Through 2023 and beyond-Dreaming community psychology forward.

SUMMARY Both the field of community psychology and the disability rights movement, including the field of disability studies, have been growing over the last 30 years. While common values, principles, and strategies have emerged within these two fields, they have often emerged independently and in ignorance of each other. Recognition of the value of community psychology perspectives on disabilities and community action is the motivation both for this special volume and for the disability interest group of the Society for Community Research and Action. In this article, we examine the action steps different authors have identified as important in responding effectively to community needs. We identify a general model and three settings which require an adaptation of this general model. These settings differ in the extent to which the recipients (consumers, people with disabilities) are already established as a community, and the extent to which providers (agencies, government) have established relationships with that community. We offer concluding comments regarding collaboration and knowledge sharing between the field of disability studies and community psychology.

Lesbian, gay, bisexual, and transgendered (LGBT) people continue to experience various forms of oppression and discrimination in North America and throughout the world, despite the social, legal, and political advances that have been launched in an attempt to grant LGBT people basic human rights. Even though LGBT people and communities have been actively engaged in community organizing and social action efforts since the early twentieth century, research on LGBT issues has been, for the most part, conspicuously absent within the very field of psychology that is explicitly focused on community research and action--Community Psychology. The psychological and social impact of oppression, rejection, discrimination, harassment, and violence on LGBT people is reviewed, and recent advances in the areas of LGBT health, public policy, and research are detailed. Recent advances within the field of Community Psychology with regard to LGBT research and action are highlighted, and a call to action is offered to integrate the knowledge and skills within LGBT communities with Community Psychology's models of intervention, prevention, and social change in order to build better theory and intervention for LGBT people and communities.

The Society for Community Research and Action’s proposed competencies for community psychology practice are examined within the Egyptian context, specifically from the perspective of a Master’s program at The American University in Cairo. While this program integrates most of the competencies into the curriculum, thesis, and internship opportunities, the emphasis on various competencies may differ from programs in the United States because the program is situated within a different cultural and political climate. Many contextual factors impact competency training, including the current state of development work in Egypt, political considerations with implications for safety, the lack of a clear public policy process, and language as well as cultural differences. Sources of exposure, expertise, and experience for graduate students are discussed in regard to the five overarching competencies: foundational principles, community program development, community and organizational capacity-building, community and social change, and community research. The benefit of examining the competencies from an international perspective is also discussed. Keywords: community psychology, competencies, Egypt Within the field of community psychology, and in particular within the Society for Community Research and Action (SCRA), there has been a growing body of literature aimed at establishing a set of competencies for community psychology training programs (Meissen & Hakim, 2011; Sarkisian & Jimenez, 2011; Thomas, Neill, & Robertson, 1997; Wolfe, 2011). The rationale for establishing these competencies includes creating concrete expectations of what skills will be learned in a particular program, educating communities about community psychology as a profession, and defining community psychology as a field (Berkowitz, 2009; Bond, Hostetler, Tran, & Haynes, 2012; Dziadkowicz & Jimenez, 2009; Stark, 2012; Wolff, 2009). While there has been some discussion regarding the applicability of community psychology competencies across international settings, specifically in Australia and New Zealand (Australian Psychological Society, 2010; University of Waikato School of Psychology, 2012), there is little information available on the appropriateness of these competencies for community psychology practice in other parts of the world. As faculty members at the American University in Both authors are Americans. At the time of this writing, the first author had lived in Egypt for three years and the second author for one year. Cairo (AUC), a private university in Egypt, we are in a unique position to contribute to this discussion of competencies. In this paper, we address the applicability of the proposed competencies to practice in Egypt. Additionally, we describe how we tried to build these competencies into our newly formed Master of Arts program in community psychology. There are many similarities between our program and those in the U.S. However, due to cultural differences and a changing political situation, we face unique challenges in terms of the freedom that we have to practice various competencies, and the relevance of particular competencies to the present context. By sharing our experience, we hope to contribute to the understanding of how these competencies are practiced in diverse contexts. Community Psychology in Egypt In Egypt, psychology is an underdeveloped and frequently misunderstood discipline (Mohamed, 2012), and community psychology is essentially unknown. The people who work in non-governmental organizations (NGOs) and community-based 3 Founded in 1919, AUC boasts as “the region’s premier English-language university” (see http://www.aucegypt.edu/about/Pages/defaul t.aspx). In 2012, AUC’s student population was 6,652, including both undergraduate and graduate students. Global Journal of Community Psychology Practice Volume 4, Issue 4 December 2013

