Community Psychology: Social Intervention and Change
Class Room: East Hall B006
Class Time: Tuesday/Thursday 10:00am-11:30am
Office: 2000 East Hall
Phone: 615-0157
E-mail: tchavous@umich.edu
Office hours: Tuesdays 1:00 - 2:00pm, or by appt.
for Community Psych related resources, see #Resources
This course is designed to introduce students to the science and practice of community psychology. We will use readings and case examples to understand how psychologists can investigate problems that whole communities may be having and draw on the resources of communities themselves to develop solutions. Community psychologists work on many of the social issues facing communities today such as juvenile violence, homelessness, child abuse, and welfare reform. We will use issues like these to explore key concepts in community psychology, understand what is involved in changing a community, and learn strategies that psychologists can use to work with communities on their problems. We will examine how research and science intersect with the practical aspects of working successfully with people in their own communities.
Course readings:
Textbooks:
Required: Duffy, K.G., & Wong, F.Y. (1996). Community psychology. Boston, MA: Allyn Bacon. (Available at Ulrich's Bookstore)
Course-Pack: Accu-Copy - 518 E. William - 769-8338
Some readings will also be available electronically.
** There also are lists of suggested readings within the list of readings in this syllabus for each week's topic. These readings are not required, but are resources related to the topics discussed. The suggested readings are on reserve at Shapiro Library.
A. Class participation:
This class requires active participation from all students. Therefore, students are expected to attend class each week, complete all required readings, and contribute to class discussions. In addition to weekly and monthly writing assignments and group work (described below), class participation will be rated on a scale of 0-3 for each class. The lowest rating will be dropped at the end of the semester. If you have difficulty volunteering to speak in class, speak to the professors during the first two weeks of the course and we will determine alternate ways to contribute to discussions.
Weekly Assignments - Critical Questions (for more information see critical.htm ):
Beginning the second week of class, students are required to identify and turn in key critical questions from the readings as a regular weekly assignment students (with the exception of the last week of the month when the monthly thought paper is due). For these assignments, students will generate three to four critical-thinking questions that go beyond the facts to allow analysis of the readings with a focused perspective. Thought-provoking or critical-thinking questions require you to think about the reading material in ways that are different from what is presented explicitly in the class or the text. In other words, there should be no "correct" factual answer to these questions. Bring a TYPED copy of three to four questions to class - no handwritten assignments will be accepted. You do not have to turn in questions on the week you turn in a reaction paper, you do not have to complete this assignment during the week of group presentations, and you do not have to complete this assignment the final week of class when the final paper is due. You may choose the Tuesday or Thursday of each week to turn in critical questions unless indicated otherwise.
Therefore, the weeks you should turn in Critical Questions are:
Week 2, Week 3, Week 4, Week 6, Week 10, Week 11, Week 14
B. Monthly Assignments - Reaction Papers:
Students are required to develop and write 3 page (typed, double-spaced, 1 inch margins) discussion papers. These papers should address no more than one of two ideas, stimulated by the readings done over the prior month. You may either compare or contrast ideas, arguing in defense of, or against a point made, or elaborate on an argument or position taken in the readings. Or you may further develop a theme explored throughout the readings over the month. Do not exceed three pages. Be very precise in your discussion or argument since three pages is a relatively short paper. Your writing should get the point early and the rest of the paper should then build on, or support that thought. Assume your audience has read the same material. Do not give detailed summaries of the readings. The best thought papers are those that integrate ideas from the readings or discuss the relationships between the new readings and previous readings, lectures, and personal experiences. You will be graded based the following criteria - (1) clarity of presentation, (2) integration and application of knowledge gained from readings and lectures, (3) degree of critical thinking (i.e. analysis and synthesis of ideas, and (4) insightful and creative thought. Length is not as important as the quality of your discussion.
These papers must be turned in when due in class - NO late papers will be accepted.
