1. Please describe the differences between universal and selective interventions as discussed on page 79 in the Toporek text. <br>
2. Please give an example of each of the three public health prevention typologies discussed on 79 in Toporek as well:<br>
3. What are the three levels at which social justice work might take place (Toporek, <a href=https://p.155? target=_blank>p.155</a>)??<br>
4. Chung warns against failing to consider and conceptualize your client in the context of their multiple identities (<a href=https://p.161? target=_blank>p.161</a> and 167); what are at least two potential pitfalls of making this mistake?<br>
4a. What is the problem in centering your conceptualization around a particular aspect of a clients identity that you expect to be salient, but have not confirmed? <br>
5. Please select an experience you have had in your life related to your own social justice concerns; please relate how at least two of Chungs eight key lessons learned (<a href=https://pp.105? target=_blank>pp.105</a>) are applicable to lessons you learned from your experience.<br>
6. How is burnout of particular concern when looking at Chungs experiences in her social justice and INGO work? Chung and Beckham, Chapter 6<br>
7. Please summarize the two divides Bell and Goodman encountered when collaborating with law enforcement on Intimate Partner Violence initiatives (Toporek, <a href=https://p.160-61? target=_blank>p.160-61</a>).<br>
8. Please define the double jeopardy or double bind described by Jun on page 141. How might this be relevant to the previously discussed seven categories of otherness?<br>
9. Please discuss two key points about privilege and the privileged male and the oppressed females awareness of their varying levels of privilege. What does this mean about their varying levels of internalization of messages about privilege? Jun, Chapter 5<br>
10. What did Bell and Goodman describe as the potential real-world consequence of not finding a significant outcomes in their Intimate Partner Violence research (Toporek, <a href=https://p.163? target=_blank>p.163</a>)?<br>
11. What are at least two similarities and one difference between Crosss Nigrescence and Helmss People of Color racial identity stages (Jun, <a href=https://p.287-289? target=_blank>p.287-289</a>)?<br>
12. What are at least two similarities and one difference between Chicano-Latino and Atkinsons Minority identity stages (Jun, <a href=https://p.290-291? target=_blank>p.290-291</a>)? <br>
13. In what ways are Postons, Jacobs, and Roots respective bi-racial identity models different from all of the aforementioned identity development theories (Jun, <a href=https://p.291-292? target=_blank>p.291-292</a>)?<br>
14. What are at least two similarities and one difference between the five White racial identity stages paradigms presented in Jun, <a href=https://p.293-296? target=_blank>p.293-296</a>?<br>
15. What are the three assumptions forming the basis for the Multi-Phase Model? Briefly describe them. Chung and Bemack, Chapter 4<br>
16. In summarizing the MPM on page 62, what is the discussed goal of developing the MPM, and what is the MPM meant to challenge psychologists to move beyond?<br>
17. What are at least two overall thematic similarities in each of the racial identity development theories and Casss Model of Homosexual Identity Formation?<br>
17a. In what ways in Casss model unique in examining homosexual identity formation as being different from the ways in which racial identity is developed?<br>
18. What are two negative emotional consequences non-heterosexuals face as a result of family rejection that make their experiences of oppression and emotional wounding different from other groups that suffer oppression as well? Jun, Chapter 6<br>
18a. How might a Rogerian approach to therapy be especially reparative for a client experiencing family rejection?
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