T H E Community Psychologist

A PUBLICATION OF THE SOCIETY FOR COMMUNITY RESEARCH AND ACTION Fall, 2005 Division 27 of the American Psychological Association Volume 38, No. 4 FROM THE PRESIDENT Ana Mari Cauce 2006. Since my first days as a graduate student, continue to combine these concepts and University of almost thirty years ago, my primary professional constructs in ways that are novel and Washington identification has been as a community exciting, and we continue to both inspire and psychologist. So, it was especially rewarding impel our students to not just discover and It is both a pleasure to spend some time with graduate students and understand, but to act. and an honor to recent graduates at both the Biennial at the serve as President University of Illinois and at APA in D.C. In this The desire to not only understand our world, of the Society sense, I found myself re-discovering my “home” but to change it, was fully on display during for Community through their eyes. Unlike thirty years ago, we the “Visioning” process that Tom Wolfe so Research and are no longer the only ones speaking about Action for 2005- prevention, empowerment, or diversity, but we Continued on page 4

Contents

Columns 40 Section 2: Vision-to-Action Work Group Papers 1 President’s, by Ana Mari Cauce 40 Interdisciplinary Vision-to-Action Work Group 3 Editors’, by Joy Kaufman & Nadia Ward 42 Social Policy Vision-to-Action Work Group Papers 5 Book Review, edited by Ken Miller 43 Social Justice and Inequality Vision-to-Action Work Group Papers 6 Community Action, edited by Bradley Olson 44 Global/International Vision-to-Action Work Group 8 Children, Youth & Families, edited by Richard Roberts 45 Ongoing Vision Process Work Group 9 Cultural & Racial Affairs, edited by Pamela P. Martin 46 Concluding Remarks on the Biennial Visioning Process and Progress 10 Lesbian/Gay/Bisexual/Transgender, edited by Alicia Lucksted & Gary Harper 49 “40 Years Post-Swampscott: Community Psychology in Global 12 Living Community Psychology, by Gloria Levin Perspective”: Evaluation of the 10th Biennial Conference of the 15 Prevention & Promotion, edited by Richard Wolitski Society for Community Research and Action, by Margaret Davis, 16 Regional, edited by Gary Harper Cécile Lardon, Heather Foltz, David Groh, Michelle Davidson, and 18 School Intervention, edited by Susana Helm & Jane Shepard Dan Cooper 22 Self-Help/Mutual Support, edited by Bret Kloos The Community Student, edited by Carrie E. Hanlin and Mike 22 Social Policy, edited by Jennifer Woolard Armstrong 23 Student Issues, edited by Carrie Hanlin & Michael Armstrong 54 Talking the Talk and Walking the Walk: Integrating Values into 24 Women’s Issues, edited by Nicole Allen & Christina Ayala-Alcantar Praxis, by Deanne Dworski-Riggs Special Features 56 Radical or Logical? Moving CP Training Outside of Academia, by Marcie D. McKay Community Psychology from Swampscott to Beyond, edited by 57 How to Collaborate in Research from a Student Perspective, by Joy S. Kaufman & Nadia L. Ward Jessica L. Vinograd 25 Introduction, by Joy S. Kaufman & Nadia L. Ward 60 Student Reflection on SCRA Student Research Grant, by Jordan 26 Swampscott Revisited—A Worthwhile Journey, by Ira Iscoe Braciszewski 29 Creating False Sides or Whole Communities: The Role of Ideology in Community Psychology, by Anne Mulvey The Community Practitioner 31 Good News, Bad News in Community Psychology, by Roderick J. 61 Future Directions, by David A. Julian Watts Articles 32 Six Paradoxes Post Swampscott: Struggles for the Next Four 62 The Components of Social Connectivity: A Work in Progress, by Decades, by Brad Olson Jeanne M. McIntosh and Timothy R. Wateridge 35 Stumbling Onto Community: A Community Psychology Student 65 The Ethics of Violence Research, by Chantal Poister Tusher, Sharon Reflects on Her Way Out, by Swassan R. Ahmed G. Smith, and Sarah L. Cook 36 Student Reflection on Community Psychology and its Future, by Patrick J. Fowler 67 Announcements Creating a Vision for the Future of Community Psychology, 70 SCRA MEMBERSHIP DIRECTORY ADDENDUM compiled and edited by Tom Wolff and Jessica Snell-Johns 36 Introduction and Opening Remarks from the Biennial Visioning Process THE THE SOCIETY FOR COMMUNITY SCRA RESEARCH & ACTION INTEREST GROUPS Community Psychologist Executive Committee 2005-2006 AGING Editors The Aging interest group focuses on the productive role of PRESIDENT: Joy Kaufman and Nadia Ward Ana Mari Cauce, University of Washington aging in the community and the prevention of mental health PAST PRESIDENT: problems in the elderly. Yale University Clifford O’Donnell, University of Hawai’i Chair: Margaret M. Hastings, (847) 256-4844, PRESIDENT-ELECT: [email protected] Associate Editor Carolyn F. Swift, University of Kansas Audrey Bangi TREASURER: CHILDREN, YOUTH AND FAMILIES Joseph Durlak, Loyola University Chicago The Children and Youth interest group facilitates the Production Editors SECRETARY: interests of child and adolescent development in high risk Janis Celone and Mary Magnani Sarah Cook, Georgia State University contexts, especially the effect of urban poverty and STUDENT REPRESENTATIVES: community structures on child and family development. Past TCP Editors Carrie Hanlin, Vanderbilt University Chair: Richard Roberts, (435) 797-3346, Allen Ratcliffe, Dorothy Fruchter, Meg Gerrard, Michael Armstrong, Georgia State University [email protected] APA COUNCIL REPRESENTATIVE: Raymond Lorion, Leonard Jason, Joseph Galano Ken Maton, University of Maryland-Baltimore County COMMUNITY ACTION & John Morgan, Jean Ann Linney, Sharlene REGIONAL NETWORK COORDINATOR: The Community Action interest group explores the roles Wolchik, Shelly Harrell, Paul Toro Gary Harper, DePaul University and contributions of people working in applied community MEMBERS-AT-LARGE: psychology settings. Column Editors Anita Davis, Rhodes College Chair: Bradley Olson, (773)325-4771 Hiro Yoshikawa, New York University BOOK REVIEWS Bianca L. Guzman, CHOICES, La Puente, CA COMMUNITY HEALTH Ken Miller, San Francisco State University Committee Chairs The Community Health interest group focuses on health promotion, disease prevention, and health care service COMMUNITY ACTION APA 2006 PROGRAM COMMITTEE: delivery issues as they relate to the community. Bradley Olson, Pomona College Hiro Yoshikawa, New York University Co-chairs: David Lounsbury, (415)338-1440, CULTURAL & RACIAL AFFAIRS: COMMUNITY HEALTH [email protected] Pamela Martin, North Carolina State University David Lounsbury, Memorial Sloan-Kettering Cancer Susan Wolfe, [email protected] DISSERTATION AWARD: Center Courtney Ahrens, California State University, Long Beach DISABILITIES Susan Wolfe, U.S. Department of Health and FELLOWSHIP: The Disabilities interest group promotes understanding of Human Services Clifford O’Donnell, University of Hawai’i the depth and diversity of disabilities issues in the INTERNATIONAL: COMMUNITY PRACTITIONER community that are ready for research and action; and David Fryer, University of Stirling David A. Julian, Ohio State University INTERDISCIPLINARY LINKAGES: influences community psychologists’ involvement in Eric Mankowski, Portland State University policy and practices that enhance self-determination, CULTURAL & RACIAL AFFAIRS MEMBERSHIP: personal choice, and full inclusion in the community for Pamela Martin, North Carolina State University Brad Olson, DePaul University people with disabilities. DISABILITIES ACTION NOMINATIONS: Chair: Fabricio Balcazar, (312) 413-1646, [email protected] Meg Davis, Dickinson College Fabricio Balcazar, University of Illinois at Chicago LESBIAN/GAY/BISEXUAL/TRANSGENDER PUBLICATIONS: EDUCATION CONNECTION (LGBT) David A. Julian, Ohio State University Jim Dalton, Bloomsburg University SOCIAL POLICY: The LGBT interest group increases awareness of the need Preston Britner, University of Connecticut for community research and action related to issues that Maurice Elias, Rutgers University WOMEN: impact LGBT people; and serves as a mechanism for REGIONAL Mary Ellen Dello Stritto, Ball State University communication, collaboration, and support among Gary Harper, DePaul University community psychologists who are either interested in Regional Coordinators research/service/ policy related to LGBT people and INTERNATIONAL WEST: communities, and/or who identify as LGBT. Toshiaki Sasao, International Christian University, Ken Miller, Pomona College Co-chairs: Alicia Lucksted, [email protected] Tokyo, Japan Elizabeth Thomas, University of Washington, Bothell Gary Harper, [email protected] Emily J. Ozer, University of California, Berkeley LESBIAN/GAY/BISEXUAL/TRANSGENDER SOUTHWEST/MOUNTAIN: PREVENTION AND PROMOTION CONCERNS Vacant The Prevention and Promotion interest group seeks to Alicia Lucksted, University of Maryland MIDWEST: enhance development of prevention and promotion research, Susan Torres-Harding, DePaul University Gary Harper, DePaul University foster active dialogue about critical conceptual and Bernadette Sanchez, DePaul University methodological action and implementation issues, and LIVING COMMUNITY PSYCHOLOGY Steven Pokorny, DePaul University Gloria Levin, Glen Echo, Maryland Debra M. Hernandez Jozefowicz-Simbeni, Wayne State University promote rapid dissemination and discussion of new NORTHEAST: developments and findings in the field. PREVENTION & PROMOTION Cindy Crusto, Yale University Chair: Richard Wolitski, (404) 639-1939, Richard Wolitski, Center for Disease Control, Atlanta Tiffany Townsend, Pennsylvania State University [email protected] Shannon Gwin Mitchell, Johns Hopkins University SCHOOL INTERVENTION SOUTHEAST: RURAL Susana Helm, Central Connecticut State University Joseph Berryhill, University of North Carolina Ashville The Rural interest group is devoted to highlighting issues of & University of Connecticut the rural environment that are important in psychological Sherry L. Hamby, Univeresity of North Carolina at Chapel Jane Shepard, The Consultation Center, New Haven Hill research, service, and teaching. Elaine Clanton Harpine, University of South Carolina Aiken Chair: Cecile Lardon, (909) 474-5781, [email protected] SELF-HELP/MUTUAL SUPPORT AFRICA/MIDDLE EAST: SCHOOL INTERVENTION Bret Kloos, University of South Carolina Arvin Bhana, University of Durban-Westville, Kwa Zulu-Natal, South Africa The School Intervention interest group addresses theories, SOCIAL POLICY ASIA: methods, knowledge base, and setting factors pertaining to Jennifer Woolard, Georgetown University prevention and health promotion in school. Toshiaki Sasao, International Christian University, Tokyo, STUDENT ISSUES Japan Co-chairs: Susana Helm, [email protected] EUROPE: Jane Shepard, (203)789-7645, Michael Armstrong, Georgia State University David Fryer, University of Stirling, Scotland [email protected] Carrie Hanlin, Vanderbilt University LATIN AMERICA: SELF-HELP/MUTUAL SUPPORT WOMEN’S ISSUES M. Loreto Marginez, Pennsylvania State University Lidia Weber, Federal University of Parana, Brazil The Self-Help/Mutual Support interest group is an Nicole Allen, University of Illinois Urbana Champaign SOUTH PACIFIC: international organization of researchers, self-help leaders, and Christina Ayala-Alcantar, California State University Christopher Sonn, Edith Cowan University, Joondalup, Australia policy makers that promotes research and action related to self- at Northridge Ingrid Huygens, Aotearoa, New Zealand help groups and organizations. Arthur Veno, Monash University Gippsland, Victoria, Australia Chair: Bret Kloos, (803)777-2704, [email protected] Printing Services Baker’s Printing, Oklahoma City, Oklahoma (405) 842-6944 THE Community Psychologist 2 Vol. 38, No. 4 EDITORS’ COLUMN The Community Psychologist challenges, and ideas about the future direction field research stations as a model that truly joins Editor’s Column of community psychology. the community in social action to address its needs. Community field stations, a model that This issue of TCP has particular meaning for Also included in this issue is Tom Wolff and has been around since 1969, has undergone us as it reflects upon the last 40 years of our Jessica Snell-Johns’ documentation of the various transformations, yet Brad urges us to work in the field. We are very excited to present visioning process that occurred at the Biennial consider the potential this model has for to you a special feature, which shares the entitled, Creating a Vision for the Future of establishing sustained relationships with Community Psychology. In this piece, Tom and communities and broadening community and Jessica describe a diverse and energetic group social networks. Similarly, the Cultural & Racial of community psychologists who came together Affairs Column reflects on our collective history at this year’s Biennial conference to facilitate a and the gains the field has made in addressing series of discussions that would begin to shape issues of cultural diversity. The column also a vision statement for the field. What they raises ongoing challenges for the field such as present is a summary of what transpired in those creating egalitarian relationships when sessions and encourage us to comment on the conducting research in communities of color draft before it gets presented to the SCRA between practitioners and participants, and executive committee. You can contact Tom at considering methodological considerations [email protected] or post your comments on when conducting research to reflect more within Joy Kaufman (l) and Nadia Ward (r). the SCRA listserv. This issue also includes the group than between group research designs Biennial Evaluation conducted by Meg Davis that espouse more culturally articulated perspectives of leaders in the field of and colleagues. frameworks, such as identity development and community psychology. Ira Iscoe provides an acculturation. Readers will also appreciate historical account of major events that led up Columns featured in this issue update us on Gloria Levin’s spotlight on Serdar M. to the seminal Swampscott Conference in 1965 what is happening in our interest groups. Be Degirmencioglu, Living Community and the social issues our country grappled with sure to read Brad Olson’s piece on The Woods Psychology in light of this issue’s special at the time. We also hear from Anne Mulvey, Hole Institute as a Metaphor for a Community feature. His work in disaster relief in Turkey Rod Watts, Brad Olson, and Swaasan Ahmed Research and Action Field Station. It provides as they each share their perspectives, insights, an interesting look at the utility of locally based Continued on page 4

FROM THE PRESIDENT’S, continued from page 1

artfully led at the Biennial. When asked to Futures has literally touched the lives of www.casel.org/home/index.php). The come up with headlines about SCRA for the thousands of children and families from editorial was, in part, based on a meta-analysis TCP of the future, we wanted to see SCRA marginalized communities and Abe’s work on spear-headed by our own SCRA treasurer, Joe credited for playing a major role in ending citizen participation and on the “sense of Durlak. The work of Roger and his colleagues poverty, we wanted to see SCRA receive a community” has not only contributed to at CASEL (Collaborative for Academic, Social, Nobel Peace Prize for scholarship that inspired community theory, it has also provided us a and Emotional Learning) has already resulted world leaders to more fully value our global fuller framework for evaluating the effects of in the state of Illinois adding a social and community, we hoped that the work of SCRA our programs. emotional learning component to the Illinois theorists, researchers, and practitioners would State Learning Standards. Talk about play a role in ending racial strife, and that our Yet another example of the tremendous grandiose visions coming to pass! work on the prevention of HIV/AIDS would achievements of our members can be seen in be credited for helping to substantially slow the work of our most recent Sarason award We can all agree that Peter, Abe, Rhona, Roger, its spread, not only in the U.S., but worldwide. winner, Rhona Weinstien. Her research on and Joe represent all that is right about Grandiose visions? Perhaps too ambitious? expectancy effects in schools, and her Community Research and Action. But what Of course! But, these goals and visions are championing of interventions designed to break is less obvious to our members who were not inspirational if not fully attainable, and our the cycle of low expectations and school failure on one of SCRA’s award selection committees members truly are playing a role in bringing have added immeasurably to community theory, is that in our midst there are dozens of genuine them about. I look forward to the continuing research, and practice. So too has the work of contenders for these awards, and that they work of the Visioning Task Force. In daring to Roger Weissberg, who gave a marvelous talk too are having a real impact on their name our dreams, we take the first step toward upon receiving his 2004 Distinguished communities. SCRA members have never out- achieving them. Contribution Award for Theory and Research grown, or grown-up from, that idealistic desire at this year’s APA conference. The talk, which to change the world. But, one small step at a One of my main tasks in the role of President- was chock-full of data about why social and time, we are doing just that. elect was to coordinate the Distinguished emotional learning is so important, not only for Contribution Awards for Practice and for children’s mental health, but for the academic But, despite all that is right about SCRA, we Theory and Research. The 2005 winners Peter achievement, came on the heels of an editorial are not retaining as many members as we’d Dowrick and Abe Wandersman serve as titled “No Emotion Left Behind” that Roger co- like after Biennial Meetings and not enough wonderful examples of what our division is all authored with Timothy Shriver for the New York about. Peter’s work as President of Creating Times (it can be accessed through http:// Continued on page 4

THE Community Psychologist 3 Fall, 2005 FROM THE PRESIDENT’S, continued from page 3 EDITORS’ COLUMN, continued from page 3 community based participatory research. of our reduced-fee student members become has single-handedly shaped the public Blank and Eisenburg find that Campbell’s full-fledged members upon graduation. If we opinion of how psychology is viewed by his book is particularly appealing in that the do not manage to attract and retain new countrymen, not to mention how Turkey conceptualization of this community-based members, we may soon be facing a organizes disaster relief efforts. program is informed by sociological membership crisis as more of our membership frameworks and is grounded in an ecological age into retirement. At the same time as we Be sure to peruse other columns presented in model. They recommend this book for anyone worry about new memberships, you will find this issue to keep updated as to important involved in conducting community in your fall mailing from SCRA a plea for your information and events happening in your participatory research. consent to raising membership fees, as we region of the country, and ways in which you simply aren’t covering our cost with the may become involved in the Division’s various On occasion, TCP also prints special current dues structure which has been interest groups. submissions. This issue features two articles unchanged for almost a decade. I will return that are sure to be of interest to you. McIntosh to issues about membership, which in fact are This issue of TCP also has a special feature and Wateridge, who highlight the importance issues about our future, in subsequent presented by The Community Student. You of unpacking the intricacies of social columns, and they will be a focus of our entire will enjoy reading about the various reflections connectivity constructs, author the first Executive Committee in the coming year. Your on how our field needs to be continually article. The results of their content analysis thoughts about how to make membership in challenged in order to meet our proposed indicate a need to further improve the utility SCRA more enticing to our colleagues who mission and goals. Dworski-Riggs, for of such constructs and expand its application aren’t members and more rewarding to our instance, has us examine the field’s values in community settings. The second special present members would be very much and ways to best negotiate them with the submission is written by Tusher, Smith, and appreciated. Feel free to drop me a note at communities with whom we seek to Cook who discuss the various complexities [email protected]. collaborate. McKay, on the other hand, of navigating through the IRB process for confronts the essential need to integrate violence research. These authors provide In closing, I want to express my deepest community psychology students into various insightful reflections often experienced in appreciation to a few more of our members community settings and partnerships without research that involves survivors and who are really making a difference. I am the constraints and challenges of an academic perpetrators of violence. Furthermore, they especially grateful to Clifford O’Donnell, our institution. This examination of how training pose several tangible suggestions for most recent Past-President. Most important can effectively take place using community- enhancing the knowledge of IRB members in to SCRA are the outcomes of Cliff’s effort to based practices challenges us to consider the hopes to improve their understanding of the highlight and further encourage our social complexity of whether such an approach truly nuances of violence research and overcome policy work, but I am personally most grateful would be logical or radical. As presented by the ethical challenges related to its for his patience and generosity as I have Vinograd, the lessons learned in a implementation. struggled to learn the ins and outs of SCRA’s participatory action research project are governance structure. I will continue to count invaluable to a student’s growth and We would also like to call to your attention on him as he steps into the role of Past- understanding of the benefits and hurdles the announcements that appear in this issue; President. Thanks too to Paul Toro, who will encountered in working in the community. however, first and foremost, we would like to now be our Past-President past. We all look Braciszewski’s reflections as the recipient of introduce you to our new Associate Editor, forward to joining him at the First International the 2004 SCRA student research grant Audrey Bangi who comes to us from DePaul Conference on Community Psychology in highlights the imperative need to further University! We are pleased to have her Puerto Rico in June, 2006. Thanks also to improve the educational attainment of young working with us this year. She is looking outgoing members of the Executive adults and outlines next steps of personal forward to being immersed in publication Committee, Robin Miller (Member-at-Large) interest to achieve this objective. efforts and working collaboratively with our Ken Maton (APA Council Rep, on Jan 1, 2006), column editors. In addition, there are various and Sawssam Ahmed (Student Rep) for all of For those of you who are involved in HIV calls for papers that may be of interest to their hard work during their terms. I welcome prevention or community participatory members as well as nominations for The our new EC members: Carolyn Swift research, you will find the book review American Psychological Foundation. (President-Elect), Anita Davis (Member-at- presented in this issue useful. Blank and Large), Brian Wilcox (APA Council Rep Eisenburg provide a thorough review of Finally, this edition includes an addendum to starting in January) and Michael Anderson Catherine Campbell’s book, “Letting them the membership directory that was included (Student Rep). I would also like to give a Die: Why HIV Prevention Programmes Fail”. in the Summer edition of TCP. The members special thanks to Mark Aber for the Campbell is a social psychologist from listed here are new or returning members that stupendous job he did with the biennial, and London who writes passionately about the joined our ranks since this past spring. to Brad Olson for his marvelous job with the Summertown Project, a project conducted in Welcome. APA program and his many and varied South Africa in the mid 1990s. The project, contributions throughout the year. Please though well funded, informed by state-of-the- Wishing you a happy and healthy holiday remember that all of us on the EC are here to art research, and managed by an impressive season! contribute to SCRA and all of its members. group of researchers and practitioners, failed miserably. This piece takes us behind the Joy and Nadia scenes and provides us with a vivid description of the realities of conducting

THE Community Psychologist 4 Vol. 38, No. 4 Governmental Organizations (NGO’s). These in the midst these daily survival challenges. BOOK REVIEW NGO’s generally have deep roots and For most women, there is no alternative to sex commitments to the communities they serve to work. In order to achieve any type of status in Edited by Ken Miller carry out HIV prevention. Unfortunately, the community the sex worker seeks to establish [email protected] official government policies in South Africa a more exclusive relationship with the ranged from denial to indifference. In fact, mineworker, who is very likely to have a family Campbell, C. (2003). Letting them President Thabo Mbeke drew international elsewhere. For the youth, even the acquisition Die: Why HIV Prevention attention and rebuke when, largely for political of accurate knowledge of HIV and risk of Programmes Fail. Bloomington, purposes and to avoid the massive transmission gained from a Project sponsored expenditures needed for modern antiretrovirals, school-based intervention could not reduce the Indiana: Indiana University Press. he asserted that there was no proof to conclude number of young people who practiced high- that HIV caused AIDS. Today the best estimates risk sexual behaviors. They believed that Review By: Michael B. Blank & Marlene M. are that over five million South Africans are infections only occurred among devalued Eisenberg HIV positive, or more than 20% of the “other” groups, sex workers and miners, much population. In some areas, seroprevalence like our own experience in the U.S. early in the Catherine Campbell is a psychologist in the exceeds 75% of the population. An entire epidemic when people believed that unless Department of Social Psychology in the London generation in South Africa will die in the coming they had sex with gay men or injection drug School of Economics and Political Science. Her decades. Even in affluent Cape Town, perhaps users, they were safe from infection. book is part of the African Issues Series from the most “European” of cities in Africa and with the International African Institute and an excellent and modern health care system (Dr. Many believe that to suggest the use of a published in the US by Indiana University Christian Bernard performed the world’s first condom is to reveal one’s positive serostatus, Press. The book’s title comes from a quip from and second heart transplants there in 1967), it thus making establishment of such a a well-known South African Satirist, Pieter-Dirk is impossible to go to the outdoor marketplaces relationship unlikely, or to suggest that the Uys, who juxtaposed the apartheid policies of where people from the surrounding township mineworker is suspected of being sero- the past with the current HIV pandemic saying sell their wares without seeing dozens of people positive. All this exists within a culture where “In the old South Africa we killed people. Now with obvious AIDS-related opportunistic herbalists and folk medicine are the norm, rather we’re just letting them die…” The book infections. than an alternative to allopathic care. As such describes the evolution and demise of a there are numerous and varied “cures” for HIV comprehensive HIV prevention program in the Campbell does a great service by airing the and AIDS being bandied about by providers mid 1990’s in Summertown, a pseudonym causes and consequences of the failure of the of these services in the community. Part IV is Campbell uses for a gold mining town in South Summertown Project. Few scientists have the dedicated to illumination of factors that Africa. This book is one of only a handful of will or candor to detail the shortcomings of their undermined the alliance that the Project forged reports that details a behind the scenes look at efforts, despite the fact that much can be learned among stakeholders, which ultimately led to the reality of conducting community-based from sharing these experiences (see Reppucci the demise of the Summertown Project. Perhaps participatory research. The Summertown et al., 1973). It is probably safe to say that there chief among these was a lack of understanding project was well-intentioned, informed by solid are many more interventions that have failed to about the social dimensions of the epidemic in science, conducted by an impressive deliver than those that met or exceeded their a committee that was essentially dominated by collaboration between stakeholders, which stated goals. biomedical experts. included local government officials, mineworkers and managers, sex workers who The book has four parts. Part I details the Of particular interest to psychologists and are ubiquitous in these mining towns, school history and goals of the Summertown project. members of SCRA is that the book is well administrators and others all working in tandem Campbell’s work on HIV risk factors among gold grounded in social psychology and uses an with well-funded academics. mineworkers provided much of the impetus, and ecological model to drive a community-based generally, she does a fine job referring to the enterprise. The discussion of the promise and Campbell begins by providing a nuanced peer-reviewed scholarship without drying out pitfalls of a multiple stakeholder management description of the context within which the a surprisingly lively narrative. Chapter 3 is the system is especially useful. Campbell Summertown Project was created a decade ago. most academic, but she advises lay readers that recognizes that the various stakeholder groups HIV reached South Africa later than other areas, it can be skipped without losing much of the came to the table from inherently different migrating from areas ravaged by the virus in story. However, for SCRA members and others positions of power and this imbalance East Africa and Central Africa. The predictable interested either in HIV prevention or ultimately shaped the tone of discussion and geographic trajectory of the epidemic and community-participatory research, it is must decisions in the management group. Inclusion known pathogenesis of the virus provided an reading. Parts II and III are largely devoted to of stakeholders, in this case, mineworkers, sex opportunity for comprehensive efforts at case studies of individuals within each of the workers, and youth is necessary in order to primary prevention of HIV transmission. Other stakeholder groups, and illustrate the impact create interventions that have face validity and poorer countries like Uganda and Thailand had of the intervention on, principally, mineworkers, are relevant to those who are principally demonstrated that effective prevention sex workers, and youth. It is through these affected. Obtaining buy-in from these groups programming could have dramatic effects on narratives that the culture and ecology of also increases the potential for dissemination reducing incidence and spawned many Summertown is revealed. For the mineworkers, of the intervention among social networks, programs that focused on use of condoms in whose work environment is among the most which is an efficient method of spreading heterosexual encounters, which accounts dangerous of jobs, the immediacy of sexual information within a community. However, overwhelmingly for the spread of HIV in Africa. gratification amidst constant accidents that too clashes of power between those who are Most often in the developing world HIV often leave co-workers dead or maimed makes commonly ignored and those who are prevention programming is carried out by Non- more long-term consequential thinking unlikely commonly in power must be addressed

THE Community Psychologist 5 Fall, 2005 programmatically by ensuring participation and serve as a working metaphor for the community- decision-making by those typically COMMUNITY A CTION based model, but saw more fruitful benefits by disenfranchised. In the absence of the creating a network of stations. Over the past perception of balanced power, even well The Woods Hole Institute as ten years, a provisional network of centers was intentioned community research is likely to fail. Metaphor for a Community Research established in Puerto Rico, Kansas, and Chicago with a central hub in Nashville. Students new to the field may be surprised to and Action Field Station Collaboration occurred between Chicago and find relatively few references to what we might the Puerto Rico stations on field research think of as community psychology; instead, Brad Olson methods. A project developing the community Campbell draws more on social cognitive [email protected] toolbox in Spanish was begun by the University theories (e.g., Social Learning Theory, Theory of Kansas in conjunction with the Universidad of Reasoned Action, Theory of Planned The original Swampscott conference occurred Central de Caracas, Venezuela, and many other Behavior, Trans-theoretical Model) and embeds 40 years ago, signaling the beginning of the productive interactions occurred. these within an ecological model using Social Community Field. Another event, which may Capital as an explanatory framework. Perhaps signify the next 40 years, involves the activation Throughout the years, much debate and the project would have benefited from a greater of a Woods Hole-based Community Research decision-making has occurred about various familiarity with the contents of our community and Action Field Station (here simply referred potential manifestations of the Woods Hole psychology journals, but we doubt that would to as the Station). It was in 1994 that SCRA model and the variation that is most appropriate have made much of a difference. What is formed the Community Action Research for the Community Field. Newbrough had many presented is a warning to those who embark on Centers (CA-RC) Task Force to explore the conversations with individuals throughout the such an enterprise without a full, contextualized formation of “locality-based” community Community Field, discussing strategic paths, understanding of the community, its history, research stations. The original inspiration for and he has kept this information, including that and the impact that prior relationships and this initiative was the Woods Hole provided by members of the Community Action hierarchies among stakeholder groups are likely Oceanographic Institute, a research laboratory Research Centers project (CA-RC; the to have on any preventive intervention. This in a summer vacation setting, which was created leadership of which Newbrough has passed on th book is must reading for those planning HIV by field biologists in the late 19 century. to Yolanda Suarez-Balcazar and Christopher B. prevention programs, not only in the Woods Hole has led to many intellectual Keys) and correspondence with other SCRA developing world, but also here at home. It inspirations, discoveries, and treasured members. He also has various essays on could also serve as a useful adjunct to a scientific and social interactions. One of the Woods Hole from numerous authors, and certain graduate course in community psychology as exemplary discoveries was the use of the squid lectures that he himself has given on the topic. it raises common and complex issues in axon, which due to its comparatively impressive community-based participatory research. size, provided a greater ease in observing its I am presently looking through these files and functioning, and opened up numerous doors as Newbrough describes, the project is at a Reference for the field of neuroscience, including the major inflection point with various new Reppucci, N.D., Saunders, J.T., Sarata, B., understanding of the neuron’s action potential. structures being designed and discussed. I McArthur, A. V., & Michlin, L. (1973). We have no intention in this article of trying to sort bombed in Mountville: Lessons learned James G. Kelly proposed a variation of the through all the varied paths in an attempt to in consultation to a correctional institution Woods Hole model for the Community Field in construct the best one. It is, however, for adolescent offenders, In I.I. his 1969 presidential address. Seeing a need worthwhile to integrate some of the Goldenberg (Ed.), The Helping Professions for members in the field to join together around fundamentals in the World of Action (pp. 145-164). long-term of these past Lexington, MA: D.C. Heath & Co. commitments, discussions to Dr. Kelly put A primary goal would therefore be to share keep future Dr. Blank is Assistant Professor of Psychology forth the in an empowerment process with local conversations Woods Hole in Psychiatry at the Center for Mental Health residents, focused on local problems and moving forward Policy and Services Research at the University model as a way toward more of Pennsylvania School of Medicine. He also for members in local solutions in the shared building of community the field to is a Senior Fellow at the Leonard Davis community assets. action. Working Institute of Health Economics, and holds develop closer toward a future appointments in the Schools of Nursing at relationships based on what Penn and the University of Virginia. Dr. within the has been accomplished thus far requires a Eisenberg is Director of Quality Assurance of community and work within a more proximally- consideration of a) the goals for such a Woods the HIV Prevention Trials Network, Center for based, hands-on frame of reference. Through Hole-like entity; b) what shape it would take, the Study of Addiction, University of this model, members could truly start where the and (if conceived as a stable, core setting) where Pennsylvania. essence of community resided rather than the Station would be located; c) organizational exporting ideas from academic settings and strategies and challenges for the model, and attempting to sell them within the community. finally; d) characteristic attitudes to facilitate the best possible climate for the social, Twenty-five years later John Robert scientific, and spiritual work that would occur Newbrough carried the notion further by at the entity. advocating for the establishment of locality- based research stations. Both Kelly and Goals of the Station. More than anything else, Newbrough recognized that Woods Hole could a Woods Hole-based model should embody our

THE Community Psychologist 6 Vol. 38, No. 4 values in the Community Field. A primary goal that we would learn again and again how to include working toward community would therefore be to share in an empowerment productively balance the pressures of academic improvement while simultaneously avoiding process with local residents, focused on local and community work and turn them once again gentrification. This would certainly be a difficult problems and local solutions in the shared into actively engaged, positive explorations in and consequential problem requiring an building of community assets. This would entail the joint search for community improvement. interdisciplinary approach, full partnership with the long-term goal of establishing and the community, and a consistent struggle with maintaining enduring community-consumer- There are other more research-oriented ethical principles. The location may also be university-practitioner-advocate partnerships. justifications for a stable location. One more rural or have access to a variety of challenge brought up in past conversations is geographic features. The town we choose may Since the beginning, there has been a great deal that community work and community research be a recovery town that has some character. It of discussion about unitas multiplex, or are all intrinsically local, meaning that the may have a catchy name like Swampscott, whether the Station should be a single, specific complexity of local conditions makes the Woods Hole, Saugatuck, Fairbanks, Bedford place, or a larger network of locations transfer of a research or development program Falls, or Potter’s Field. The station of course throughout the world, including a hub (the from one setting to another a difficult one. Our need not be in the United States, nor must it be central location), and a series of spokes community work is not easy to pick up from in academic settings. It could be in a large bed connected to other locations (nodes). Again, one place and transplant to a wholly new and breakfast, or, as has once been suggested Kelly first envisioned this network view that setting, simply to move again during the (if SCRA should ever come into a large sum of diverged from the original Woods Hole concept subsequent summer. These complexities money), it could be located in an old hotel. It is of a single, stable location, and Newbrough’s associated with the local-nature and also quite possible that while the environment subsequent work set up such a network. The generalizability of programs may be amplified is important—as community people we care new definition of the project includes both when settings change. about environment as much as Woods Hole possibilities. The research could be carried out people care about sea organisms and non- by the network, and the Woods Hole process Yet with at least a single Station (again it could oxygenated tides—the location might be could be carried out in one or two designated be several stations), projects could take anywhere and still be of great benefit to us and locations. advantage of contexts different from the work to the surrounding communities. one conducts at a home location without My bias has always been to consider the excessive change and variation. By working Resources, Organizational Structure, and “Station” as a single entity in a single place, with various communities around the Station, Time. Other than a set destination, few much like Woods Hole, and to a certain extent, we could carefully cross-validate our research resources will be required to keep the Station this is how I will talk about it here. This does across contexts, attempting to locate the causes operational. Entities such as this involve more not mean however that a network would not of contextual variations, and examine ways to place, people, and time than anything else. exist, and in fact its support may require such a increase the generalizability of our programs. Computers, appropriate software, phones, network. Moreover, it does not exclude the Again, with a stable Station model, continuity writing instruments, and other operational tools possibility that several “Stations” may appear. would at least exist across the years. No doubt, are all that are necessary. However, funding There are many directions that will remain open these interactions, over time, would lead to challenges will nevertheless be significant, to discussion for some time. substantial network connections to local requiring consistent intellectual preparation, leaders, attachments to neighborhood figures, extensive feedback inside and outside the Part of my bias for a single entity where SCRA and extensive knowledge of the variety of discipline, and trial-and-error revisions to make members and others would visit is that my first communities that exist in close proximity to the the design workable, ethically-based, and as exposure to the Woods Hole concept was Station. innovative as possible. Such planning and through Stephen Jay Gould essays, which not foundational resource-seeking will be among only suggest the pragmatic benefits of a more The specific choice of a location for the the most invigorating tasks in the project, and stable model, but also illustrate the more Station(s) is a difficult one. There are many will be an essential element to making the Station romantic notions of scientists visiting the same different costs and benefits associated with sustainable over the next forty or more years. place year after year with their families. There different places. There is the beautiful seaside is something equally positive to be said about setting like Woods Hole, which is extraordinarily Budgetary considerations will vary according the existence of a geographical and attractive, and would certainly possess the to the role of permanent staff members, psychological center for the Community Field magnetism to bring people back summer after volunteer networks, and the development of that contributes to a productive sense of summer. The charm of a setting, however, is trainee grants. Balanced decisions will be made community and place identity. It is safe to say not particularly high on our list of values in the on non-for-profit status, largely based on that some type of energy would have been lost Community Field. More central values include whether such a status will allow the freedom to had Woods Hole not had geographic stability working with underserved and disenfranchised advocate for essential systemic change in the but had been transported from place to place, communities, ultimately pointing us to more social policy and justice arena. Decisions will year after year. challenging locations with perhaps less also have to be made between ownership, financial resources, but that will equally have rental, cooperative, or even time-share housing There is a component of visiting the Station for some degree of safety and access to other and facility models. more enduring times that would take us back to activities of interest. an age when a valued scientific medium Time. Time itself is an intangible element, yet it involved face-to-face communication, Settings with fewer resources could create a means everything to the unique workings of sometimes across a cafeteria table, occasionally greater set of initial challenges but equally this system, and demands sufficient planning. on lawn chairs in the sand, or on the front steps provide opportunities for the Station to become Longer lengths of stay and enduring leadership of a residential street watching cars drive by. a partner in transformative change. If the Station at the Station is good, although not if it becomes The value here, exemplified by Woods Hole, is is located in an urban area, challenges may static or leads to the formation of entrenched

THE Community Psychologist 7 Fall, 2005 bureaucracies. Visitors should make their stays life approaches and worldviews are the essence long enough to allow ideas to warm up, to reflect of the Woods Hole experiment, and they will be CHILDREN, YOUTH & on decision points, and to sufficiently banter the force that eventually carries the Station into AMILIES about possible action plans until they can be a sustainable reality. F effectively implemented. A single weekend is insufficient, at least for the modal stay, while a Newbrough also epitomizes the humility Reviving the Children & Youth Interest good portion of a summer, for instance, may be fundamental to the Woods Hole structure Group an ideal amount of time. A full sabbatical year indicating that visitors must “leave their egos spent at the Station would be a wonderful at home”. It is equally natural to discern in Richard Roberts opportunity to effectively carry out large-scale Newbrough, a concern for human relationships Utah State University projects. Most of us would partake in semi- and yet a simultaneous love of the science. One transient visits, and others who lived in close would never, for instance, hear him say, “That As the recently appointed Chair of the Children, proximity may spend periodic times in and out is just shop talk, let’s talk about other things,” Youth, and Families Interest group for SCRA, of the Station throughout the year. because a Woods Hole model requires that allow me to introduce myself and to begin the there is never an aversion to creation and process of reenergizing this important The Station itself may first form on a more innovation—no artificial barriers between the component of Community Psychology by: temporary basis and eventually shift to the knowledge and “life.” These attitudes should asking for HELP; locating everyone who would year-round phase when more resources are remain central in our minds as the Station’s like to make this a dynamic and important accrued. Time could also impact the mission is drafted. component of SCRA once again; initiating some surrounding community. Over the years, brainstorming for online communication, particularly over a decade or two, more and Equally important when drafting the mission is continue to build a viable group and begin some more positive changes would be expected to to recognize that the Woods Hole model is only planning for the next biennial meeting in 2007. occur in these communities. With time, we might a metaphor for the Station. It is a good metaphor also expect local organizations to begin to fully as it has so many features conducive to the As the Director of the Early Intervention adopt the Station, taking us in for our own acquisition of knowledge. The Woods Hole Research Institute (www.eiri.usu.edu) and benefit if not for theirs. Institute possesses great distinction for good Professor of Psychology at Utah State reason, and its design should always be the University, I direct a multi-disciplinary group The People of the Setting and their basis for our default decisions. What is common of researchers and program development staff Facilitating Attitudes. Despite the above to both marine biology and community is that - all have dirty hands working in the trenches considerations, it is the people who truly shape primary need for members to enter into a more and in the communities with whom we partner an entity such as this. The goal will be to create open and full system that embraces science and across the country. Our work cross cuts the Station as an inclusive setting that avoids engages in life. The Station will be a place for disciplines, issues, and models of evaluation. the traps associated with differential access. thinking, for work, and for stimulation. What is This represents what I have always thought Collaborative teamwork will lead to effective more, it will bring a productive cohesiveness— community psychology is about at its core. We group chemistry whether the composition of a cyclical, intellectual reunion of sorts. have psychologists, sociologists, economists, visitors at any one time includes people from Family and Human Developmentalists, persons, various disciplines working on a single or As stated, one of the exemplary discoveries at or family members of persons with disabilities, multiple social issues. Above all, there must be Woods Hole was the use of the squid axon, and business faculty within EIRI, all of whom a sense of hospitality and merriment with which due to its substantial size (1 mm in add to the complexity but make life interesting intellectual stimulation, but also the welcoming diameter), opened up new doors in the field of in understanding applied research and systems of partners, children, and friends, all neuroscience. It was said to be the “ideal change projects from cross disciplinary models contributing to the existence of an extended preparation for investigating the biophysical of knowing. family. basis of excitability” and led to the understanding of the action potential, the My own research and program development As few distinctions as possible will be based primary function of the neuron’s work. We can primarily has been funded through the U.S. on status. As members of the Community Field, only guess at what future discoveries— Maternal and Child Health Bureau and U.S. we will work to reinforce the assumption that equivalent to the importance of the action Dept of Education. We work in partnership with we are all students, advocates, researchers, and potential—will occur when the Station comes families and youth with special health needs in past or future health consumers. Other key into being. Its existence will likely help us better developing more integrated and person centered attitudes foundational to the Station’s success understand, if you will, our own action systems of support and services at the include an openness to travel, and to adapt to potential. The spirit of the Station, as stated community, state and national levels. System a new setting for sufficient time periods. When earlier, is to the future of the Community Field integration, family professional partnerships, I think about this attitudinal style, Newbrough what Swampscott is to its past, and this spirit community based systems development and comes to mind. Even when his home at alone brings great promise for the next 40 years. evaluation are all important components of the Vanderbilt is closer to the Southeastern ECO work we do. In most applied work we use PAR conference, he also visits the Midwestern ECO approaches to systems change. Currently as conference, or the conference of the Director of the Champions for Progress Midwestern Psychological Association. He National Leadership Center for Children often stays with friends who are now, for all with Special Health Care Needs practical purposes, part family. Neither (www.championsforprogress.org), I am geography nor time puts a limit on his working with PAR leadership groups in all 50 intellectual adventures. With each stay he states to create and sustain community-based maximizes his social and spiritual gains. Such systems of care and support for this group of

THE Community Psychologist 8 Vol. 38, No. 4 children and youth who constitute between 15- a white comparison group (i.e., two-group multidisciplinary response. For example, Keys 20% of the population across the country. Our design or multi-group). et al. (2004) utilize research from Boykin’s Triple biggest issues to date have evolved around Quandary Model, a noted African American do-able methodologies that sustain and At the CCRA meeting, questions emerged identity development theory, to describe a evaluate the effectiveness of community-family regarding the significance of conducting white culturally competent approach to investigate - pediatric -school practices who are the comparison group designs. The problems with the role of culture in the lives of marginalized partners that must make this work. (Thanks Tom these designs are people of color are often groups. We believe the integration of research Wolf for your wisdom and help on this one!) perceived as “dysfunctional” or “the invisible using culturally specific frameworks enhances other.” The participants in the meeting echoed our research. We also contend that community So, if you have some great and/or seminal ideas the significance of engaging in research that is psychologist practitioners should partner with to share then let’s all start getting together and culturally anchored in the community of ethnic studies programs when planning, building community around Children, Youth, interest. Keys and colleagues (2004) provide a implementing and disseminating research in and Families. You can contact me at framework to conduct research with diverse diverse communities. [email protected] and I will begin populations, especially individuals from getting a roster of interested persons around marginalized groups. Some important The CCRA committee members discussed the the U.S. and beyond to get us moving. characteristics of this framework emphasize the need for more participatory action research, creation of egalitarian relationships between which allows for equitably among all community psychologist practitioners and stakeholders in the research process. The participants plus the use of innovative members concurred with Keys and colleagues CULTURAL & RACIAL methodological procedures that denote the regarding the promotion of learning between experiences of participants. Thus, within group researcher and collaborators that empower them AFFAIRS designs using culturally anchored framework to address and attend to social injustices in represents a more appropriate approach to their communities (Keys, et al., 2004). We also conducting research with racially and ethnically underscored that the dissemination of findings The Committee on Cultural and diverse communities. The committee members from participatory action research could be Racial Affairs: Reflecting on Our Past, contend that the use of within group designs used as a model for community psychology Present, and Future provides for a richer understanding of research. contextual factors and, more importantly, Pamela P. Martin shatters monolithic assumptions prevalent in Training and professional development of North Carolina State University research among communities of color (i.e., the people of color in community psychology is an Latino/a community). additional aim of the mission of CCRA. The The Sankofa, a West African Adinka symbol, epistemological frameworks, such as social underscores the significance of looking back To understand the concerns of people of color action, human diversity, and personal- in an effort to move forward. This symbol is in community research, multidisciplinary environmental fit, represent research areas that relevant to the Fall theme of this issue: approaches integrating theories from ethnic may resonate with a large number of “Community Psychology: Past, Present, and studies programs such as African American undergraduate students of color. At the Future”. As community psychologist Studies and Chicano/a Studies can inform and undergraduate level, the CCRA committee practitioners, Kelly (2002) encourages us to advance knowledge regarding people of color. members discussed several strategies SCRA reflect on the collective history as a basis for Not only can the research from ethnic studies could initiate to expose undergraduate students understanding the transitions in our field, programs enlighten community psychologist of color to community psychology. First, which allow us to progress toward achieving practitioners, the body of literature on identity undergraduate students could learn more about the principles of community psychology. The development and acculturation is significant community psychology through Summer purpose of this article is to utilize the mission as well because these areas of research explain Research Opportunity Programs that provide of the Committee on Cultural and Racial Affairs how people of color navigate between and students with an opportunity to learn about (CCRA) as a lens through which issues within their culture. A potential benefit that and participate in community research. Many articulated at the 10th SCRA Biennial Conference emerges from these collaborative efforts is the universities offer these programs throughout can be viewed in relation to previous reviews different challenges (i.e., discrimination, health the academic year. Second, a more concerted and research in the field. disparities, and immigration) experienced by effort needs to be made to develop communities of color that transcend one relationships with other departments such as One aim of the mission of the CCRA is to academic discipline and therefore, requires a social work, sociology, and education to recruit address issues of cultural diversity and promote students at the graduate level. Third, a the concerns of people of color as a focus of representative from SCRA could recruit community research and intervention. Since the students of color by attending professional creation of community psychology, ethnic and organization conferences and meetings such racial diversity represent essential as those of the Association of Black characteristics of the field (Rappaport, 1977; Psychologists and National Latino/a Trickettt, Watts, & Birman, 1994). Martin and Psychological Association. colleagues (2004), in their analytical review of the American Journal of Community A number of researchers have discussed the Psychology, found that topics of diversity are importance and contributions that scholars of more likely to apply a strength-based approach color bring to the research process (Jordan, when using within group designs, while a deficit Bogat & Smith, 2001; Keys et al. 2004). For the orientation is applied when researchers employ Sankofa committee members, a primary concern was the

