My life as a community activist

The author recounts his life and how it led to a career as an activist community psychology practitioner with a focus on issues of social justice. He tells of his upbringing, family and education as the background to a series of positions in various systems. The story shows an evolution from working with individuals to working with whole communities; and from working on issues of remediation and treatment to working on prevention and finally empowerment, social change, and social justice. The story of his life parallels the social issues of the time. Throughout the accounting of his life the author raises the questions that he was struggling with. The sequence of those questions is as follows: Can I emerge as a community leader? What do I do with that leadership? Can my work in psychology have any relationship to the larger social issues? Can my politics, social action and beliefs in social justice, be integrated with my mental health job? Can I find a setting that will tolerate and permit me to do work to create social change and reduce oppression? Can we build competent helping systems with partners from many sectors? Can we mobilize whole communities around community crises? Can we use coalition building to make a difference in quality of life? And finally: How can our spirituality inform our work for social change and how can our social change work to inform our spirituality?     

Education and Employment in Rural Alaska

SUMMARY

The history of my work experience in rural Alaska suggests the value of combining academic and field experience in community psychology with employment in graduate school. Twelve years of employment in rural Alaska leading to my present position with a rural Alaska Native Health organization is briefly reviewed. It is concluded that graduate students should examine, carefully and openly, their choices in preparing a path for applied community psychology employment.     

Psychology in the community: a community psychologist looks at 30 years in community mental health

I review my 30 years in the community mental health field, emphasizing the personal and historical context that shaped this career. I especially highlight the origins of the values that guided significant career decisions, including family, neighborhood, religious and educational influences. The core guiding value was the belief that public service is both a privilege and an obligation, and that righting social injustice through such service is a noble calling. I trace the evolution of my thoughts and actions reflecting this value, from an early desire to "help children," through preparation to become a child psychologist, and ultimately to practice in a public community mental health setting and a career dedicated first to primary prevention and then to broader safety net services for those in need. I highlight a corresponding intellectual evolution as well, a progressive change in identity from "clinical psychologist in the community" to community psychologist.     

Photovoice as a Pedagogical Tool in the Community Psychology Classroom

Constructivist perspectives contend that individuals actively extract and make meaning from the world around them. In the classroom this means that students are not passive recipients or repositories for our theories and empirical findings; instead, they actively redefine and relate to (or not) the concepts presented. To simultaneously stimulate and build on this process, I adopted Photovoice as a pedagogical tool to situate students as observers of their own community and create space for them to engage in participatory, community-focused meaning making activities. By employing strategically crafted framing questions, students generated Photovoice data that served as a powerful jumping off point for discussing key community psychology concepts. In addition, the Photovoice process provided students the opportunity to directly experience a participatory research process as well as engage in basic qualitative data analysis. This article presents the general process my class undertook as well as qualitative feedback from students.     

漫长的多中心之旅

本文讨论了我的个人经历、我们之中与印第安纳大学政治理论与政策分析研究所相关的许多人的努力,即研究在不同背景下,制度是如何影响行动和后果的。首先,我回顾了我作为年轻学子的经历和我的早期职业生涯,旨在激励那些面对难题的人们。然后,我讨论了我们的制度分析和我们对于都市治理和公共池塘资源的研究,这些研究帮助我逐步发展了分析复杂制度的较为一般的框架。这一框架已经能够使我们发掘和分析制度结构、行为和后果,做出和检验内在一致的预测,并且建立更好的理论。最后,我就未来学术发展方向,与大家分享了一些看法。     

Shuttling Between the City and Countryside

BOTH my husband and I have decent jobs. As public servants, we work from 8 am to 6 pm for a salary that supports a decent but frugal life. As a reward for our hard work, I got a promotion, and my husband was     

Breaking Fresh Ground

ABSTRACT

In the present paper, the author introduces her roles and duties at her current job. The author then describes how she got into community psychology and primary prevention and how her graduate school and previous work experiences have influenced her current work. Focusing on primary prevention, the author delineates how the two community psychology concepts -primary prevention and action research -can be applied to the promotion of adolescent mental health in the Korean society. The author then adds advice for foreign students who are considering studying community psychology in the U.S.     

