behavior that have some historical significance and may include similar religious, ancestral, language or cultural characteristics. |
Ethnocentric Worldview | The potentially harmful assumption one’s clients’ view of the world is the same as his or hers. |
nstitutional Racism | When an agency or organization purposefully, or out of ignorance, supports policies and behaviors that are racist. |
Minority | Any group of people that are being singled out because of their cultural or physically characteristics and who are being systematically oppressed by those individuals who are in a position of power or influence. |
Power Differentials | The control, power, authority or influence over others. |
Race | Traditionally a division of people who share genetic and biological characteristics. |
Prejudice | As pertains to stereotyping and racism, negative attitudes and opinions held about members of ethnic or cultural groups. |
Racism | The irrational dislike or hatred held about or directed at people of a particular race. |
RESPECTFUL Model | An acronym that speaks to the ingredients that are needed by the culturally competent mental health or human service professional. |
Sexual Prejudice | Negative attitudes targeted toward homosexual, bisexual or heterosexual individuals. |
Social Class | The grouping of people according to such things as wealth, ancestry, rank and status. |
Stereotypes | Rigidly held beliefs about a culture or group of people that falsely assumes that most or all members of the group have certain behaviors or beliefs that tend to be unique to that group. |
Subcultures | Groups of peoples whose behaviors and values may differ from the larger culture. |
Attitudes and Beliefs of culturally skilled HS Professionals: | awareness of one’s own cultural backgrounds, biases, stereotypes, and values, and respectful of differences |
Knowledge of culturally skilled HS Professionals: | Knowledge of sociopolitical issues, barriers that hinder clients from using social service agencies, and clients' cultural or ethnic groups |
Skills of culturally skilled HS Professionals: | Basic skills & ability to apply specialized interventions per client’s culture |
HS professional should understand a person from the prospective of their | 1) individual uniqueness; 2) cultural specificity; and their 3) shared universal experiences. |
culturally diverse HS professions ... | Have the right attitudes and beliefs, gain knowledge, and learn skills. |
Healthy Families Develop | a. Semipermeable boundaries b. Evaluate information & make changes as needed c. Parents/Guardians who are the main rule makers d. Have a clear sense of hierarchy |
Dysfunctional Families | a. Boundaries are too loose or too rigid b. Poor communication patterns c. Unclear hierarchy d. Individuals are the “scapegoat” e. Individuals are the “identified patients” |
All Groups Have Rules Regarding | a. Membership behavior b. Leadership style c. Technical Issues d. Ground Rules |
Stages of Group Development | a. Pre-group Stage—identifying expectations b. Initial Stage—developing issues of trust c. Transitional Stage—members uncomfortable followed by acceptance |
Healthy HS Agencies | a. Boundaries b. Overt and Covert Rules c. Hierarchies: Who is in Charge? d. Information Flow Clear |
Developmentally Mature HS Professional | a. Uses a systems approach in understanding the complexity or interrelationships b. Does not view clients in isolation |
Stages of Group Development 2 | d. Work Stage—setting goals and working on behavioral changes e. Closure Stage—summarizing and follow-up |
Developmentally Mature HS Professional 2 | c. Understands the complexity of the interactions in the client’s world d. Understands that families, groups, and social systems have a large impact on clients |
Group Systems | Communication Pattern, Power Dynamics, Hierarchies, Homeostasis |