THE Community Psychologist 9 Fall, 2005 retention of students of color in graduate The final aim of the CCRA mission is to inform diverse communities in the different aspects of community psychology programs. Committee and educate the Executive committee regarding the research process. participants discussed the extent to which one issues pertaining to people of color. The of the responsibilities of the CCRA is to monitor committee submits the following suggestions: References and report the retention rates of students of Jordan, L., Bogat, A., & Smith, G. (2001). color in graduate programs in community Conducting research that targets communities Collaborating for social change: The Black psychology through an anonymous survey of color psychologist and the Black community. from program directors to the SCRA Executive • Write and publish a formal statement American Journal of Community Committee. The opportunity to participate in regarding the value of using within group Psychology, 29(4), 599-620. the creation of scholarly products, such as designs when conducting research with Keys, C., McMahon, S., Sanchez, B., London, poster presentations, publications and grant communities of color L. & Abdul-Adil,-J. (2004). Culturally writing was an additional concern for the • Develop multidisciplinary research anchored quandaries, guidelines, and committee members. Access to mentoring opportunities with ethnic studies exemplars for community psychology. opportunities, which provide students of color departments In C. Keys, L. Jason, et al. (Eds.), with experiences to master diverse • Integrate culturally specific frameworks or Participatory community research: methodological skills and participate in the theories into research opportunities Theories and methods in action (pp. 177- publication process, are also critical to the • Utilize participatory action research when 198). Washington, D.C.: American success of students of color once they graduate conducting research with people of color Psychological Association. and enter the academy or the private sector. Kelly, J. (2002). Seymour B. Sarason award Therefore, a faculty mentor becomes extremely Recruitment of people of color into community address: The spirit of community important in regard to providing students psychology psychology. American Journal of exposure to a variety of marketable skills and • Encourage people of color to submit Community Psychology, 30(1), 43-63. career options. More importantly, the mentor articles to community psychology Martin, P., Lounsbury, L., & Davidson, W. provides graduate students access to their journals (2004). AJCP as a vehicle for improving professional networks, which could potentially • Increase number of ethnic minorities on community life: An historic-analytic lead to research, publication, and job the editorial board of community review of the journal’s contents. American opportunities for students. Kelly (2002) psychology journals Journal of Community Psychology, 34 (3- articulates that the positive social interactions • Attend professional organizations of 4), 163-173. during graduate school facilitate students’ color to inform individuals about Rappaport, J. (1977). Community Psychology: preparation for and commitment to a career. community psychology and recruit Values, Research, and Action. New York: However, the social isolation experienced by students Holt, Rinehart & Winston. some students of color may impede with their • Involve undergraduate students in the Trickett, E. J., Watts, R. J., & Birman, D. (1994). acquiring the skills necessary to successfully research process (Eds.). Human Diversity: Perspectives on function after graduation. We encourage People in Context. San Francisco, CA: mentors in SCRA and elsewhere to create “safe Retention of people of color in community Jossey-Bass. spaces” that foster positive and healthy social psychology interaction for students of color. • Research and publish graduate student The author wishes to thank the following retention rates and scholarly productions individuals for their attendance at the Training and professional development of (e.g., poster presentations, publications, Committee on Cultural and Racial Affairs people of color in community psychology is and grant proposal writing experiences) meeting: Mona Amer, Rhonda Lewis, Lynne another aim of the CCRA. Similar to the graduate at the aggregate level for community Mock, Kelly D. Taylor-Richardson, and Susan students, mentoring of junior faculty was yet psychology programs Torres-Harding. another concern for committee members. To • Publish effective mentor strategies or buffer the effects of isolation for some faculty successful case studies of positive of color, efforts by CCRA and SCRA must be mentoring relationships in TCP part of a planned and thoughtful program that • Provide resources for community LESBIAN/GAY/BISEXUAL/ accomplishes specific goals. For example, one psychologist practitioners who want to goal is to create opportunities to collaborate become effective mentors TRANSGENDER with community psychologist practitioners in • Develop initiatives to support junior curricular and scholarly endeavors that enhance faculty of color Exploring Homophobia and Gender professional development of junior faculty. This • Provide mentoring opportunities for junior practice will shatter the myth that publishing faculty of color to meet senior community Expression in Peer-to-Peer Youth and securing grants are solitude endeavors. psychologist practitioners Sexual Harassment Another goal is to institute this project as an • Recognize junior faculty of color activity at the biennial conference wherein conducting independent innovative Lauren F. Lichty, [email protected] senior faculty members can network with junior research NiCole T. Buchanan, [email protected] faculty in their respective areas. In addition, Jennifer M.C. Torres, [email protected] Kelly (2002) discusses the need for our field to Community psychology is a field that embraces Michigan State University share and learn from our experiences as and respects human diversity. Therefore, in community psychologists. This practice allows order for our field to fully achieve the principles Research has found that 80% of students for the transmissions of generational of the Swampcott Conference, we continuously experience school-based peer sexual experiences to future practitioners. need to reflect on our past, present, and future harassment prior to graduating high school. As regarding our inclusion of racial and ethnically a result of harassment, students report negative

THE Community Psychologist 10 Vol. 38, No. 4 consequences to their psychological well-being Homophobic harassment was the most common won’t talk to him because of it. Because they and academic engagement (American form described by participants, reported more think he’s going to hit on them.” We also heard Association of University Women, 1993, 2001; often than behaviors traditionally associated stories of males coercing other males to stop Fineran & Bennett, 1999; Lacasse, Purdy, & with sexual harassment. From this category being friends with gay students by saying Mendelson, 2003; Trigg & Wittenstrom, 1996). three distinct subcategories emerged: 1) using things like, “I bet you wouldn’t mind if he had To date, youth sexual harassment research has “gay” as a generally derogatory term, 2) sex with you” (in less polite terms), indicating been primarily quantitative, with survey items implying someone is a homosexual in order to that if a student associates with gay students developed based on adult sexual harassment insult him/her, and 3) targeting “out” gay and then s/he must be gay as well. Participants research. Sexual harassment has been lesbian students. In the first subcategory, described this “threat” to males’ operationalized as behaviors ranging from participants indicated that the term “gay” was heterosexuality (and masculinity) as a motivator sexual/gender-based jokes and comments to used as a derogatory term meaning someone for isolating and ignoring gay students. Finally, sexual coercion and assault. While this research or something was “stupid,” “dumb,” or “not one 12th grade male described the long-term has provided insight into the prevalence and cool,” rather than using it to imply that someone harassment of a lesbian couple. impact of youth sexual harassment, it has not is homosexual. The following quote from a 12th “We used to have two girls that explored variations in the content of these grade female exemplifies this form of were dating and they’d get teased behaviors (i.e., what youth harass one another harassment: “…gay has become the term for because they were lesbians… about), which is likely to differ from adult like stupid now. If someone has like a dumb They’d you know call ‘em names harassment. In order to effectively address and idea, people would be like, ‘Oh, you’re gay’.” It and… leave obvious things for prevent this phenomenon, we must explore is important to note the context in which these them to see like words or drawings whether research is accurately reflecting the events took place. These behaviors almost or pictures for them you know to content of youth experiences as opposed to always occurred publicly. Participants see. I: Okay when you say words, our assumptions based on adult sexual described gay students hearing the negative like what sorts of? Like lesbians or harassment. In an effort to begin such an use of this term and feeling hurt by it. While dykes or other slanderous words exploration, we conducted open-ended these behaviors did not overtly target gay about lesbians. I: Okay and when qualitative interviews with 20 high school students, they contributed to a hostile school they’re leaving it for them to see students. The data presented below environment for gay or questioning students. like…? They might draw it on a demonstrate that, among high school students, desk or leave it on a paper or throw harassment often targets students’ sexual The second subcategory, insulting someone a paper at them with it written on it.” orientation and gender expression, reflecting by implying s/he was a homosexual, most often underlying homophobia. targeted heterosexual students rather than This quote illustrates the various methods used those who were openly gay. This was to harass gay students including being verbally Although this study explored extant frequently a within-gender form of sexual confrontational, using highly visible graffiti, conceptualizations of sexual harassment, the harassment, typically perpetrated by boys and physically throwing harassing notes at the term “sexual harassment” was not used by against boys. For example, a male in 10th grade victims. Despite the variations in the forms of interviewers in order to avoid biasing student stated, homophobic harassment captured in this study, responses. Instead, the more neutral term “…they’ll call you like a ‘fag’ or calling someone gay to insult them is the only “bullying” was used (e.g., What are some of ‘wuss’ or ‘little girl’, or stuff like homophobic behavior included in current the ways students bully each other at school?). that, just to get on your nerves…we measures of student sexual harassment. By using general terminology, students could have kids here that are kinda gay… report on a wide range of experiences. they say that you’re like them and On the other hand, gender expression Therefore, responses may or may not have stuff when you’re really not, and harassment is entirely overlooked in existing included sexually harassing behaviors if such they just keep going, and they get measures of youth sexual harassment. In this experiences were not salient to participants or other people to start saying it.” study, gender expression harassment if students did not label such experiences as a manifested in two ways: labeling students as form of bullying. Our findings revealed that The findings from this subcategory suggest gay or the opposite gender to insult them for sexual/gender-based harassment was both that being labeled gay when you are not is a their gender violations. Both boys and girls salient and considered a form of bullying by serious insult, particularly for males, that is used were targeted for gender-incongruent physical students. by other boys to intentionally upset and appearance and behavior. For example, a female degrade. in 10th grade stated, “…when some of the guys Through latent content analysis, we found that wear like pink shirts…They’ll call ‘em like fag… while some forms of youth harassment are The third subcategory of homophobic Cause pink is like a girl color.” As another reflected in existing measures, two categories harassment targeted openly gay students, example, an 11th grade girl stated “…there is a are not adequately addressed: homophobic and generally via name calling, comments, and girl in my grade who is very manly and she gender expression harassment. Homophobic exclusion. Again, male students were the likes working on cars. And guys…call her a harassment targeted a student’s sexual primary targets. The following quotes illustrate diesel dyke.” Each of these individuals’ gender orientation and labeled the individual as “gay” the “diversity” of the harassment gay students norm violations was associated with being to insult him/her, while harassment based on a endured. One 10th grade female said, “… they homosexual. This label was intended to insult, student’s gender expression targeted how comment on homosexuals, how they think it’s degrading the person for not behaving within someone was “doing” his/her gender. Students gross and that, they’ll say it to like someone their prescribed gender roles. who violated traditional gender role else but they’ll say it to where that person can stereotypes (such as a girl repairing cars or an hear ‘em.” A female in eleventh grade stated, In some instances students were not labeled effeminate boy) were harassed based on their “We have an actual, you know he’s gay, very as gay for their gender violations, but instead perceived gender non-conformity. open about it, and there’s a lot of guys that were treated or directly labeled as a member of

THE Community Psychologist 11 Fall, 2005 the opposite gender. A 10th grade male described participants stated that many students do not this form of harassment relating to gender- understand why these behaviors are hurtful and LIVING COMMUNITY incongruent behavior. unacceptable under any circumstances. Given SYCHOLOGY “…if they act, like swing their arm their frequency and effects, such behaviors P and walk like a girl… Then, he’d warrant greater attention in both research and probably be considered a girl for the schools. by Gloria Levin rest of his high school life. They’d [email protected] pretty much like give him little girl These findings suggest that interventions things, or draw pictures of him as a should incorporate discussions of gender-role “Living Community Psychology” highlights little girl or something like that. stereotypes, homophobia, sexism, and a community psychologist through an in-depth I:…you said sometimes they’ll give heterosexism in order to increase students’ interview that is intended to depict both them little girl things? Yeah, like a consciousness regarding these behaviors and personal and professional aspects of the little hair tie that they found that their impact on others. Regardless of their featured individual. The column’s purpose is someone lost in the hall or sexual orientation, all students are negatively to offer insights into community psychology something like that. They’ll be like, affected by such behaviors because they as it is lived by its diverse practitioners. ‘Oh, I think you lost this’.” contribute to a hostile and intolerant climate. Such a climate interferes with one’s right to an For the many years this column has been The participant emphasized that this education, which is protected by Title IX and published, it has featured community harassment was continued throughout the the Office for Civil Rights of the U.S. Department psychologists based in North America. I have school year and that once a student was labeled of Education, potentially making schools legally long wanted to reflect the increasing in this manner, s/he would receive similar liable when these behaviors occur. This is also globalization of community psychology but, treatment for the duration of his/her time at that important to address because these behaviors since my interviews are conducted in person, I school. reinforce sexism and homophobia, thus are was restricted by my geographic location in relevant not only to schools but also to societal- the U.S. However, I took advantage of the Overall, these incidents reflect negative level social justice issues. Research and availability of community psychologists from perceptions of homosexuality. The regularity interventions on bullying and sexual other countries attending the 2005 Biennial of homophobic behaviors such as using the harassment must examine the content of Conference in Illinois. There, I interviewed four term “gay” as a synonym for “stupid,” insulting harassment among adolescents. If we fail to do community psychologists from Turkey, Spain, and degrading someone by implying that s/he so, important factors will be missed, thereby Australia and Germany, who will be featured is a homosexual, and openly harassing gay limiting our understanding of the phenomenon in this and the next three newsletters. students suggest that both homophobia and and our ability to increase the effectiveness of heterosexist privilege have been our intervention efforts. Featuring: institutionalized among these high school Serdar M. Degirmencioglu, Ph.D. students. These behaviors also appear to References Instructor, Istanbul Bilgi University reinforce gender role expectations via a process American Association of University Women Istanbul, Turkey of coercive socialization of those who deviate (1993). Hostile hallways: AAUW survey [email protected] from traditional gender norms; thus this on sexual harassment in American harassment was used to keep youth within their schools. Washington DC: Authors. If you subscribe gender “boxes.” Instances of gender expression American Association of University Women to SCRA’s harassment also speak to the rigidity of gender (2001). Hostile hallways: Bullying, teasing, listserv, you’ve among these students. This rigidity permeates and sexual harassment in schools. seen many behavior and appearance, and seems to be Washington DC: Authors. postings from inextricably linked to heterosexuality. Focusing Fineran, S., & Bennett, L. (1999). Gender and “Serdar” who on gender and sexuality may not be surprising, power issues of peer sexual harassment regularly ad- given that adolescent physical and social among teenagers. Journal of vises readers of development at this stage makes gender and Interpersonal Violence, 14(6), 626-641. upcoming sexual identity highly salient. However, the Lacasse, A., Purdy, K. T., & Mendelson, M. J. conferences, harassment of students not conforming to (2003). The mixed company they keep: fellowships and “accepted” gender norms or sexual identities Potentially offensive sexual behaviors job oppor- should not be perceived as a normal part of among adolescents. International Serdar M. Degirmencioglu tunities, all over adolescent development. Journal of Behavioral Development, the world. Meet 27(6), 532-540. Serdar M. Degirmencioglu, who devotes Participant reports indicate that these Trigg, M., & Wittenstrom, K. (1996). “That’s considerable time to monitoring multiple occurrences are not the result of a minority of the way the world really goes”: Sexual professional websites and listservs and hostile students, but rather they are happening harassment and New Jersey teenagers. disseminating information about opportunities across the student population. Such widespread Initiatives, 57(2), 55-65. to Turkish psychology students, academicians use may reflect a lack of awareness among the and practitioners. But we are all the beneficiaries students as to the implications of their of his efforts through his postings on SCRA-L. behaviors. It seems that students are largely He reports that, time and time again, he is unaware that by using sexual preference or approached at conferences by people attesting gender expression to harass they are that one of his announcements had played a communicating prejudice and creating a hostile significant role in the person’s life. In a similar environment for classmates. In fact, some vein, he (along with a former student) published

THE Community Psychologist 12 Vol. 38, No. 4 a guide for Turkish students on how to apply feelings of embarrassment, claiming that every interested in neighborhoods, unemployment, for psychology graduate studies in Turkey, the time he spoke English, “he felt as if his IQ fell etc., but did not have an explicit focus on United States or elsewhere. Universities in 10 points.” Fortunately, a Wayne State community level processes. “Community Turkey only offer graduate study in clinical, professor and his wife took Serdar under their psychology was only implicit, but the organizational and social psychology, so wings, helping him get a solid start in Detroit experience nonetheless pushed me in the students have to move to another country to with practical tasks such as how to open a direction of community psychology.” advance their studies in other specializations. checking account and get around on public transportation. On the other hand, Serdar’s From community psychology, he drew upon Serdar’s own choice of a discipline to study under-graduate training had been more rigorous the sense-of-community construct, which is was highly influenced by contemporary Turkish than that of his American peers. He now only implicit in other disciplines. He feels that history. That is, although he was always recognizes that this is common for countries educational research comes closest with its use committed to equity and social justice, a leftist that have few graduate programs. “They push of another construct, social climate, especially perspective, he came to young adulthood the competence level down to the in the school setting. However, he finds that within the context of a military regime that held undergraduate students, cramming more this work insufficiently embeds the school in power in Turkey for five years. The U.S.-backed content into undergraduate studies.” Serdar the context of the surrounding community. “It’s regime “did huge damage to the country. The was determined to become proficient in research as though the school exists outside of the intellectuals were, in many ways, devastated. methods. “In community, in a There were a lot of disappearances and extra psychology vacuum.” He judicial killings. The solid base of democracy, especially, if “SCRA emphasizes change for the common also commends including labor unions and political parties, all you know the community of them were wiped out.” Serdar and his friends methods well, good, for social justice, empowerment,” all psychology’s wanted to act upon their political convictions, people listen to concepts which resonate with him strongly. explicit but, in the absence of democratic or organizing you. If your emphasis on traditions in Turkey, they did not know how. methods are change. “SCRA “This is the fate of modern adolescence. You not good, you’re not going to be listened to.” emphasizes change for the common good, for have the leisure time, but you don’t know what With a minor in Measurement, he graduated as social justice, empowerment,” all concepts to do with it. My work now speaks to providing a solid researcher. which resonate with him strongly. young people with opportunities to engage and make a difference.” Thoughts of studying Unlike many of his graduate school peers who He always intended to return to Turkey, in part sociology were tempered by the realization that commuted in from the suburbs, he lived in because he loved his homeland and wanted to the military perceived sociologists as Detroit’s inner city for six years, and learned contribute to its change. Also, he knew that if communists. Thinking that too risky, he chose about inner city dynamics and American he stayed in the U.S., he’d always be an a safer option — psychology, a decision he’s political dynamics from this exposure. Two outsider to any community with which he very glad he made. years into graduate school, he married his worked. “Even if I spoke English with no accent girlfriend from college. “The only way she could whosoever, there would still be a large distance His family valued education highly. His father, come to the States to live with me was through between me and the community. I wanted to go orphaned at age ten and raised in State marriage.” However, she returned to Turkey back to where I belonged.” He returned to institutions, came of age in the 1940s, when the after he completed his Ph.D.; she had earned Turkey in 1997, to his hometown of Ankara and young republic of Turkey desperately needed an MBA while in Detroit. (They later divorced to an assistant professor position at his alma trained teachers. He obtained government in Turkey; he has been in a very happy and mater, the Middle East Technical University. support to study to become an English teacher. steady relationship for the last 5 years.) Back in Turkey, teaching, not research, was the Although the family struggled economically, norm for professors, and he realized that his Serdar and his two sisters all went to college. Upon completing his Ph.D. studies in 1995, he sophisticated research skills did not fit well with Serdar was a good student but, outspoken, he moved to Chicago as a postdoctoral researcher the practical demands of professional and regularly got in trouble. His high school was at Northwestern University’s Institute for public life. At the urging of his colleagues, he highly regarded, but he still considered his Policy Research. He found what he was looking became active in the Turkish Psychological secondary education to be inadequate. This for — broad interdisciplinary exposure. “It was Association (TPA), especially in organizing led to a determination to devote himself to a very lively place where you could get, psychologists for action. He also became reforming education in Turkey. He entered intellectually and in work, the stimulation you associate editor of the Turkish Journal of Ankara’s Middle East Technical University for would need.” He joined an ambitious project Psychology. In 1999, he became vice president college, where he was strongly encouraged by focused on the influence of multiple contexts of the TPA. “I was moving in a direction that his professors to pursue graduate studies. They (family, friends, schools and neighborhoods) pulled me away from the research oriented work told him of the existence of graduate school on adolescents’ lives. This experience I had been doing in the States.” Instead, he scholarships in the U.S.; all his secondary and introduced him to the social policy implications worked to improve the status of psychologists undergraduate education had been conducted of research, and he was invited to join a network in Turkey, noting that medicine, and especially in English. of prominent researchers (the MacArthur psychiatry, dominates psychology in Turkey. Network on Successful Adolescence). Accepted into Wayne State University’s Serdar relocated to Istanbul, the economic and graduate program in developmental Unlike in graduate school, his fellow post docs intellectual center of the country, to be with his psychology in Detroit, he soon realized that were ahead of him in methodological skills, so then-wife, taking a position at Istanbul’s Bilgi his conversational English was poor, mostly he further improved his research skills. “By the University, a private university that he from his unfamiliarity with everyday American time I finished my PhD and my postdoctoral considered the most innovative institution of English. A French-speaking friend seconded his work, I was very good.” The project staff was higher learning in Turkey. He also became

THE Community Psychologist 13 Fall, 2005 active in the local professional association for community centers in Turkey but had met organizing is very new and risky. People have psychologists, the largest and most active resistance from human service professionals learned that if you get into politics, somewhere branch of TPA, eventually serving three who were office- or hospital-based, with no down the road, there might be a military consecutive terms as president. experience in community settings. “But the takeover and you’ll suffer.” Fearful of taking earthquake made it possible to suddenly have political risks, parents often advise their Just before he arrived in Istanbul, in 1999, a community center with no red tape.” children not to get civically involved, saying Turkey was struck by a major earthquake, near Community centers were widely recognized as “Why do YOU have to do this? Let OTHER Istanbul. This was a life-changing event for him being effective; this established the value of people do it.” and also, in part because of his organizing community-based work among professionals. efforts, changed the status of psychology in Recognizing that professional information is Turkish public opinion. Of striking significance was that the students inadequately disseminated in Turkey, he returning from the field looked peaceful, despite continually answers phone calls and emails Because of the intensive media coverage of the the rough conditions they underwent and the from others, especially students, and assisted earthquake’s aftermath, the public quickly saw wrenching stories they had been told. “Their in establishing an email group that has grown that the government response was ineffective. chests were bigger,” due to the very real sense to 1,500 members — a forum for The need for relief workers was great, and the of feeling useful. Wanting to document this undergraduates, practitioners and members of the TPA clamored for the experience, Serdar committed himself to academicians in Turkey. He is convinced that association to respond to this national studying the impact of the earthquake relief “conferences count,” that face-to-face catastrophe. Serdar volunteered to organize the work on volunteers, particularly the younger encounters are far more productive than any response, sending psychological support volunteers. other form of interaction. He attended many teams to the area. Having no expertise with conferences as a graduate student, all expenses disasters or trauma, he formed relief teams, led He conducted a pilot study of 35 former relief paid, and he annually attends approximately by one expert per team, with 2-3 masters workers; they clearly wanted to talk about the two conferences abroad. He is one of the students and the rest undergraduates. The disaster experience. “The literature on post founding organizers of the new association for teams were trained for 2 days and were sent to traumatic growth says people change in European community psychologists and is the the field for 4 days, maximum, so as to avert positive ways after drastic events, but the president of the Regional Network for Children burnout. Although some psychologists literature on relief workers looks at the negative which brings together networks of children’s complained that students were too young and aspects: is it secondary trauma, are they rights NGOs from 25 countries. He also was unskilled to send into the turbulent setting, burning out, etc.?” Analysis of the pilot test recently elected to the board of the Youth and Serdar countered that the teams were not revealed eight dimensions that were Generation Research Network of the European expected to conduct psychotherapy. “Their incorporated into a questionnaire that was Sociological Association. main job was to listen. Any real need for a subsequently sent to 500 former relief workers. referral would be handled by the team’s expert. “Many respondents were grateful that I was Serdar’s academic schedule, teaching 3-4 This worked very well because, after a disaster, documenting the importance of their courses, added to his social change work and people want to talk, and the students provided experience.” The responses convinced Serdar professional networking activities, became a genuine ear.” that, if young people are given the opportunity overwhelming. Teaching is valued much more to contribute, they will make a difference and than research or action at Bilgi. Serdar was Serdar did considerable media work at this time, the experience will be good for them. While beginning to meet opposition to his attending giving interviews that imparted practical advice most respondents reported an increase in self- professional conferences and other meetings to people, stressing the importance of efficacy (the “swollen chest” phenomenon), and doing public work. While attending normalizing one’s life, such as urging men to young people reported the highest increase. conferences keeps him away from the classroom resume shaving. He recalls: “Most of this I Serdar has put this finding into action, helping for short periods, he feels strongly that this learned on the job.” Psychology was thereupon young people make a difference in their exposure enhances his value as a professor and viewed by the public as a helpful and practical communities. He employs a youth civic as an agent for social change, providing profession. TPA established a virtual engagement program model that originated in “windows on the world,” Nevertheless, the information link, fielding many emails, and Minneapolis and is being adopted around the tension between his teaching and service published a widely-disseminated booklet world, called Public Achievement: http:// recently resulted in his being reassigned – intended to be read by earthquake survivors www.publicachievement.org. despite strong opposition by students, NGOs and relief workers about the psychological and many colleagues, including some from aftermath of earthquakes. Relief workers Through this work, a team enters youth- SCRA – as a part-time instructor, now teaching flooded into Turkey, ranging from well- oriented community settings, especially only one course a term at Bilgi. organized NGO’s to well-meaning individuals. schools, where the administrators are He encouraged his colleagues to trust the relief motivated. The young people are encouraged Now, when you spot postings on SCRA’s workers. “At a time like this, one is not feeling to identify problems in their lives. “The problem listserv from “Serdar,” you’ll not only know very confident about the world. There was a could be no place to hang out or the war in Iraq more about him but also appreciate his lot of tension, because life had changed so or they don’t want to wear the school uniform.” exceptional commitment to building global drastically.” A team of youth interested in a specific problem linkages in the field of community psychology is empowered to solve it, being assigned a through the exchange of information. Many psychologists worked closely with coach (a University student) who visits weekly. UNICEF, which opened community centers. The resultant team work is based on principles “People first came in with trauma-related of democracy and community action. In the problems but later came in with a lot of different context of political history in Turkey, this problems.” He had long advocated for approach is revolutionary. “Even now, political

THE Community Psychologist 14 Vol. 38, No. 4 promotion and actively working to develop or institutions’ priorities and culture as they PREVENTION & identify presenters for hands-on workshops. relate to and affect work within local ROMOTION Those who attended the interest group meeting communities. For example, universities P seemed to be most interested in sessions that often do not value products of were interactive and focused on the collaborations that yield products other Prevention and Promotion Interest development of applied skills that are needed than journal articles and administrators Group Update from the SCRA in real-world settings. The topics proposed for may be uncomfortable with programs that Biennial Meeting interactive workshops included: evolve over time or involve power-sharing • Steps in implementing community-based arrangements. How can community programs, likely challenges, and psychologists better work to overcome Richard J. Wolitski strategies for overcoming these barriers to effective university-community Centers for Disease Control and Prevention challenges. partnerships that promote health and well- • How to develop a new program and obtain being? Wow. funding for programmatic and evaluation/ • The similarities and tensions between research components. community psychology and public I have to say that I was really impressed with • How to identify gatekeepers and nurture health—how different philosophies and the enthusiasm and ideas that the interest relationships with these and other key methods of these two disciplines affect group members brought to the SCRA biennial stakeholders in order to gain entry and work related to similar prevention and at the University of Illinois. The meeting was a work effectively in new communities and promotion issues. wonderful opportunity for people to make new settings. connections with colleagues who are working • How to write IRB protocols and to work As you can see, there were a lot of good ideas to promote the health and well-being of their with university IRBs so that the IRB and energy at the interest group meeting. I am communities. It was great to see such a diverse process does not act as a barrier to action confident that this momentum will be group of folks attend the interest group research that is flexible and responsive to productively channeled by the co-chairs that meeting—we had university professors, community needs. were elected to lead the group between now persons working with community-based • The “real skills.” The training that most and the next biennial. Rather than electing a organizations, recent community psychology community psychologists receive single chair, the members of the interest group graduates, and current students. Although emphasizes theory and research and decided to elect two very talented individuals everyone brought their own perspective and provides less training in the applied skills to share the leadership of the group: Monica experiences to the group, it was clear that they (the “real skills”) that are needed to run a Adams (DePaul University) and Derek Griffith all had much in common, particularly a strong project and make community (University of Michigan). Both bring a great commitment to furthering the health status of collaborations successful. Members deal of enthusiasm and new ideas to the role, their communities. expressed support for workshop sessions and I am confident that they will provide that would focus on these essential skills, excellent leadership to the interest group. They During the meeting, the members of the group such as: (1) project management, (2) will be taking over the column, starting with briefly discussed their work, what they wanted meeting facilitation, and (3) developing the next issue of The Community Psychologist. to get out of the interest group, and what they and monitoring project budgets. thought the group could contribute. In this • In addition to the “real skills” described It has been a great pleasure and honor working column (my last as chair of the interest group), above, there was also interest in further with you in my role as chair of the interest group. I thought it would be worthwhile to share some developing skills related to writing and I think that the group has much to offer and of the issues and the directions that the group communicating with different audiences. that the interest groups make an important discussed so that those who could not attend Most community psychologists are well- contribution to the vitality of SCRA. The the meeting could be “in the loop.” trained in how to write for academic interest groups have the potential to create a audiences, but few receive training in how space where like-minded persons can come It’s clear that getting to know others who are to most effectively communicate orally together to create supportive communities doing similar work and learning from the and in writing with the communities they within the larger organization. The size of the experiences of other interest group members is partner with. In particular, interest was interest groups affords more personal one of the primary things that people want to expressed in how to translate scientific connections between SCRA members who get out of the group. The meeting served as a data and concepts into language that is come from different parts of the world, work in catalyst for networking with colleagues, but it useful to community partners. different settings, have diverse skill sets, and group members recognized the challenges are at different stages of their careers. I think associated with maintaining that energy beyond In addition to workshops, there was another that much of the potential of the interest groups the biennial meeting. Folks brainstormed about set of issues that interest group members remains largely untapped, and encourage SCRA possible ways to keep the momentum going— proposed for presentations or discussion leadership to continue nurturing and most suggestions focusing on communicating sessions at the next biennial. These included: supporting these groups. Some small through the newsletter as well as by email, the • Successful strategies for establishing and investments (e.g., mentoring from more senior Division 27 listserv, and other electronic maintaining community collaborations in SCRA leaders, providing the interest group co- strategies. prevention and promotion. chairs the names and contact information of • Challenges to the sustainability of persons who express interest in the groups Members also expressed interest in helping to programs and methods for maximizing the when they join SCRA or renew their shape the agenda for the next biennial. Ideas likelihood that programs will be sustained. membership) would go a long way toward for doing this included encouraging • Working within the realities of (and improving the functionality of these groups. submissions related to prevention and effecting change within) research The interest groups are fundamental building

THE Community Psychologist 15 Fall, 2005 blocks of the organization and, for many I would strongly encourage students who are Region to interact and discuss research, members, are often one of the first opportunities interested in getting more involved in SCRA to prevention/intervention efforts, coalition that they have to be active in organizational consider becoming a Student Regional building and community advocacy, among life of SCRA. Properly nurtured, the interest Coordinator. Each region will now have two other topics, all with the express intent to affect groups can play a key role in the continued student slots—one for an undergraduate social change. Information about the EPA success of SCRA as an organization and the student and one for a graduate student. The Meeting, the NE SCRA Program, and abstract accomplishments of its members. I wish Derek Student Regional Coordinators (SRC) will work submission procedures will be available in mid and Monica many successes as they assume in conjunction with the RC’s to plan and September at the SCRA website. For more their new roles and look forward to being execute regional activities and events. This is a information please visit www.scra27.org. involved with the group as an active member. great networking opportunity for students, and provides students with an avenue for impacting Southeast Region the future of SCRA. Joseph Berryhill REGIONAL Many regions are holding their ECO [email protected] conferences this Autumn. For more information Gary W. Harper [[email protected]; on these please go to SCRA’s new website Sherry L. Hamby 773-325-2056 (phone calls preferred)] (http://www.scra27.org/) and look for the links [email protected] Regional Network Coordinator to these events under “News and Events” on the left-hand side of the opening page. Also Elaine Clanton Harpine GET INVOLVED IN SCRA—BECOME AN look for Calls for Proposals for your regional [email protected] RC OR SRC!!! meetings of SCRA which typically occur in conjunction with regional psychological The Southeast region’s main recent event was LET YOUR VOICE BE HEARD!!! If you want association annual meetings in the Spring. the ECO Conference at the University of South to be involved in the future of SCRA at both a Carolina between October 7 and 9 (http:// regional and national level, think about If you have ideas for projects or activities that www.scra27.org/events/southeasteco05.html), becoming a U.S. or International Regional you would like to see in your region, please an event that occurred after the press time for Coordinator (RC) or a Student Regional either contact your RC (her/his contact the Community Psychologist. Joseph Berryhill, Coordinator (SRC). The SRC is a new position information is listed in the front of TCP), or one of the Southeast Region’s RC’s, will be within SCRA, so this is a great opportunity for contact me. Also, if you would like to share any hosting a town meeting at the conference. graduate and undergraduate students to get ideas or insights about how to increase Details will be available next issue. involved in SCRA and influence the future membership in your region, please contact us. direction of our Society! We currently have Midwest Region openings for SRCs in all of our regions, and Northeast Region openings for RCs in the U.S. Rocky Mountain/ Bernadette Sanchez Southwest Region (3 openings) and in the Cindy Crusto [email protected] following International Regions: 1) Canada, 2) [email protected] Latin America, 3) Australia/New Zealand/South Susan Torres-Harding Pacific, 4) Europe/Middle East/Africa, and 5) Tiffany Townsend [email protected] Asia. [email protected] Steven Pokorny I am very happy to report that we currently Shannon Gwin Mitchell [email protected] have our U.S. Regional Coordinator positions [email protected] filled in all regions except Rocky Mountain/ Debra M. Hernandez Jozefowicz-Simbeni Southwest. These individuals represent a group The Northeast Region would like to welcome [email protected] of energetic and vibrant community our new 1st year regional coordinator, Shannon psychologists who are excited about providing Gwin Mitchell who is a Research Associate in There are a couple of new developments in the regional leadership and guidance to the the Department of Health, Behavior and Society Midwest. First, Meg Davis is no longer a processes of membership development, in the Johns Hopkins University, Bloomberg Regional Coordinator in the Midwest because activities, and communication. Five of these RCs School of Public Health. Currently, Shannon she began a tenure-track position at Dickinson have just come aboard this Autumn, so please and the other two regional coordinators, Cindy College in Pennsylvania. Although we are sad welcome our new RCs: Crusto and Tiffany G. Townsend are planning a that she has left the Midwest, we are thrilled regional SCRA program which will be held at • Northeast Region: Shannon Gwin the 2006 Annual Meeting of the Eastern Mitchell from Johns Hopkins University Psychological Association (EPA). This year the EPA Meeting will be held at the Wyndham Inner • Southeast Region: Elaine Clanton Harpine Harbor Hotel in Baltimore, Maryland from from University of South Carolina Aiken Thursday March 16 to Sunday, March 19, 2006. The Northeast Region will hold its one day • Midwest Region: Susan Torres-Harding program on Friday, March 17, 2006. and Steve Pokorny (co-coordinators) from DePaul University and Debra M. SCRA’s program provides an opportunity for Hernandez Jozefowicz-Simbeni from community minded academicians, Wayne State University professionals and students in the Northeast Ivan Andujar, Milton Fuentes, Gary Harper

THE Community Psychologist 16 Vol. 38, No. 4 research interests include ethnic issues and psychology was constructed on 17th September acculturation, and how these may affect the 2005, when the European Community experiences of adults and children with chronic Psychology Association was formally medical conditions. Susan is also interested in launched. the evaluation of community-based treatment interventions. For her work in the area of The European Community Psychology studying the effects of CFS, she received the Association has developed out of, but is “Junior Investigator Award” from the American different from, the European Network of Association of Chronic Fatigue Syndrome in Community Psychology, which formally ceased 2004. operations as an organization at the same time as the European Community Psychology Presenters following a symposium on the schooling experiences of adolescents of color. Both Steven and Susan are organizing the 2006 Association was established. From left to right: Tabbye Chavous, Yari Colon, SCRA program at the Annual Meeting of the Milton Fuentes, Patricia Esparza, Bernadette Midwestern Psychology Association in The European Network of Community Sanchez, Susan Ryerson-Espino. Chicago, Illinois. Proposal submissions are due Psychology was formed in Rome in 1995. on November 1, 2005. Please submit your Biennial Congresses of the European Network about this exciting turn in her career. proposals to Susan ([email protected]) or of Community Psychology have been held in Congratulations Meg! As a result, we have two Steven ([email protected]). For more Italy, Portugal, Norway, Spain and Germany. In individuals who replaced Meg as 2nd-year information about the call for proposals, please the years between biennials, smaller European Regional Coordinators: Steven Pokorny, Ph.D., visit: http://www.midwesternpsych.org/ Network of Community Psychology meetings and Susan Torres-Harding, Ph.D. Both work at alliedmeetings.html. have been held in Austria, Scotland, Italy and the Center for Community Research at DePaul Belgium. The Network achieved a great deal University in Chicago, Illinois. We are very Community Psychology News from Europe with no central funding and almost no happy that they are representing the Midwest bureaucracy but was a small group operating, as they have extensive experience in community David Fryer fundamentally, on the basis of shared research and action. [email protected] enthusiasm, mutuality and friendship. With increasing interest in community psychology Steven Pokorny is the Project Director of the A major landmark in European community in Europe, it became essential to expand and in Youth Tobacco Access Project. Over the past 12 years, his program of research focused on youth substance abuse prevention, and over the past seven years more specifically on public policies GRADUATE & UNDERGRADUATE designed to prevent tobacco use among youth. During this period, Steven has authored and co- STUDENTS: authored articles on issues related to media- based substance abuse prevention, self- † Do you want to have a voice in the future governed substance abuse recovery homes, direction of Community Psychology? youth tobacco-control law enforcement and crime rate, shaping youth access policy, future † Do you want to contribute to the continued directions for preventing tobacco use among growth and diversification of SCRA? youth, active vs. passive parental consent, the relation of retail tobacco access to initiation and continued smoking among middle-school youth, and eliminating invalid self-report survey data. His current research includes a randomized trial with 24 communities in a longitudinal survey design to investigate the effects of tobacco control laws on tobacco use among underage youth. His formal training is in clinical If you answered YES to either of these questions, psychology with an emphasis in community psychology. Steven plans to continue his then please consider becoming a research on community-level interventions to STUDENT REGIONAL COORDINATOR prevent tobacco use among youth and to utilize the findings to inform local, state, and federal The Student Regional Coordinator (SRC) is a newly formed tobacco-control policies. position within SCRA, so as one of our first SCR’s you have the ability to shape the direction of this position. Susan Torres-Harding is currently Project Director for a cognitive behavioral therapy treatment intervention trial for individuals with If you have any questions about becoming an SRC, chronic fatigue syndrome (CFS). She received please contact Gary W. Harper (phone calls preferred: her Ph.D. in Clinical-child psychology from 773-325-2056; email: [email protected]). DePaul University in 2001. She is also a licensed clinical psychologist in the state of Illinois. Her

THE Community Psychologist 17 Fall, 2005 so doing to ensure increasing transparency, Association and established sub-committees where I am focusing on child and family well- accountability and participatory democratic to work towards the establishment of a being. In addition, I am an Adjunct Faculty process in the future. The decision was taken European Journal of Community Psychology member at the Central Connecticut State to found a new European Community (coordinated by David Fryer), a European University, Psychology Department and the Psychology Association as a legal entity under postgraduate programme in community University of Connecticut, Urban and Belgian law. psychology (co-ordinated by Jose Ornelas) and Community Studies program. other initiatives. The European Community Psychology My two main areas of interest in working with Association, which is an international non- The European Community Psychology schools are: 1) improving school and profit organization whose official seat is in Association currently includes members from: community factors related to the marginalization Brussels, is the result of several years of hard Austria; Belgium; England; Germany; Greece; of students and their families, particularly as it work. It has a legally binding Constitution Italy; Norway; Poland; Portugal; Scotland; relates to culture and diversity; and 2) school- which stipulates that all members of the Spain; and Turkey as well as some from outside community-university partnerships to improve association compose the ‘general assembly’ Europe. child and family wellness, including school- which is required to meet at least twice a year at oriented outcomes. a suitable location in Europe and is authorized The establishment of the European Community to appoint, dismiss and approve of the work Psychology Association took place in Naples, In the upcoming month, Jane and I will be and plans of the ‘Executive Committee’ (which Italy and, as a complement to this, a major planning and organizing school intervention manages the association’s affairs and seminar was organized by Caterina Arcidiacono, interests group activities, and I look forward to represents it), decide on applications for of the European Community Psychology serving the next two years. membership, amend the constitution, etc. Association, in collaboration between European community psychologists and the Susana Anybody may join the European Community ‘Fondazione Mediterraneo’. The seminar, Psychology Association as long as s/he entitled “European Community Psychology We also want to remind you that the SIIG has a supports the goals and principles (objectives) and the Mediterranean”, brought together listserv and after our meeting at the biennial of the Association, pays the required researchers from Australia, Austria, England, decided that it may be a useful place to discuss membership fee and is accepted as a member Germany, Italy, Malta, Portugal, Scotland, South ideas and members’ experiences in relation to by the General Assembly. Africa, Spain, Turkey, the USA and elsewhere assisting students and school staff to respond for intensive discussion of issues relating to to the stresses of the wars in Iraq and The Constitution lists the objectives of the participation, healthy cities, sense of Afghanistan. I hope to provide a summary of European Community Psychology as to community, gender issues and planning. the discussion in this column in future promote: “awareness of education, training and newsletters. The email to send messages to the research, as well as practical applications, of listserv is [email protected] or to community psychology in the general body of the list administrator, Jane Shepard psychology; critical debate of key issues in ([email protected]). community psychology and related issues; SCHOOL INTERVENTION progressive influence of community To subscribe to the listserv: psychology on practice and policy; personal Edited by Susana Helm and Jane Shepard 1) send an email to [email protected] health, human development and social justice; 2) leave the subject line Blank dismantling of disabling societal barriers and Aloha & Hello! 3) include the following in the body of the psychologically damaging contexts and message—sub SCRA-SI Firstname practices; solidarity, collaboration and mutual As some of you may know, Milton Fuentes is Lastname respect between community psychologists and stepping down as co-chair of SIIG, and stepping marginalized, disempowered and oppressed up as secretary of the National Latino For example: sub SCRA-SI John Doe people; and social change to nurture and Psychological Association. Congratulations sustain psychological, collective and physical and thank you, Milton for your service, and I also want to acknowledge Milton Fuentes’ well-being.” best of luck in your new endeavor. contribution to the SIIG over the past two years. His energy and vision led to a renewed The membership fee agreed at the first general At the 2005 biennial the SIIG members membership, a website page, listserv, and assembly is: no fee for members not in receipt discussed various options for serving as several presentations to the larger psychology of wages; 25 euro for members on low incomes committee chair person, and there was community. Susana and I hope to build on these and 50 euro for other members. The consensus that by having co-chairs with accomplishments in the upcoming academic ECPA treasurer is Terri Mannarini staggered terms, we can promote continuity, year. Hope you enjoy the following article ([email protected]) to whom while also bringing in new ideas and submitted to us by Ayaka Ito and Douglas requests to join the Association must be made perspectives. I will begin co-chairing with Jane Smith. in writing at: Dipartimento di Scienze Shepard this month. By way of introduction, I Pedagogiche, Psicologiche e Didattiche, am sharing a bit about myself and my interests Jane Università degli Studi di Lecce, via in school interventions. Stampacchia, 45 73100, Lecce – IT, Italy (fax 0039 0832 305819) After nearly 16 years in Hawai’i, I have returned to the Charter Oak State. Currently, I have a The General Assembly elected Jose Ornelas of small research and evaluation consulting Lisbon, Portugal as the first President of the business based in the Greater Hartford area

THE Community Psychologist 18 Vol. 38, No. 4 Predictors of School Satisfaction a profile of children’s satisfaction within comparisons are somewhat tenuous with regard among Japanese and U.S. Youth important life domains. Each item is rated to the data in Table 1 because the U.S. sample according to four response options ranging had a much higher percentage of elementary from Never to Almost Always. Factor analyses age students, thereby confounding age with Ayako Ito support the hypothesized five-factor structure cultural determinants of school satisfaction. Ochanomizu University of the scale with subscale scores obtainable for Family, Friends, School, Living The data in Table 2 reveal some interesting age Douglas C. Smith Environment, and Self domains. trends in students’ perceptions of school. For University of Hawaii at Manoa California School Climate and Safety Correspondence concerning this article may Survey (CSCSS; Furlong, Morrison, & Table 1 addressed to either: 1) Ayako Ito, Associate Boles, 1991)—The CSCSS is a 51 item Percentages of Students Reporting by Gender Professor, Ochanomizu University, Faculty of scale designed to measure students’ Human Life and Environmental Sciences, 2-1- Low Medium High perceptions of their school’s climate, as United 1 Otsuka, Bunkyo-ku, Tokyo 112-8610, Japan Satisfaction Satisfaction Satisfaction well as perceived frequency of such States or via email at [email protected] or 2) (1-4) (5-7) (8-10) negative behaviors as fighting, bullying, Douglas C. Smith, Associate Professor, weapon carrying, and property Male University of Hawaii at Manoa, Dept. of 1%1% 4%0 49 destruction on the school campus. For (N=183) Counseling Education, 1776 University purposes of this study, only the 24 items Avenue, Honolulu, HI 96822, USA or via email Female comprising the school climate subscale 4%% 3%8 58 at [email protected]. (N=198) were adapted for use. These items require respondents to indicate on a four-point Introduction Japan Likert-type scale the extent of their Students’ satisfaction at school is an important agreement with statements related to construct with significant implications for Male school safety, presence of gangs, sense 1%4% 4%4 42 academic performance, motivation, and general (N=306) of belongingness, pride, teacher and parent well-being. Research suggests that school involvement, and other aspects of the Female satisfaction may be associated with academic 1%1% 4%1 48 school climate. (N=305) success, positive relationships with peers and teachers, and such cognitive-motivational Note: Satisfaction levels are based upon self-reported scores on Participants the How I Feel About School Scale. variables as perceptions of control, self-efficacy Participants included elementary, middle, beliefs, and sense of empowerment. and high school students from both public and private schools in the United States The purpose of this research was to compare Table 2 and Japan. The U.S. sample was composed Percentages of Students Reporting by Grade Level and contrast school satisfaction and related of 184 males and 198 females attending variables among students in the United States school in the Honolulu, Hawaii area. There Low Medium High and Japan. In addition to exploring cultural, United were a total of 223 elementary age students, Satisfaction Satisfaction Satisfaction gender, and age differences in school States 111 middle school students, and 48 high (1-4) (5-7) (8-10) satisfaction, we were interested in exploring school students. The ethnic and some of the factors most predictive of positive Elementary socioeconomic composition of the sample attitudes toward school within each cultural School 3%% 3%4 63 reflected the demographics in Hawaii and (N=223) group. included large numbers of Asian-American students, in addition to students of Middle Measures School 1%6% 4%6 38 Caucasian and Pacific Islander How I Feel About School Scale (HIFASS)— (N=111) backgrounds. The HIFASS is a 30 item scale developed by High the authors and comprised of items from the The Japanese sample included 307 males School 8%% 4%4 48 California Healthy Kids Survey (CHKS; and 306 females recruited from schools in (N=48) California Dept. of Education, 1998), the the Tokyo area. The sample was comprised Perceived Control at School Scale (PCSS; of 191 elementary age students, 203 middle Japan Adelman et al., 1986) and additional questions school students, and 221 high school designed to measure students’ perceptions of Elementary students. school. Items required students to respond on School 7%% 4%2 52 a four point Likert-type scale ranging from Never (N=190) Results to Always. These items were designed to Examination of Table 1 indicates that, for Middle measure students’ sense of autonomy, support, both samples, males reported less School 1%4% 3%5 52 and high expectations within the classroom, satisfaction at school than did females. In (N=133) three factors thought to contribute to overall the U.S. sample, gender differences were resiliency among students (Bernard, 1991). High more pronounced, particularly at the School 1%6% 4%7 37 lowest satisfaction level. Interestingly, (N=290) Multidimensional Students’ Life Satisfaction almost as many females as males expressed Scale (MSLSS; Huebner, 1994) —The MSLSS Note: Satisfaction levels are based upon self-reported scores on low levels of school satisfaction in the is a 40 item self-report scale designed to provide the How I Feel About School Scale. Japanese sample. Between groups

THE Community Psychologist 19 Fall, 2005 Japanese students, satisfaction with the self and life environment Table 3 Multiple Regression Analysis to School Satisfaction at USA and Japan dissatisfaction predicted school satisfaction in U.S. schools increased in a linear and (b) satisfaction with peers and perceived VAariable UnS Japa fashion from autonomy in schools mainly predicted school elementary through satisfaction among the Japanese youth. Bß)(SE) Bß(SE high school. The U.S. pattern revealed Tables 4 and 5 provide some insight into the G)rade -*.76(.17 -).21 ** -5.16(.13 -.0 high levels of role of teachers, the classroom environment, satisfaction among and other factors related to school satisfaction. L)ife Satisfaction-Peers .304(.06 .)0 .*43(.05 .36** elementary school Not sur-prisingly, a positive school climate in students, a marked which students feel safe, respected, nurtured, L)ife Satisfaction-Self .*27(.09 .)15* .000(.06 .0 decrease in middle and supported was the single best predictor of school, and a re- school satisfaction for both Japanese and E)nvironment .*14(05 .)15* .807(04 .0 emergence in high American students. Cohesive relationships school. with peers and family, but most importantly L)ife Satisfaction-Family .506(.06 .)0 -4.04(.05 -.0 teachers, constituted another important factor The regression related to school satisfaction. For U.S. students, A)utonomy Total .823(.12 .)0 .*31(.11 .13* analysis presented in educational strategies that emphasize high Table 3 highlights expectations and support led to increased S)upport Total .*74(.16 .)27 ** .*29(.14 .13 distinctive cultural satisfaction. While this was also true for differences in Japanese students, opportunities to develop predictors of school autonomy appeared to play a more significant E)xpectation Total .549(.50 .)0 1*.25(.33 .19** satisfaction. Most role for this group. Again, this may be

Note: R2 D .41. p < .001.*p < .05. **p < .01. ***p < .001. notably these are: (a) attributable to the specific developmental needs grade level and of the older Japanese sample.

