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A Publication of the Society for Community Research and Action
Volume 55, Number 3
In this issue:
Written by Yvette G. Flores, University of California, Davis
Dear members: I continue to be optimistic about the future of our organization as we continue to face the challenges of a global pandemic, injustice worldwide, and attacks on women’s reproductive rights in the United States. As we know, health disparities faced by BIPOC and communities marginalized by structural racism, sexism, heteronormativity, and ageism have been disproportionately impacted by the COVID-19 pandemic. There is much work that we as community psychologists can continue to do to address these disparities and create a more inclusive and just world. The leadership and members of our society continue to engage collectively and individually to address today’s challenges. As I mentioned in February’s column, we need your participation in several committees to bring about the change we hope to see in our organization. I invite you to join us in these endeavors. Our Executive Director, Dr. Amber Kelly, will continue to reach out to you to join us in these efforts.
Written by Dominique Thomas, Morehouse College and Allana Zuckerman
Hello everyone! We are excited to bring you the Summer 2022 issue of The Community Psychologist!
The Summer 2022 issue has informative and thought-provoking articles on both new and ongoing work within the field of community psychology. This issue also has some additional updates within the SCRA organization as well. Below is a preview of what to expect in the current issue.
Edited by Olya Glantsman, DePaul University
Written by Dawn X. Henderson, Village of Wisdom
Black children’s capacity to dream and to keep dreaming while attempting to survive racism in the U.S. education system is unparalleled. A focus on surviving and fighting something all the time rarely creates space to rest and dream. Francois (2019) further writes, “the true power of racism [is how] its force encompasses everything, seeping into our dreams at night and deflating our capacity to envision a better future.” The ability to rest from constant survival seems impossible when schools across the U.S. reify anti-Blackness. As a result, schools in the U.S. commit the most egregious abuse—deflating and diminishing a child’s capacity to dream. Similarly, the dreams of Black mothers, fathers, parents, and caregivers hang on the precipice of hope and faith in a long-standing fight for justice in the U.S. education system.
Edited by Sheree Bielecki, Pacific Oaks College and Olya Glantsman, DePaul University
Written by Katie Barnett, Kylianne Broughton, Noemí Enchautegui-de-Jesús, Grace Goverman, Jordan Grover, Rebecca Hazen, and Payton Ziegler, American University
Introduction by Noemí Enchautegui-de-Jesús
We want to share with you reflections from students in a program designed to provide experiential learning in community-based participatory action research to first-year college students. I am the faculty director for the Community-Based Research Scholars (CBRS) Program at American University in Washington, D.C. The program brings together students across disciplines in a living learning community for one year. In the fall, they take community-based learning courses in preparation to conduct a research study in their spring class in collaboration with a nonprofit organization. In spring 2022, we had three sections of the course on community-based research, where each instructor created a partnership with an organization to allow students the opportunity to gain hands-on experience in community-based participatory action research.
Edited by Sindhia Colburn, Ph.D.
Written by Geraldine (Geri) Palmer
“To be a Negro in this country and to be relatively conscious is to be in a rage almost all the time.”
- James Baldwin
Theories help us identify what is important in addition to allowing us to describe, predict and better understand phenomena. Theories are helpful tools, and in community psychology they play important roles in explaining behavior in the context of one’s environment, understanding the structure and function of community, guiding community prevention and intervention efforts, and more (Jimenez, Hoffman, & Grant, 2019). On the other side, theories have been and are used as powerful and dangerous weapons to motivate and justify murder and destruction. For example, one of the earliest conspiracy theories known in America points to a situation that occurred in 1826 in the tiny town of Batavia, New York. Citizens woke one day to find William Morgan, a member of the Batavia community kidnapped and murdered. Records offer that Morgan had threatened to expose the secret of the Freemasons by publishing their rituals. Shortly after this public display, Morgan was gone, never to be seen again. To most people, it was a no-brainer. Morgan’s disappearance and his public disclosure were linked. This connection, believed widely, led to protests against the Freemasons, ending with the Anti-Masonic Party. Yet, evidence of the linkage was never found (Staykov, 2022, para. 1).
