Theories in Community Psychology: Do They Matter and Why?

Abstract

Author Biography: Raymond P. Lorion Since receiving his doctorate in Clinical and Community Psychology from the University of Rochester in 1972, Dr. Lorion has been engaged in the design, conduct and evaluation of field-based studies focused on disconnected, troubled and under-achieving youth; overcoming obstacles to educational handicaps and effective learning including developmental disorders and ecological risks associated with high-minority, low-income communities marked by heightened exposure to pervasive community violence. Dr. Lorion and colleagues have developed and evaluated programs to engage communities in initiatives to optimize child and family development. The majority of this work focused on PK-12 settings, instructional staff, students, families and nearby school-communities. Building on epidemiological evidence documenting risks for negative educational, emotional, and health (e.g., substance involvement; STDs and adolescent pregnancy; and exposure to community violence), interventions were deigned, implemented and evaluated for their primary and secondary preventive impacts. Since 1989, Dr. Lorion has served as Editor-in-chief of the Journal of Community Psychology.