Discussion Table 4 These data suggest some important Correlations Among School Satisfaction and Other Variables strategies for teachers, parents, school (Unites States Sample) administrators and others concerned with enhancing students’ attitudes Variables 12345678911 01 toward school. First, it is important to provide students with ample opportunities to engage in what they 1. School Satisfaction z - enjoy most about school. For students in both the United States and Japan, 25. Number of Schools Attended --.1 peer relationships were noted as the number one attraction about school. 30. Achievement .72 --.1 Educators would be wise to structure learning in such a way as to encourage 48. Teachers .15 -6.1 .-1 peer interactions such as through use of cooperative learning or mentoring activities. 51. Peers .74 *2-.0 .81 .-3 Second, positive relationships with 65. Family .43 -7.1 .61 .03 .-3 teachers are crucial to students’ feelings of satisfaction. In this sense,

7. School Climate z z .268 -4.2 .52 .25 .64 .-4 the responsibilities of teachers extend far beyond the boundaries of academic instruction. Teachers are one of the 82. Autonomy .12 *8.0 *8.0 .71 *1.0 .41 .-2 main sources of emotional support for many students. Those teachers who 93. Support .85 -3.1 .02 .44 .92 .94 .25 .-2 are able to balance high expectations with a willingness to provide frequent 170. Expectations .83 -6.1 .92 .62 .01 .33 .44 .91 .-5 encouragement and support are in the best position to positively influence - students’ attitudes toward school. 11. Self-Esteem z z z .136 *0-.0 *6.1 .82 .12 .73 .73 .61 .93 .2

Note: Except where indicated, all scores are derived from the How I feel About School Scale Finally, it is important to note some of *non-significant the individual differences governing z Based upon the Multi-Dimensional Student Life Satisfaction Scale-Subscale Schools students’ satisfaction at school. This z z Based upon the School Climate Survey study, like previous ones, found that z z z Based upon the Multi-Dimensional Student Life Satisfaction Scale-Subscale Self girls are generally more satisfied at

THE Community Psychologist 20 Vol. 38, No. 4 decline was most apparent from elementary to Table 5 middle school. In both cases, it is apparent that Correlations Among School Satisfaction and Other Variables something happens to dampen the enthusiasm (Japanese Sample) and spirit of students as they progress through school. On the one hand, it is possible that Variables 12345678911 01 pressure to achieve increases over time, thereby increasing student anxiety. Another

1. School Satisfaction z - possibility is that the cumulative effects of school failure for low achieving students 26. Number of Schools Attended --.1 become so pronounced at the secondary level that they result in negative attitudes and 31. Achievement .51 *--.0 perceptions. Still another is that school becomes largely irrelevant for significant 42. Teachers .35 -6.1 .-1 numbers of students as they get older. Whatever the explanation, it is apparent that 58. Peers .24 -8.2 .11 .-4 more attention needs to be paid to the needs of secondary level students if we are to improve students’ attitudes toward school. Specific 67. Family .02 *7-.1 *9.0 .53 .-2 strategies might include expanding the range of available extracurricular activities, creating 7. School Climate z z .866 -2.2 .71 .05 .75 .-3 smaller and more cohesive communities of learners, and fostering the social and emotional 89. Autonomy .74 -5.1 .82 .73 .84 .52 .-5 competence of all students.

96. Support .14 -2.2 .42 .75 .83 .54 .76 .-5 And finally, the results of the multiple regression analysis (Table 3) might be related 160. Expectations .44 -6.1 .92 .84 .73 .63 .95 .24 .-7 to the fact that the U.S. school community is designed to emphasize individual achievement - 11. Self-Esteem z z z .037 *3-.1 .72 .62 .04 .52 .04 .05 .34 .4 and accomplishment, whereas the Japanese school focuses more on good interpersonal Note: Except where indicated, all scores are derived from the How I feel About School Scale *non-significant relations and group autonomy in the classroom. z Based upon the Multi-Dimensional Student Life Satisfaction Scale-Subscale Schools z z Based upon the School Climate Survey References z z z Based upon the Multi-Dimensional Student Life Satisfaction Scale-Subscale Self Adelman, H. S., Smith, D. C., Nelson, P., Taylor, L., et al. (1986). An instrument to assess school than are boys. A number of students’ perceived control at school. Appendix 1 The Differences Among USA and JPN scholars (see Garbarino, 1999; Pollack, Educational and Psychological School Communities 1998) have commented on the fact that Measurement, 46(4), 1005-1017. schools, as they are currently structured, California Department of Education (1998). The are less tolerant of boys who are California Healthy Kids Survey. TAopics UnS Japa generally more active, aggressive, and Retrieved September 15, 2005, from hands-on in their approach to learning http://www.wested.org/pub/docs/ ADJ of whole than are girls. In addition, since the vast chks_home.html Tgeacher's role subject teachin school life majority of teachers are female, there may Furlong, M. J., Morrison, R., & Boles, S. (1991). be an unintentional promotion of California School Climate and Safety Cslass member drepend on subject fixed during a yea predominantly female values (e.g., Survey. Paper presented at the annual passivity, agreeableness) to the meeting of the California Association of fixed during a year detriment of those espoused by boys School Psychologists, Los Angeles, CA. Cslassroom depend on subject except Music, Art, (e.g., independence, control). What Huebner, E. S. (1994). Preliminary development Science, etc. these data suggest is that a substantial and validation of a multidimensional life number of boys, both in Japan and the satisfaction scale for children. development of Goal of United States, are currently Psychological Assessment, 6(2), 149-158. raising the effect of whole personality classroom disenchanted with school. Educators academic learning (leadership, social management need to consider what might be done to skills) make school more appealing and for skill up of social accommodating for boys. Snchool events for fu skills and group leadership It was also apparent from this data that satisfaction at school generally declines many kinds of only school Help personnel in specialists (school counselor/ one day from elementary to secondary levels. In schools counselor, school for a week only in Japan, this appeared as a linear social worker, etc.) junior high progression from elementary through high school. In the United States, the

THE Community Psychologist 21 Fall, 2005 until the 2007 Biennial conference. However, SELF-HELP/ we will continue discussing these issues via SOCIAL POLICY UTUAL UPPORT the internet. If you would like to join us, please M S see the information about joining the listserv. Jennifer Woolard Also included below is a list of web-based Georgetown University Report from the 2005 Biennial resources for learning more about mutual support, for technical assistance, and for During the past year the Social Policy Committee Bret Kloos promoting self-help and mutual support. has begun a planning and organization process University of South Carolina to examine the ways in which we can increase List-serve. We have created a listserv to the social policy presence in SCRA and facilitate The 2005 Biennial conference provided many keep members up to date about activities individual members’ involvement with policy opportunities for making connections and and opportunities. To subscribe to the issues. We benefited from a number of new stimulating discussion about new priorities for list serve, send a message to people responding to an email announcement action and research. For the first time, we [email protected] saying: on the listserv and a Biennial Committee coordinated the program with the National SUB SLFHLP-L meeting. From these conversations the Network of Mutual Help Clearinghouses, which committee identified several priorities for the held their annual meeting in Champaign to Websites. Like many sites on the web, there is upcoming year. coincide with SCRA. Together, we had 21 joint a wide range of quality to sites that present meetings or presentations during the material about self-help. Below is an incomplete First, we plan to develop resources about conference, ranging from a demonstration of list of sites and organizations that offer quality policy-relevant training opportunities. There are the Photo Voice methodology by Louis Brown information. several fellowship opportunities sponsored by from Wichita State University, to the articulation other organizations (e.g., SPSSI, AAAS, APA) of a research agenda in partnership between • http://www.chce.research.med.va.gov/ that place scientists in congressional and self-help clearinghouses and self-help chcepdfsKyrouz%20Humphreys%20Loomis executive branch agencies. There may be other researchers which was led by directors the %202002.pdf opportunities that we can promote among represented clearinghouses. We were A recently updated, relatively jargon-free SCRA members as well. encouraged that several members joined the review of research on the effectiveness of interest group representing self-help/ mutual self-help groups for different problems Second, we hope to develop web-based resource interest initiatives in Canada, Japan, Sweden, that is free to download. materials regarding policy involvement for SCRA the U.K., and the U.S. (East Coast, Midwest, members who are interested in policy issues for Southeast, & West Coast). • http://www.bhrm.org/Guide.htm the first time, or for more policy-active members A review of self-help research and looking for additional information. We have In our conversations it became clear that a resources that is updated monthly. tasked a small group within the committee to reduction in meeting space for self-help is identify existing resources and identify gaps, with becoming a critical issue for the survival of • http://www.selfhelp.on.ca/ the goal of developing a mini-clearinghouse for many self-help organizations in the U.S. Self help Resource Centre – Ontario. SCRA members. Fortunately this trend is not witnessed in other Provides general information about self- countries. Typically, most self-help/ mutual help groups, links to local groups and Third, the committee plans to collect materials support groups operate with a very limited online resources. for education and training. A 2005 Biennial budget and rely on space provided by a host session on Integrating Social Policy and organization. Unfortunately, many U.S. host • http://www.selfhelpnetwork.wichita.edu/ Education was well received and led to requests organizations are reconsidering their ability to A statewide self-help clearinghouse that for syllabi and other course materials that could offer this space because of legal liability also aims to facilitate grass roots be integrated into community-related courses. concerns, which at this point do not seem to community partnerships that promote and In addition to collecting syllabi (watch for a have much legal precedent. sustain social change. call in TCP and on the listserv) we also hope to solicit ideas, activities, and assignments to be There continues to be interest examining the • http://www.mhselfhelp.org/ shared among colleagues. linkages between research and practice, with A consumer-run, national (U.S.) technical particular interest in discussion about ethics, assistance center serving the mental Finally, we explored the concept of spotlighting systems change, and promoting self-help and health consumer movement that includes or identifying SCRA members in policy settings. mutual support in an environment where “best self-help and advocacy resources A significant number of community practices” are the currency of credibility. Among psychologists, by the very nature of their work, the ideas generated for future projects are: a) • http://www.mentalhelp.net/selfhelp are involved in social change through policy. an updated website with a catalogue of self- A keyword-searchable database of over Every so often we hear about successful efforts help related research abstracts (or articles) that 1,100 national (U.S.), international, model to affect policy, but we hope to share these people can access for using research to help and online self-help support groups. Also experiences, both successful and unsuccessful, acquire or maintain funding; b) local projects lists local self-help clearinghouses more regularly with the membership to highlight to enhance the awareness of self-help/ mutual worldwide, research studies, information on the many efforts of our membership. support resources in communities; and c) need starting face-to-face and online groups, and for better information about what increases a registry for persons interested in starting It has been a great year working with so many professionals’ referrals to self-help. national or international self-help groups. SCRA members who are committed to policy- relevant teaching, research, and social change. The interest group will not meet again in person Preston Britner now takes over as current chair

THE Community Psychologist 22 Vol. 38, No. 4 of the committee and will move these initiatives might be useful for these areas, but want to and have been unsuccessful. If any student forward and bring experience and excitement start a conversation for more ideas and member of SCRA is interested in taking the lead to the continued work. I thank all of you who directions. Please log on to the forum and join with this group, please contact Mike Armstrong worked with us over the past year and look the discussion – tell us what you want to see by email, [email protected]. forward to greater accomplishments ahead. for students: http://www.scra27.org/ Responsibilities might include but are not membersonly.html. limited to: maintaining the group; organizing the effort to gather information about our STUDENT ISSUES Graduate Student Research Grant – Past diverse student body; submitting survey and Present Awards results; working with the Executive Committee Carrie E. Hanlin Our student reviewers have made their and/or other governing bodies to address Vanderbilt University decisions, and our 2005 winner of the SCRA stated needs. Special Issues Graduate Student Research Mike Armstrong Grant is Patrick Fowler from Wayne State We believe this group to be just as important Georgia State University University for his proposed research entitled, and necessary now for SCRA as it was in 2003. “Outcomes of Youth Who Have Aged Out of We hope that there is someone in our New Student Foster Care.” Patrick will receive $500 to assist membership with the passion and willingness Representative him in his project. to do this job. Mike Armstrong! The winner from 2004, Jordan Braciszewski, also Regional Events Fall is a time of from Wayne State University, has included a The Midwestern and Southeastern regions are transition, and brief report on his research in this issue’s hosting eco-conferences this fall. These this is no student section. conferences are traditionally much more exception for the informal, student-based and student-run (in SCRA student We anticipate some positive changes in next front of as well as behind the scenes) than other membership. As year’s application process, based on good professional conferences, and are held often in of August, the feedback from inquirers this year, so please stay scenic and/or secluded retreat areas. They’re a winner of our tuned for future opportunities to win funding great chance for community-building, support, Mike Armstrong 2005 student for your research. relaxation, and a change of pace. We encourage representative you to find out more on the SCRA website: election is officially on the job. Below he has APA Annual Conference 2005 http://www.scra27.org/events.html. included an introduction: Travel Awards: Sign on to the SCRA Student Listserv! “I am 29 years old and live on the southside of The three winners of the SCRA student travel As always, the SCRA student listserv is a forum Atlanta, Georgia, with my wife, Sarah, and our awards worth $150 each were Lauren Lichty to increase discussion and collaboration among three dogs. I spent the last 7 years as a (Michigan State University), Katie McDonald students involved and interested in community community organizer in the Summerhill (University of Illinois at Chicago), and Leanne psychology. It is also a great place to get neighborhood of Atlanta after graduating from Valentine (Georgia State University). These information relevant to students, such as Emory University with a B.A. in political winners were selected based on their upcoming funding opportunities and job science. During those 7 years I served as the presentations, authorship, distance, and need. announcements. To subscribe to the listserv, Executive Director of a community economic Congratulations to you all – we hope you send the following message to development corporation that I helped form with enjoyed the conference. [email protected]. local residents. Now, I am a second year student SUBSCRIBE [email protected] program at Georgia State University work-ing Needed with both amazing students and faculty like my Since the Students of Color Interest Group met Messages can be posted to the listserv at: advisor, Dr. Rod Watts. I am hopeful for the at the Biennial in ’03, plans have been in the [email protected]. If you have any future, despite the prevailing uneasiness of our works to survey students of color in SCRA and/ questions or need help signing on to the country’s political climate, and I look forward or community psych programs about their listserv, please contact Omar at to serving as a SCRA student rep.” experiences, challenges, successes, and [email protected]. resources. In addition, students were contacted To contact Mike with questions, comments, or through the listservs and Fall 2003 Community a congratulations, please email him at Psychologist newsletter to help devise the [email protected]. survey. The purpose of the survey was to gather information on how various community and SCRA Website Update clinical/community programs support and As you may already have heard over the address issues related to students of color, listservs, we’re very excited that the new including how departments provide resources website continues to develop, in function as and address the needs of students of color. well as fashion (be sure to check out the links – Although some progress on the survey has many pictures from this year’s biennial have been made and a small group of students have been used in the headers). One of the most committed to working on this project, we have important features for students is the student been in the process of searching for a leader page and forum. We’ve had a few ideas of what for the interest group itself to drive this project,

THE Community Psychologist 23 Fall, 2005 Community Psychology were about women’s helped to inadvertently de-politicize the field WOMEN’S ISSUES issues and far less included any level of gender and keep the focus on individual empowerment consciousness (Angelique & Culley, 2000). We rather than focusing on institutions of Why Community Psychology Should identified only 89 articles from 1973 to 2000 that oppression. While this theory includes power Be Overtly Political: A Call for a included any discussion of gender as a root, it almost never articulates or unpacks consciousness, including power asymmetries, the term in its theoretical position. Feminist Sub-discipline ecological analysis, contextual considerations and a focus on women’s competencies rather This is not to claim that empowerment theory Holly Angelique than deficiencies (Angelique & Culley, 2003). did not originally intend to address power Pennsylvania State University, Of these articles, a small subset included a disparities. In the era in which Julian Rappaport Capital College discussion of intersecting identities (race, introduced the theory to the field, he was class, gender, sexual orientation, and responding to a prevention framework that Marci R. Culley disabilities). As another example of under- defined individuals in terms of needs and deficits. Georgia State University representation, Gary Harper and Margaret Empowerment theory began to address issues Schneider identified less than 1% of CP articles of power by calling for a reduction in the This following lesbian, gay, bisexual and transgender (LGBT) hierarchy between professionals, article is based issues, even though the estimated LGBT paraprofessionals and community members. The on a presen- population is about 10%. Not surprisingly, most theory challenged us to look beyond individuals tation given by of these articles focused on gay men (Harper & to address power disparities in the context of the first author Schneider, 2003). social environments. However, over time, the at a Town Hall extensive appropriation of the term meeting at the This observation leads to two questions. Why empowerment, along with the application of 2005 Biennial is under-representation an important political empowerment theory in work with individuals Conference, Why issue for CP? And why the call for a feminist has supported a collective regression back to a Community subdiscipline? We contend that CP has always focus on individual rather than a focus on power. Psychology been a reflection of the very cultural hegemony Should Be More that it critiques, especially around issues of We need a structural analysis of power to Marci R. Culley Politically heterosexual, white, male power and privilege. address issues of social justice. This is Progressive and We need an overtly political stance to expose necessarily political. As we reach toward Transparent, organized by M. Reimer, D. this. Therefore, we argue that CP should be interdisciplinarity, the feminist theories of Seyla Vossebrecher and K. Jeschke. infused with an analysis of social power and Benhabib, Marilyn Frye, Nancy Harstock, Iris feminism can provide that analysis. Young and many others may provide the We would like to thank the editor of this framework form which to reach our goal of column, Nicole Allen, for her helpful comments One may ask why feminism provides a better structural social change. Some feminist and pro- on this article. Correspondence should be sent foundation than other liberatory frameworks. feminist work is beginning to emerge within the to either Holly Angelique ([email protected]) or Feminism provides an ideology of social field. For example, Anne Mulvey (2000) recently Marci R. Culley ([email protected]). transformation that recognizes discrimination discussed power and social change within the based on gender. Women’s subordination is context of a feminist CP. Similarly, Isaac We argue that community psychology (CP) central to other forms of oppression. For Prilleltensky’s (2001; 2003) notion of should include a strand that is overtly political. example, as noted above, we find gender psychopolitical validity (or the idea that power Recently, we called for a feminist sub-discipline discrimination within research on LGBT issues. is always both psychological and political) in CP, precisely because it is a political Feminism challenges gender stereotypes and requires that we attend to structural causes of standpoint from which to address a number of the social power inequalities that extend from oppression, and Roderick Watts’ (1999) theory issues pertinent to the field (Angelique & those expected differences. It acknowledges of socio-political development is liberatory at Culley, 2003). In this call for expanded that gender is socially constructed and its core. These standpoints can help to re- paradigms, we make three important points: (1) illuminates ways that gender shapes our politicize the field and provide a much needed CP is not currently representative of the experiences. Moreover, it also recognizes how paradigm shift to CP. population- rather, it reflects positions of positionality, informed by our intersecting privilege and power; (2) A feminist sub- identities, shapes our experiences. As such, To briefly summarize, CP has always been a discipline can provide a foundation for an feminism goes far beyond an analysis based field that moves forward through its own analysis of social power and; (3) This feminist on gender alone. A feminist sub-discipline in internal structures of critique. However, its political stance can help CP shift from primarily CP can provide a foundation for the analysis of internal structures are veiled in anglocentrism, ameliorative efforts that are often counter to power asymmetries and challenge the status androcentrism, etc. Political transparency is our values toward transformative social change. quo (both in CP and in society). And this may needed to overcome this. To become overtly A psychology of social change has been a goal, provide the foundation for a psychology of politically, we need a foundation for an analysis at least in the U.S., since the Boston Conference social change. of social power. Feminism provides that in Swampscott, forty years ago (Bennett et al., foundation. A feminist subdiscipline can lead 1966). A feminist CP can help us to move forward from to theories, research and action that will be theories of amelioration to transformation. As transformational (focus on changing societal We begin by addressing the issue of under- an example, empowerment theory (Rappaport, structures of oppression) rather than representation in CP. Women comprise over half 1987) has been a founding theory for the field ameliorative (helping individuals). Both gender the population, but we found that only 3% of and has provided the groundwork for many consciousness and positionality (that is the publications in the American Journal of successful community research and community informed by race, class, gender, sexual Community Psychology and Journal of actions. However, this theory may have, in part, orientation, disabilities and all of the other

THE Community Psychologist 24 Vol. 38, No. 4 social positions inscribed in our culture) are SPECIAL FEATURE needed in order to move the field forward AND back to where it began—to some of the original goals of Swampscott—to be a psychology of Community Psychology transformation and social change. from Swampscott to Beyond References Angelique, Holly & Culley, Marci R. (2000). Edited by Joy S. Kaufman and Nadia L. Ward, Yale University Searching for feminism: An analysis of community psychology literature relevant to women’s concerns. American Journal As the 40th Anniversary of the Swampscott evolve to meet the ever changing needs within of Community Psychology, 28, 793-813. Conference approached we thought it would our communities. Angelique, Holly & Culley, Marci R. (2003). be interesting to hear from various members Feminism found: An examination of gender who have been active in SCRA over the years Brad Olson, who is the current Chair of the consciousness in community psychology. regarding their reflections on their time in the SCRA Membership Committee and recent Chair Journal of Community Psychology, 31, field and where they felt community of the 2005 APA program also shares some of 189-210. psychology would be in the future. With that his thoughts with us. Brad presents to us six Benhabib, Sandra (1992). Situating the self: in mind we reviewed the membership on the paradoxes that he believes are most likely to Gender, community and postmodernism SCRA Executive committee over the years and impact our field over the next 40 years and, in in contemporary ethics. Cambridge: Polity. chose about 12 individuals to invite to doing so, pushes each of us to think about Bennett, Chester, C., Anderson, Luleen, Cooper, contribute their thoughts to this special section. how we will contribute to the growth and Saul, Hassol, Leonard, Klein, Donald C. & In total 6 of those individuals chose to share redirections that will occur over the next 40 Rosenblum, Gershen (1966). Community their history with SCRA and their views of years. psychology: A report of the Boston where we are and where we are going. conference on the education of Last, but certainly not least, we asked Sawssan psychologists for community mental The first contribution in this special section is Ahmed, Student Representative from 2003- health. Boston: Department of from Ira Iscoe. Ira is one of the few individuals 2005, and currently on internship, to reflect on Psychology. Boston University Press. who was at the Swampscott Conference and is her now 5 year tenure in the field. Sawssan Frye, Marilyn (1983). The politics of reality: still active in the Division. Ira was also the invited one of her colleagues, Partick Fowler to Essays in feminist theory. Trumansburg, Secretary/Treasurer of SCRA (then called the also share his thoughts about his initial NY: Crossing Press. Division of Community Psychology) from 1967- exposure to, and subsequent involvement in, Harper, Gary & Schneider, Margaret (2003). 1969. In his piece, Ira shares with us what the Community Psychology. Oppression and discrimination among climate was like in the time leading up to the lesbian, gay, bisexual and Swampscott Conference, what his experience Each of the contributing authors has shared transgendered people and communities: A was of the conference and some of the outcomes their unique experiences and insights that have challenge for community psychology. of the conference. It felt very important for us served to shape their careers and respective American Journal of Community to have Ira’s experiences during that time identities as community psychologists. It is our Psychology, 16, 243-252. documented as a way to help all of us remember hope that their voices will motivate and inspire Harstock, Nancy (1981). Money, sex and the origins of our field. each of us to do the same. Many of us power: An essay on domination and participated in the visioning process that community. New York: Longman. Anne Mulvey who was Student Representative occurred at the Biennial this past June. That Mulvey, Anne (2000). Stories of relative to the Division from 1976-1978 has also experience marked the beginning of what we privilege: Power and social change in contributed to this section. Anne shares with hope would be an ongoing and meaningful feminist community psychology. us what motivated her participation to run for discourse that will shape the future direction American Journal of Community Student Representative and her subsequent of the field for the next 40 years. Let us take this Psychology, 28, 883-912. involvement in the Division’s Task Force on journey together, guided by the collective Prilleltensky, Isaac (2003). Understanding, Women, now known as the Committee on wisdom of our colleagues, to move beyond the overcoming and resisting oppression: Women. Anne also shares with us some of the boundaries that confine us and to wholly Toward psychopolitical validity. American experiences that shaped her early career, some embrace what we hold to be the true essence of Journal of Community Psychology, 31, of her more relevant experiences within the our work; to be champions of social justice and 195-203. Division and within her career, and shares with undaunted in our efforts to support, empower, Rappaport, Julian (1987). Terms of us her vision for our field. and uplift those we serve regardless of race empowerment/exemplars of prevention: and ethnicity, regardless of gender, regardless Toward a theory for community Our next contribution is from Rod Watts who of sexual orientation, regardless of class, psychology. American Journal of served as Member-at-Large during the early regardless of religious affiliation or any other Community Psychology, 15, 121-144. 90’s. Rod shares with us some of his socially (ill) defined construct that limits the Watts, Roderick J. (1999). Sociopolitical experiences and reflections of the field, and his potential of all people. development as an antidote for excitement of the international expansion of oppression–theory and action. American community psychology. He also shares his Journal of Community Psychology, 31, hope that U.S. based community-psychologists 185-194. utilize the momentum created overseas to Young, Iris (1990). Justice and the politics of continue to challenge ourselves and expand difference. Princeton, NJ: Princeton our worldviews so that the field continues to University Press.

THE Community Psychologist 25 Fall, 2005 Swampscott Revisited – demand for psychological services to the general which many communities and the mentally ill A Worthwhile Journey public. Clearly, the field of Clinical Psychology still suffer. Experience now dictates that was expanding and facing many problems and community support services are the essence of issues, not in the least being the problems and effective community care and treatment. Ira Iscoe issues in the rise of professional Psychology Ashbel Smith Professor Emeritus of schools. In essence, the increase in professional Of particular significance for Psychology was Psychology Psychology schools resulted in more of the one of the books of the Joint Commission, University of Texas “practice” aspects of Clinical Psychology being entitled “Mental Health, Manpower Trends” directed away from established university (Albee, 1959), which pointed out that plans for I eagerly accepted the invitation of the editors programs. The classic Ph.D. degree was staffing community mental health centers were of The Community Psychologist, to look back challenged. There was also the realistic inadequate. For example, a “catchment area” of at the Swampscott Boston conference, the consideration of how to earn a living. The roughly 100,000 persons would be staffed by significant events leading to the May 1965 economics of a profession play an important part one psychiatrist, two psychologists, and four meeting, and impressions about the dynamics in the amount of engagements and efforts that social workers. The impossibility of effective of the meeting and the decisions arrived at. I can be expended. delivery of services, let alone research, was admit that it was more difficult than I had emphasized. Albee strongly recommended new thought to turn back some 40 years, and no The Joint Commission on Mental Health and methods of dealing with mental health problems, doubt there are some distortions and Mental Illness was commissioned by Congress including the training of new types of misperceptions in my “take”. “The Boston in 1955. Its purpose was to examine and personnel, and the alleviation of some of the Conference: A report of the Boston Conference recommend many needed changes, from the causes of mental illness, such as poverty the on the Education of Psychologists for treatment of the severely mentally ill (mostly unavailability of medical care (especially for Community Mental Health” is available on the hospitalized) – at that time numbering some older persons), and the limited accessibility of web. It contains an enormous amount of 600,000 – to a detailed examination of the mental health facilities. Five basic services information, and should be required reading for general mental health of the nation. There was included in-patient (hospitalization), outpatient, all Division 27 and SCRA members old and new. the growing recognition that mental health daycare, emergency care, and consultation. A encompassed high proportion One of the basic tenets of Community more than the of the clinical Psychology is that nothing takes place treatment of it should be mentioned that state psychologists independently of time and space. Effective the severely who could be research and successful community-based mental hospitals in many ways served mentally ill. involved did projects can only be carried out with reliable There were the purpose of the county poorhouse. not have the knowledge of background factors. problems of skill or training Understanding the flow of events is crucial to The release of thousands of patients anxiety, stress, to carry out effective community projects and research. depression, to relatively unprepared community some of these and the functions, and Events Leading Up to the Swampscott settings led to the disastrous effects of unavoidable there were (Boston) Conference problems of the De-Institutionalization Movement, needed The 1955 National Conference of Psychology living. The from which many communities and the interactions and Mental Health, held at Stanford University commission with social (Strother, 1956), recognized many changes in produced some mentally ill still suffer. workers, the mental health field were taking place, and ten reports psychiatrists, recommended that the plans for training of the dealing with various aspects of mental health and rehabilitation specialists, to mention only Boulder Conference on Clinical Psychology and mental illness. The final report and the major groups. Consultation delivered to (Raimy, 1949) be further implemented. More than recommendations of the commission are caregivers – such as teachers, nurses, priests 80% of the Stanford conference participants contained in “Action for Mental Health” (Ewalt, and ministers, and also parents – would help were clinical psychologists, and there was 1960). Amongst the many recommendations was with the care and treatment of the mentally-ill, substantial agreement that training should be the strong urging to dramatically decrease the and act as prevention activity or at least as a provided in a number of approaches to behavior populations of large mental hospitals (e.g. Austin harm-reduction activity. Some psychologists, change in addition to psychotherapy. The State Hospital had 3,000 patients, ranging from myself amongst them, strongly supported conference was a milestone in the evolution of severely mentally ill children, to older persons consultation as an effective treatment for Community Psychology. Specific alternatives who had no other place to go), and to limit prevention. However, my training in crisis to psychotherapy suggested were mental residential mental health facilities to no more than intervention and consultation made me health education, the use of therapeutic 500 patients. The availability and effectiveness recognize that effective consultation was as environments, and preventive interventions to of psychotropic drug treatments succeeded in difficult to learn and to dispense as counteract negative environmental influences. reducing the populations of state-supported psychotherapy. mental hospitals and opened the possibility of The Stanford conference was followed by a transferring the bulk of care and treatment to 4th National Conference of Clinical national conference concerned with graduate community-based mental health centers. Psychology (1965) education in Psychology (Roe et al., 1958). This Parenthetically, it should be mentioned that state Almost simultaneous with the Boston conference focused on broad issues of graduate mental hospitals in many ways served the conference was the 4th National Conference, on education, manpower demands, and issues purpose of the county poorhouse. The release the professional preparation of clinical regarding certification and licensing laws, as well of thousands of patients to relatively unprepared psychologists, held in Chicago (Hoch, Ross, & as alternate training programs. There was great community settings led to the disastrous effects Winder, 1965). The participants noted concern about how to meet the increasing of the De-Institutionalization Movement, from development of new methods of doctoral

THE Community Psychologist 26 Vol. 38, No. 4 training, and the emergence of professional first Catholic president, and his subsequent background information greatly facilitated the schools of Psychology. To quote from the report: assassination, the dissatisfaction and problems conference. The participants were divided into Quite apart from internal pressures, of higher education including students on three groups; I chose the one dealing with developments in the community are strike, Haight-Ashbury, the use of thought- training. How were psychologists to be trained already creating newer and bigger enhancing drugs, changes in sexual mores, all in the area of mental health? What training problems to be confronted: (A) A had their effects in the emergence of a “Hippie programs could be worked out within the concern with mental health keeps culture”. The Vietnamese war, the widening gap confines of Clinical Psychology programs and demands for psychological services between the rich meet American mounting; (B) an even greater and the poor, the Psychological concern for the prevention of relative absence Psychology graduate students showed Association psychological disorders has added of social justice accreditation further problems and opportunities; all contributed. their involvement via an organization standards? (C) it turns out that the newest Via television, called “Psychology for Social Action”, a Most of the concern in Clinical Psychology – the American participants (me that of ‘Community Psychology’ – public witnessed movement whose purpose was to involve included) were the more effective utilization of the onslaught of Psychology in the treatment and traditionally human potential, calls for clinical peaceful demon- trained in the psychologists to fill still newer and strators at Selma, amelioration of socially undesirable scientist/ more unaccustomed roles, while not Alabama. situations. practitioner having resolved some of their Neighborhood model for Clinical present dilemmas. (p. 42) race riots, and Psychology Leaving office or clinic-based practices, and demands for equality and restitution, were formulated at the Boulder conference. The moving into community settings, was a frequent. Psychology graduate students prevailing approach at that time was one of daunting task indeed. The increasing showed their involvement via an organization psychodynamics, with a distinct psychoanalytic production of Ph.D.-level psychologists from called “Psychology for Social Action”, a influence in our training and coursework. In professional schools helped meet this need and, movement whose purpose was to involve conversations and interactions, I was happy to in retrospect, a minority of newly-minted Psychology in the treatment and amelioration note that most of the participants (me included) psychologists sought employment in the of socially undesirable situations. Calls for were engaged in a variety of activities, in which community mental health movement. equality and social justice were loud and, in I must confess most of us received little or no some cases, effective. Two highly significant training. At the time of the conference, I was The Community Mental Health Facilities Act activities for Community Psychology also took also the President of the Human Opportunities of 1963, acting on many of the recommendations place in the 60’s . The voting rights bill was Corporation of Austin, Texas, dedicated to of “Action for Mental Health,” laid the signed by President Johnson, culminating the dealing with community and ethnic minority groundwork for the drastic decreases in the years of struggle by African Americans to gain issues, of which there were many. I was “elected” hospitalized mentally ill. From the financial point unrestricted passage to the polls. Medicare was because neither the Mexican Americans nor the of view, there was a shift from state-supported also beginning in 1965, allowing for persons at African Americans trusted each other, and I as care and treatment to community-based mental least 65 years of age to receive various degrees the “white boy” had to keep things running. At health centers subsidized mainly by federal of medical services without charge. This the same time, I was a pro-bono consultant to funds. In retrospect, it was clear that certainly helped to lower the older populations the Austin State School for the Mentally communities were just not ready to treat the in state hospitals. Psychological services, at Retarded on how to better classify the students, discharged patients from state-run mental the beginning of Medicare, were not well and to organize Junior League volunteers to hospitals and private facilities. A high reimbursed, if at all. administer abbreviated intelligence tests, so as proportion of the clinical psychologists to help better classify the some 2400 residents involved did not have the skill or training to The Boston Conference (1965) (ages 4 – 17). Parenthetically, about half of the carry out some of these functions, and there The above constitute some of the more students should not have been placed in the were much needed interactions with social important social policy events leading to the State School at all. There were many abandoned, workers, psychiatrists, and rehabilitation Boston conference, which took place in a brutalized orphan students amongst the workers, to mention only the major groups. The pleasant seaside town (Swampscott) north of genuinely retarded. I was encouraged to learn area of consultation delivered to caregivers Boston. The conference was beautifully that consulting with caregivers, participating in would help with the care and treatment of the planned. Pre-conference materials helped the activities in school systems, advising state and mentally ill, and act as a preventive activity, or participants get down to business in a hurry. legislative systems on a wide range of policy at least a harm-reduction activity. Some Parenthetically the seafood was excellent, and decisions, and even administering and evaluating conference participants, myself amongst them, after-conference activities, such as the poker new projects and activities in the mental health strongly supported consultation as an effective games, convinced me of the skill of my fellow field were quite common to the conference treatment intervention. Then as now, the psychologists. I didn’t make a dime. There were participants. They recognized the need for problem is the availability of well-trained some 35 participants, plus six members of the Psychology to leave the laboratories of consultants, able to deal size up situations and conference committee, and of this total there departments and engage in problems on different offer direction for more effective coping. was one female and no ethnic minorities. This turfs. certainly was not by design, but somewhat The Turbulent 1960’s typical of the demographics in Clinical For myself, and for I’m quite sure the great The 60’s can be characterized as a period of Psychology at that time. Among the 35 majority of participants, there was a recognition misperceptions and confrontations between the participants were five psychologists from the of the need for a distinct shift away from older and younger populations. These were training branches of the National Institute of “psychic primacy”, in which individuals or exciting and difficult times—the election of the Mental Health (NIMH). Their interest and groups achieved self-determination and

THE Community Psychologist 27 Fall, 2005 fulfillment, to a position of person-environment Louis Cohen, dealing with the question of funds to recruit and to communicate with the interaction. Kurt Lewin’s formula of “Behavior research, pointed out the advantages and membership. By dint of “creative financing”, the is a function of person and environment”, or disadvantages of research carried on in the generosity of the Department of Psychology of B=f(P,E), served as a model for some of us. traditional Psychology mode, as opposed to the University of Texas, plus contributions from Changing environments could result in changed the epidemiological mode favored by public the Hogg Foundation for Mental Health and behavior on the part of the individuals or health personnel. For myself, the presentation other sources, allowed for the publication of a groups. The problems of involving by Glidewell on perspectives in community newsletter and much-needed secretarial communities, evaluating the effectiveness of health was enormously important in helping to services. I have some copies of the newsletter interventions, and training researchers, were understand the tremendous complexities of and it is constructed to note the problems and topics the conference had to address. Most of community activities. Glidewell’s sophisticated issues of that time. Some of them are germane to us recognized the need for interdisciplinary approach to community involvement stands out the present. training and worried at the same how to as a landmark. His nomination of four maintain a Clinical Psychology balance. It dimensions of social organization for It is generally acknowledged that on the way became apparent that what was being asked of community mental health (i.e., emotional to Logan airport after the Conference, there was clinical psychologists could not be met by acceptance, social power, perceived clear agreement about the need for another existing training programs. For example, what competence, and vulnerability) served to conference. This resulted in the Austin type of internships could be offered that would acquaint some of us with the enormous conference of 1975 (Iscoe, Bloom, & Spielberger, involve community mental health activities, complexities of carrying out activities in 1977). The conference has served as a some quite removed from Clinical Psychology? community settings. The mental health watershed of progress in Community What research possibilities existed, and how disciplines of Psychiatry, Clinical Psychology, Psychology. The title “Community Psychology would they be supported? The training branch and Social Work, all recognized that the great in Transition” in many ways expressed the participants pointed out those very effective majority of mental health problems were various directions of the evolving field of programs independent of Clinical Psychology essentially problems of living, and were Community Psychology, the enormous were a possibility. This brought about the amenable to treatment within a community expansion of Community Psychology training conception of free-standing Community context. Lou Cohen, urging epidemiological programs, the increasing involvement of ethnic Psychology programs. At this point we were research, was quite convincing, but I wondered minorities, and problems and issues that using the term “Community Psychology” in how well this approach would fit with the confronted the field. The recent, well-attended quite a different perspective than “Clinical orientations of my own, highly research- 40th anniversary in 2005 celebration is staunch Psychology”. Community Psychology could be oriented department. One approach involved testimony to the growth of Community independent from community mental health, the psychological laboratory; the other Psychology and its contributions. It faces many and Clinical Psychology would be but one involved the wider community. challenges and fortunately has the leadership aspect of community mental health. This model and energy for further growth and influence. had great attraction, but there arose the The three separate presentations served to discussion of what a community psychologist expand our knowledge of community References would do for a living. The Dictionary of interactions, and also served as a caveat to the Albee, G. (1959). Mental Health, Manpower Occupation Titles, even to this day, does not participants about venturing off into a field Trends. New York: Basic Books. list Community Psychology as a distinct strewn with potholes, trying to preserve its own Ewalt, J. (1960). Action for Mental Health. New discipline. There were discussions of programs identity, and under social pressures to expand York: Basic Books. which would involve community-clinical, its efforts. Hoch, L., Ross, A., & Winder, C. L. (1965). clinical-community, or social change models. It Professional preparation of clinical was agreed that there was a wide-open field Outcomes of the Conference psychologists. subject to expansion based on many factors. The final report on the Boston conference Washington, D. C.: American Psychological contains a series of recommendations approved Association. A highlight of the conference was three evening by the participants. An analysis of the Iscoe, I., Bloom, B. L., & Spielberger, C. D. (1977). presentations that furnished much information recommendations makes it clear that Community (Eds.). Community psychology in and were of enormous help in gaining a wider Psychology had a long way to go, but was transition. Washington, D. C.: perspective of the needs of community mental certainly worth the investment. The decision Hemisphere. health programs. Robert Reiff spoke about the about not breaking into a separate discipline Raimy, V. C. (1949). (Ed.). Training in clinical development of mental health education and was a good one for that time, as was the psychology. New York: Prentice-Hall. research for low-income groups. He pointed out decision not to seek accreditation of Community Roe, A., Gustad, J. W., Moore, B. V., Ross, S., that the development of Psychiatry and Clinical Psychology programs. The decision to be & Skodak, M. (1958 ). (Eds.). Graduate Psychology, while gaining increasing separate from the medical model was timely. The education in psychology acceptance on the part of middle and upper most immediate need expressed at the end of (Miami Conference). Washington, D. C.: classes, contributed very little to the mental the Conference was to gain recognition as an American Psychological Association. health of the laboring classes. Here again was interest group within the American Strother, C. R. (1956). Psychology and Mental the old distinction of preferential treatment of Psychological Association (APA). Health (Stanford Conference). the “haves” versus the “have-nots”. Reiff’s Washington, D. C.: American presentation is highly germane for the delivery An organizing committee submitted a petition Psychological Association. of mental health services even today. It pointed to APA, and the Division of Community to the need for different training for Psychology (Division 27) officially emerged in psychologists who were to be involved in 1966, with Robert Reiff as its first president, and community activities. A rereading of his James Kelly as the second. Donald Klein served presentation is a worthwhile exercise in the as the organization’s third president, and I served training of community psychologists. as the fourth in 1970. A new division is in need of

THE Community Psychologist 28 Vol. 38, No. 4 Creating False Sides or Whole organization or the field of community According to Rieff, the profession reflected and 1. Communities: The Role of Ideology in psychology. I reviewed the pre-history and had been financially supported by “activities the early history of the field documenting and in the two major wars” (1970, p. 36). Discussing Community Psychology reflecting on ideological foundations. Verbatim the impact of World War II, George Albee (1970) excerpts from the unpublished comp paper are concluded: Anne Mulvey interspersed with new writing, with the old If 25 years ago, enormously University of Massachusetts Lowell writing italicized. increased amounts of federal support for training in psychology For more information, contact Anne Mulvey, Ideology was not of central or general concern intervention had been funneled Department of Psychology, University of when the field was founded even though much through the public school system Massachusetts, 870 Broadway Street, Lowell, of the literature asserted that the field had shared (or the welfare system) rather than MA 01954 or [email protected]. values or that community psychologists are through psychiatric facilities, the working for the same, always positive, human present nature of clinical would Commitment to social change benefiting goals. A lot of literature critiqued clinical models have been altogether different. oppressed, marginalized or denigrated and a number of the field’s founders explicitly (p. 1071) individuals and groups, desire for intellectual considered the influence of ideology including Rieff (1971) challenged the utility of the and emotional growth, and desire to belong to George Albee, Robert Rieff, William Ryan and scientist-professional adopted in 1949 at the safe, fair and friendly communities drew me to Seymour Sarason. Sarason (1972) discussed the Boulder Conference since it would only work community psychology. Creating and affects that pre-history had on new settings, during times of social consensus. sustaining communities based on principles of noting that they are “not obvious in the same distributive justice and personal well-being way that categories of thought are not obvious: In 1979 shortly after completing doctoral work, continue to be at the center of my visions for they are the unquestioned, even unverbalized, I wrote a detailed comparison of community the field, my work and myself. Examining the aspects of thinking that ensure that the new will psychology and feminism trying to sort out why roles of ideology and power in dialectically have some of the features of the old” (p. 34). the theories, methods and practices that most related structural (e.g., class stratification) and interested me and were compatible with psychological (e.g., internalized privilege) forms I concluded that the same concept could be community psychology were not being are needed to move toward these visions. I had used to represent polar opposites when looked considered in the field. I did a draft in one day, become a feminist activist before entering the at more closely and that the field must consider but I didn’t finish it until much later after much field because I believed that the women’s ideological implications in relation to specific encouragement from a group I was in, the movement offered ways to embody my beliefs issues, groups and communities or we would Feminist Research Support Group. Here’s why in community. The same visions brought me to have new and impressive methods and jargon it took so long: it was theoretical not empirical community psychology and have kept me here that were “old wine in new bottles,” the phrase and theoretical papers I’d seen published were even though I continue to grapple with personal that Robert Rieff (1975) used to challenge the by leaders of the field; it was of marginal interest and political dilemmas. field to consider ideological issues. Much of to the field; it was critical of the field; and, the discussion about values was associated probably most important, I was afraid my work In 1975 as a second year doctoral student, I with critiques of clinical models and, later, of wasn’t good enough. That paper was far more attended the Austin Training Conference and the limits of the community mental health positively received than any other I have was disappointed that feminist perspectives movement for broad social and community written. By trusting myself enough to articulate were not considered. When I discussed my change. The need for alternatives is voiced my vision and, much later, taking the risk of concerns with Barbara Dohrenwend, my repeatedly, though there is little self-conscious- giving it public voice, I found many others who mentor, she encouraged me to run for the searching or utilization of alternative were doing feminist community psychology, position of student representative to the strategies. At the same time, there are discovering and creating the community I Division of Community Psychology (27) of the conflicting ideological tendencies reflecting wanted in the process. American Psychological Association as a way divergent psychological traditions as well as to my values and views. In the role of student differences among individuals within the Much of what I wrote in my comps and representative from 1976-1978, I met other field…[that] affect both the choice of incorporated in the vision paper in the late 1970s students interested in women’s issues and community and issue considered and the is relevant today. Then and now, the way that feminism. We did a content analysis of literature solutions offered by community psychology. … we frame and conceptualize ideological in community psychology journals and found Community psychology defines itself as assumptions has profound implications for our little inclusion of women’s issues or feminism, reacting to the clinical tradition but there is a work. ending with a recommendation that a task force difference between superficial goals and values Ideological concepts are discussed outside on women be established in Division 27 (Blair, and alternative methods and strategies of real or particular concepts. Thus, D’Ercole Mamo, O’Connor, Green & Mulvey, capable of building new settings. community psychology as a discipline does 1978). While serving as student rep, I presented not take a position on most pressing the paper on behalf of our group and the ad George Albee and Robert Rieff consistently real world issues, even though this hoc Task Force on Women was created, later examined ideological and political values and contradicts the fundamental value base of becoming the Committee on Women. their implications for progressive social change. the discipline. Identifying global values Both advocated serious scrutiny of choice and without taking stands on particular problems During this time, I chose the role of ideology in definition of social problems, level of analysis, allows us to have it both ways…. [W]e risk community psychology as a doctoral models, methods and motives. From their work inadvertently condoning or perpetuating comprehensive topic since I still wanted to in particular, I discovered that the growth, oppressive systems like sexism and racism. know why women as a marginalized group and intervention strategies and methods of (Mulvey, 1988, p. 80-81) gender as an analytical category were not being professional psychology in the US evolved in considered more by the professional relation to World War I and World War II. In contrast to the post-war period when clinical