Edited by Vernita Perkins, Omnigi Research and Shereé Bielecki, Pacific Oaks College
Written by Tatiana Elisa Bustos, Social Research Scientist
Many community psychologists in their early careers don’t know their career options. In fact, we know very little about what other diverse career options are available for community psychologists outside of academia (Brown et al., 2014). In an effort to make these discussions more explicit and accessible to our field, some community psychologists have generated guides to showcase various career pathways and advise budding scholars on what to do with their community psychology degree (McMahon & Wolfe, 2017; Viola & Glantsman, 2017). Our Early Career Interest Group (ECIG) has also made concerted efforts to showcase multiple career pathways in prior The Community Psychologist (TCP) issues (Bielecki et al., 2021). However, we still don’t have enough stories about the journey of self-discovery for underrepresented scholars or specific career pathways for BIPOC community psychologists, specifically.
Edited by Mason G. Haber, Lamplighter Evaluation and Consulting, LLC and William James College
Written by Olya Glantsman, DePaul University and Mason Haber, Lamplighter Evaluation and Consulting, LLC and William James College
***Update: Educational Resources & Knowledge Hub Now Accepting Submissions!***
The Council on Education (COE) is in the process of updating the Resources for Teaching Community Psychology. The Resources for Teaching Community Psychology (CP) is an online repository available through the Society for Community Research and Action (SCRA) website. The Resources contain a variety of syllabi, course activities, sources, videos, and other informative tools to assist educators as well as trainers in the community seeking to update or enhance their teaching and training. Based on metadata from the website, we know that the Resources are accessed extensively by educators and trainers; however, an update is long overdue, as most of the resources are from 2008-2011 or earlier. In addition, we are hoping to collect materials to address gaps in in areas of high interest for our field (e.g., resources on teaching related to racial justice, decoloniality, critical psychology, global CP). To accomplish these goals, we need your help!
Edited by Dominique Thomas, Morehouse College
Written by Raphael M. Kasobel (National Louis University; email@example.com)
Scripts are predictable if/then psychological consistencies, patterns of behavior and cognition which remain constant the majority of the time (Alexander, 1990; Demorest & Alexander, 1992; Demorest & Slegel, 1996). As such, scripts fall neatly within community psychology’s ecological model, illustrating a vision of the human psyche as an ecology of scripts. Just as Kelly’s (1966) ecological model denotes several levels of analysis from the macrosystem to localities, organizations, and microsystems; so too exist macroscripts, large umbrella scripts which encompass broad consistencies in an individual’s cognition (Alexander, 1994). Likewise, there are increasingly smaller and more specific levels of scripts dealing not with broad ideas, but with specific response patterns to individual people or unique events.
Edited by Douglas Perkins, Vanderbilt University and Olga Oliveira Cunha, NOVA University
Written by Douglas D. Perkins, Peabody College, Vanderbilt University, Nashville, TN, USA
There were no article ideas submitted to us this quarter, so I thought it might be helpful to use this space to highlight some noteworthy community psychology articles and books published recently from every continent of the globe. The following selections, even the two international edited volumes, are far from exhaustive of the work and ideas in our field from any particular country or region (for example, I did not have space to include articles from Australia or Aotearoa/New Zealand, but there are chapters from that region in the books listed at the end)-- they are simply some of what I happened to notice and find interesting. They represent just some of the impressive quality, range, and volume of community psychological theory, research, and action that have developed internationally in recent years.
Edited by Susana Helm, University of Hawai`i at Mānoa
Prevention & Promotion IG Co-Chairs: Toshi Sasao and Kayla DeCant
Column Editor: Susana Helm, PhD, University of Hawai`i at Mānoa HelmS@dop.hawaii.edu
NEW COLUMN EDITOR WANTED!
The Prevention & Promotion IG column of The Community Psychologist highlights P&P resources as well as the P&P work of community psychologists and allied colleagues. After serving as the column editor since the 2019 biennial in Chicago, it is time to pass the baton. Please contact me if you are interested in serving as column editor: HelmS@dop.hawaii.ed. Ideally, the in-coming column editor would begin September 2022 for TCP volume 56, and as the out-going column editor I would be available to provide guidance for the first issue or so.
Edited by Dominique Thomas, Morehouse College and Allana Zuckerman, Mesa Community College
To encourage an ongoing dialogue with each other about what we are reading and how those readings are influencing our work, we are starting a reading circle and recommended reading list. Each issue we will share resources that have influenced our work and provide a space for additional submissions. This is a space for people to share what they are reading so we can get an idea of the different knowledge bases people are exposed to and what is influencing their research and practice. This is also a way for us to share information and knowledge across a variety of topics to showcase and enhance richness of thought within the field.
