2,138 results match your criteria American Journal Of Community Psychology[Journal]


Workforce Support for Urban After-School Programs: Turning Obstacles into Opportunities.

Am J Community Psychol 2019 Apr 19. Epub 2019 Apr 19.

Department of Psychology, Florida International University, Miami, FL, USA.

Organized after-school programs can mitigate risk and build resilience for youth in urban communities. Benefits rely on high-quality developmental experiences characterized by a supportive environment, structured youth-adult interactions, and opportunities for reflective engagement. Programs in historically disenfranchised communities are underfunded; staff are transient, underpaid, and undertrained; and youth exhibit significant mental health problems which staff are variably equipped to address. Read More

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http://dx.doi.org/10.1002/ajcp.12328DOI Listing

Minority Stress, Activism, and Health in the Context of Economic Precarity: Results from a National Participatory Action Survey of Lesbian, Gay, Bisexual, Transgender, Queer, and Gender Non-Conforming Youth.

Am J Community Psychol 2019 Apr 15. Epub 2019 Apr 15.

The Graduate Center, City University of New York, New York, NY, USA.

Lesbian, gay, bisexual, transgender, queer, and gender non-conforming (LGBTQ & GNC) youth experience more economic hardship and social stress than their heterosexual and cisgender peers. However, the ways that LGBTQ & GNC youth resist these damaging social factors and the corresponding implications for their health have not been addressed. Data were analyzed from a national participatory survey of LGBTQ & GNC youth ages 14-24 (N = 5,860) living in the United States. Read More

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https://onlinelibrary.wiley.com/doi/abs/10.1002/ajcp.12326
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http://dx.doi.org/10.1002/ajcp.12326DOI Listing

Supporting Out-of-School Time Staff in Low Resource Communities: A Professional Development Approach.

Am J Community Psychol 2019 Apr 9. Epub 2019 Apr 9.

University of Massachusetts Amherst, Amherst, MA, USA.

Federally funded out-of-school time (OST) programs provide academic support, enrichment, and safety for students and families in low-resource communities. However, programs struggle to meet these aims, in part because of the lack of program structure and limited training and support for staff. This observational case study documents the training and technical assistance (TA) delivered to OST frontline staff and program leadership to implement Positive Behavior in Out-of-School Time (Positive BOOST), an adaptation of positive behavior interventions and supports conducted in multiple settings. Read More

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https://onlinelibrary.wiley.com/doi/abs/10.1002/ajcp.12330
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http://dx.doi.org/10.1002/ajcp.12330DOI Listing
April 2019
2 Reads

Enhancing Program Quality in a National Sample of After-school Settings: The Role of Youth-Staff Interactions and Staff/Organizational Functioning.

Am J Community Psychol 2019 Apr 4. Epub 2019 Apr 4.

Boys and Girls Clubs of America, Atlanta, GA, USA.

Using multilevel data from the national evaluation of Boys and Girls Clubs of America (BGCA), this study examined associations among programmatic structures, workplace and workforce characteristics, and relational practices of program staff as they relate to young people's ratings of their experience attending local clubs. The sample included 57,710 members and 5,231 staff members at 740 BGCA sites throughout the United States. Staff relational practices-including establishing caring relationships, setting high expectations, positive behavior management, encouraging youth input and agency, and cultural sensitivity-explained associations between staffing and organizational functioning and youths' perceptions of the quality of their clubs. Read More

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http://dx.doi.org/10.1002/ajcp.12329DOI Listing
April 2019
2 Reads

Elaborating the Connection between Social Class and Classism in College.

Am J Community Psychol 2019 Mar 14. Epub 2019 Mar 14.

Department of Psychology, George Mason University, Fairfax, VA, USA.

Scholarship has documented the challenges that face college students of marginalized economic backgrounds, an issue that is relevant for Community Psychology because of the field's commitment to social justice. Community psychologists are concerned with facilitating access to social resources such as education across the full range of social identities. The current study builds on recent research that has identified the key role of classism in students' struggles. Read More

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http://dx.doi.org/10.1002/ajcp.12322DOI Listing

Social Cohesion, Neighborhood Collective Efficacy, and Adolescent Subjective Well-being in Urban and Rural Taiwan.

Am J Community Psychol 2019 Mar 12. Epub 2019 Mar 12.

Washington University in St. Louis, St. Louis, MO, USA.

