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Here we highlight the extraordinary work of our members, both those recognized by SCRA and those who have won awards from the APA.
Nicole Allen, University of Illinois at Urbana Champaign - Nicole has also served as a founding Co-Editor of the SCRA Book Series, Training Program Chair
Vincent Francisco, University of North Carolina Greensboro - Vince has also served Editor Emeritus of the Global Journal of Community Psychology Practice and was a co-creator of The Community Toolbox
Michael Kral, Wayne State University, co-editor of special issue of AJCP, Indigenous Interest Group
Regina Langhout, University of California at Santa Cruz, Regional Coordinator for SCRA, co-editor of special issue of the American Journal of Community Psychology
With a career spanning over 40 years, Dr. Raymond Lorion has made continuous and significant contributions to the field of community psychology. He has held academic positions at the University of Rochester, Temple University, the University of Maryland, College Park, and the University of Pennsylvania. He now serves as Dean of the College of Education at Towson University in Maryland. He has been involved with the education and training of generations of researchers and practitioners in the field, as well as teachers and educational administrators in school systems around the country. His students have assumed roles in a variety of powerful and influential settings. His decades long leadership of the Journal of Community Psychology has provided an influential platform for publication of community research and theory. Dr. Lorion has published a series of seminal articles for the field, championing the importance of community psychology in educational and school settings and the study of risk and protective factors in youth. Among his texts include the 1988 classic, 12 Ounces of Prevention: A Casebook for Practitioners , and Psychology and Public Policy.
Well known for his work on the promotion of resilience in at risk populations, the prevention of substance abuse in adolescents, and the integration of cultural approaches in research and application, Dr. Jacob Kraemer Tebes is Professor of Psychiatry (Psychology), Child Study and Public Health, at the Yale University School of Medicine. He also is Director of the Division of Prevention and Community Research in the Department of Psychiatry and Executive Director of The Consultation Center. Editor-in-Chief of the American Journal of Community Psychology, he has encouraged innovative approaches to research within the discipline. He has also written on the relational and transdisciplinary nature of modern science, and the impact of philosophy of science on community psychology research. He has taught in community and clinical psychology and in prevention science, and has helped nurture a generation of scholars and practitioners.
Co-author of the initial Getting to Outcomes model, Dr. Pamela Imm has been a fully self employed community psychology consultant and trainer since her graduation in 1996. She has worked with “all kinds of community groups”, at the local, state and national levels, helping to build organizational capacities and empowering them to achieve their goals. As one of her letters stated, her “colleagues report that Pam has used community science techniques to help scores of organizations increase their impact and outcomes. They report that she is a skillful coach, puts empowerment evaluation principles into practice and works well with a diverse range of practitioners. She is both informed and collaborative and seen to be the “quintessensial community psychologist in practice.”
Dr. Brian Christens of the University of Wisconsin-Madison was selected as a recipient of the 2015 Early Career Award. Dr. Christens has an extensive program of research focused on understanding the psychological changes that occur as people participate in community and organizational settings, and the ways that these changes can be assessed and used to evaluate, compare, and strengthen community-driven initiatives. Using a multi-level conceptual framework of empowerment, Dr. Christens has partnered with several community groups to foster community and youth development and well-being. Currently, as Faculty Director of University of Wisconsin–Madison’s Center for Community & Nonprofit Studies, he works with a team of students and staff to provide guidance on health equity and capacity building to community groups and coalitions. In addition, Dr. Christens has collaborated with other faculty on his campus and in the local community to expand fledging local organizing initiatives. Cumulatively, Dr. Christen’s work has had a positive impact in several of the communities in which he works. This and his scholarly contributions on empowerment and community change make him deserving of the Early Career Award. You can read more about Dr. Christens' work here.
