Building Leadership,Capacity, and Power to Advance Health Equity and Justice through Community‐Engaged Research in the Midwest

The Health Equity Advancement Lab (HEAL) at the University of Iowa College of Public Health began in 2012 to support students, researchers, and community members interested in tackling persistent health inequities through a community‐based participatory research (CBPR) approach. Using concepts from critical consciousness theory, we developed an approach to building students’, faculty members’, and community partners’ capacity to engage in CBPR to promote health equity that involved immersion in developing CBPR projects. Our paper describes the evolution of HEAL as a facilitating structure that provides a support network and engages diverse stakeholders in critical reflection as they participate in research to advance health equity, and resulting political efficacy and social action. We describe one HEAL‐affiliated research project that employs a CBPR approach and has a strong focus on providing transformative learning experiences for students, faculty, and community members. We highlight challenges, successes, and lessons learned in the application of critical consciousness as a framework that engages diverse academic and community partners seeking to promote health equity. We argue that critical consciousness is a relevant theoretical framework to promote transformative learning among students, faculty, and community partners to promote health equity research in diverse communities.     

Research ethics and the principle of Justice as Fairness – A restatement

In my recent article, I addressed the question of whether a potential categorical exclusion of decisionally impaired patients from non-therapeutic medical research would be inaccordance with the Principle of Justice as Fairness. I came to the conclusion that a categorical exclusion of decisionally impaired persons from relevant research projects may collide with Rawls’s understanding of Justice as Fairness. Derek Bell has criticized my paper by denying that it is legitimate to apply Rawls to this bioethical problem. In my restatement I try to show that an extrapolation of John Rawls’s thought to such bioethical cases is possible, because Rawls himself has written that his orientation towards decisionally non-impaired persons is an idealized situation that allows extrapolations. In a second part I try to show that Bell hasroughly misunderstood my concept of “presumed consent” which I make a prerequisite for the legitimisation of research on decisionally impaired persons. In using advance consent as a proposal for resolving the problem, Bell has indirectly confirmed my approach because he is using a similar construct of consent, which operates with similar hypotheses and probabilities of error. I see here no categorical difference between Bell’s conclusion and my discussion. Thus, Bell’s reply does not represent a refutation of my thoughts, but rather it is a para phrased confirmation of my central theses. I conclude by showing the relevance of Rawls, pointing out that the discussion between Bell and me illustrates how Rawls’s concept of reflective equilibrium is an appropriate approach to finding a solution to this bioethical problem. This revised version was published online in June 2006 with corrections to the Cover Date.     

A personal odyssey

In this autobiography, I tried to capture important aspects of my personal and professional development from my childhood in the ethnic ghettos of South Philadelphia to Pennsylvania State University and the University of Chicago and eventually to over 45 years on faculty at Yale. It has been a journey that I could never have anticipated and that has given me a sense of the unpredictability of psychological development. We all evolve in an open system and a significant portion of the variance of the outcome is determined by fate. But much is also determined by the ability to recognize opportunities and the willingness to take chances and to work hard when opportunities arise. As I reflect on my career of over 50 years, I have been delighted that I opted for a career as a clinical psychologist because it has provided me with opportunity to develop clinical skills and to combine these skills with scholarship and research. While I take considerable satisfaction in the recognition that my contributions have received, the most important aspect of my career has been my relationship with students and colleagues. These collaborations have clearly enriched my work; but more important, they have enriched my life.     

