By Dante Cicchetti, Donald J. Cohen
Developmental Psychopathology, quantity three, probability, sickness, and edition offers a existence span developmental standpoint on "high-risk" stipulations and psychological problems. in addition, it examines developmental pathways to resilient model within the face of adversity.
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Extra info for DEVELOPMENTAL PSYCHOPATHOLOGY. Risk, Disorder, and Adaptation
Receiving help can also create feelings of failure, indebtedness, and inferiority, especially when assistance cannot be repaid, because of cultural norms of equity and reciprocity (Greenberg & Westcott, 1983). Moreover, if assistance cannot be reciprocated or compensated, the recipient may experience feelings of vulnerability or dependency because obtaining assistance from another violates norms of self-reliance and autonomy. There can also be sensitivity to privacy violations if helpers become intimately acquainted with aspects of the recipient’s life that are not normally disclosed to others.
2004). Taken together, conclusions from these and other therapeutic interventions that explicitly attend to the social support needs of troubled children and families indicate that when carefully designed and thoughtfully implemented, social support can be an important contribution to therapeutic success. But because social support needs are multifaceted, one feature of the preventive or therapeutic enlistment of social support is that supportive interventions are multifaceted. They should include not only emotional aid and counseling but also information or educational guidance, help with everyday stresses and practical life The Contingencies of Social Support Ef forts skills (such as parenting), economic assistance or job training when it is warranted, and, when children are concerned, counseling and educational assistance.
Cultural and Contextual Considerations Among the most important personal characteristics of the providers and recipients of social support is their cultural and ethnic identity (Tietjen, 1989; Vaux, 1985). Cultural norms affect many of the central influences on giving and receiving social support and its psychological effects, including understandings of relationships, the nature of informal social networks, reciprocity and equity expectations in giving and receiving help, values concerning the relation between the individual and the group, attitudes toward assistance from formal helpers (such as therapists), and how help itself is evaluated (Dilworth-Anderson & Marshal, 1996; Jacobson, 1987).