DOCSLIB.ORG

A Psychologist's Toolkit for State and Local Advocacy

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Psychologist's Toolkit for State and Local Advocacy COMMUNITY ADVOCACY: A PSYCHOLOGIST’S TOOLKIT FOR STATE AND LOCAL ADVOCACY Developed by Toolkit Taskforce Members:* *Authors listed in alphabetical order Kira Hudson Banks Christopher T. H. Liang Sara Beachy Kenneth I. Maton Angela Ferguson Haley A. Miles-McLean Robyn L. Gobin Rebecca L. Toporek Ivy Ho COMMUNITY ADVOCACY: A PSYCHOLOGIST’S TOOLKIT FOR STATE AND LOCAL ADVOCACY Developed by Toolkit Taskforce Members:* *Authors listed in alphabetical order Kira Hudson Banks Christopher T. H. Liang Sara Beachy Kenneth I. Maton Angela Ferguson Haley A. Miles-McLean Robyn L. Gobin Rebecca L. Toporek Ivy Ho TABLE OF CONTENTS 5 Commission 6 Acknowledgments 7 Preface 8 Brief Statement on Values 9 Definitions and Distinctions 12 Psychologists as Advocates 15 Psychologists’ Skills for Successful Advocacy 18 The Policy Arena 20 Getting Started in Advocacy 23 A Primer on Advocacy 23 Focusing Effort 28 Strategic Analysis 30 Policy Influence Methods 32 Direct Advocacy Methods 36 Direct or Indirect Advocacy Methods 39 Indirect Advocacy Methods 44 Institutional or Organizational Advocacy 46 Challenges to Advocacy Work and the Need for Self-Care 47 Internal Challenges 48 External Challenges 49 How to Sustain 51 Ethical Considerations 54 Conclusion 56 References 60 Web Addresses for Hyperlinks 62 Additional Electronic Resources COMMISSION Commissioned by 2017 American Psychological Association (APA) CODAPAR Interdivisional Grant Awarded to: Division 17 Society of Counseling Psychology (Arpana G. Inman, President, 2018) Division 27 Society for Community Research and Action (Yolanda Suarez-Balcazar, President, 2018) Division 35 Society for the Psychology of Women (Margaret L. Signorella, President, 2018) Division 45 Society for the Psychology Study of Culture, Ethnicity and Race (Helen Neville, President, 2018) 5 COMMISSION ACKNOWLEDGMENTS We are grateful for the advocacy training session specifically arranged for us and led by Amalia Corby-Edwards of the American Psychologi- cal Association (APA) Public Interest Government Relations Office. We also appreciate the contributions of other APA staff members to the training session, our four divisional presidents, and the financial sup- port provided by the CODAPAR Interdivisional Grant. ACKNOWLEDGMENTS 6 see them as companions. Some focus solely PREFACE on federal advocacy1 for psychologists2; some highlight human-rights based3 approaches and the importance of evalua- This Advocacy Toolkit developed as a result tion4; others focus on children5; others, still, of a joint effort between four divisions of focus on community6 based advocacy. the American Psychological Association These and other tools are important (APA): Division 17, the Society of Counseling resources for psychologists engaging in Psychology; Division 27, the Society for advocacy. This current toolkit is distinctive Community Research and Action; Division in its focus on psychologists’ involvement in 35, the Society for the Psychology of Wom- state and local advocacy and its coverage of en; and Division 45, the Society for the advocacy across all branches (legislative, Psychological Study of Culture, Ethnicity executive, judicial) of government. and Race. The goals were to develop a science-based, high-quality advocacy Numerous examples of psychologists are toolkit that highlights different forms of included, along with hyperlinks to provide advocacy strategies to inform policy at the access to more in-depth information and state and local levels and to build a com- “how to” guides. For those with a print munity of grassroots psychologist advo- version of this document, the web address- cates that can intervene to promote es (URLs) for the hyperlinks can be found in well-being in the communities in which the Web Addresses for Hyperlinks section they reside. near the end of the toolkit. We understand that psychologists are coming to this document with a range of experiences and knowledge. Our hope is to provide a toolkit that facilitates the novice and adds to the knowledge base of those who are seasoned. The purpose of this document is to guide psychologists’ efforts to influence decision-makers as well as governmental, institutional, and organiza- tional policies. We acknowledge other existing advocacy toolkits and would like our work to be seen in collaboration with this body of knowl- edge. We have