Policies & Procedures Manual

Total Page:16

File Type:pdf, Size:1020Kb

Policies & Procedures Manual 0 Policies & Procedures Manual Society for Community Research & Action A Division of the American Psychological Association Updated February 2021 Table of Contents Section I: Bylaws .................................................................................................................... 4 ARTICLE I: Name and Purpose .........................................................................................................4 ARTICLE II: Membership .................................................................................................................4 ARTICLE III: Officers ........................................................................................................................5 ARTICLE IV: Executive Committee ...................................................................................................6 ARTICLE V: Nominations and Elections ............................................................................................6 ARTICLE VI: Meetings .....................................................................................................................7 ARTICLE VII: Committees ................................................................................................................7 ARTICLE VIII: Dues and Assessments ...............................................................................................8 ARTICLE IX: Amendments ...............................................................................................................8 ARTICLE X: Enabling Action .............................................................................................................8 ARTICLE XI: Dissolution Clause ........................................................................................................8 Section II: Handbook ............................................................................................................ 10 Purpose, Mission, and Goals ......................................................................................................... 11 A Brief History of SCRA ................................................................................................................. 14 Officers and Representatives ............................................................................................... 15 President-Elect, President, and Past-President .............................................................................. 15 Secretary ..................................................................................................................................... 19 Treasurer ..................................................................................................................................... 22 APA Council Representative.......................................................................................................... 25 Members-At-Large ....................................................................................................................... 26 Student Representatives .............................................................................................................. 28 Regional Network Coordinator ..................................................................................................... 33 Regional Coordinators & International Regional Liaisons ............................................................... 35 Student Regional Coordinators ..................................................................................................... 38 General Procedures ............................................................................................................. 40 Policy for Approval of Changes to the Policies and Procedures Manual .......................................... 41 Procedures for Annual Budget Development ................................................................................. 42 Policy for Approving Out of Cycle Budget Requests ....................................................................... 43 Policy for Spending of Approved Funds ......................................................................................... 44 SCRA Asset Management, Preservation, and Spending Policy and Principles .................................. 46 Guidelines for Sponsorship of Initiatives External to SCRA ............................................................. 47 Policy for Establishing Formal Partnerships ................................................................................... 49 SCRA Travel and Personal Reimbursement Policy .......................................................................... 50 SCRA Executive Committee Travel Policy ....................................................................................... 52 Policy for Electronic Executive Committee Voting .......................................................................... 53 Policy for Facilities and Administrative Expenses (F&A) ................................................................. 55 Whistleblower Protection: Reporting Ethical Violations at SCRA .................................................... 56 Process for Generating SCRA Position Statements ......................................................................... 57 Rapid Response Procedures Regarding SCRA Actions Related to Public Policy ................................ 60 Committees And Councils .................................................................................................... 63 Finance Committee ...................................................................................................................... 64 Investment Committee ................................................................................................................. 65 Membership Engagement and Professional Development Committee ........................................... 67 APA Program Committee .............................................................................................................. 69 1 Nominations Committee .............................................................................................................. 72 Committee on Fellows .................................................................................................................. 75 Publications Committee ............................................................................................................... 80 Gender and Justice Committee ..................................................................................................... 84 Public Policy Council ..................................................................................................................... 88 International Committee .............................................................................................................. 90 Council on Education .................................................................................................................... 92 Community Psychology Practice Council (CPPC) ............................................................................ 97 Research Council ........................................................................................................................ 101 Visibility and Engagement Committee......................................................................................... 102 Publications ....................................................................................................................... 104 SCRA Newsletter: The Community Psychologist (TCP) .................................................................. 105 American Journal of Community Psychology (AJCP) ..................................................................... 107 Communications (Print and Electronic) ....................................................................................... 109 Awards .............................................................................................................................. 111 General Awards Procedures........................................................................................................ 112 Procedure for Creation of New Awards ....................................................................................... 115 Award for Distinguished Contribution to Theory and Research in Community Psychology ............ 117 Award for Distinguished Contribution to Practice in Community Psychology ................................ 120 Community Psychology Dissertation of the Year Award ............................................................... 123 Emory L. Cowen Dissertation Award for the Promotion Of Wellness ............................................ 125 Award for Outstanding Contributions to the Mentoring of Ethnic Minority Community Psychologists .................................................................................................................................................. 126 The SCRA Early Career Award ..................................................................................................... 127 Award for Special Contribution to Community Psychology .......................................................... 128 Barbara Dohrenwend Lecture in Social and Community Epidemiology ......................................... 130 Seymour B. Sarason Award for Community Research and Action ................................................. 131 Special Contributions to Public Policy.........................................................................................