The field of community psychology has generally elided the insights of depth psychology and the traditions of Freud, Adler and Jung. Implicitly rejecting the notion of the unconscious, community psychology favours conscious, pragmatic agency. Whereas depth psychology is commonly associated with treatment modalities, community psychology argues that psychotherapy is ultimately unnecessary when prevention strategies are adequately deployed. In the critical and community psychology literature psychotherapy is often derided as both ‘individualistic’ and inefficient. Adlerian psychology, which espouses a method of psychotherapy, nevertheless holds key points of synergy with community psychology. To distinguish the school from psychoanalysis Alfred Adler named his approach ‘Individual Psychology’, which could obscure its' social orientation. Like community psychologists, Adlerians similarly argue for a sense of cohesive community as crucial to mental health. They have also adopted an ecological holism as core epistemology, and argue for reducing the necessity of psychotherapy by working in tandem on community‐based prevention strategies. The authors consider the rationale for community psychology's distance from the depth psychologies whilst arguing that the unconscious could, if engaged with analytically, provide the discourse with radical new insights. Copyright © 2008 John Wiley & Sons, Ltd.

In the 50 years since the 1965 Swampscott conference, the field of community psychology has not yet developed a well-articulated ethical framework to guide research and practice. This paper reviews what constitutes an "ethical framework"; considers where the field of community psychology is at in its development of a comprehensive ethical framework; examines sources for ethical guidance (i.e., ethical principles and standards) across multiple disciplines, including psychology, evaluation, sociology, and anthropology; and recommends strategies for developing a rich written discourse on how community psychology researchers and practitioners can address ethical conflicts in our work.

Photovoice is becoming an increasingly popular research method in the field of Community Psychology (CP). This is, in part, because it reflects some of the values of CP, including respect for diversity and participation and collaboration. More recently, photovoice has also been used in undergraduate classrooms as a way to actively engage students in their learning, to enable students to investigate and address social problems of importance to them, and to help students develop self-efficacy skills. There are few extant studies in the CP literature, however, that describe how this has been done in undergraduate CP classrooms specifically, and in what ways it has influenced students, from students’ perspectives. Accordingly, in this article, an Assistant Professor of Community Psychology and six of her former undergraduate students reflect on their experiences of the Community Psychology, Research, and Action course she taught at an urban-serving university in Washington in spring 2016, which was centered around the learning and implementation of a student-directed photovoice project about their campus. The instructor describes her objectives in centering her course around photovoice, including that students would learn this method well and add it to their toolbox, while also developing a stronger sense of community. Students then reflect on the aspects of their learning that most significantly influenced their development as students and people more broadly. Reflections suggest that participating in photovoice throughout a CP course has the potential to help students learn about CP- including its core values and principles- and experience some long-term empowerment-related outcomes on campus and in their communities. Implications for educators at similar universities, who may also want to experiment with photovoice in their undergraduate classrooms, are discussed.

In this article, we review some of the key attributes of useful theories and assess whether these attributes are present in several prominent Community Psychology theories. The field of Community Psychology often deals with complex systems and attempts to create change through the use of multiple mechanisms. It has provided researchers new ways of thinking about contextual factors and how participants could be more involved in research efforts. However, this field has encountered significant challenges in testing and evaluating theories that involve system-level environmental change. It has struggled to establish consensus when operationally defining criteria and when creating reliable instruments for measuring theoretical constructs. We conclude that Community Psychology theories have tended to function as frameworks, which indicate important elements to examine, but do not specify relationships that can be used for explanation and are, therefore, too broad to make the types of predictions characteristic of science. Because Community Psychology theories have often served as orienting frameworks, there needs to be more discussion about their usefulness, and whether community psychologists can develop more rigorous and specific theories. This has implications for formulating various practices and for discussions about how future research can better inform theory.