Dr. Victoria Scott, Administrative Director of the Society for Community Research and Action, was selected for the 2015 Early Career Award. Victoria has devoted her professional career to improving the capacity and performance of non-profit organizations. Dr. Scott’s contributions include improving health and human service programs through the Getting to Outcomes approach and developing the Evidence-Based System for Innovation Support, a robust approach to strengthening the science and practice of provider support. Dr. Scott has also worked extensively to promote community psychology’s globalization and outreach. She has co-edited the first competency-focused community psychology textbook, Community Psychology: Foundations for Practice, co-edited a volume of the Global Journal of Community Psychology on community psychology competencies, and established a community psychology practice journal that incorporated global perspectives, the Global Journal of Community Psychology Practice. Since serving as SCRA’s Administrative Director, she has implemented several operational changes which have improved SCRA’s efficiency and outreach. Dr. Scott is deserving of the Early Career Award due to her commitment to developing and promoting the field of community psychology and her commitment to SCRA as an organization.
Dr. Ashley Anglin is the Coordinator of Mission Development and Postdoctoral Fellow in Applied Community Psychology at Atlantic Health System. Ashley has undergraduate degrees in Psychology and Spanish from Berry College and an MA/PhD in Community and Cultural Psychology and Graduate Certificate in Public Policy from the University of Hawaii at Mānoa. Broadly, her aim is to collaborate with community residents and organizations to conduct research and develop programs that promote holistic well-being. Her specific research and career interests include positive youth development, civic action, community development and revitalization, empowerment, participatory action methodologies, and community programs to promote equity and address context-specific needs. Within each of these areas, Dr. Anglin is particularly interested in the influence of culture and ethnicity, as well as additional components of community diversity such as socioeconomic status, gender, sexual orientation, and disability status.
Dissertation Title: Collaborative Identification of Assets in South Rome, Georgia Using the Community Capitals Framework: Exploring Influential Factors and Discovering Community Strengths
Dr. Andrew Case received his doctorate in Clinical and Community Psychology from the University of Illinois at Urbana-Champaign and completed a predoctoral fellowship in prevention and community research at The Consultation Center, Yale University. He is currently a postdoctoral fellow in the Duke Global Health Institute, Duke University and later this year will join the faculty of The Department of Psychology at The University of North Carolina at Charlotte. His research examines: a) marginality as a social determinant of racial disparities in health and life outcomes, and b) the collective processes by which marginalized groups are resilient in the face of marginality (e.g., through participation in counterspaces).
Dr. Case’s dissertation entitled, “More Than Meets the Eye: Exploring a Black Cultural Center as a Counterspace for African American College Students” employed a critical ethnographic approach to examine if and how a Black Cultural Center (BCC) promotes psychological and academic wellbeing in African American students who experience a racially hostile campus climate. His findings suggest that BCC staff and students adopted roles and forged relationships which resulted in communities of support and resistance for African American students. Importantly, these social dynamics engendered a home-like climate within the center that helped to combat the “placelessness” experienced by some students. These findings point to a critical role played by counterspace settings such as BCCs in promoting wellness among African American college students and a need for their continued institutional support.
Dr. Dina Birman, an Associate Professor at the University of Miami, commits herself to a research agenda that brings awareness to issues faced by immigrants, refugees, and other marginalized groups. Therefore, she attracts like-minded students who are often students of color, immigrants, and refugees themselves. Dr. Birman thinks about diversity in student backgrounds and experiences, research theories and frameworks, and always commits herself to an interdisciplinary and critical multicultural approach to teaching, mentorship, and psychological research. As one previous student notes, “I learned how to have meaningful, challenging, and productive conversations around difficult and challenging topics. These skills have made me a powerful teacher and mentor today because I can now guide my own students through a similar process.” In these ways, Dr. Birman has promoted a tradition of cultural inclusivity within and beyond Community Psychology.
Dr. Rebecca Campbell, Professor of Psychology at Michigan State University, has developed an exceptional track record of teaching and mentoring students in the field of community psychology. Highlighted in her nomination materials was her use of innovative teaching strategies that integrate theory and practice across a number of classes. Dr. Campbell’s course on community program evaluation was cited by a number of former students and colleagues as a particular example of her innovative and action-oriented approach to teaching. Students in the course partner with local community-based organizations, work with their partners to engage community members and other stakeholders, and formulate and carry out an evaluation designed to contribute meaningful information to the agencies and the communities they serve. Many of Dr. Campbell’s students have gone on to faculty positions, or to engage in community-based practice in a range of organizations and settings. In a joint letter from many of these former students, they remarked that her classes were a “transformative experience” that provided a safe space to engage in the “key debates and tensions within the field” and to situate themselves in that broader perspective.
