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Encourages social interaction.

Rounded Shapes and bright colors

Discourages social interaction

Jails, cubicles, prison cells.

Focus on physical environment

Stimulation varies in intensity, frequency, duration, ect...

Stimuli have direct and indirect effects - too much or not enough stimuli may have negative affects on human behavior.

How much control we have over our physical environment and how we attempt to control it.

Personal space, crowding, privacy are all boundary regulating mechanisms

Control Theory -

physical space we maintain while interacting with others

Control Theory-

Feelings of ownership over a space

Places that evoke feelings of ownership on a regular basis.

Evoke some feelings of possessiveness but are less important than primary territories.

Control Theory-

Personal Space and Territoriality.

Control Theory

Few feelings of ownership and it is a community space.

Control Theory


Unpleasant feelings we have in close physical space with others.

may adversely affect child development.
may influence behaviors in social interactions

Control Theory

Control over information about oneself and in interactions with others.

Consistent and uniform patterns of behavior develop within certain environments.

Behavior is ALWAYS tied to place.

Physical Environment provides cues to behaviors

Patterns of behavior are programmed ex. decorum in churchs or bars.

People that are bound together by either geography or webs of communication, sharing common ties and interacting with one another.

Perceptions of similarity with others, an acknowledged interdependence with others, a willingness to maintain interdependence by giving to or doing for others what one expects from them.  The feeling that one is part of a larger, more stable structure. Also, mutual exchanges to fulfill needs.

Voluntary interaction that is not bound by location.

Ex. shared values, issues, groups.

Interaction bound by geography or territory.

Ex. Cities, states, neighborhoods

3 Types of Communities - Type 1

Communities that have lost a sense of connectedness, social support, and traditional customs.

3 Types of Communities - Type 2

Retain a strong sense of connectedness, social support, and customs for behavior.

3 Types of Communities - Type 3

loose communities with unclear boundaries and a great deal of heterogeneity.

Range

Contact

Intimacy

Immediate kinship/friendship

Relationships are personal and traditional.

Strong identification with community
Authority based on tradition
Relationships based on emotionalism
Others seen as whole persons

As in a rural community, people are strongly connect, the influences of prominent families.

Relationships are impersonal and contractual.

Little identification with communities.
Authority based on laws
Relationships based on goal attainment and emotional neutrality
Others seen as role enactors

Modern Community

Diverse and unpredictable
Based on the unique connections that electronics and technology create.

Ex. Online communities


Pg. 452

Interactions with other members of the community that gives a strong sense of identity to its members.

Ex. UNR student identifies with the UNR community sports team

Interactions with individuals and systems outside of communities. Provides necessary resources for community members.

Healthy communities need both types of interactions to remain healthy.


Systems Theory

Community Cohesion

The collective value of all social networks and the inclinations that arise from these networks to do things for each other.

Social Capital works through:

Information Flow
Norms of reciprocity
Collective Action
Broader Identities and solidarity

Increasing numbers of single parent households

Increase in divorce and remarriage - complex family relationships

Increased care needs for elderly - longer lifespans

Increasing rates of poverty among children - single parenthood

Decrease in wages among working class

Lack of affordable childcare

Fewer positions provide health benefits for families. - 23% of children without health insurance

Focus is on how internal processes motivate human behavior

Emotions are central to human behavior

Conscious and unconscious mental activities serve as motivational forces.

Childhood experiences are central in the patterning of an individuals emotions,  therefore the central problems in their life.

People may become overwhelmed by internal or external demands

People use ego defense mechanisms to avoid becoming overwhelmed.

Human Behavior is learned as individuals interact with their environments and who they interact with

Similar learning processes taking place in different locations produce differences in human behavior.

All human problems can be defined and changed.

Behavior is learned by association of environment stimuli by reinforcement, imitation, personal expectations, and meanings.

Focuses on the relationships within the family.

Family members affect and are affects by all other family members. When change occurs for one, all are affected. Family members develop boundaries, the delineate who is in the family at any given time.

organizational structures and roles for accomplishing tasks are developed as well as shared beliefs, rules, verbal and non verbal communication patterns.

