Global journal of community psychology practice最新文献

{"title":"Community Health Improvement and the Community Psychology Competencies","authors":"J. Scaccia","doi":"10.7728/0801201702","DOIUrl":"https://doi.org/10.7728/0801201702","url":null,"abstract":"Community health improvement initiatives are strongly influenced by the local context in which they take place. Community coalitions of diverse stakeholders are expected to determine the needs of their population of interest, select an appropriate strategy, implement with quality, and evaluate for effectiveness. Many public health initiatives look toward behavioral scientists with experience in collaborating with community members. The competencies that community psychologists possess make them particularly useful contributors in these initiatives, especially when the projects explicitly focus on increasing health equity. This paper describes how community psychologists can contribute to community health improvement work by sharing our experiences in the Spreading Community Accelerators through Learning and Evaluation (SCALE) initiative funded by the Robert Wood Johnson Foundation. As part of SCALE, community coalitions are expected to develop appropriate aims and corresponding driver diagrams as well as implement quality improvement projects to help reach those aims. We demonstrate how community psychologists operationalize SCALE by working with communities of color in three distinct settings with different contextual factors: the Proviso Partners for Health (Chicago, IL), Boston Medical Center’s Vital Village Network (Boston, MA), and the San Gabriel Valley Healthy Cities Collaborative (Los Angeles, CA). We also describe how community psychologists contribute to the formative evaluation of the entire SCALE project. We note that specific community psychology competencies are applicable across diverse settings in community health improvement work. Consequently, community psychologists can contribute significantly to improving community health and advancing health equity.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72728400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Community Psychology Competencies to Advance Medical Education and Improve Obesity Healthcare","authors":"V. Scott","doi":"10.7728/0704201605","DOIUrl":"https://doi.org/10.7728/0704201605","url":null,"abstract":"In this manuscript, the author draws from her experiences on a South Carolina educationalresearch obesity initiative to describe the important value that community psychology (CP) brings to medical education and healthcare organizations. The article describes the set of CP competencies that were most influential to the initiative and discuss how those competencies shaped the course of the initiative. More specifically, the author discusses: 1) how the use of a participatory action research approach helped ground project efforts in the practical realities of the participating practices, 2) how the team developed sociocultural and cross-cultural competence to better understand the complexity of weight-related issues in healthcare, and 3) how using an ecological perspective facilitated practice-wide improvements in obesity management. Through a series of examples, the article highlights specific ways medical education organizations can leverage community psychology competencies to move beyond traditional continuing medical education (CME) methods. In her mid-50s, Brittany woke up one morning and noticed a dull pain in her left knee. She shrugged it off and continued her weekday routine of getting ready for work. Over the course of six months, the knee pain gradually intensified. Brittany began avoid stairs and hills, which seemed to make her knees hurt even more. Already obese and self-conscious about her weight, Brittany noticed that she had gained eight pounds since her left knee started to hurt. After talking with a friend about the knee pain and her weight gain, she decided to schedule an appointment with her primary care doctor. Brittany’s time in the waiting room was longer than she would have liked; however, her appointment with Dr. Bradley was quick and easy. He told her knee pain was a common symptom for persons who were heavy set, prescribed painkillers, and asked her to schedule a follow-up visit for two weeks out. Brittany was not happy to learn that her weight was impairing her left knee, but she was glad to have a remedy for the pain. Two weeks later, Brittany had to reschedule her doctor’s appointment due to an unexpected change in her work schedule. Dr. Bradley was booked three weeks out, and so Brittany scheduled to see another physician at the primary care practice. During the follow-up appointment, Brittany met with Dr. Vera. She was surprised by Dr. Vera’s interest in her weight. Dr. Vera asked about her lifestyle, what she ate, the kind of neighborhood she lived in, and what she liked to do for physical activity. She asked Brittany how she felt about her weight and how motivated she was to lose weight. Although Brittany was generally very private about her weight-related concerns, she found it surprisingly easy to talk with Dr. Vera. After the conversation, Dr. Vera gave Brittany an exercise prescription and took