Doctoral Education in Clinical-Community Psychology

SUMMARY

This paper provides an overview of doctoral clinical-community psychology programs and highlights some possible future directions in training. Clinical-community doctoral programs were categorized as: (1) formally labeled clinical-community programs, (2) clinical programs with a formal community track, or (3) clinical programs with an informal community emphasis. Many graduates from these programs obtain a basic understanding and appreciation of community psychology through required or elective courses, and through contact with students and faculty involved in community research and action. Those students who focus their research and electives around community psychology obtain a thorough and in-depth training experience in community research and action. Changes precipitated by managed care will challenge current ways that psychological services are provided allowing for more community based, innovative, and preventive approaches for which community psychology training would be particularly useful. Greater flexibility in APA accreditation guidelines provide opportunities for greater flexibility within clinical-community programs. Doctoral programs in clinical-community psychology are positioned to lead the development of a public health and human service approach to doctoral training through the integration of community and clinical psychology.     

My Volunteer Life

SEVERAL years ago,I read anotice soliciting volunteerteachers to work in the west.It caught my interest and Iclipped it.Upon graduation in August2000,I postponed my graduate studies in sociology and joined the Fudan     

关于调查对象相容心理问题的探讨

相容心理的建立，在公安调查工作中具有十分重要的作用。在调查工作中，只有消除调查对象的消极心理，促使其建立相容心理，才能成功地完成调查工作任务。     

on the Road

HAVING stopped work due to pregnancy and the birth of my beautiful son Benjamin, I enjoy being back on the bike each morning, riding to my new job. I devoutly believe in biking - for distances that take less than half an hour - and luckily need only 25 minutes to get to work.     

How SARS Taught Me to Cook

DURING the week-longMay Day holiday I usuallyhold a party,or enjoy thegood weather on outingswith friends,but thanks to theSARS epidemic in Beijing thisyear,I stayed at home the entireMay Day holiday.It was no prob-     

Advocacy for prevention: The role of the mental health association in Michigan

SUMMARY

This paper describes the application of such community psychology principles of empowerment and systemic interventions in a variety of applied settings, including school systems, a university campus, and a community hospital. The consistent application of such principles illustrates one way in which a viable career as community psychologist can be maintained in settings that do not have community psychology positions per se.     

Social and Environmental Predictors of Adjustment in Homeless Children

SUMMARY

Both the field of community psychology and the disability rights movement, including the field of disability studies, have been growing over the last 30 years. While common values, principles, and strategies have emerged within these two fields, they have often emerged independently and in ignorance of each other. Recognition of the value of community psychology perspectives on disabilities and community action is the motivation both for this special volume and for the disability interest group of the Society for Community Research and Action. In this article, we examine the action steps different authors have identified as important in responding effectively to community needs. We identify a general model and three settings which require an adaptation of this general model. These settings differ in the extent to which the recipients (consumers, people with disabilities) are already established as a community, and the extent to which providers (agencies, government) have established relationships with that community. We offer concluding comments regarding collaboration and knowledge sharing between the field of disability studies and community psychology.     

Pedagogy of the Logic Model: Teaching Undergraduates to Work Together to Change Their Communities

Undergraduate community psychology courses can empower students to address challenging problems in their local communities. Creating a logic model is an experiential way to learn course concepts by “doing.” Throughout the semester, students work with peers to define a problem, develop an intervention, and plan an evaluation focused on an issue of concern to them. This report provides an overview of how to organize a community psychology course around the creation of a logic model in order for students to develop this applied skill. Two undergraduate student authors report on their experience with the logic model assignment, describing the community problem they chose to address, what they learned from the assignment, what they found challenging, and what they are doing now in their communities based on what they learned.     

My Reverse Culture Shock: England To China and Back

Iarrived in Shanghai in late August 2017 and was greeted with humid, hot and tropical temperatures, the likes of which I had never before experienced in the UK. I was working my first day as an English teacher in a Chinese public school. Feeling dehydrated and tired, I asked a colleague in my office where I could find the water fountain.     

A Humble Approach to Mandarin

<正>I have always wanted to learn another language. As a kid, my cousin and I would speak in our own made-up language and pretend that we understood each other.In an effort to fulfill my goal, I had my goat Spanish. My high school required a foreign language and Spanish was the only option. I tried to connect with the language, but I could not find the motivation to really focus.