Reaction paper 1 due on January 30
Reaction paper 2 is due on February 22
Reaction paper 3 is due on March 29
C. Class/Group Presentation
(for debate group lists, see group.htm )
(for debate guidelines, see debate.htm )
All students in the class will serve as "teachers" for some of the class sessions during the second half of the semester. Following the values of community psychology we will change the classroom setting and create a alternate environment in which students will be empowered with control over and responsibility for the process of instruction. The purpose of this assignment is to expose you to some of the important issues concerning topics that the class will select, and to give you a good appreciation of the opposing sides of the various issues. Because it typically is difficult to conduct a successful debate with yourself, there will be group work for this assignment. Each presentation team (6 groups of 4-5 students) will provide the class with a written outline of the presentation and a reference lists of materials used. Group members will have the opportunity to provide "self-evaluations" and the class members will provide anonymous feedback as well. The readings will offer some material that can be used in the presentation and debate, but it would be highly desirable for groups to go beyond the course readings. In addition, the instructor will provide the class with readings on the debate topic that should be read for the day of the debate. Evaluation will be based on accuracy, thoroughness, clarity, and creativity, as well as on the extent to which the presentation and debate stimulate interest among your classmates.
Another format for student "instruction" will be a town meeting format, in which we will select an issue and have a "community wide" discussion. Students will be given selected roles and positions of different community members involved in the issue and will have to discuss the issue within that role. As above, class readings will be provided, but research beyond the required readings is desirable.
For list of roles, see tmroles.htm
D. Final Paper Project (for example topics, see topics.htm ) (for paper guide, see paper.htm)
Final Paper - The final paper is intended to enable you to apply the concepts, methods, and issues that we discuss in class to a specific social problem that warrants intervention. The paper will incorporate your responses to 8 - 10 questions or issues provided by the professors regarding your intervention/discussion idea. The final paper should be between 8-12 pages (double-spaced, 1-inch margins). A handout with further information and a list of issues will be provided. The final paper is due in class on Thursday, April 19.
Option 1: A "traditional" research paper on a social issue currently relevant - this would incorporate the basic introduction, review, and conclusion sections, but also should include discussion of the implications of this issue for state or local functioning/policy. For instance, given what you have demonstrated about your particular topic through your literature review, how might this issue affect individual community members, groups, communities nationally and in Michigan, specifically? Is there evidence of such effects already (as evidenced by information from local/national media, research, etc.)?
The general outline of the paper should include a statement of the problem which the paper addresses including the various social, community, and individual effects of the problem (i.e., who is affected and how are they affected, why is it a problem, etc.). This should be followed by a discussion of the various possible causes of the problem focused not just on individual responsibility but also social and community responsibility. In other words, the discussion of potential causes should address the "ecology" of the problem, i.e., those individual, community and social factors which "drive" the problem and those which "inhibit" solutions. The last section of the paper should focus on innovative solutions to the problem which take into account the ecological nature of the problem, with an emphasis on prevention and empowerment oriented efforts. Sources for this section should come from a thorough review of the professional literature dealing with this social problem as well as knowledge gained from local/state/national media, community agencies and/or members working to address the problem. Your paper should end with suggestions for intervention and research that arise from your critical analysis of the current situation.
Option 2: The "West Wing" assignment - you should take a particular policy relevant to some social issue, and based on your research, you should advise your candidate (at the state or national level) on what position to take and how to act on that particular issue. So, you should be prepared with the "pros" and "cons" of the particular position you choose and be prepared to defend your choice of how those "pros" outweigh the "cons." In other words, you should prepare your candidate to address both supporters of the position you choose as well as those who might oppose it.
Option 3: A policy-research comparison- you select a particular social issue that has specific policies associated with it and discuss the extent to which that policy is consistent or not consistent with "what we know" from social science research related to that topic. (It may be enlightening to some the extent to which legal/social policy and social science is informed or not informed by theory and/or research). For instance, the policy around teacher incentives, for example, could be related to research on motivation (e.g., extrinsic versus intrinsic motivation) and/or on research related to the impact of community/school level poverty/resources on student performance.
Option 4: (with permission of instructor) - a fourth option would be to do a final paper based in part on projects such as honors theses. This could be approved only if the topic is appropriate and relevant to educational issues and the issue is discussed with other involved faculty (e.g., honors advisors). (This would have to be discussed with me beforehand, however).
Plagiarism
What an unpleasant topic! Unfortunately, in the past a very few of my students have needed the following made explicit, so I must burden you with it as well.
Your written work must be completely original: they must be your own writing. All material drawn from other sources, whether a direct quote or a paraphrasing (a "putting in your own words") must be placed within quotation marks and must be followed immediately by a reference citation (a footnote or APA-style citation with a References section at the end of your paper). To do otherwise is plagiarism, which is a violation of the Academic Integrity Code of this university.