learned from and built upon the foundation made by these toolkits and 7 PREFACE BRIEF STATEMENT ON VALUES Several values guided this document. We believe in broad participa- tion, collaboration, and culturally responsive advocacy -- we take into consideration the particular needs and circumstances of the groups with whom we serve. Our stance is to work in partnership with com- munities rather than for or on behalf of them. We see psychologists engaging in advocacy as acting in the public interest and acting in alignment with APA’s mission “to advance the creation, communica- tion and application of psychological knowledge to benefit society and improve people’s lives” (American Psychological Association [APA], 2019). BRIEF STATEMENT ON VALUES 8 DEFINITIONS AND DISTINCTIONS governmental rules and regulations as well DEFINITIONS AND as accepted practices and norms within an DISTINCTIONS organization or institution. At times, advocacy has been conflated with activism, because the behaviors that indi- Terms related to advocacy often go unde- viduals engage in can overlap. While similar, fined. Or, perhaps they are so often used advocacy can involve either an internal that we are hesitant to admit we are not pathway of influence through direct con- certain about their meaning. In reality, some tact with decision-makers, or an external terms overlap or are used interchangeably pathway of influence through contact with when there are in fact distinctions. Shared others who influence decision-makers. language is an important first step in the Alternatively, activism typically involves an process of advocacy, so we have attempted external pathway of influence and relies on to define and make distinctions between techniques of pressure and persuasion to some common terms. challenge oppression and push for change. Watts and colleagues (2003) have offered There are several definitions of advocacy, a simple definition of activism, namely, which can be summarized as “action taken doing something about oppression. Advo- to support a particular outcome or cause” cacy often occurs within a system with the (Toporek, Kwan, & Williams, 2012, p. 306). assumption that with enough sharing of More specifically, Toporek and Liu (2001) information the system will respond effec- described advocacy as a continuum ranging tively. On the other hand, activism is more from empowerment to social action likely to indict the system and take an depending on the target of advocacy. For approach that recognizes the rigid nature of example, advocacy focused on a specific oppression. From a societal level, advocacy individual may reflect individually focused and activism can be in alignment with the interventions aimed toward client empow- goal of social justice. Social justice has the erment (e.g., in a clinical situation), and at goal of promoting “a common humanity of the macro level advocacy aimed at larger all social groups by valuing diversity and systems may reflect social action. Empow- challenging injustice and disparities in all its erment could also take place at a group or forms” (e.g., health, educational, economic, community level, such as working with and political inequities; Leong, Pickrens & communities in capacity building. Specific Vasquez, 2017, p. 779). Advocacy can be to psychology, advocacy refers to promot- pursued by any individual, and training ing the application of psychological knowl- exists to increase the effectiveness of edge to inform policy (APA, 2014). When we advocacy in creating social change. think about “policy”, laws often come to mind. However, policy can also refer to 10 COMMUNITY ADVOCACY Although advocacy and activism can hap- pen in a variety of settings and be directed at various targets, lobbying is a form of advocacy that often occurs within the context of legislation and executive branch decision-making. Lobbying is directed at influencing governmental officials to vote a certain way or take a specific course of action and is conducted by registered lobbyists. Guidelines and policies regarding lobbying often vary from state to state depending on the arena in which one is lobbying. Another distinction is that while lobbying targets governmental laws, regula- tions, and services that enhance the well- being of citizens, advocacy and activism can also target institutional or organizational policy, which refer to what institutional or organizational leaders expect their mem- bers to do (Maton, 2017). These distinctions can be helpful as individuals make sense of who is the target of advocacy and the different dynamics that are at play in the realm of seeking social justice. DEFINITIONS AND DISTINCTIONS 11 PSYCHOLOGISTS AS ADVOCATES disciplines and advocacy groups whether PSYCHOLOGISTS AS through coalitions or in a consultative role. It is imperative that psychologists’ knowl- ADVOCATES edge and voices inform social and institu- tional policies, despite challenges and risks involved in advocacy work as discussed Psychology, as the study of the mind and later in this toolkit. behavior, has great potential to “benefit society and improve lives” (APA, 2019). There are numerous examples of the Psychologists have expertise regarding
