The Community Psychologist as Critical Friend: Promoting Critical Community Praxis

Community‐engaged researchers have a responsibility to community partners to get beyond the traditional researcher stance to take on the active role of critical friend. On the basis of my own community research experiences in the USA, in this article, I argue that there is added value in taking on the practice of critical friendship to encourage a higher degree of critical reflection and critical practice in our partners and in our work together. In the context of long‐term, trusting relationships with community partners, researchers can play the role of critical friend working together to shape critical community praxis on the basis of critical theorizing, critical reflection, and a shared commitment to working for social justice. Those trying to make a difference in communities are often isolated and can benefit from opportunities for dialogue with other community practitioners within a critical frame of reference. Although not without risks and challenges, stepping into this role allows us to put into sharper relief the gap between community practice that challenges injustice and practice that maintains it. Copyright © 2014 John Wiley & Sons, Ltd.     

Value-based praxis in community psychology: moving toward social justice and social action

The purpose of this paper is to articulate a rationale for value-based praxis in community psychology. Although values need to promote personal, collective, and relational wellness at the same time, it is argued that community psychologists pay more attention to personal and relational wellness than to collective wellness. In order to address this imbalance it is important to promote the value of social justice. While praxis requires that we engage in a cycle of reflection, research, and social action, community psychologists devote more resources to the first two phases of praxis than to the last one. This paper offers a framework for deciding what values and what praxis considerations we should attend to and how we may advance social justice and social action in community psychology.     

Occupationally Embedded Exercise Versus Rote Exercise and Psychosocial Response in College-Aged Females

Community integration through occupational engagement is an integral tenet of occupational therapy. However, little is known about how pets may assist this process. This study explores community integration through pet ownership as a meaningful, lifelong, occupation for one person with bipolar illness receiving Assertive Community Treatment. Using a case study approach, eight qualitative interviews, as well as observation and analysis of pet photos, were conducted with the mental health consumer and also with members of her social network. Data were analyzed inductively according to the constant comparative approach. The findings reveal that pet ownership assisted the person to counterbalance and move beyond stigma through pets as enablers of: “continuity,” “belonging,” “action and self-construction,” “acceptance,” and “participation.” This process was influenced by the “severity of illness,” “view of community,” and “supports and resources.” The results contribute to our understanding of pet ownership as a means to community integration. The study indicates that to enable persons with a mental illness to engage in pet ownership, occupational scientists need to examine and understand this occupation in the broader context of recovery, health, and well-being. A perspective of pet ownership as meaningful occupation challenges occupational therapists to develop strategies to actively engage clients and their pets in their community.     

Fight,Flight, or Remain Silent? Juggling Multiple Accountabilities throughout the Formative Stage of a Neighborhood Revitalization Initiative

This paper describes the experiences of a research team as they navigated uncertain ethical and political terrain throughout the formative stage of a public housing redevelopment project. Specifically, we discuss the challenges related to balancing multiple accountabilities and the tensions among the various roles and responsibilities that emanated from different accountabilities. Due to contractual obligations to our funding source, established relations with community partners, and an ethical imperative to align with those holding the least power, we grappled with embodying multiple and often conflicting roles. Without oversight provided by our university institutional review board or a clear ethical framework for community psychology research and action, our team was left to negotiate the challenges that emerged through critical reflection and financial considerations. Throughout the case example presented in this paper, we highlight our difficulty in ethical decision‐making with respect to the principles of obligation, disclosure, consent, commitment, and professionalism. Community psychologists often straddle the realms of academia, community partnerships, and conscious engagement with little guidance in navigating often conflicting roles and value systems. We present our narrative to highlight the complexity of scholar‐activism in the context of community psychology and the necessity for developing ethical standards and guidelines tailored to meet the unique needs of community psychologists.     