This study investigates the association between neighborhood social cohesion, collective efficacy, and adolescent subjective well-being in a nationally representative sample of Taiwanese youth. The study represents a first to adapt and test a developmental ecological model within a Chinese cultural context. Data came from the Taiwan Youth Project, which assessed representative samples of seventh graders (n = 2,690) and ninth graders (n = 2,851) from both urban and rural counties. Read More

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http://dx.doi.org/10.1002/ajcp.12324DOI Listing

The Development and Evaluation of a Statewide Training Center for Home Visitors and Supervisors.

Am J Community Psychol 2019 Mar 9. Epub 2019 Mar 9.

University of Maryland, Baltimore County, Baltimore, MD, USA.

This paper informs practice in community-based home visiting workforce development by describing the development and evaluation of a university-based training certificate program for home visitors and supervisors. The Interactive Systems Framework for Dissemination and Implementation (ISF; Wandersman et al., ) guides our conceptualization and paper organization. Read More

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http://dx.doi.org/10.1002/ajcp.12320DOI Listing

Child and Family Team Meeting Characteristics and Outcomes in a Statewide System of Care.

Am J Community Psychol 2019 Mar 8. Epub 2019 Mar 8.

Yale School of Medicine, New Haven, CT, USA.

Systems of care (SOC) have relied on the wraparound care process to individualize community-based services for children and youth with serious emotional and behavioral difficulties. A core element of wraparound care is Child and Family Team meetings (CFTs), which are designed to give youth and families a leadership role in developing and guiding their plan of care. The National Wraparound Initiative (NWI) has identified Practice Standards regarding CFT implementation. Read More

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http://dx.doi.org/10.1002/ajcp.12323DOI Listing

More than Data Collectors: A Systematic Review of the Environmental Outcomes of Youth Inquiry Approaches in the United States.

Am J Community Psychol 2019 Mar;63(1-2):208-226

Graduate School of Social Work, University of Denver, Denver, CO, USA.

Over the last twenty years, research on the impact of engaging children and adolescents in the generation of new knowledge about their lives, schools, and communities, has grown tremendously. This systematic review summarizes the findings from empirical studies of youth inquiry approaches in the United States, with a focus on their environmental outcomes. Searches of four interdisciplinary databases retrieved a total of 3,724 relevant articles published between 1995 and 2015. Read More

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http://dx.doi.org/10.1002/ajcp.12321DOI Listing

Collective Efficacy as a Key Context in Neighborhood Support for Urban Youth.

Am J Community Psychol 2019 Mar;63(1-2):179-189

Yale University, New Haven, CT, USA.

Neighborhood context, including the physical and social environment, has been implicated as important contributors to positive youth development. A transactional approach to neighborhood asserts that place and people are mutually constitutive; negative perceptions of place are intrinsically bound with negative portrayals of stigmatized groups, including youth. Adult perceptions of neighborhood youth may contribute to an increased sense of alienation and youth antisocial behavior. Read More

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http://dx.doi.org/10.1002/ajcp.12311DOI Listing
March 2019
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Strengthening and Expanding Child Services in Low Resource Communities: The Role of Task-Shifting and Just-in-Time Training.

Am J Community Psychol 2019 Mar 4. Epub 2019 Mar 4.

University of South Carolina, Columbia, SC, USA.

In the United States, the demand for child mental health services is increasing, while the supply is limited by workforce shortages. These shortages are unlikely to be corrected without significant structural changes in how mental health services are provided. One strategy for bridging this gap is task-shifting, defined as a process by which services that are typically delivered by professionals are moved to individuals with less extensive qualifications or training. Read More

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http://doi.wiley.com/10.1002/ajcp.12314
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http://dx.doi.org/10.1002/ajcp.12314DOI Listing
March 2019
8 Reads

Collaboration with Urban Community Stakeholders: Refining Paraprofessional-led Services to Promote Positive Parenting.

Am J Community Psychol 2019 Mar 1. Epub 2019 Mar 1.

Department of Psychiatry, Institute of Juvenile Research, University of Illinois at Chicago, Chicago, IL, USA.