Subjectivity and environmentalism

The main thesis of this paper is that the most cogent demands of subjectivity, at least with respect to questions concerning the contents of our thoughts, can be accommodated within an objectivist framework. I begin with two theses: (1) Subjectivity: I can know (the contents of) my own thoughts without appeal to any knowledge of features external to my mind; (2) Environmentalism: (The contents of) my thoughts are determined by features external to my mind, at least in this sense: without causal and/or social interaction between my internal states and various external features, these internal states would not have the particular contents they have and therefore would not be the mental states they are. Section I proceeds by elucidating various lines of environmentalism, an overtly objectivist thesis. Section II considers and refutes one purported environmentalist challenge to subjectivity, namely, that, according to it, thoughts are not in the head. Section III discusses a central subjectivist thesis, namely, thoughts do not admit of an appearance/reality distinction. Tyler Burge and Hilary Putnam, two environmentalists, seem to endorse such a distinction. It is argued that the two most reasonable routes of escape open to them require a retreat from environmentalism. This leaves us with an apparent dilemma: reject either subjectivity or environmentalism Section IV defends environmentalism. Section V considers and criticizes a maneuver Donald Davidson makes to preserve first‐person authority over thought‐contents. Section VI concludes with a brief defense of environmentalism which rests largely on rejecting a deeply entrenched epistemic model about how we access our own thoughts. It is argued that it is this bad epistemic model and not subjectivity per se, which has created whatever tension there appears to be between subjectivity and environmentalism.     

Academic on a mission: Run and run and run

Challenges the distinctions we make between research/scholarship and practice. Recognizes and values the complimentarity of teaching, research, practice, and public policy. Tells how I have tried to approach creating opportunities to integrate those activities in my role as a community psychologist in an academic setting. Describes some of the lessons I have learned from my two decades of practice. This article is a very close approximation to my Distinguished Contribution to Practice in Community Psychology award address at APA in Toronto, August 1996. That talk included numerous overheads, which reason demands I omit. I thank Jim Sorenson and George Albee who, each in their own way, showed me that university professors can be passionate about their work and extend their reach beyond the perimeters of the campus. I thank Heather Barton, Krista Hopkins, Jennifer Heigel, and Anne Salassi for being such good ambassadors and for my most meaningful source of professional satisfaction: turning students on to careers as community psychologists and preventionists. I thank the Virginia prevention community for two decades of working together toward a common mission and the College of William and Mary for supporting my life’s work. Finally I thank John Morgan for his friendship and his affirming introduction, State Michaels for her help with the original talk, and Beverly Peterson for always being there. I am deeply honored.     

Double narrative of a researcher and the researched: the journey of English-language learning

As I embarked on my PhD study in Australia, I felt excited because my study was born out of reflection on my own journey of English-language learning. I decided to use my experiences as a touchstone for an understanding of the experiences of others like me. The study presented here is part of a larger study and is a double narrative that explores the researcher’s and the four participants’ experiences of learning English language in their home country contexts and also in Australia while they are studying in an Australian tertiary context. Through a reflective practice, I have reflectively studied my and the participants’ experiences with language learning strategies (LLS) to improve English-language skills and to better socialise into Australian academic and social discourses as international students. By linking the researcher and the researched closely, this research makes a contribution to English learning and teaching on the development of English-language skills of international students through the use of LLS. It provides some implications to institutions and advice to students like me.     

Narratives or Sources? Active Learning and the Teaching of Ancient Jewish History and Texts

During my career, I have regularly taught a survey course on the history of Jews and Judaism in the Persian, Greek, and early Roman periods (ca. 520 BCE – 70 CE). Student performance in the course has long concerned and puzzled me. By the end of the course students demonstrated familiarity with the narratives and concepts we covered, but most did not really “think historically.” They had great difficulties using and applying the historical tools they learned to new situations and evidence. In 2006 and again in 2010 I overhauled the course not only to improve it, but also to figure out how my students learned history. Using a wiki exercise, I traced how students learned and then applied these insights the next time I taught the course. In this essay I report on what I learned.     