her off the painkillers. Dr. Vera believed that Brittany’s knee pain would dissipate with exercise and weight loss. B","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75150339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competencies for Community Psychology Practice in Spain: Standards, Quality and Challenges in Social Intervention","authors":"I. Maya","doi":"10.7728/0704201607","DOIUrl":"https://doi.org/10.7728/0704201607","url":null,"abstract":"In this paper, competencies for community psychology practice are examined within the Spanish context, based on the experience of a Master in Psychology of Social and Community Intervention in the University of Seville. The list of competencies was developed specifically for monitoring the practicum of master students, and it was developed in a portfolio format, following the usual pattern in the European accreditation process \"EuroPsy,\" designed by the professional associations of psychology. The portfolio consists of 29 generic professional competencies, grouped in seven blocks: needs specification, evaluation, product development and services, psychological intervention, assessment of psychological interventions, communication, and enabling competencies. At the national level, we analyze the impact that the new system of training and accreditation of psychologists who perform health activities is having on the professional recognition and the role of community psychologists. At the international level, we compare the EuroPsy proposal with the list of 18 competences proposed by Dalton and Wolfe (2012) and approved by the Society for Community Research and Action, APA Division 27. Finally, we discuss the advantages and limitations of a generic model of competency assessment, focused on the professional practice of psychology. EuroPsy is a system of accreditation of professional psychology in Europe, which has been implemented since 2010 with the coordination of the European Federation of Psychologists' Associations (EFPA). The European certificate of psychology aims to improve standards of professional practice, increase transparency and facilitate internal mobility of professional psychologists (Lunt, Peiró, Poortinga & Roe, 2015). EuroPsy is based on a shared competencies model that contributes to greater convergence in the training of psychologists and serves as a guide for the evaluation of professional practice. It is therefore a tool that promotes the search for common standards and a shared definition of the profession of psychology in Europe (Peiró & Lunt, 2002). Currently this recognition system is used in 20 countries, while 36 members of the EFPA approved their implementation and are eligible for the application of the certificate. One of the central elements of the EuroPsy system consists in defining core competencies that professional psychologists should develop. Those competencies include both the actual psychological content of the professional practice as well as the general capabilities that allow providing effectively a professional service of any kind (EuroPsy, 2015). The European certificate distinguishes four professional contexts: namely, clinical and health psychology; work and organizational psychology; educational psychology; and \"other\" (to be specified), among which may be included psychology of social and community intervention. There are also two types of expertise currently recognized by EuroPsy that result in spec","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88850709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intersections of Community Psychology Practice and Higher Education Community Engagement: An Essay of Core Competencies","authors":"T. Underwood","doi":"10.7728/0704201608","DOIUrl":"https://doi.org/10.7728/0704201608","url":null,"abstract":"This reflective essay presents information concerning civic engagement related positions on campuses such as those within the realms of community service, service-learning, and community-based research and examines how these roles connect to the Society for Community Research and Action (SCRA) Community Psychology Practice Competencies. To illustrate these connections, I reflect on my experience in higher education civic engagement and compare the practice competencies to two new resources that outline competencies for civic engagement professionals. Higher education civic engagement is proposed as a feasible career path for community psychologists interested in practice, based on the connection between the two fields.