This special issue of the American Journal of Community Psychology, focused on qualitative research, is the result of several converging factors. Most immediately, the idea for the special issue was born in the wake of a symposium on Qualitative Research in Community Psychology held during the 1995 Biennial Meeting of the Society for Community Research and Action, in Chicago. Despite an early-morning time slot on the final day of the conference, the response to the symposium was tremendous. The room was filled to overflow, and the enthusiasm of those in attendance was evident in the lively discussion that followed the formal presentations. Several themes emerged during the symposium, including (a) an interest in elaborating the nature of qualitative research (i.e., a set of research techniques vs. a paradigmatically distinct way of thinking about, doing, and making use of research), (b) a general sense of agreement that qualitative research methodologies remain greatly underutilized within the field of community psychology, and (c) a shared experience of marginalization among psychologists and graduate students in community psychology who have chosen to employ qualitative rather than, or in addition to, quantitative research strategies in their research. Unfortunately, the discussion of these issues was cut short by the constraints of the time allotted for the

This paper discusses the role of community psychology values-driven pedagogy as the foundation for the enactment of an empowering educational setting for community psychology graduate students. Using the Applied Community Psychology Specialization at Antioch University Los Angeles as a model, curricular and extracurricular program elements that foster student well-being are identified. A model of an empowering educational setting is presented. Explored are intrapersonal, interactional, behavioral, and longitudinal empowerment as they relate to student and faculty roles. Student empowerment outcomes and indicators of student learning are highlighted with case examples. The field of community psychology has articulated a series of holistic values intended to support personal, relational, and collective well-being in the programs, practices, and policies we develop in our work with communities (Nelson & Prilleltensky, 2010). These values in turn create the conditions for the enactment of empowered settings. While it can be argued that we strive to uphold these values in our community work and research, these values are often in direct conflict with the policies and practices employed by colleges and universities educating future community psychologists. This paper explores the relationship between community psychology values-driven pedagogy and empowering educational settings which support students in achieving their full potential as practitioners of community psychology. The Applied Community Psychology Specialization (ACP) at Antioch University Los Angeles will serve as a model. University and Program Context of ACP Antioch University has a long-standing history of social justice centered education and pedagogy. Since the inception of Antioch College in 1852, the College and subsequently, the University serve as pioneers in values-driven education – predicated on the “belief that scholarship and life experience are strengthened when linked, that diversity in all its manifestations is a fundamental component of excellence in education, and that authentic social and community engagement are vital for those who strive to win victories for humanity” (Antioch College, 2010). These values serve as the foundation for the teaching philosophy of Antioch University as whole, including the Los Angeles campus, established in 1972.

Ongoing discussions persist regarding the potential usefulness and/or harmfulness of a defined set of core competencies in the field of community psychology. The competency thesis is that identification of core competencies can help define the field and distinguish the capabilities of community psychologists (Dalton & Wolfe, 2012). A set of competencies has implications for training and education, including clarity regarding what skills current and future students can expect to learn and what community psychologists may be expected to do. However, others have criticized the nature of standardized competencies. Presenting the antithesis to the competency thesis, Dzidic, Breen and Bishop (2013) question if compartmentalized competencies focus too much on static, individually oriented skills. They may distract from considerations of context, ethics and power within the dynamic ecologies of community psychology practice. Community psychology education and training programs are challenged with exposing students to a variety of central competencies while preparing them to engage in value-based research and practice in context. This article focuses on three applications of participatory pedagogy within the classroom that sought to synthesize the dialectic between core competencies and values-based, dynamic community psychology practice. Instructional materials for all three sessions are appended both for readers’ perusal as examples and for possible future adaptation and use in other community psychology courses. Participatory pedagogical approaches seek to foster student engagement, reflection, and collaboration to promote critical thinking, knowledge application and problem solving. In so doing, participatory pedagogy can bridge the gap between competencies and context, and offer at least a partial synthesis for the competency dialectic in community psychology education and training.