THE Community Psychologist 29 Fall, 2005 professional psychology emerged and today’s I had had entering the field as a straight feminist national contexts. While the papers in the context of regressive US domestic and foreign when I saw contradictions between espoused session were interesting and some converged political and religious agendas, community values and actual practices. My new with ours in terms of core values, there was psychology emerged during social and political experiences were strong as I heard about the little explicit analysis of how religious upheaval protesting domestic and foreign shock and disappointment of students and institutional structures and policies privileged policies. Mainstream institutions and social other new conference participants as they some while excluding or demonizing others. I policies were challenged by grassroots social described their realization that the organization had just heard about the consequences of activism associated with the civil rights and and community did not appear to care about homophobia associated with some of the same Black Power movements, the women’s who they were, about how they felt, or about religions from conference participants. I movement, student movements and opposition the substantive topics on which they wanted hungered for a more critical analysis. to the U.S. war in Viet Nam. Relationships to work. They were keenly aware of between domestic racism and global contradictions between values espoused in the The 9th biennial conference held in New Mexico colonialism were examined, as were literature—empowerment, social justice, was marked by ongoing efforts on by a minority relationships between the personal and political valuing of diversity and psychological sense of conference participants to have a statement in order to challenge and mend false splits or of community—and the homophobia they opposing the US war in Iraq read publicly and, sides destructive of our shared humanity and experienced on personal, academic, when that failed, to circulate copies of the global community. As I wrote in 1988, Robert professional, political and spiritual levels. statement at a poster session, also not Rieff warned us that it would only be in times permitted. In a letter to colleagues at the of dissension and risk that we would be able to I believe that my feelings represented empathy University of Waikato in New Zealand/Aotearoa know whether community psychology is and my own longing for a psychological sense who had asked to have their statement read to anything more than a new-opportunities of community. I was also the oldest person in explain why they chose not to attend the movement. That time is now. the room (and probably the longest SCRA conference, Heather Gridley (2003) interpreted member) and felt I should do something to make her observations as follows: Biennial Conferences and Some Recent SCRA safe and welcoming. But I was tired from I think it’s fair to say that the Experiences years of trying to do that for myself and others discussions were more about The biennial conferences on Community and felt a sense of powerless responsibility, a process than “the war” itself …it Research and Action were initiated in 1987 concept that has been used to describe was hard to tell if that was because around the time that the Division of Community dilemmas experienced by women as mothers in most people had a shared position Psychology of the American Psychological capitalist patriarchal systems. in opposition of the war … or Association (APA) changed to the Society for whether the degree of stuckness Community Research and Action (SCRA). Later, I talked to two graduate students who around these concerns was masking Structural changes were made so that the US had traveled from other countries to attend a more defensive response to the based organization would be semi-autonomous their first biennial conference. The first person criticism of US policy itself; or from the APA in order to increase the participation became teary as he described the pain he whether it was a case of “I can and equity of individuals and groups from a experiences being ostracized by many in his criticize my own dysfunctional variety of countries and to encourage family and community due to homophobia in family, but I have to close ranks if interdisciplinary content and participation. While his culture and church. The other young man some outsider is criticizing my the biennial conferences have done this, some told me that he considers it a privilege to come family.” (p. 53-54) of my experiences at recent conferences have out, regardless of the audience, because it renewed early my concerns about the role of allows others to experience their humanity. I heard a number of different reasons given to ideology in the field and the direction of the While I was moved by his courage and his explain why there was no time and why it would SCRA as an organization. choice, I immediately thought of Matthew be inappropriate to have a public reading of Shepard who was murdered because he was the anti-war statement and why it would be At the 7th biennial conference at Yale in 1999, gay and of another young man I had read about inappropriate for SCRA as an organization to there was more programming by and about gay, on my way to New Haven who had been take a position against the war, or any social lesbian, bi-sexual and transgendered peoples attacked by fellow students who cut “HOMO” policy position at all. Until that biennial, my than there had been at previous meetings. across his back. The assailants were boys experiences of not having my values or personal Unfortunately, I was confronted with the pain of attending a progressive alternative high school or family life acknowledged or affirmed by the more than one gay man who described being in Massachusetts. field revolved largely around my experiences rejected by many communities, including some and identity as a woman, a feminist and a associated with our profession and community Dilemmas and contradictions were exacerbated lesbian. I may have minimized feelings of training programs. Intellectually, I already knew when I presented a paper, “Convent girls, disconnection or false splits within our this. For some time, the Committee on Women feminism and community psychology” as part community because they were directly related had been aware of the invisibility of GLBT people of a symposium about the role of spirituality in to me rather than other marginalized groups or and the lack of interest in GLBT issues in SCRA. community psychology (Mulvey, Gridley & the community as whole. Now I was realizing As a lesbian, I had found other APA divisions to Gawith, 1999). Written with Heather Gridley and experiencing disconnections between be more inclusive of GLBT people and issues from Australia and Libby Gawith from New espoused values and actual practices of the (e.g., The Society for the Psychological Study Zealand, we criticized hierarchical, colonial and field that were much wider and deeper than I of Social Issues [Div, 9] and the Society for the patriarchal structures and practices of the had ever realized. Psychology of Women [Div. 35]). Catholic Church and attributed our embracing of feminism and community psychology to From Swampscott, 1965, to Massachusetts, What I was not prepared for at the 7th Biennial progressive ideological values and experiences 2005: So Close and So Far in 1999 at Yale, however, were visceral of belonging and spirituality associated with Today, in all Catholic churches and many experiences of sadness and pain like those that our early experiences as Catholics in different Protestant churches in the Common-wealth of

THE Community Psychologist 30 Vol. 38, No. 4 Massachusetts, priests and ministers circulated References Good News, Bad News in Community petitions in support of a referendum to initiate Albee, G. (1970). The uncertain future of clinical Psychology a popular vote to end same sex civil marriage. psychology. American Psychologist, 25, In the short time that same sex marriage has 1071-1081. Roderick J. Watts been legal, I have heard and read many hateful Blair, R., D’Ercole Mamo, A., O’Connor, P. A., Georgia State University religion-based reasons to exclude same sex Green, B.C., & Mulvey, A. (1978, August). families from legal rights, recognition and The representation of women in Reality aside, I always see community protection. I have also had people in women’s community psychology. Paper presented psychology’s history as a handful of guys who studies and community psychology point out at the American Psychological looked out of their office windows during the to me that marriage is a total institution as they Association Annual Meetings, Toronto, social movements of the 1960’s and asked question why members of the gay community Canada. themselves how they could make psychology would want to participate, sometimes without Gridley, H. (2003, Fall ). A letter to colleagues at more relevant to social justice and to the even mentioning that the right to choose and University of Waikato, Aotearoa/New creation of communities that promote human civil rights, protections and benefit were Zealand. The community psychologist, 36 well-being. Although I studied community compelling reasons. In over 25 years since I (4), 53-54. psychology because I resonated with both of was introduced to Goffman’s concept of total Mulvey, A. (1988). Community psychology and those ideas, and certainly to the movements institution, I do not remember hearing parallel feminism: Tensions and commonalities. that inspired community psychology, as an questions about why heterosexuals would Journal of Community Psychology, 16, 70- African American man I have always seen choose to marry nor have I heard anyone 83. myself in a very different historical, political suggest that those who have the legal right to Mulvey, A., Gridley, H., & Gawith, L (1999, and cultural place from that of the Founding marry forego participation in the total institution June). Convent girls, feminism and Fathers. I see much good in the field’s core of marriage until rights are extended to all community psychology. In B. Kloos ideas and values, while at the same time those community members. The importance of public (Chair). Paper presented in ideas have never felt grounded in the historical affirmation and support for all community Conceptualizing Spirituality for experience of African Americans. But why pick members and ways that inclusion of all members Community Psychology: Resources, on Community Psychology? These feelings of humanizes an institution and transforms pathways, and Perspectives. Symposium alienation have been a recurring theme in my exclusionary practices have not been discussed at the 7th Biennial Conference on experience since elementary school. much in formal coverage or in informal Community Research and Action, Yale conversations. University, New Haven, CT. As I see it, community psychology continues Rieff, R. (1971). Community psychology and to mirror the generation that created the My mentor Barbara Dohrenwend and many public policy. In G. Rosenblum (Ed.), Issues transformative social justice work in the 1960’s. kindred spirits before and since encouraged me in community psychology and preventive Just as the ranks of those who practice the high to trust myself and to tell my stories even when mental health. NY: Behavioral ideals of the sixties are less visible these days, it was difficult or no one seemed to be listening. Publications. ideas that remain in the mainstream of From John Martin, a close friend in school and Rieff, R. (1975). Of cabbage and kings. community psychology have been reworked the first openly gay man I knew, I learned that a American Journal of Community to reflect the technical terminology of the carefree and confident public face may mask Psychology, 3, 187-196. academy and those who fund it. At the risk of pain and longing for family and community. I Rieff, R. (1970). The need for a body of offending some of my friends, I wonder why learned from students who came out in classes knowledge in community psychology. In we keep old terms like “coping” rather than I taught that I could, too. From two of my I. Iscoe & C. Spielberger (Eds.), expanding them with new concepts that students from Indonesia—one a Muslim, one Community psychology: Perspectives in acknowledge action against oppression—such a Catholic, both feminists—I learned that training and research. NY: Appleton- as “resistance”? Why do we see it as a good identities are complex and that shared values Century Crofts. idea to think of our children as analogous to are at the heart of community. From friend and Sarason, S.B. (1972). The creation of settings rubber balls that can be thrown to the ground colleague Khanh Dinh, I have heard another and the future societies. San Francisco, and still bounce back because they are side of the story of the US war in Viet Nam and CA: Jossey Bass. “resilient”? Is that the right image? Maybe we her story has changed mine. should find out why they are being thrown Notes down repeatedly. Just like the stereotypical My vision for our field is one that values and 1. Another topic that I chose was the history of radical who “sells-out” and joins The encourages our newest and most vulnerable the psychology of women which was Establishment, we see turning down the volume members. It is a vision that is critical enough lengthy, rich, and repeatedly covered and on our jargon as a mark of maturity and and compassionate enough to reflect and uncovered. scientific thinking. It is also a pragmatic shift encourage distributive justice and personal that is more likely to lead to institutional rewards well-being. As we celebrate 40 years since and a successful career. I say this without Swampscott across multiple changed and cynicism or self righteousness—I want a nice charged political contexts, I hope that we will car, pricey vacations and a house too! I know engage in public conversations about how our that not just any salary will take me there. My values, our social locations and the work that point is that much of community psychology we do individually and organizationally has settled into a classic U.S. liberal-to- encourages or discourages false sides and progressive ideological stance, captured so encourages or discourages safe, fair and well in most community psychology texts. Yet friendly communities in which all of us may be it could be much worse—the current held and whole. conservative political climate makes the average

THE Community Psychologist 31 Fall, 2005 community psychologist look positively leftist. all my Bad News reports have a corresponding be examined through contemplative thought. So as the political landscape has shifted to the Good News report from outside of the U.S. The It is the aim here to at least label and begin to right, in relative terms community perspectives of community psychology seem struggle with six of the more consequential psychologists have actually held their ground. to be growing worldwide and their ideas about paradoxes that are likely to impact our discipline So all of this qualifies as Good News. action research, community collaboration, and within the next forty years. society are a breath of fresh air. If U.S. The Bad News is that holding one’s position in community psychology decides to join the rest Paradox 1: The Search for a Coherent Identity a world that is changing and needs further of the world rather than try to run it, we will and a Tolerance for Complexity. One of the thoughtful change is not a sign of growth and have all the Good News we can handle. paradoxes to be resolved reflects our field’s movement. The arithmetic for calculating incessant search for a coherent identity while membership is complicated given the Reference we simultaneously embrace the world’s APA+SCRA computations that must be done, Trickett, E. J., Watts, R. J., & Birman, D. (Eds.). randomness, openness, chaos, and change. Our but my eyes tell me that overall membership is (1994). Human diversity: Perspectives on attempts to boil-down the self-definition—to not a steadily rising number. Nor is the people in context. San Francisco, CA: grasp on to the meaning—of Community and proportion of members of color. Mid-career Jossey-Bass Publishers. the community discipline, in its most tangible SCRA members of color like me do not seem and reified forms, began partly at the quite as engaged and visible these days. A Swampscott conference and has since become colleague of mind keeps prodding me to revise Six Paradoxes Post Swampscott: one of the community field’s most defining the book on diversity I edited with Trickett and features. Birman (Trickett, Watts, & Birman, 1994) Struggles for the Next Four Decades because he laments, no one else in the field has Many of our attempts to categorize the field seen fit to follow our lead with another book- Brad Olson have defined it in relation to its distinctiveness length treatment on the topic from a decidedly DePaul University from other disciplines, particularly within community psychology perspective in the ten psychology. This contrastive approach has years since its publication. The Good News is The Community Field has been struggling with become considerably more difficult over time that it is still in print. paradoxes ever since the Swampscott as other disciplines and divisions have conference forty years ago. It might even be incorporated so many of Community’s basic My other gripe with the field is that it has yet to said that the field has emerged from a need to tools, fully integrating them into their own areas produce a cogent tradition of action and address certain paradoxes. It is moreover likely (e.g., prevention, seeking participant’s input on practice that puts social justice and liberation that the field’s next forty years will be defined the research process). at the center of our work, rather than as just by a need to resolve specific paradoxes and another term in the index (see “empowerment”). certainly its future shape will depend on how While finding a singular coherent operational This despite some very visible efforts by senior those paradoxes are resolved. definition of the field becomes progressively members of the community psychology family. more difficult, there is a simultaneous trend in The domination of traditional U.S. academic The Community Field’s contextualist the field to defy such isolated and static thinking in the field is part of the problem in my perspective represents the paradox that any set definitions, and a certain inclination to embrace view, and one that may leave community of possibilities can be true given a certain set a more free-floating, complex worldview. We psychologists looking a great deal like of circumstances. The term community resist specifying the field’s core or pinpointing sociologists—academics whose main tool for psychology (a term replaced here by Community our identity beyond innovation itself. We pride social change is research with some occasional Field to be inclusive of other disciplines) is itself ourselves in the field’s strong tolerance for demonstration projects on the side. A case in a paradox in that it simultaneously incorporates complexity, and desire to loosen rigidities point for the academic worldview: I was asked different levels of abstraction in the macro of associated with traditional areas of psychology. to write this in APA format. Is this becoming a community and the individualism of psychology journal too? I guess I still have a bit of rebellion within a single, all-encompassing term. The There is also a firm reality to the field’s left in my bones. notion of diversity— prevention too, diversity of all I want to end this essay with Good News a fundamental Many of our attempts to categorize the types, issues, because there is some more. There is one thing component of methods, cultures. I am very, very excited about, which explains the Community field have defined it in relation to its Only a person why I so frequently qualified my critique of Field, exudes distinctiveness from other disciplines, observing the community psychology with the word “U.S.”, paradoxical field from outside is the growth and steady assertiveness of qualities as it is particularly within psychology. would perceive its international community psychology and an intervention methodologies, similar perspectives with other names. We have that occurs values, and the first (annual?) international conference on before the problem ever comes into existence. content areas as homogeneous, simple, tightly community psychology coming up at the Even that spirit of the field that simultaneously packed, and uniform. The more intimately we University of Puerto Rico next June! Please infuses youthful idealism with the wisdom of know the field, the more complex the science support it—I will be there. There is also an age is a paradox. becomes. Despite the medley of issues within annual liberation psychology conference that the Community Field, it has its unifying themes, has been hosted by a different country each Some of these paradoxes, and others, are best and at least its implicit and collective self- year (except for the U.S.). We have a new resolved by being untangled, others are most definition, even if one such theme signifies a community psychology text by Prilleltensky easily settled through the acceptance of a tolerance for some degree of messiness. We loaded with international material. In fact, nearly golden mean, and yet others are just meant to remain distinct from traditional psychology in

THE Community Psychologist 32 Vol. 38, No. 4 our flexibility and diversity. Within the loose (in addition to my wife’s mother) are all visiting value in giving psychology away, although confines of science, separate entities—new us on the three-day weekend of this writing. there is something to be said about heeding conclusions, new discoveries, new Cam watches the DVD over and over, usually the events that led up to Jack’s ill-fated, Icarus- methodologies, come together forming a union restarting it from the beginning after the first 15 like flight on Santa’s sleigh. brought out of the randomness. Exactly as chaos minutes. As the DVD plays, my nephew turns theory suggests, perpetually changing entities up the volume to its heights and back down * * * achieve a strong state of stability as patterns again, and the television has reminded me of Paradox 2: The Selfless Act of Giving form within patterns. Jack’s errors scene after scene, song after song, Psychology Away and the Desire for Some for over two days now. One lesson for us in the Recognition of (and Credit for) the Community As humans, there is little we can do to reduce film, one that we know, is not to play antiquated Field. Giving psychology away, a collectively our need for a sense of completion. And it is anthropologists replacing community selfless act, seems somehow inconsistent with best that we form family-like structures, stakeholders in a rush of overconfidence. the desire in the field to achieve its already well- emphasizing commonalities and communion, Another is that we should not engage in mad deserved recognition. The field is worthy of a drive differences that create interest and yet laboratory (or fieldwork) experiments trying to more prominent place among the scientific find emerging attributes that hold the group capture the essence of communities in an disciplines. How do we expect to receive together as one. The allowance of a little chaos Erlenmeyer flask. recognition, adulation, and fame when we freely provides us with the opportunity to continually disseminate our resources and boast about how keep on the cutting edge, to stimulate more and Some of the scenes include HalloweenTown they do not require any specialized, more original ideas so when we give psychology creatures, like elves, preparing for Christmas. I professional skill? Whatever the answer is we away we come upon these know that the creation of change is not about perpetually scenes twice or adulation or fame. We have no desire to keep have more and three times during our resources to ourselves, protect them, boast more ideas to Our scientific and intuitive tools may not the day, and they about our prized resources, or pretend that we give. Our always possess the ability to change provide lessons alone have the ability to use them. If it means sacrificing the core of our discipline, we would willingness to communities and/or we may occasionally about our field’s struggle with wish to give rather forego recognition. It is after all, a bit paradoxes does lose the competence to use them. psychology oversold. With or without recognition, we have not hurt in this away. I watch the achieved our goals and passed on good lessons respect either HalloweenTown to community members as well as other because they ensure a never-ending source of creatures create—to give away—mostly disciplines. The resolution of the paradox may creativity. It is partly from the messiness that morbid and oftentimes dangerous Christmas be found in how the Community Field has good things come—it is from odd connections, presents to the children (who will eventually survived so well over the last forty years. Taoist incidental epiphanies, and new innovations that become terrified upon opening the gifts). The thought for instance suggests that the process set fire under the pots of ideas, keeping them creatures do not design these gifts out of of giving, due to nature, leads to the most constantly babbling, bubbling, and hot. animosity. They are what the creatures view as getting back. At least part of the answer may the most special, rewarding, and beneficial be found in that the authentic act of giving, in * * * surprises. We certainly must—the lesson order to promote health and social justice, is We know to be cautious in interpreting these suggests—be considerably more careful exactly what is likely to be most generative to paradoxes and beginning community actions in the Community Field to protect communities and to the discipline as a whole. when the complexities have not been fully against our own unintentionally dangerous * * * understood. Our scientific and intuitive tools gifts of the psychology we possess. may not always possess the ability to change Paradox 3: Collective Tendencies toward Self- communities and/or we may occasionally lose Criticism and the Desire for the Field’s Growth. I am not really this pessimistic about the Connected but distinctly different from the prior the competence to use them. In the stop-motion Community Field. In reality, that which the field claymation movie, Nightmare Before paradox is the underlying tendency in the field shares with communities does far more good related to being highly sensitive and critical of Christmas, Jack Skellington, the leader of than bad. However, we know that even “best HalloweenTown and protagonist of the story, itself, yet simultaneously seeking growth in practices” do not guarantee any benefit outside SCRA and the expansion of membership, which decides to run Christmas one year rather than of particular localities, and they certainly do Halloween, his traditional holiday. In part of is likely to come about through promotion. not protect against the poor implementation of While the tendency to be extraordinarily critical Jack’s preparation for the new task, he attempts any one program. to scientifically deconstruct the meaning of and highly vigilant to our own areas is not likely to scare away new students and colleagues, it Christmas (its secular form), but with frustrating Compared to other members of the and negligible results. Each one of Jack’s failed does not always put us in the right frame of HalloweenTown bunch, Jack had, at least mind to promote our discipline to others. experiments points to a fundamental flaw in momentarily, a far better intuitive sense of the attempting to empirically understand the spirit secular Christmas. In one scene, he realizes his I do not want to be misinterpreted as being too of Christmas, and the same may at least be explanation of Christmas at a town hall meeting partially true for experiments of community life. critical of our discipline. Our inclination to be has failed, and that everyone’s conceptions critical, to challenge ourselves—our language had gone awry with misunderstandings. Rather I associate these ideas with Nightmare Before and our behavior—when we are falling short than work harder at convincing the of our ideals, is one of the field’s greatest assets. Christmas partly because my youngest HalloweenTown creatures, Jack gets caught up nephew, Cam, is intellectually disabled, and his Yet some, generally students and newer with everyone else’s excitement and succumbs members, may hold excessively idealistic views favorite pastime is watching Nightmare Before to his own pleasures and misled assumptions. Christmas. He and his two brothers and sister and therefore be struck not just by the criticism Again, I still believe there is much inherent but the failures themselves. It is important for

THE Community Psychologist 33 Fall, 2005 us to keep them part of the division, and to get education that characterizes so many teacher- imperative to the fields perceived (and actual) across the reasons for these failures and the student relationships. These unidirectional authenticity. need to be critical. We should point out that trends may never be truly overcome. our ideals are extraordinarily high and Imbalances in some types of knowledge will Paradox 5: The Need for Coherence (Again) demonstrate our faith that these ideals can always exist between mentor and student, and and the Three “I’s” of ISCRA. That need for eventually be reached to an impressive extent. perhaps necessarily. Teachers inherently coherent identity in Paradox 1 manifests itself possess certain forms of crystallized knowledge in a slightly different paradox here, but different Moreover, while we dig for more authentic in research and practice and the goal of much enough to address independently. It is the meaning, we must also think strategically about education is to have that information passed paradox between the need to cognitively define spreading community approaches to students on to the student. This unidirectional approach the community field and the inclusive approach and colleagues who show interest. Many are is nevertheless in many ways inconsistent with to opening the field up to the three “I’s”—the not yet involved with the Community Field or the field’s emphasis on collaboration and its Interdisciplinary, International, and SCRA, many already demonstrate values foundational opposition to hierarchies. Intergenerational components of SCRA. There consistent with the discipline, and yet only is little doubt over the next four decades that know the name of the field. These are the Fortunately many practices and attitudes can we will move from SCRA to ISCRA (with the individuals who if they only knew about make the teacher-student dynamic more of a three components represented by a single I). Community’s existence would want to be a part lateral, collaborative process. For instance, a of it, and the only obstacle to their contribution greater focus of the educational process could As any entity branches out, it requires stronger is having not yet been exposed to it. be on modeling community action rather than bonds in order to remain a single entity. simple lecturing and discussion, and that Sometimes these bonds are formed through It is likely we all run into these people on a modeling can be done both by the teacher and simple ideas, similar values, and like-minded daily basis and sense the very same the student to produce reciprocal learning strategies. Yet for societies and disciplines to characteristics in them that first attracted us to benefits. Therefore, while a unidirectional bias truly represent the I’s, one of them must truly the field. We were likely all brought in by a in the flow of information will always occur to let down their defense mechanisms and invite moment of insight, whether it came from some extent, modeling—partly because it in other disciplines. This may be the most central something someone said, bits and pieces of involves getting one’s hands dirty, and makes role for the Community Field over the next 40 conversation that were overheard, or books that it more difficult to merely direct and provide years. It may also be its fate geographically by were read. Because we have become a part of oversight—can make for a more egalitarian holding together international diversity to a this field, there is a certain responsibility we learning process. greater extent than the separation and possess to point out the field’s advantages to misunderstandings that have kept us apart. The others while simultaneously being honest A second approach to reducing hierarchical spreading out and embracing of a little chaos about its challenges. In fact, some may actually structures within service-learning is for will bring similar—sometimes small, sometimes find the challenges more enticing than the educators to share knowledge within more large—creative innovations. These relatively advantages—they are equally likely to find it empowerment evaluation frameworks. In an simple commonalities can hold together refreshing when they hear us call ourselves on “empowerment education” model as this might broader, more spread out intellectual and social our own fallibilities. be called, the educator would collaborate with communities. Little will be more exciting than the student to improve the student’s ability to watching the spreading shape of the discipline Paradox 4: The Desire for a more Effective collaborate with other community members as it changes in the coming years. Form of Service-Learning and an Emphasis (and perhaps most importantly, to collaborate on Non-Hierarchical Collaboration. The with their own future students). * * * fourth paradox involves a singular emphasis Paradox 6: The Critical Community Field and on better training students in the Community Third, condescending implications of one the Need for a Strengths-Based Perspective. Field and a simultaneous effort to compress person teaching another can be reduced by Somewhat related to Paradox 2 is a paradox hierarchical relationships, which are often teachers having the goal of educating between the field’s emphasis on strengths- found in teacher-student relationships. As a themselves first through the students and then based approaches originating in Swampscott primary focus of the whole field, these focusing on teaching the students as a by- and the more reactionary approaches of the relationships, and the whole mentoring process, product of this process. This is about little more Critical Community Field whose philosophy should become more collaborative. than educators redefining their role to stemmed from the Newport conference. The encourage their own humility and their ability Critical Community Field, which I identify with There is a historical emphasis on service- to empathize with everyone in the relationship. quite a bit, emphasizes a need to critically learning demonstrated in the Swampscott If everyone has the open mind to not just give address oppressive powers in the world. The report, which might be considered the information, but to equally receive it, there distinction between the fields is between strictly Constitution of the field. The focus on students would be an increased tendency for more social focusing on the “good” within communities and the mentoring process is so pervasive that lateral and dynamic exchanges. and the recognition of certain evils associated the report may have been as accurately entitled with power and injustice. Perhaps the best The Manifesto on Alternative Methods of Our Community Field should be proud of resolution is to not just take a two-pronged Mentoring Students. This form of mentoring service-learning and the collaboration it has approach, but to focus on the two being part of was a wholly new style of psychology that emphasized. Yet we must also live by these one and the same process. We must wholly would seek to lead, in a broader sense, to more methods and practice them within our own focus on humanistic, strengths-based utopian communities. While the Community academic circles. While there will always be strategies, using our research and science, to Field will continue to focus on service-learning, bureaucracies and other obstacles to address oppression. Swampscott, and therefore these next decades will also struggle with collaboration, our successful resolution of this the whole Community Field, is a product of the overcoming the unidirectional approach to paradox over the next four decades will be 1960’s and we should respect and utilize

THE Community Psychologist 34 Vol. 38, No. 4 traditions of this and other time periods by trying to get me to join in as well, and I began community, especially in a time when that developing more organizationally consistent to sing too. As we sang with Jack, Cam began community is under great scrutiny. I learned and targeted strengths-based methods of to scream with pleasure due to the silliness of it how to take comfort in the invisibility that comes promoting health and increasing social justice. all. Random groupings from two different from phenotypically blending in. I also families helped to bring about this novel little experienced the frustration community members Should the Community Field create a revolution sing-along with the Nightmare Before felt when dealing with city officials who always over the next 40 years, which it likely will, this Christmas. Pretty quickly the event was chose to clean and remodel other areas of town revolution will not manifest itself in the interrupted by Cam who backed up the DVD to while ignoring “their side” of the city. I realized traditional sense. It will not be to overtake other the start again. That was okay, it was no great there is a big difference between interacting disciplines or to somehow clamor for the social scientific discovery, but we enjoyed it all for with a community from the outside in order to and economic power that is antithetical to our the moment. Scientifically and action-wise, I research them and being a member of a field. The revolution will be of a Gandhian sort, thought this might have something else to tell community and then deciding to conduct working to influence other disciplines and us about the opportunities for the field in the research from within. Living, working in, and policies so that others more critically question next 40 years, but then I decided I would go ultimately conducting research in this their own thinking, and analyze their back to sleep and think about it at a later time. community allowed me to become educated and organizations and communities more Another four decades leaves plenty of time for enlightened about community principles in a thoroughly. The revolution will occur through contemplation. manner that I could not have accomplished ethical means, consisting of more scientifically- solely from my education in the classroom. based community actions. The union of a Critical Community approach and a strengths- As our field has matured, I have also noticed based perspective is most clearly found in an Stumbling onto community: A that there has been a certain frustration with advocacy approach that argues against ever community psychology student the lack of recognition and visibility accorded using techniques to change an oppressive to community psychology within mainstream force that one would not want used against reflects on her way out psychology. I am less concerned with whether their own community. The maintenance of an every psychology student knows what ethical approach will bring about the most Sawssan R. Ahmed community psychology is and with what community change and a generally greater Wayne State University “SCRA’s response” should be to every balance of good in the world. newsworthy event. While the field’s policy- By this point in time (my last days as a graduate focused work is more important now more than * * * student), I’ve had all the requisite training, from ever, I am not sure that this and other work has While none of the paradoxes were fully the first community psychology class to my to always be advertised under the banner of resolved, that was not the intention here, but clinical practica in the community. However, as community psychology. I feel it is more rather to simply point out some of those I reflect on the field, I realize that most of my important that we insure our tools are being seemingly contradictory challenges that we are knowledge of community psychology and its implemented rather than spending time likely to encounter over the next 40 years. The principles was gained through chance worrying about whether the tools are attributed resolution of paradoxes, the attempt to experiences. Despite the field’s current solid to community psychology. I feel that understand these cognitive complexities, is a grounding, I envision a future for community community psychology should be proud that worthy task for all of us but they also may never psychology that returns to its roots of many of its tools have now become part of other really need to be fully understood. Thinking discovery inspired by ordinary marvels in the disciplines. I see the field as consisting of about them nevertheless can sometimes help community. professionals us understand our next steps, focus our Instead of only from different attentions, and provide some hints at potential exploring how However, as I reflect on the field, I realize disciplines who innovations. Yet it is sometimes the smallest our theories and share a common random connections that will be most important methods can help that most of my knowledge of community set of values but to us individually, if not collectively. us understand a psychology and its principles was gained do not group or alleviate necessarily This morning I woke up to my nephew Cam a social problem, through chance experiences. have to have watching Jack Skellington on the screen again. the field can gain “community Cam noticed me waking up on the couch and from a continuing psychologist” he looked over to his older brother waking up process of self-reflection that includes a as their sole or main identity in order to make a from the floor. This specific television set was reevaluation of the commitments made during contribution. Our greatest strength as a field is brought to our house by my mother-in-law, the Swampscott as well as a fresh perspective our reflective nature and ability to evaluate one who also likes Goosebumps books. Her son, gained by returning to the community free of whether we are fulfilling the values set forth 40 who lives in Iowa, is hearing impaired and the established theories and methods. years ago at Swampscott. These include a television is still set to a default where the commitment to serving communities and the subtitles consistently appear on the bottom- For the past five years, I have lived in an area people who reside within them by engaging in half of the screen. Cam took note of these of the Midwest that boasts the largest constant reevaluation of our field’s progress words, smiling at me while pointing at them. concentration of Arabs outside of the Arab and maintaining a fresh perspective by Jack was singing a song as the lyrics popped world. Although I did not expect that living in continuing to work with the communities that on the glass tube. My other nephew took Cam’s this community would inform my community inspired the field’s creation. cue and started to read from the TV and then psychology education and training, it ultimately began to sing the lyrics to his brother. Cam did. I came to know the peace of mind that then pointed even more vigorously at the words results from having a strong sense of

THE Community Psychologist 35 Fall, 2005 Student Reflection on Community In addition, Professor Grych emphasized the psychologists perform action research. Psychology and its Future application of this understanding to the However, I sometimes worry about the future treatment of problems, especially systematic of the field. I wonder what my role will be as a interventions that occurred before symptoms community psychologist. Will community Patrick J. Fowler developed. Professor Grych mentioned that an psychology exist in 20 years? Will it be possible Wayne State University active branch of psychology called community to work with other community psychologists, psychology emphasized this ideal of action. We or will I always be the sole community I see community psychology as a means to an read works by Emory Cowen, Julian Rappaport, psychologist in the room? Will I have to choose end, rather than an end in itself. The means Seymour Sarason, and James Kelly. Professor another field in which to work in the future? include a dynamic and vital network of people Grych asserted that community psychology and ideas. The end essentially refers to the ability had made a profound impact on psychology, I am comforted by the thought that underlying to help marginalized populations. Help comes in but more research was needed. community psychology lies the devotion to act. a wide variety of activities and areas, with a The principles upheld by community particular goal of promoting systematic change At that point, I was sold. I wanted to be a psychology reduce to this basic concept. That to better the lives of the disenfranchised. In the community psychologist to help make change is, community psychology has espoused a following, I reflect on my personal introduction among marginalized populations. When I number of theories, such as the ecological to community psychology, as well as how I see started graduate school, I knew little about the perspective, the emphasis on strengths, and my future in the field. I hope to convey my vision field. First, I was unaware of the spectrum of the need for prevention, in its 40 plus years. of community psychology through these issues and populations with which community However, we use these theories to inform the reflections. psychology worked. For example, I had no idea development of interventions, be it through that community psychologists, such as Ken school interventions, self-help, social policy, My entrance into community psychology, Maton and Jennifer Woolard, worked on social political advocacy, etc. The theory is a means similar to many others, occurred through a side policy, an area in which I have become deeply to an end. Community psychologists at their door. I had not met a community psychologist interested. Second, I did not know about the core, believe that action is needed to help the until after I applied to graduate programs in the devolution of community psychology. For marginalized. field. Instead, I learned about community instance, I assumed that only community psychology in my Developmental psychologists worked on school prevention I believe that this spirit will carry on into the Psychopathology class as an undergraduate issues, and I was unaware that a separate field distant future and will continue to draw like- in 1998. My professor John Grych, a clinical of prevention science existed. minded people to the field. Membership may psychologist, taught the class to see problems wax and wane, but the underlying spirit of in context of the environment, as well respect As I learn of community psychology’s history action will keep community psychology alive. the complex transactions between individual and present applications, I become more This is my vision for the future of community and environmental variables as they pertain to interested in the field. My excitement grows as psychology. adaptive and maladaptive development. I am introduced to different ways community

SPECIAL FEATURE

Creating a Vision for the Future of Community Psychology

Compiled and edited by Tom Wolff and Jessica Snell-Johns

Introduction and Opening Remarks Tseng, V. (2005). The Times They Are A- your comments on the draft ([email protected] from the Biennial Visioning Process Changin’. or [email protected]) before we submit it to the SCRA Executive Committee for adoption. A. Overview Francescato, D. (2005). Areas in Need of Thank you. Our Attention: Political Psychology, B. Draft Vision Statement Virtual Communities, and the The Future of Community Psychology: A Wolff, T., Berkowitz, B., & Snell-Johns, J. Feminization of the Field Guiding Vision for Our Field (2005). The Future of Community Psychology: A Guiding Vision for Our D. Ideas from the Field: Quotes from Tom Wolff, Bill Berkowitz, and Field. Pre-Visioning Listserv Submissions Jessica Snell-Johns

C. Opening Remarks from the Biennial At the recent Biennial a series of inspiring Many changes have occurred in the world since Visioning Process sessions were held in order to begin creating a community psychology was founded forty Wolff, T. (2005). Creating a Vision for the vision for Community Psychology’s future. What years ago. Our global communities are facing Future of Community Psychology follows is a summary of some of the remarks at expanding inequities and disparities in financial the introduction and conclusion of the Biennial resources, power, and decision making; climate Iscoe, I. (2005). Brief Summary of Ira Iscoe’s and reports from the “Vision to Action” Work changes and threatening environmental Opening Remarks. Groups. We lead with the draft vision statement challenges; new forms of terrorism and ongoing that has emerged from the Biennial. We invite violence and war; the depletion of cheap energy

THE Community Psychologist 36 Vol. 38, No. 4 sources such as gas and oil; and continuing partnerships with other disciplines. These We will work to keep this vision in front of us so racism and intolerance. In light of these changes partnerships will incorporate the strengths of it can guide us as we move forward. it is critical that community psychology re- other fields. In academia this approach is often examine its vision to ensure that our ways of labeled interdisciplinary, in communities it is Community Psychology must be a growing, organizing and strategies guide us in addressing often called multi-sectoral. Whatever the label, vibrant, powerful field of research, theory, the issues having the strongest impact on the this approach will manifest itself in all aspects action, practice, and policy that makes a residents of our planet. Our vision will be of our work. We will partner with others while measurable difference in the lives of people informed by our previous work, our current maintaining our own unique identity. around the world by promoting social justice, mission, our goals and our principles (http:// equality, citizen participation, and grassroots www.scra27.org/about.html). We remain Influencing Policies Based Upon Community engagement. In order to do that, the field must devoted to advancing theory, research, and Psychology and Social Justice Values embrace all its members – both academic and social action. Community psychology will become more practice-based – and promote itself so that the engaged in the formation and institutionalization field and its accomplishments are known to At the same time, we need more focus. We need of policy. These policies will be based upon the policy makers, funders, students, and to reach consensus about where to center our values that are at the core of our discipline and community members everywhere. As we move energies and the content of the work to be will incorporate psychological principles. toward manifesting this vision, we will see the guided by our principles. Furthermore, while our Involvement with policy is consistent with full potential of the field of community mission, goals, and principles serve as a community psychology’s ecological psychology emerge. foundation, we want to consider our mission perspective on community which recognizes the and goals in the context of recent, global importance of macrosystem factors, such as Creating a Vision for the Future of developments and changing membership and policy, on communities. National, regional, and Community Psychology communities. With this in mind, a participatory international associations of community community visioning process was held at the psychologists will develop the capacity to take Tom Wolff 10th SCRA Biennial conference in June 2005. policy stands as a group and as individuals. Tom Wolff & Associates The process involved six different sessions The field of community psychology will help focusing on creating a vision for the field and prepare groups to act as advocates in policy I have spent many years developing healthy on moving from vision to action. A consensus arenas. In addition, the field will encourage and communities; helping communities improve statement expressing a guiding vision emerged prepare individual community psychologists to their quality of life. Through my work I have from that three-day process involving over 150 be active advocates in the promotion of social learned that if the community cannot envision participants. This vision builds on the roots of policies that promote social justice. Community its future and plan for this future, then it cannot our past, on recent successes and challenges, psychology associations will organize and get there. So when I first heard about the and on our deep commitment to address the encourage such action. Biennial and the focus on 40 years post evolving needs of our interconnected world. Swampscott, I wondered about the vision for Research and Action that Promote Social the future of Community Psychology. Do we The community psychology of the future will Justice have one? What is it? Who created it? be guided by four key qualities: global in nature; Community psychology will become a field of use of multi-sectoral, interdisciplinary research and action that makes a significant My first answer was that community partnerships and approaches; a focus on difference on issues of social change by psychologists are a smart, independent, sassy creating policies informed by community promoting social justice. Social justice is defined group, so we most likely have as many visions psychology and social justice values; and as conditions that promote equitable distribution as we have members. Actually we most likely research and action that promote social justice. of resources, equal have even more than Each of these priority areas are described in opportunity for all, that, since so many of more detail below. non exploitation, As we move toward manifesting us are hyperactive and prevention of this vision, we will see the full have many visions. In Global in Nature violence, and active fact there are sub Community psychology will become citizenry. The field potential of the field of community groups of community increasingly global in nature. In this era of rapid will explicitly state psychology emerge. psychologists who globalization, local communities are its commitment to have some agreed upon increasingly affected by global forces, and social changes that visions and goals that community psychology must respond to these promotes social justice, and will see that they work towards. But as a field, I don’t know developments to effectively help communities commitment manifest in the various aspects of that we have an updated, agreed upon vision. cope with such changes. Our vision is for an the field’s work. And when we understand that the field is now international field of inquiry and action that global, we know that creating a common vision respects cultural differences, seeks out and This overall vision of community psychology, is even more challenging. incorporates contributions from all corners of when adopted, will be communicated to the the world, and is not dominated by any one current membership and disseminated to What guides our field? What are our mutual nation or group. students, colleagues, and community members visions? What steps do we take to reach our at large. It will also be circulated to international vision? Do we act as nations, regions, or as a Use of Multi-Sectoral, Interdisciplinary community psychology groups in hopes of their global field? If the status is that we don’t have Partnerships and Approaches adoption and appropriate modification. The a vision,then I think we are in trouble. For A community psychology approach, by leadership will develop a specific, strategic action without a vision, where are we going? Many definition, must be an approach informed by plan to accompany this vision that will include a believe that Swampscott was a moment in multiple perspectives. Thus, the future of process for benchmarking and monitoring the history when a group gathered and produced a community psychology will require field’s progress towards these visionary goals. process and a document that created a vision

THE Community Psychologist 37 Fall, 2005 for this field, at least in the U.S. So I asked (Vivian Tseng). We then ran two sessions that some of the conditions that led up to the myself whether it was possible for us to do that followed each other, one on Creating a Vision, conference. He remarked, “Where there is no again now. I shared my questions on the list and one on moving us from Vision to Action. In vision, the people perish”. Iscoe pointed out serve and sent it to various sub groups. I the Visioning session (actually this session was that then, as now, there were many forces that received a terrific response. Many community repeated twice), we dreamed and prioritize dictated a community, rather than an office- psychologists are together using an exercise based approach to Community Psychology. He enthusiastic about around writing a briefly mentioned the Civil Rights Act of 1965, the need for a We want to create a bold, daring newspaper story in ten the deinstitutionalization of mental hospitals, common vision and years about community and the Community Health Centers Act of 1963. are willing to engage vision that we can hold for 10, psychology’s progress and His six minute delivery laid the groundwork for in a process to get 20, 30, 40 years. changes. We posted those a productive first Vision session, which was there. A group of 17 visions in the halls so that helpful in further Vision sessions. community all could participate. In the psychologists second session, Vision to The Times They Are A-Changin’ emerged from the listserv discussion and Action, (also repeated twice) we started to helped design a visioning process. translate these visions into concrete action plans. Vivian Tseng We summarized our findings, our priorities, WT Grant Foundation At the Biennial this wonderful planning group formed follow up groups, chose designated of community psychologists from around the champions and posted our conclusions. At the Biennial Conference, Ira Iscoe reminded world helped facilitate a visioning and planning us that times have changed since the process for the field that we have designed with We know that energetic discussions at a Biennial Swampscott Conference, and so has the the hope and belief that it can lead to real may be fun but will not necessarily create a demography of community psychologists. There change. The goals of this ongoing visioning vision for a field or actions to make that happen. were no people of color and only one White process are to create a process that: So we asked participants to identify next steps woman at the 1965 Swampscott Conference. • Will lead the field of Community by drawing on Today, about Psychology into the next 40 years. previous 20% of SCRA • Is inclusive of the voices of all members successes at Our demographics as community members are and stakeholders. creating change people of color • Is based on the past and present and on what they psychologists are changing; but I think and 30% are accomplishments of the field and the know works. We that, then as now, we are drawn together women. About emerging needs of the people of this Earth. designed a as individuals aspiring to create a more 7% identified as • Encourages people to think big and that process that will lesbian, gay, supports creativity facilitate follow socially just world. bisexual or • Results in active, effective steps that are through. We are transgendered concise, useful and can and will guide the committed to in a 1999 field. giving this vision legs to walk into the future. presidential survey. Our demographics as With the support of the SCRA Executive community psychologists are changing; but I As a field, we have more power than we are Committee we have created an ongoing think that, then as now, we are drawn together as often willing to acknowledge. Many individual Visioning Task Force. And we will push for individuals aspiring to create a more socially just community psychologists hold positions, action groups to emerge from our Vision to world. create organizations, etc. that move mountains. Action sessions. This work may not be part of what they publish, Our society is changing. In the U.S., we are but it is where they act. As a field we will have We could not have gotten this far without great witnessing the largest numbers of immigrants much more capacity to create change if we support from Cliff O’Donnell, Nicole Allen, Mark in history. Today, 1 in 5 children in the U.S. are harness this energy and power for mutually Aber, Paul Toro, and the SCRA Executive children of immigrants; and their numbers are agreed upon changes. Those of you who have Committee. Many thanks to them. growing 7 times faster than for children of U.S.- been part of successful coalitions know this. born parents. Unlike prior waves of immigration, A plan without a vision is drudgery 80% of immigrants are from Asia, Latin America, We want to create a bold, daring vision that we A vision with out a plan is fantasy and the Caribbean. Latinos are the fastest can hold for 10, 20, 30, 40 years. A daring vision But a vision with a plan can change growing panethnic group in the U.S. In the U.S., of community psychology for: academic the world Australia, and Western Europe, we are programs, for practice, for public policy, for the - Old Proverb witnessing increased anti-immigrant and international community, for social change and xenophobic sentiments and policies, imbued equity, and most of all, a daring vision of Brief Summary of Ira Iscoe’s Opening with racial undertones. White flight from “inner- Community Psychology to benefit all our Remarks city” neighborhoods and economic communities. With this in mind, here is what restructuring have contributed to resegregation we did at the Biennial: Professor Emeritus of U.S.-born and immigrant families of color in University of Texas at Austin areas of concentrated urban poverty. We began with an introductory panel that set the stage. The panel included views from an Ira Iscoe served to bring past history up to the Our social justice movements also are changing. original Swampscott participant (Ira Iscoe), from present concerns. As a veteran of Swampscott, The first decade of Community Psychology an international perspective (Donata he held up to the audience of some 500 persons occurred during the Vietnam War and a Francescato), and from our newest generation a copy of the Swampscott Report, pointing out burgeoning peace movement. Today, we are in

THE Community Psychologist 38 Vol. 38, No. 4 the midst of another war and another swell in (e.g., including more people of color in challenging community psychology¾ political the peace movement. As I’ve partici-pated in leadership positions, graduate programs, etc.) psychology, our role in virtual communities, and this movement, I have seen both changes and that do not necessarily challenge the status the feminization of the field. continuity with the past. I have worked along quo, toward discussions of power and side those involved with Movements born out transformation: How do our formal and informal Bringing More Political Psychology into of past decades, practices, Community Psychology organized around organizational We need to bring more political psychology nationalism, redress and structures, and into community psychology and cross-fertilize reparations, human How do we want to be part of social networks the two fields. Community psychologists need rights, labor unions, and building and sustaining movements and processes to study the influence of a global culture, peace. I have also reflect and dominated by commercial mass media, in witnessed inspiring for social justice? reproduce power promoting moral disengagement and individ- changes. New alliances relationships? ualistic values and behaviours. This is were forged in the How do we sort especially crucial in a historical period when aftermath of September 11, amidst increased through our own biases, fear, anger, and guilt? the world faces many complex economical, hate crimes, threats to civil liberties, and the How do we transform our field to be a more just environmental, and cultural challenges in work, U.S. military invasion of Afghanistan and Iraq. space? And how do we join with others in educational, and family settings that require Immediately after September 11, Japanese transforming our society and world? collective, collaborative problem solving, and Americans who had fought for redress and stronger sense of community. Italian community reparations for those interned in World War II The last meeting I attended at Biennial was the psychologists feel it is crucial to underline the reached out and formed alliances with the Women’s Committee meeting. At that meeting, historical link between the process of American Muslim community: they had seen as in all the other Biennials I’ve attended, I valorisation of individual freedom and what wartime hysteria and racism cost those heard women discuss being silenced at the collective struggles, which have given many characterized as the “enemy,” and they did not Conference. At this Biennial, as in all the others, Europeans more social rights, including wide wish to see it happen again. They held I had hallway discussions about the lack of access to health care, education, and candlelight vigils; they broke the Fast of serious attention to ethnicity and race. I am unemployment protection. Such rights are Ramadan together; they organized and also reminded of homophobia, heterosexism, denied to many poor Americans, who are left to educated their communities about threats to and U.S.-centrism. And so these challenges fight on their own in a society that blames civil liberties for Arab, Muslim, and South Asian remain, but the times they are a-changin’ and I failure and celebrates success as mainly Americans after 9/11; and Japanese Americans hope that we will be part of that change. individual endeavours accompanied their Arab and South Asian compatriots in visits to the Immigration and References The concept of empowerment should have a Naturalization Service when INS issued a Dylan, B. (1964). The Times They Are A- socio-political side and redirect attention to “Special Registration” process (see www.ncrr- Changin’. Columbia Records. socio-economical resources and power la.org). At rallies, protests, and press Shields, M.K., & Behrman, R.E. (2004). Children unequally available in different networks and conferences, Arab American organizations of immigrant families: Analysis and communities. Empowerment makes choices that stood alongside Latino, Asian, and African recommendations. The Future of were “unthinkable” become “imaginable” American immigrant and civil rights groups; Children: Children of Immigrant through new narratives. However, narratives and mosques, churches, synagogues, and Families, 14(2), 4-15. are not enough. Changes can become temples forged interfaith alliances. The Internet Solarz, A. (2000). SCRA Presidential Address: “feasible” by creating socio-economical and access to international news media also Who Are We?: A Little Look at Ourselves. conditions that foster individual and collective has created greater connections between The Community Psychologist. empowerment. In the last decades, for instance, peace, justice, and sovereignty movements Suarez-Orozco, C., & Suarez-Orozco, M. (1995). the women and gay movements have around the globe. These are the new Transformations. Stanford, CA: Stanford empowered women and gay people by both foundations for social justice movements as University Press. providing new positive narratives and fighting we continue to struggle against unbridled U.S. Census (2001). Profile of the foreign-born against legal, economical, and cultural Capitalism, militarism, and persistent inequality population in the United States: 2000 discriminations that make new conceivable life in race, class, sexuality, and disability. (Current Population Reports, Special projects too difficult to achieve. Studies). Washington, DC: U.S. Census These changes provide a context for Bureau. Empowerment processes for community envisioning the next 40 years of Community psychologists should strongly emphasize that Psychology. How do we want to be part of Areas in Need of Our Attention: Political we have to pay attention to both psychological building and sustaining movements for social Psychology, Virtual Communities, and the and socio-political aspects. It is necessary to justice? As we envision the possibilities for Feminization of the Field promote: (1) self-efficacy and psychological change in our world, I suspect we will be faced awareness of power dynamics in one’s settings; with confronting changes in ourselves and in Donata Francescato (2) participatory competence in personal our field. How will we and our field need to University of Rome, Italy networks (bonding social capital); and (3) active change to adapt to our new diversity in SCRA, participation in civic and political organisations in our society, and in the world? How will we Donata Francescato, a prominent European or movements (bridging social capital) to gain confront our own power and privilege as a field community psychologist, delivered opening more access. There is the need to change the dominated by individuals and cultures that are remarks that argued that the vision for legal, economical, and cultural conditions in U.S., White, male, and straight? I hope that we community psychology needs to be revisited order to diminish the environmental hurdles, will move beyond discussions of inclusion as exemplified by three areas that are which make it hard for people (even if they have