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84556894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thinking Through our Processes: How the UCSC Community Psychology Research & Action Team Strives to Embody Ethical, Critically Reflexive Anti-racist Feminist Praxis","authors":"R. Langhout, Erin Rose Ellison, Danielle Kohfeldt, Angela-MinhTu D. Nguyen, Jessica Fernandez, Janelle M. Silva, David L. Gordon, Stephanie Tam Rosas","doi":"10.7728/0704201602","DOIUrl":"https://doi.org/10.7728/0704201602","url":null,"abstract":"Co-written by eight people, this paper describes how the UCSC Community Psychology Research and Action Team (CPRAT) organizes itself in weekly group meetings and how this structure is an attempt to embody an ethical, critically reflexive anti-racist feminist praxis. First, we outline the community psychology core competency of an ethical, reflective practice (Dalton & Wolfe, 2012). We offer a friendly amendment to consider an ethical, critically reflexive anti-racist feminist praxis. Second, we discuss how we organize CPRAT meetings to uphold these ideas. We describe our current structure, which includes personal and project check-ins, rotating facilitation, and attention to broader professional development issues. Third, we provide two examples to illustrate our process: (a) why talking about poop matters in addressing imposter syndrome and (b) getting our team on the same page regarding a research site. We end the paper with a description of a “rough edge,” or an area for growth in our praxis. The UCSC Community Psychology Research and Action Team (CPRAT) began in 2006, when Regina (hereafter, Gina) moved to UC Santa Cruz as an assistant professor. In this paper, we describe how CPRAT works to embody the core competency related to ethics. First, we outline the community psychology core competency of an ethical, reflective practice (Dalton & Wolfe, 2012). We offer a friendly amendment to consider an ethical, critically reflexive anti-racist feminist praxis. Second, we discuss CPRAT’s organization as a critically reflexive antiracist feminist space. We summarize how our meetings have changed over the past 10 years as well as our current structure. Third, we provide examples to illustrate our process of: (a) personal check-ins and (b) how our team came together to address challenges at one of our research sites. Finally, we end with a description of a “rough edge,” or an area for our growth. Core Competencies and an Ethical, Reflective Practice Some community psychologists have been interested in developing core competencies (Dalton & Wolfe, 2012; Nelson, Poland, Murray, & Maticka-Tyndale, 2004) while others question the usefulness of such a framework (Dzidic, Breen, & Bishop, 2013). Yet all seem to agree that community psychology educational programs should assist students with engaging in ethical and social justice oriented community-based research. Since at least the 1980s, some have discussed the importance of reflexivity, examination of privilege, and self-discovery as central to ethical practices and accountability (Dalton & Wolfe, 2012; Lykes & Hellstedt, 1987; Nelson et al., 2004; Serrano-García & López-Sánchez, 1991; Watts, 1994). A recent discussion of competencies, written by the Society for Community Research and Action’s (SCRA) Committee on Education Programs and Community Psychology Practice Council Task Group, describe “ethical, reflective practice” as foundational and as a core competency (Dalton & Wolfe, 2012, p. 11). The authors ","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73318418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges and Strategies in Promoting Empowering Academic Settings for Learning Community Psychology Practice Competencies","authors":"Gregor Sarkisian","doi":"10.7728/0704201609","DOIUrl":"https://doi.org/10.7728/0704201609","url":null,"abstract":"This article will provide readers with practical strategies to develop meaningful opportunities for students to gain experience with community psychology practice competencies in educational settings. First, the authors will provide a brief program profile to better understand opportunities students have to gain experience in competencies within the Applied Community Psychology Specialization at Antioch University Los Angeles. Next, challenges in teaching students to gain experience with community psychology practice competencies at the master’s level will be presented. Finally, practical strategies for overcoming these challenges will be discussed. Literature on training in community psychology emerged in the 1970s shortly after the field’s inception. These early models were either focused on training researchers (Iscoe & Spielberger, 1970) or research practitioners. Writings on training for practice were formative in nature, conveying a theme of the incompatibility of community work within university structures (e.g., Kelly, 1970; Kelly, 1971; Newbrough, 1972; & Newbrough, 1973). Most of the literature on training for practice since then has focused on models of training specific to individual programs (e.g., Weinstein, 1981) with informative insights, but not necessarily knowledge that is transferable across programs, as there were no universally agreed upon criteria for a practice-focused education. In 2010, Kloos proposed three levels of training that are useful for educators to articulate the depth of mastery in which students are trained – Exposure, learning the value and applications; Experience, supervised practice; and, Expertise, multiple experiences over years in selected competencies – and provide a common language for educators to better understand training programs. In a previous article (Taylor & Sarkisian, 2011), the authors of the current paper articulated a values-driven pedagogy for students to gain a training level of Experience (Kloos, 2010) in community psychology practice at the master’s level within a clinical