Samenvatting General literacy Paradigms & Global Perspectives, including mindmaps
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Cours
Paradigms and Global Perspectives
Établissement
Universiteit Utrecht (UU)
This document contains the general literacy for the course Paradigms and Global Perspectives exam. All the literacy is summarized in English, except for the literacy of De Winter. This is summarized in Dutch. The mindmaps are also in English, except those of the chapters of De Winter.
General literacy Paradigms and Global Perspectives
Inhoud
Week 1...................................................................................................................................................1
Week 2...................................................................................................................................................7
2. The rejection of violence: Opening up spaces for dialogue and teach young to reject violence.
Prevention focusing on democratic societies...............................................................................10
3. That dialogue is egalitarian: talking with not talking at. It is important to take a bottom-up
approach to create preventative actions with the community.....................................................10
4. Relationships are built on trust so that adolescents and young adults feel confident to raise
their doubts. Interventions require spaces in which young adults feel safe to express their
concerns and ideals. Intervention with youth should be free of any judgement and enhance the
promotion of human rights of these youth, so they can freely express themselves....................10
1. The concept of the youth bulge...............................................................................................12
addressed effectively. Critique: youth bulge draws stereotypical claims about youth. In particular
young men of color in the GS, since they are highly idealistic, sensitive to peer approval, prone
to risk taking and naively accepting of ideological explanations..................................................12
Unrest and violence are not the consequence of large populations, but the failure to provide
youth with social and economic opportunity is. (scholars call them human waste: because they
have a wageless life and little opportunies). Another critequa is that youth buldge is variated
defined. It is in the context of economic stagnation and decline, most youth bulge theorists now
.....................................................................................................................................................12
3. The spectre of globally networked youth being radicalized by extremist groups.....................13
Week 3.................................................................................................................................................15
Week 4................................................................................................................................................29
Week 5.................................................................................................................................................39
Week 6.................................................................................................................................................50
Week 1
De Winter
Hoofdstuk 3
Kindermishandeling kan niet alleen maar gezien worden als een gezinsprobleem, verklaringen en
interventies hebben een breder perspectief nodig dan het dyadische model van slachtoffer en dader.
Een tekort aan social binding kan een belangrijke risicofactor zijn voor kindermishandeling en
verwaarlozing, een deel van de oplossing ligt dus in het tegengaan van verdere individualisering,
anonimiteit en isolement. Oplossing volgens de Winter is dat kennis en interventies zich meer
zouden moeten richten op sociale en maatschappelijke achtergronden van kindermishandeling. Er
wordt te weinig aandacht besteed aan de bevordering van familiariteit en collectieve efficacy.
De Winter
,Hoofdstuk 4
De politiek bemoeit zich steeds meer met de opvoeding. Ouders raken snel in een soort
opvoedingskramp terecht, logisch want voor alles zijn richtlijnen, checklists, deskundigen etc. Ook de
politiek en media heeft er last van, de publieke discussies over opvoeding en jeugdbeleid gaan
allemaal richting negatieve vrijheid. Proces waarin iedereen elkaar gevangen houdt. Pedagogische
civil society: kinderen worden beschouwd als een private zorg, maar ze zouden veel meer een public
issue moeten worden, object van collectieve zorg en betrokkenheid. Gaat om burgerlijke
oplettendheid, een gevoel van gemeenschappelijke zorg voor kinderen en voor de mensen die voor
kinderen zorgen.
is sprake van een risicosamenleving, mensen zijn steeds meer gepreoccupeerd geraakt met hun
toekomst en veiligheid. Individualisering en globalisering worden vaak gezien als belangrijkste
maatschappelijke oorzaken van deze angst. Veel dreiging ontstaat door processen die zich weliswaar
op wereldschaal afspelen, waarvan de gevolgen lokaal voelbaar zijn: klimaatverandering, terrorisme
of onveiligheid. Onzekerheid van ouders werd in de loop van de twinstige eeuw steeds meer
commercieel geëxploiteerd en gestimuleerd. Dit leidt tot hyperparenting: de suggestie dat elke ouder
de mogelijkheid maar ook de plicht heeft om het perfect kind te construeren.
Public health methode: gaat niet om de genezing van individuen maar om preventieve interventies
die gericht zijn op bevolkingsgroepen die statisch gezien de meeste kans op een bepaalde ziekte of
stoornis lopen. 4 problemen:
1. Is duur, want alle kinderen die je hierdoor opspoort, moet je iets mee doen.
2. Gebrek aan specificiteit. Kindermishandeling en antisociaal gedrag zijn hele andere dingen,
dus andere aanpak nodig.
3. Is gebaseerd op wetenschappelijke kennis. Soms ander soort onderzoek
4. Grote gevolgen voor relatie tussen kinderen, ouders, deskundigen etc.
,Community psychology
Community psychology focuses on the social settings, systems, and institutions that influence groups
and organizations and the individuals within them. The goal of community psychology is to optimize
, the well-being of communities and individuals with innovative and alternate interventions designed
in collaboration with affected community members and with other related disciplines inside and
outside of psychology.
4 principles guiding Community research and action:
1. Community research and action requires explicit attention to and respect for
diversity among peoples and settings.
2. Human competencies and problems are best understood by viewing people within their
social, cultural, economic, geographic, and historical contexts.
3. Community research and action is an active collaboration among researchers,
practitioners, and community members that uses multiple methodologies. Such
research and action must be undertaken to serve those community members directly
concerned, and should be guided by their needs and preferences, as well as by their active
participation.
4. Change strategies are needed at multiple levels to foster settings that promote
competence and well-being.
Community psychology is born out of dissatisfaction with the limitations of the traditional
psychotherapy approaches. The ‘radical’ theory- and research-based position it took was that
individuals were best understood within the contexts in which they were embedded, that these
contexts demanded an appreciation of the cultural and ethnic diversity of backgrounds, and that the
individual and the context provided both opportunities and problems for health and well-being.
Studying communities would yield a better understanding of this position and would provide new
approaches to programming toward the health of those communities and the individuals within
them.
ADDRESSING framework for diversity: Age, Developmental, Disabilities, Religion, Ethnicity,
Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, Gender.
Behavioral community psychology reinforces the importance of context from a
learning theory perspective. For the importance of setting as well as personality in determining
behaviors. That is, certain behavioral tendencies might appear stronger in particular settings and
weaker in others. Empowerment is another basic concept of community psychology. It is a value, a
process, and an outcome. As a value, empowerment is seen to be good. It assumes that individuals
and communities have strengths, competencies, and resources and are by nature nonpathological.
As a process, empowerment is a way in which individuals and communities feel that they have some
say in and control over the events in their lives, the structures that shape their lives, and the policies
that regulate those structures. Community psychology emphasizes the value of the democratic
process. As an outcome of democracy, people can feel empowered. In psychological terms, a feeling
of efficacy is the belief that one has power over one’s destiny. It is the opposite of helplessness. It is
what Bandura (2000, 2006) has called agency (being an actor within one’s world, and not merely a
passive observer), self-efficacy (a belief that one can make a difference), and collective efficacy (a
belief of a group or community that together they can bring about change). Beyond these cognitive
components, empowerment includes action on one’s own behalf. As an example of empowerment
outcomes, Zeldin (2004) found that youth increase in their sense of agency and in their knowledge
and skills when they participate in community decision-making activities. The concept of
empowerment has not gone without criticism. Empowerment often leads to individualism and
therefore competition and conflict. Its traditionally masculine, involving power and control.
TABLE 1.4 Ecological Principles
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