This paper describes the process of a community-academic partnership to navigate implementation challenges for a school-based service model led by paraprofessionals to promote positive parenting in high poverty urban communities. We describe the process by which we (a) identified implementation challenges, (b) sustained a university-community collaboration to redesign the paraprofessional service model, and (c) assessed the feasibility of the new model involving four social service agencies in 16 schools with over 600 families. The structure and process of the collaboration and refinement are described with attention to who was best positioned to engage in the collaboration and how the partnership worked to balance scientific rigor with responsiveness to paraprofessional workforce strengths. Read More

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http://dx.doi.org/10.1002/ajcp.12316DOI Listing
March 2019
2 Reads

Natural Mentoring, Academic Motivation, and Values Toward Education Among Latinx Adolescents.

Am J Community Psychol 2019 Mar 28;63(1-2):99-109. Epub 2019 Feb 28.

DePaul University, Chicago, IL, USA.

We examined the roles of relational and instrumental relationship quality with natural mentors and academic intrinsic motivation on Latinx adolescents' perceived economic values of education. Participants were 256 Latinx youth (M = 15.07 years old; 116 boys, 140 girls) who completed surveys in 9th and 10th grades. Read More

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http://dx.doi.org/10.1002/ajcp.12319DOI Listing
March 2019
2 Reads

Enhancing the National Dialogue on the Prevention of Intimate Partner Violence.

Am J Community Psychol 2019 Mar 25;63(1-2):153-167. Epub 2019 Feb 25.

Contracting Resources Group, Inc., Baltimore, MD, USA.

Little systematic information exists about how community-based prevention efforts at the state and local levels contribute to our knowledge of intimate partner violence (IPV) prevention. The Centers for Disease Control and Prevention's (CDC) DELTA FOCUS program funds ten state domestic violence coalitions to engage in IPV primary prevention through approaches addressing the outer layers of the social ecology. This paper explored the ways in which DELTA FOCUS recipients have contributed to a national-level dialogue on IPV prevention. Read More

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http://dx.doi.org/10.1002/ajcp.12318DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6449037PMC
March 2019
1 Read

Preventing Neighborhood Disorder: Comparing Alternative Models of Collective Efficacy Theory Using Structural Equation Modeling.

Am J Community Psychol 2019 Mar 22;63(1-2):168-178. Epub 2019 Feb 22.

University of Missouri-St. Louis, St. Louis, MO, USA.

Collective efficacy is a widely studied theoretical framework. Originally operationalized as the combination of social cohesion and informal social control, collective efficacy theory is a predictor of multiple positive outcomes. Conceptual and empirical critiques of collective efficacy theory suggest that social cohesion and informal social control should be modeled as unique constructs. Read More

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http://dx.doi.org/10.1002/ajcp.12317DOI Listing

Perceptions of Community Norms and Youths' Reactive and Proactive Dating and Sexual Violence Bystander Action.

Am J Community Psychol 2019 Mar 19;63(1-2):122-134. Epub 2019 Feb 19.

University of New Hampshire, Durham, NH, USA.

There is enthusiasm for programs that promote bystander intervention to prevent dating and sexual violence (DSV). However, more information about what facilitates or inhibits bystander behavior in DSV situations is needed. The present cross-sectional survey study investigated whether youth perceptions of adults' behavior and community norms were associated with how frequently youth took action and intervened in DSV situations or to prevent DSV. Read More

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http://dx.doi.org/10.1002/ajcp.12312DOI Listing
March 2019
1 Read

Empowering Change Agents: Youth Organizing Groups as Sites for Sociopolitical Development.

Am J Community Psychol 2019 Mar 15;63(1-2):46-60. Epub 2019 Feb 15.

School of Public Health, Indiana University, Bloomington, IN, USA.

In addition to social action campaigns, some youth organizing groups provide formative learning experiences which engage youth in relevant sociopolitical issues through critical approaches. These groups support sociopolitical development (SPD), a self and socially-oriented process which influences youth personally, politically, and professionally into adulthood. This study explored how youth organizing experiences influenced SPD in the professional domain, applying an empowerment lens. Read More

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http://dx.doi.org/10.1002/ajcp.12315DOI Listing

Theorizing Safety Informed Settings: Supporting Staff at Youth Residential Facilities.

Am J Community Psychol 2019 Feb 13. Epub 2019 Feb 13.

Department of Applied Psychology, New York University, New York, NY, USA.

Each year approximately 48,000 youth are incarcerated in residential placement facilities (YRFs) in the United States. The limited existing literature addressing the workforce in these settings paints a complicated picture. The YRF workforce is highly motivated to work with legal system involved youth. Read More

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http://dx.doi.org/10.1002/ajcp.12307DOI Listing
February 2019

Ecology of Sites of Confinement: Everyday Life in a Detention Center for Illegalized Non-citizens.

