La pratique de la psychologie communautaire.

The aim of this article is to highlight the value of community psychology practice. There is a growing consensus in the field that community psychologists should focus more attention on describing and communicating the nature and contributions of their practice. To further this goal, we identify five typical change strategies (applied research, consultation, training, knowledge sharing, and stakeholder participation) that community psychology practitioners might apply in six different domains (program evaluation, program development, problem/setting analysis, organisational capacity building, policy development, community organising, and social action). We provide definitions for each domain as well as examples of typical interventions. Challenges in the field of community psychology practice are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The potential role of theory in the training of applied social psychologists.

There are a number of deficiencies in contemporary social-psychological theory as both a knowledge base and a guide for research and practice in applied social psychology. In principle, theory should be integrated with research and practice and should serve both a knowledge building and a guiding function for the discipline. In practice, much contemporary theory, based on laboratory experiments on intra- and interpersonal processes, is limited in its capacity to explain complex, real-world social behaviour. This paper discusses the actual and potential role of social-psychological theory in applied social psychology in relation to graduate training. A graduate programme offering the M.A. and Ph.D. is described in terms of objectives, requirements, and job placements. A survey of graduates is also reported. The role of theory in training M.A. students is problematic: theses are often atheoretical with an emphasis on research methodology, particularly programme evaluation. The Ph.D. programme requires the integration of theory with research and consultation activities and is attempting to increase the use of theory in the development of social programmes, the amelioration of social problems, and the formation of social policy. It is proposed that social-psychological theories covering several levels of analysis are necessary to understand social behaviour and to provide an adequate base for applied training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to community psychology in Canada: Past, present, and future.

The introduction to the special section on community psychology in Canada provides background information about the field in Canada and provides summaries of the four articles and the commentary that comprise the issue. The articles address (a) theory, research, and practice in community psychology; (b) training in community psychology; (c) community psychology practice; and (d) a vision for the future of community psychology in Canada. These articles highlight the many contributions of Canadian community psychologists to a field that is growing throughout the world to address pressing social problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Graduate training...in Canada": Comment.

Comments on the original article by Dr. Park O. Davidson (see record 2007-02137-003) on "Graduate training and research funding for clinical psychology in Canada." Davidson has made some excellent recommendations regarding the nature of graduate training and research funding in psychology, and then has negated the effectiveness of such recommendations for social relevancy in community services by ignoring the spectrum of psychological services required and by restricting himself to a rather sterile Eysenckian model. Dr. Davidson's general recommendations regarding graduate training in clinical psychology are sensible and long overdue--less extreme specialization in Ph.D. programs, greater knowledge of problems of applied settings for research, more interdisciplinary training, broader methodology, more effective internship and practicum training, a community psychology program, and more effective bridging research. However when the needed spectrum of services for people is considered, there is an obvious need for psychologists who can share in the assessment and treatment of problems in human functioning beyond the technician level. Manpower needs will never be adequately met until service personnel and University personnel can share in the what, why and how of professional training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Discussion 1.

Discusses the three articles by Meyers (see record 1989-17318-001), Phillips (see record 1989-17118-001), and Genshaft and Wiesniewski (see record 1989-17107-001) that comprise the symposium on the challenges and opportunities inherent in the future of social psychology, which centers on the linkages between psychological theories and research and school practice; the implications for the current state of knowledge and practice for professional education and training, especially the evaluation of professional preparation components; and finally, the ultimate effect that these new directions will have on credentialing and licensing standards, statues, and regulations. This is an important session for school psychology because we now enter a phase in our professional history where there are more than 10,000 practitioners identified with the field, more than 40 APA-accredited school psychology programs, a recently adopted set of policy statements for the joint accreditation of doctoral-level school psychology programs by the American Psychological Association (APA) and the National Association of School Psychologists (NASP), and standards for professional practice promulgated by these two organizations that share common elements and emphases. Moreover, national attention to the state of education at the elementary and secondary levels as well as precollege preparation, in combination with longstanding concerns for exceptional individuals, the handicapped, and the gifted, place psychology and school psychology in an advantageous position to contribute significantly to the education of all children as well as to the promotion of mental health and social role functioning of children, youths, and adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Seventeen years later: Clinical psychology in light of the 1947 Committee on Training in Clinical Psychology Report.

"Clinical psychology is both a basic and an applied area. Because of the undeveloped state of both psychology and clinical psychology, research is by far the most important responsibility of the clinical psychologist. The university has primary responsibility for integrating training in both the basic and the applied areas. The private practice of clinical psychology is of minor importance. It should be restricted." Clinical psychology "is important both because of the contribution it has made and is making to basic psychology, and because of the potential social significance of its practical contribution." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Everyday knowledge in the history of social psychology: Styles and traditions of research in Germany, France and the United States.