Making Space for Community Critical Methodology: Stories from the Australian Context

Our collective account considers the ways community critical methodologies can inform academic endeavors. Methodology is understood to be the theorizing of methods that produce and legitimate knowledge claims. For us, community critical approaches incorporate poststructural and other forms of critical theory in the questioning of taken for granted assumptions. This forms a valuable foundation for community praxis as it focuses not just on social issues outside, but on an examination within; on the institution of psychology itself. We find “examining within” a vital process for our research, teaching, and community engagement. Above all it is important to ask whose interests are served by the construction and presentation of knowledge in particular ways. We present three pieces of practice which engaged with critical methodologies. The first examines collaborative research methodologies developed with young people in rural Australia who are primary carers for a family member. The second examines tensions involved in trying to employ critical methodologies in multi‐stakeholder work between community organizations, communities, and researchers. The third examines opportunities and barriers when employing critical methodologies in learning and teaching with undergraduate students. We reflect upon the intersecting threads of commonality and difference between them and consider the implications for practice.     

African American women—education for what?

The article examines the long commitment of the black community to the education of its women as a tool toward liberation and the resulting emergence of a new genre of American intellectualism. The article explores the role of women as carriers and creditors of African American culture in the community, while distinguishing between intellect workers (those who distribute and apply culture) and intellectuals (those who create culture). In addition, the article explores how African American women, while providing a perspective of their own, have been uniquely able to bridge the concerns of black men and white women. It is the emergence of this new American radical intellectualism, as represented by African American women, that potentially comprises a significant and critical force within the American ideology. This new intelligentsia, the article surmises, is only limited by the prejudices and discrimination present in a racist, sexist, and classist society.     

“Okokuqala ngokuya ndandiqala kwakungekho easy”: Feeling empowered to take collective action through community engagement

Community engagement (CE) at Rhodes University (RU) and community psychology draw on similar principles: using an asset-based community development approach; recognising and drawing on the skills, capabilities, and knowledge of all parties, which they contribute to a partnership. Working from a strategic model of engagement, mutuality is foreground in all CE activities, where both student volunteers and community partners jointly benefit from the engagement. This paper examines CE at RU and how CE principles are translated into practise, using Siyakhana@Makana (S@M) as a case study. In S@M, a 19-week-long volunteer programme, community partners and student volunteers are jointly involved in planning, executing, and evaluating CE activities together. This paper illustrates how being involved in such CE activities has enabled community partners to mobilise for effective change in their communities. Community partners reflect on how they have been empowered to taken on leadership roles, addressing local challenges in collaborative ways, while drawing on the skills and knowledge that they have gained through their engagements in S@M. This resonates with the social action model of community psychology, a participatory approach that seeks to mobilise people to bring about change in the contexts in which they live.     

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.     

Community-Engaged Neighborhood Revitalization and Empowerment: Busy Streets Theory in Action

Busy streets theory predicts that engaging residents in physical revitalization of neighborhoods will facilitate community empowerment through the development of sense of community, social cohesion, collective efficacy, social capital, and behavioral action. Establishing safe environments fosters positive street activity, which reinforces neighborhood social relationships. A community-engaged approach to crime prevention through environmental design (CE-CPTED) is one promising approach to creating busy streets because it engages residents in collaborative interactions to promote safer environments. Yet, few researchers have studied how CE-CPTED may be associated with busy streets. We interviewed 18 residents and stakeholders implementing CE-CPTED in Flint, Michigan. We studied three neighborhoods with different levels of resident control over CE-CPTED. Participants described how CE-CPTED implementation affected their neighborhood. Participants from all three neighborhoods reported that CE-CPTED was associated with positive street activity, sense of community, and collective efficacy. Participants from neighborhoods with higher resident control of CE-CPTED reported more social capital and behavioral action than those from neighborhoods with less resident control. Our findings support busy streets theory: Community engagement in neighborhood improvement enhanced community empowerment. CE-CPTED that combines physical revitalization with resident engagement and control creates a potent synergy for promoting safe and healthy neighborhoods.     

