A Vision for the Future of Community Psychology Education and Training

As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: 1) serve as a resource to communities, 2) promote a sense of community within our field, 3) diversify students, faculty, and leadership, 4) evaluate our efforts, 5) be current and relevant, 6) enhance the visibility and growth of our field, and 7) create globally minded and innovative CPists. We provide strategies for programs, faculty, linkages between researchers and practitioners, and the Society for Community Research and Action. We conclude that community psychology education and training continues to reflect the early vision; however, we believe we must make more intentional efforts to align with the mission and values of the field, and to engage in a critical analysis of our pedagogy. Enhancing and growing undergraduate and graduate education can facilitate the achievement of our goals to promote social justice, prevent and address social problems, and build community connections to become more effective, impactful, and global social change agents.     

On Becoming Scholars and Activists for Disability Rights

In this paper, the authors discussed the nexus between the Americans with Disabilities Act and the founding of the field of Community Psychology. Contributions of the latter and future areas of research are reviewed here in three areas of importance to both fields: Community living and participation, employment, and transition from high school. Community psychology can make potential contributions to advancing research in these three areas. Implications for future research are discussed.     

Commentary on the Future of Community Psychology: Perspective of a Research Community Psychologist

Community psychology is commented upon from the perspective of a community psychologist who was trained in the Community Psychology Program at the University of Michigan in Ann Arbor. Her background and training are reviewed. A brief survey of research on homelessness as a frame for community psychology research is presented. Concluding remarks are provided on the future of research in community psychology.     

Reducing Binge Drinking in Adolescents through Implementation of the Strategic Prevention Framework

The Strategic Prevention Framework (SPF) is a conceptual model that supports coalition‐driven efforts to address underage drinking and related consequences. Although the SPF has been promoted by the U.S. Substance Abuse and Mental Health Services Administration's Center for Substance Abuse Prevention and implemented in multiple U.S. states and territories, there is limited research on the SPF's effectiveness on improving targeted outcomes and associated influencing factors. The present quasi‐experimental study examines the effects of SPF implementation on binge drinking and enforcement of existing underage drinking laws as an influencing factor. The intervention group encompassed 11 school districts that were implementing the SPF with local prevention coalitions across eight Kansas communities. The comparison group consisted of 14 school districts that were matched based on demographic variables. The intervention districts collectively facilitated 137 community‐level changes, including new or modified programs, policies, and practices. SPF implementation supported significant improvements in binge drinking and enforcement outcomes over time (p < .001), although there were no significant differences in improvements between the intervention and matched comparison groups (p > .05). Overall, the findings provide a basis for guiding future research and community‐based prevention practice in implementing and evaluating the SPF.     

Taking a Stand: The Next 50 Years of Community Psychology

On the occasion of the 50th anniversary of community psychology, the author looks backwards in community psychology literature and to each side in other allied disciplines to suggest three fundamental issues that are in need of critical reflection and re‐evaluation as we move toward the next 50 plus years of our field. These fundamental issues are: Defining community psychology, Doing community psychology, and Perfecting community psychology.     

Prioritizing the Local in an Era of Globalization: A Proposal for Decentering Community Psychology

In this article, I outline a proposal for decentering the field of United States‐based community psychology. Transnational migrations, border crossings, and proliferating neoliberal trade and global media characterize the contemporary moment we live in. These movements challenge any monolithic disciplinary narrative of community psychology. Drawing from liberation psychology and women of Color feminisms, I argue that decentering the field involves engendering more reciprocal, nonhierarchical relations between the core and peripheries of knowledge production. Specifically, I consider the decentering project in two related realms—content and agents of knowledge production. The first issue concerns the kind of research and theorizing we engage in, the issues or topics we investigate, and the subject populations we work with. The second issue pertains to the agents who engage in the aforementioned processes, exercising epistemic power, that is the authority to construct what is considered legitimate and valid knowledge. I conclude with the implications of the decentering project for a multistranded community psychology that is responsive to the cartographies of contemporary struggles.     

互动公平对员工幸福感的影响:心理授权的中介作用与权力距离的调节作用

近些年,由于积极心理学的兴起,员工幸福感的研究得到了广泛的关注。本论文从互动公平这一特定的组织公平概念出发,以公平理论为主体,并结合自我决定理论,从心理授权的视角既分析了互动公平影响员工幸福感的内在机制,又探讨了权力距离对整个影响机制的调节作用。通过对国内一家制造业企业的199名员工多时点匹配问卷的调查,结果表明:互动公平与员工幸福感之间呈现正相关关系;心理授权中介了互动公平对员工幸福感的影响作用;权力距离不仅负向调节了互动公平与心理授权之间的关系,而且还负向调节了互动公平—心理授权—员工幸福感这一中介机制。本研究的发现有利于充分了解互动公平影响员工幸福感的内在机制和边界条件,同时能为管理实践提供更好的指导,有效地提高员工幸福感。     

Empowering Parents: The Use of the Parent as Researcher Paradigm in Early Intervention

Whilst family-focussed models of service delivery are proving more effective in early intervention, it is the parents who ultimately carry the burden of responsibility. They often evolve their own strategies for coping with difficulties and solving problems within a family context. Through case study analysis, I report on some of the key outcomes of early intervention for families of very young children with disabilities. The analysis challenges traditional definitions of the family and suggests a recontextualisation of this concept. Similarly parental perceptions of the style of early intervention services are contrasted with those models reported to be effective by professionals. In striving for optimal effectiveness in early intervention, the unique knowledge and understanding of parents is pivotal, and ways are suggested of objectively collecting and collating that knowledge to inform practice and identify important research questions. This case study analysis has led to the evolution of the parent as researcher paradigm, and the implications for the practical implementation of this model will be considered.