All suspected plagiarism, including paraphrasing without quotation marks and without reference citation, will result in a failing grade for the assignment and/or be reported to appropriate authorities with a recommendation for disciplinary action.
Class participation and weekly critical question assignments 25%
Group Presentations 25%
Reaction Papers (3) 25%
Final paper 25%
Late Assignments:
This syllabus includes 2 "coupons" each worth one day late on an assignment. You may use them for any assignment (except Group Presentations) at any point in the semester without penalty. You can use them separately or all at the same time. Simply attach them to your assignment (Saturdays and Sundays do count as one day each). Once these coupons have been used, any subsequent late assignments will have the grade reduced for each day late. Coupon use will be recorded, please do not attempt to reproduce them to increase your number of coupons.
For coupons (print out a copy for yourself) see latecoup.htm
Link to #week1 #week2 #week3 #week4 #week5 #week6 #week7
#week8 #week9 #week10 #week11 #week12 #week13 #week14
Link to discussion notes: week2a.htm week2b.htm week3a.htm week3b.htm week4a.htm week7a.htm alinsky.htm week8.htm week9a.htm week10.htm week11.htm week12a.htm week12b.htm
Part I: Community Psychology: Theory and Research
Week 1 (Jan 4): Introduction to Community Psychology: Definitions, Values
Course introduction/Class business
Week 2: Introduction cont'd/History of Community Psychology
T: Jan 9:
for discussion notes,
see week2a.htm
REQUIRED READINGS
Textbook readings:
Duffy & Wong, Chapter 1
Coursepack readings:
* Albee, G. W. (1990). The futility of psychotherapy. Journal of Mind and Behavior, 11(3-4), 369-384.
* Available outside instructor's office (2000 East Hall)
TH: Jan 11:
for discussion notes,
see week2b.htm
Reppucci, N.D. (1985). Psychology in the public interest. The G. Stanley Hall lecture series, Vol. 5., (pp. 125-156).Washington, DC, US: American Psychological Association. (revised 1/8) (to be given out in class on 1/9; can also pick up outside instructor's office - 2000 East Hall)
SUGGESTED READINGS (*indicates on Reserve)
* Kelly, J. (1971). Qualities for the community psychologist. American Psychologist, 26, 897-903.
*Sarason, S. (1981). An asocial psychology and a misdirected clinical psychology. American Psychologist, 36, 827-836.
*Scarr, S. (1985). Constructing psychology: Making facts and fables for our times. American Psychologist, 40, 499-512.
*Seidman, E. (1988). Back to the future, community psychology: Unfolding a theory of social intervention. American Journal of Community Psychology, 16, 3-24.
Engleberg, S. (1981). Toward explicit value standards in community psychology. American Journal of Community Psychology, 9, 425-434. Chapters 3 & 4 (1977). In (J. Rappaport, ed.), Community psychology: Values, research and action. New York: Hold, Rinehart, & Winston.
Iscoe, I. (1974). Community psychology and the competent community. American Psychologist, 29, 607-613.
Critical Questions due in class this week
Week 3: Community Psychology Research Methods: Design and Levels of Analysis
T: Jan 16
for discussion notes,
see week3a.htm
REQUIRED READINGS
Textbook readings:
Duffy & Wong, Chapter 2
TH: Jan
18 for discussion
notes, see week3b.htm
Coursepack readings:
Hughes, D., Seidman, E & Williams, N. (1993). Cultural phenomena and the research enterprise: Toward a culturally anchored methodology. American Journal of Community Psychology, 21(6), 687-703.
Banyard, V., Miller, K.E. (1998). The powerful potential of qualitative research for community psychology. American Journal of Community Psychology, 26(4), 485-497.
Rosenthal, R. (1990). How are we doing in soft psychology? American Psychologist, 775-776.
SUGGESTED READINGS
*Linney, J.A. & Reppucci, N.D. (1982). Research design and methods in community psychology. In P.C. Kendall & J.N. Butcher (eds.), Handbook of research methods in clinical psychology. New York: Wiley, pp. 535-566.
*Reppucci, N.D. (1990). Ecological validity and the deritualization of process. In P. Tolan, C. Keys, F. Chertok, & L. Jason (eds.), Researching community psychology: Issues of theory and methods. Wash., DC: American Psychological Association.