‘That's just what I do’: Placing emotion in academic activism

In this paper, I wish to critically reflect on the role of emotion/s in how I position myself with regards to research, teaching and learning, drawing on experiences over the past three years as a human geography lecturer ‘doing’ research with refugees and asylum seekers in a local inner city area. While there has been increasing debate regarding what constitutes ‘the activist-academic’, in particular deconstructing any dualism or border between ‘academic’ and ‘activist’, the motivation for undertaking such a role is generally ascribed to an ‘ideological commitment’ to social and personal change of one type or another. For me, such a commitment cannot be separated from how I feel about the issues that I research, learn and teach about. In particular, I explore how emotions relate across different spaces and places in my life to produce motivation for activism and how that activism – specifically the encounters with people through it – feeds back into emotional geographies across my professional (and personal) endeavours. More broadly, I'm concerned with the ways in which emotional becomings and the interconnectivities across spaces of activity/ism and everyday life play out beyond my own individual subjective experience, but rather are caught up in ‘situated, relational perspectives’ (after Bondi, 2005). I argue that recognising the significance of emotion has implications for how we conduct and disseminate research.     

Intimacy,Autonomy and (Non) Domination

Accounts of autonomy which acknowledge the importance of non‐domination – that is, of being structurally protected against arbitrary interference with one's life – face an apparent problem with regards to intimate relationships (whether romantic or otherwise). By their very nature, such relations open us up to psychological and material suffering that would not be possible absent the particular relationship; even worse, from the non‐domination point of view, is that this vulnerability seems to be structural in a way exactly analogous to (for example) workplace or social domination. If being powerless to prevent an employer causing me harm constitutes domination at work, then what relevant differences can support the intuition that being powerless to prevent my partner causing me comparable pain is not autonomy‐hostile? I argue for the reassuring view that the obligations and possibility of pain arising from such relations aren't necessarily dominating; they would be so only if we believed that any obligation we have not explicitly agreed to is a restriction on our autonomy, and that is false. I conclude with a note of caution: even though intimate relations aren't necessarily dominating, they will often be contingently so if they take place in a wider social context of domination – such as that which we currently inhabit.     

More than meets the eye: a consideration of the influence of a counsellor's visual impairment upon his therapeutic relationships

Other than through personal reflection and anecdotal evidence, I have had little opportunity to explore the influence of my visual impairment upon my therapeutic relationships. In order to address this, I conducted three research conversations with former clients (participants), each of whom had expressed an interest in participating in the research. Potential participants also had to meet the inclusion criteria for the research and provide informed consent prior to their participation. Research conversations were conducted between March and July 2009 and were analysed qualitatively, using a method informed by Moustakas's heuristic inquiry. Participants demonstrated idiosyncratic responses to my visual impairment; their perception of their responses to my visual impairment sometimes differed from mine. Feelings identified included uncertainty, disappointment and relief. My visual impairment appeared to influence the therapeutic relationship in a variety of ways, including resonance with the inner world significance of disability to the participant and interaction with my personal process. While not the therapeutic agent, my visual impairment had the potential to act as a catalyst in therapeutic change. The potential for me to either under-estimate or over-estimate the significance of my visual impairment highlights the need for continued self-awareness and the maintenance of an open and non-defensive attitude.     

Indelible

Many years ago I grew away from the evangelical Christian faith that had grounded my life (before and beyond death) since my early teens. Or so I thought: the stories my body now tell confront me with the sense that I have – secretly, ambivalently – held on to elements of that faith. Over recent times, through and since my doctoral studies, I have embraced poststructural and Deleuzian sensibilities. These, one might think, run right up against the entrenched binaries and certainties that remain indelibly inscribed. The narrative of progress and development I have been telling myself over the decades – that I have not just grown away but grown up – is no longer tenable. In this paper I examine my doubt at whether I doubt. Amongst the most disturbing stories is one of being beaten in God's name. Its scars remain. I revisit this story in an attempt to dwell more fully in the pain (and pleasure?) of cane on flesh. How am I to (at)tend (to) those scars? What are their meanings? I draw from the psychodynamic and poststructural theoretical frameworks that seem to have failed me, in inquiring into the political, cultural, emotional, psychological and spiritual processes at play in this current disturbance.     