Am J Community Psychol 2019 Mar 13;63(1-2):190-207. Epub 2019 Feb 13.

Community Psychology Lab, Universitá degli Studi di Napoli Federico II, Naples, Italy.

Drawing on almost 3 years of fieldwork, comprising qualitative interviews and ethnographic observations, this study provides an exploration into the detention of illegalized non-citizens in Italy. Taking the largest detention center as a case study, the fabric of everyday life and the lived experiences of people, both detainees and professional actors, are the focus of examination. An ecological community psychology framework, with a focus on justice, guided the data collection, analysis, and interpretation. Read More

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http://dx.doi.org/10.1002/ajcp.12313DOI Listing

Policing Education: An Empirical Review of the Challenges and Impact of the Work of School Police Officers.

Authors:
Shabnam Javdani

Am J Community Psychol 2019 Feb 6. Epub 2019 Feb 6.

Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, USA.

Public concerns regarding school safety and zero-tolerance education policies have contributed to the growth of a workforce of school police, or frontline school safety professionals who are typically placed in schools with the authority to arrest students (Brown, ). Thus, school police represent a workforce positioned at the nexus of multiple systems, including education and juvenile justice, and whose work likely brings them into contact with underserved youth and families. Despite national representation of this growing workforce (e. Read More

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http://dx.doi.org/10.1002/ajcp.12306DOI Listing
February 2019

Socially Valued Roles, Self-Determination, and Community Participation among Individuals Living with Serious Mental Illnesses.

Am J Community Psychol 2019 Mar 6;63(1-2):32-45. Epub 2019 Feb 6.

Center for Psychiatric Rehabilitation, Boston University, Boston, MA, USA.

Decades after deinstitutionalization, individuals living with serious mental illnesses remain isolated, socially disengaged, and devalued members of communities. Burgeoning research and services need conceptual clarity to improve such social conditions. This qualitative inquiry used grounded theory and participatory approaches to conduct an in-depth exploration of community participation for individuals living with serious mental illnesses based on key stakeholder perspectives (n = 45). Read More

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http://dx.doi.org/10.1002/ajcp.12301DOI Listing
March 2019
1 Read

System Dynamics Approaches and Collective Action for Community Health: An Integrative Review.

Am J Community Psychol 2019 Feb 1. Epub 2019 Feb 1.

Department of Health Policy and Management, Gillings School of Global Public Health, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.

System dynamics (SD) methods, from qualitative causal loop diagramming to quantitative simulation modeling, have the potential to be powerful tools for engaging community stakeholders interested in improving health. However, the extent to which SD drives collective action to improve community health is unclear. The objective of this review was to understand how often, why, and how SD has been used by cross-sector community collectives. Read More

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http://dx.doi.org/10.1002/ajcp.12305DOI Listing
February 2019

Perceptions Among Child Welfare Staff when Modifying A Child Mental Health Intervention to be Implemented in Child Welfare Services.

Am J Community Psychol 2019 Jan 29. Epub 2019 Jan 29.

Hunter College - Silberman School of Social Work, New York, NY, USA.

In order to increase access to child mental health evidence-based interventions (EBIs) for vulnerable and hard-to-engage families involved in the child welfare (CW) system, innovative approaches coupled with input from service providers are needed. One potential solution involves utilizing task-shifting strategies and implementation science theoretical frameworks to implement such EBIs in CW settings. This study examined perceptions among CW staff who were members of a collaborative advisory board involved in the implementation of the 4Rs and 2Ss Strengthening Families Program (4R2S) in CW placement prevention settings, utilizing task-shifting strategies and the Practical, Robust, Implementation, and Sustainability Model. Read More

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http://dx.doi.org/10.1002/ajcp.12309DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6398163PMC
January 2019

Youth Risk and Mentoring Relationship Quality: The Moderating Effect of Program Experiences.

Am J Community Psychol 2019 Mar 29;63(1-2):73-87. Epub 2019 Jan 29.

Colorado State University, Fort Collins, CO, USA.