Each person has their own unique perspective on what goes on in the family.

All members are mutually influencing.

Relationships are woven into patterns and processes.

The system encompasses subsystems such as father, mother, kids.

The system interacts with suprasystems.

Bread winners, leadership and decision making, household management, care of dependence, and child rearing

Roles:
Mediator
Lost Child
Comedian
Authoritarian
Hero

Looks at families over time

1 Independence - Single Young Adult
2 Coupling - Becoming interdependent with someone outside your family of origin
3 Parenting - Young Children - requires a large amount of time and energy, establishes family culture and socialization.
4 Parenting - Adolescents - Survival
5 Launching of adult children
6 Family later in life

Involves normative changes and challenging tasks for the individual and the family as a whole. Transitions offer opportunities for positive adaptation and growth.

Multigenerational genograms and time lines can be useful

A visual representation of a multigenerational family system to find and follow trends.

Symbology -
Squares = Males
Circles = Female
Lines = Relationships
2 Slashes over a line = Divorce
X = Death

Visual Representation that identifies external sources of stress, conflict, and support.

Uses Circles, lines, and arrows to show family relationships and the strength and directional flow of energy and resources to and from the family.

Identifies when events of stress pile up.

Emotional, Feeling, and Intellectual - These guide behaviors

Emotional - Initial Reaction
Feeling - No idea :(
Intellectual - Logical thought process of pros and cons.

Differentiation between thinking and feeling -
Family members must learn to recognize their feelings but also learn how to plan their lives rather than act entirely on emotion. It can be assumed that many family problems are caused by family members emotional reactivity.

Differentiation of self and others in the family -
Individuals should follow their own beliefs rather than make decisions based on the reactivity of others. This should be done without being defensive or attacking others.

Using intellect to think about or analyze a situation, using your own thought process that is uniquely yours allows a person to make their own choices regardless of what their family members want them to do.

This is only possible if the intellect is developed enough to know oneself and to be able to distinguish your own thoughts from the thoughts of the family. This is important to be able to do this and not react to situations based on emotional feelings.

Two competing life forces: Togetherness and individuality.

The need for other people heightens emotional reactivity to others and decreases the ability to think and respond independently.



Togetherness <>Individuality
High Anxiety<--->Low anxiety

Anxiety results from excessive togetherness needs.

If you are not secure enough in yourself you then depend too heavily on the approval of others, this can lead to excessive togetherness needs.

People move between togetherness needs and individual needs. As a person moves towards togetherness needs, anxiety increases. As a person moves towards individual needs, anxiety decreases.

The ability to function separately within a relationship.

Expectations associated with a role do not coincide with the person's ability to carryout role related duties and responsibilities.

It is based on qualities for which men are socialized

Bowen's Family Systems Theory
- Two competing life forces, togetherness and individuality
-Anxiety results from excessive togetherness
-Differentiation of self from others and family


Knudson-Martin
Individuality and togetherness are not necessarily competitive. They are reciprocal
-Feeling and intellectual systems are parallel.
-Female differentiation involves a balance between attending her own needs and the needs of others.

A way of viewing the world, objective truth and reality. A unique reality based on how you personally view things.

These theories question our everyday assumptions about the nature of reality and propose that our selves, identities, communities, and social realities are constructions of the mind rather than objective entities separate from us

Truth-

is an effect of the pulse of discourse or the power relations that create and construct a particular form of life or the many ways people are constrained to act within an arbitrary system.

People are products of the society they create. Habitualization of a process leads to institutions as actions become typified.

Subjective reality is created through our internalization, reifying the external world and legitimizing it by cognitively ascribing validity to it... thus, growing to perceive it and separate from us.

is an ongoing, conscious process that evolves and changes across time and environment and internalization.

Normal is defined as standard or ordinary creating an ideology of what is acceptable. when we define normality, which subsequently leads to a definition of what is considered “abnormal” through socialization. What we consider normal is “transformed into a desirable standard and upheld and maintained.  Those of which do not meet these understandings of normality are considered deficient and abnormal.  Continuous progression and change, Norms are shaped by social reality and social reality is shaped by norms: its a dynamic and reciprocal process.