*Shinn (1990). Mixing and matching: Levels of conceptualization, measurement, and statistical analyses in community research. In P. Tolan, C. Keys, F. Chertok, & L. Jason (eds.), Researching community psychology: Issues of theory and methods. Wash., DC: American Psychological Association.
- Critical Questions due in class this week
Week 4: Ecology and Community Context
T: Jan 23
for discussion notes,
see week4a.htm
REQUIRED READINGS
Coursepack readings:
Azibo, D. (1992). Understanding the proper and improper usage of the comparative research framework. In K. H. Burlew, W.C. Banks, H.P. McAdoo, & D. Azibo (eds.), African American psychology: Theory, research, and practice. Newbury Park, CA: Sage Publications.
Harrison, A.O., Wilson, M.N., Pine, C.J., Chan, S.Q., Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347-362.
TH: Jan 25 (revised 1/22)
Coursepack readings:
Chavis, D.M. & Wandersman, A. (1990). Sense of community in the urban environment: A catalyst for participation and community development. American Journal of Community Psychology, 18(1), 55-81.
Humphreys, K. & Rappaport, J. (1993). From the community mental health movement to the war on drugs: A study in the definition of social problems. American Psychologist, 48(8),886-891.
** Film selections from "Ending Welfare as We Know It"
SUGGESTED READINGS
** Heller, K., Price, R. H., Reinharz, S., Riger, S., & Wandersman, A. (1984). Ecological and environmental influences on the individual. In Psychology and community change, (pp. 172-226). Pacific Grove, CA: Brooks/Cole. (revised 1/22)
*Levine & Perkins, Chapter 4
*Bronfenbrenner, H. (1986). The ecology of the family as a context for human development: research perspectives. Developmental Psychology, 22(6), 723-742.
Garbarino, J. & Abramowitz, R.H. (1992). The ecology of human development. In J. Garbarino (ed.),Children and families in the social environment (2nd ed., pp 11-33). New York: Aldine.Orford, J. (1992). Theories of person in context. In Community psychology theory and practice, (pp. 14-36). New York: Wiley.
Caplan, N., & Nelson, S.D. (1973). On being useful: The nature and consequences of psychological research on social problems. American Psychologist, 199-211.
- Critical Questions due in class this week
Week 5: Prevention Science and Research
T: Jan 30
REQUIRED READINGS
Coursepack readings:
Coie, J.D., Watt, N.F., West, S.G., Hawkins, D., Asarnow, J.R., Markman, H. J., Ramey, S. L., Shure, M.B., & Long, B. (1993). The science of prevention: A conceptual framework and some directions for a national research program. American Psychologist, 48, 1013-1022.
Mrazek , P.J. & Haggerty, R. J. (1994). New directions in definitions (Ch. 2) and Designing, conducting, and analyzing programs within the preventive intervention research cycle (Ch. 10). In P.J. Mrazek & R. J. Haggerty (eds.) Reducing risks for mental disorders: Frontiers for preventive intervention. Wash, DC: National Academy.
Albee, G. W. & Gullotta, T. P. (1997). Primary preventions evolution. In G. W. Albee & T. P. Gullotta (Eds.), Primary prevention works [pp.3-22]. Thousand Oaks, CA: Sage.
SUGGESTED READINGS
*Levine & Perkins, Chapter 8
*Reppucci, N. D., Mulvey, E., Kastner, L. (1983). Prevention and interdisciplinary perspectives: A framework and case analysis. In ,R. Felner, et al., (eds.), Preventive Psychology: Theory Research and Practice.
Joffee, J., Albee, G., & Kelly, L. (eds.). (1984). Readings in primary prevention of psychopathology. Hanover, NH: University Press of New England.
Felner, R. D., DuBois, D. L., & Adan, A. (1991). Community-based intervention and prevention: Conceptual underpinnings and progress toward a science of community intervention and evaluation. In C. E. Walker (ed)., Clinical psychology: Historical and research foundations (pp. 459-510). New York: Plenum Press.
TH: Feb 1
- NO Critical Questions due this week
- Reaction Paper 1 due on 1/30
Week 6: Social Power, Control, and Inequity (*revised 2/5)
T: Feb 6
Debate 1 - Topic: Reproductive Rights and Related Issues
(suggestions for group 1 can be found at deb1_sug.htm )
TH: Feb 8
REQUIRED READINGS
Coursepack readings:
Ryan, W. (1971). The art of savage discovery. In Blaming the victim (pp. 3-30). New York: Vintage Books.