Because program experiences are more amendable than mentor or mentee characteristics, they may be important factors to consider in buffering the negative impact of youth risk on the quality of the mentor-mentee bond. Data from 455 mentees (ages 11-18; 57% male) and their undergraduate student mentors (82.3% female) from the Campus Connections mentoring program were used to assess whether youth risk and mentors' program experiences (i. Read More

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http://dx.doi.org/10.1002/ajcp.12304DOI Listing

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

Am J Community Psychol 2019 Mar 25;63(1-2):227-238. Epub 2019 Jan 25.

School of Psychology, Charles Sturt University, Wagga Wagga, NSW, Australia.

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. Read More

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http://dx.doi.org/10.1002/ajcp.12302DOI Listing

Patching the Pathway and Widening the Pipeline: Models for Developing a Diverse Early Childhood Workforce in Chicago.

Am J Community Psychol 2019 Jan 21. Epub 2019 Jan 21.

Harry S. Truman College, City Colleges of Chicago, Chicago, IL, USA.

With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensure a highly qualified workforce, programs and policymakers must attend to both the "pipeline" through which new early childhood educators (ECEs) enter the workforce and the "pathways" by which ECEs work toward and obtain the necessary education and credentials for different roles within the field. Read More

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http://dx.doi.org/10.1002/ajcp.12310DOI Listing
January 2019
1 Read

Engaged Against the Machine: Institutional and Cultural Racial Discrimination and Racial Identity as Predictors of Activism Orientation among Black Youth.

Am J Community Psychol 2019 Mar 18;63(1-2):61-72. Epub 2019 Jan 18.

Department of Psychology, North Carolina State University, Durham, NC, USA.

The current study examines how experiences of institutional and cultural racial discrimination relate to orientations toward activism in the Black community among Black adolescents and emerging adults. Furthermore, we investigate the role of racial identity (centrality, public regard, nationalism) as moderators of those relations. In a national sample of 888 Black adolescents and emerging adults, we found that experiences of cultural racial discrimination, racial centrality, and nationalism ideology were related to a greater orientation toward low-risk Black community activism. Read More

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http://dx.doi.org/10.1002/ajcp.12303DOI Listing

Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and Ukraine.

Am J Community Psychol 2019 Jan 17. Epub 2019 Jan 17.

University of Prishtina "Hasan Prishtina", Prishtines, Kosovo.

Teachers' stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers' stress in the context of lower-middle-income countries (LMICs), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers' well-being. This study explores whether certain combinations of individual and environmental experiences of teachers in LMICs may result in stress, assessed as patterns of diurnal cortisol rhythm. Read More

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http://doi.wiley.com/10.1002/ajcp.12308
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http://dx.doi.org/10.1002/ajcp.12308DOI Listing
January 2019
4 Reads

Positive School Climate as a Moderator of Violence Exposure for Colombian Adolescents.

Am J Community Psychol 2019 Mar 4;63(1-2):17-31. Epub 2019 Jan 4.

T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ, USA.

In Colombia, many adolescents have experienced violence related to the decades-long armed conflict in the country and have witnessed or been directly victimized by violence in their communities, often related to gang activity or drug trafficking. Exposure to violence, both political and community violence, has detrimental implications for adolescent development. This study used data from 1857 Colombian adolescents in an urban setting. Read More

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http://dx.doi.org/10.1002/ajcp.12300DOI Listing
March 2019
1 Read

Teaching toward Decoloniality in Community Psychology and Allied Disciplines: Editorial Introduction.

Am J Community Psychol 2018 Dec;62(3-4):241-249

Department of Psychology and Public Health Central Queensland University, Australia.

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http://dx.doi.org/10.1002/ajcp.12297DOI Listing
December 2018

Decolonizing Mental Health Services for Indigenous Clients: A Training Program for Mental Health Professionals.

Am J Community Psychol 2018 Dec;62(3-4):330-339

Native American Community Clinic, Minneapolis, MN, USA.

Culturally appropriate mental health services are essential for Indigenous people who suffer the greatest mental health disparities of any ethnic group in the U.S. However, few mental health professionals receive training to work with this population. Read More

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http://dx.doi.org/10.1002/ajcp.12288DOI Listing
December 2018

Engaging the Struggle for Decolonial Approaches to Teaching Community Psychology.

Am J Community Psychol 2018 Dec 14;62(3-4):319-329. Epub 2018 Dec 14.

Pacifica Graduate Institute, Carpinteria, CA, USA.

