Eyes on the street: Photovoice,liberation psychotherapy,and the emotional landscapes of urban children

Eyes on the Street is a therapeutic photovoice program which empowered 25 predominantly African American children (ages 7–12) to use digital photography to express and process emotions about their neighborhood, the Hilltop South community of Pittsburgh. Many of the Hilltop South neighborhoods suffer from the effects of systemic sociopolitical disenfranchisement and trauma. This program implemented photovoice as a trauma-healing intervention to empower youth in the Hilltop South to recognize, utilize, and artistically express their emotional responses to the public places of their neighborhood. The program's objectives were to create activities and spaces where children can practice emotional agility by articulating their feelings as images, and to introduce children to a self-advocacy tool with which to assert the needs of their community. This paper lays out the principles of liberation psychotherapy, discusses how they have guided the program development for Eyes on the Street, and showcases the details of the trauma-healing photovoice curriculum.     

与领导关系好就能获得职业成功吗？一项调节的中介效应研究

采用结构化问卷, 在2个时点进行2轮问卷调查, 共收集到206份问卷。根据Edwards和Lambert (2007)推荐的程序, 检验了领导-部属交换与下属职业成功间的调节的中介效应模型。结果表明：(1)网络能力、人际影响、社会机敏性、外显真诚4种政治技能调节了领导-部属交换对下属职业成功的直接效应和总效应; (2)在上述4种政治技能的调节下, 心理授权在领导-部属交换与下属职业成功之间起着部分中介作用或完全中介作用; (3)人际影响调节了领导-部属交换对下属心理授权的作用, 外显真诚调节了心理授权对职业成功的作用。     

“赋能”还是“负担”?领导者授权行为对员工工作行为影响的双刃剑效应探究

在数字化经济迅速发展的时代, 领导者授权行为是一种激励员工的重要措施。然而, 以往关于领导者授权行为有效性的研究存在不一致发现。为了更深入地探讨领导者授权行为对员工的影响, 基于资源保存理论, 系统地构建了领导者授权行为对员工的“双刃剑”影响机制。具体而言, 第一, 基于资源视角, 将授权视为领导者为员工提供的资源, 深入分析领导者授权行为产生的“赋能”过程机制和“负担”过程机制, 并提出员工的调节定向是影响“双刃剑”机制的边界条件; 第二, 从动态角度看待领导者授权行为, 探讨领导者每日授权行为和领导者授权行为的日波动对员工的“双刃剑”影响机制; 第三, 从动态角度看待领导者授权行为所发生的组织情景。探讨相对动态的情景, 即工作事件, 对领导者授权行为“双刃剑”机制的影响。通过结合静态和动态的双重视角, 系统地探讨了领导者授权行为对员工的“双刃剑”影响机制, 具有一定的理论和实践意义。     

Navigating Community Development Conflicts: Contested Visions of Poverty & Poverty Alleviation

This article explores an ethical dilemma that arose from the author's involvement in a project intended to identify and address the needs of seven batey communities in the Dominican Republic. In the summer of 2014, the author conducted a large‐scale needs assessment to inform strategic planning for a foundation that was invested in community development work in those communities. Through a collaborative process, the author worked with the foundation, representatives of the migrant communities, and other researchers to develop survey and focus group tools that were administered to 1,360 and 54 people, respectively. Data collection, analysis, and dissemination proceeded as planned. The conflict and resulting ethical dilemma emerged at the point of data interpretation and strategic planning, processes that revealed that the different parties held conflicting theories of poverty. The ideological conflicts related to why poverty exists, who is responsible for it, and what should be done about it made proceeding with the project ethically tenuous for the author. The author describes the values and theories of ethics on which she relied to navigate this challenge, as well as reflections on her continued participation in the community development process.     