Load more

Recommended publications
  • Community Psychology Newsletter
    Community Psychology Newsletter November 2015 DR. TIM AUBRY, DR. BRUCE TEFFT , AND DR. GEOFF NELSON IN THIS ISSUE Reflections on Community Psychology by Dr. Bruce Tefft “In the last analysis, politics is not community psychology but society as a predictions and politics is not whole. observations. Politics is what we do, what we create, what we work for, what we Overall, I am more excited and hope for, and what we dare to imagine.” optimistic about the future of Paul Wellstone (University community psychology in Canada than I An interview with Dr. Geoff Nelson professor and former US have ever been. For decades community “Community psychology is a value- Senator) psychology has remained true to its based field, and its values are congruent founding values, beliefs, and objectives, with my personal values of social such as social and economic justice. On the occasion of my impending inclusion, social justice, power-sharing, However, until relatively recently, it retirement after 40 years as a university- and collaboration. I feel very fortunate seemed that as community based teacher, researcher, and that I have a job, where my work lines up psychologists we were beating our practitioner of community psychology in with my values.” Page 3 Canada, I have the privilege of being collective heads against a very hard brick given the opportunity to reflect on the wall when it came to convincing policy An interview with Rebecca Cherner changes I have observed in the field over makers that there was indeed a better “From my mentors, I have learned the that period of time, as well as the future way to expend public resources and help importance of engaging with people prospects for community psychology.
    [Show full text]
  • 510.469.7777 [email protected] M
    510.469.7777 [email protected] M. PALOMA PAVEL, Ph.D., M.Div Teaching, Counseling, Program Administration and Curriculum Development EDUCATION Ph.D. California School of Professional Psychology, Berkeley (APA Accredited) Organizational and Clinical Psychology Dissertation research published with Carnegie Foundation, Good Work: The Future of the Academic Workplace in America M.Div. Harvard University, Cambridge, MA ( cum laude ) B.A. University of Southern California, Los Angeles ( summa cum laude ) International Relations and Religious Studies Post-Grad London School of Economics, International Relations and Peace Research Licensure Licensed issued to practice as Psychologist in California (1993) CAPABILITIES Psychology Professor Curriculum Development Social Media Models Student Advisor Keynote Speaker Student Internships Clinical Counselor Social Justice & Psychology Build Teaching Models PROFESSIONAL EXPERIENCE Visiting and Adjunct Faculty in Psychology and Program Consultant, CA 2008 to Present Ford Foundation, New York NY: Director of Strategic Communications 2000 to 2008 Earth House Center, Founder/President/Consultant, Oakland, CA 1990 to 2016 California Institute of Integral Studies, Associate Prof., SF, CA 1989 to 1997 ACADEMIC EXPERIENCE Pacifica Graduate Institute, Santa Barbara CA : Visiting Faculty in Community Psychology, Liberation Psychology and Eco-psychology Program. Doctoral courses taught: Community Mobilization and Policy Development; Community Counseling and Advocacy. Guided 15 student dissertations. University of California, Davis : Visiting Faculty and Consultant to the Regional Advisory Committee (RAC), strategic planning for the Center for Regional Change, including curriculum development and development of civic engagement strategies. California Institute of Integral Studies, San Francisco CA : Associate Professor and Department Chair of Organizational Development and Social Transformation Program. Program Adjunct Professor of Women’s Spirituality.