Ryan, W. (1994). How people think about equality. American Journal of Community Psychology, 22, 25-35.
Orford, J. (1992). Social resources: Power and control. In Community psychology theory and practice (pp. 84-107). New York: Wiley.
Reid, P.T. (1993). Poor women in psychological research: Shut up and shut out. Psychology of Women Quarterly, 17, 133-150.
SUGGESTED READINGS
*Kidder, L. H. & Fine, M. (1986). Making sense of injustice: social explanations, social action, and the role of the social scientist. In E. Seidman & J. Rappaport (eds.), Redefining social problems (p. 49-64). New York: Plenum.
*Waldo, C. (1998). Out on campus: Sexual orientation and academic climate in a university context. American Journal of Psychology, 26, 745-774.
*Watts, R.J., Griffith, D. M., Abdul-Adil, J. (1999). Sociopolitical development as an antidote for oppression--theory and action. American Journal of Community Psychology, 27 (2), 255-271.
- Critical Questions due in class on Thursday 2/8
Week
7: Social Problems and Social Action/Community Interventions
for discussion
questions, see week7a.htm
T: Feb 13 (*revised 2/5)
REQUIRED READINGS
Textbook readings:
Duffy & Wong, Chapters 3 & 4
** Film: "Saul Alinsky Went to War"
for resources/background on Alinsky, see http://www.itvs.org/democraticpromise/alinsky.html
also, see alinsky.htm for writing excerpts/political statements
TH: Feb 15 (*revised 2/5)
Coursepack readings:
O'Neill, P. (1989). Responsible to whom? Responsible for what? Some ethical issues in community intervention. American Journal of Community Psychology, 17, 323-342.
Weick, K. E. (1984). Small wins: Redefining the scale of social issues. American Psychologist, 33, 370-380.
Town Meeting - Topic: Affirmative Action
(For list of roles, see tmroles.htm)
SUGGESTED READINGS
* Sarason (1978). The nature of problem solving in social action. American Psychologist, 370-380.
* Kelly, James G. (1986). Context and process: An ecological view of the interdependence of practice and research. American Journal of Community Psychology, 14(6), 581-590.
Selections from Seidman & J. Rappaport (Eds.). Redefining social problems. New York: Plenum.
- NO Critical Questions due in class this week
T: Feb 20
*Town Meeting - Topic: Affirmative Action (cont'd)
REQUIRED READINGS
Textbook readings:
Duffy & Wong, Chapter 11
TH: Feb 22
for discussion notes,
see Week
8.htm
*Textbook readings:
Duffy & Wong, Chapter 11
Coursepack readings:
Munoz, R.F. (1997). The San Francisco Depression Prevention Research Project. In G. Albee and T. Gullota (Eds), Primary Prevention Works (pp.380-400). Thousand Oaks, CA: Sage Publications.
Olds, D. (1997). The prenatal/early infancy project: Fifteen years later. In G. Albee and T. Gullota (Eds), Primary Prevention Works (pp. 41-67). Thousand Oaks, CA: Sage Publications.
Jason, Leonard A. (1998). Tobacco, drug, and HIV preventive media interventions. American Journal of Community Psychology, 26(2), 151-173.
*(you also should review O'Neill and Weick readings from 2/15)
SUGGESTED READINGS
*Mrazek , P.J. & Haggerty, R. J. (1994). Illustrative preventive intervention research programs (Ch. 7). In P.J. Mrazek & R. J. Haggerty (eds.) Reducing risks for mental disorders: Frontiers for preventive intervention. Wash, DC: National Academy.
*Pedro-Carroll, J. P. (1997). The children of divorce intervention program: Fostering resilient outcomes for school-aged children. In G. W. Albee & T. P. Gullotta (Eds.), Primary prevention works: Issues in children's and families' lives (Vol. 6, pp. 380-400). Sage: Thousand Oaks, CA.
Beardslee, W. R., Versage, E. M., Wright, E. J., & Salt, P. (1997). Examination of preventive interventions for families with depression: Evidence of change. Development & Psychopathology, 9, 109-130.
Field, T., Grizzle, N., Scafidi, F., Abrams, S., & Richardson, S. (1996). Massage therapy for infants of depressed mothers. Infant Behavior and Development, 19, 107-112.