Sociopolitical Control for Immigrants: The Role of Receiving Local Contexts

This study examines the individual and contextual factors associated with sociopolitical control expressed by immigrants in southern Spain. We used hierarchical linear modeling to evaluate the relations between individual (community participation, social connectedness, and perceived cultural competence of receiving community services) and municipality characteristics (city community participation, city social connectedness, and city community services’ cultural competence) and immigrants’ feelings of sociopolitical control. Data were analyzed using a two‐level model based on 707 Moroccan immigrants in 25 municipalities. After adjusting for gender, educational level, and psychosocial confounding factors, we observed a positive association between social connectedness and sociopolitical control at the individual level. At the contextual level, we observed a positive association between (a) city community participation, (b) city social connectedness, and (c) city community services’ cultural competence, and sociopolitical control. Indeed, living in a municipality where there are community services with high levels of cultural competence and where, on average, many people participate in organizations and neighbors are connected, was associated with higher levels of perceived control in the sociopolitical domain for immigrants. We also discuss implications for community‐based research and practice.     

Conducting community‐based participatory research in an urban Malaysian community: Lessons learned and challenges in establishing partnerships

This paper presents the process of how partnerships are established between an urban residential community and an academic institution in Malaysia by employing community‐based participatory research, which involves researchers, community members, and organizational representatives as coresearchers. The research process encompasses colearning, power sharing, and coconstructing of knowledge, with the community members driving the research direction. The research paradigm is grounded on conducting research with the community. This paper highlights the experience and lessons learned while applying the principles of community‐based participatory research that promotes social participation of older persons living in a residential community. Two pertinent challenges surface in the research process. The first challenge involves the complexity noted in the gap between the emancipation of community‐based participatory research and the hierarchical social structure of the society. The second challenge is the prevalence of unspoken yet subtle domination that undermines the local cultural values affecting the process of coconstructing knowledge with the community. Recommendations for addressing these challenges include future partnerships with other Malaysian communities as well as cross‐border research partnerships.     

中小学校长心理授权与工作倦怠的关系研究

选取425名中小学校长进行问卷调查,考察校长心理授权和工作倦怠的现状,并探讨校长心理授权与工作倦怠的关系。结果发现:(1)校长心理授权和工作倦怠问卷的验证性因素分析模型与数据拟合良好。(2)校长心理授权在任职年限上存在显著差异,任职5年以下校长的胜任感和心理授权整体显著高于任职6～10年的校长,任职11年以上校长的自我决定显著高于任职6～10年的校长;(3)关于校长工作倦怠,男校长工作怠慢及工作倦怠整体显著高于女校长,学历为大专及以下校长的情绪衰竭、工作怠慢及工作倦怠整体显著高于学历为本科以上的校长,35岁以下校长的低成就感显著高于41～45岁和46岁以上的校长;(4)校长心理授权各维度与其工作倦怠各维度存在非常显著的负相关;回归分析表明,校长心理授权对其工作倦怠具有显著的负向预测作用。     

A critical analysis of recent work on empowerment: implications for gender

A flurry of publications on empowerment by institutions such as the World Bank that emerged from about 2000–2005 was followed by critiques and then a seeming lull in the popularity of and work on empowerment. However, the concept has reappeared recently in what I take to be an important new development that highlights the relational feature of empowerment. In this paper, I begin with the capabilities approach as delineated by Amartya Sen and, specifically, his application of it to gender. This shapes the background against which I highlight how recent work on empowerment by Jay Drydyk, the World Development Report 2012, Gender Equality and Development, and Patti Petesch utilizes but also departs from Sen. I then argue that insights from this recent research can be developed further through a feminist relational framework. With its focus on relationships, relational theory can better capture possibilities for empowering women in and through an analysis of the relationships they are in.     

“Method and meaning”: Storytelling as decolonial praxis in the psychology of racialized peoples

In psychology, there is a growing recognition of how racialized groups are often dehumanized and pathologized, and how racist and colonial legacies still inform our research and practices today. In order to dismantle racism within academic institutions we must decolonize and indigenize psychological science. One promising strategy is the use of storytelling methodology wherein participants from racialized groups share their lived experiences. However, the process of how storytelling contributes to decolonization is rarely explained, and decolonization is rarely defined. The present paper systematically reviewed studies that examined racialized individuals’ lived experience using storytelling methodology in order to synthesize conceptualizations of decolonization and of how storytelling contributes to decolonizing psychological research. Findings suggest storytelling meaningfully contributes to decolonial praxis in psychology. Researchers must work consciously and collaboratively, center research around liberating racialized communities, and explicitly define how their study decolonizes in order to be accountable to their community of study and to the colonial history of the lands on which they're situated.