WHY I BELIEVE IN AN EXTERNAL WORLD

Abstract: I claim in this article that if my experience is such that it seems to me that there is an external object before me, then I have reason to believe that there is an external object before me. The sceptic argues that since my having the experience is compatible both with there being and with there not being an external object before me, I have no reason to believe that the former possibility obtains and not the latter. I respond that the sceptic has ignored a relevant difference between the two possibilities: I can make sense of the former possibility but not of the latter. I examine two broad categories of sceptical possibilities (dreams and hallucinations), explain why I cannot make sense of them, and explain why my inability to make sense of them gives me reason to believe they do not obtain.     

Process, Content, and Feminist Reflexivity: One Researcher's Exploration

This article explores the unraveling of the relationship between research methodology, process, and content as revealed through my own feminist research project. I examine the evolution of my research process with one participant from a larger study, as I sought to better understand a story she told about racism. First, I address the theoretical underpinnings of feminist reflexivity and research, which challenge traditional paradigms. Next, I present the participant's (a white family day care provider's) story about racism in her practice which was revealed during an interview process. Subsequently, I present a second dialogue around the story in which we (researcher and participant) later engaged. In the process, I analyze my struggles, as a researcher trained in positivist methods, to engage in reflexive research methods. Finally, I evaluate the gains made for me as a researcher in the process and content of research conducted with a feminist reflexive frame and suggest their utility in deconstructing White racism.     

Empathy and the responsiveness to social affordances

The direct perception theory of empathy claims that we can immediately experience a person’s state of mind. I can see for instance that my neighbour is angry with me in his bodily countenance. I develop a version of the direct perception theory of empathy which takes this perceptual capacity to depend upon recognising in what way the other person is responsive to the affordances the environment provides. By recognising which possibilities for action are relevant to a person, I can thereby understand something about the meaning they give to the world. I come to share something of their perspective on the world, and this allows me to grasp based on my perception of them something about their current state of mind. I argue that shared affect plays a central role in this perceptual capacity. Shared affect allows me to orient my attention to possibilities for action that matter to the other person. I end by briefly discuss the implications of this view of empathy for the disturbances in so-called “cognitive empathy” that are found in people diagnosed with autism spectrum disorder.     

Over half a century of playing with inkblots and other wondrous pursuits

This invited autobiography focuses on the highlights in the career of a psychologist who has devoted over a half century to personality assessment, among other lifetime pursuits. Beginning with an introduction to my early years growing up in Chicago, the story continues through World War II when, as a naval officer, I developed a late-blooming interest in coping behavior and reactions to stress. As with many other post-war graduate students, inkblots held a particular fascination for me as an indirect means of assessing personality and psychopathology through perception. A successful dissertation followed by fellowships and grants over several decades made possible the development of the Holtzman Inkblot Technique (HIT). Published in 1961 by the Psychological Corporation, the HIT consists of two parallel forms containing 45 test blots each. It has been used in hundreds of research studies and in clinical practice as an alternative to the Rorschach throughout the world. In addition to work on the HIT, I describe my efforts to expand personality assessment and psychological research into the international arena and provide a summary of activities in administration and public service.     

Capturing excellence in applied settings: A participant conceptualizer and praxis explicator role for community psychologists