Recommended publications
  • The Psychological Sense of Community and the Small College Campus : a Community Psychology Perspective on the Role of the Dean of Students." (1981)
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1981 The syp chological sense of community and the small college campus : a community psychology perspective on the role of the dean of students. Joseph Ivan Mandell University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Mandell, Joseph Ivan, "The psychological sense of community and the small college campus : a community psychology perspective on the role of the dean of students." (1981). Doctoral Dissertations 1896 - February 2014. 3698. https://scholarworks.umass.edu/dissertations_1/3698 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE PSYCHOLOGICAL SENSE OP COMMUNITY AND THE SMALL COLLEGE CAMPUS: A COMMUNITY PSYCHOLOGY PERSPECTIVE ON THE ROLE OP THE DEAN OP STUDENTS A Dissertation Presented By JOSEPH IVAN MANDELL Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1981 School of Education Joseph Ivan Mandell All Rights Reserved ' , THE PSYCHOLOGICAL SENSE OF COMMUNITY AND THE SMALL COLLEGE CAMPUS: A COMMUNITY PSYCHOLOGY PERSPECTIVE ON THE ROLE OF THE DEAN OF STUDENTS A Dissertation Presented By JOSEPH IVAN MANDELL Approved as to style and content by: 7^/2/0 uXjbhn W . Wide man. Chairman A, /. r~ . _ A /()JUCAv9<f\ tS • \ v Sougiass’ R. Forsyth,T-i ..
    [Show full text]
  • Community Psychologist
    THE Community Psychologist A PUBLICATION OF THE SOCIETY FOR COMMUNITY RESEARCH AND ACTION Summer, 2007 Division 27 of the American Psychological Association Volume 40 No. 3 FROM THE PRESIDENT — CONTENTS Carolyn F. Swift, Lawerence, Kansas Columns 1 President’s Column, by Carolyn F. Swift Transitions 5 Editor’s Column, by Elizabeth Thomas Some transi- 6 Community Action Research Center Network, tions come smoothly. edited by Chris Keys, Bob Newbrough, They catch our atten- Bradley Olson, & Yolanda Suarez–Balcazar tion after they’re in 8 Cultural and Racial Affairs, place when we real- edited by Pamela P. Martin ize, looking back, how 9 Disabilities Action, edited by Fabricio Balcazar profoundly our lives 12 Education Connection, have changed. Others edited by Jim Dalton & Maurice Elias come suddenly, blow- 15 Lesbian/Gay/Bisexual/Transgender, ing into our lives like edited by Cathy Chovan & Peter Ji hurricanes, changing 16 Living Community Psychology, us and our world in edited by Gloria Levin major ways. This year 19 Prevention & Promotion, has been one of transi- edited by Monica Adams & Derek Griffith tion for community 23 Regional, edited by Gary Harper Photo by Alex Lowy Photo by psychology as a disci- 26 Rural Issues, edited by Cécile Lardon pline and as a Society. 26 School Intervention, edited by Susana Helm In this column I look at transitions over the last 12 months. 30 Social Policy, edited by Joseph R. Ferrari 32 Student Issues, edited by Transitions in our Discipline Michael Armstrong & Marco A. Hidalgo Community Psychology, born at Swampscott in 1965, projected a vision that transformed its founders and “contents” continued on page two C won disciples in succeeding generations.
