Clinical Community Psychology: Reflections on the Decades Following Swampscott

The Swampscott report was foundational, but in some ways reflected divisions within community psychology that have continued into the present. Community psychologists trained in the 1970s and, especially, the 1980s confronted a period where the original focus of community mental health began to have less influence in the mental health field due to a variety of public policies, and the growth of third party payments as a significant source of health care funding. Programs that engaged communities and provided a base for prevention interventions were greatly curtailed because of changes in federal legislation and limited opportunities for state and local funding, although prevention interventions found growing interest from research funders. Clinical and community psychologists who trained in this period increasingly looked to a variety of areas outside of mental health. Consequently, the field of community psychology has become more applied and less academic, with increased attention to advocacy, theory, and global perspectives. The sweep of these changes and their implications for the future of the field are discussed here.     

Fisher与Neyman–Pearson的分歧与心理统计中的假设检验争议

假设检验思想的提出者Fisher与Neyman–Pearson在统计模型的方法论基础、两类错误的性质、显著性水平的理解、以及假设检验的功能等方面存在诸多分歧, 使得心理统计中最常用的原假设显著性检验模式呈现出隐含的各种矛盾, 从而引发了应用上的争议。心理统计不仅需要检讨现有检验模型的模糊之处和提出其他补充性的统计推论方式,更应注重反思心理统计的教育传统, 以建立更加开放和多元的统计应用视野, 使心理统计为更好地心理学研究服务。     

Human Psychological Autonomy: Reflections on the Debates about its Understanding in Modern Psychology

This article addresses the centuries old but recently revived topic of human autonomy and its relation to people’s functioning: physiological, psychological, and socio‐cultural. It provides a review of current debates about status, nature, and perspectives of studying autonomy, agency, free will and self‐determination in neuro‐ and cognitive sciences, motivation, personality and cultural psychology. This review starts with the theoretical definitions of the concepts and differentiates personal, intrapsychic, and motivational autonomy as well as behavioral freedom; delineates the distinction between autonomous and controlled forms of human agency; and relates all these concepts to the notion of human happiness and optimal functioning. It supports the idea of the universality of psychological autonomy as a fundamental capability of human species and argues that this capability is a real natural power that does not contradict the principle of determinism. Special attention is paid to the debates about the role culture plays in enabling and regulating human autonomy. The idea of dialectical relations between culture and human autonomy is presented and defended.     

The New Age in Cultural Context: The Premodern,the Modern and the Postmodern

This issue attends to a relatively ill‐explored, albeit culturally well‐established, topic. Serving to introduce the contributions, an initial task is to characterize the New Age. It is suggested that there is a dominant lingua franca, to do with ‘self religiosity’. Another task is to locate the New Age with reference to the premodern, the modern and the postmodern ‘conditions’. Arguing that the New Age has two main wings, and that it can also be used in consumeristic fashion, it is possible to tease out the various ways in which the three conditions have contributed to its development. Finally, attention is paid to the question of whether the New Age is of any real significance.     

The Quest to Digest Jesus: Recent Books on the Historical Jesus

Books reviewed in this article:
Mark Allan Powell, The Jesus Debate: Modern Historians Investigate the Life of Christ
Phillip J. Cunningham, A Believer's Search for the Jesus of History
Clive Marsh and Steve Moyise, Jesus and the Gospels: An Introduction
N. T. Wright and Marcus Borg, The Meaning of Jesus: Two Visions     

Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non‐Indigenous Ally

Canada's 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post‐secondary institutions “to integrate Indigenous knowledge and teaching methods into classrooms” as well as to “build student capacity for intercultural understanding, empathy, and mutual respect.” In response, Canadian universities have rushed to “Indigenize” and are now competing to hire Indigenous faculty, from a limited pool of applicants. However, it is missing the true spirit of reconciliation for non‐Indigenous faculty to continue with the status quo while assigning the sole responsibility of Indigenizing curriculum to these new hires. How can non‐Indigenous psychology professors change their teaching to ensure that all students acquire an appreciation of traditional Indigenous knowledge about holistic health and healing practices, as well as an understanding of Canada's history of racist colonization practices and its intergenerational effects? Community psychologists, particularly those who have established relationships with Indigenous communities, have an important role to play. In this article, I survey the existing literature on Indigenizing and decolonizing psychological curriculum and share ways in which I have integrated Indigenous content into my psychology courses. I also reflect upon the successes, questions, and ongoing challenges that have emerged as I worked in collaboration with first Anisinaabek First Nations and then Mi'kmaw/L'nu First Nations.     

Weeds on the Ruins: Agency,Compromise Formation,and the Quest for Intersubjective Truth

Using Kundera's metaphor of “weeds on the ruins” to examine the impact of organized destruction of memory on the survival of a people, this paper explores the role of symptoms in negotiating a relational “compromise formation” by tracing their evolution as signifiers of previously dissociated intersubjective knowledge. It suggests that recent theorizing on the mutual constitution of agency and intersubjectivity creates the possibility of resurrecting the dramatic tension that characterized dual drive theory by relocating that tension between the desire to know (oneself, the Other) and the destruction of that desire. To do so, the paper contemplates an internally consistent lens for reconciling the terrain of deficit and dissociation with that of conflict by offering a process-oriented view of agency as “drive” that is rooted between subjective and material contexts. Finally, the paper explores the quest for intersubjective truth as offering a means of living beyond the ubiquity of compromise formation.     

Reflections on the Future of Community Psychology from the Generations after Swampscott: A Commentary and Introduction to the Special Issue

This special issue commemorates the 50th anniversary of the founding of U.S. community psychology in Swampscott, Massachusetts in 1965. The issue includes commentaries from a cross‐section of community psychologists educated in community psychology training programs established after Swampscott, in the 1970s or later. The contributors, who vary in their involvement in community‐engaged research, training, and practice, offer a diverse set of perspectives on the field. Each was asked to reflect on the future of community psychology based on their own training and experiences. After providing some background to the Swampscott Conference and the era in which it took place, I offer a few of my own reflections on community psychology's future growth and development. I then introduce the 15 commentaries that follow.