Community psychology faces a crisis of personpower similar to that which Albee identified in the clinical field four decades ago. It is clear that there are not, and likely never will be, a sufficient number of community psychologists to be able to provide assessment, consultation, and planned change toward facilitating an inclusive psychological sense of community and sound health and prosocial development in all settings that could benefit from such assistance. To help resolve this crisis, an expanded role for community psychologists is proposed: that of participant conceptualizer and praxis explicator. A participant conceptualizer and praxis explicator has the role not only of working within settings to understand and help conceptualize change processes but also of reflecting on action processes that are a part of the setting, of reflecting on theory, and of generating products that share relevant learnings. How action research serves as the methodology that allows the flow and interplay of theory and action to take place also is discussed. Illustrations are drawn from the work of Leonard Bernstein, Jim Henson and Kermit the Frog, and the author's work in area of school-based social competence promotion. This article is based on much further reflection after my Distinguished Contribution to Practice in Community Psychology award address at APA in Toronto, August 1993. The latter was designed as a talk and featured musical excepts from Leonard Bernstein and Kermit the Frog, who also made an appearance at the talk and spoke briefly. A tape of the talk can be obtained from APA, for the curious. I think of my work as a public corporation, shares of which belong to many colleagues, friends, and mentors, far too numerous to mention. I give special thanks to Jim Kelly and Ed Trickett, to Irma Serrano-Garcia and Jim Dalton, to Emory Cowen and Roger Weissberg, to George Spivack and Myrna Shure, to Jack Chinsky and George Allen, to Tom Schuyler and to my parents, to those who generously shared selective truths about me that Jim Kelly compiled into marvelous and deeply appreciated introductory comments, and to my chief shareholders, my family, Ellen, Sara, and Samara, whose daily love, patience, and support I am honored to receive.     

The wonder of their voices: The 1946 Holocaust interviews of David Boder (New York: Oxford, 2010)

Writing a study of psychologist David Boder's 1946 displaced persons (DP) interview project gave me a chance to further document the substantial early response to the Holocaust. This was clearly one important piece of my study, and one that was eminently straightforward. Yet much of the research on Boder's project at the point in time that I carried it out was elliptical, partly because the primary interview materials were coming to light at an astonishing pace, partly because the archive collections were virtually untapped, and partly because of the misconception of Boder and his interview project itself.     

Psychoanalytic Opus Nigrum

This paper presents my developmental experience in becoming an analyst as the daughter of one of the first psychoanalysts in a growing city in northern Mexico. Using historical and social context, I will explain my training conditions. In medieval times, maltreatment was impossible to avoid, and competence was a personal quest. My psychoanalytic education has been widened in scope by research that afforded me the opportunity to free my “psychoanalytic spirit.” Acceptance of reality and openness to new experiences are crucial for transformation. Answers can be found by considering new, unprecedented possibilities and striving for excellence through curiosity-driven research.     

Skepticism and legal interpretation

For comments and suggestions on earlier drafts of this article, I would like to thank Kendall Walton, Edward Averill, Marcia Baron, Richard Brandt, and Walter Schaller. This paper was first developed while in residence as a visiting scholar at the University of Michigan in Ann Arbor. I wish to thank both that institution for making its resources available to me during the 1986–87 academic year, and my home institution for granting me the Developmental Leave that permitted me to pursue my research. Finally, I wish to thank Thomas W. Pogge for helping me to make several substantive clarifications in the final version of this paper.     

American Indian Researcher Perspectives on Qualitative Inquiry About and Within American Indian Communities

It is presumed that Indigenous researchers are optimally positioned to conduct research about or within their own or other Indigenous communities. However, these researchers may still experience challenges, barriers, and distressing events that are important to identify. Qualitative inquiry may be a particularly vulnerable context for Indigenous researchers given the nature of data collection methods and an emphasis on researcher–participant relationships. This paper details the personal reflections of two American Indian (AI) researchers who carried out qualitative research focused on AI issues and/or communities. The first project examined undergraduate students’ opinions of the use of AI imagery in the form of a race‐based university mascot. The second was a study of the mental health needs of AI youth and families in an urban community. Several themes characterized both of their experiences and might be generalizable to others working in these contexts: (a) coping with racism and microaggressions; (b) the role and impact of identity politics; (c) community insider/outsider tension; and (d) managing personal distress associated with the research topics and process. These themes are discussed to illuminate ways that Indigenous researchers, engaged in research on Indigenous topics and/or with Indigenous communities, are challenged and affected by their work.