Community psychology's history has traditionally been described within the context of U.S. history, silencing contributions from people of color from the Americas, Asia, the Pacific Islands, and Africa. Read More

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https://onlinelibrary.wiley.com/doi/abs/10.1002/ajcp.12295
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http://dx.doi.org/10.1002/ajcp.12295DOI Listing
December 2018
13 Reads

No Easy Answers: Avoiding Potential Pitfalls of De-implementation.

Am J Community Psychol 2019 Mar 14;63(1-2):239-242. Epub 2018 Dec 14.

School of Social Work, Columbia University, New York, NY, USA.

In 2012, the Centers for Disease Control and Prevention (CDC) began to de-emphasize and de-implement multiple evidence-based HIV prevention practices that had been around for 20 years, thus changing the scope of implementation across the globe. The authors provide evidence how existing interventions (e.g. Read More

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http://dx.doi.org/10.1002/ajcp.12298DOI Listing
March 2019
1 Read

Finding the Sweet Spot: Investigating the Effects of Relationship Closeness and Instrumental Activities in School-based Mentoring.

Am J Community Psychol 2019 Mar 12;63(1-2):88-98. Epub 2018 Dec 12.

Department of Human Services, University of Virginia, Charlottesville, VA, USA.

School-based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to develop a close relationship and (b) mentors not setting goals or focusing on specific skills necessary improve outcomes. We assessed these explanations using data from approximately 1360 mentor and mentee pairs collected through a national study of school-based mentoring (called, "The Student Mentoring Program"). Read More

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http://dx.doi.org/10.1002/ajcp.12283DOI Listing

The Praxis of Decoloniality in Researcher Training and Community-Based Data Collection.

Am J Community Psychol 2018 Dec 11;62(3-4):385-395. Epub 2018 Dec 11.

Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, USA.

In this paper, we detail our praxis of decoloniality in the context of a community-based study that employs a quantitative experimental methodology to evaluate an intervention for girls involved in the juvenile legal system. We resist the essentializing of methodology that positions quantitative paradigms as impermeable to reflexivity and decoloniality, and describe a model for training and supervising researchers engaged in an experimental randomized controlled trial of an advocacy program for girls, most of whom are girls of color and about half of whom identify as LGBT. In this way, we consider researcher training as a critical teaching context and describe the ways in which our training, community-based data collection, and supervision structure are anchored in de/anti/post colonial and indigenous scholarships. Read More

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https://onlinelibrary.wiley.com/doi/abs/10.1002/ajcp.12294
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http://dx.doi.org/10.1002/ajcp.12294DOI Listing
December 2018
2 Reads

Teaching about Decoloniality: The Experience of Non-Indigenous Social Work Educators.

Am J Community Psychol 2018 Dec 2;62(3-4):306-318. Epub 2018 Dec 2.

Social Work and Social Policy, University of Western Australia, Nedlands, WA, Australia.

This paper provides a way to theorize and practice Decoloniality in teaching and learning within higher education. Two social work academics develop a framework for teaching about decoloniality which they hope is useful for other academics from different "helping" professions who also work with First Nations peoples. Rather than a fixed and firm framework it is intended to be used to inform practice and assist students in developing their own framework for practice. Read More

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http://dx.doi.org/10.1002/ajcp.12285DOI Listing
December 2018

Critical Reflexivity in Indigenous and Cross-cultural Psychology: A Decolonial Approach to Curriculum?

Am J Community Psychol 2018 Dec 2;62(3-4):261-271. Epub 2018 Dec 2.

Curtin University, Bentley, WA, Australia.

Critical reflexivity is a mechanism for working toward decoloniality in higher education, with the potential to prompt students' to critique the contexts in which they are embedded, and facilitate transformative learning. We present a critical examination of the tensions surrounding decoloniality and critical reflexivity in an undergraduate unit on Indigenous and cross-cultural psychology at a large Australian university. We invited students in the unit to participate in a written reflexive exercise at the beginning (N = 44) and end of semester (N = 23) and analyzed these reflections qualitatively for level (four-category scheme for coding) and content (causal layered analysis) of reflection. Read More

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http://dx.doi.org/10.1002/ajcp.12291DOI Listing
December 2018

Decolonizing Community Psychology by Supporting Indigenous Knowledge, Projects, and Students: Lessons from Aotearoa New Zealand and Canada.

Am J Community Psychol 2018 Dec 2;62(3-4):340-349. Epub 2018 Dec 2.

All My Relations Indigenous Wellness Research Centre, Thompson Rivers University, Kamloops, British Columbia, Canada.