Fussell, W. (1996). The value of local knowledge and the importance of shifting beliefs in the process of social change. Community Development Journal, 31(1), 44-53.
- NO Critical Questions due this week
- Reaction Paper 2 due on 2/22
Week 9: Controversial Issues in Mental Health and Policy
T:Mar 6
or discussion questions,
see week9a.htm
1. Date rape as a major social problem.
2. The effectiveness of child sexual abuse prevention programs.
REQUIRED READINGS (to be given out in previous class session - each student will have 2 of the following readings:)
Koss, M.P., & Cook, S.L. (1993). Facing the facts: Date and acquaintance rape are significant problems for women.
Gilbert, N. (1993). Examining the facts: Advocacy research overstates the incidence of date and acquaintance rape.
Reppucci, N.D., & Haugaard, J. (1993). Problems with child sexual abuse prevention programs.
Plummer, C.A. (1993). Prevention is appropriate, prevention is successful.
SUGGESTED READINGS
Heller, K., Price, R. H., Reinharz, S., Riger, S., & Wandersman, A. (1984). Chapter 8, In Psychology and community change (pp. 172-226). Pacific Grove, CA: Brooks/Cole.
TH: Mar 8
Film "Norma Rae"
- NO Critical Questions due this week
Week 10: Community Empowerment
T: Mar 13
Debate 2 - Topic: Child Abuse
TH: Mar 15 (*revised 3/12)
Coursepack readings:
Riger, S. (1993). What's wrong with empowerment? American Journal of Community Psychology, 21, 279-292.
Selections from: Zimmerman, M. A., (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23, 569-807.
Williams, E. L., Harris, K. J., Berkley, J. Y., Fisher, J. L., & Lopez, C. M. (1995). Using empowerment theory in collaborative partnership for community health and development. American Journal of Community Psychology, 23, 677-698.
Saegert, S. Winkel, G. (1996). Paths to community empowerment: Organizing at home. American Journal of Community Psychology, 24(4), 517-550.
SUGGESTED READINGS
*Foster-Fishman, Keys (1997). The person/environment dynamics of employee empowerment: An organizational culture analysis. American Journal of Community Psychology, 25(3), 345-369.
*Kroeker, C. J. (1995). Individual, organizational, and societal empowerment: A study of the processes in a Nicaraguan agricultural cooperative. American Journal of Community Psychology, 23, 749-764.
*Florin, P. & Wandersman, A. (1990). An introduction to citizen participation, voluntary organizations, and community development: Insights for empowerment through research. American Journal of Community Psychology, 18, 41-54.
Gruber, J. & Trickett, E. J. (1987). Can we empower others? The paradox of empowerment in the governing of an alternative public school. American Journal of Community Psychology, 15(3), 353-371.
Kieffer, Charles H. (1984). Citizen empowerment: A developmental perspective. In J. Rappaport, C. Swift & R. Hess, R. (Eds.). Studies in empowerment: Steps toward understanding.
Rappaport, J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory of community psychology. American Journal of Community Psychology, 15, 121-148.
- Critical questions due in class this week for 3/15
Week 11: Mental Health Services and Policy (for discussion notes see week11.htm )
T: Mar 20
REQUIRED READINGS
Textbook readings:
Duffy & Wong, Chapters 5 and 6
TH: Mar 22
Coursepack readings:
Levine & Perkins, Chapter 6
Allen, L. & Britt, D. W. (1983). Social class, mental health, and mental illness: The impact of resources and feedback. In R.D. Felner, et al., (eds.). Preventive Psychology: Theory, Research and Practice. New York: Pergamon.
*** Class speaker: Dr. Marc Zimmerman
SUGGESTED READINGS
*Bachrach, L. L. (1983). An overview of deinstitutionalization. In, H. R. Lamb (ed.), New Directions for Mental Health Services, Special Issue: Deinstitutionalization, 17, 5-14.
*Grob, G. N. (1983). Historical origins of deinstitutionalization. In, H. R. Lamb (ed.), New Directions for Mental Health Services, Special Issue: Deinstitutionalization, 15-30.
Wegner, E. L. (1990). Deinstitutionalization and community-based care for the chronically mentally ill. In, J.R. Greeley (ed.), Research In Community and Mental Health, 6, 295-311.