    [Show full text]
  • The “Two Cultures” in Clinical Psychology: Constructing Disciplinary Divides in the Management of Mental Retardation
    The “Two Cultures” in Clinical Psychology: Constructing Disciplinary Divides in the Management of Mental Retardation Andrew J. Hogan Creighton University Isis, Vol. 109, no. 4 (2018): 695-719 In a 1984 article, psychologist Gregory Kimble lamented what he saw as the two distinct cultures of his discipline. Writing in American Psychologist, a prominent professional journal, he noted, “In psychology, these conflicting cultures [scientific and humanistic] exist within a single field, and those who hold opposing values are currently engaged in a bitter family feud.” 1 In making his argument, Kimble explicitly drew upon British scientist and novelist C.P. Snow’s 1959 lecture The Two Cultures, in which Snow expressed concern about a lack of intellectual engagement between scientists and humanists, and about the dominant position of the humanities in British education and culture. Kimble used Snow’s critique to help make sense of what he perceived to be a similar polarizing divide between “scientific” and “humanistic” psychologists. 2 As Kimble described it, humanistic psychologists differed form their scientific colleagues in placing their ambitions to enact certain social policies and to promote particular social values- based ideologies ahead of the need for the scientific validation of these approaches. Kimble demonstrated his purported two cultures divide in psychology using survey data he collected from 164 American Psychological Association (APA) members. Each was part of either APA Division 3 (Experimental Psychology) or one of three other Divisions, which represented special interest groups within the psychology field. His results, illustrated on a spectrum from scientific to humanistic orientation, showed a purported divide between experimental psychologists on the scientific side, and their humanistic colleagues in the other three Divisions (See Figures 1,2).
    [Show full text]
  • The Psychologist Volume 39, Nos
    Fall_2004 Volume_39 Numbers_1-4 The Psychologist A publication of the Society for General Psychology Division ONE of the American Psychological Association TABLE OF CONTENTS APA Committee on Animal Research and Experimentation (Nancy Dess)………………….……..18 1. DIVISIONAL NEWS International Adventures in Psychology (Frances M. Culbertson)………………………………..20 Editorial (Harold Takooshian, Richard Velayo)……………....2 Celebrating 75 years of excellence Division Officers and chairs…………………………………….3 (Takooshian, Salovey, Denmark) ………………….….21 Minutes: August 2003 China, August 2004 (Nancy F. Russo) ……………………..22 (Michael Wertheimer)……………………………………..3 Membership Application …………………………….............23 Minutes: August 2004 (Michael Wertheimer)………………...6 APA Council report: February 2004 (Michael Wertheimer) …………………………………….8 Editorial APA Council report: August 2004 The adage tells us (Michael Wertheimer)……………………………………10 “No one is irreplaceable.” True? Historian’s Report 2004 (Donald Dewsbury)………………..12 Not always. After Fellows Committee Report many years as the (Harold Takooshian) …………………………………….12 Editor of The General Psychologist, Alan Boneau in 2003 made good on his 2. ANNOUNCEMENTS FOR MEMBERS years-long warning that the Society must find a new TGP Editor. Since Alan’s last issue in Fall 2003, the Call for Award Nomination for 2005 Society has been without its Newsletter to (Nancy F. Russo)………………………………………...12 communicate news to its thousands of members. One-by-one, two colleagues kindly volunteered to edit Call for Fellow Nominations for 2005 TGP, but then each had to withdraw before producing (Harold Takooshian)……………………………………..13 an issue. In view of the two-fold importance of the activities of our Society, and the need for its Call for Programs 2005 (Richard Meegan)………………….14 Newsletter, we two asked the Society’s Executive 2005 APA apportionment ballots (Sarah Jordan) ………….14 Committee if we could edit this Fall 2004 special issue of TGP, to publish the year’s accumulated news and New APA division on Human-Animal Studies announcements.