The role of everyday knowledge in all empirical research is present both at the start and the end of all research. Current national styles in the study of everyday knowledge are described, as are their origins in the history of social psychology. The analysis of subjective theories in Germany and the study of cultural models as a major approach in the US are contrasted with the typically French research on social representations. Studies of everyday knowledge concerning health and illness are used as an example to which all 3 approaches are applied. Suggestions are made for research on everyday knowledge for a historical social psychology leading to a comprehensive social psychology of knowledge. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology, education, and schooling: Social policy implications in the lives of children and youth.

Offers a broad perspective on the problems that face schools and related areas of interface between professional and academic psychology, educators, and the public. School psychology is discussed as a practice that has historically received too little attention. One result is the growth of problems affecting consumers and the psychology community. These are discussed in a broader perspective of the economy, social justice, the generation gap, and the growing trend of punitiveness toward children and youth. Suggestions for social policy planning are offered. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training and employment experiences of community psychologists.

We surveyed the graduate training and employment experiences of 177 current students and 152 recent graduates from 39 psychology programs. Of interest were differences among applied social, community and community-clinical programs. Results suggested that these training programs represented a continuum of research, community, and clinical interests. Applied social and community programs had a stronger community and research emphasis, whereas community-clinical programs had a stronger orientation toward clinical skills. Similarly, the job skills used by recent graduates suggested that persons from applied social programs went into administrative and organizational consulting jobs, graduates of community-clinical programs were employed in areas demanding more human services skills, and community graduates found jobs requiring the use of research skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social Psychology: An Applied Approach.

Reviews the book, Social Psychology: An Applied Approach by Ronald J. Fisher (1982). This book contains 709 pages of text divided into 16 chapters, a 19-page glossary with 345 concepts defined or indentified, 60 pages of references with 1476 entries (two-thirds of them from the 1970s), an 11-page author index with 1460 citations, and a 12- page subject index with 948 entries. The sheer size of the book is significant in light of the fact that almost all of the social psychology textbooks currently on the market are designed to be brief enough for use in a semester course. Fisher's book is one of the few of its kind that is substantial enough to serve as the core text for a full-year course. It will be especially useful as the core textbook in social psychology courses which emphasize applied issues and professional concerns. Fisher's book could also be extremely useful as a text for professionally oriented social psychology courses offered as part of graduate or undergraduate programmes in fields such as human services, social work, community relations, organizational development, or policy studies. If the purpose of the course is to provide a serious, thoughtful, and intensive introduction to the problems and issues of applied social psychology, then this book can be recommended most highly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Community and psychology and community psychology.

Community psychology has become an increasingly active speciality with promise of providing a relevant link to current social issues. It's province and dimensions are not yet clear, however. A traditional antipathy toward field and community studies has fostered prejudice and misinformation about the nature of inquiry. The logic of research suggests a need for naturalistic studies, with an ecological orientation as an effective framework. The community is seen as a productive domain for the study of psychology. (28 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological interventions in organizations: An evolutionary perspective.

Throughout the 20th century, managers and policy makers have relied on psychological interventions to help solve organizational problems. Yet, the results of these interventions rarely meet expectations. One reason may be that some of the perspectives used in thinking about interventions are at odds with how interventions and organizations function. This article argues that applied psychologists may benefit from an evolutionary perspective. Although it holds an important place in basic psychology and organization theory, an evolutionary perspective is nearly absent in applied psychology. It views the development and use of social technologies as part of sociocultural evolution—driven by variation, selection, and retention. This article provides a framework for theory and research on an evolutionary perspective in applied psychology and suggests implications for practice. Key concepts in the design of interventions include uncertainty, variation, and conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social support as a focus for integrative research in psychology.

Examines contemporary interest in the nature and health-protective effects of social support in light of the historical evolution of community psychology. Fostering of social support systems offers an avenue toward primary prevention, and the social network as a unit of social structure lends greater meaning and psychological import to the term community. Priorities for research on the topic of social support are discussed, with particular attention given to potential contributions from other branches of psychology, including the personality, social, developmental, and cognitive areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A glance back at a quarter century of social psychology.