-Critical Questions due in class this week
Week 12: Schools, Children, Community (for discussion notes, see week12a.htm and week12b.htm)
T: Mar 27
REQUIRED READINGS
Textbook readings:
Duffy & Wong, Chapter 8
Coursepack readings:
Solomon, D., Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1996). Creating classrooms that students experience as communities. American Journal of Community Psychology, 24, 719-748.
TH: Mar 29
Coursepack readings:
Seidman, E., Aber, J.L., Allen, L., & French, S. E. (1996). The impact of the transition to high school on the self-system and perceived social context of poor urban youth. American Journal of Community Psychology, 24, 489-515.
SUGGESTED READINGS
* Eccles, J.S., Midgeley, C., Wigfield, A. Buchanan, C.M., Reuman, D., Flanagan, C. & MacIver, D. (1993). Development during adolescence: The impact of stage environment fit on young adolescents' experiences in schools and families. American Psychologist, 48, 90-101
*Gonzales, N., Cauce, A., Friedman et al. (1996). Family, peer, and neighborhood influences on academic achievement among African-American adolescents: One-year prospective effects. American Journal of Community Psychology, 24(3).
Laosa, L.M. (1996). Intelligence testing and social policy. Journal of Applied Developmental Psychology, 17(2), 155-173.
Spencer, M.B. & Dornbusch, S.M. Challenges in studying minority youth.
- NO Critical questions due in class this week
- Reaction Paper 3 due 3/29
Paper topic due in class
Week 13: Schools, Children, Community II
T: April 3
REQUIRED READINGS
Textbook Readings:
Duffy & Wong, Chapter 9
Film selections from "Surviving the Good Times"
SUGGESTED READINGS
Perkins, D. D. (1988). The use of social science in public interest litigation: A role for community psychologists. American Journal of Community Psychology, 16, 465-485.
Davidson, W. S., & Redner, R. (1988). The prevention of juvenile delinquency: Diversion from the juvenile justice system. In R. H. Price, E. L. Cowen, R. P. Lorion, & J. Ramos-McKay, J. (Eds.), Fourteen ounces of prevention: A casebook for practitioners (pp. 123-137). Washington, DC: American Psychological Association.
Roesch, R. (1995). Creating change in the legal system: Contributions from community psychology. Law and Human Behavior, 19, 325-343.
TH: April 5
Debate 3 - Topic: Juvenile Crime
- NO Critical questions due this week
Week 14: The Future of Community Psychology/Public Policy Issues
T: April 10
Film Selections from "Betrayal of Democracy"
REQUIRED READINGS
Textbook Readings:
Duffy & Wong, Chapter 13
Coursepack readings:
Kelly, James G. (1990). Changing contexts and the field of community psychology. American Journal of Community Psychology, 18(6), 769-792.
TH: April 13
Coursepack readings:
Trickett, E. (1996). The future for community psychology: The contexts of diversity and the diversity of contexts. American Journal of Community Psychology, 24(2).
SUGGESTED READINGS
Perkins, D. D. (1988). The use of social science in public interest litigation: A role for community psychologists. American Journal of Community Psychology, 16, 465-485.
Roesch, R. (1995). Creating change in the legal system: Contributions from community psychology. Law and Human Behavior, 19, 325-343.
- Critical questions due in class this week
Week 15: The Future of Community Psychology Cont'd
T: April 17
Final Discussion/Class Wrap-up
- Final paper due Thursday April 19
Community Psychology Resources
Journals
American Journal of Community Psychology
Journal of Community Psychology
Journal of Social Issues
Journal of Community and Applied Social Psychology
Journal of Community Health
Journal of Prevention and Intervention in the Community
Journal of Rural Community Psychology
Journal of Primary Prevention
World Wide Web
Society for Community Research and Action (SCRA; Division 27 of the American Psychological Association): http://www.apa.org/divisions/div27
Community Psychology Net: http://www.cmmtypsych.net
Prevention Science Clearinghouse: http://www.oslc.org/Ecpn/psc97.html
Society for Prevention Research: http://www.oslc.org/spr/sprhome.html
Early Career Preventionists Network: http://www.oslc.org/Ecpn/intro.html
There are also many websites dealing with specific issues (e.g., child abuse prevention, etc.) These can be good sources of information but be critical of what you find (e.g., statistics may not be accurate). Information on most websites is not equivalent to information in peer-reviewed journals.