Meaningful Engagement in Research: Community Residents as Co-creators of Knowledge

Community psychologists have contributed significantly to the body of literature on community-based participatory research (CBPR) and its application in understanding and addressing health and community participation disparities. At the core of CBPR are mutually beneficial partnerships with communities, whereby community members’ voices are heard and they become co-researchers, helping guide the research process. In this article, I argue that for community psychologists to change the landscape of community participation, health, and well-being disparities experienced by many vulnerable populations who often face multiple forms of oppression, CBPR needs to be transformative and emancipatory. Stakeholders must be meaningfully involved as co-creators of knowledge and promoters of social justice embracing a human rights agenda. Drawing from work conducted with Latinx immigrant families with youth who have disabilities, I propose the following strategies moving forward: promoting meaningful participation of community members as co-creators of knowledge; promoting meaningful conversations that matter to communities; promoting civic engagement, activism, and advocacy; promoting an assets- and strengths-based approach to research; and promoting culturally relevant interventions. Community psychologists have the opportunity to make significant contributions to addressing disparities when community residents’ knowledge is valued and recognized.     

Habitual Learning as Being-in-the-World: On Merleau-Ponty and the Experience of Learning

In Phenomenology of Perception,both intellectualism and empiricism were blamed for not grasping consciousness in the act of learning.This was,Merleau-Ponty thought,due to an objective volatilizing of the subjective role of the lived body in perception.In order to overcome the difficulties in the tradition of learning and the philosophy of consciousness,Merleau-Ponty's next important step was to take maximal grip as a central case of learning.To him,learning as being-in-the-world,basically has to be sketched out in embodied and socially contextualized situations.Drawing upon this asymmetrical identity from Merleau-Ponty,our argument in this paper is that leaming is best understood as a phenomenon that involves the leamer's engagement with the world and her intention to make sense of its structures.A new perspective is thus employed to present learning as an embodied and socially embedded phenomenon,which is always projected by habitual experience and involves transcendence.These characteristics of learning are brought together in an integral and comprehensive way and have relevance to studies of learning in institutions and in daily experience.     

Toward community: A third position

This essay addresses the insufficiency of modern science as the solution to the problems of human life. It is a critique of community theory and a constructivist proposal for a synthesis of the individuality and collectivity solutions to the Paradox of the One and the Many—designated as the Third Position. The Third Position is necessary for the postmodern period for there is a need to incorporate the goal of Equality (or Justice) into a paradigm based on Liberty and Fraternity. The Third Position is also called the Just Community. To achieve the development of the new position (paradigm), a location-specific action research center is proposed based on the Woods Hole Marine Biological Laboratory (Kelly, 1970). Two examples of action research are described: aqualitative project to develop community within a parish that has served to advance the theory of the Just Community, and aquantitative project of community-level change-monitoring of social indicators and the use of dynamic modeling as a way to understand and simulate local community processes. The Society for Community Research and Action is urged to take specific actions to explore the development of a Woods Hole community research laboratory.     

Self-reflection on emancipatory education practices with the ‘oppressed’ in community health

North American community health academics encourage the use of emancipatory education for the community development with vulnerable populations. Topics such as critical consciousness-raising, social justice, and political action constitute a significant part of the curricula. They often refer to Paulo Freire’s pedagogy of the oppressed. However, Freire has too often been presented as quasi-synonymous with a conception of critical education that de-emphasizes the context and ignores the history of his praxis. He has been made into a non-historical creator who invented a fully-formed point of view out of nothing. A self-reflection in Northeast Brazil revealed that Freire’s ideas were rooted in a Brazilian tradition with which he was familiar and which served him as a point of reference, most notably the ideas of Alvaro Vieira Pinto, a Brazilian philosopher, as well as a number of Russian and German populists.     

Public Policy, Participation and the Third Position: The Implication of Engaging Communities on their Own Terms

Policy development and implementation should be fundamental for community psychologists in their endeavors to create social change. Policy necessarily is engaged at broad social and political levels, but it is mediated through communities and individuals, and thus appealing for our discipline. We argue that there are increasing opportunities for social input in liberal democracies with the growing awareness of the need to consider social factors in policy. Public participation is one aspect of policy development, but it can be problematic and can disempowered communities, especially disadvantaged communities. Using the framework of the ‘third position’, a case study of attempts to ameliorate institutional oppression of Australian Aboriginal people through policy change is described. Structural reform to community engagement is described in terms of empowerment and capacity building. Power relationships are deconstructed to allow understandings of the dynamics of policy change, and the broader implications for community psychological praxis are discussed.     