    [Show full text]
  • ED061552.Pdf
    DOCUMENT RESUME ED 061 552 CG 007 129 AUTHOR Reynolds, Maynard C., Ed. TITLE Proceedings of the Conference on Psychology and the Process of schooling in the Next Decade: Alternative Conceptions. INSTITUTION Minnesota Univ., Minneapolis. Dept. of special Education. SPONS AGENCY Office of Education (DHEW) , Washington, D.C. Bureau of Educational Personnel Development. PUB DATE Sep 71 GRANT OEG-0-9-336005(725) NOTE 274p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Behavior Change; Change Agents; Child Development; Cognitive Development; Cognitive Processes; Education; *Educational Change; *Educational Innovation; Educational Objectives; *Educational Philosophy; Educational Problems; Guidance Personnel; Intelligence; Learning; *Psychologists; Psychology; School Psychologists; *Schools; Social Experience; Student Teacher Relationship ABSTRACT The conference intended to stimulate dialogue between psychologists and educators for the purpose of developing ncreative propositions., that address the functions of schooling with the most relevant and advanced psychological knowledge. Most broadly, the papers and critiques are concerned with how psychology could beused to improve: (1) socialization;(2) curriculum development; (3) teaching; and (4) guidance. Some attention is also given to the total functioning of schools, especially organizational change and the community base. Papers deal variously with:(1) an interactional view of learning wnich weds Dewey and Piaget; (2) the new view intelligence as a gradually accumulated fund of skills i, -tion with social experience;(3) the role of school psycholoy'qf 4S teacher advisers; (4) current brain research and its relaLlonship to the problems of education; and (5) the lack of a productive theory of change process. A dissatisfaction with the current schooling process pervades the proceedings. Alternatives and innovations are suggested.
    [Show full text]
  • The Differentiated Classroom (Tomlinson)
    Tomlinson cover final 12/8/05 9:26 AM Page 1 Education $ 21.95 TheThe The DifferentiatedDifferentiated Classroom: Differentiated esponding R to ClassroomClassroom the Ne eds s of All Learner It’s an age-old challenge: How can teachers divide their time, of All Learners to the Needs Responding resources, and efforts to effectively instruct so many students of diverse backgrounds, readiness and skill levels, and interests? The Differentiated Classroom: Responding to the Needs of All Learners offers a powerful, practi- cal solution. Drawing on nearly three decades of experience, author Carol Ann Tomlinson describes a way of thinking about teaching and learning that will change all aspects of how you approach students and your classroom. She looks to the latest research on learning, education, and change for the theoretical basis of differentiated instruction and why it’s so important to today’s children. Yet she offers much more than theory, filling the pages with real-life examples of teachers and students using—and benefiting from—differentiated instruction. At the core of the book, three chapters describe actual lessons, units, and classrooms with differentiated instruction in action. Tomlinson looks at elementary and secondary classrooms in nearly all subject areas to show how real teachers turn the challenge of differenti- ation into a reality. Her insightful analysis of how, what, and why teachers differentiate lays the groundwork for you to bring differentia- tion to your own classroom. Tomlinson’s commonsense, classroom-tested advice speaks to experi- enced and novice teachers as well as educational leaders who want to foster differentiation in their schools.
    [Show full text]
  • History of Psychology
    The Psych 101 Series James C. Kaufman, PhD, Series Editor Department of Educational Psychology University of Connecticut David C. Devonis, PhD, received his doctorate in the history of psychology from the University of New Hampshire’s erstwhile pro- gram in that subject in 1989 with a thesis on the history of conscious pleasure in modern American psychology. Since then he has taught vir- tually every course in the psychology curriculum in his academic odys- sey from the University of Redlands in Redlands, California, and the now-closed Teikyo Marycrest University (formerly Marycrest College in Davenport, Iowa) to—for the past 17 years—Graceland University in Lamoni, Iowa, alma mater of Bruce Jenner and, more famously for the history of psychology, of Noble H. Kelly (1901–1997), eminent con- tributor to psychology’s infrastructure through his many years of ser- vice to the American Board of Examiners in Professional Psychology. Dr. Devonis has been a member of Cheiron: The International Society for the History of Behavioral and Social Sciences since 1990, a con- tributor to many of its activities, and its treasurer for the past 10 years. Currently he is on the editorial board of the American Psychological Association journal History of Psychology and is, with Wade Pickren, coeditor and compiler of the online bibliography History of Psychology in the Oxford Bibliographies Online series. History of Psychology 101 David C. Devonis, PhD Copyright © 2014 Springer Publishing Company, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, [email protected] or on the Web at www.copyright.com.