THE Community Psychologist 39 Fall, 2005 high achievement needs, high competence and and others who make decisions that affect the Section 2: Vision-to-Action Work resilience) to reach their goals. To achieve these globe. We spend a great deal of time studying Group Papers aims, community psychologists need to “down” among the vulnerable, and wonder incorporate the concepts and tools developed why things don’t change, while the decision A. Interdisciplinary Vision-to-Action Work by political science and political psychology makers are hidden from view, obscuring their Group Paper and bond with these and other groups to lives, ideas, politics, values, and decisions. Snell-Johns, J., Davis, M., & Acosta, J. achieve political changes. Make the implicit more explicit, and draw out (2005) The Interdisciplinary Dilemma: the implications and ramifications of those Expanding and Diversifying Our Increased Role with Virtual Communities decisions so that the majority of us can Membership, Publications, Training, and Community psychologists need to take a more understand what we are losing and why.” Impact While Not Losing Our Identity. active role in working with virtual communities - Robert Gregory, New Zealand of practice, using the Internet to bridge social B. Social Policy Vision-to-Action Work capital among people who cannot meet face to “The field will maintain its vigilance in critically Group Paper face. The growing role of virtual communities examining its own flaws, again and again, Keener, D. (2005). SCRA: Moving Forward (VC) shows the increasing desire for empathic, continuing to be the most enjoyable of as a Force to Impact Social Policy. highly social and low demanding relationships. processes largely because it will have been Moreover, VC offer people many op-portunities designed and practiced along with all other C. Social Justice and Inequality Work Group to participate across territorial boundaries. beings… It will continue to tolerate and even Papers The global movements, for instance, make learn to take better advantage of Paradox...” Sloan, T. (2005). The Dialogue, Democracy, extensive use of the Internet to communicate, - Brad Olson, Chicago, IL and Social Justice. aggregate people and, consequently shape new collective identities. Online communities “We’re never as far as I know been listed in the Darnell, A. (2005). Inequality. can, therefore, become real political agora for ‘guides to careers in psychology’ or other new issues. Beside the social and the political similar books, etc., and that hurts our chances D. Global/International Vision-to-Action dimensions, virtual communities could be great of recruiting good students, limits our Work Group Paper resources in the field of education and work opportunities in academic and other Garcia, I.S., Swift, C., & Torres-Harding, S. organizations. professional job markets, and keeps us marginalized as a discipline.” (2005). The International Society for Community Research and Action The Feminization of Psychology: Asset or - Susan Staggs, Chicago, IL (ISCRA): Testing Independence, World- Liability? Wide Membership, and Humility! Is the feminization of psychology as asset or a “No matter what direction community liability for community psychology? In Italy, in psychology chooses to go in, it is going to run E. Keeping the Vision Alive Vision-to-Action the fifties, two thirds of the psychologists were into other disciplines - political psychology, Work Group Paper men. Now the situation is reversed, and in most clinical psychology, political science, Francisco, V.T. (2005). SCRA: Keeping the psychology graduate and undergraduate communications, social psychology, education, Vision Alive. programs, we have 70% or more female public administration. So one of the important students. Most female students are particularly decisions it has to make is how it will interface interested in clinical and developmental with other disciplines and position itself to get Interdisciplinary Vision-to-Action psychology and not very involved in the biggest bang for a limited buck.” Work Group community psychology. Community - Albert Galves, Las Cruces, NM psychology unites clinical psychology’s The Interdisciplinary Dilemma: Expanding traditional concern with the welfare of the and Diversifying Our Membership, individual with an interest in the legislative and Publications, Training, and Impact While political processes that create the conditions Not Losing Our Identity in which individuals live. Perhaps the same cultural heritage that pulls women toward the Jessica Snell-Johns “caring professions” is the same narrative that Southwest Educational Development pushes them toward the “privatization” of Laboratory and Austin Child Guidance social problems and thus, the implications of Center the feminization of psychology for community psychology, which may vary across cultures, Margaret Davis needs to be examined. Dickinson College

Ideas from the Field Joie Acosta Association for the Study and Development Prior to the Biennial, we asked community of Community psychologists to share their thoughts on visions for the field on the web. Here are some As we plan for the future and position ourselves of the rich responses that we received: to tackle longstanding and emerging social problems, we know we will be more successful “I would like to see far greater attention paid if we bring multiple voices and perspectives to to key decision makers, the members of the elite, the table, but how do we do this successfully? the top military strategists and powers that be, Our theories and values guide us to

THE Community Psychologist 40 Vol. 38, No. 4 conceptualize problems and solutions as norm that if you are not a community these to attract people from outside the embedded within ecological systems, but how psychologist, your affiliation is unusual. This discipline by offering continuing education do we ensure that representatives from each of suggests we have yet to achieve our vision. credits. In addition to adding more workshops, these systems (e.g., education, business, we would like to have more community members United Nations) are part of the dialogue? During Our interdisciplinary visioning also led us to involved in presenting. One idea is to decide two visioning sessions at the 2005 biennial discuss how to best organize ourselves for that a certain presentation category (e.g., meeting, a team of people1 worked together to interdisciplinary participation. For example, we symposia) must involve community members. address these questions and to identify a vision think we can learn from organizations like the This would encourage research investigators to and action steps for how SCRA can become Centers for Disease Control and Prevention in more directly involve community members and more interdisciplinary. In addition, ideas terms of how they organize by issue (e.g., this style of presenting would be aligned with generated by a team focused on training issues disease, population, classes of health problem) our value of participatory research methods. and ideas shared instead of by electronically were also discipline. We have a Related to our interdisciplinary (as well as social incorporated2. As we discussed the vision of vision that policy, social justice, and international) visions interdisciplinary is the issue of training. How do we train people When we looked becoming more interdisciplinary, groups can be to become the future leaders and pioneers in around the room at we began to question the brought together our field? In order to make our vision a reality, SCRA and learned consistency between our labels naturally within we will need leaders with knowledge and about each others’ SCRA because they expertise in a diverse range of disciplines, backgrounds, we saw and our values. are working together capable of organizing action-focused efforts what has been on specific, shared and communicating our vision and accomplished and what issues. While SCRA accomplishments to the public. It is important remains to be accomplished in terms of bringing already has interest groups, we suggest that for SCRA to embrace diverse disciplines by together a group of people with diverse skill sets the topics, infrastructure, and purpose of these offering interdisciplinary and/or cross- from various disciplines. As we discussed the groups be examined to determine whether disciplinary training at future biennial vision of becoming more interdisciplinary, we additional interest groups need to be created conferences, including training related to began to question the consistency between our and whether these groups might be called organizing and public speaking. Traditional labels and our values. Why do we call our “action” groups or task forces instead of training programs for SCRA members are conference the Society for Research and Action, interest groups. masters and doctorate programs in psychology. a name that encompasses many disciplines, and We need to expand the diversity of SCRA yet so often refer to community psychology in Our vision involves continuing to enhance our members to include training in areas such as other titles and labels? For example, are we conference format and content. In the future, urban planning, policy studies, community communicating the right message when we call we hope to hold more joint conferences with development, and economics. It is our vision our publications The Community Psychologist related disciplines. For example, SCRA has that SCRA members will lead university efforts and the American Journal of Community already entered into a reciprocal joint to examine course structure and curriculum of Psychology? Some participants suggested we sponsorship with the Society for Applied their training programs. consider expanding the use of the term SCRA Anthropology and there have been and consider letting go of “community discussions of engaging other organizations, If we are going to become more interdisciplinary, psychology” as the all-encompassing term. such as SOPHE and the Community we need to develop a specific plan for marketing While these participants see the advantage of Development Society. We see these joint ourselves. These marketing efforts will need to letting go of community psychology as defining conferences as natural ways to build more distinguish between expanding visibility of our identity, others expressed concern about interdisciplinary connections, and existing SCRA versus increasing awareness of the field diffusing what they see as an already loose efforts could be further developed. of community psychology. At a minimum, this identity. marketing plan would involve a variety of We also envision adding more workshops, strategies, including ways to proactively seek Much of the interdisciplinary visioning sessions that are longer than panels or symposia, media coverage and to increase undergraduate conversation centered on the dilemma of where participants can expect to learn and students’ awareness of community striving to expand SCRA’s membership, practice new psychology. For publications, training, and impact while professional skills. instance, we could simultaneously striving to increase the public’s We identified several If we are going to become more give an annual awareness and appreciation for the field of associations that interdisciplinary, we need to develop Community community psychology. We do not believe already utilize this Psychology Media these goals are mutually exclusive and think format successfully a specific plan for marketing Award for the best the ability to become both more that we could use as ourselves. report in the media interdisciplinary and more centered depends examples. For on the field of on our ability to be thoughtful about how we instance, before the community label our work, our roles, our publications, etc. American Evaluation Association meetings, psychology and we could create a Textbook For example, if SCRA achieves its vision of there are professional development workshops Award for the best coverage of community becoming more interdisciplinary, attendees from that require a small fee. Our vision is to begin psychology in a non-community psychology corporations, funding institutes, and public increasing interdisciplinary participation by book. We also need to identify the specific health should no longer feel on the fringe of inviting presenters from other disciplines who groups/fields that SCRA and community SCRA, but as core members of the Society. It are experts in areas where SCRA members would psychology can reach out to in order to pursue was expressed by different voices during the like to build skills (e.g., leadership, diversity). this vision. Once these groups are identified, a visioning sessions that there seems to be a SCRA also could use continuing sessions like variety of strategies need to be planned to

THE Community Psychologist 41 Fall, 2005 encourage participation. In order for our vision ambassadors to other APA divisions and community psychologists, it will be to be achieved, one of our first goals is to ensure to other professional and scientific important to distinguish between plans for that we support and/or establish infrastructure organizations, including international expanding visibility of SCRA versus plans that keeps us focused, efficient, and effective organizations. for increasing awareness of the field of in sustaining our visions. community psychology. Continue Enhancing Our Conferences • Consult with a group that specializes in Based on our visions, we identified several • Expand existing interdisciplinary activities marketing to create a plan for how to better action steps that can be taken to make SCRA and hold joint conferences with related market SCRA and community psychology. more interdisciplinary. These actions steps are disciplines. • Be more proactive about working with the organized by the following aims: make our • Invite presenters from other disciplines to media to publicize SCRA and the field of publications more interdisciplinary; improve present 2-4 hour workshops at SCRA. community psychology. outreach; enhance our conferences; increase There would be a small fee for attendance • Consider how to make better use of awards exposure and better market ourselves; and at these workshops, and continuing as a way to increase people’s exposure to examine our infrastructure to ensure focus, education credits could be earned which community psychology and to efficiency, effectiveness, and sustainability of would help attract members of disciplines acknowledge important efforts in the field our interdisciplinary vision. such as social work, clinical and and in communities. counseling psychology, health education, Make our Publications More Interdisciplinary and nursing. The purpose of providing Examine Our Infrastructure to Ensure • Determine a specific way the American workshops is threefold. First, these Focus, Efficiency, Effectiveness, and Journal of Community Psychology (AJCP) presenters could provide SCRA members Sustainability can encourage and support with more in-depth training in areas • The Visioning Group will work with the interdisciplinary publications. One members would like to develop more skills SCRA Interdisciplinary Linkages important step has already been taken (e.g., leadership, policy development). Committee to encourage creation of a toward achieving this goal! The SCRA Second, this would be a natural way to subcommittee with members from both of Interdisciplinary Task Force (Dave Altman, develop new relationships and these teams. One goal of this Lorraine Gutierrez, Jim Kelly, Doug Perkins, collaborations on individual and subcommittee would be to ensure that Julian Rappaport, Susan Saigert, chaired organizational levels. Third, many applied conferences, publications, etc, send a by Ken Maton) is putting together a professionals have difficulty obtaining consistent message about SCRA’s special issue of AJCP focused on funding or time away from their positions interdisciplinary nature. interdisciplinary research. unless they are attending “professional • Consider adding an “Interdisciplinary” • Consider changing the name of The development” workshops or receiving position to the SCRA Executive Community Psychologist (TCP) to CEU credits. Providing CEUs could Committee. something more consistent with the increase participation by people who work • Revisit SCRA interest group topics, interdisciplinary nature of SCRA. in practice/applied areas of community infrastructure, and purpose. Consider • In order to become more interdisciplinary psychology, as well as attract practitioners whether these interest groups should be while also solidifying the field of from other applied fields. called “action” groups or be designed community psychology, we suggest • Consider less “academic” presentation more as task forces than as interest groups. maintaining the title of AJCP but changing styles. For example, continue to the title of TCP. A second approach would encourage interactive, hands-on formats Social Policy Vision-to-Action Work be to create a third, peer reviewed, journal. so that our presentation/teaching styles Group Papers In order to encourage interdisciplinary match a variety of disciplines. work and publications, we need to ensure • Consider ways to encourage more SCRA: Moving Forward as a Force to Impact that publication in a SCRA-related journal involvement of community members in provides prestige for a variety of conference presentations. For example, for Social Policy disciplines. a certain category of presentation (e.g., • Since a primary value of our work involves symposia), it could be a requirement that Dana Keener the collaborative process, more articles community members actively participate University of South Carolina, Columbia published in our journals should inform in the presentation. This would provide a the reader how community members were strong incentive for investigators to more Members of SCRA understand that second involved in the research investigation. directly involve practitioners in the order change is essential to ending many of dissemination of our work. the problems of our world. And yet, I think most Improve Outreach of us would agree that we, as a society, do not • Identify specific groups/fields for whom Training Future Community Psychologists yet have as much impact as we would like to SCRA and community psychologists need • Review course structure and curriculum have on social policy. The question is: how to do more outreach. In other words, what to increase the opportunities for can SCRA become a more effective force for related fields seem underrepresented at engagement in practical skills positive change in social policy at national, SCRA (e.g., public health? social work? • Offer interdisciplinary and/or cross- state, and local levels? cultural studies? religion? non-profit disciplinary training at biennial management? education? for-profit?). conferences This question was one of the topics addressed Once these groups are identified, create a as part of the visioning process at the 2005 plan for how to reach out to key Increase Exposure and Better Market biennial meeting in Champaign, Ill. The representatives from these groups. Ourselves participants of the policy discussion included • Create an SCRA Ambassadors program • In order to expand SCRA while not losing Theresa Armstead, Joe Durlak, Milton Fuentes, with SCRA members assigned to serve as individual members’ identities as Mark Goldstein, Ben Hidalgo, Ira Iscoe, Dana

THE Community Psychologist 42 Vol. 38, No. 4 Keener, Jon Miles, Angela Mooss, and Janet Education (SOPHE), so we agreed to make an Summary of Action Steps Saul. Two of us, Dana Keener and Jon Miles, effort to learn from them. Second, we considered • Bring the ideas generated from the also attended the SCRA Social Policy tactics similar to those used by MoveOn.org in visioning process to the existing SCRA Committee which individual social policy committee. Meeting, led by members take • Engage in a strategic process to promote Jen Woolard, that The question is: how can SCRA action, rather than recognition of our field; better define “who immediately developing one we are” and “what we do” in a way that is followed the become a more effective force for official position that easy to communicate and remember; use visioning meeting. positive change in social policy at represents the social marketing tools. Some aspects of entire organization. • Review and adapt policy protocols from both meetings may national, state, and local levels? Third, we agreed the Society for Public Health Education be reflected that we can do more (SOPHE) and from the Society for here—which is to work with Psychological Study of Social Issues consistent with the “next step” of connecting existing groups in SCRA (e.g., interest groups) (SPSSI). the discussion of these two groups. to develop resources and policy stands on • Develop a stronger relationship with the particular topics. APA policy office. Part of the visioning discussion focused on • Work with the existing SCRA interest the need for greater public recognition of our The final strand of discussion focused on the groups to develop resources and policy field in order to increase our range of influence. education of SCRA members to be effective stands in particular topic areas. Many of us were interested in increasing our agents of change in the policy arena. This topic name recognition not only to policy makers, was discussed in greater detail during the Social Social Justice and Inequality Vision- but also to the general public. We talked about Policy Committee meeting and included to-Action Work Group Papers possible names to represent us. We agreed that strategies such as 1) including practical training the term “community psychology” does not sessions during SCRA biennial meetings that Dialogue, Democracy, and Social Justice represent everyone in the society, especially focus on social policy, 2) coordinating with as we are proactively striving to be more existing training programs offered by APA and Tod Sloan interdisciplinary. However, we also agreed that SPSSI, and 3) providing guidance to graduate Lewis and Clark College the phrase “Society for Community Research programs in community psychology and other and Action” is not an effective branding tool disciplines on how to incorporate public policy Our visioning group aims to focus on equipping from a marketing perspective. Along these lines, training into their graduate studies. community psychologists to participate in local Jon Miles, who works for Senator Tom Harkin and global initiatives to achieve social justice on Capitol Hill, provided valuable feedback The key will be to create enough momentum to through pro- during the SCRA Social Policy Committee follow through on ductive dialogue meeting. He explained that his colleagues on these thoughtful and deeper “the Hill” generally do not latch on to the name ideas and to link up Train ourselves to contribute to deeper democracy. “Society for Community Research and Action”; the members of the Marginalized policy makers are confronted with so many visioning process democracy by practicing dialogic communities groups and interests every day, “SCRA” is not with the members methods in our own meetings in SCRA and citizens in easily remembered. So on this front, the next of the existing general lack step is to strategically define “who we are” and SCRA Social Policy and elsewhere, learning how to listen voice in the “what we do”, in terms that represent all of us Committee. Below and to facilitate difficult dialogues. decisions that and that are easy to remember, so that we can is a brief summary affect their well- more effectively communicate to the general of the vision and being and are public and to policy-makers. action steps that resulted from our meeting. therefore relatively powerless. A major contribution of community psychologists will Another strand of our discussion revolved Vision be to promote and sustain spaces where around the process by which members of our • SCRA and/or community psychology will creative dialogue processes will help citizens society attempt to take a position or make a be recognized by the general public and gather wisdom and power while they develop policy stand on a social issue. Somewhat related by policy makers as a resource for better solutions for social problems. This effort to this topic was the issue of making information information and research about social will need to proceed through several action about various social issues available and problems and solutions to those problems. phases: accessible to the public and to policy makers. • SCRA will have information and resources 1) Become familiar with existing movements The group recognized the inherent difficulty in about particular social policy issues that and resources such as those linked with forming a single position that represents are easy to access (on the web) by society the National Council on Dialogue and everyone in our society. Even if this were members, the general public, and policy Deliberation (www.thataway.org) and The possible, the process would be time consuming makers. Co-Intelligence Institute (www.co- and prohibit a timely response to many issues • SCRA members will have a process by intelligence.org). when they are receiving significant media which they can develop a policy stand, attention. Several great ideas emerged. First, share it with other members of the society, 2) Train ourselves to contribute to deeper other societies and organizations have and distribute it to policy makers. democracy by practicing dialogic developed successful practices for promoting • SCRA will continue to educate its methods in our own meetings in SCRA and policy positions, such as APA, the Society for members with training that promotes elsewhere, learning how to listen and to the Psychological Study of Social Issues awareness and skills to positively change facilitate difficult dialogues. (SPSSI), and the Society for Public Health social policy at multiple levels.

THE Community Psychologist 43 Fall, 2005 3) Organize ways to bring our skills in Global/International Vision-to-Action Our group was fired up by the opportunity to research and community organizing to Work Group envision creative solutions to some of the bear on sustaining and evaluating problems confronting our discipline and dialogue and deliberation processes in frustrated by the necessary time-limits. We look The International Society for Community larger spheres. In particular, we can forward to continuing the development of our conduct participatory action research Research and Action (ISCRA): Testing vision and integrating it with those of the other designed to help communities work Independence, World-Wide Membership, groups. Below is a summary of our discussion. toward social justice through dialogue. and Humility! Vision for the Next Decade 4) Systematically infuse this deepening of Irma Serrano Garcia • An international, interdisciplinary SCRA democracy in all the spheres in which we University of Puerto Rico, San Juan will be created. live and work by building a culture and • No nation will dominate in a fully science of dialogue and deliberation as Carolyn Swift developed International SCRA. one of the primary functions of community • Reciprocal relationships will be psychologists. All interested in Susan Torres-Harding established with nations around the participating in the network that will DePaul University globe. spearhead this project should contact Tod • Our field will expand to include other Sloan as soon as possible at Group members envisioned the creation of a new countries’ histories, cultures, and visions [email protected] or 503-768-6066. group: The International Society of Community of community research, action, and social Research and Action. Although community policy development. Inequality psychology as an international movement is a • Conference sites will be world-wide (not significant priority for SCRA, group members just in the US). Adam Darnell raised questions about the ways in which the • The International SCRA will use current Georgia State University names of our two publications and of our and emerging communication technology Society impede our efforts to be interdisciplinary to create global community through an Our group focused on the problem of inequality, (see discussions of this issue in the above reports umbrella website and links to international in general, and more specifically on economic from the Interdisciplinary and Social Policy resources. inequality (personal income and wealth) and Groups). This discussion led to the question of • International community research, related inequalities in access to education and what the elimination of the term “psychology” practice, and social policy development healthcare. Group members felt that these from our publications or our identity might mean will be celebrated. fundamental structural realities impede the for the relationship between SCRA and APA, • Papers will be presented and journal achievement of ideals such as well-being and i.e., whether it would entail SCRA breaking away articles and books published in multiple liberation and reflect unaddressed value from APA. No conclusion was reached, although languages. conflicts in society at large and in the Society some solutions were offered (e.g., community • A prize will be awarded to the first for Community Research and Action. Solutions psychology leaves APA and joins Public Health international doctorate in our discipline. to these prob-lems were not discovered in the Association). • The International SCRA will study the working group session, but it was clear that a organizational relationships and networks first step is that SCRA develop an explicit stance The necessity of change was a strong theme, of the United Nations and on resource (broadly defined to include material pushing our discipline to a broader identity- other international bodies for tips on how desirables as well as access to decision-making, perhaps a bridge to other disciplines, but to organize to balance equity, economy self-determination, power, etc.) inequalities. certainly to a multidisciplinary approach. Here and justice in leadership and This would necessarily include some treatment a paradox was representation among of the values underlying distributions of noted: the desire to member countries resources, such as equity and equality, the broaden our Group members envisioned the (e.g., rotating vs. conflict between which is absolutely essential discipline to include creation of a new group: The elected leadership, to any treatment of social justice. other disciplines, committee conflicting with the International Society of Community assignments, etc.). Do the members of SCRA want greater equality desire to maintain Research and Action • The UN approves of resources, or do we want outright equality? our current identity. and cosponsors a Why is equality good, and why is it bad? Our Although there are convention for commitment to social justice needs to be many differences, this paradox is reminiscent the rights of communities. qualified by greater familiarity with its of a controversy from the 1965 Swampscott • Thriving communities with broad citizen underlying value conflicts and by a more conference. At the birth of community participation will be developed through sophisticated practical understanding of how psychology, some of the researchers, the auspices of the International SCRA resources are currently distributed, and clinicians, and practitioners attending were working in collaboration with many ultimately, the means by which they might better conflicted about expanding their discipline from other community groups at various levels- be distributed. Clarification of SCRA members’ a clinical focus to a community one; others were local, regional, and national. stances (there will be many) on social justice in concerned that working for social change, or • The International SCRA will achieve general, and inequality in specific, is our publicly taking sides on local or national issues effective collaborative work in member suggestion for a plausible first step towards would reduce the credibility of their research, countries with public health, social work, becoming able as a field to advocate for practice or their capacity to offer expert criminal justice, law, business, countless practical strategies that can be taken (“objective”) consultation on social policies or nursing, community agencies, and health to achieve a more just society. other significant affairs within communities. and human service delivery systems.

THE Community Psychologist 44 Vol. 38, No. 4 • University curricula will include Barriers committees and others can report back on community organization, activism, Group members considered a variety of barriers activities that relate back to specific prevention, diversity, public policy, grant to implementing the action steps. Although objectives in the strategic plan. writing, and consultation in nonacademic they raised questions about how to address • Develop an ambassador program to settings. these steps, the task of brainstorming barriers provide liaisons and strategic connections • International training will become a part and solutions was postponed till future with other groups that have a similar of graduate training—student and faculty visioning sessions due to time limits. The few mission and purpose. exchange and the study of other histories barriers identified include: • Develop a database for the organization and cultures will be integral parts of • Resistance to change and to giving up that would allow for the tracking of the graduate experience. power, members and the tracking of • One of the foci of the International SCRA • Difficulties in trying to integrate diverse accomplishments of the group. will be behavioral context, transforming cultures, standards, and languages under • Create space to allow for others to environments for the well-being of all, one umbrella organization, continue to contribute to the visioning developing community theory that • The relative ignorance of US community process, make it ongoing, and possibly transcends both levels of organizing and psychology researchers, practitioners, web-based to allow for broad engagement. educational partnerships between learning and policy makers to the work of • Scan the environment to document what settings and communities. comparable professionals in other works with other similar groups. countries, and • Create opportunities for outside groups Action Steps • Discrepancies in technological resources to contribute to the vision of SCRA. Although time did not permit addressing each among countries. • Have committees and other formally vision, the action steps below give the flavor identified people report activities back to of the group’s brainstorming: Ongoing Vision Process Work Group the Executive Committee on a regular • Volunteer translators will be sought for basis. future conferences as well as for Keeping the Vision Alive • Use TCP as a mechanism for committees publications. and others to report to the membership • The International Conference planned for Vincent T Francisco on activities/accomplishments relating to Puerto Rico next year will be a model for University North Carolina Greensboro the strategic plan. future SCRA international conferences; • Create a more direct link with the program close consultation with Irma Serrano Involvement in the process for ongoing directors group (e.g., have a Garcia and her staff will shorten the visioning and development are important tasks representative on SCRA Executive learning curve for other SCRA members for members of any professional organization. Committee). in planning future conferences. We have a wonderfully rich legacy we inherited • Involve the regional coordinators as a • Reciprocal systems of mentoring will be from those that defined the field of Community communication link, provide support for set up so that authors may publish in Psychology before us. A vision of the future newsletters and space on the web site for journals outside their own country (i.e., that included all of us redeveloping and their reporting of activities in their regions. American mentors will work with authors redefining the field is one aspect of that • Use the web site and email reflectors to from other countries so their work can be inheritance. Many of the SCRA members collect more input on the vision and use it published in our journals, and mentors present at the 2005 Biennial conference to disseminate findings. from other countries will work with participated in the visioning process. Several • Create a diverse standing committee American authors so their work can be of those members (including Raymond Scott, (ensure diverse representation) reporting published in journals in the mentor’s Jim Dalton, Gordon to executive country. SCRA volunteers from current Hannah, Susana committee to: (1) AJCP’s and TCP’s editorial boards could Helm, and Vincent Involvement in the process for ongoing oversee ongoing pursue this initiative). Francisco) focused visioning and development are visioning • Accessibility to global communities will their efforts on process, and (2) be created through the collaborative collecting ideas for important tasks for members of any evaluate whether development of websites in member how we might be professional organization. vision is being countries. The logical leadership for this able to continue to followed by initiative is SCRA’s Electronic develop that vision, organization and Communications Committee. and keep this organization healthy and vibrant. whether outcomes are being reached • Lists of resources- journals, books, courses, and other resources— will be Two framing questions set the stage for this The group discussed the need for it to become shared on the SCRA website (e.g., Cliff conversation: a standing committee, reporting directly to the O’Donnell’s proposal re: “Teaching for the 1) How can we do active outreach to people Executive Committee. Ideas for what the Global Community”). who did not yet contribute (e.g., surveys, Ongoing Vision Committee might do included • Methodologies will be created and editorials)? (very specifically): developed to capture the dynamics of 2) How can we get practitioners more 1. The need to have broad input from SCRA interactions between and among groups involved (e.g., workshops and sessions members and it’s interest groups systems, to better understand relational of relevance to them)? 2. Continuing the visioning process, and re- aspects of communities at multiple levels. looking at this process • Community psychology reality TV, A wide variety of ideas for possible activities 3. Keeping the SCRA Executive Committee “Community Makeover”: civic democracy to accomplish these goals included: abreast of progress and accomplishments on reality TV! (A creative, outside-the- • Develop a strategic plan for SCRA; 4. Ensuring that the visioning process box proposal!). becomes a perpetual part of SCRA.

THE Community Psychologist 45 Fall, 2005 While these ideas need input from more Table 1 presents the priority area/vision-to- differences in worldviews that have their basis members, it was strongly felt by the group that action work group as well as the champions for in human diversity. These major social problems the Executive Committee must adopt the vision each area. Please contact these colleagues if are derived from intolerance of human and ensure that SCRA’s mission is consistent you wish to work with them. differences that result in enduring forms of with vision through these means. Formats for prejudice, discrimination, and oppression (e.g., ongoing input and feedback that were Concluding Remarks on the Biennial sexism, racism, ageism, homophobia, and brainstormed by the team included: Visioning Process and Progress genocide). Participants in the visioning process • Newsletters often referred to the need for greater • Internet surveys professional involvement internationally in Peterson, J. L. (2005). Achieving Global • Division 27, SCRA web site recognition of the need to build bridges across Appreciation for Human Diversity: “And • Use the program directors group to get nations. Other participants suggested that All That Divided them Merged.” information to students equally important efforts are warranted to help • Regional coordinators resolve social intolerance that causes Meissen, G. (2005). Are These the Best of Times • Interest groups disenfranchisement of women, racial and ethnic or the Worst of Times for Community • Biennial conferences minorities, older adults, the disabled, and gays, Psychology? lesbians, bisexuals, and transgender males and We all felt that it was a great privilege to be part females. Snell-Johns, J. (2005). Our Past and Our Hope of this historic process, and look forward not Guide Our Future. only for this process to continue, but to be an However, we should consider one other integral part of SCRA in the future. challenge as we discuss greater efforts to Wolff, T. (2005). Visioning: What We Have advance appreciation for human diversity on Learned and Created at this Biennial. Steps that Have Already Been Taken the planet. That challenge involves the need to Since the visioning discussions and planning better demonstrate our appreciation for Achieving Global Appreciation for Human that occurred at the biennial, a few important diversity within SCRA itself, both in our training steps have already been taken to create an Diversity: “And All that Divided them programs and in our membership. Notably, for infrastructure to support the ongoing visioning Merged” the 50th anniversary biennial, we should feel process. To begin with, a Visioning Task Force challenged to significantly increase the has been created. Tom Wolff will Chair this Task John L. Peterson diversity of faculty and students in community Force and, as suggested by the Ongoing Vision Georgia State University psychology. Previous issues of the SCRA Process work group, representation on this task newsletter have documented the th force is diverse. See Table 2. at the end of these During the 40 anniversary conference of the disproportionate representation of racial and articles for the full list. of the Visioning Task Society for Community Research and Action ethnic minority faculty and graduate students Force chair and membership. In addition, each (SCRA), the biennial visioning workshops were in our Ph.D. programs. Substantial progress has priority area has one to three people who have convened to help establish direction for our been achieved in the gender diversity of our agreed to serve as champions or advocates to organization in the future. Among the several graduate programs in community psychology. keep planning and action happening for each issues that emerged, the one that preoccupied However, racial/ethnic diversity has been far vision priority area. my thought was the need to achieve less varied. Similarly, great work remains to appreciation for “human diversity” in all facets diversify academic community psychology in of American life, as well as across the the representation of sexual minority faculty Table 1. Vision-to-Action Work Groups globe. SCRA was founded on principles and students. If we seriously face this that respect and demand equal access Priority Area Champions challenge, our science and practice can guide to social, political, and economic us in ways to remedy the current situation. opportunities for all people, and our What better example can be offered to Global/ Irma Serrano Garcia, science and practice have attempted to International [email protected] demonstrate our commitment to human realize this goal over the last four diversity than the reflection of diversity in the Susan Torres Harding, decades. [email protected] graduates we produce and the faculty who train them? The visioning process informed us that I,nterdisciplinary Jessica Snell-Johns the need for such efforts has never [email protected] In addition, our commitment to an appreciation Margaret Davis, been greater. Many workshop for human diversity would be further advanced [email protected] participants expressed interest in a by a solid increase in the diversity of our renewed focus on social justice and membership. This diversity would include, S,ocial Policy Dana Keener global concerns, which involve an though not be limited to, significant [email protected] underlying emphasis on human improvements in the pro-portions of members diversity. Most global problems that who are not white, who are not American, who Suocial Justice Tod Sloan, [email protected] confront the world’s nations involve are not heterosexual, as well as, those who are Adam Darnell, enormous differences among people disabled, and who are more than middle-aged. [email protected] who differ in sex, age, race, ethnicity, There are great opportunities to recruit such Joie Acosta, [email protected] social class, sexual orientation, diversity for membership in SCRA if we are disability, and nationality (Trickett, prepared to make the effort. The human Ongoing Visioning Ray Scott, [email protected] Watts, & Birman, 1994). Many national diversity within our own organization could Process Vince Francisco, and international conflicts result enhance our capacity to achieve the goals for [email protected] directly or indirectly from major diversity that we seek across national and

THE Community Psychologist 46 Vol. 38, No. 4 international communities. Our appreciation of Division of Community Psychology. We are We are maturing as a field and as an human diversity, within SCRA, offers the indeed more interdisciplinary than ever in terms organization which is positive and appropriate. prospect to help us achieve an appreciation of of our backgrounds and in the range of our Along with that maturation come questions and human diversity outside SCRA, both in America partners. But along with that overall positive issues about how we operate and sustain and around the globe. Imagine the possibilities change and some specific positive impacts have ourselves. Our own experts in organizational if that appreciation for human diversity was come “growing/shrinking” pains and some and community capacity building always shared by people around the world and, as a unintended consequences. For example, as our advise a review and evolution of an result, that vision enabled the global community graduate programs have become more organization’s vision and mission as a first step to recognize the dilemma of diversity. The interdisciplinary and encouraged more non- in addressing these normal developmental dilemma is not that all different groups should psychology courses and degrees, such as the issues. We have a legacy of Swampscott which be viewed the same but that, despite their increasingly popular PhD/MPH combination, is invaluable and has guided us and been our differences, all groups should be treated the many graduates self-identify with other social conscious for 40 years, but it is time for a same. Moreover, those differences should be disciplines and professions (e.g., public health, shared vision for our future to truly fulfill the celebrated as strengths rather than as deficits evaluation research, prevention science, “spirit” of Swampscott. because their combined strengths demonstrate community health). They do not remain how the “whole is greater than the sum of its members of SCRA. They do not continue Finally, some of our leaders and founders are parts.” Then, the diverse members of the global attending our Biennial conference, our retiring and some have passed since we were community may fully appreciate how all that programs at APA, or regional conferences, and last together. They have left us a rich legacy, divided them merged. they do not self-identify as community and I see that legacy when I interact with the psychologists locally or nationally. students and recent graduates of our programs. References This is the new “greatest generation” of Trickett, E. J., Watts, R. J. & Birman, D. (1994). It is also a troubling time in terms of our graduate community psychologists who have such great Human Diversity: Perspectives on people programs. We celebrated Julian Rappaport’s values, which are so similar to our founders, and in context. San Francisco: Jossey-Bass. retirement as we have others recently, but our do they ever have remarkable skills. They are graduate programs will miss these leaders greatly. “scary” good. I wonder if my anxiety about the The Council of Program Directors in Community future is that I am different than this new Are These the Best of Times or the Worst of Research and Action has become inactive, and generation who is so eager to change our Times for Community Psychology? we have lost some important graduate programs communities for the better. Let’s embrace our at the PhD and masters levels. At the same time, future even though that future is not exactly that Greg Meissen some positive things have occurred regarding predicted at Swampscott or what I learned in Wichita State University graduate education including: graduate school so long ago. Let’s not lose this • A commitment by the Executive Committee generation as they leave our graduate programs The Vision Process at the Biennial Conference to create a more stable structure of the and begin their careers regardless of the nature was upbeat and much needed but many also Council of Program Directors financially of their work, community setting, or academic have pointed out that we are in some difficult and giving the Council’s chair a seat on department lucky enough to get them. Let’s give times politically and globally that impact our work the Executive Committee, this greatest generation plenty of room in the and especially those we serve. Despite the • Recent survey of graduate programs by visioning process for all of our benefit. celebratory nature of our times together as Kelly Hazel that provides accurate data community psychologists and friends, many regarding what and how we are educating Our Past and Our Hope Guide Our Future worry out loud about the future of community future community psychologists. Results psychology and SCRA. Many celebrate our from the survey identified some new Jessica Snell-Johns growing interdisciplinary nature along with new training programs, many of which are very Southwest Educational Development approaches interdisciplinary and applied in nature. Laboratory and Austin Child Guidance and research However Center methods while faculty, stu- others worry Despite the celebratory nature of our times dents and I am honored to be one of the people bringing that we are graduates from our 2005 Biennial experience to a close by losing our together as community psychologists and many of these sharing concluding remarks about our theoretical and friends, many worry out loud about the new programs visioning process. I graduated last August from rigorous are not the University of South Carolina’s Clinical- methodological future of community psychology and SCRA. members of Community Psychology program. I currently roots. While we SCRA, do not work as a program evaluator and as a are in different come to our postdoctoral fellow doing psychological times with different issues, much of the same Biennial conference, and do not self- testing and family therapy. Given my dual “angst” and concern for the future that brought identify as community psychologists. training and experiences, wherein my clinical a group of visionary people together 40 years • As reported by Brad Olson, there is a plan training informed my community work and vice ago at Swampscott is with our field today. in place to increase membership, which will versa, I am interested in supporting integration include reaching out to these new between community psychology and other Community psychology was one of the first to programs but SCRA and our Biennial fields. However, my reason for joining the call for a genuine interdisciplinary approach— conference must genuinely provide them visioning process was not that I was concerned to the point of questioning the term something relevant to their work, which is about the field or because I had “psychology” in its name. For this and many more interdisciplinary and applied than is disgruntlements. Instead, it was because I other good reasons, we are now the Society for reflected even in the fine program of this wanted to further develop my professional Community Research and Action—not the Biennial conference. identity as a community psychologist.

THE Community Psychologist 47 Fall, 2005 I was somewhat surprised to hear some of the Many of those at the conference participated. members). We are continuing to look for other concerns expressed during the visioning work members, if you’re interested please contact me sessions. While these concerns and What did we find? We hold common visions. ([email protected]). We are especially frustrations are important, I want to express, Two completely separate visioning sessions interested in recruiting students and people of particularly to students and those new to SCRA with almost 80 participants each came up with color. The five work groups continue to meet via or to the field of community psychology, that a very similar overlapping set of dreams and email if you wish to join them, contact the my experiences as a new professional trained visions. These visions included future images champions also listed in the Ongoing Visioning in community psychology have been only of our field as Process article positive. I am excited and confident about our international; written by Vincent future and capacity to fulfill our visions together. interdisciplinary; We hold common visions. Two Francisco. emphasizing completely separate visioning sessions I want to encourage others to get involved and social justice, There have been to take on small leadership roles. As a recent social inequity, with almost 80 participants each came rumblings graduate, I was a bit nervous about offering to and citizen up with a very similar overlapping set throughout the help with the visioning process. I didn’t feel participation; conference like I had any special knowledge or expertise to working to of dreams and visions. concerning the offer. However, the experience affirmed that there influence policy, future of is more work than there are people. I was and taking action. community welcomed. Pick something you want to learn We also share the vision of ensuring that we psychology. These include: fear of losing our more about; jump in. put structures into place that support an identity, fear of losing academic support, fear ongoing visioning process. of the consequences of doing socially As we plan for the future, I hope we are progressive work in a right wing era, and fear reminded of our solid foundation and our past When asked to write headlines for the vision of where our new leaders will come from. We accomplishments. These serve as our history newspaper stories here is a sample of what see these concerns in the context of the and framework. At the same time, changes need participants created (some more serious than exciting, hopeful visions of possibilities and to be made, and great ideas and plans were others): opportunities and in the historical context of generated during the visioning sessions. “June 10, 2015, SCRA finally fulfills its the field. Community psychology is 40 years People engaged in the process. In fact, the original mission” old. It is moving into its maturity, exciting new energy level seemed different in these sessions “Walking the walk— new show on Comedy leaders are on the horizon. Although the field than any other session I attended. This caused Central replaces Fox news” faces challenges, we feel quite confident in its me to reflect on whether our teaching modality “Community psychology joins others in future. What emerges from this vision is true and formats are consistent with our disciplines, new unifying field” excitement, hope, possibility, and opportunity. methods, and what we know about engaging “10th international community psychology We see a young set of leaders emerging with people in the learning process. For example, conference: Social justice triumphs” more women and minorities and international during the visioning sessions, people seemed “Community Makeover: citizen representation from the amazing group of relaxed and worked together at tables or on the engagement meets reality TV” young people here. floor. There was a spirit of community. I believe that both the process and the content of these This was not just an exercise. This was the start How we will proceed: sessions will help guide and motivate as we of an ongoing process. What was especially • We will hold the vision. We’ll take visions work together to achieve our visions. noteworthy about the visioning discussions was from the biennial and have them become the richness, respectfulness and creativity. The our mantra with the vision of a healthy, Visioning: What We Have Learned and visions and action steps identified in these growing, and more powerful field of Created at This Biennial discussions have been thoughtfully summarized community psychology. in each of the vision-to-action work group papers • We will ask the SCRA Executive Committee Tom Wolff included in this edition of TCP. This envisioning to hold this vision is well. is already creating action, and our aim is to • We raise the question of seeking the Our visioning process at this biennial was a continue. One important step that has already resources for this vision and for huge success. What did we learn? We been achieved is that the SCRA Executive implementation. A number of people have reconfirmed that visioning is a central process Committee has agreed to establish an ongoing pointed out that Swampscott and the early for community. It reconnected us. It allowed us Visioning Task Force that will keep our visioning history of community psychology was to dream together. It was hopeful. It was fun. process moving forward (see Table 2 for list of supported by NIMH. Now, are there equivalent organizations who care about our work enough to support us? The Table 2. Visioning Task Force United Nations? The World Bank? Bill Gates? We don’t know, but we think this CCrhair MMsembers discussion should occur.

Tom Wolff Mark Aber, Jody Beeson, Meg Bond, Leticia Braga, Jim Emshoff, Donata We urge all of you to replicate this visioning Francescato, Vince Francisco, David Fryer, Gordon Hannah, Kelly Hazel, Karin process in your departments, communities, Jeschke, Rhonda Lewis, Eric Mankowski, Greg Meissen, Dena Murphy-Medley, Jose Ornelas, Julie Pellman, Sally Schwer Canning, Raymond Scott, Irma Serrano regional meetings, and community psychology Garcia, Rachel Smolowitz, Jessica Snell-Johns, Toshi Sasao, Wolfgang Stark, associations (especially around the world). Let Carolyn Swift, Vivian Tseng a garden of ideas sprout for our future.

Nelson Mandela and at his inauguration said

THE Community Psychologist 48 Vol. 38, No. 4 the following, and it applies well to our future. “40 Years Post-Swampscott: Community Our worst fear is not that we are inadequate Our deepest fear is that we are powerful Psychology in Global Perspective”: beyond measure Evaluation of the 10th Biennial Conference of the It is our light, not our darkness that most frightens us Society for Community Research and Action1 We ask ourselves: Who am I to be brilliant, gorgeous, talented and fabulous Actually, who are you not to be Margaret Davis2, 3, Cécile Lardon4, Heather Conference Evaluation Form You are a child of God; you playing small Foltz4, David Groh5, Michelle Davidson5, The evaluation survey was a revised version doesn’t serve the world and Dan Cooper6 of the survey used for the 9th Biennial There is nothing enlightened about shrinking Conference (Woods & Wilson, 2003). The so that other people won’t feel insecure 3Dickinson College survey contains quantitative and qualitative around you 4University of Alaska Fairbanks items. The survey asks for demographic and We were born to make manifest the glory of 5DePaul University descriptive information about the participants, God within us 6Vanderbilt University reasons for attending the conference, and It is not just in some of us, it is in everyone, satisfaction with conference accommodations, and as we let our light shine we The 10th Biennial Conference of the Society for mentoring activities, content, and value. The unconsciously give other people Community Research and Action (SCRA) was survey also probed for preferences for future permission to do the same held at the University of Illinois at Champaign- Biennials. Additionally, respondents had the As we are liberated from our own fear our Urbana in Illinois on June 9-12, 2005. The opportunity to provide feedback regarding their presence automatically liberates others conference theme was “40 Years Post- conference views and recommendations via Nelson Mandela – Inaugural Address Swampscott: Community Psychology in Global open-ended questions. Perspective.” At each Biennial, conference 1 The following people participated in at least participants provide feedback regarding Presentation Content Analysis one of the 2005 biennial visioning sessions satisfaction with the conference arrangements The abstracts in the conference program were and contributed to the ideas in this summary: and content. The evaluations also provide an used to categorize the content of the Sally Shewer Canning, Jim Cook, Meg Davis, opportunity to examine current research and presentations. A content analysis of the Steve Erickson, Charles Izzo, Tara prevention efforts in the field and symposia, poster, roundtable, and innovative Fmchitthavong, Rich Jenkins, Murray recommendations for the organization of future presentation abstracts was conducted. Each Levine, Ken Maton, Jon Miles, Ken Miller, Biennials (Martin, et al., 1999; Tandon, abstract was coded with up to five presentation Emily Ozer, Jessica Snell-Johns, and Chantal Mashburn, & Holditch, 2001; Woods & Wilson, subject and population categories. These Poister Tusher. 2003). The current paper reports on the categories were derived from the content evaluation results of the 10th Biennial analyses of the 7th, 8th, and 9th Biennial 2 During one of the visioning sessions, a group Conference. conference evaluations (Salem et al., 2000; of people focused on visioning issues Tandon et al., 2001, Woods & Wilson, 2003). pertaining to training. Because of the Method relevance of these ideas to the Conference evaluation surveys were placed in Results Interdisciplinary Work Group, the main ideas the registration packets of all conference Demographic and Descriptive Information from the training discussion were participants. In an attempt to increase the The average age of the survey respondents incorporated into this paper. Prior to the response rate, those who returned a completed was 37 years (SD = 11.86). About two-thirds biennial visioning sessions, members of the survey were eligible to win a prize. Two (68.9%) reported that they are European SCRA listserv were invited to share their hundred eighteen conference attendees American/White, 6% African American/Black, ideas electronically, especially if they would completed and submitted the not be able to participate in the sessions to evaluation surveys. This represents Figure 1 be held at the biennial meeting. Leonard a 37% response rate of all 596 Biennial Evaluation Survey Response Rate

Jason and Brad Olson submitted ideas conference participants (including 80% pertaining to SCRA becoming more registered individuals and invited/ 72% interdisciplinary, and these ideas were keynote speakers). One hundred 60% incorporated into this summary fifty-two of these surveys were 51% completed at the conference site, 40% and 46 surveys were completed on- 38% 37% 40% 36% line at a later date. Approximately 20 31% 25% surveys were returned by mail after 24% 18% participants returned home from the 20% conference. The response rate for this conference evaluation survey is comparable to 4 of the past 9 0% C I Z IL C T IL M A A C A V S V , S , G N , , , , , o , , , a a g e g a n s n i in p rg a i e ta a conferences (see Figure 1) and is the b c b v a b s m u i a n g r m n e b h m la e u a s u H t U l L T C l V , o . , m , o w A s 5 C E 1 ia 5 C e , 9 l 9 1 a 0 same as the mean for all conferences , , il , N 0 L 0 7 9 9 9 7 , 0 , 2 8 8 1 W 1 9 9 3 9 9 , 9 9 2 0 1 1 3 1 9 0 9 1 2 9 (M = 37.22%). 1

THE Community Psychologist 49 Fall, 2005 3% Asian/Asian American, 6% Latino/Hispanic Likert scale ranging from 1 (very unsatisfied) limited accommodations available in Urbana, American, 6% Non-American, and 8% other. to 5 (very satisfied). Table 1 summarizes the others expressed dissatisfaction with the dorms When asked which geographic region they mean ratings of arrangement satisfaction of the where temperatures were experienced as either reside in 86% of respondents reported being Urbana Biennial conference compared to the too hot or too cold. Some thought that the from the US with the majority being from the previous five conferences. The mean overall distance between the dorms and meeting Midwest (23.7%), Southeast (25.4%), and site quality rating was 4.01 (SD = .85). locations was too long. In addition, many Northeast (16.7%). Additionally, 2.7% of Respondents were most satisfied with the respondents commented that the meeting rooms respondents reported being from Australia, 3% assistance given by the volunteers at the were not appropriately sized for the number of from Canada, and 1% from Latin America. conference (M = 4.29, SD = .90), followed by people attending the events – while some the on-line registration (M = 4.18, SD = 0.98). rooms seemed too big, others could not hold Almost half of the participants (47%) reported Respondents were least satisfied with dining everyone interested in the event. Finally, there having a doctorate degree, an additional 31% arrangements (M = 3.42, SD = 1.15). Compared were a number of comments about the lack of held a Master’s degree, and 16% a Bachelor’s to other arrangement aspects, respondents also protein in the vegetarian lunches that were degree. Students and faculty/staff at academic were less satisfied with housing arrangements. provided, which may have affected satisfaction institutions were almost equally represented These data indicate that overall participants ratings for the dining arrangements. (46% and 42%, respectively). Smaller numbers were quite satisfied with conference of participants reported being employed at arrangements and that conference attendees A few respondents also mentioned a lack of government or non-profit organizations (2.3%), were especially pleased with the assistance attention to persons with disabilities and business (0.5%), mental health agencies (0.9%), they received while at the conference in Urbana. special needs. When planning future and other (3.7%). The majority of respondents While ratings for online registration were fairly conferences, special attention should be paid (73%) were members of SCRA; 41% were high, they were somewhat lower than for the to those with disabilities, to ensure equal access members of both SCRA and APA. A few previous conference, and ratings for online for all attendees. Also, when planning future respondents (2%) reported being a member of abstract sub-mission were quite a bit lower. Biennials, the locations of the accommodations APA only, and another 2% were neither APA as well as the sizes of the meeting rooms should nor SCRA members. About one third (36%) of The majority of respondents felt that con- be closely considered. Many suggestions were respondents indicated that the current ference costs for SCRA members, student made to hold the next Biennial in more of a conference was their first SCRA Biennial, and members, non-members, and student non- “community setting.” 4% reported having attended all Biennial members were appropriate, with 73.8% conferences. indicating that the costs were reasonable. Reasons for Attending the Conference However, about on third (37.1%) of respondents Reasons for attending the conference were also Conference Arrangements felt that the costs were too high, and 3.2% of rated on a Likert scale ranging from 1 (not at all Items related to participants’ satisfaction with respondents felt that the costs were too low. important) to 5 (very important). Table 2 the conference arrangements were rated on a displays the mean ratings for reasons for Respondents also had attending for the current conference and the TT1able 1 the opportunity to write previous five conferences (Woods & Wilson, Mean Conference Satisfaction Ratings by Conference (1997-2005) comments regarding the 2003). The highest rated reason for attending Chicago Columbia New Haven Atlanta Las Vegas, NM Urbana, IL location of the was to acquire new ideas or theories (M = 4.30, 1995 1997 1999 2001 2003 2005 conference as well as SD = 0.81), and the lowest rated reason was to On-line NA/A NA/ NA/ N6/ 48.4 4.1 arrangements for take a break or vacation (M = 2.28, SD = 1.27). registration (SD=.98) housing, meeting rooms, Other reasons for attending included On-line abstract NA/A NA/ NA/ N6/ 46.1 3.7 and transportation. On discussions about teaching, international submission (SD=1.36) the positive side, the cooperation, as well as networking and Housing 36.4 30. 49. 33. 33.3 3.7 majority of respondents collaboration opportunities. One person even arrangements (SD=1.10) were generally satisfied mentioned attending the conference as a means Dining 39.6 23. 48. 31. 32.2 3.4 with the conference and of recommitting him or herself to SCRA. Table arrangements (SD=1.15) a number of respondents 2 illustrates that the ratings for this year’s Conference 34.6 32. 44. 46. 33.6 3.4 expressed that they were conference are very similar to those of past meeting rooms (SD=1.07) very satisfied with the Biennials. Scheduled 34.2 32. 44. 41. 31.6 3.5 assistance offered by the social events (SD=.98) conference volunteers, Conference Content Informal social 35.8 30. 42. 42. 35.8 3.7 finding them helpful and Approximately 86% (n = 187) of survey opportunities (SD=1.00) friendly. respondents were presenters at the Biennial. Opportunities 46.1 38. 37. 34. 35.6 3.5 The 2005 conference presentations consisted for interest (SD=.94) group meetings Less positively, many felt of 94 poster presentations, 99 symposia, 46 that the conference was roundtables, 36 innovative sessions, 10 town Conference NA/A N3/ 45. 40. 49.1 4.2 volunteer (SD=.90) held in too small a city and meetings, 8 interest group meetings, 5 plenary assistance difficult to reach by sessions, 3 reception/banquet presentations, On-Site NA/A NA/ NA/ NA/ N6/ 3.7 travel. Respondents also and 2 workshops, for a total of 303 Transportation (SD=1.16) expressed dissat- presentations. Eight hundred nine (809) authors Overall site NA/A NA/ NA/ N5/ 31.4 4.0 isfaction with the were listed in the program. The conference also quality (SD=.85) housing for the included 12 special events, 4 invited conference. While some presentations, and two mentoring sessions. Note: Items were rated on a 5-point scale, where 1 = very unsatisfied and 5 = very satisfied. commented on the Based on a content analysis of the session

THE Community Psychologist 50 Vol. 38, No. 4 content related ratings for the 2005 Biennial were on par with and in most cases to the higher end of the ratings reported for previous conferences.