Within the field of community psychology there is growing recognition of the role of undergraduate education in community psychology training as a primary introduction to the field. In this [recent] discourse however, the unique position of the community college has been rendered invisible. This omission is critical given that approximately half of all undergraduate students in the U.S. are educated through the community colleges (CCRC n.d.). The community college mission also reflects the foundational principles of community psychology as it prioritizes open access to education, responsiveness to community need, and equity in higher education for individuals to achieve social mobility (Dougherty, Lahr, & Morest, 2017). In this article, the author used the development and implementation of a community psychology course at a two-year Hispanic-Serving Institution as a case example of the utility of the community college to advance community psychology goals. Distinct strengths and challenges of a two-year college setting are presented. Recommendations for undergraduate faculty teaching community psychology are presented.

Mixed methods research (MMR) combines multiple traditions, methods, and worldviews to enrich research design and interpretation of data. In this virtual special issue, we highlight the use of MMR within the field of community psychology. The first MMR studies appeared in flagship community psychology journals over 30 years ago (in 1991). To explore the uses of MMR in the field, we first review existing literature by identifying all papers appearing in either Journal of Community Psychology or American Journal of Community Psychology in which the word "mixed" appeared. A total of 88 publications were identified. Many of these papers illustrate the pragmatic use of MMR to evaluate programs and to answer different research questions using different methods. We coded articles based on Green etal.'s classifications of the purpose of the mixing: triangulation, development, complementarity, expansion, and initiation. Complementarity was the most frequently used purpose (46.6% of articles), and nearly a quarter of articles mixed for multiple purposes (23.86%). We also coded for any community psychology values advanced by the use of mixed methods. We outline three themes here with corresponding exemplars. These articles illustrate how MMR can highlight ecological analysis and reconsider dominant, individual-level paradigms; center participant and community member experiences; and unpack paradoxes to increase the usefulness of research findings.

In a globalized world, traditional values of Community Psychology, like community building, social change and empowerment, require more than working in a local community and/or improving the social situation of specific groups. While this work will remain an important core part of Community Psychology, the field of Community Psychology also should empower itself: by using its competencies to develop social innovations, focusing at emerging futures by developing shared goals (and take shared risks), and by collaborating with other disciplines, societal institutions, business companies or other actors in society in order to make a difference in the world. Community Psychology as a global academic field and a practical challenges has a rich history based on different disciplines, on various political and value backgrounds coming from traditional and industrialized regions and countries from all parts of the world. To use this richness, we have to start to learn from each other and to value different approaches. Therefore, in the future, Community Psychology should focus both on macro- and micro-issues of community analysis and community building, and it should develop its identity as a “linking science” fertilizing different approaches into a both overall and culture-specific approach of community-based research and practice. To achieve these goals, it will be important to elaborate and re-identify the “DSA of community psychology”: Design Skills to develop both strategicinnovative and creative abilities in order to nurture mutual knowing, awareness and playfulness, Social Skills to enhance the art of community building as a collaborative and empowering process, leading to social responsiveness and inclusion. Action Skills to learn how to co-create, implement and evaluate new concepts and social innovations to build communities in different settings.

In this chapter, I interrogate the metanarrative of “community” in the field of community psychology using a decolonial lens. My goal is to render transparent ontological assumptions, epistemic standpoints, and the inherent legacies that inform the ways in which community is conceptualised, how community psychologists construct their professional role vis-à-vis communities, and the implications for the social reproduction of colonial, racialised, and gendered hierarchies. Rather than approaching community as an object of inquiry, I argue that a decolonial community psychology needs to reframe its relational engagement to communities. In other words, I propose that we shift the (colonial) gaze from community as object-of-inquiry to focus on mutuality, reciprocity, justice, and ethics. Such a stance disrupts the assumed knowability of oppressed or disenfranchised groups and denaturalises the role of research as one of many possible avenues for action. Drawing upon the work of indigenous, decolonial, and transnational feminist scholars that center the South, I explore specific praxes towards decolonial and decolonising community psychology.

This article is an archival document which chronicles a herstory project organized and directed by the Society for Community Research and Action (Division 27 of the American Psychological Association) Women's Committee. The experiences of 55 trailblazing women in the field of community psychology are examined, and the authors' journey in collecting, documenting, and presenting the information is also included. © 2008 Wiley Periodicals, Inc. © 2008 Wiley Periodicals, Inc.