    [Show full text]
  • Ed 132 714 Author Title Institution Spons
    DOCUNE T RESUME ED 132 714 EA 009 009 AUTHOR Surges, Bill TITLE You Can Look It Up: Finding Educational Documents. INSTITUTION Institute for Responsive Education, Boston, Mass. SPONS AGENCY Hazen Foundation, New Haven, Conn. PUB DATE 76 NOTE 26p. AVAILABLE FROMInstitute for Responsive Education, 704 Commonwealth Avenue, Boston, Massachusetts 02215 ($2.00, orders for $10,00 or less must be accompanied by payment or requisition) EDRS PRIcE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS Action Research; Elementary Secondary Education; *Research Methodology; Research Reviews (Publications); *Research Tools; *Resource Guides ABSTRACT This publication is intended to help people find the documents most suited to solving their researchable problems. It begins by discussing how to approach research and then outlines such sources of documentary evidence as current books, indexes, periodicals, bibliographies, and the ERIC system. (Author/IRT) Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * .of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made-from the original! * Can U S OF PARTMENT OF HEALTH. EDUCATION & WELFARE Finding NATIONAL INSTITUTE OF EDUCATION TmiS DOCUMENT HAS BEEN REPRO ExACTLY AS RECEIVED FROM T.E PEPSON OR ORGANIZATION ORIGIN- ATING 1' POINTS Or VIEW OR OPINIONS Educational STATED DO NOT NECESSARILY REERE. SENT QE ,C+AL NATIONAL INSTITUTE OF Documents EDUCATION POSITIONQPPOLICY tC.
    [Show full text]
  • A Comparative Study Based on Seymour Sarason's J
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository AN ARCHIVAL TEST OF THE EFFICACY OF JAMES COMER’S SCHOOL DEVELOPMENT PLAN: A COMPARATIVE STUDY BASED ON SEYMOUR SARASON’S “FAILURE OF SCHOOL REFORM” DESCRIPTORS John Tharp A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education. Chapel Hill 2007 Approved by Advisor: Dr. Fenwick English Reader: Dr. Kathleen Brown Reader: Dr. Neil Shipman © 2007 John Tharp ALL RIGHTS RESERVED ii ABSTRACT John Tharp An Archival Test of the Efficacy of James Comer’s School Development Plan: A Comparative Study Based on Seymour Sarason’s “Failure of School Reform” Descriptors (Under the direction of Dr. Fenwick W. English) The purpose of this study was to determine if the success or failure of the Comer School Development Plan (SDP) could be predicted by assessing it according to Sarason’s (1990, 1993, 2002, 2004) description of why all school reform ideas fail. The researcher created a rubric based on Sarason’s descriptors. The rubric contained four elements and twenty-six indicators of observable characteristics. It served as a qualitative tool for a comparative assessment that predicted the success potential of the SDP reform plan. This provided a systematic way to compare archival data collected by the researcher. The researcher chose five reform plans to compare to the SDP: the Lancastrian Plan, Age-graded Plan, Gary Plan, Trump Plan, and Coalition of Essential Schools Plan.
    [Show full text]
  • Christian Psychology”
    Scripture quotations are taken from the Authorized King James Ver- sion of the Holy Bible. THE END OF “CHRISTIAN PSYCHOLOGY” Copyright © 1997 Martin and Deidre Bobgan Published by EastGate Publishers Santa Barbara, California Library of Congress Catalog Card Number 97-94482 ISBN 0-941717-12-7 All rights reserved. Printed in the United States of America For other foundation can no man lay than that is laid, which is Jesus Christ. 1 Corinthians 3:11 In whom all the building fitly framed together groweth unto an holy temple in the Lord: in whom ye also are builded together for an habitation of God through the Spirit. Ephesians 2:21-22 As ye have therefore received Christ Jesus the Lord, so walk ye in him: rooted and built up in him, and stablished in the faith, as ye have been taught, abounding therein with thanksgiving. Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ. For in him dwelleth all the fulness of the Godhead bodily. And ye are com- plete in him, which is the head of all principality and power. Colossians 2:6-10 CONTENTS 1. The End of “Christian Psychology” ......................................... 3 2. Science or Pseudoscience? ..................................................... 21 3. Integration or Separation? .................................................... 41 4. Does Psychotherapy Work? ................................................... 65 5. Rejection of the Living Water ............................................... 99 6. Polluted Streams ................................................................. 117 7. Sigmund Freud/Psychoanalysis .......................................... 125 8. Carl Jung/Analytic Psychology ........................................... 149 9. Alfred Adler/Individual Psychology .................................... 165 10. Erich Fromm/Unconditional Love .................................... 181 11. Abraham Maslow/Need Psychology .................................