Written by Ieisha Taylor-Norris and Moshood Olanrewaju, National Louis University
We hope the pieces in this summer issue of TCP strike the right balance between theory, policy, practice, and history. The pieces flow from the past into the future, examining the spaces SCRA immigration scholars should educate ourselves, and asking how we can continue to provide integrative community support and re-imaginative immigration narratives in equal measures. For many migrants, entry into the United States homeland signifies triumphant apogee, an offering to delink from translocation agony. The story that follows is married with a complex integration process for all classes of migrants.
Written by Department of Psychology, University of Illinois Chicago
*Republished with permission
The Department of Psychology at the University of Illinois Chicago (UIC) was saddened by the news of the passing of former faculty member and friend, Dr. Edison “Ed” Trickett. Ed grew up in Washington, DC where he attended St. Albans School at the National Cathedral. He completed his undergraduate degree at Trinity College, earned his Ph.D. in Psychology from the Ohio State University, and went on to complete his post-doctoral work at Stanford University. He held faculty positions at Yale University and the University of Maryland before joining UIC from 2000 until 2015, alongside his wife, Dr. Dina Birman. Ed was known for bringing complex and elegant insights with unassuming style and great sense of humor to articulating a social ecological approach to psychology. He published over 150 academic papers over the course of his career. He had served as President of the Community Psychology Division of the American Psychological Association/Society for Community Research and Action, Editor of its flagship journal, the American Journal of Community Psychology and received awards for distinguished contributions. Together with James G. Kelly, he articulated the ecological metaphor for understanding people in context.
Edited by Chris Keys, DePaul University
Written by Jacob K Tebes, Yale University; Christopher B. Keys, DePaul University; Fabricio Balcazar, University of Illinois at Chicago; Nicolle Allen, University of Illinois at Urbana-Champaign; Victoria Scott, University of North Carolina Charlotte; Shabnam Javdani, New York University Steinhardt; Nkiru Nnawulezi, University of Maryland Baltimore County; Elan Hope, North Carolina State University; Meeta Banerjee, University of South Carolina; and Noelle Hurd, University of Virginia
The following is a summary of the main topics that were discussed in a Roundtable Session by a group of panelists from our Research Council participating in the 2021 Biennial.
Edited by Jessica S. Saucedo, Student Representative (2020-2022), Michigan State University, firstname.lastname@example.org; Aaron S. Baker, Student Representative (2021-2023), National Louis University, email@example.com
As Student Representatives, we have been working over the last 6 months or so on several projects including but not limited to hosting virtual social and career-focused events and serving on various working groups and subcommittees of the Executive Committee. One of the major projects of this season was the SCRA Student Research Grant. With the assistance of a committee of students, we selected 4 recipients for the Student Research Grant:
Many thanks to Sophia Druffner (Vanderbilt University), Emmanuel-Sathya Gray (University of Cincinnati), and Stéphanie Radziszewski (Université du Québec à Montréal) for their service on the SCRA Student Research Grant Review Committee.
Edited by Dominique Thomas, Morehouse College
Written by Christopher D. Nettles, SCRA Treasurer
I was elected to the Treasurer position in 2021 and started in Mid-August of the same year. Since then, it has been an opportunity for me to learn about this role and gain a deeper understanding of the Society for Community Research and Action’s (SCRA) finances. This column represents my commitment to financial transparency at SCRA. Please feel free to email firstname.lastname@example.org if you have any questions at all.
Edited by Dominique Thomas, Morehouse College
In 2015, I had the very great honor of beginning my work with the Global Journal of Community Psychology Practice as it transitioned to the Community Engagement Institute at Wichita State University in Kansas, USA. It has been a labor of love ever since. Being named editor in 2019 was both humbling and exciting as I began to think about all the things I wanted to do. I will not say that I have had the pleasure of checking off all the things on my list, but I am so grateful for the opportunity, space, and support to try. Now it is time for a new editor to lead the mission, and put their mark on the future.
As of March 1, 2022, Dr. Olya Glanstman will be the new editor of this amazing publication. Dr. Glantsman received her MA/PhD in Community Psychology from DePaul University in Chicago, IL, USA. She is a Sr. Professional Lecturer in the Psychology Department at DePaul University as well as a Program Co-Director for the Combined BA/MS and MS Programs in Community Psychology, and Coordinator of the Undergraduate Concentration in Community Psychology.
Edited by Dominique Thomas, Morehouse College
The SCRA Member Spotlight lets us engage our members and highlight great work! Each issue we solicit submissions of accomplishments. We especially would like students, early career scholars, and practitioners to submit their accomplishments and work. Submissions can include but are certainly not limited to:
If you are interested in submitting for the next issue, please click this link and fill out the form. We hope to hear from you!