Presents a selective and informal retrospective on the rapid growth of social psychology from a discipline uncertain of its identity and future 25 yrs ago to the robust field it is today. The entry of women into the field, the cumulative nature of the growth of social psychological theory and research, as well as the expansion of social psychology's basic and applied research boundaries are highlighted. It is concluded that the potential promised by social psychology just a quarter of a century ago has been realized despite a harsh funding environment. Hope is expressed for more adequate funding in the near future for basic social psychological research and theory development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Community psychology, diversity, and the many forms of culture.

Comments on the original article, "Many forms of culture," by A. B. Cohen (see record 2009-04471-003). Cohen argued that psychology must broaden its conceptualization of culture to consider its many forms, such as religion, socioeconomic status, and region. The current author could not agree more with Cohen’s proposed conceptualization of culture and its potential impact on psychological theory, research, and practice. However, the current author asserts that Cohen's conceptualization is one that the field of community psychology has been incorporating into its theory, research, and practice for the past 15 years. Evidence for this can be found in the field’s journals and texts as well as its conferences and course offerings. It is striking, says the current author, that this rich tradition of scholarship and social action—much of it illustrating what Cohen’s proposed conceptualization purports to achieve but also advancing his vision further than even he proposes—was ignored in his analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The organization of social action.

This review provides a comprehensive and integrated framework for the processes of social action and empowerment at the level of the individual, the group, and the community. Concepts from personality, social, community and organizational psychology are used as the basis for understanding the complex processes involved in empowerment and social action. The author found that group and organizations will interact more effectively if shared goals and values are clearly articulated and understood at all social levels. Empowerment and social action are organized and integrated in meaningful and useful ways that open up new ways of looking at social action and social organization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The concept and practice of education, research, and public service in university psychology departments.

The federal allocation of funds for basic behavioral research over the last five decades has deflected departments of psychology from the traditional social purpose of education and research toward a narrow value for grant-supported laboratory basic research, despite the fact that psychologists have contributed disproportionately to the research literature in applied disciplines. Although basis research and liberal arts education should be preserved and vigorously defended against current attacks, psychology departments should embrace to a greater extent quality applied scholarship, broaden the audience for their research and educational activities, and partner with colleagues from other disciplines and the community. If the purpose of education and scholarship-- to improve life---were pursued and valued more directly, a separate goal of public service might not be needed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some unresolved challenges facing psychology's entrance into the health care field.

Psychology has recently attempted to broaden service, research, and training opportunities. However, major differences between psychology and medicine over paradigms, training approaches, and organizational and professional practice issues may impede psychology's growth in the health science field. The hospital setting for physicians and for university and community training environments for psychologists foster the development of different analytic abilities and attitudes regarding disciplinary primacy and approaches to patient care. As such, total medical authority over all health-related professions is sought. This medical dominance is inimical to the emergence of psychology as an independent health-related discipline. These differences are further magnified at a professional level, as psychology expands the scope of its practice and threatens the economic and organizational control that medicine exerts over health care. Concern is expressed over the ability of psychology to establish itself as a major force in a field that is structurally dominated by the medical profession, which would probably resist any change that is not in its own best interest. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classism is much more complex: Comment.

Comments on "Psychotherapy, classism, and the poor: Conspicuous by their absence" by Laura Smith (see record 2005-11834-002). Smith is to be commended for identifying a critical missing area in applied psychology: the inclusion of people who are poor into training, education, research, and practice. But in advocating for psychology to be inclusive, Smith used conceptualizations of social class and classism that do not address the complexity of social class and classism in psychology. First, the language Smith used to discuss social class was atheoretical. She used the terms social class, class, social status, the poor, and poverty to address social class as a construct, and she did not operationalize her terms. The second limitation in Smith's article was her aggregating and labeling of people who are poor. By categorizing people in this situation as "poor people" rather than as "people who are poor," Smith made "poor people" a dispositional attribute. Finally, Smith's conceptualization of classism does not consider the networks of power (Liu & Pope-Davis, 2003b) that are integral in maintaining and perpetuating inequality and marginalization. Because power is complex, conceptualizations of oppression and marginalization should be as well. Psychologists hoping to decrease inequality in society need to combat disparities with a clear idea of how social class and classism function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in the three worlds: As reflected by the crisis in social psychology and the move toward indigenous third-world psychology.

The three worlds in which psychologists research and practice are distinguished: The first consists of the United States, the second comprises the other developed nations, and third is made up of the developing countries. The three worlds have unequal capacities for producing and disseminating psychological knowledge and for shaping psychology; the dominant power is the first world. The crisis in western social psychology is reviewed and is interpreted as partly arising from an attempt by the second world to establish a distinct social psychology, independent of that of the United States. The movement toward a third-world psychology indicates a possible challenge to the domination of first- and second-world psychologies in third-world societies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)