Community psychology has long stood as a social justice agitator that encouraged reformation both within and outside of the academy, while keeping a firm goal of building greater well-being for people in communities. However, community psychology's historically Euro-centric orientation and applied, interventionist focus may inadvertently promote colonial agendas. In this paper, we focus on the example of Indigenous Pacific peoples, drawing upon experience working among Indigenous iTaukei Fijian communities and with Indigenous frameworks for promoting student success in Aotearoa New Zealand and Canada. Read More

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http://dx.doi.org/10.1002/ajcp.12296DOI Listing
December 2018

Unsettling the Settlers: Principles of a Decolonial Approach to Creating Safe(r) Spaces in Post-secondary Education.

Am J Community Psychol 2018 Dec 2;62(3-4):350-363. Epub 2018 Dec 2.

Laurier University, Waterloo, ON, Canada.

In this paper we discuss the ongoing colonial relationship between Indigenous and non-Indigenous peoples in Canada with a consideration of how to align the principles and core values of community psychology in relation to Indigenous rights, decolonization, and social justice. In working with Community Psychology values to address issues of social justice it is necessary to recognize that empowerment alone is only one half of the solution. While our discipline focuses on oppression and the empowerment of vulnerable and disenfranchised populations we generally fail to consider the relational aspects of power and justice. Read More

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http://dx.doi.org/10.1002/ajcp.12287DOI Listing
December 2018
1 Read

A Pedagogical Response to Decoloniality: Decolonial Atmospheres and Rising Subjectivity.

Authors:
Deanne Bell

Am J Community Psychol 2018 Dec 5;62(3-4):250-260. Epub 2018 Dec 5.

University of East London, London, UK.

The neoliberal academy is, at its core, an apparatus through which coloniality sustains itself. Despite the academy's self-promotion as a catalyzing institution that prepares students to become agents of social change and transformation, some students and faculty experience it as a crucible of oppression. In this essay I trace the beginnings of a project I was a part of in which I worked alongside students who demanded that a psychology program in the university be transformed into a force for decoloniality. Read More

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http://dx.doi.org/10.1002/ajcp.12292DOI Listing
December 2018

Embodying Decoloniality: Indigenizing Curriculum and Pedagogy.

Authors:
Karlee D Fellner

Am J Community Psychol 2018 Dec 4;62(3-4):283-293. Epub 2018 Dec 4.

University of Calgary, Calgary, AB, Canada.

Decolonizing may be conceptualized through the interconnected processes of deconstructing colonial ideologies and their manifestations, and reconstructing colonial discourse through Indigenous counter'narratives. Given that the field of psychology is firmly rooted in colonial systems of thought, it is integral that professionals in psychology and allied disciplines engage in meaningful, beneficial work with Indigenous communities through actively decolonizing and Indigenizing research, practice, and education. This paper illustrates an embodied approach to decoloniality through Indigenizing curriculum and pedagogy in community psychology and allied fields. Read More

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http://dx.doi.org/10.1002/ajcp.12286DOI Listing
December 2018
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Du Bois's Decolonial Pragmatism: Teaching Community Psychology Toward Epistemological Liberation.

Am J Community Psychol 2018 Dec 4;62(3-4):364-373. Epub 2018 Dec 4.

Graduate Department of Religion, Vanderbilt University, Nashville, TN, USA.

In this essay, I query the exclusion of scholars of color such as W. E. B. Read More

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http://dx.doi.org/10.1002/ajcp.12289DOI Listing
December 2018
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Decolonizing "Community" in Community Psychology.

Authors:
Urmitapa Dutta

Am J Community Psychol 2018 Dec 27;62(3-4):272-282. Epub 2018 Nov 27.

Department of Psychology, University of Massachusetts Lowell, Lowell, MA, USA.

This article endeavors to craft pathways that disrupt dominant modes of knowledge production and imagine nonhierarchical epistemic possibilities in teaching community psychology. The first section of the article discusses how the decolonial turn inspires new ways of advancing the critical social justice agenda of community psychology. Drawing upon decolonial frameworks and allied critical theories, I outline how coloniality is entrenched in the ways we theorize, research, and teach about "communities"-and the importance of decolonizing the construct of community in community psychology. Read More

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http://doi.wiley.com/10.1002/ajcp.12281
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http://dx.doi.org/10.1002/ajcp.12281DOI Listing
December 2018
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Participatory and Action Research Within and Beyond the Academy: Contesting Racism through Decolonial Praxis and Teaching "Against the Grain".