    [Show full text]
  • Student Handbook for the Ph.D
    PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS OFFERED JOINTLY BY THE UNIVERSITY OF ALASKA FAIRBANKS AND THE UNIVERSITY OF ALASKA ANCHORAGE HTTP://PSYPHD.ALASKA.EDU UAF Program Director UAA Program Director Valerie Gifford James Fitterling Assistant Professor Associate Professor School of Education Department of Psychology Counseling Program University of Alaska Anchorage University of Alaska Fairbanks 907-786.1580; [email protected] 907-474-7631; [email protected] UAF Program Coordinator UAA Program Coordinator Angela Mitchell Anissa Hauser UAF Program Coordinator UAA Program Coordinator P.O. Box 756480 3211 Providence Drive Fairbanks, AK 99775 Anchorage, AK 99508 (907) 474-7012; [email protected] (907) 786-1640; [email protected] The UAA-UAF Ph.D. Program in Clinical-Community Psychology is accredited as a clinical psychology program by the American Psychological Association*. Questions related to the program’s accredited status should be directed to the Commission on Accreditation: Office of Program Consultation and Accreditation American Psychological Association 750 1st Street, NE Washington, DC 20002 Phone: (202) 336-5979 Email: [email protected] Web: www.apa.org/ed/accreditation Ph.D. Program in Clinical-Community Psychology Handbook for AY 2016-2017 STUDENT HANDBOOK FOR THE PH.D. PROGRAM IN CLINICAL-COMMUNITY PSYCHOLOGY WITH RURAL INDIGENOUS EMPHASIS Offered Jointly by the University of Alaska Fairbanks and the University of Alaska Anchorage TABLE OF CONTENTS PART ONE: BASICS
    [Show full text]
  • Dignity Takings and Dehumanization: a Social Neuroscience Perspective
    Chicago-Kent Law Review Volume 92 Issue 3 Dignity Takings and Dignity Restoration Article 4 3-6-2018 Dignity Takings and Dehumanization: A Social Neuroscience Perspective Lasana T. Harris University College London Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law and Psychology Commons Recommended Citation Lasana T. Harris, Dignity Takings and Dehumanization: A Social Neuroscience Perspective, 92 Chi.-Kent L. Rev. 725 (2018). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol92/iss3/4 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. DIGNITY TAKINGS AND DEHUMANIZATION: A SOCIAL NEUROSCIENCE PERSPECTIVE LASANA T. HARRIS* I. INTRODUCTION Legal systems blend social cognition—inferences about the minds of others—with the social context.1 This is accomplished primarily through defining group boundaries. Specifically, legal systems dictate which people are governed within their jurisdiction. These people can all be considered part of the ingroup that the legal system represents. In fact, legal systems were created to facilitate people living together in large groups.2 This social contract requires people to be subject to the laws of their respective local, state, national, and international groups. Therefore, despite Rousseau’s theorizing of legal systems being created for all humanity, people governed by legal systems are assumed to belong to the relevant ingroup, however such a group is defined.