To gather more information about preferences for future conference content, survey abstracts (see Table 3), the two most common Respondents were asked to evaluate the respondents were also given the opportunity presentation subjects were school issues, content of the conference. Using a Likert scale to elaborate on their ratings by writing including curricula and learning (92 ranging from 1 (strongly disagree) to 5 comments. Some attendees felt that the focus presentations); closely followed by prevention (strongly agree), participants were asked how of some presentations was too clinical and did and positive development efforts and programs the content of the conference reflected various not reflect the values of SCRA. Topics that were (85 presentations); race, cultural, and diversity aspects of Community Psychology. Table 5 suggested to be focused on more in the future issues (84 presentations); program evaluation illustrates the mean ratings for the conference included reproductive health, gender identity and outcomes assessment (83 presentations); content areas for the last conference as well as and issues, feminist views, as well as aging, as well as topics related to political activity, the previous six Biennials. Although the elderly, and issues related to people with citizenship, social policy, and social justice (81 respondents felt that the overall quality of the disabilities. Many respondents expressed the presentations). The least frequently reported conference content was high (M = 3.99, SD = feeling that the conference was still dominated topics were suicide (1 presentation), .76) and that the conference program reflected by white males, and that there was a lack of epidemiology (2 presentations), and poverty/ the scope (M = 4.03, SD = .86) and values (M = diversity of points of view in the presentations. social class (2 presentations). As depicted in 4.17, SD = .89) of the field, they seemed slightly Others suggested that the conference focus Table 4, the most common populations studied less convinced that the conference provided a more on where the field is going instead of were youth (110 presentations) and ethnic sufficient emphasis on how research reporting on the status quo. A few respondents minorities (99 presentations), while the least contributes to theory (M = 3.75, SD = .95), wanted to see more “action oriented” topics. studied pop-ulations were the elderly (2 sufficiently represented social policy issues (M presentations), legislators, politicians, and = 3.68, SD = .99), placed sufficient emphasis on Mentoring Activities government workers (2 presentations), the how research contributes to action (M = 3.54, Mentoring activities were greatly expanded at police (4 presentations), and refugees and war SD = .99), and placed sufficient emphasis on the 9th Biennial and these activities were again crime victims (4 presentations). applied work (M = 3.60, SD = 1.01). However, all featured at the 10th Biennial. An extensive

THE Community Psychologist 51 Fall, 2005 Table 4 mentoring section was, therefore, satisfaction rating, but all of the mentoring Distribution of Populations Studied added to the evaluation in 2003. sessions were rated positively. Those who # of % of Population Approximately one third (32%) of attended the mentoring sessions as mentees Presentations Presentations* survey respondents participated in felt that all three types of sessions were adolescents/youth 110 22 the mentoring activities, with 23.9% worthwhile and should be continued at future ethnic minorities 99 19.8 participating as mentees and 8.7% conferences. faculty/researchers 62 12.4 immigrants/international/indigenous 58 11.6 participating as mentors. A few of females 53 10.6 the participants (1.8%) attended all In their written comments, many respondents school groups and institutions 52 10.4 mentoring sessions – orientation, said that the mentoring sessions were helpful. groups/organizations 51 10.2 small group, and individual; 24.3% One person commented that it was the most children 46 9.2 neighborhood/community 42 8.4 attended the small group only; inspiring part of the conference for them. Many low income, disadvantaged, 40 8 18.8% attended the orientation and respondents felt that the range of topics should disenfranchised professionals/service providers 37 7.4 small groups; and 14.2% attended have been larger. They also suggested that the urban populations 37 7.4 the small group and individual mentoring sessions be designed for those who college/university/graduate students 36 7.2 sessions. are not yet in graduate school, as well as for people with mental illness 25 5 those who already are. Time conflicts between adults 23 4.6 trauma, crime, and disaster victims 19 3.8 Responses to items pertaining to the mentoring sessions and interest group people with disabilities 17 3.4 the sessions were scored on a Likert meetings were mentioned as well. Those who incarcerated/offenders 13 2.6 scale ranging from 1 (strongly did not attend the mentoring sessions lesbian/gay/bisexual/transgender 13 2.6 rural populations 11 2.2 disagree) to 5 (strongly agree). mentioned reasons for not attending included caretakers/volunteers/paraprofessionals 11 2.2 Table 6 displays the satisfaction sessions being full and lack of knowledge about sex and gender groups 9 1.8 ratings with the orientation, small the sessions. Many also expressed that they males 9 1.8 group, and individual mentoring were excited about the opportunity, but were substance abusers / in recovery 6 1.2 refugees and war crime victims 4 0.8 sessions. Only the responses of the too busy or had scheduling conflicts with other police/law enforcement 4 0.8 mentees were included in this activities being held at the same time. legislators/politicians/government 2 0.4 workers summary. As evident in Table 6, elderly 2 0.4 participants responded favorably to Preferences and Recommendations for the Next The total number of presentations analyzed was 303. Percentages total more than all items. The individual mentoring Biennial 100% because presentations may have multiple applicable population descriptions. sessions received the highest On a scale of 1 to 10, the average rating of the overall value of the conference was 7.75 (SD = TT5able 5 1.60). Survey respondents noted that generally Mean Agreement Ratings of Conference Content by Conference (1993-2003) they plan to attend the next Biennial, with an average rating of 8.34 (SD = 1.96) out of 10. Williamsburga Chicagoc Columbiaa New Havenb Atlantaa Las Vegas, NMb Urbanaa Respondents tended to prefer having the 1993 1995 1997 1999 2001 2003 2005 conference at the same time of year as the current Reflected scope 4.03 36.4 33. 39. 30. 47. 3. conference (62.4%) or in early summer (20.6%). of field (SD=.86) About half of respondents (53%) preferred Reflected 4.17 holding the conference on a college campus, 36.3 34. 38. 32. 46. 3. values of field (SD=.89) while 20% of respondents did not have a setting preference, and 19.3% had multiple preferences. Sufficient emphasis on When asked about a preferred international 3.75 research 35.3 32. 37. 38. 35. 3. (SD=.95) region for a future Biennial, Australia, Latin contributing to America, and Europe were mentioned, as well theory as India, Singapore, Germany, Spain, Portugal, Represented New Zealand, and Russia. One respondent said social policy 3.68 37.1 31. 36. 35. 34. 3. “anywhere other than the US.” With regard to issues (SD=.99) sufficiently length of the meeting, slightly less than half of the respondents (45%) favored 3 days, but Sufficient slightly less than one third (30.7%) requested emphasis on 3.54 research 33.0 32. 36. 38. 34. 3. the meeting be 3.5 to 5 days. When asked to (SD=.99) contributing to consider cost, full fees for professionals and action student discounts were the preferred fee type Represented (74.3%). Some respondents also suggested 3.60 applied settings 33.0 30. 35. 35. 34. 3. discount or special fees for international (SD=1.01) sufficiently attendees, low-income attendees, and non- Overall content 3.99 member guests (e.g., spouses of attendees), as NA/A N9/ 31. 46. 3. quality high (SD=.76) well as partial fees with student discounts.

Notes: a Items were rated on a 5-point scale, where 1 = strongly disagree and 5 = strongly agree. Preferences for presentation formats of the next b Items were rated on a 5-point scale, where 1 = strongly agree and 5 = strongly disagree , but were transformed Biennial were also rated on a Likert scale here to correspond with others' scale. ranging from 1 (would like fewer) to 5 (would c The direction of the 5-point scale used is uncertain given conflicting evidence reported by Ferrari and Tadavich (1996). like more). Table 7 summarizes the content preferences for the 8th, 9th, and 10th Biennial

THE Community Psychologist 52 Vol. 38, No. 4 conferences. Overall, preferences for the and populations. The satisfaction ratings were T6Table 6 format of the next Biennial were similar consistent with the evaluations of previous Mean Mentoring Satisfaction Ratings by Session Format to those in past years. Some Biennials (e.g., Salem et al., 2000; Tandon et al., th Orientation Small Individual presentation formats have become more 2001), however the 8 Biennial particularly was Session Group Program favorable over the years, including noted for its organization. It should be noted Sessions panel discussions, pre-conference that the on-line registration, which was new workshops, less formal formats, such with this Biennial, was viewed quite positively Provided strategies 3.67 for getting the most 3.33 3.35 as open meetings and roundtables, and by the conference attendees. (SD=1.5- out of the (SD=1.19) (SD=1.56) mentoring sessions. About half of the 6) conference respondents (48%) did not see Despite positive feedback regarding the workshops offering continuing content of the meeting, some participants were Made attendees 4.17 4.24 4.23 feel welcomed (SD=.71) (SD=.98) (SD=.72) education units (CEUs) as important; dissatisfied with conference accommodations, 12% felt that they were somewhat particularly transportation, food, lodging, and Provided an 3.94 4.04 4.21 important; and 16% felt that CEUs were meeting space. Participants appreciated the opportunity to get (SD=.87) (SD=1.00) (SD=.89) important or very important. emphasis on diversity in the selection of the support from peers conference site but recommended that future Provided an When asked to make suggestions for conferences be held in a location that is better 4.28 4.26 4.5 opportunity to get (SD=.90) (SD=1.06) (SD=.94) the format of the next Biennial, many equipped to accommodate a large conference. support from peers respondents commented that the Of particular concern was the lack of 4.43 balance of events during this year’s accommodations for participants with Was worth 4.00 4.27 (SD=1.0- conference worked well. An increased disabilities. Future conference organizers attending (SD=1.08) (SD=1.02) 2) opportunity for discussion was should carefully attend to issues of suggested, as well as more workshops, accessibility. There were also somewhat 4.50 4.58 4.64 Should be repeated (SD=.62) (SD=.70) (SD=.84) more time for questions after the conflicting desires expressed by our plenary sessions and symposia, and participants. On the one hand, there was a wish Note: Items were rated on a 5-point scale, where 1 = strongly more interaction with the host to be closer to “community settings”; on the disagree and 5 = strongly agree. community. Many people mentioned other hand, respondents commented wanting to see more dialogue. One negatively on the relative inconvenience related frequent suggestion was to include to having to travel to and meet in a more rural TT7able 7 Mean Future Content Preferences by Conference (2001-2005) more participants and presenters from setting. It is not clear to what extent this is an other disciplines such as sociology, expression of the more urban orientation of the Atlanta, GA Las Vegas, NM Urbana, IL education, public health, and field as opposed to the urban life styles of many 2001 2003 2005 philosophy. attendees. We would like to suggest that future 3.20 S2ymposia 30. 2.9 conference organizing team should not exclude (SD=.90) Discussion settings that are more remote, perhaps even a 3.46 site outside the U.S., as they offer different PAanel discussions N7/ 3.1 This report summarizes the results of (SD=.86) the evaluation of the 10th Biennial experiences that can enrich our understanding 3.66 Conference. Overall, participants of non-urban and cross-cultural settings. W5orkshops 38. 3.5 (SD=.91) continue to enjoy the SCRA Biennial 3.12 Conference’s unique structure and The current conference planners heeded I2nvited addresses 30. 3.1 (SD=.78) were satisfied with the conference. several of the recommendations made in the Attendees who participated in the evaluations of prior Biennials (Hill, 2003; Interest 3.25 group/Committee 39.2 3.1 evaluation felt the conference was Tandon et al., 2001). For example, in accordance (SD=.69) meetings valuable and plan to attend future with recommendations, conference planners 3.23 Biennials. The atmosphere was attempted to provide healthier snacks and P1oster sessions 33. 3.2 (SD=.71) considered encouraging, invigorating, vegetarian lunch options, which continued to receive recommendations for improvement. 3.43 informative, and collaborative; and RAesource fair N0/ 3.6 (SD=.93) participants benefited from the Planners arranged transportation between mentoring sessions. Participants conference site and hotels and reserved rooms 3.71 I7nnovative sessions 36. 3.6 (SD=.86) especially enjoyed talking, connecting, at inexpensive hotels. Many sessions, such as and networking with others in the field roundtables, allowed attendees to reflect and Pre-conference 3.25 38.0 3.1 workshops (SD=.88) as well as the exposure to the current participate in substantive areas of interest, and efforts in community psychology. many participants felt that the program content Conversation/Open 3.80 32.5 3.6 Many participants were satisfied with was consistent with the conference theme. meetings/Roundtables (SD=.90) the conference content and session 3.31 C2onference dinner 30. 3.3 formats. Based on the presentation Some aspects of the conference, however, were (SD=.86) abstract content analysis, the not consistent with prior recommendations. For 3.47 MAentoring sessions N3/ 3.2 presentations were consistent with the example, although comments were made in (SD=.83) theme of the conference, as race, evaluations of past Biennials regarding the 4.07 diversity, and cultural issues; program need for a central location for informal OAther N7/ 3.5 (SD=1.00) development and community conversations and meetings, explicit Note: Items were rated on a 5-point scale, where 1 = would like much collaboration; and people of color were instructions and expectations about all fewer and 5 = would like much more the most commonly examined topics presentation formats, and effective scheduling

THE Community Psychologist 53 Fall, 2005 of interest group meetings, attendees at the 10th another opportunity for input. As web-based K., & Tate, D.C. (2000). The seventh Biennial continued to express some of these technology for registration and surveys biennial conference for the Society for same concerns. becomes more accessible and easier to set up it Community Research and Action. The seems to offer a valuable tool for SCRA Biennial Community Psychologist, 29, 5-9. Some limitations of evaluating the conference Conferences. Tandon, D., Mashburn, A., & Holditch, P. should be considered. The survey response (2001). The 8th biennial conference of the rate was less than 40% and the degree to which References Society for Community Research and the survey respondents were representative of Ferrari, J. & Tadavich, D. (1996). Evaluation of Action: Evaluation and all conference attendees could not be the first five biennial conferences on recommendations. determined because the demographic Community Research and Action. The Woods, L.N. & Wilson, M.N. (2003). information of all conference attendees was not Community Psychologist, 29, 5-9. “Incorporating Diversity: Moving from available. However the present evaluation did Hill, J. (2003). Ninth biennial conference on Values to Action”: Evaluation of the 9th attempt to remedy several weaknesses that had Community Research and Action: Final Biennial Conference of the Society for been noted regarding past evaluation surveys. report and recommendations. Community Research and Action. The For example, the direction of Likert scale ratings Unpublished manuscript. Community Psychologist, 36, 43-49. were made consistent throughout the Martin, P., Lounsbury, D., Nguyen, H., Randall, evaluation tool and, based on concerns about K., Legaspi, A., Siebold, W., Thomas, O., 1 We would like to thank the organizers of the sensitivity of socio-demographic information, Lewis, K., & Davidson, W. (1999, June). 10th Biennial Conference of the SCRA and the demographic section of the evaluation was An analytic review of the American the University of Illinois at Champaign- revised based on NIH suggestions and Journal of Community Psychology (1993- Urbana. feedback from representatives of a variety of 1998): A preliminary report. Paper populations. Additionally, the option of presented at the Seventh Biennial 2 Please direct correspondence to Margaret completing the evaluation on-line in addition Conference of the Society for Community Davis, Dickinson College Psychology to at the conference was available, and gave Research and Action, New Haven, CT. Department, P.O. Box 1773, Carlisle, PA conference participants who either forgot to Salem, D.A., Chinman, M.J., Gillum, T., Legaspi, 17013: [email protected] submit their evaluation or had to leave early A., Lewis, D.K., Seabrook, L., Scrimenti,

SPECIAL FEATURE The Community Student

edited by Carrie E. Hanlin and Mike Armstrong

Talking the Talk and Walking the and Weinberg, 2002). Thus, if we expand our to guide our selection of values. He argues that Walk: Integrating Values into Praxis concept of science we can incorporate values values should “guide the processes and into our theories and actions. As we move mechanisms that lead toward an ideal scenario,” Deanne Dworski-Riggs towards a value-based praxis, more work must “avoid dogmatism and relativism,” “be Peter Drake be done to theorize and research what our complementary and not contradictory,” and Wesleyan University values are and how they should guide our field. finally “promote personal, collective, and relational wellness” (Prilleltensky, 2001a). Since Since its inception, community psychology has Although community psychologists discuss each individual has a specific set of values, it is walked a fine line between being a science and the importance of values for their work, we have foreseeable that the process of value selection taking the pursuit of value issues seriously. yet to create a framework for how these values could be difficult, since it is likely that differing Recently, community psychologists have should be integrated into research and action and often conflicting values will most likely begun to question whether our discipline needs (Fondacaro and Weinberg, 2002). We must start exist within a diverse group of individuals. to continue their courtship of conventional by defining the values of our field, our own science (Hess, 2005). Rappaport wrote an article personal values as researchers and research As for our field, Prilleltensky (2001a) has entitled “Community Psychology is (Thank groups, and the values of the communities we suggested a list of values that include: self- God) More Than Science” in which he are working with. We also must create methods determination, health, personal growth, social challenged the notion that our field needs to for negotiating values and mediating justice, support for enabling community limit itself to what is traditionally considered differences and conflicts between the values structures, respect for diversity, collaboration, “good science” (Rappaport, 2004). Although of different groups. Finally, we must let these and democratic participation. The concepts scientists have long held that scientific inquiry negotiated values guide our praxis. included here appear to be moral goods which needs to be value-free, community most people would support; however, if we truly psychologists have rejected this assumption. If our field is to fulfill their promise of creating value concepts such as respect for diversity, Instead, community psychology claims that social justice, it seems logical that we must begin self-determination, collaboration, and while science can tell us where we are, only by defining what we mean by social justice and democratic participation then it is not enough vision and values can tell us where we need to what our values are in general. Prilleltensky for researchers to decide on a set of values and go (Nelson and Prilleltensky, 2004; Fondacaro (2001a) has created a set of criteria with which let those values guide their work with

THE Community Psychologist 54 Vol. 38, No. 4 communities. Rather, we must join with first once they have established an open and values, instead of guiding us to an ideal communities to decide on a set of values that is trusting relationship with the researchers. In situation, would be structured around appropriate to guide our collaborative work in the case of differing values, the researchers defending the status quo. Such values as each specific context. Not only is negotiating must not attempt to simply impose their values racism, sexism, or ageism, could arise to justify values with the community important if we are on the community. Not only would such an act the unequal distribution of power and resources to uphold our be a violation of that exists. In our framework of value-based value system, community praxis, we have not dealt with the question of “research has If our field is to fulfill their promise of psychology values, what to do if we believe that we must change a shown that it would negate the value of the community in order to work towards commitment to creating social justice, it seems logical partnership which social justice. One solution could be to have a clear and that we must begin by defining what we the researchers are more extensive critical education process with consensually mean by social justice and what our trying to create. the people in power. Another solution could be agreed upon Throughout these to continue to focus on common values and purposes or values are in general. negotiations, build bridges between oppressed and goals is humility and oppressors, with the hope of gradually important for compromise on the changing the values of the oppressors. Any partnerships” (Prilleltensky, 2001b, p. 657). part of the researcher are critical, especially attempt to change a group’s values seems Thus, if we are to effectively integrate values given the power differential between subversive, yet there are certain values to into our research and action we must include researchers and the communities with which which we can neither agree nor ignore if we are communities in the discussion and selection of they collaborate (Mohatt et al., 2004). to fulfill our promise of social justice. values. Researchers are usually seen as experts, and often have access to knowledge and resources Of course, coming up with a communal set of Involving community partners in value that the communities need. If compromise values is just the beginning. From there, we negotiation is an important yet challenging cannot be researched on certain values, then it must adjust our methods and practices to fit aspect of creating a value-based praxis and one is best for the collaborators to focus on agreed the values we have selected. This process that demands more attention. It is likely that upon values or decide that a value-based requires flexibility and creativity in methods, community members will not share the same collaboration is not possible at the time. If which pushes us to continue to broaden our values as the community psychology stakeholders can agree upon a set of values to conception of “good science.” For example, researchers since individual and contextual guide their work, it is our belief that such as participatory action research and story telling factors influence values and most community beginning to a partnership will gave strength, methods were used with Alaskan Natives in psychologists come from academia whereas solidarity, and direction to the intervention. This order to honor their oral traditions and cultural most of our community partners come from value negotiation process is another aspect of values (Mohatt et al., 2004). By allowing the oppressed communities. Prilleltensky suggests what happens “before the beginning” which community’s values to guide the research that “some incongruence is natural, inevitable, will certainly have a significant impact on the methods, the researchers were able to create and desirable” (Prilleltensky, 2001b, p. 657); intervention (Sarason, 2004). Therefore, we more accurate knowledge that was culturally however, “when there is substantial value must research and write about this process so and morally acceptable. incongruence between partners a successful that we can increase our knowledge, skills, and value-based partnership is unlikely” successes in creating value based partnerships. Once the intervention has occurred, the (Prilleltensky, 2001b, p. 657). More work must evaluation must also take into account the be done to clarify these distinctions. How much We contend that, in most instances, group’s set of values. This step is especially disagreement is acceptable? How much stakeholders will be able to generate some set important to hold collaborators accountable to agreement is necessary? of values upon which they can all agree. This the values and goals they selected, and to statement is especially true when we ensure that those values are indeed guiding During the process of value negotiation, we collaborate with “oppressed” groups (as we their work. If the results show that the goals must begin by critiquing the status quo and usually do) because our values are geared to were not achieved, then either the values must envisioning a better future based on our shared creating more fair and equitable living be renegotiated or the intervention needs to be values. Although we might disagree on some conditions for everyone (which would changed to better reflect the group’s values. In values, we must strive to develop a set of shared especially benefit those that are currently this way, values can drive the cycle of action values with which to guide our collaboration in oppressed.) Though we feel that collaborating and reflection to establish value-based praxis. creating meaningful, transformative change. As with oppressed groups is important, we believe for the values that differ or conflict, we must that in order to create sustainable, As community psychologists, we need to “talk continue to discuss them until we understand transformative change we must also work with the talk and walk the walk” when it comes to how they relate or don’t relate to the context the “oppressors.” Thus far, community values. We need to learn how to negotiate we are working in and the community with whom psychology has not given much attention to values with communities, even when our we are working. It may be the case that some of this group. It seems impossible to get to the community partners don’t necessarily share our our values are not relevant to our community root of the oppression without including them values. And, we need to learn how to partners. For example, if working with a group in the change process. If we do choose to incorporate the agreed upon values into our of disabled individuals it might be more helpful collaborate with people who have power and work. to concentrate on the value of interdependence resources, this move might seem to jeopardize rather than independence (Prilleltensky, 2001a). our value-based approach. It is likely that those References In other cases, the stakeholders may come to with power and resources would be reluctant Fondacaro, M. R. & Weinberg, D. (2002). see the relevance of some community to give up said assets, and are quite probably Concepts of social justice in community psychology principles they did not accept at reasonably content with the status quo. Their psychology: Toward a social ecological

THE Community Psychologist 55 Fall, 2005 epistemology. American Journal of research and thus to competent atmosphere. In addition, Nelson & Prilleltensky Community Psychology, 30(4), 473-492 knowledge generation, thereby (2004) ask, “How can we change ourselves, Hess, J. Z. (2005). Scientists in the swamp: producing poor quality knowledge others, and society when we are very much Narrowing the language-practice gap in and isolating themselves part of the system that resists change?” They community psychology. American unproductively from the societies elaborate by discussing the need for Journal of Community Psychology, 35(3/ they claim to serve. (p.103) community psychology values to begin at 4), 239-252. “home” (the places we live, work, study, and Mohatt, G. V., Hazel, K. L., Allen, J., Stachelrodt, CP is a community-based field. It is grassroots train). M. Hensel, C. and Fath, R. (2004). Unheard to some extent and many of us want jobs that Alaska: Culturally anchored participatory will allow us to work in the system, becoming There are too many disconnects, contradictions action research on sobriety with Alaska activists, community interventionists and and rules within the university setting to fully Natives. American Journal of Community prevention workers. It makes sense to hold our integrate our professional, political and Psychology, 33 (3/4), 263-273. professional training in settings congruent with personal values and become fully functioning Nelson, G., & Prilleltensky, I. (2004). Community this line of thinking. I do realize that universities community psychologists. Consequently, I will psychology: In pursuit of liberation and are a “part” of the community. However, a great not simply leave you with my ramblings and well-being. London: Palgrave Macmillan. deal of the citizens we will be working with may critiques, but will build you a very “utopic”, Prilleltensky, I. (2001a). Value-based praxis in not be highly educated and settings such as yet logical image of CP training outside of the community psychology: Moving toward universities may prove to be intimidating. From university. Discussions with professors at social justice and social action. American personal experience, I know that many people Wilfrid Laurier further reinforce this ‘radical’ Journal of Community Psychology, 29(5), see those who attend university as “better conception. 747-779. than” or as “experts” and “all-knowers” – Prilleltensky, I. (2001b). Building value-based people they should be suspicious of and will Colleen Loomis* (personal communication, partnerships: Toward solidarity with never be equal to. Is this the type of message February 8, 2005) suggests that this idea to oppressed. American Journal of we want to send? move CP outside of the academy takes earlier Community Psychology, 29(5), 649-677. initiatives for creating alternative settings for Rappaport, J. (2005). Community psychology In essence community psychology is about training community psychologists to the next is (thank God) more than science. working with the people, for the people from level. Jim Kelly (1970) suggested that CP American Journal of Community the ground up. Universities breed hierarchies, establish a place where community Psychology, 35(3/4), 231-238. top down approaches, and are driven by psychologists at various stages of their career Sarason, S. (2004). What we need to know numbers, research, dollars and cents. We are (students, practitioners, and academics) would about interventions and interventionists. merely student numbers within such bring their families and come together in a American Journal of Community institutions and administrators care only about lodge-like setting to work side-by-side on action Psychology, 33(3/4), 275-277. the recognition we can bring them. The projects. The development of Community population in universities is still predominately Action Research Centers (CARC, e.g., Puerto white middle-class and there is great Rico) by Bob Newbrough and his colleagues Radical or Logical? Moving CP competition caused by ranking, scholarships, (1997) have implemented Kelly’s idea. The Training Outside of Academia awards and grading systems. Such an radical proposal to move CP education outside environment is not consistent with CP values of the academy takes these earlier visions and Marcie D. McKay of diversity, equality, fairness, participation and efforts to the next level. Wilfrid Laurier University, Ontario, Canada health. Ideally, a training school of community I am excited in many ways to be part of the I do feel that our CP program has its own unique psychology would be set up in the larger Community Psychology program at Wilfrid set of values and rules apart from the rest of community, close to the poverty and Laurier University in Waterloo, Ontario. Yet as the university. Our faculty is compassionate powerlessness we seek to transform. We would I delve deeper into the piles of readings about social issues and wants the best for their be housed in an informal setting, inside a home assigned by my professors and mentors, I students. Yet, the ‘big ivory towers’ are or other building unrepresentative of a typical become more and more disillusioned about housing our small group and in ways we cannot institution. The government would fund the CP community psychology’s (CP) place in help but be influenced by its policies, rules and program as a training institute. Our faculty academia. I am not implying that CP courses competition. Faculty is regulated on what they would be hired based on their community should not be taught or that CP faculty should can teach, who they can hire and what grades experience, research experience and mentorship not work in universities. However, I am implying they should be assigning. This occurrence is capabilities, not simply on their funding and that there may be a more viable and logical what Prilleltensky, Walsh-Bowers, and Rossiter publications. Class schedules and courses option for CP training. I make this statement (1999) refer to as “systemic entanglements” – would be created with student input and would based on the disconnect between university being accountable to several masters. In this be based on student development needs. values and CP values and our need as a case accountability would be to other faculty, Grading would not exist; one would simply pass discipline to better integrate theory and research department heads, deans, chancellors and or fail by meeting or not meeting requirements. with practice and action. Levin & Greenwood presidents. As a result, I see our department However, feedback would be given on an (2001) demonstrate a similar belief: following the status quo that we speak about ongoing basis and revisions of assignments Universities, as institutions charged challenging in class. Sarason (1981) provides a would be required. Most importantly, the with the generation and congruent perspective by describing community would have a stake in the CP school. transmission of knowledge, have psychologists as successfully conditioned to Community agencies and organizations would created a variety of conditions not deviate from the intellectual order also fund the school with the agreement that inimical to the practice of action prescribed by the contemporary, ideological students would complete field practicums

THE Community Psychologist 56 Vol. 38, No. 4 within their organizations. This way, agencies creating our institutional base in the community How to Collaborate in Research from could have tools such as evaluations and itself. Future CPers would be better equipped a Student Perspective1 proposals completed free of cost and students to do their jobs if their learning environment would gain valuable experience at the same time. was consistent with the values they learn. It Jessica L. Vinograd2 A community-based approach to training would will be difficult for our discipline to grow in the University of Ottawa introduce students to ‘multiple mentors’ using ways recommended by our predecessors if we an apprenticeship style of learning (Loomis, remain in an institution that oppresses us like Research that produces nothing but books 1998). Students would be exposed to mentors the disenfranchised citizens we support in will not suffice. – Kurt Lewin, (1948) and advisors who hold practical experience, communities around the world. thus gaining a stronger understanding of CP Community psychology teaches us the value values, issues, and approaches than one would References of a holistic approach to research (Nelson & with a single academic-based mentor. In Kelly, J. G. (1970). Antidotes for arrogance: Prilleltensky, 2005), one which proactively addition, community speakers would be Training for community psychology. seeks to minimize the harm which can brought in on a regular basis to further create American Psychologist, 25(6), 524-531. potentially arise as a result of impersonal, linkages and cooperation. The wider Levin, M. & Greenwood, D. (2001). Pragmatic invasive, or exploitative research (Reinharz, community would be made aware of the CP action research and the struggle to 1992). The primary research approach promoted school through tours, workshops, transform universities into learning by community psychologists is participatory presentations, wellness fairs and community communities. In Reason, P. & Bradbury, and action-oriented. Community-based outreach projects. As well, the CP school could H. (Eds.), Handbook of action research: researchers are asked to involve those people set up a resource or service run by CP faculty Participative inquiry and practice. affected by the research process and outcomes. and students based on a community need. Or London: Sage Publications. Such a collaborative approach may take shape perhaps the school could take an activist Loomis, C. (1998). Creating an apprenticeship: through participatory action research (PAR), a approach – lobbying for groups and individuals An alternative to “surviving” graduate collaborative partnership between researchers to impact policy. Furthermore, action school. The Community Psychologist, and community members in the acquisition of approaches would be more probable outside 31(2), 29-30. knowledge and the achievement of positive of a regulatory university setting. A board of Nelson, G., & Prilleltensky, I. (Eds.). (2004). social change (Nelson, Ochocka, Griffin, & Lord faculty, students, community agency Community psychology: In pursuit of 1998; Nelson & Prilleltensky, 2005). Another representatives and community members would liberation and well-being. New York: way of involving the individuals whose lives meet monthly to discuss any problems or Palgrave/Macmillan. may be affected by the process or findings of concerns, work through conflict and build Newbrough, J. R. (1997). Community Action- research is to elicit stakeholder participation partnerships. According to Sarason (1982), Research Center Activity Report (Report on a steering committee (Patton, 1997), from many of the problems in schools are a result of of Activity, Task Force, 1997): Centro which committee members can influence institutional hierarchy. Therefore, in the Universitario de Servicios y Estudios decision-making and learning processes. A proposed alternative setting for CP training Psicologicios (CUSEP) at the University steering committee may also function as an there would be no hierarchy. Instead, faculty of Puerto Rico and Vanderbilt University. accountability mechanism by providing an members would take turns carrying out specific Prilleltensky, I., Walsh-Bowers, R., & Rossiter, outlet through which stakeholder voices can administrative tasks. A. (1999). Clinicians’ lived experience of be heard. ethics: Values and challenges in helping The creation of such a school would not be children. Journal of Educational and Participatory action research and steering easy or without its problems. I have created an Psychological Consultation, 10(4), 315- committee involvement are valuable systems image of CP training functioning without 342. for working toward the goal of a research university influence and gaining credentials Sarason, S.B. (1981). Psychology misdirected. process that is done with people, rather than based on community recognition and New York: Free Press. for them or to them (Taylor & Botschner, 1998). partnerships. Other researchers have echoed Sarason, S.B. (1982). Culture of the school and Not all collaborative approaches attain this goal. similar approaches, but have used university the problem of change. Boston: Allyn & With attention to the challenges and potential partnerships to develop CP institutions outside Bacon. pitfalls (Isenberg, Loomis, Humphreys, & of academia. For an in depth example, the work Wolff, T. (1999). Practitioner’s perspectives. In Maton, 2004) however, reaching the goals of of David L. Snow is of use (Wolff, 1999). Snow Rappaport, J. & Seidman, E. (Eds.), PAR is possible. Involving people who are discusses the development of The Handbook of community psychology. New affected by research may lessen resistance, Consultation Center which offers CP services, York: Kluwer Academic/Plenum. especially among those who may feel training and research due to collaboration threatened by external researchers whose between Yale University, the Connecticut *I wish to thank Dr. Colleen Loomis of WLU findings and conclusions may considerably Mental Health Center and the Community for her valuable comments and affect their lives. With the input and guidance Consultation Board (a private, non-profit encouragement during the conception of this of community stakeholders, the research organization). This development has led to a article. questions and objectives may be revisited and growth in training and employment developed as the project progresses over time, opportunities and the growth of an institutional in order to better address the phenomenon base for CP. under study. When program stakeholders contribute to the process and planning of a From the work and words of other CPers and study, there is likely more commitment to the community professionals it is my belief that we project, and the likelihood is greater that the should follow the words of Carolyn Swift research findings will promote further action (Wolff, 1999) and become “pioneers” by (Taylor & Botschner, 1998).

THE Community Psychologist 57 Fall, 2005 From the beginning of my studies in a graduate determined to promote cultural competency steering committee members of the study community psychology program, the through training, they were also eager to consisted of a cross-section of agency importance of doing respectful research was evaluate their efforts, to confirm that the directors, managers, and supervisors. emphasized. Consequently, when the time came curriculum was in fact achieving its intended to think about my own research, I consciously goals of improving worker-client interactions. Understanding the Program Intervention decided that any future research in which I was With the approval of my agency contacts, I to be involved, in particular my master’s thesis, My undergraduate mentor suggested that I attended the first two-day training session would occur within a participatory framework, contact his acquaintances at the agency to find offered to agency staff. The purpose of emphasizing collaborative partnerships and out whether they would be interested in attending training was three-fold. First, it gave respect. recruiting external researchers to complete an me an opportunity to familiarize myself with the evaluation of the training program. This is where curriculum. Prior to my participation I had seen I soon learned, however, that what initially I came in. I telephoned Sharon Evans, the curriculum on paper only, thus limiting my seemed so pragmatic and logical was at times Supervisor of Training and Development at the ability to conceptualize how a participant might both daunting and frustrating. Despite the agency and introduced myself. Then, I was experience training. By attending, I became challenges associated with adopting a referred to Marlene dei Amoah, Supervisor of acquainted with the integration of theories, collaborative perspective, I continue to CARE Homes and Specialized School concepts, and program activities presented to advocate for and pursue this noteworthy Programmes. Within a few weeks, my thesis trainees. Second, through a direct research tradition. The following is an overview advisor, Colleen, and I met with Marlene and understanding of the curriculum, I was better of my experiences in developing, implementing, Sharon to learn more about the training initiative informed for determining the research design, and completing a collaborative community- and to discuss the possibility of a collaborative selecting and creating assessment protocols, based thesis, and how the challenges research relationship. and developing the research procedure. Finally, associated with turning theory into action were my presence allowed me to be a participant- overcome. Understanding the Research Context / observer. In other words, I experienced the Explaining the Research Approach program at the same time and in the same way Finding the Research During our initial meeting with Marlene and as a group of agency employees, observing The primary purpose of my thesis was to assess Sharon, Colleen and I learned about the impetus and developing a better understanding of the the effectiveness of a cultural competency for improving interactions between agency experiences and the reactions of other employee training program offered in a staff and their multicultural clientele. We also participants. provincial, community-based child welfare learned more about the curriculum and training agency (Vinograd, 2005). The study program (Maiter & Dumbrill, 2003). Our first Determining the Research Design and investigated the extent to which training meeting also gave us the opportunity to Procedure influences the development of multicultural describe the concept and theory behind the The next step in developing my collaborative awareness, knowledge and skills. A further goal participatory approach to research and to thesis was to present a proposal for the method was to assess participant reaction to and propose that our evaluation of the training and procedure to the steering committee, with satisfaction with the training experience. program be grounded in this method. The idea the intent of soliciting their input and feedback, was embraced by both Marlene and Sharon and and ultimately to reach consensus prior to An initial step in my venture involved extensive they volunteered to assemble a steering beginning data collection. This process networking. First and foremost, I had to committee. occurred during two meetings at the agency. determine the phenomenon under study, as well as the context within which to investigate the Steering Committee Involvement I began by developing a questionnaire to issue. In what I regard as a “fortuitous A primary objective of the thesis was to involve evaluate employees’ satisfaction with training. coincidence,” I found my research topic with individuals who are directly affected by the In addition to this aspect, my advisor suggested considerable ease. Building on my process, outcomes, and potential actions I assess cultural competency itself and referred undergraduate honour’s thesis (Vinograd, generated based on the research findings. A me to the literature on training culturally 2003), I discussed my interests in cultural steering committee was therefore assembled to competent counselors and clinicians. A diversity during a meeting with my mentor and guide the research design and method, as well measure was selected. Then the survey was undergraduate thesis advisor, Bob Flynn. He as the learning and decision-making processes. presented to the committee, which made slight informed me of a diversity initiative being The steering committee also ensured that the modifications to the items to more accurately developed and implemented in a child welfare needs and requests of agency workers were reflect the learning objectives of the curriculum agency in southwestern Ontario, near where I respected throughout the study, discussed and and the work context. This part of the was attending graduate school. This particular revised items prior to survey administration, collaboration reflects a complex process agency had taken a proactive stance in and assured that the study complied with Tri- involving individual student work, mentor’s addressing issues of multiculturalism and Council Policy Statement for ethical research advice, and steering committee input. organizational diversity. conduct. Respecting, integrating, and responding to each of these entities is challenging. Given the discrepancy between the Ideally, all individuals who are affected by a demographic composition of agency personnel program should be represented in the steering The process of modifying the survey items and their distinctly multicultural clients, senior committee including, in this case, agency involved two researchers and four committee management made a conscious commitment to employees, management, foster parents, service members deliberating over the precise wording, enhance service delivery. The promotion of recipients, and community members. However, merit, and layout of approximately 115 survey culturally competent child welfare practice was it was determined that bringing together such items. For me, this experience was tedious, addressed through ongoing diversity training a comprehensive stakeholder group went exhausting, and at times frustrating. One for all staff. Not only was senior management beyond the scope of the thesis. Thus, the committee member in particular was meticulous

THE Community Psychologist 58 Vol. 38, No. 4 in examining the content and semantics of what their regular responsibilities and deadlines. The ten steps enumerated below summarize seemed to be each and every item. During this Researcher patience and flexibility are valuable progress during my PAR master’s thesis project: time I felt overwhelmed and irritated—I was characteristics when doing collaborative (1) networking with my previous advisor; (2) nervous that such close scrutiny and doubt research. initiating new community contacts by would result in considerable alterations to the introducing myself through a person already research I had proposed. In retrospect, I now Another potential obstacle is difference of known to the community agency; (3) integrating realize that this process was important, if not opinion between and among steering committee the university where I was attending for my essential to the success of the thesis. I had members (researcher members and agency master’s with the community agency— neglected to acknowledge that several survey members). Whereas, in most cases, committee establishing a steering committee; (4) searching items were of a sensitive and personal nature. members are working with researchers towards for resources—my individual student literature If we had not been so careful in the a shared goal, it is possible that individuals searches and developing new material; (5) presentation of these items, we risked disagree concerning the best or most practical working with my academic mentor, adding to compromising the emotional safety and well- ways of achieving these goals. In my and revising my work; (6) participating in the being of the research participants. In essence, experience, the challenges of overcoming steering committee as a leader in presenting this was a necessary ethical exercise. conflicts of interest occurred during the revision suggested tools; (7) participating in the steering of survey items. What I learned from this committee as a member—listening and being In addition to the survey items, I developed an experience is that it is vital to hear and to receptive to changes to the ideas I presented; open-ended focus group guideline to explore understand the input provided by all members, (8) sharing ownership with the committee, being participants’ lived experiences with and and to be flexible in revising and modifying the flexible, revising, and persisting; (9) personal reflections on the training program. design, procedure, and research tools. appreciating the collaboration, valuing the The focus group protocol was reviewed and Although it is frustrating to have someone work the other team members gave to the approved by steering committee members, and question your hard work, open-mindedness and project; (10) communicating research findings a small subset of committee members willingness to change may be to your as a team in multiple formats, such as academic participated in a pilot study of the focus group advantage. Had the comments of the persistent articles, conference presentations, executive discussions to make certain that the content of committee member been discounted, it is likely summaries, and news releases. the discussions were relevant and respectful. that the respondents would have had adverse This participation facilitated the research reactions to certain items, and perhaps would References process, ensuring buy-in from the agency. Also, not have responded to the survey at all. Balcazar, F.E., Keys, C.B., Kaplan, D.L., Suarez- the agency steering committee members Balcazar, Y. (1998). Participatory action contributed a lot of work by photocopying, Strengths and Lessons research and people with disabilities: distributing, and collecting the surveys. This The quote presented at the beginning of this Principles and challenges. Canadian assistance provided me with the additional time paper articulates how I feel about collaborative Journal of Rehabilitation, 12, 105-112. needed to run focus groups, transcribe, and research. That is, the outcomes of research dei Amoah, M., Evans, S., & Vinograd, J.L. analyze qualitative data in addition to entering ought to be more than just books. In other (2005, June). Developing diversity training the survey responses into SPSS and analyzing words, research is about more than just words in a child welfare setting. Presented at the quantitative data. and numbers, articles and chapters. For me, it Ontario Association of Social Workers is about people and action. This is one of the Biennial Conference, Ottawa, ON. Challenges many important lessons we are taught as Isenberg, D., Loomis, C., Humphreys, K., & Challenges and obstacles are indisputable community psychologists. Maton, K. I. (2004). Self help research: features of psychological research, and Issues of power sharing. In L. Jason, C. collaborative, community-based research is no I believe that through the integration of a Keys, Y. Suarez-Balcazar, R. Tayor, exception. It is arguable that this type of collaborative, community-based study, I was M.Davis, D., Durlak, J., Isenberg, D. (Eds.), research is even more challenging than able to take a small step towards turning theory Participatory community research: laboratory-based studies. Research conducted into action. Recently, we presented the findings Theories and methods in action. American in the “real world” is undeniably subject to real- of my thesis to a group of Ontarian social Psychological Association: Washington, world problems, including scheduling conflicts, workers (dei Amoah, Evans & Vinograd, 2005) D.C. multiple deadlines, differences of opinion, and and to the agency employees in an internal Lewin, K. (1997/1948). Resolving social conflicts of interest. organizational newsletter. The findings have conflicts and field theory in social science. implications for designing and implementing Washington, DC: American Psychological One of the first things I learned about cultural competence training in other Association. community-based research is that it can take a workplaces (e.g., other child welfare agencies Maiter, S., & Dumbrill, G. (2003). Cultural great deal of time. It is not only dependent on within Ontario and across Canada and other competence and working across the researcher’s timeline and ability to set and organizations) (Vinograd & Loomis, under difference: Core curriculum for Family meet goals, but also on the schedules and review). Such widespread implementation can and Children’s Services of Kitchener- availability of steering committee members, potentially work towards mitigating the Waterloo. Unpublished manuscript. administrative personnel, and research damaging consequences of racism, classism, Nelson, G., Ochocka, J., Griffin, K., & Lord, J. participants (Balcazar, Keys, Kaplan, & Suarez- sexism, religious prejudice, heterosexism, and (1998). “Nothing about me without me,” Balcazar, 1998). Whereas the project at hand other forms of discrimination. It is clear to me Participatory action research with self- may be the primary focus of the researchers, it that the success of the research and the actions help/mutual aid groups for psychiatric is important to recognize that steering generated based on the results would not have consumers/survivors. American Journal committee members are often volunteering their been possible without the thoughtful, of Community Psychology, 26, 881-912. time over and above their own job demands, insightful, and vital input provided by the Nelson, G. & Prilleltensky, I. (2005). Community and may understandably give precedence to members of the steering committee. psychology: In pursuit of liberation and