Am J Community Psychol 2018 Dec 26;62(3-4):406-418. Epub 2018 Nov 26.

Haymarket People's Fund, Jamaica Plain, MA, USA.

This article focuses on some of the epistemological and activist challenges at the center of a participatory and action research teaching-learning process developed through a student-initiated graduate seminar at Boston College, a university in the global North. The course includes participation of students and instructors in a 2.5-day Undoing Racism™ workshop facilitated by the People's Institute for Survival and Beyond (PISAB), a New Orleans based non-profit. Read More

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http://doi.wiley.com/10.1002/ajcp.12290
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http://dx.doi.org/10.1002/ajcp.12290DOI Listing
December 2018
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#WEWANTSPACE: Developing Student Activism Through a Decolonial Pedagogy.

Am J Community Psychol 2018 Dec 23;62(3-4):374-384. Epub 2018 Nov 23.

University of Washington Bothell, Bothell, WA, USA.

This article explores how decolonial pedagogy can develop a sense of student activism (Portillo, 2013; Tejada & Espinoza, 2003; Villanueva, 2013). Decolonality in the classroom requires decentering dominant groups to make space for marginalized voices and experiences (Cruz & Sonn, 2011). Aligned with community psychology values (Amer, Mohammed, & Ganzon, 2013), this paper argues for the importance of employing decolonial pedagogy in undergraduate learning through praxis projects. Read More

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http://dx.doi.org/10.1002/ajcp.12284DOI Listing
December 2018
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Decolonial Pedagogy in Community Psychology: White Students Disrupting White Innocence via a Family Portrait Assignment.

Am J Community Psychol 2018 Dec 22;62(3-4):294-305. Epub 2018 Nov 22.

Ethnic Studies Department, Santa Clara University, Santa Clara, CA, USA.

A decolonizing standpoint in community psychology is discussed in relation to the Family Portrait Assignment-a pedagogical tool developed and implemented to facilitate white students' decolonial thinking. The Family Portrait Assignment contributes to the limited of decolonial pedagogical tools in community psychology. Through a critical discourse analysis of student's essays, I discuss how decolonial thinking, including a critical sociohistorical examination of colonialism, racism and whiteness, was facilitated. Read More

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http://dx.doi.org/10.1002/ajcp.12282DOI Listing
December 2018

The Multilevel Relationships of HIV-Related Stigma to Child and Caregiver Mental Health among HIV-Affected Households in South Africa.

Am J Community Psychol 2019 Mar 28;63(1-2):3-16. Epub 2018 Oct 28.

Human Sciences Research Council, Sweetwaters, KwaZulu-Natal, South Africa.

HIV/AIDS-related (HAR) stigma is still a prevalent problem in Sub-Saharan Africa, and has been found to be related to mental health of HIV-positive individuals. However, no studies in the Sub-Saharan African context have yet examined the relationship between HAR stigma and mental health among HIV-negative, HIV-affected adults and families; nor have any studies in this context yet examined stigma as an ecological construct predicting mental health outcomes through supra-individual (setting level) and individual levels of influence. Multilevel modeling was used to examine multilevel, ecological relationships between HAR stigma and mental health among child and caregiver pairs from a systematic, community-representative sample of 508 HIV-affected households nested within 24 communities in KwaZulu-Natal, South Africa. Read More

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http://doi.wiley.com/10.1002/ajcp.12280
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http://dx.doi.org/10.1002/ajcp.12280DOI Listing
March 2019
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Sharing Positive Experiences Boosts Resilient Thinking: Everyday Benefits of Social Connection and Positive Emotion in a Community Sample.

Am J Community Psychol 2019 Mar 8;63(1-2):110-121. Epub 2018 Oct 8.

Department of Psychology, Arizona State University, Tempe, AZ, USA.

The influence of shared enjoyment and positive affect (PA) on resilient thinking was examined in 191 middle-aged adults (40-65 years), participating in a study of resilience. Participants completed diaries assessing positive events, shared enjoyment, PA, and resilient cognitions (RC). Multilevel structural equation modeling was utilized to examine when and who engages in RC. Read More

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http://doi.wiley.com/10.1002/ajcp.12279
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http://dx.doi.org/10.1002/ajcp.12279DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6405300PMC
March 2019
14 Reads