    [Show full text]
  • Historical Background
    MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 1 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 1 Introduction: Historical Background HISTORICAL BACKGROUND ▪ CASE IN POINT 1.2 Does Primary Social Movements Prevention Work? Swampscott Social Justice WHAT IS COMMUNITY PSYCHOLOGY? Emphasis on Strengths and Competencies Social Change and Action Research FUNDAMENTAL PRINCIPLES Interdisciplinary Perspectives A Respect for Diversity ▪ CASE IN POINT 1.3 Social Psychology, The Importance of Context and Environment Community Psychology, and Homelessness Empowerment ▪ CASE IN POINT 1.4 The Importance The Ecological Perspective/Multiple Levels of of Place Intervention ▪ A Psychological Sense of Community CASE IN POINT 1.1 Clinical Psychology, Training in Community Psychology Community Psychology: What’s the Difference? PLAN OF THE TEXT OTHER CENTRAL CONCEPTS Prevention Rather Than Therapy SUMMARY Until justice rolls down like waters, and righteousness like a mighty stream. —Martin Luther King, quoting Amos 5:24 Be the change that you wish to see in the world. —M. Gandhi 1 MM01_MORI5627_05_SE_C01.indd01_MORI5627_05_SE_C01.indd PagePage 2 30/05/1330/05/13 //203/PH01348/9780205255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_9780205 27:0070:030/P AMAHM01 user-f-401u3s4e8r/-9f-7480012 05255627_MORITSUGU/MORITSUGU_COMMUNITY_PSYCHOLOGY5_SE_978020525 ... 2 Part I • Introductory Concepts My dog Zeke is a big, friendly Lab–golden retriever–Malamute mix. Weighing in at a little over 100 pounds, he can be intimidating when you first see him. Those who come to know him find a puppy-like enthusi- asm and an eagerness to please those he knows. One day, Zeke got out of the backyard. He scared off the mail delivery person and roamed the streets around our home for an afternoon.
    [Show full text]
  • Illusion and Well-Being: a Social Psychological Perspective on Mental Health
    Psyehologlcal Bulletin Copyright 1988 by the American Psychological Association, Inc. 1988, Vol. 103, No. 2, 193-210 0033-2909/88/$00.75 Illusion and Well-Being: A Social Psychological Perspective on Mental Health Shelley E. Taylor Jonathon D. Brown University of California, Los Angeles Southern Methodist University Many prominenttheorists have argued that accurate perceptions of the self, the world, and the future are essential for mental health. Yet considerable research evidence suggests that overly positive self- evaluations, exaggerated perceptions of control or mastery, and unrealistic optimism are characteris- tic of normal human thought. Moreover, these illusions appear to promote other criteria of mental health, including the ability to care about others, the ability to be happy or contented, and the ability to engage in productive and creative work. These strategies may succeed, in large part, because both the social world and cognitive-processingmechanisms impose filters on incoming information that distort it in a positive direction; negativeinformation may be isolated and represented in as unthreat- ening a manner as possible. These positive illusions may be especially useful when an individual receives negative feedback or is otherwise threatened and may be especially adaptive under these circumstances. Decades of psychological wisdom have established contact dox: How can positive misperceptions of one's self and the envi- with reality as a hallmark of mental health. In this view, the ronment be adaptive when accurate information processing wcU-adjusted person is thought to engage in accurate reality seems to be essential for learning and successful functioning in testing,whereas the individual whose vision is clouded by illu- the world? Our primary goal is to weave a theoretical context sion is regarded as vulnerable to, ifnot already a victim of, men- for thinking about mental health.
    [Show full text]
  • Community Psychology Erika Sanborne, 2002
    A Value Framework for Community Psychology Erika Sanborne, 2002 INTRODUCTION “Community Psychology concerns the relationships of the individual to communities and society. Through collaborative research and action, community psychologists seek to understand and to enhance quality of life for individuals, communities, and society” (Dalton, Elias & Wandersman, 2001, p. 5). The work of community psychology is best understood in terms of the complementary core values that guide our reactions to, and interactions with others. To understand the possible roles of a community psychologist is to understand the underlying principles that govern how we approach a situation. The following us a discussion of key concepts integral to community psychology perspective. It is hoped that in reading the overview, the reader will gain an appreciation for the field of community psychology and for the valuable roles a community psychologist might play in our world. PREVENTION Rather than just reacting to a problem or issue and finding means with which to treat it, the ideal approach would be to identify ways to minimize or prevent the problem from ever occurring. To do this we look at precipitating factors and hope to intervene in meaningful ways that change environmental and/or personal factors, and that remove barriers to success and wellness, before disorder develops. A popular metaphor is used to help visualize how prevention looks in process: Two men are walking along the river. One spots a drowning person floating by. The walker jumps in and grabs the drowning person and he pulls him safely from the water. Before catching his breath he sees that his friend has jumped in to save another drowning person.