    [Show full text]
  • Search for the Fountain of Health George S. Howard
    Search for the Fountain of Health George S. Howard Preface Forward Juan Ponce de Leon Chapter 1 Dream a Little Dream With Me Chapter 2 Introducing Star Scientific Chapter 3 Jonnie’s Story Chapter 4 The Rocky Road to Rock Creek Chapter 5 Osiris: An historical look Chapter 6 Osiris 2015 Chapter 7 Rock Creek 2015 Chapter 8 FATflammation Part B Be Lions Chapter 9 The Diversification Myth Chapter 10 But Honestly Chapter 11 Pat Cox Chapter 12 Investment Analysts Speak With Percentaged Tongue Chapter 13 Regulators Should Toil… Chapter 14 Protecting American Jobs Chapter 15 Healthy Societies Chapter 16 Healthy Spirituality Chapter 17 An Ode to Moderation Chapter 18 Imagine 2 Preface First, allow me to explain human psychology as I see it. With the exception of a flash memory here and there (e.g., falling off a swing at age 4; taking an interminably long vacation trip by car to Michigan) I really don’t recall much of what I did before high school. About age 14, I began to work on myself in various domains over extended periods of time. Chief among these quests was basketball. Enormous blocks of time were devoted to my dream of “someday ruling the NBA.” By college, in the late 1960s, basketball would have been relegated to a “Hobby” on my resume. Anyway, the “George, the NBA superstar” dream was joined by: “George, the math enthusiast;” “George, the saint;” “George, the world’s greatest pal;” “George, the girl’s-man;” “George the hard worker;” “George, the dyslexic;” and so forth. In its own time, each dream was written in my mind (as one might pen a novel) and “tried on” in my life.
    [Show full text]
  • School, Community and Clinical Psychology Training and Working Together in the Interdisciplinary School Mental Health Field Mark D
    University of South Carolina Scholar Commons Faculty Publications Psychology, Department of 2010 School, Community and Clinical Psychology Training and Working together in the Interdisciplinary School Mental Health Field Mark D. Weist University of South Carolina - Columbia, [email protected] C. Mills S. Huebner B. Smith A. Wandersman Follow this and additional works at: https://scholarcommons.sc.edu/psyc_facpub Part of the Psychology Commons Publication Info Published in The Community Psychologist, Volume 43, Issue 4, 2010, pages 32-36. © The ommC unity Psychologist 2010, The ocS iety for Community Research and Action Weist, M. D., Mills, C., Huebner, S., Smith, B., & Wandersman, A. (2010). School, community and clinical psychology training and working together in the interdisciplinary school mental health field. The Community Psychologist, 43(4), 32-36. This Article is brought to you by the Psychology, Department of at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A PUBLICATION OF THE SOCIETY FOR COMMUNITY RESEARCH AND ACTION Fall 2010 Division 27 of the American Psychological Association Vol. 43 No. 4 From the President in constructing and assessing our seek their feedback on the actual and Patricia O’Connor interventions, Ed Seidman’s Sarason potential value of SCRA. We can then Sage Colleges, Award Lecture on the elaborations of use those perceptions as the basis for Troy, New York his social regularities work, and Mark re-examining how we see and how we Aber’s presidential address on inserting project ourselves. A third strategy will trust into our understanding of and be to pair with like-minded divisions Setting involvement in interventions.
    [Show full text]