Creating inclusive identity narratives through participatory action research

This paper describes the process and outcomes of Voices, a participatory action research project aimed to disrupt divisive ethnic identity narratives among youth living amidst protracted ethnic conflict. The project took place in the Garo Hills region of Northeast India, a site of protracted ethnic conflict. Moving away from crisis‐based approaches, this paper explores the conflict transformative potential of participatory action research, specifically its effectiveness in facilitating civic engagement across ethnic lines. The findings indicate that young people's involvement in the project afforded them an opportunity to engage with local community concerns outside of polarized ethnic identity narratives. This involvement facilitated three critical outcomes: engagement in social critique, reconfiguration of a more inclusive researcher identity, and adoption of a language of possibility. Based on these findings, it is argued that opportunities for critical community engagement could interrupt divisive ethnic identity narratives and provide turning points for youth to reimagine inclusive social identities.     

Sleep of Reason: critical reflections on performance arts-based research as psycho-social commentary in expressive arts therapy praxis

This arts-based case study is a critical reflection on how performance art can be used as psycho-social commentary. It is an attempt to amplify arts-based inquiry using critical understandings of diverse and inclusive meaning making in expressive arts praxis and psychology. It examines the use of performance art in the expressive arts to understand psycho-social proximity to and complicity in dehumanization and structural racism. This arts-based research exists in the intersections of culture, race, the arts, and social commentary with the goals of learning how it facilitates awareness of psycho-social justice and how current uncritical expressive arts and psychology praxis and practitioners can perpetuate structural racism and racial trauma. It asserts performance art can be utilized as a catalyst for psycho-social transformation in creative ways.     

Spiritual Need Six: Community Building

SUMMARY

Community building includes but is greater than providing fellowship. Community building promotes connection, belonging, and a sense of togetherness. Based upon the needs of older adults, community building is defined as an engagement that is mutually supportive and stimulating. Community building doesn't just happen naturally. There are important guidelines and categorization that assist in effective planning. Community building can happen any time a person is personally engaged with another and thus, with some intentionality, can happen at worship, committee meetings, as well as pot lucks and fun activities.     

Ukuphepha: A Multi-level Community Engagement Model for the Promotion of Safety,Peace and Health

This article aims to describe a theoretically-informed community engagement model which delivers a suite of child safety, peace and health interventions.We provide an overview of critical concepts that inform the community engagement approach that underpins the implementation of the Ukuphepha Child Safety, Peace and Health Programme (UCSPHP), in low-income neighbourhoods just outside Johannesburg, and on the periphery of Cape Town, South Africa. Our analysis is framed within a participatory approach and suggests the importance of six interconnected community engagement pathways: relationship-building; community-centred learning; social justice and contextual congruence; the facilitation of democratic traditions; strengthening the case for community services; and the affirmation of local social economies.     

Essential Elements for Community Engagement in Evidence-Based Youth Violence Prevention

In the field of youth violence prevention, there has been increasing emphasis on “evidence based” programs and principles shown through scientific research as reaching their intended outcomes. Community mobilization and engagement play a critical role in many evidence‐based programs and strategies, as it takes a concerted effort among a wide range of people within a community to alter behavior and maintain behavioral change. How do concerned individuals and groups within a community engage others within and outside of that community to effectively plan, develop and implement appropriate EB programs as well as evaluate the outcomes and impacts of locally developed programs yet to be proven? The authors discuss five elements essential for community engagement in evidence‐based youth violence prevention based on their work in a university‐community partnership through the Asian/Pacific Islander Youth Violence Prevention Center (API Center), a National Academic Center for Excellence on Youth Violence Prevention Center supported by the Centers for Disease Control and Prevention. They include: (a) aligning EBPs with a community's shared vision and values; (b) establishing an inclusive environment for the planning, implementation and evaluation of EBPs; (c) nurturing collaboration for increased effectiveness and efficacy of EBPs; (d) building adequate leadership and community capacity to develop and sustain EBPs; and (e) building a learning community for evaluation and self‐reflection. The authors propose placing greater emphasis on “evaluative thinking” and organizational capacity for evaluation as we pursue evidence‐based practices for youth violence prevention. This is especially important for ethnic groups for which an evidence base is not well established.