    [Show full text]
  • Community Psychology and Public Policy: Research, Advocacy and Training in International Contexts
    Community Psychology and Public Policy: Research, Advocacy and Training in International Contexts Manuel Irma Douglas D. Perkins Isabel Menezes Melissa Strompolis García-Ramírez Serrano-García Vanderbilt Universidad de Universidade do Universidad de Children’s Trust of University, Sevilla, Porto, Puerto Rico, South Carolina, Nashville, TN, USA, Sevilla, España Porto, Portugal Río Piedras, Puerto Rico Columbia, SC, USA Keywords: policy, advocacy, international, collaboration, capacity-building Author Biographies: Douglas D. Perkins is Professor of Human and Organizational Development at Peabody College of Vanderbilt University in Nashville, USA. He is the Founding Director of the PhD Program in Community Research & Action and also teaches in the Masters Program in Community Development & Action and the B.S. Track in Community Leadership & Development. Manuel García-Ramírez, Ph.D., is Professor of Community Psychology at University of Sevilla, Spain. He is the Coordinator of CESPYD, the Center of Community Research and Action at the University of Sevilla and the Founding Co-Director of the Master in International Migrations, Health and Wellbeing at this University. Isabel Menezes. has a PhD in Psychology from the University of Porto and a Habilitation in Education Sciences from the same University, where she is a Professor in the Department of Education Sciences. She teaches courses in Educational research, Educational, social and community intervention, Citizenship education and Political psychology. Irma Serrano-García is a retired Professor from the University of Puerto Rico, Río Piedras Campus. She holds a Post Doctorate in Public Policy from the Harvard University Graduate School of Education, a PhD in Social-Community Psychology from the University of Michigan.
    [Show full text]
  • Profile of Shelley E. Taylor
    PROFILE Profile of Shelley E. Taylor he first psychology experiment the feedback was completely discrepant Shelley Taylor conducted as an to reality, study participants rejected it undergraduate at Connecticut out of hand. However, if the feedback was T — College in New London, Con- close say that they were most attracted necticut, turned her on to the thrill that to the second or third person on their comes from collecting and analyzing data. list—they accepted the information and “I was transported,” says the University reevaluated their assessment. of California Los Angeles distinguished After completing her doctorate in 1972, professor of social psychology. That re- Taylor moved to Harvard University search experience led her to graduate (Cambridge, MA) to be part of the de- school at Yale University’s (New Haven, partment of social relations, which was an CT) psychology department and eventu- interdisciplinary collaboration between ally to an illustrious career in research psychology, sociology, and anthropology. psychology, highlighted by her role as one “I liked the broad scope of the depart- of the founders of social cognition, health ment and the interdisciplinary focus,” psychology, and social neuroscience. she says. Elected to the Institute of Medicine in Her first student at Harvard was an 2003 and the National Academy of Sci- undergraduate named Susan Fiske, with ences in 2009 and awarded the American whom Taylor has collaborated since that Psychological Association’s Lifetime time. “I’ve had lasting relationships with ” Achievement Award in 2010, Taylor is a number of students, says Taylor. “ well known for her work showing that With Susan, we became close friends, people tend to hold positive illusions of and she always brought something to the research other than what I brought, which themselves and that it can be healthy to ” do so, the mechanisms by which stress af- made collaboration very fruitful.