The Community Psychology program at Wichita State University are being recognized for their exemplary graduate and undergraduate opportunities in community psychology, and in community research and action. The program began its free-standing Master’s program in Community Psychology in 1972; in 1992, the community combined with the WSU Clinical Psychology program to create a doctoral training program in Community-Clinical Psychology. The Department currently operates a free-standing Ph.D. in Community Psychology, an APA accredited Ph.D. in Clinical-Community Psychology, and an undergraduate certificate program in Community Psychology. Faculty within these programs have a strong commitment to teaching and to community research and action, as evidenced by numerous awards and recognitions from the broader university. Students are encouraged to fully engage in research and action-related activities as collaborators with faculty. Other unique aspects of the program include involvement with the Center for Community Support and Research (CCSR), a group dedicated to creating and sustaining positive change within organizations and communities in Kansas through leadership development, facilitation, and research. In addition, the CCSR and Community Psychology Program host the Global Journal of Community Psychology.
Dr. Edison Trickett embodies all of the important characteristics that those of us who knew and loved Seymour cherish. Perhaps most important is the Sarasonian "ah-ha" phenomena that Dr. Trickett provided both in his own work and encouraged/nurtured as editor of AJCP. Dr. Trickett has had a long and profoundly influential career in which he has relentlessly pursued the inspiration Seymour first provided when they were both at Yale. Among his contributions he has challenged the “thin” view of context and pushed for a more complex culturally sensitive view. This has been carried out in his theory development, research, scholarly publications, teaching and actions. Drs. Trickett and Sarason have been complementary forces in shaping our field and influencing others both inside and outside narrow disciplinary boundaries. We believe Seymour would be delighted to see Ed receive this award.
Dr. Vincent Francisco is Associate Professor with the Department of Public Health Education at the University of North Carolina at Greensboro. Dr. Francisco exemplifies John Kalafat’s unique characteristics as mentor, teacher, and advocate, and especially his passion in making the benefits of community psychology accessible to all. Over a sustained period of time (25 years), Dr. Francisco has been able to bring his insightful and science-based approach to a number of major efforts that have truly affected lives all across the globe. For 20 years, Dr. Francisco has worked tirelessly with a larger team on the production and dissemination of the Community Tool Box (ctb.edu.ku), a seven thousand page website with free material on community health and development and over 7 million unique users every year. He is the Founding Editor of the Global Journal of Community Psychology Practice (www.gjcpp.com).
Dr. Rebecca Campbell, Professor of Community Psychology and Program Evaluation at Michigan State University, has been active in the anti-violence social movement since 1989 and has spent 10 years working as a volunteer rape victim advocate in hospital emergency departments. Her research focuses on violence against women, specifically sexual assault and how the legal, medical, and mental systems respond to the needs of rape survivors. Dr. Campbell has a strong record of direct research-to-policy reform efforts at the local, state, and national level, using a variety of change-strategies, including capacity building to support evidenced-based practice, media engagement to promote public dialog, and legislative action to advocate for change.
Community Psychology: Foundations for Practice co-edited by Victoria Scott, Ph.D. and Susan Wolfe, Ph.D. reflects a list of ‘who’s who’ in their respective areas of expertise in community psychology. The book is anchored in the values and guiding principles of community psychology. It promotes the field and practice of community psychology through its focus on community psychology practice and competencies. It serves as a valuable textbook for graduate programs to introduce students to the competencies, with definitions, guidelines, and real world examples of applying the competencies. It also serves as a reference for practitioners looking to expand their competencies. Early career and more seasoned professionals will find this book to be a valuable resource for community psychology, social work, public health, and practice by any discipline working in community settings. The way this book brings together and gives an in-depth presentation of the competencies of community psychology practice makes it the first of its kind.