psychology program that may be transferable to similar programs but likely incomparable to doctoral programs training students to gain a training level of Expertise in community psychology practice. The emergence of community psychology practice competencies (Dalton & Wolfe, 2012) has provided educators with criteria (although not necessarily agreed upon) to critically reflect on curriculum and to develop existing or new opportunities for students to gain a wide variety of skill sets in community psychology practice. The authors of the current paper have utilized curriculum mapping (Sarkisian & Taylor, 2013) with students (Sarkisian, et al., 2013) as a tool to assess practice competencies in the curriculum and to develop opportunities for students to gain exposure and experience with community psychology practice competencies. Yet, many of the practice competencies are complex and dynamic in nature, presenting chall","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78592023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing the Community Psychology Competency Dialectic through Participatory Pedagogy","authors":"K. Collins","doi":"10.7728/0704201603","DOIUrl":"https://doi.org/10.7728/0704201603","url":null,"abstract":"Author Biographies: Kelly Collins is a graduate student in the Community Psychology program at DePaul University. She received her B.A. in Psychology with a minor in Women’s and Gender Studies from Michigan State University. Her research focuses on violence against women and homelessness. She is interested in community engagement and improving systems and policy through multidisciplinary collaboration. Chris Keys has been teaching community psychology to graduates and undergraduates for over four decades. He has used participatory teaching methods in community, clinical, social and organizational psychology courses and as a finalist for a university-wide teaching award for one of his participatory courses. He helped develop and directed community-organizational, community-clinical and free-standing community psychology doctoral programs at the University of Illinois at Chicago (UIC). He also helped develop an undergraduate major in applied psychology which included a gateway course in community psychology. He helped found an undergraduate concentration in community psychology and contributes to doctoral programs in clinical-community and freestanding community psychology at DePaul University. He has served as treasurer and chair of the Council of Community Psychology Program Directors, forerunner of the SCRA Council of Educational Programs, and as chair of the Council of Training Councils. Martina Mihelicova is a graduate student in the ClinicalCommunity Psychology PhD program at DePaul University. Martina is involved in","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90899325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections on the Assessment of Practice Competencies Competencies Community Psychology, Liberation Psychology, and Ecopsychology Specialization, M.A./PhD Depth Psychology Program, Pacifica Graduate Institute","authors":"Nuria Ciofalo","doi":"10.7728/0704201610","DOIUrl":"https://doi.org/10.7728/0704201610","url":null,"abstract":"","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"38 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88399334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Infusing Community Psychology Practice Competencies into Doctoral Training","authors":"G. Kuperminc","doi":"10.7728/0704201601","DOIUrl":"https://doi.org/10.7728/0704201601","url":null,"abstract":"","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"2 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78659938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What does it mean to use competencies in \"praxis\" with undergradute students at Historically Black institutions?","authors":"D. Henderson","doi":"10.7728/0704201604","DOIUrl":"https://doi.org/10.7728/0704201604","url":null,"abstract":"Dialogue concerning competencies in community psychology practice has contributed to the articulation of undergraduate and graduate education in community psychology. This dialogue shares resources in applying community psychology competencies but lacks a voice—Historically Black Colleges and Universities (HBCUs). Historically Black Colleges and Universities have undergraduate courses and graduate programs in community psychology, yet, no one has written on competencies and \"praxis\" from these settings. This article uses reflective narratives from faculty and undergraduate students to illustrate the use of competencies in community psychology practice with a local community. The context of the institution, emerging from legal segregation in the south, and primarily populated by economically disadvantaged and ethnic minority students, models community inclusion, ecological perspectives, empowerment, value of socio-cultural diversity and reflective practice in a neighborhood revitalization project. Discussion centers on lessons learned and challenges in engaging in praxis across undergraduate settings and HBCUs.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88842503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}