    [Show full text]
  • Introduction to Community Psychology 85
    PART II THEORY, RESEARCH, AND PRACTICE 81 5. THEORIES Tiffeny R. Jimenez, August Hoffman, and Julia Grant Chapter Five Objectives By the end of this chapter, you will be able to: • Explain the role of theory in Community Psychology • Describe the main foundational theories of Community Psychology • Illustrate how community psychologist use theory in their work 83 84 Leonard A. Jason, Olya Glantsman, Jack F. O'Brien, and Kaitlyn N. Ramian (Editors) Adapted from Photo by OpenClipart-Vectors is licensed under the Pixabay License Theories are important for anyone that is trying to bring about social change. They help point us to what is really important to change, versus what might be more trivial and lead to ineffective action. But first, let’s look closely at what theories enable us to do. Most simply, theories allow us to describe, predict, and better understand something. Here is an example: Newton observed that an apple fell from a tree. In that famous story, he was able to first describe the apple falling. It is the first part of the scientific journey, to describe something that you might see. The second step is to predict something based on what you just saw. For example, when Newton dropped a ball or other object, he predicted it would also fall, and that allowed him to be able to make predictions, which is the second part of a theory. Finally, a theory provides an “explanation” of what you just saw, in this case, the explanation being that gravity was causing the objects to fall to the earth.
    [Show full text]
  • Chapter 1 Multiple Choice Questions
    Chapter 1 Multiple Choice Questions 1. Which of the following statements are true? I Psychology has traditionally focused on the individual level of analysis II Community psychology holds a strong belief that people cannot be understood apart from their context III Community psychology is the study of people in context a) I b) I & II c) I & II & III d) II & III e) none of the above ANSWER: c 2. Community psychology began in the: a) 1960s b) 1920 c) 1930s d) 1890s ANSWER: a 3. Community Psychology focuses on: a) Late intervention b) Strengths of people in adverse conditions c) Maladaptive behaviour d) Community psychologists as experts in their role ANSWER: b 4. The 1965 _____________ conference was pivotal to community psychology for many reasons. The notion of a “_______________” role was advanced as an alternative to the ______________ role. a) Swampscott; participant-conceptualizer; scientist-practitioner b) Manhattan; scientist-practitioner; participant-conceptualizer c) Washington; participant-conceptualizer; resource-collaborator d) Hyde Park; scientist-practitioner; resource-collaborator ANSWER: a 5. Which of the following is part of Levine and Levine’s (1992) thesis about how social problems are framed? a) intrapsychic modes of help are prominent during periods of political conservatism b) intrapsychic modes of help are prominent during periods of political or social reform c) situational modes of help are not appropriate during periods of political or social reform d) situational modes of help are prominent during periods of political conservatism ANSWER: a 6. In the US, community psychology has its roots in: a) social psychology b) developmental psychology c) health psychology d) clinical psychology ANSWER: d 7.
    [Show full text]
  • Fiske Vita2014
    SUSAN TUFTS FISKE March, 2014 Eugene Higgins Professor, phone: 609-258-0655 Psychology and Public Affairs fax: 609-258-1113 Department of Psychology and e-mail: [email protected] Woodrow Wilson School of web: http://www.fiskelab.org Public and International Affairs office: Peretsman-Scully Hall 331 Princeton University Princeton, NJ 08544 Degrees Docteur Honoris Causa: 2013, Universität Basel, Switzerland; 2009, Universiteit Leiden, Netherlands; 1995 Université catholique de Louvain, Louvain-la-Neuve, Belgium Ph.D. 1978, Social Psychology, Department of Psychology and Social Relations, Harvard University A.B. 1973, magna cum laude, Social Relations, Radcliffe College, Harvard University Academic Honors 2015 McGovern Award Lecture in the Behavioral Sciences, American Association for the Advancement of Sciences 2014 Kurt Lewin Award, Society for the Psychological Study of Social Issues 2013 Elected Member, National Academy of Sciences 2012-2017 President-Elect, President, and Past-President, Federation of Associations in Behavioral and Brain Sciences 2012 Leadership in Diversity Science Award, University of California at Los Angeles 2011 Corresponding Fellow, British Academy 2011 Gordon W. Allport Fellow, American Academy of Political and Social Sciences 2011 Honorary President, Canadian Psychological Association 2010 Distinguished Scientific Contribution Award, American Psychological Association 2010 Fellow, American Association for the Advancement of Science 2009 Donald Campbell Award, Society for Personality and Social Psychology 2009-2010
    [Show full text]