THE Community Psychologist 59 Fall, 2005 well-being. New York: Palgrave grant proposal among what seemed like many college-attending counterparts. This poster MacMillan. other worthy submissions. developed into a manuscript now under review Patton, M.Q. (1997). Utilization-focused for the special issue of student research in the evaluation: The new century text. Through this grant, I set out to identify risk American Journal of Community Psychology. Thousand Oaks, CA: Sage. and protective factors associated with Reinharz, S. (1992). Feminist methods in social educational attainment in young adulthood. Next, I was able attend the 2nd meeting of the research. New York: Oxford University Using a matched sample of homeless and non- Society for Research on Adolescence’s special Press. homeless participants from Detroit, I examined interest group on Emerging Adulthood; a term Taylor, A.R. & Botschner, J.V. (1998). mean-level differences in psychological, coined by Dr. Jeffery Arnett describing youth Evaluation handbook. Toronto, ON: emotional, and environmental variables and who have graduated from high school, but who Ontario Community Support Association. investigated how these differences might are not yet married, do not have children, etc. Vinograd, J. L. (2003). The relationship of impact educational outcome and attainment in This conference was exhilarating in every way, structured voluntary activities to drop-out, non-college bound, and college as I was able to meet many colleagues and psychosocial outcomes of youth in out- bound young adults. More specifically, I sought professionals studying the population in which of-home care. Unpublished manuscript, to answer the following question: How do I have been most interested for some time. Ottawa University, Ottawa, Ontario, previously homeless and matched at-risk non- Again, if it were not for the funds available from Canada. homeless adolescents differ in young the SCRA grant, I would not have been able to Vinograd, J. L. (2005). Cultural diversity at adulthood based on their educational attend such a thrilling and educational Family and Children’s Services of the attainment at earlier ages? The overarching aim conference. At this conference, I presented a Region of Waterloo: An evaluation of a of this SCRA student grant was twofold: poster examining mental health outcomes for cultural competency training program. producing direction for a Master’s Thesis, and the three educational groups previously Unpublished manuscript, Wilfrid Laurier providing pilot data for the submission of a discussed. Although at-risk homeless and University, Waterloo, Ontario, Canada. NIH pre-doctoral training grant. Much to my housed youth do not significantly differ on Vinograd, J. L., & Loomis, C. (under review). excitement, this SCRA grant did just those rates of severe mental illness, rates of substance Evaluation of a cultural competency things. Through this funding, I was able to abuse/dependence and amount of employee training program in a child successfully finish several projects, including psychological distress are much higher for welfare agency. multiple conference presentations, one homeless youth. However, high educational publication currently under review, one NIH attainment may serve as a buffer for poor mental 1This project is indebted to the collaboration pre-doctoral training grant that will soon be health and substance abuse outcomes. of the child welfare agency personnel who submitted, and extensive direction for what I Homeless adolescents were found to report participated in or helped inform the research, think is a very interesting Master’s Thesis. Each significantly more symptoms of depression, and to my thesis advisor and graduate of these conference presentations examined anxiety, and aggression. Educational status mentor, Dr. Colleen Loomis. Thank you. myriad risk and protective factors involved in found to be unrelated to the three mental health educational attainment progressively, outcomes examined, although individuals who 2All correspondence should be addressed to beginning with a brief exploration of descriptive had dropped out were more likely to experience Jessica Vinograd, School of Psychology, variables, leading to a more thorough inferential symptoms of alcohol and drug abuse/ University of Ottawa, Ottawa, Ontario K1N investigation of hierarchical models. Again, if dependence. Moreover, the study found 6N5; phone: 613.562.5800 extension 4287; e- it were not for the generosity of SCRA and this interactions between housing status (i.e., mail: [email protected]. grant, there would have been considerably homeless vs. housed) and educational more obstacles and taking on these endeavors attainment. Findings suggest that the further may not have been possible. homeless adolescents progressed in school, the more likely they were to report symptoms of Student Reflection on SCRA Student The first conference I was able to attend was anxiety and depression. This poster may have Research Grant the Midwest Ecological-Community produced some of the most exciting findings of Psychology Conference in Saugatuck, all the research I have conducted in the past Jordan Braciszewski Michigan. In Saugatuck, I presented a poster year and it will therefore serve as the backbone Wayne State University examining the impact of educational attainment for my Master’s Thesis. on housing outcomes in a longitudinal sample. As described in the Spring issue of TCP, I was Recent shifts in education, economics, job At the Society for Research on Child fortunate to receive the 2004 SCRA student security, and family status have brought abrupt Development conference, more community- research grant and wanted to give everyone an changes to individuals in their late teens and level variables were examined and findings were update on my progress in addition to getting early 20s (basically those “emerging” into presented in a poster session. This presentation across how beneficial this award has been to adulthood). These changes have affected both explored the relationship between employment my graduate education thus far. First off, I would high school dropouts and college attendees in status and educational attainment. While it is like to thank SCRA for providing the very different ways. In this study, late widely known that dropping out of school has opportunity for graduate students to get this adolescents who had dropped out of high damaging effects on later employment, this experience writing research grants. This grant school were found to be significantly more poster sought to investigate what those in has served to remove several obstacles to my mobile in their housing patterns when higher education were experiencing as a result work and has given me a positive boost in compared to high school graduates not of their housing status. Homeless college several other areas, all working toward what I attending college. High school dropouts and attendees reported having been employed for have achieved in this past school year. Second, non-college adolescents were also more likely longer, having higher incomes, and having less I would like to thank Sawssan and Omar and to be living with their parents or in some other family cohesion than their housed counterparts. others involved in the process for selecting my dependent relationship when compared to their It seemed through these analyses that as

THE Community Psychologist 60 Vol. 38, No. 4 homeless adolescents move on to higher levels PECIAL EATURE of educational attainment, they may receive S F increasingly less social support, thus leading to an amplified need to rely on additional employment to succeed. The Community Practitioner: Future Directions David A. Julian, Ohio State University During the Biennial conference for SCRA this year, I presented a poster that explored ecological predictors of depression in young The Editorial Board along with several 6. Investigating the possibility of publishing adulthood. This study examined the effect of interested individuals met at the 10th Biennial the Community Practitioner as a separate housing status on depression outcomes while Conference in Urbana-Champaign to discuss pull-out section of The Community considering other ecological factors such as future directions for the Community Psychologist social support and family cohesion. Results Practitioner. In its original inception, the indicated a very strong relationship between Community Practitioner was intended to 7. Publishing the text of the Community homelessness and experience of depressive inform practitioners about best practices and Practitioner on-line symptoms, with a majority of our participants strategies for effecting community/system endorsing at least 3 depressive symptoms. change. To date, the Community Practitioner These major objectives provide the basis for Nevertheless, family cohesion and has published a variety of articles that have the development of a formal, multi-year work interpersonal support were found to buffer addressed significant issues related to practice plan. The work plan will guide actions in the depressive symptoms for both homeless and at the community level. Individuals in interest of creating a more visible presence for housed adolescents. attendance at the meeting in Urbana-Champaign the Community Practitioner as a significant affirmed the original mission of the Community forum for discussing issues of interest to As I mentioned earlier, my hopes were to also Practitioner and suggested several ideas for community practitioners. Please feel free to add use this SCRA grant as a foundational basis future development. your thoughts to the current discussion about for a larger, NIH-funded pre-doctoral training the future of the Community Practitioner. grant. I was fortunate enough to have the pilot Perhaps most significantly, there was strong Finally, please consider joining the Editorial data necessary to submit a grant proposal to support for establishing the Community Board. If you have comments or would like to the National Institutes of Mental Health Practitioner as a more formal SCRA/Division be involved in any of the initiatives defined (NIMH). This training grant aims to examine 27 journal. Meeting attendees discussed above, please e-mail Dave Julian at some of the same protective and risk factors several issues related to the prospect of [email protected]. that have been explored over the last year, establishing the Community Practitioner as a mainly using depression outcomes. This will “publication of record.” These issues involved Call for Papers: The Community be carried out at a much higher level, fee structures, identification of a primary Practitioner incorporating hierarchical linear modeling as the audience, registration with the Library of Please consider submitting short papers related primary method of analysis. Our database Congress and the adoption of formal editorial to community practice to be considered for includes seven follow-up periods of data policies. It was suggested that the first step in publication in the Community Practitioner. The collection with a sample of 400 homeless and considering this recommendation is to engage Community Practitioner is a regular feature of housed adolescents. At each wave, we have the SCRA Executive Committee in a discussion The Community Psychologist providing an collected data on depressive symptoms, and of the merits and costs of such an endeavor. In opportunity for practitioners to describe critical included many measures of risk and protective the interim, meeting attendees recommended incidents, innovative examples of community factors, all worth examining with this population seven strategies for advancing the mission of practice, ethical dilemmas and/or other issues that we presently know too little about. This the Community Practitioner. These related to community practice in a journal grant will be submitted toward the end of this recommendations included: format. Manuscripts submitted to the calendar year and will hopefully be well received Community Practitioner will be peer reviewed. by NIMH. 1. Reissuing the call for papers in The Format is flexible and papers should not exceed Community Psychologist and on the ten pages in length. If authors have questions, I would again like to thank SCRA, Sawssan, SCRA list-serv they should contact Dave Julian at Omar, and my mentors, Dr. Paul Toro and Dr. [email protected]. Debra Jozefowicz-Simbeni, along with Brad 2. Publishing the call for papers in Olson, for aiding my efforts with these two publications of related disciplines such as grants. Without the SCRA student grant, I may the Community Development Society have not had the opportunities that I have been fortunate enough to receive over the past year. 3. Ensuring that Community Practitioner Certainly I would not have had the chance to content appears on a regular basis in The meet so many wonderful colleagues at the Community Psychologist conferences I have been able to attend because of it. Thanks again to all for the helped along 4. Recruiting special issue editors to develop the way. I look forward to presenting my work themed issues in many forms over the years for all interested in reading it. 5. Recruiting several new Editorial Board members

THE Community Psychologist 61 Fall, 2005 ARTICLES Table 1 Definitions of Social Connectivity Constructs

The Components of Social Construct Definition Connectivity: A Work in Progress Social Capital “Social capital is defined by its function. It is not a single entity, but a variety of different entities having two characteristics in common: they all consist of Jeanne M. McIntosh some aspect of social structure and they facilitate certain actions of Timothy R. Wateridge individuals who are within the structure. Like other forms of capital, social Village Project, DePaul University capital is productive, making possible the achievement of certain ends that would not be attainable in its absence" (Coleman, 1988, p. S96). This project was conducted with the generous support of the DePaul University Research “Whereas physical capital refers to physical objects and human capital refers Council and the National Institute of Mental to the properties of individuals, social capital refers to connections among Health Scientist Development Award KO1 individuals - social networks and the norms of reciprocity and MH63259-01 awarded to the first author. trustworthiness that arise from them” (Putnam 2000, p. 19).

Correspondence concerning this article should “Social capital is the sum of the resources, actual or virtual, that accrue to a be addressed to Jeanne M. McIntosh, DePaul group by virtue of possessing a durable network of more or less University, 2219 North Kenmore Ave Chicago, institutionalized relationships of mutual acquaintance and recognition" IL 60614. E-mail: [email protected]. We (Bourdieu, 1986) would like to thank Leonard Jason, Christopher Keys, and Jane Halpert for their helpful Social Integration “People’s involvement with community institutions, as well as their conversations with us concerning this project. participation in the community’s social life” (Holahan, Betak, Spearly, & Chance, 1983, p. 302) Community programs often incorporate methods of assessing and/or promoting social Social Support Information from others that one is loved and cared for, esteemed and connectivity into their prevention and valued, and part of a network of communication and mutual obligation (Cobb, 1976) intervention activities. Such efforts may be variously directed at collective efficacy, social Social support is an interpersonal transaction involving one or more of the capital, social support, perceived sense of following: (1) emotional concern (like, love, empathy) (2) instrumental aid community, social cohesion, neighboring, or (good or services) (3) information (about the environment) or (4) appraisal social integration. Definitions of these (information relevant to self evaluation)” (House, 1981, p. 39). constructs (See Table 1) illustrate that common elements are present across constructs, making Psychological Sense Perception among community members that they are similar to others in the it difficult to fully differentiate them. For of Community community; Recognition of a mutual interdependence; and belief that example, references to reciprocity or mutuality (PSOC) community members are part of a larger structure that is both stable and are common to definitions of social capital and dependable. (S. B. Sarason, 1974) social support. References to group influence Awareness among members of mutuality of membership; influence; are present in definitions of social capital, integration and fulfillment of needs; and shared emotional connection collective efficacy, neighboring, and social (McMillan and Chavis 1986) cohesion. Along with the problem of overlapping definitions, there are a number of The presence of beliefs, feelings, and relationships that connect members of problems with so many different constructs a community to each other; providing a sense of belonging to something that related to social connectivity. transcends the situational relationships in an organization. (Belenardo, 2001)

• As individual constructs “mature”, Collective Efficacy “Social cohesion among neighbors combined with their willingness to definitions evolve to include additional intervene on behalf of the common good.” (Sampson, Raudenbush, & Earls, concepts (Almedom, in press; Williams, 1997 p. 918) Barclay, & Schmied, 2004). This leads to a lack of consensus among researchers and People’s shared beliefs in their collective power to produce desired results” (Bandura, 2000 p. 75) a lack of comparability of results. • There is very little evidence about the “Collective efficacy reflects shared beliefs in a neighborhoods capability to relative meaningfulness of these achieve the intended effect and assumes active engagement among constructs to the populations on which neighbors” (Duncan, Duncan, Okut, Strycher and Hix-Small, 2003, p.245). they are used. • Utilizers may find it difficult deciding on Neighboring “Neighboring shapes perceptions of neighbors, influences social interaction what construct to measure given the or isolation, and affects the problem solving and neighborhood viability…” overlap of components items constituting (Unger and Wandersman, 1982, p.506). these measures. • Efficiency may be compromised by Social Cohesion “A neighborhood high in social cohesion refers to a neighborhood where assessing several constructs. residents, on average, report feeling a strong sense of community, report engaging in frequent acts of neighboring, and are highly attracted to live in • Program developers have little guidance and remain residents of the neighborhood.” (Buckner, 1988, p. 774). in deciding what elements of social connectivity to devote their resources to;

THE Community Psychologist 62 Vol. 38, No. 4 Table 2 Table 3 Construct by Component Matrix of Social Connectivity Measures Search Terms Social Social Social Collective Social PSOCd,e Neighboringh,i • Social Capital Capitala,b Integrationc Supportf,g Efficacyj Cohesionk • Social Integration Availability of • Social Support information • Psychological Sense of Community Characteristics • Collective Efficacy • Social Cohesion of leadership • Neighboring/Neighbor Civic • Neighborhood involvement • Village Concentration • Community • Measure Crime Emergency • Validity • Reliability help • Survey Exchange of • Questionnaire social support

Heterogeneity

given that lack of specificity in the Homogeneity measurement of these constructs has lead Institutional to similar outcomes, this problem increases trust the problem increases the difficulty of Level of using findings to attract funding. engagement Physical While these issues are a particular problem for disorder the practice of community psychology, they Proactive present an opportunity for research. This paper actions serves as a preliminary step to the refinement Relational of these constructs by highlighting current similarities and differences in their theoretical community conceptualization. We present a conceptual Safety matrix of the components of social connectivity Sense of resulting from our content analysis of these belonging measures. Finally, we recommend next steps in Social contact the empirical refinement of social connectivity measurement, and invite our colleagues to Social control collaborate with us in this process. Social exchange Our interest in addressing these questions Social stems from our goal of improving the quality involvement and cultural relevance of coordinated Trust- community support for youth. The Village community Project is a program of research and service Note. Each column represents a specific construct associated with Social Connectivity. Each row represents a component of inspired by the proverb “it takes a village to social connectivity conceptually derived from a content analysis of all items contained in 11 measures of the constructs. The raise a child”. Our current research focuses on measures associated with each construct are indicated by respective letters in superscript, as follows: a qualitatively understanding youth and families’ Social Capital Measure (Onyx & Bullen, 2000). b World Bank Questionnaire—SC-IQ (Grootaert, Narayan, Jones, & Woolcock 2004). experiences of their community or “village” as c Neighborhood Integration Measure (Fellin & Litwak 1963). a preliminary step to refining measurement of dNeighborhood Sense of Community Scale (Nassar & Julian, 1995). e Brief Sense of Community Scale (Long & Perkins, 2003). constructs of community interaction that may f Duke-UNC Functional Social Support Scale (Broadhead, Gehlbach, DeGruy & Kaplan, 1988) be meaningful to child development. We are g Social Provisions Scale (Cutrona & Russell, 1987) h Neighboring in an Urban Environment (Unger & Wandersman, 1982) particularly interested in advancing the I Multidimensional Measure of Neighboring (Skjaeveland, Garling, & Maeland, 1997) measurement of the ecological construct of j Measure of Collective Efficacy (Sampson, Raudenbush, & Earls, 1997) mesosystems (Bronfenbrenner, 1979). The k Measure of Neighborhood Cohesion (Buckner, 1988) majority of the few existing mesosystem measures are limited to a single mesosystem labeled as such, we reviewed measures of noticed that monitoring of youth was just one (McIntosh, Apling, Lyon, Bates, & Loera, 2005), several social connectivity constructs in our of several areas in which redundancy occurred while we aim to construct a measure that more quest for mesosystem measures. A number of across constructs. comprehensively examines interacting settings. the measures included items relating to monitoring of youth by community members, What follows is an overview of our content Given our interest in measurement and the fact which is one type of mesosystem activity. In analysis of nine constructs of social that mesosystem measures are not commonly the process of surveying these measures we connectivity. We present this analysis in order

THE Community Psychologist 63 Fall, 2005 to illustrate the conceptual “muckiness” of regarding this approach. We would also like to (World Bank working papers). these constructs and to invite our colleagues be in touch with other researchers who are Washington DC: The World Bank. to collaborate with us in the substantial task of pursuing related goals. Holahan, C., Betak, J., Spearly, J., & Chance, B. qualitatively and quantitatively refining these (1983). Social integration and mental health concepts in community settings. References in a biracial community. American Journal Almedom, A. (in press). Social capital and of Community Psychology, 11, 301-311. Method mental health: An interdisciplinary review House, J.S. (1981). Work Stress and Social Four electronic bibliographic databases were of primary evidence. Social Science and Support. Reading, Mass: Addison- used in the search: Academic Search Elite, Medicine. Wesley. PsychInfo, ScienceDirect, and Social Sciences Bandura, A. (2000). Exercise of human agency Long, A.D. & Perkins, D.D. (2003). Confirmatory Citation Index. Dissertations were eliminated through collective efficacy. Current factor analysis of the Sense of Community from the search. Table 2 identifies 15 search Directions in Psychological Science, 9, Index and development of a brief SCI. terms that we used to find constructs associated 75-78. Journal of Community Psychology, 31, with social connectivity. We included three Belenardo, S. J. (2001). Practices and conditions 279-296. additional terms associated with community that lead to a sense of community in McMillan, D. E., & Chavis, D. M. (1986). Sense constructs in order to identify additional middle schools. National Association of of community: A definition and theory. relevant articles. The results of these searches Secondary School Principals Bulletin, Journal of Community Psychology,14, 6- were then limited by adding secondary search 85, 627. Retrieved 11/16/03, from 23. terms to identify papers relating to http://www.principals.org/news/ McIntosh, J.M., Apling, G., Lyon, A. Bates, C., measurement. We reviewed the resulting pool bltn_prac_cond1001.html. & Loera, S. (2005). Measuring the of measures and retained those that were Bourdieu, P. (1986). The Forms of Capital. In mesosystem in adolescence. Manuscript appropriate for measurement at a community John Richardson (Eds.) Handbook of submitted for publication. versus individual level. We did a content Theory and Research for the Sociology Nassar J. L., & Julian, D. (1995). The analysis of the measures. of Education (241-258). New York: psychological sense of community in the Greenwood Press. neighborhood. Journal of the American Results Broadhead, W.E., Gehlbach, S.H., DeGruy, F.V., Planning Association, 61, 178-184 Based on conceptual similarity, we categorized & Kaplan, B.H. (1988). The Duke-UNC Onyx, J., & Bullen, P. (2000). Measuring social the items into 19 aspects of social connectivity. Functional Social Support Questionnaire. capital in five communities. Journal of Table 3 displays a matrix identifying which of Measurement of social support in family Applied Behavioral Science, 36 (1), 23- the 11 measures contained each category. medicine patients. Medical Care, 26, 709- 42. Based on content of measures, the most 723. Putnam, R.D. (2000). Bowling Alone: The inclusive constructs appear to be Social Capital Bronfenbrenner, U. (1979). The Ecology of Collapse and Revival of American and Perceived Sense of Community. The most Human Development: Experiments by Community. New York: Simon and narrowly defined construct, containing five Nature and Design. Cambridge: Harvard. Schuster. categories, was Social Integration. The most Buckner, J.C. (1988). Development of an Sampson, R. J., Raudenbush, S. W., & Earls, F. common components across constructs were instrument to measure neighborhood (1997). Neighborhoods and violent crime: Exchange of Social Support and Emergency cohesion. American Journal of A multilevel study of collective efficacy. Help; Sense of Belonging, Institutional Trust, Community Psychology, 16, 771-791. Science, 277, 918-924. and Physical Disorder were the least Cobb, S. (1976). Social support as a moderator Sarason, S. B. (1974). The psychological sense represented components, each appearing in of life stress. Psychosomatic Medicine, of community: Prospects for a community only two constructs. There was no component 38, 300-314. psychology. San Francisco, CA.: Jossey- unique to a single construct. Coleman, J. S. (1988). Social Capital in the Bass Publishers. creation of human capital. American Skjaeveland, O., Garling, T., Maeland, J.G. Discussion Journal of Sociology, 94, S95-S120. (1996). A multidimensional measure of The content analysis we conducted shows the Cutrona, C.E., & Russell, D. (1987). The neighboring. American Journal of high degree of overlap within the measure of provisions of social relationships and Community Psychology, 24, 413-435. these constructs of social connectivity; as we adoption to stress. In W.H. Jones & D. Unger, D. G., & Wandersman, A. H. (1982). mentioned earlier this is a problem for utlizers Perlman (Eds.), Advances in personal Neighboring in an urban environment. in both program and research settings. We relationships (Vol. 1, pp. 27-67). American Journal of Community recommend several strategies for refining social Greenwich, CT: JAI Press. Psychology, 10, 493-509. connectivity constructs in order to enhance Ducan, T.E, Duncan, S.C., Okut, H. S., Strycher, Williams, P., Barclay, L., & Schmied, V. (2004). their utility. (1) Qualitative approaches would L.A., &. Hix-Small, H. (2003). A multilevel Defining social support in context: A help to map the elements of social connectivity contextual model of necessary step in improving research, that are relevant to community members. (2) neighborhood collective efficacy. American intervention, and practice. Qualitative Theoretical models could be developed to Journal of Community Psychology, 32, Health Research, 14, 942-960. explain the relationship of the existing 245-252. constructs’ relationships to one another. (3) Fellin, P. &, Litwak, E. (1963). Neighborhood Factor analysis of the aggregation of items cohesion under conditions of mobility. across constructs could confirm existing American Sociological Review, 28, 364- constructs or identify new factors. Our research 376. team is preparing to focus on this latter goal. Grootaert, C., Narayan, D., Jones, V.N., & We invite our colleagues to contact us if they Woolcock, M. (2004). Measuring social are interested in collaborating or sharing ideas capital: An integrated questionnaire

THE Community Psychologist 64 Vol. 38, No. 4 The Ethics of Violence Research from participation. For example, IRB members Sullivan and colleagues (Sullivan & Davidson, may fear that rape survivors will experience 1991). In our own research, we have Chantal Poister Tusher extreme or debilitating distress when reporting encountered a concern that even with a Sharon G. Smith experiences of assault, or that data from Certificate of Confidentiality, local prosecutors Sarah L. Cook perpetrators can be subpoenaed for use in would be able to subpoena self-report data from Georgia State University criminal or civil proceedings against an alleged perpetrators, which the IRB believed could be assailant. To elucidate these and other self-incriminating. Violence researchers, Institutional Review problematic issues that arise in violence against Boards (IRBs), and participants link in a women research and strategies for solving Promising Strategies for Overcoming IRB triangular relationship. Researchers seek to them, Sarah Cook and Sharon Smith led a Concerns develop knowledge that will advance roundtable discussion at the 2005 Society for Short of service on one’s IRB (which is a understanding of causes, effects, contexts, and Community Research and Action (SCRA) significant service commitment), attendees solutions for violence at multiple ecological Biennial Conference. As promised to attendees, agreed that one solution to assist IRBs in levels. IRBs ensure that researchers protect this column summarizes our conversation, making the best decisions concerning violence participants from unnecessary risk, fully inform provides further information, and outlines a research is through education. Obtaining participants of their rights, and conduct process for continuing the dialogue. approval for a research protocol can be research in accordance with federal policies and particularly challenging when no IRB member guidelines. Participants engage in research for Common Researcher Experiences is familiar with the content area of the research, a variety of reasons including course credit, Overall, IRB concerns most frequently and this is particularly true in violence research. interest in a particular topic, and the desire to encountered by attendees relate to the risk of Even when a member who is knowledgeable contribute to scientific knowledge. psychological or physical harm to survivors, about violence research serves on the IRB, researchers, and perpetrators as a result of education about specific issues may still be In response to several participant deaths in research participation. Attendees reported that necessary. biomedical research (an 18 year old research some IRB panels fear participation in research volunteer died following experimental gene will distress participants who have experienced A second solution is to provide data. As therapy at University of Pennsylvania; a 24 year victimization to the extent that psychological empiricists, we believe in data. IRB members old research volunteer died from inhalation of intervention is needed. Attendees share the are also predominantly empiricists and thus a chemical in an asthma study at Johns concern for participant well-being, but often may find data useful. Data that may be helpful Hopkins– both were healthy prior to do not agree with recommended solutions by for educational purposes already exists in some participation) and other problematic cases IRBs. For example, one researcher studying cases. Given frequent concerns about negative involving informed consent in social science disclosure of sexual assault conducted psychological effects, researchers may want to research (e.g., interviews in a clinic become familiar with evidence that trauma children asked to setting to alleviate research participation has generally not provide third party As always, researchers must concerns the IRB had resulted in reports of harm or other negative information about balance research method and about the lack of consequences. In fact, many participants who their parents) readily available are also survivors of trauma report benefiting federal regulations design with ethical considerations clinicians in other from participation. Results from studies such have mandated and IRB requirements. settings. The as Newman, Walker, & Gefland’s (1999), Walker, more rigorous investigator reported Newman, Koss, & Bernstein’s (1997), and requirements than that the clinic setting Griffin, Resick, Waldrop, & Mechanic’s (2003) previously existed (Hansen, 2001), and IRB inadvertently sent a may be helpful for researchers to include in their operations have changed considerably. For potentially harmful and disempowering IRB proposals. Walker et al. and Newman et example, researchers must now complete message to survivors of violence that they were al.’s studies involved women in an HMO who extensive mandatory training on ethics in fragile and not capable of making decisions in completed a questionnaire about previous human subjects research before gaining IRB their own best interests regarding research sexual, physical, and emotional abuse and approval for research. participation. Some roundtable participants neglect and a trauma-focused health survey, encountered a similar perspective from grant respectively. A subsample of participants in Researchers have necessarily responded to review panels. In one instance, a roundtable Newman’s study also completed an interview these changes. As always, researchers must attendee reported a grant panel required adding about their traumatic experience. For each balance research method and design with a clinical psychologist to the team in case of survey, around 75% of women reported no ethical considerations and IRB requirements psychological crisis, despite the primary regret about completing the surveys and less (Collins, 2002). Achieving this balance is often investigator’s extensive and direct experience than 15% were more upset than they had not easy. Researchers experience frustration as with domestic violence survivors and the in- expected from the experience. For the interview, revisions to protocols are needed and research depth training she required of all other 86% of participants reported gaining something is delayed. Puglisi (2001) asserts that investigators on the project. positive from the experience and 97% expressed researchers must demonstrate with increased no regret about participation. Interviewees clarity how their protocols meet IRB guidelines. One attendee reported IRB concerns related to reported this positive gain and no regret 48 As risk to participants is of paramount concern, the physical safety of researchers in potentially hours after the interviews as well. Griffin et al. researchers must overtly explain in their volatile environments. No one reported IRB found that survivors of interpersonal violence proposals what they will do to minimize all concerns about women’s physical safety upon reported low levels of distress throughout a foreseeable risks. Violence research may be return to her home or other setting. We presume series of trauma assessments, although the perceived as particularly problematic due to the lack of concern may be attributable to the distress was during a period of talking about concerns about the potential for harm resulting widely used safety procedures outlined by the sexual or physical assault they had

THE Community Psychologist 65 Fall, 2005 experienced. Ninety-five percent of survivors a series of questions to assess the effects of violence influence participants’ reported willingness to participate in future research participation (Newman, Willard, experiences, and if gains result, what is assessments. Sinclair, & Kaloupek, 2001). Shortened versions the impact of presenting resources before of the questionnaire for adults and children also or after a study? In addition to educating IRB members, exist (Kassam-Adams & Newman, 2002). • What resources and types of information roundtable attendees also recommended Questions from the RRPQ could be added are helpful to survivors of violence who highlighting in proposals that participants, easily to ongoing studies. Follow-up with participate? including survivors of violence, choose to be participants could occur at variety of time • What other factors in the research process in research studies; they are not forced to points, from shortly after the study ends to can be modified to enhance benefits and participate. Emphasizing that survivors are several weeks or even months later. Community reduce risks? strong and capable decision makers is agencies could collect post-study participation Respect for persons involves recognizing the imperative to counteract the prevailing data from community samples, as participants autonomy of participants and providing assumption that may find these informed consent. In studies investigating survivors are agencies to be sensitive, illegal, or stigmatizing behaviors and unable to Education is not the only solution, a more experiences, challenges to recruitment and determine their however, and our perspective as comfortable participation arise due to fear of public best interests for and natural identification, the degree to which stereotypes themselves. community psychologists leads us to location for hamper the public’s understanding of violence conceptualize the research process as a follow-up data against women, and the resulting lack of Education is not collection. understanding that one’s experiences are the only solution, system in which we ask individuals, Researchers relevant to the study, or avoidance of however, and our groups, and communities to participate. could also personally difficult subject areas. Thus, perspective as make use of the research could explore issues related to community debriefing informed consent such as: psychologists leads us to conceptualize the period of research to ask participants about their • Can a balance between providing enough research process as a system in which we ask experiences. detail about a study in recruitment individuals, groups, and communities to procedures and informed consent participate. In this view, it is incumbent on us A third and our final approach is to establish a documents vs. compromising the goals of to consider and investigate the effects of research agenda specific to the ethics of the study be identified? (e.g., When do research participation. Beyond the existing violence research. Following our discussion of recruitment materials feel misleading to small scope of literature on the effects of experiences at various institutions, roundtable potential participants?) participation in research, we are limited to the attendees generated a broad list of potential • How well do participants understand observations and reflections of researchers research questions that primarily related to the aspects of informed consent (e.g. the who have conducted studies with violence ethical principles of beneficence and respect voluntary nature of participation and survivors. Moreover, a systematic base of for persons. These principles comprise two of other rights as participants)? knowledge on the effects of research the three principles guiding decisions about participation would assist IRBs as they weigh human research participation, as outlined in the Future Collaboration the risks and benefits of protocols. Belmont Report. Although questions related to Roundtable attendees acknowledged the the third principle, justice, did not emerge importance of this topic and expressed We envision three approaches for developing clearly from our discussion, questions related enthusiasm about proceeding. The complexity this knowledge base. The first is to use to this principle could also be developed. Below of this issue requires researchers to think principles of participatory research and define is a list of the questions organized by these creatively not only about research designs, but questions by the population the studies are principles. We hope it entices some also about the logistics of conducting such designed to benefit, in this case, IRB members. investigators. research, including potential collaboration. Admittedly, we are accustomed to using Thus, a final purpose of the roundtable was to participatory research with less, not more, Research Questions begin to establish a collaborative network to powerful groups. However, this approach Beneficence refers to the “cost-benefit” ratio continue thinking about and addressing these would begin by asking IRBs directly what of a study – that is, whether the benefits and issues. information would help them reduce uncertainty gains from research sufficiently outweigh any in decision-making, and together, developing potential harm. Research could investigate: Investigating ethical issues in relation to original research to answer these questions. • What are the positive and negative violence against women research will be a focus impacts of research on mental health and of our future research. We encourage The second approach encourages researchers wellbeing (e.g., benefits of voluntary researchers to consider incorporating some of to creatively integrate smaller studies on the disclosure and emotional distress)? the questions above into ongoing studies. In effects of research participation into ongoing • Does research participation promote addition, we would like to establish a network of or newly established studies. For instance, survivors’ understanding of their investigators interested in collaborating with us. Griffin et al. (2003) included questions about experiences? If interested, please send an electronic message the distress, interest, confusion, and difficulty • What is the influence of time and cultural to Sarah Cook at [email protected]. We will pursue participants experienced during different context on these potential outcomes? a forum for communication among any group phases of a trauma assessment with samples • How does research tradition (quantitative that emerges to continue discussion and develop of rape, physical assault, and domestic violence vs. qualitative vs. mixed designs) and plan research studies. Our hope is that as a survivors. The Reactions to Research influence participants’ experiences? group we can contribute knowledge to inform a Participation Questionnaire (RRPQ) consists of • How does providing resources on system in which we ask others to participate.

THE Community Psychologist 66 Vol. 38, No. 4 References ANNOUNCEMENTS Collins, B. (2002). Coping with IRBs: A guide for the bureaucratically challenged [Electonic version]. American Psychological Society Observer, 15. Retrieved from www.psychologicalscience.org/observer/ 1202/irb.cfm APA Expert Summit on Immigration Griffin, M., Resick, P., Waldrop, A., & Mechanic, “Global Realities: Intersections and Transitions” M. (2003). Participation in trauma research: Is there evidence of harm? Journal of February 2, 2006 Traumatic Stress, 16, 221-227. Hansen, C. (2001). Regulatory changes affecting IRBs and researchers [Electronic version]. American Psychological Society Observer, 14. Retrieved from www.psychologicalscience.org/observer/ 0901/irb_changes.html Kassam-Adams, N. & Newman, E. (2002). The reactions to research participation questionnaires for children and for parents Through his “focus on family” platform, and Achievement Motivation Among (RRPQ-C and RRPQ-P). General Hospital APA President-Elect Dr. Gerry Koocher Latino Adolescents. She is also a co-editor Psychiatry, 24, 336-342. plans to spotlight three areas that span all of the award-winning six volume series Newman, E., Walker, E., & Gefland, A. (1999). of psychology’s constituencies, one of entitled Interdisciplinary Perspectives on Assessing the ethical costs and benefits which is: Diversity in Psychology: “Our the New Immigration. of trauma-focused research. General society is becoming diverse in ways that Hospital Psychiatry, 21, 187-196. couldn’t have been imagined 20 years ago,” A call for Conference Poster Newman, E., Willard, T., Sinclair, R., & Kaloupek, says Koocher, noting that not only are presentations is forthcoming through D. (2001). Empirically supported ethical minority populations growing, but so are participating Divisions (Div 12 Section VI, research practice: The costs and benefits transracial marriages and international Divisions 12, 16, 17, 29, 35, 37, 39, 42, of research from the participants’ view. adoptions. “Psychology has the potential 43, 45, 48, 51, 52, 53, 54). Check your Accountability in Research, 8, 309-329. to help to move America in greater newsletters for more information. Puglisi, T. (2001). IRB review: It helps to know acceptance of multiculturalism.” the regulatory framework [Electronic Location: St. Anthony - A Wyndham version]. American Psychological Registration: available beginning 9/1/05 at Historic Hotel, 300 East Travis, San Society Observer, 14. Retrieved from www.Reisman-White.com Antonio, TX, 78202 (210) 227-4392 Room www.psychologicalscience.org/observer/ Earlybird Rate: $135 (before 12/15/05) , Rate: $139.00 (single/double) before 0501/irbreview.html. Regular and On-Site Rate: $150 ( on or January 9, 2006 Sullivan, C. & Davidson, W.S. (1991). The after 12/15/05) provision of advocacy services for women Co-Sponsors: The American leaving abusive partners: An examination Confirmed Plenary Speakers: Orthopsychiatric Association; SRCD of short-term effects. American Journal Dr. Mary Pipher: Clinical psychologist and (Society for Research on Child of Community Psychology, 19, 953-960. an adjunct clinical professor at the Development); CEMRRAT-2 (Commission Walker, E., Newman, E., Koss, M., & Bernstein, University of Nebraska; NY Times on Ethnic Minority Recruitment, Retention D. (1997). Does the study of victimization bestselling author of Reviving Ophelia and and Training), Division 45 - Society for the revictimize the victims? General Hospital In the Middle of Everywhere in which she Psychological Study of Ethnic Minority Psychiatry, 19, 403-410. “unites refugees, people who have fled some Issues, Division 35 - Society for the of the most repressive regimes in the world, Psychology of Women, Texas with all of us...” Psychological Association Dr. Donald J. Hernandez: Professor in the Department of Sociology at the University Summit Co-Chairs: Toy Caldwell- at Albany (SUNY); had overall Colbert, PhD - President of Div 45 and responsibility for the National Research Cynthia de las Fuentes, PhD - President Council report titled From Generation to of Div 35 Generation: The Health and Well-Being of Children in Immigrant Families and Children Continuing Education: Society of of Immigrants: Health, Adjustment, and Counseling Psychology (Division 17) is Public Assistance approved by the American Psychological Dr. Carola Suarez-Orozco: Co-Director of Association to offer continuing education Immigration Studies at NYU and co-author for psychologists. Society of Counseling of Children of Immigration and Psychology (Division 17) maintains Transformations: Migration, Family Life, responsibility for the program.

THE Community Psychologist 67 Fall, 2005 American Psychological Foundation CHARLES L. BREWER DISTINGUISHED American Psychological Foundation Gold Medal Awards TEACHING OF PSYCHOLOGY AWARD The American Psychological Foundation (APF) invites nominations for the APF 2006 Gold Medal awards. The awards include a medal, $2,000 (to be The American Psychological donated by APF to the charitable institution of the winner’s choice), and an all- Foundation (APF) invites expense-paid trip for the award winner and one guest to the 2006 APA convention nominations for the APF 2006 Charles in New Orleans, L.A., for two nights and three days. Coach round-trip airfare, L. Brewer Distinguished Teaching of and reasonable expenses for accommodations, and meals for two individuals will be Psychology Award. reimbursed. The Gold Medal awards recognize life achievement in and enduring contributions to psychology. Eligibility is limited to psychologists 65 years or older The Award: residing in North America. Awards are conferred in four categories: The awardee receives a plaque, a $2,000 check, and a two-night, three-day, all-expenses- paid • Gold Medal Award for Life Achievement in the Science of Psychology recognizes trip to the American Psychological a distinguished career and enduring contribution to advancing psychological science. Association’s (APA) 2006 annual convention, in New Orleans, LA where the award will be • Gold Medal Award for Life Achievement in the Application of Psychology presented. recognizes a distinguished career and enduring contribution to advancing the application of psychology through methods, research, and/or application of Requirements: psychological techniques to important practical problems. The award recognizes a career contribution to the teaching of psychology. The APF Teaching • Gold Medal Award for Enduring Contribution by a Psychologist in the Public Subcommittee selects a psychologist for the Interest recognizes a distinguished career and enduring contribution to the application award who has demonstrated: of psychology in the public interest.

¾ Exemplary performance as a classroom • Gold Medal Award for Life Achievement in the Practice of Psychology recognizes teacher; a distinguished career and enduring contribution to advancing the professional practice ¾ Development of innovative curricula and of psychology through a demonstrable effect on patterns of service delivery in the courses; profession. ¾ Development of effective teaching methods and/or materials; Nomination Process: Gold medal award nominations should indicate the specific award for which the individual ¾ Teaching of advanced research methods is nominated and should include a nomination statement that traces the nominee’s and practice in psychology; and/or, cumulative record of enduring contribution to the purpose of the award, as well as the ¾ Administrative facilitation of teaching; nominee’s current vita and bibliography. Letters in support of the nomination are also ¾ Research on teaching; welcome. All nomination materials should be coordinated and collected by the chief nominator and forwarded together in one package. (Note: There is no nomination form.) ¾ Training of teachers of psychology; ¾ Evidence of influence as a teacher of The deadline for receipt of complete nomination materials is December 1, 2005; complete students who become psychologists. nomination packets may be emailed to [email protected] or mailed to the Gold Medal Awards Coordinator, American Psychological Foundation, 750 First Street, NE, Application Process: Washington, DC 20002-4242. APF provides nomination forms. Nominations should include the form, a statement that illustrates how the nominee fulfills the guidelines of the award, and the nominee’s current vita and bibliography. Letters in support of the nomination are welcome. All materials Biennial 2009 is on the Drawing Board should be coordinated and collected by the chief nominator and forwarded to APF at the Thanks to the forward planning of the Executive Committee, SCRA is in the fortunate same time. position of starting the search for the site of our 2009 Biennial four years ahead. Please begin thinking about sites, including your own, that might have the resources for this The deadline for receipt of materials is event—those that might also be ideal for exploring issues at the top of SCRA’s agenda, December 1, 2005. Requests for nomination including expanding our membership and our focus to include both more forms and completed nomination packets interdisciplinary programs, and more exploration of cultures and international events should be mailed to the APF Charles L. Brewer outside the U.S. More information about site requirements will appear in the next TCP Teaching Award Coordinator, 750 First Street, issue. Please send suggestions or questions to Carolyn Swift, [email protected]; 1102 NE, Washington, DC, 20002-4242. Requests for Hilltop Drive, Lawrence, KS. 66044. nomination forms may also be sent to [email protected].

THE Community Psychologist 68 Vol. 38, No. 4 Community and Politics. The Interface between Call for Papers on Community and Political Psychology “Ethical Challenges in Call A proposal for the American Journal of Community Community Research for Psychology and Action” The relations between community psychological studies, action, research, The Summer 2006 issue of The Community Papers and politics (this term understood in its wider sense, regarding what Psychologist will feature a special section concerns the public space and its occupation by the people), have been devoted to “Ethical Challenges in Community an obvious presence in community psychological work. The influence Research and Action.” We are seeking case of public policies regarding a variety of community issues as well as the political role of community studies focusing on ethical issues that the stakeholders and the political effects of their actions, creates an interface between both fields that authors have encountered in their community- has not often been considered a subject of research. The interest of the topic and its scarcity oriented work. Contributors are encouraged to motivate this proposal. The following aspects cover some aspects of it: pay particular attention to the “lessons learned” • Difficulties and/or benefits deriving from contacts between community programmes and from these experiences, in terms of their government agencies. implications for ethical practice in community • Impact of community transformations on public policies and/or impact of public policies on psychology. community changing or stagnation. • Effects of community development, organisation and transformation on the development of Submissions should not exceed 2500 words citizenship, and on the strengthening of civil society. (double-spaced) with references formatted in • Hurdles and limitations as well as motivation and impulse, deriving from social-political and APA style. Pictures and graphics are welcome. st cultural conditions and their effects on community projects. The deadline for submissions is March 1 , • Other topics in which the interface between community and politics shows its presence and 2006. Please send both a hard copy and an e- effects. mail attachment in Word to Michael Morris, who Proposals should be sent to Professor Maritza Montero, at the address below, and should be is serving as editor of this section. Feel free to received by January 30, 2006. The papers should adjust to the norms stated by AJCP. contact him with your questions (203-932-7289; Apdo. 80394. Prados del Este [email protected]; Department of Caracas, 1080-A. Venezuela Psychology, University of New Haven, 300 [email protected] Boston Post Road, West Haven, CT 06516).

CALL FOR INTERNATIONAL COMMUNITY PSYCHOLOGY JOURNALS

We thought it would be useful for community psychology (CP) academics and practitioners to have an idea of what CP journals (i.e., non-US published journals) might be available on the international scene. We are interested in knowing a bit of the history behind the journal as well as the current editor contact info and circulation details. A brief summary piece for these journals will be included in an upcoming issue of TCP. This information will provide a valuable resource and might also prove beneficial for some of the smaller CP journals worldwide.

If you know of an international CP journal, please send that information on the following NO LATER THAN DECEMBER 1, 2005 to Joe Ferrari ([email protected]) at DePaul University or Dawn Darlaston-Jones ([email protected]) at the University of Notre Dame in Western Australia. Information about international community psychology journals that you should include are: • full title of journal • current/past Editors; their affiliation and contact info • year started • current circulation • publisher and subscription info • available on-line? • database listing • is it peer reviewed? • do authors pay for publication? Please include a 50-75 word summary about the focus/aim of the journal, its target audience (e.g., academic or practitioner) and the type of content that it publishes (i.e., empirical, theoretical).

THE Community Psychologist 69 Fall, 2005 SOCIETY FOR COMMUNITY RESEARCH AND ACTION DIVISION 27 OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION MEMBER DIRECTORY ADDENDUM, November 2005

Berns, Emily Lynn. 101 Julie Ann Ct. Wake Forest NC 27587 USA; A 919-805-1409 [email protected] Abina-Sotomayor, Keren. New York University, 6 Washington Place, Bhawuk, Dharm. University of Hawaii 2404 Maile Way Honolulu HI Room 284 New York NY 10003 USA; [email protected] 96822 USA; [email protected] Abraham, Kristen. Bowling Green State University, Department of Blaske, Julie Lynn. 3515 Tiffany Lane Shoreview MN 55126 USA; Psychology, Room 206 Psychology Building Bowling Green OH 651-415-1235 [email protected] 43403 USA; [email protected] Bloom, Tina L. 5527 SE 71st Ave. Portland OR 97206-5359 USA; 503- Adams, Monica. Center for Community Research 990 W Fullerton 774-9824 [email protected] Ave, Suite 3100 Chicago IL 60625 USA; [email protected] Bonds-Turner, Valerie R. 255 Westwood Circle Macon GA 31206 Adkins, Latrese. Wellesley College 106 Central Street Wellesley MA USA; 478-405-6003 [email protected] 02481 USA; [email protected] Bothne, Nancy J. 1117 W Lunt Ave. 3a Chicago IL 60626 USA; 773- Aguirre, Rosa. Bowling Green State University, Psychology 508-9103 [email protected] Department, Room 228 Bowling Green OH 43403 USA; Boyd, Neil. Penn State University West 157 Olmsted Building 777 [email protected] West Harrisburg Pike Middletown PA 17057 USA; Alat, Kazim. Indiana University 120 S. Kingston Dr. Apt. 26 [email protected] Bloomington IN 47408 USA; [email protected] Braga, Leticia. Harvard Graduate School of Education, Cambridge Alexander-Emery, Sadie. 8210 Hartford Lubbock TX 79423 USA; MA 02138 USA; [email protected] 806-773-8035 [email protected] Branco, Patricia. 1034 Milton Grove Rd. N. Elizabethtown PA 17022 Allen, Christopher. University of South Carolina, Barnwell College USA; 717-689-6012 [email protected] 1600 Hampton Street Columbia SC 29208 USA; Brandenberger, Heidi. Wichita State University, Self-Help Network [email protected] 1845 Fairmount Box 34 Wichita KS 67260-0034 USA; Alpert, Lily. University of Connecticut, School of Family Studies 348 [email protected] Mansfield Road U-2058 Storrs CT 6269 USA; Brooks, David. Bull Savannah PA St. Elizabeth, Jamaica HI; 876-777- [email protected] 6024 [email protected] Amaro, Joao Paulo Borges Lima. Rua Paio Peres Correia, 5-3 Dto Broomfield, Kimberley. Georgia State University 2976 Parc Lorraine Lisboa 1900-363 Portugal; 3.51E+11 [email protected] Cir Lithonia GA 30038 USA; [email protected] Archer, Gretchen. Michigan State University, Battle Creek Brown, Jody. Wilfrid Laurier University 75 University Ave. Waterloo Evaluation Project 240C Psychology Building East Lansing MI ON N2L 3C5 Canada; [email protected] 48824 USA; [email protected] Brown, Tanya. 155 Merrimac St. Apt 2 Pittsburgh PA 15211 USA; Arias, Renee. DePaul University, The Village Project 2219 N. 412-606-1809 [email protected] Kenmore Ave. Chicago IL 60614 USA; [email protected] Browne, Alison. Curtin University of Technology, GPO Box U 1987 Armstrong, Michael. Georgia State University 1852 Langston Ave. Perth 6845 Australia; [email protected] Atlanta GA 30310 USA; [email protected] Brychta, Amber. 4501 Hammersley Rd. #208 Madison WI 53711 USA; 608-469-2193 [email protected] Buckner, Trecia. 5660 Kingsbury Apt. 205 St. Louis MO 63112 USA; B 773-263-0222 [email protected] Butler, Megan. 1583 Clarendon Road Bloomfield Hills MI 48302 Banks, Erin. 203 Loft Lane Apt 35 Raleigh NC 27609 USA; 919-846- USA; 248-737-8255 [email protected] 1569 [email protected] Butler, Sheretta. Wayne State University, Department of Psychology Barile, John P. 1636 Independence Ave. SE Washington DC 20003 Campus Box 7801 Raleigh NC 27695-7801 USA; USA; 202-271-3274 [email protected] Barker-Hackett, Lori. 3801 W. Temple Ave. Pamona CA 91768 USA; 909-869-3904 [email protected] Barksdale, Crystal L. 3800 Stepping Stone Lane Burtonsville MD 20866 USA; [email protected] C Barreras, Ricardo. Montefiore Medical Center 111 E 210 St. Bronx Cadden, Kimberly. 245 Chestnut Street Cambridge MA 2139 USA; NY 10467 USA 617-251-8400 [email protected] Beehler, Sarah. 3233 W. Palmer St. #1 Chicago IL 60647 USA; 773- Callahan, Kristin Leigh. 5977 General Haig St. New Orleans LA 70124 645-3868 [email protected] USA; 504-301-8669 [email protected] Beeson, Jodie. Wichita State University, Self-Help Network 1845 Calvert, Christy. Wichita State University, Self-Help Network 1845 Fairmount Box 34 Wichita KS 67206-0034 USA; jgbeeson- Fairmount Campus Box 34 Wichita KS 67260-0034 USA; [email protected] [email protected] Berkowitz, Shelby. Michigan State University 919 West St. Lansing MI 48915 USA; [email protected]

THE Community Psychologist 70 Vol. 38, No. 4 Carey, James. Centers for Disease Control and Prevention 1600 Clifton Rd. NE Mailstop E-37 Atlanta GA 30333 USA; D [email protected] Daly, Sonia. University of Quebec in Montreal Grave-Ardec CP 8888 Carmack, Chakema. Wichita State University 1845 N. Fairmount Succ. Centre-Ville Montreal Qc H3C 3P8 Canada; Wichita KS 67260 USA; [email protected] [email protected] Cartman, Obari Sipho Yohance. Georgia State University PO Box Darlach, Lucia. DePaul University 2219 North Kenmore St. Chicago 5010 Atlanta GA 30303 USA; [email protected] IL 60622 USA; [email protected] Castonguay, Véronique. University of Quebec at Montreal, Dépt. de Davidson, Michelle K. 2800 N. Pine Grove 5F Chicago IL 60657 USA; psychologie C.P. 8888 Succ. Centre-ville Montréal Québec H3C 773-875-57219 [email protected] 3P8 Canada; [email protected] Davis, Anita. Rhodes College, Department of Psychology 2000 N. Chan, Wing Yi. 426 W Surf Street Apt 717 Chicago IL 60657 USA; Parkway Memphis TN 38112 USA; 901-843-3989 206-779-0523 [email protected] [email protected] Chavez, Noe. University of Illinois at Chicago 1009 Behavioral Davis, Steve. North Central College 30 N. Brainard St, Naperville IL Sciences Building Mail Code 285 1007 West Harrison Street 60540 USA; [email protected] Chicago IL 60607-7137 USA; [email protected] Davis Jr., William. 444 Church St. Indiana PA 15701 USA; 610-763- Childs, Corrie. Wichita State University, Self-Help Network 1845 1434 [email protected] Fairmount Box 34 Wichita KS 67260-0034 USA; Davis-Galloway, Jayna. Penn State University 2607 Alessandro Blvd. [email protected] Harrisburg PA 17110 USA; 717-657-6275 [email protected] Christens, Brian. Peabody College Vanderbilt University, Deardorff, Julianna. University of California, San Francisco, Health Department of Human and Organizational Development Box 90 Psychology Program 3333 California St., Suite 465 San Francisco Nashville TN 37203 USA; 615-421-2542 CA 94118 USA; [email protected] [email protected] DeLeeuw, Jamie. 4192 Browning St. Joseph MI 49085 USA; 269-861- Chung, Irene Yung-Fang. 625 W. Wrightwood Ave. #505 Chicago IL 1619 [email protected] 60614 USA; 951-892-6899 [email protected] DeVivo, Lisa. Proviso Township Mental Health Commission 4415 Clark, Alyssa. 243 Westview Drive Athens GA 30606 USA; 706-369- Harrison #401 Hillside IL 60162 USA; [email protected] 7161 [email protected] Duncan, Larissa. Penn State University South-110 Henderson Clarke, Angela T. The Children’s Hospital of Philadelphia, 34th & Building University Park PA 16802 USA; [email protected] Civic Cntr. Blvd., 3535 Market #1459 Philadelphia PA 19104 USA; Durand, Tina. Boston College Campion 239 Chestnut Hill MA 02467 215-590-7065 484-732-8027 [email protected] USA; [email protected] Clausell, Eric. University of Illinois at Urbana-Champaign 603 East Dworski-Riggs, Deanne. Wesleyan University PO Box 4389 222 Daniel St. Champaign IL 61820 USA; [email protected] Church St. Middletown CT 6459 USA; Coe, Mark. 1217 Bryton Trace Columbia SC 29210 USA; 803-466-8876 [email protected] 803-467-1147 [email protected] Dymnicki, Allison. 1039 N. Damen Ave. Chicago IL 60622 USA; 941- Cogburn, Courtney. University of Michigan 610 E. University 4003 685-0156 [email protected] Ann Arbor MI 48109 USA; [email protected] Coleman, Thomas. St. Joseph’s College 155 Roe Blvd. Patchogue NY 11717 USA; 631-447-2805 [email protected] Collier, Charles D. Jean-Pierre. Georgia State University, Department E of Psychology PO Box 5010 Atlanta GA 30302-5010 USA; Ealey, Sarah. Wichita State University, Self-Help Network 1845 [email protected] Fairmount Box 34 Wichita KS 67260-0034 USA; Collins, Vicky. Wichita State University, Self-Help Network 1845 [email protected] Fairmount, Box 34 Wichita KS 67260-0034 USA; Edwards, Arlene. Emory University 780 Lexington Ave. Atlanta GA [email protected] 30310 USA Colon, Yari. DePaul University, Psychology Department 2219 N. Eksher, H. Julia. Northwestern University, School of Education & Kenmore Ave. Chicago IL 60614 USA; [email protected] Social Policy 2120 N. Campus Drive Evanston IL 60208 USA; 312- Colon-Rivera, Angel W. 123 Ave. Estacion Isabela 662 PR; 787-431- 339-7848 4543 [email protected] Enchautegui-de-Jesús, Noemí. Syracuse University, Department of Conner, Latoya C. 1245 4th St. SW, E605 Washington DC 20024-2323 Psychology 430 Huntington Hall Syracuse NY 13244-2340 USA; USA; 202-884-5497 202-554-5547 [email protected] [email protected] Conway, Patricia. Vanderbilt University, Peabody Box 90 230 Engels, Tim. Vrije Universiteit Brussel Pleinlaan 2 3C236 1050 Aooleton Place Nashville TN 37203 USA; Brussels Belgium; [email protected] [email protected] Erickson, Steve. EMSTAR Research 2814 Christopher Ct. Atlanta Cooper, Dan. Vanderbilt University 1460 W. Cuyler #3 Chicago IL GA 30360 USA; [email protected] USA Esparza, Patricia. DePaul University 2119 N. Kenmore Ave. Chicago Cooper, Daniel G. 2736 W. Leland #1 Chicago IL 60625 USA; 312-996- IL 60614 USA; [email protected] 8265 [email protected] Evensen, Paul. 4048 Juniata St. Louis MO 63116 USA; 785-838-3320 Costello, Diane. University of Notre Dame Australia 19 Mouat Street [email protected] PO Box 1225 Fremantle 6959 W. Australia; 618-9433-0867 [email protected]

THE Community Psychologist 71 Fall, 2005 Galavotti, Christine. Centers for Disease Control and Prevention 4770 F Buford Hwy NE (MS-K-22) Chamblee GA 30341 USA; [email protected] Fabian, Cathryn. 1609 S. State St. Ann Arbor MI 48104 USA; 734-846- Galka, Steven. Ball State University 3548 N. Tillotson, #330 Muncie 8290 [email protected] IN 47304 USA; [email protected] Faigin, David. Bowling Green State University, Psychology Galves, Albert. 2711 Sunrise Point Rd. Las Cruces NM 88011 USA; Department 207 Psychology Building Bowling Green OH 43403 [email protected] USA; [email protected] Gambane, Laura. University of South Carolina 215 Barend St. Fayter, Rachel. Wilfrid Laurier University 75 University Ave. West Columbia SC 29205 USA Waterloo Ontario N2L 3C5 Canada; [email protected] Garcia, Edurne. University of Illinois at Chicago, Department of Fernandez, Aida Cristina. 1821 E. Loma Vista Drive Tempe AZ 85282 Disability & Human Development 1640 W. Roosevelt Rd. Chicago USA; 480-517-6942 [email protected] IL 60608 USA; [email protected] Fields, Alice. University of South Carolina 1600 Hampton St. Garza, Patricia. University of Illinois at Chicago, Department of Columbia SC 29208 USA; [email protected] Psychology (M/C 285) 1007 W. Harrison Chicago IL 60616 USA; Figueroa-Rodríguez, Maribel. Carlos Albizu University PO Box [email protected] 9023711 San Juan 00902-3711 Puerto Rico; [email protected] Gaskins, Jennifer. Montclair State University 1 Normal Ave Fischer, Sean N. 740 Union St. Brooklyn NY 11215 USA; 646-541- Montclair NJ 7043 USA; [email protected] 8499 [email protected] George, Preethy. 1821 E. Loma Vista Dr. Tempe AZ 85282 USA; 480- Fogo, Wendy. Bowling Green State University, Department of 517-6942 [email protected] Psychology, 206 Psychology Building Bowling Green OH 43403- Goodnow, Sara. St. Lawerence University Romoda Drive Canton NY 0228 USA; [email protected] 14617 USA; [email protected] Ford, Kahlil. University of Michigan, Department of Psychology 525 Graham, Ben. DePaul University 1430 W. Leland Chicago IL 60640 E. University Ann Arbor MI 48109-1109 USA; [email protected] USA Forney, Jason. Wayne State University, Psychology Department 71 Grant, Andrew. University of Hawaii at Manoa 2430 Campus Rd. W. Warren Ave. Detroit MI 48202 USA; [email protected] Gartley Hall Honolulu Hawai’i 96822 USA; [email protected] Foster-Fishman, Pennie. Michigan State University 125D Greeson, Megan. Michigan State University, 504 Dartmouth Drive Psychology Building East Lansing MI 48824 USA; Durand MI 48429 USA; 989-277-9609 [email protected] [email protected] Grover, Tara. University of Virginia 102 Gilmer Hall PO Box 400400 Fowler, Patrick. 491 W. Hancock, Apt 9 Detroit MI 48201 USA; 248- Charlottesville VA 22904 USA; [email protected] 545-0515 [email protected] Guessous, Omar. Georgia State University, Department of Fragiadakis, Kostas. Mitropoleos 10 Thessaloniki GR 54625 Greece; Psychology PO Box 5010 Atlanta GA 30303-5010 USA; 32 310 500477 [email protected] [email protected] Francescato, Donata. University of Rome, Salita S.Onofrio 21 Rome Guin, Autmun H. 649 Britton Court Sanford NC 27330 USA; 919-718- 165 Italy; [email protected] 7845 [email protected] Franco, Jamie L. University of California, Santa Cruz 204 E. Hilton Dr. #18 Boulder Creek CA 95006 USA; 831-338-7103 [email protected] Freedman, Darcy. Vanderbilt University, Peabody Box 90 230 H Appleton Place Nashville TN 37203 USA; Hackett, Justin David. 929 East Foothill Blvd, SPC #137 Upland CA [email protected] 91786 USA; 859-512-0562 [email protected] Frichitthavong, Phouthava (Tara). Victoria University of Technology Hagelskamp, Carolin. New York University 6 Washington Place, PO Box 14428 MCMC Melbourne Victoria 8001 Australia; Room 272 New York NY 11238 USA; [email protected] [email protected] Halkitis, Perry N.New York University 239 Greene Street, Suite 403 Friedmann, Barbara. KCMETRO Child Traumatic Stress Program New York NY 10003 USA; 212-998-5373 [email protected] 9691 Outlook Overland Park KS 66207 USA; Hall, Diane M. 929 Fairfax Rd. Drexel Hill PA 19026 USA; 484-452- [email protected] 6406 [email protected] Friesen, Dana. Wilfrid Laurier University 75 University Ave, West Hamaguchi, Machiko. Ochanomizu University 4-3-13-310 Nishiochiai Waterloo ON N2L 3C5 Canada; [email protected] Shinjuku-ku Tokyo 161-0032 Japan; Furman, Marilyn. 435 South Tryon St., Suite 907 Charlotte NC 28202 [email protected] USA; 704-377-6631 [email protected] Hammock, Amy. University of Michigan, School of Social Work 1080 Furness, J. A.100 St. James Drive Hamilton Waikato 2001 New S. University Ave. Ann Arbor MI 48109 USA; Zealand; 00-64-07-853-9649 [email protected] [email protected] Hannah, Gordon. University of Washington, School of Medicine 1959 NE Pacific St., Box 356560 Seattle WA 98195 USA; G [email protected] Harpine, Elaine Clanton. Kent State University, Geauga 529 Beryl Gaba, Ayorkor. 8 Lincoln Place, Apt. B North Brunswick NJ 08902 Drive Kent OH 44240 USA; 330-678-2524 eclanton@kent-edu USA; 732-309-8152 [email protected] Harvell, Samantha A.S. 1718B 15th St. NW Washington DC 20009 Gadaire, Dana. 1450 Bonnie Glenn Cv. Tucker GA 30084 USA; 770- USA; 202-641-7635 [email protected] 557-1793 [email protected]

THE Community Psychologist 72 Vol. 38, No. 4 Hasford, Julian. 101 Lord Simcoe Drive Brampton ON L6S 5H4 Johnson, Katie. Ball State University 2000 W. University Ave. Canada; 416-897-3378 [email protected] Muncie IN 47306 USA; [email protected] Hawes, Susan. 40 Avon St. Keene NH 03431 USA; 603-357-3122 413- Jones, Diana. Vanderbilt University, Peabody #90 230 Appleton Place 369-4992 [email protected] Nashville TN 37203 USA; [email protected] Heisler, Kurt. 543 W. 20th, Unit 103 Norfolk VA 23517 USA; 757-668- Jozefowicz, Debra. Wayne State University 46883 Amberwood 6499 [email protected] Shelby Township MI 48317 USA Helm, Susana. Helm Consulting, L.L.C. 106 Griswold Drive West Justice, Brandi Page. 1601 N. 19th St., Apt. 303 Arlington VA 22209 Hartford CT 06119 USA; [email protected] USA; 571-241-4693 [email protected] Hernandez, Brigida. DePaul University, Department of Psychology 2219 N. Kenmore Ave. Chicago IL 60614 USA; [email protected] K Hidalgo, Benjamin. University of Illinois 603 E. Daniel St. Champaign Kahana, Marina Berns. University of California, Irvine, School of Il 61820 USA; [email protected] Ecology 202 Social Ecology I Irvine CA 92697 USA; 940-387-5928 Hidalgo, Marco A. DePaul University, Department of Psychology [email protected] 2219 N. Kenmore Ave., Ste. 420 Chicago IL 60614 USA; Kahn, Jack S. 7 Jamaica Place, #2 Jamaica Plain MA 02130 USA; 617- [email protected] 522-3686 [email protected] Hobden, Karen. Wayne State University, Psychology Department 71 Kalinowski, Samantha. 9003 E. Nassau Ave. Denver CO 80237 USA; W. Warren Ave. Detroit MI 48202 USA; [email protected] 720-482-6635 [email protected] Hoeweler, Fred. West-C, 733 State Ave. Cincinnati OH 45204 USA; Kao, Ming-Yu B. 1669 Oxford Street, Apt. 3 Berkeley CA 94709 USA; [email protected] 917-434-5923 [email protected] Hoffman, Cheri. Vanderbilt University, Peabody #151 230 Appleton Karlsson, Magnus. Ersta Sköndal University College, Herbert Place Nashville TN 37203 USA; [email protected] Widmans väg 12 Sköndal Stockholm 128 85 Sweden; Holliday, Christopher S. 2964 Emerald Glen Court Jonesboro GA [email protected] 30236 USA; 770-471-3318 [email protected] Kinder, Bradley L. Office of Community Psychology 1858 Ashland Hollman, Ruth. SHARE! 5521 Grosvenor Blvd. Los Angeles CA Ave. St. Paul MN 55104 USA; 651-357-4119 [email protected] 90066 USA King, Jackie S. 605 A Willow St. Highspire PA 17034 USA; 717-939- Horwitz, Rebecca. University of South Carolina, Department of 0483 [email protected] Psychology Columbia SC 29208 USA Knight, Kelly. National Council on Crime and Delinquency 1970 Broadway, Suite 500 Oakland CA 94612 USA; [email protected] crc.org I Kobayashi, Yuka. Ochanomizu University 4-9-2 Otsuka 102 Bunkyo- Izzo, Charles. Cornell University, Family Life Development Center ku Tokyo 112-0012 Japan; [email protected] 1108 North Cayuga St. Ithaca NY 14850 USA; [email protected] Kobes, Shannon. Ball State University 2000 W. University Ave. Muncie IN 47303 USA; [email protected] Kota, Tamai. International Christian University 10-2 Osawa 3chome, J Mitaka-shi Tokyo Japan; [email protected] Kraft, Joan. Centers for Disease Control & Prevention 4770 Buford Jamil, Omar. DePaul University, Department of Psychology 2219 N. Highway, MS K-34 Atlanta GA 30324 USA; [email protected] Kenmore Ave. Byrne Hall 420 Chicago IL 60614 USA; Kulkarni, Madhur. 1144 Loyola Drive Salinas CA 93901 USA; 650- [email protected] 576-9440 [email protected] Jara, Eddy. University of California, Berkeley 2299 Piedmont Ave., #715 Berkeley CA 94720 USA; [email protected] Javdani, Shabnam. National Council on Crime and Delinquency 1970 Broadway, Suite 500 Oakland CA 94612 USA; [email protected] L crc.org Lacasse, Jeffrey. 376 Hayden Rd. Tallahassee FL 32304 USA; Jemmott III, John B. University of Pennsylvannia, The Annenberg [email protected] School for Communication 3535 Market St., Ste.520 Philadelphia LaForett, Dore R. 2491 N. 50th St., #242D Philadelphia PA 19131 PA 19104-3309 USA; 215-573-9366 [email protected] USA; 267-258-5563 267-258-5563 [email protected] Jenkins, Richard. Centers for Disease Control and Prevention 1600 LaHousse, Shelia F. Michigan State University 1638 Spartan Village, Clifton Rd. NE, Mailstop E-37 Atlanta GA 30333 USA; #G East Lansing MI 4832248823 USA; 517-214-0906 [email protected] [email protected] Jeske, Shannon L. 1317 Hazel Street Oshkosh WI 54901 USA; 920- Lang, Lironne. DePaul University, The Village Project 2219 N. 277-9192 [email protected] Kenmore Ave. Chicago IL 60614 USA; [email protected] Joanes, Ana. 123 Boerum Place, Suite 3B Brooklyn NY 11201 USA; Lantz, Jeanette. Fuller Theological Seminary, Headington Program [email protected] 180 N. Oakland Pasadena CA 91101 USA; Joëlle, Pouliot-Lapointe. Laval University, School of Psychology [email protected] Quebec City Quebec G1K 7P4 Canada; Lapertosa, Lynda. 6518 Parsons Blvd., #1C Fresh Meadows NY [email protected] 11365 USA; 646-732-1418 [email protected]

THE Community Psychologist 73 Fall, 2005 Larson, Reed. University of Illinois 1105 W. Nevada Urbana IL 61801 Master, Talia. 10 S. 11th Ave. Highland Park NJ 8904 USA; 201-658- USA 9227 [email protected] Leary III, George E. 103 Locust Drive Gwen Oak MD 21207 USA; Mathies, Sonya. DePaul University, The Village Project 2219 N. 410-594-1733 [email protected] Kenmore Ave. Chicago IL 60614 USA; [email protected] Leavy, Richard L. Ohio Wesleyan University, Department of McAuliffe, Christine. Bowling Green State University 1039 Varsity Psychology Delaware OH 43015 USA; 740-368-3817 West Bowling Green OH 43402 USA; [email protected] [email protected] McBride, Michelle. 21 Fairview Ave. Wallingford CT 06492 USA; Ledgerwood, Angela. Miami University 136 Benton Hall Oxford OH 203-294-9764 [email protected] 45056 USA; [email protected] McCown, Diana. Vanderbilt University 195 Maxwell Dr. Clarksville Lee, Marie. 347 ASH, 6001 Dodge St. UNO Omaha NE 68182 USA; TN 37043 USA; [email protected] 402-933-7587 [email protected] McCoy, Natalie. Georgia State University 1175 Church St., Apt. E Lee, Shawna J. 1255 Amsterdam Ave., Rm 916 New York NY 10027- Decatur GA 30030 USA; [email protected] 5997 USA; 212-851-2418 [email protected] McDaniel, Jacquelyn. University of South Carolina 819 Barnwell St. Lefebre-McGevna, Jennifer. 45 Cameron St. Torrington CT 06790 Columbia SC 29208 USA; [email protected] USA; 806-496-0742 [email protected] McGowen, Lindsey. 1315 Filmore St., Apt. G Raleigh NC 27605 USA; Lemus, Eder. University of the District of Columbia 4600 Duke St., 918-605-6665 [email protected] #808 Alexandria VA 22304 USA McKleroy, Vel. Centers for Disease Control and Prevention 1600 Lim, Noriel. University of Illinois at Urbana-Champaign 308 Clifton Rd., NE Mailstop Atlanta, GA 30333 USA; [email protected] Psychology Building, MC 716 603 E. Daniel St. Champaign IL McNall, Miles. Michigan State University, University Outreach and 61820 USA; [email protected] Engagement Kellogg Center Garden Level East Lansing MI 48824 Linder, Nikeea. Johns Hopkins University 600 N. Wolfe St., Park 351 USA; [email protected] Baltimore MD 21287 USA; [email protected] Meadows, Jennifer Lee. 1300 Maple Ave. Lancaster PA 17603 USA; Liu, Diane. 825 S. Golden West Ave., Apt. 4 Arcadia CA 91007 USA; 717-295-2336 [email protected] 213-639-6468 626-446-6756 [email protected] Mechikoff, Angela M. 4115 Country Club Blvd. Sioux City IA 51104 Livet, Melanie A. 108 Ennismore Common Lane Columbia SC 29229 USA; 712-239-7177 [email protected] USA; 803-479-4322 [email protected] Merrick, Melinda. University of Illinois at Urbana Champaign, 1115 Luciano, Berardi. 4343 N. Clarendon, Apt. 1510 Chicago IL 60613 Plant Sciences Lab, MC-634 1201 S. Dorner Dr. Urbana IL 61801 USA USA; [email protected] Lugo, Eduardo. University of Puerto Rico C-23 R-7 Villa Nueva Meyer-Chilenski, Sarah. Prevention Research Center 402 Marion Caguas 727 Puerto Rico Building University Park PA 16802 USA; [email protected] Milanak, Melissa. University of Illinois at Urbana Champaign, 404 E. Green St., #102 Urbana IL 61802 USA; [email protected] M Miller, Jonette O’Kelley. 133 Highland Ave. Middletown NY 10940 USA; 845-956-0005 [email protected] Mance, GiShawn. DePaul University, Byrne Hall - Department of Miller, Rose. Michigan State University 240D Psychology East Psychology 2219 N. Kenmore Ave. Chicago IL 60616 USA; Lansing MI 48824 USA; [email protected] [email protected] Miller, Tiffany. Georgia State University University Plaza Atlanta GA Maras, Melissa. Miami University 136 Benton Hall Oxford OH 45056 30309 USA; [email protected] USA; [email protected] Miyata, Wataru. International Christian University Osawa 3-10-2 Martin, Pamela. North Carolina State University, Department of Mitaka-shi Tokyo 181-8585 Japan; [email protected] Psychology Campus Box 780 Raleigh NC 27695-7801 USA; Mock, Lynne. Community Mental Health Council, Inc., Research [email protected] Department 8704 S. Constance Ave. Chicago IL 60617 USA; Martin, Sandy. 9100 Antioch Rd. Overland Park KS 66212 USA; 913- [email protected] 649-6618 913-649-0151 [email protected] Monteverde, Angelica. Montclair State University 1 Normal Ave. Martinez, Louise. University of Illinois at Chicago, College of Upper Montclair NJ 7043 USA; [email protected] Applied Health Sciences 1919 West Taylor, MC-811 Chicago IL Mooss, Angela. Georgia State University, Psychology Department 33 60612 USA; [email protected] Gilmer St., 11th floor Atlanta GA 30303 USA; Maruyama, Fusako. International Christian University, Graduate [email protected] School of Education 10-2 Osawa 3-chome Mitaka-shi, Tokyo 181- Morgan, Dudley. 6 Bates Cres Whitehorse, YK Y1A 4T8 Canada; 85 956-21YamaguchTokorozawa Saitama 359-1145 Japan; 867-668-7144 [email protected] [email protected] Morris, Jordan. 330 Central Park Ave. Scarsdale NY 10583 USA; 914- Maruyama, Geoffrey. University of Minnesota 432 Morrill Hall 699-4780 [email protected] Minneapolis MN 55455 USA Mualuko, Mwende. Georgia State University, 710 Peachtree St. Ne., Masood, Nausheen. University of Illinois at Urbana-Champaign 603 #616 Atlanta GA 30308 USA; [email protected] E. Daniel St. Champaign IL 61820 USA; Muldowney, Kathleen. Center for Community Research 4855 N. [email protected] Wolcott Ave., #3B Chicago IL 60640 USA; 773-325-4963 Massey, Sean. Binghamton University, SUNY, School of Education [email protected] and Human Development Binghamton NY 13902-6000 USA; Murphy-Medley, Deena. North Carolina State University, Raleigh NC [email protected] 27615 USA; [email protected]

THE Community Psychologist 74 Vol. 38, No. 4 Perlmutter, Barry. University of La Verne, 1950 Third St. La Verne N CA 92346 USA; [email protected] Peters, Wayne. Owen Sound CAS Owen Sound ON USA; Nation, Maury. Vanderbilt University 3615A Doge Ct. Nashville TN [email protected] 37204 USA Petrokubi, Julie. University of Wisconsin - Madison 1228 Spaight St. Nelson, Erin. Georgia State University 6450 Kemp Dr. Acworth GA Madison WI 53703 USA; [email protected] 30102 USA Pinkard, Kimberly A. 615 Sea Pine Lane, #1402 Newport News VA Nettles, Saundra Murray. 607 Buckshot Court Statesboro NC 30461 23608 USA; 803-238-4252 [email protected] USA; 912-489-1139 [email protected] Pinkard, Tracy. Vanderbilt University, Peabody #151 230 Appleton Nguyen, Hoa. University of Michigan, Department of Psychology Place Nashville TN 37203 USA; [email protected] 3444 East Hall Ann Arbor MI 48109-1109 USA; [email protected] Pitts, Claudia. National-Louis University 620 Tollgate Rd. Elgin IL Nowell, Branda. Michigan State University 1029 Morgan Lansing MI 60123 USA; [email protected] 48912 USA; 517-377-0932 [email protected] Polcin, Douglas. Haight Ashbury Free Clinic 612 Clayton St. San Nu’Man, Jeanette. ORC Macro 3 Corporate Square Atlanta GA 30329 Francisco CA 94117 USA; [email protected] USA; 404-321-3211 [email protected] Pooley, Julie Ann. Edith Cowan University 100 Joondalup Dve Joondalup Perth 6027Australia; [email protected] Pratt, Rebekah. University of Edinburgh, Community Health O Sciences - General Practice 20 W. Richmond St. Edinburgh Obasaju, Mayowa. Georgia State University 2388 Lawrenceville Lothian EH8 9DX Scotland; [email protected] Highway, Unit F Decatur Georgia 30033 USA; Pryce, Julia. University of Chicago, 969 E. 60th St. Chicago IL 60637 [email protected] USA; [email protected] Oberoi, Jasmeet S. 515 S. Western Ave., Unit #1 Chicago IL 60612 Pullman, Michael D. 1909 Fatherland St., Apt. A Nashville TN 37206 USA; 312-498-0816 [email protected] USA; 615-228-8533 [email protected] Ogley-Oliver, Emma. Georgia State University, Urban Life Center Decatur St. Atlanta GA 30303 USA; [email protected] O’Neill, Kaney. Northwestern University, 633 Clark St. Evanston IL R 60208 USA; [email protected] Rahman, Sajjadur. Wesleyan University 136 High St., #2 Orozco, Lumarie. 5547 Girard Ave. North Brooklyn Center MN 55430 Middletown CT 06457 USA; [email protected] USA; 651-646-5553 763-549-0254 Rainey, Christie Ann. 1126 Stone St. Los Angeles CA 90063 USA; Ortiz-Torres, Blanca. University of Puerto Rico, Ave Universidad 55 323-841-8551 [email protected] San Juan 931 Puerto Rico Ramirez, Jorge I. University of Illinois, Department of Psychology Osuna, Michelle. University of Puerto Rico-Rio Piedras Campus, PO 603 Daniel St. Champaign IL 61820 USA; 217-265-8514 Box 23174 San Juan 00931-3174 Puerto Rico; [email protected] [email protected] Ramos, Cheryl. University of Hawaii at Hilo 200 W. Kawili St. Hilo HI Ouchi, Junko. International Christian University 10-2 Osawa 3- 96720 USA; [email protected] chome Mitaka Tokyo 181-0015 Japan; [email protected] Ramos, Maria. New York University, 6 Washington Place, #285 New Owen, Jessica. University of Virginia, PO Box 400400 Charlottesville York NY 10003 USA; [email protected] VA 22902 USA; [email protected] Redmond, Michelle. Wichita State University 3730 Charon Lane Wichita KS 67220 USA; [email protected] Reeves, Erin. University of Illinois at Chicago, Institute of Research P Policy 1747 W. Roosevelt Rd. Chicago IL 60608 USA; Pachan, Mary (Molly). Loyola University Chicago, Department of [email protected] Psychology 6525 N. Sheridan Rd. Damen Hall Chicago IL 60626 Reinhart, Crystal. Wichita State University, Self-Help Network 1845 USA; [email protected] Fairmount, Box 34 Wichita KS 67260-0034 USA; Panulla, Sharon. 233 Spring St. New York NY 10013-1522 USA [email protected] Parikshak, Sangeeta. DePaul University, Department of Psychology Ren, Julie. Wesleyan University, Wesleyan Station Middletown CT 2219 N. Kenmore Ave. Chicago IL 60614 USA; 06459 USA; [email protected] [email protected] Riemer, Manuel. Vanderbilt University, CEPI, Peabody #151 230 Parnes, Anna. DePaul University, Department of Psychology 2219 N. Appleton Place Nashville TN 37203-5721 USA; Kenmore Ave., 4th floor Chicago IL 60614 USA; [email protected] [email protected] Riley, Therese. VicHealth Centre, University of Melbourne, School of Patterson, Debra. Michigan State University, 139D Psychology Pop Health, Level 5, 207 Bouverie St. Carlton Victoria 3053 Building East Lansing MI 48824-1116 USA; [email protected] Australia; [email protected] Pearson, Rachel. Wichita State University, Self-Help Network 1845 Rivera, Ann Christine. New York University 6 Washington Place, 2nd Fairmount, Box 34 Wichita KS 67260-0034 USA; Floor New York NY 10003 USA [email protected] Robinson, Simone. Marygrove College, Department of Psychology, Perilla, Julia. Georgia State University, P.O. Box 5010 Atlanta GA Campus Box 7801 Raleigh NC 27615-7801 USA; 30302-5010 USA; [email protected] [email protected]

THE Community Psychologist 75 Fall, 2005 Robinson, W. LaVome. 4170 N. Marine Dr., #10F Chicago IL 60613 Shiell, Alan. University of Calgary, G012F, 3330 Hospital Drive NW USA; 773-348-0920 Calgary AB T2N 4N1 Canada; [email protected] Roche, Cathy. Georgia State University, 1189 McLendon Ave, #10 Shpungin, Elaine. University of Illinois at Urbana-Champaign 505 E. Atlanta GA 30307 USA; [email protected] Green St., 3rd Floor Champaign IL 61820 USA Roesch, Ronald. Simon Fraser University, Department of Psychology Sim, Tiffanie. University of Maryland, Baltimore County, Department 8888 University Drive Burnaby BC V5A 1S6 Canada; of Psychology 1000 Hilltop Circle Rd. Baltimore MD 21117 USA; [email protected] [email protected] Rokusek, Rochelle. Miami University, 136 Benton Hall Oxford OH Sinha, Vandna. Northwestern University, Institute for Policy 45056 USA; [email protected] Research 2040 Sheridan Rd. Evanston IL 60208 USA; Rosen, jay. DePaul University 2219 N. Kenmore, Apt. 1 Chicago IL [email protected] 60614 USA; [email protected] Sinkule, Jennifer. George Mason Unviersity 310 Shirley St., Apt. 58 Ruback, Jasmin K. Riad. State College 991 McCormick Ave. State Falls Church VA 22046 USA; 571-243-8625 [email protected] College PA 16801 USA; 814-441-4150 Sioui, Anik. University of Quebec at Montreal, Département de [email protected] Psychologie C.P. 8888 Succ. Centre-ville Montréal Québec H2S Rubin, Bart. Family Institute of Pinole 1839 Tacoma Ave. Berkeley CA 2Z1 Canada; [email protected] 94707 USA; 510-741-7286 [email protected] Skinner, Michael. Pendragyn 1212 Walter St., SE Washington DC Ryan, Katelin. New School for Social Research, 65 Fifth Ave. New 20003 USA; [email protected] York, NY 10003 USA; [email protected] Sly, Jamilia. 2330 N. Oliver, #120 Wichita KS 67220 USA; 316-687- Rynczak, Danielle. University of Illinois at Urbana-Champaign, 308 0116 [email protected] Psychology Building MC-716 Champaign IL USA USA; Smalls, Ciara. University of Michigan, Department of Psychology [email protected] East Hall 3257 525 University Ave. Ann Arbor MI 48109 USA; [email protected] Smolowitz, Rachel. University of South Carolina, Barnwell College, S Psychology Department Columbia SC 29201 USA; [email protected] Sabina, Chiara. 64 Leslie Lane Smithtown NY 11787 USA; Sobeck, Joanne. Wayne State University 4756 Cass Ave. Detroit MI [email protected] 48201 USA; 313-577-8770 [email protected] Sabina, Chiara. University of New Hampshire 126 East Horton Sokolowski, Caroline. DePaul University 1437 W. Olive Ave., Apt. 1 Durham NH 03824 USA; 603-862-0644 [email protected] Chicago IL 60660 USA; 847-219-2099 773-878-4426 Sakai, Akiko. Ochanomizu University 2-5-12 Iwamoto-cho Chiyoda- [email protected] ku Tokyo Iwamoto-cho Chiyoda-ku Tokyo 101-0032 Japan; Sorell, Nicole. University of Illinois at Urbana-Champaign 10420 S. [email protected] Wood St. Chicago IL USA Salem, Deborah. Michigan State University 127A Psychology Sotiris, Lainas. Mitropoleos 10 St. Thessaloniki 54625 Greece; 32 310 Building E. Lansing MI 48824 USA 500477 [email protected] Sander, Lindsay Margaret. 47 E. Willis, Apt. 37 Detroit MI 48201 Stanard, Pia. 218 N. Charles St., #1404 Baltimore MD 21201 USA; USA; 313-418-6143 [email protected] 301-793-0208 Sandler, Jen. University of Wisconsin-Madison 798 Educational Steenwyk, Mark. Fuller Graduate School of Psychology 180 N. Sciences 1025 W. Johnson St. Madison WI 53704 USA; Oakland Pasadena CA 91101 USA; [email protected] [email protected] Stept, Dawn M. 66 S. Fullerton Ave., #12 Montclair NJ 7042 USA; Saul, Janet R. 445 Mimosa Drive Decatur GA 30030 USA; 770-488- 973-655-3433 [email protected] 4733 [email protected] Stewart, Eric. University of Georgia, Department of Psychology Saw, Anne. University of Illinois, Urbana-Champaign, 603 E. Daniel Athens GA 30602-3013 USA; [email protected] St. Champaign IL 61820 USA; [email protected] Stout, David J. 1703 E. West Hwy., Apt. 401 Silver Spring MD 20910 Schueny, Michael. University of Illinois at Chicago 1747 W. USA; 410-802-8952 [email protected] Roosevelt Chicago IL 60302 USA Swan, Suzanne. University of South Carolina, Department of Schwab, Lisa. University of Missouri-Kansas City, Department of Psychology University of South Carolina Columbia SC 29208 Psychology, 4825 Troost, 5100 Rockhill Rd., Rm 108 Kansas City USA; [email protected] MO 64110 USA; [email protected] Swink, Nathan. Wichita State University, Department of Psychology Sechrest, Richard E. 6165 Waiting Spring Columbia MD 21045 USA; 437 Jabara Hall, Box 34 Wichita KS 67260 USA; 410-740-5009 [email protected] [email protected] Seepersad, Sean. University of Illinois at Urbana-Champaign, Child Szenda Wilson, Kathy. Battle Creek Community Foundation 34 W. Development Lab, MC-038 1105 W. Nevada St. Urbana IL 61820 Jackson St. Battle Creek MI 49017 USA; USA; [email protected] [email protected] Segre, Lisa. University of Iowa, Department of Psychology 11 E Seashore Hall University of Iowa Iowa City Iowa 52242 USA; lisa- [email protected] Shepherd, Matthew. Wichita State University, Self-Help Network 1845 N. Fairmount, Box 34 Wichita KS 67260-0034 USA; [email protected]

THE Community Psychologist 76 Vol. 38, No. 4 Watanabe, Naotaka. Keio University 2-1-1 Hiyoshi Honcho Kohoku- T ku Yokohama Kanagawa 221-8523 Japan; [email protected] Watt, Kelly. University of Illinois at Urbana-Champaign, 308 Tandon, Darius. Johns Hopkins University, 203 Reed Hall 1620 Psychology Building, MC-716 Champaign IL 61820 USA; McElderry St. Baltimore MD 21205 USA; [email protected] [email protected] Taylor, Rebecca. University of Illinois at Chicago 707 W. Roscoe, Watts, Roderick. Georgia State University, Department of Apt. C Chicago IL 60657 USA Psychology PO Box 5010 Atlanta GA 30302 USA; Teal, Cayla. Baylor College of Medicine, HCQCUS (VA 152) 2002 [email protected] Holcombe Blvd. Houston TX 77030 USA; [email protected] Weinberg, Joanna. PCC Salud Family Health Center 5359 W. Thibodeau, Caroline. Université Laval, Quebec G1K 7P4 Canada; Fullerton Ave. Chicago IL 60639 USA; [email protected] [email protected] Weinberg, Rick. FMHI/University of South Florida, Dean’s Office Thomas, Faye. 2920 Northway Drive, #302 Brooklyn Center MN 13301 Bruce B. Downs Blvd. Tampa FL 33612-3807 USA; 55430 USA; 763-503-7495 [email protected] [email protected] Thompkins, Amanda. New York University, 6 Washington Place New Weinstein, Heidi. University Of Massachusetts Lowell (Student) 1 York University New York NY 10003 USA; [email protected] University Ave. Lowell MA 1854 USA; Thompson, Amy Jo. 135 S. 11th St. Indiana PA 15701 USA; 724-349- [email protected] 4354 [email protected] West, Stephen G. Arizona State University, Psychology Department Torres, Rodrigo Sebastian. DePaul University, Department of Tempe AZ 85287-1104 USA; 480-965-0979 [email protected] Psychology 2219 N. Kenmore Ave. Chicago IL 60614 USA; West-Bey, Nia. New York University 6 Washington Place, 2nd Floor [email protected] New York NY 10003 USA; [email protected] Townsend, Tiffany. Penn State University, Psychology Department Wigger, Erin. 907 Piedmont Ave., #11 Atlanta GA 30309 USA 302 Moore Building University Park PA 16802 USA; 814-863-1745 Wilson, Patrick. Yale University School of Medicine, Center for [email protected] Interdisciplanary Research on Aids 40 Temple St., Ste 1B New Trivits, Lisa. Office of Planning, Research, & Evaluation, Haven CT 06510 USA; [email protected] Administration for Children & Families 370 L’Enfant Promenade, Wituk, Scott. Wichita State University, Self-Help Network, 1845 SW Washington DC 20447 USA; [email protected] Fairmount, Box 34 Wichita KS 67260-0034 USA; Tyler, Donald. DePaul University, The Village Project 2219 N. [email protected] Kenmore Ave. Chicago IL 60614 USA; [email protected] Wolcott, Hannah. Wichita State University, Department of Psychology, Box 34 Wichita State University Wichita KS USA; [email protected] U Wolfman, Jade. University of Maryland, Baltimore County, Ullman, Sarah. University of Illinois at Chicago, Criminal Justice Psychology Department 1000 Hilltop Circle Baltimore MD 21250 Department 1007 W. Harrison St. Chicago IL 60607 USA; USA; 917-554-6763 [email protected] [email protected] Wolfman, Jade N. 2512 Sarrington Circle Baltimore MD 21244 USA; Ullman, Sarah E. 2650 North Lakeview Ave., Apt. 602 Chicago IL [email protected] 60614 USA; 312-996-6679 [email protected] Y Yang, Evelyn. Community Anti-Drug Coalitions of America 625 V Slaters Later, Suite 300 Alexandria VA 22314 USA; Valenti, Maria. 112 W. Maple St. Lansing MI 48906 USA; 517-367- [email protected] 6045 [email protected] Yann, Le Bosse. Laval University, Faculte de l’education Quebec QC VanHeijningen, Lisa. PO Box 105 West Haven CT 06516 USA; 203- G1K 7P4 Canada; 418-656-2131 [email protected] 934-7496 [email protected] Yasuda, Tomoyuki. Waseda University, Japan 2-17-3-705 Visser, Susanna. Centers for Disease Control and Prevention 1600 Sakurashinmachi Setagaya-ku Toyko 154-0015 Japan; 81-33425- Clifton Rd., MS E-88 Atlanta GA 30333 USA; [email protected] 0717 [email protected] Vossebrecher, David. Bochuner Str 16 Berlin 10555 Germany Younge, Sinead. Michigan State University 15A Psychology Building East Lansing MI 48824 USA; [email protected] W Walker, Erin. University of Delaware, Department of Individual and Z Family Studies 112 Alison Hall West Newark DE 19716 USA; Zajac, Jennifer J. 2112 North View Lane Harrisburg PA 17110 USA; [email protected] 717-236-8220 [email protected] Wargo, Stephanie C. 259 Willis Rd. Etters PA 17319 USA; 717-506- Zorland, Jennifer. Georgia State University, Department of 0512 [email protected] Psychology PO Box 5010 Atlanta GA 30302-5010 USA; Watanabe, Akiko. Ochanomizu University 1-6-6, #209 Otsuka [email protected] Bunkyo-ku Tokyo 112-0012 Japan; [email protected] Watanabe, Kayoko. Aichi-Shukutoku-University 9 Katahira Nagakute-cho Aichi-gun Aichi 480-1197 Japan; [email protected]

THE Community Psychologist 77 Fall, 2005 An Invitation To Membership SCRA Goals ♦ To promote the use of social and behavioral science to enhance the well-being of people and their communities and to prevent Society for harmful outcomes; Community ♦ To promote theory development and research that increase our understanding of human behavior in context; Research & ♦ To encourage the exchange of knowledge and skills in commu- nity research and action among those in academic and applied Action settings; ♦ To engage in action, research, and practice committed to The Division of Community Psychology (27) of liberating oppressed peoples and respecting of all cultures; the American Psychological Association ♦ To promote the development of careers in community research and action in both academic and applied settings. The Society for Community Research and Action (SCRA), Division 27 of the American Psychological Association, is an international organization devoted to advancing theory, research, and social Interests of SCRA Members Include action. Its members are committed to promoting health and empowerment and to preventing problems in communities, groups, Empowerment & Community Development and individuals. Four broad principles guide SCRA: Training & Competency Building 1. Community research and action requires explicit attention to and Prevention & Health Promotion respect for diversity among peoples and settings. Self-Help & Mutual Support 2. Human competencies and problems are best understood by Consultation & Evaluation viewing people within their social, cultural, economic, Community Mental Health geographic, and historical contexts. Culture, Race, & Gender 3. Community research and action is an active collaboration among Human Diversity researchers, practitioners, and community members that uses Social Policy multiple methodologies. 4. Change strategies are needed at multiple levels in order to foster settings that promote competence and well being. SCRA Membership The SCRA serves many different disciplines that focus on Benefits & Opportunities community research and action. Our members have found that, regardless of the professional work they do, the knowledge and ♦ A subscription to the American Journal of Community Psychol- professional relationships they gain in SCRA are invaluable and ogy (a $105 value); invigorating. Membership provides new ideas and strategies for research and action that benefit people and improve institutions and ♦ A subscription to The Community Psychologist, our outstanding communities. newsletter; ♦ 25% Discount on books from Kluwer Academic/Plenum Publishers; Who Should Join ♦ Special subscription rates for the Journal of Educational and ♦ Applied & Action Researchers Psychological Consultation; ♦ Social and Community Activists ♦ Involvement in formal and informal meetings at regional and national conferences; ♦ Program Developers and Evaluators ♦ Participation in Interest Groups, Task Forces, and Committees; ♦ Psychologists ♦ The SCRA listserv for more active and continuous interaction ♦ Public Health Professionals about resources and issues in community research and action; and ♦ Public Policy Makers ♦ Numerous activities to support members in their work, including ♦ Consultants student mentoring initiatives and advice for new authors writing ♦ Students from a variety of disciplines on race or culture.

THE Community Psychologist 78 Vol. 38, No. 4 THE SOCIETY FOR COMMUNITY RESEARCH AND ACTION Membership Application

Please provide the following information about yourself: ‰ Social Policy Committee ‰ Stress & Coping IG Name: ______‰ Students of Color IG Title/Institution: ______‰ Undergraduate Awareness

Mailing Address: ______The following three questions are optional: ______What is your gender? ______‰ Female ‰ Male Day Phone: (______) ______- ______Your race/ethnicity? ______Evening Phone: (______) ______- ______How did you hear about SCRA membership? Fax: (______) ______- ______E-mail: ______Membership dues May we include your name in the SCRA Membership ‰ SCRA Member ($45) ‰ Student Member ($20) Directory? ‰ International Member ($35) ‰ Yes ‰ No

‰ Payment is enclosed (please make checks payable to SCRA) Are you a member of APA?

‰ No ‰ Yes (APA Membership # ______) ‰ Charge to credit card: ‰ Visa ‰ MasterCard

If yes, please indicate your membership status: Account ‰ Fellow ‰ Associate ‰ Member ‰ Student No.: Affiliate

Expiration Date: ______/ ______Please indicate any interest groups (IG) or committees you would like to join: Authorized Signature: ______‰ Aging ‰ Children & Youth ‰ Committee on Women Signature of Applicant: ______‰ Community Action IG ‰ Community Health IG Date: ______‰ Cultural & Racial Affairs Committee ‰ Disabilities IG ‰ International Community Psychology Committee Please mail this form with a check for your membership ‰ Lesbian, Gay, Bisexual &Transgender Concerns IG dues to: ‰ Prevention and Promotion IG SCRA ‰ Rural IG 1800 Canyon Park Circle, Bldg. 4, Suite 403 ‰ School Intervention IG Edmond, OK 73013 ‰ Self-Help/Mutual Support IG

THE Community Psychologist 79 Fall, 2005 About THE Community Psychologist... The Community Psychologist is published four times a year to provide information to members of the Society for Community Research and Action (SCRA). A fifth “Membership Directory” issue is published approximately every three years. Opinions expressed in The Community Psychologist are those of the individual authors and do not necessarily reflect official positions taken by the Society. Materials that appear in The Community Psychologist may be reproduced for educational and training purposes. Citation of the source is appreciated.

To submit copy to THE Community Psychologist: Articles, columns, features, letters to the Editor, and announcements should be submitted, if possible, as Word attachments in an e-mail message to: [email protected] or [email protected]. The Editors encourage authors to include digital photos or graphics (at least 300 dpi) along with their submissions. Materials can also be submitted as a Word document on an IBM- compatible computer disk (or as hard copy) by conventional mail to Joy Kaufman and Nadia Ward, TCP Editors at The Consultation Center, Yale University School of Medicine, 389 Whitney Avenue, New Haven, CT 06511. You may reach the editors by phone at (203) 789-7645 or fax at (203) 562-6355. Next DEADLINES: Fall 2005–AUGUST 31, 2005; Winter 2006– NOVEMBER 30, 2005; Spring 2006–FEBRUARY 28, 2006; Summer 2006–MAY 31, 2006.

Subscription Information: The Community Psychologist and the American Journal of Community Psychology are mailed to all SCRA members. Students and affiliates may join SCRA and receive these publications by sending $20.00 for students and $45.00 for affiliates and members to Janet Singer, 1800 Canyon Park Circle, Bldg. 4, Suite 403, Edmond, OK 73013; e-mail: [email protected]. (Dues are per calendar year.) The Membership Application is on the inside back cover.

Change of Address: Send address changes to Janet Singer, 1800 Canyon Park Circle, Bldg. 4, suite 403, Edmond, OK 73013; e-mail: [email protected]. APA members should also send changes to the APA Central Office, Data Processing Manager for revision of the APA mailing lists, 750 First St., N.E., Washington, D.C. 20002-4422.

Society for Community Research and Action Non-Profit THE Community Psychologist US Postage Paid 1800 Canyon Park Circle, Bldg. 4, Suite 403 Permit 453 Edmond, OK 73013 Oklahoma City Community Psychologist

THE