BSc Community Psychology Course Outline

This document outlines the structure and content of the BSc Community Psychology course offered within the Manchester Metropolitan University’s Department of Psychology and Speech Pathology. This course is available to students enrolled in the BSc Psychology, BSc Psychology and Speech Pathology, and BSc Combined Studies programs.

Teaching Arrangements

The course is facilitated by Carolyn Kagan, Kath Knowles, and Rebecca Lawthom. Sessions are held on Wednesdays from 10:00 AM to 12:00 PM. The course deviates from traditional lecture and seminar formats. Instead, students are expected to attend a dedicated two-hour slot each week, which will incorporate a blend of teaching, discussion, and interactive activities. The course is rooted in action learning principles, encouraging students to engage with real-world community issues, explore relevant academic literature, reflect on their learning experiences, and subsequently identify avenues for further action.

Students will be expected to actively participate in discussions and present their assignment progress throughout the duration of the course. Project scope will be limited by the course’s timeframe. A suggested time allocation is as follows:

• Class Attendance: 40 hours
• Project Work in the Community: 70 hours
• Reading and Writing: 90 hours

Course Aims

By the end of this course, students should be able to:

• Analyze community systems and organizations from a psychological perspective.
• Develop strategies for achieving change within community systems.
• Understand the context and constraints inherent in working as a psychologist within the community.
• Develop an understanding of the control some marginalised people are able to exercise over their own lives.
• Get to know some people who are excluded from many sectors of mainstream society.

Assessment

The course assessment comprises presentations and a portfolio. The weighting is as follows:

• Two Presentations: 10% each (20% total)
• Portfolio: 6,500 words (80%)

Students can choose between two assignment options:

1. Community Participation and Change in a Peripheral Housing Estate: Evaluate a community psychology project on the Longridge Estate, Knutsford (or another peripheral housing estate agreed upon with the tutors in advance).
2. Change Project with Disabled People in the Community: Evaluate a disability-related placement. This will be arranged individually and requires prior agreement with the tutors.

The portfolio submission is divided into two stages:

• Stage I (30%): Due December 7th, 1:00 PM - 1:30 PM
• Stage II (50%): Due March 22nd, 10:00 AM - 11:00 AM

Key Assessment Dates

• 2.12.98: Group Presentation 1 (with community partners as appropriate): Context of the project: background; nature of community; definition of the change project (10%)
• 7.12.98: Portfolio Stage I Hand-in. Background (including literature review): nature of community; cultural issues; definition of the change project (context, power, diversity, systems and subsystems etc) (2,500 words, worth 30%)
• 17.3.99: Group Presentation 2 (with community partners as appropriate): Change implementation and evaluation (10%)
• 22.3.99: Portfolio Stage II Hand-in. Change perspective; implementation and sustainability strategies; evaluation (4,000 words, integrated with the literature, worth 50%)

The disability portfolio follows the same key dates and incorporates disability theory alongside principles of community psychology. Detailed guidelines will be provided separately.

Syllabus

The first term focuses on the fundamental principles and values of community psychology, along with theoretical frameworks for understanding and facilitating change within communities. The second term explores paradigms of change, strategies for contributing to sustainable change, and evaluation methodologies. Throughout the course, discussions will be linked to staff projects and student assignment projects. Guest speakers may be invited for some sessions.

Term 1

• Principles and values of community psychology.
• The nature of communities.
• Power and powerlessness.
• Psychological Sense of Community.
• Neighbourhood work and information gathering skills.
• Systems perspectives on social life and stakeholder analyses.

Term 2

• Paradigms of change.
• Strategies for change.
• Strategies for sustainability and reflexivity.
• Understanding and working with resistance and reactance to change.
• Evaluation of change.
• Project closure.
• The role of different kinds of psychological research in social contexts.
• Value and possibilities of community psychology and the role of social action.

Teaching Schedule

Term 1

• 9/30 - Introduction to the course. The nature of community psychology (CK, KK, RL)
• 10/7 - Models of community psychology (CK)
• 10/14 - Power and powerlessness (RL)
• 10/21 - Neighbourhood work and Information; Gathering skills; Developing local relationships (CK)
• 10/28 - Historical Perspectives and Social Exclusion (RL)
• 11/11 - Systems Perspectives (KK)
• 11/18 - Stakeholder Analyses (KK)
• 11/25 - Portfolio consultation (CK, KK, RL)
• 12/2 - Presentations: Context and Definition of Change Project (CK, KK, RL)
• 12/7 - Portfolio I hand-in date
• 12/9 - Methods of Review and Reflection (CK, KK, RL)

Term 2

• 1/6 - Paradigms of Change (I) (RL)
• 1/13 - Paradigms of Change (II) (RL)
• 1/20 - Strategies for change (CK)
• 1/27 - Project consultation (CK, KK, RL)
• 2/3 - Strategies for sustainability and reflexivity (KK)
• 2/10 - Reading Week (no classes)
• 2/17 - Resistance and Reactance (KK)
• 2/24 - Evaluation of change and project closure (CK, RL)
• 3/3 - Role and Nature of Psychological Research in Social Contexts (CK, KK, RL)
• 3/10 - Portfolio consultation (CK, KK, RL)
• 3/17 - Presentations: Change implementation and evaluation (CK, KK, RL)
• 3/22 - Portfolio II hand in date
• 3/23 - Research project presentations- no teaching

Reading List

Key Texts:

• Burton, M and Kagan, C (1995) Social Skills and People with Learning disabilities: A Social Capability Approach London, Chapman and Hall
• Orford, J (1992) Community Psychology London, Wiley

See Also:

• Atkinson, D. & Williams, F. (Ed.) (1990) Know me as I am: An anthology of prose, poetry and art by people with learning difficulties. Kent: Hodder & Stoughton in association with the OU and MENCAP.
• Croft, S and Beresford, P 1991 From Paternalism to Participation Brighton, Open Services Project
• Hales, G. 1996 Beyond Disability: Towards an Enabling Society London, Sage
• Hogett, P (ed) 1997 Contested Communities Bristol, Policy Press
• Moore,M. et al 1998) Doing Disability Research Milton Keynes, Open University Press
• Morris, J. (Ed.) (1996) Encounters with Strangers: Feminism and Disability. London: The Women’s Press.
• Oliver, M. (1990) The Politics of Disablement. Basingstoke: Macmillan.
• Parker, I and Spears, R (eds) 1996 Psychology and Society London, Pluto Press
• Sarason,S (1974) A Psychological Sense of Community San Fransisco, Jossey Bass
• Swain, J. et al 1993 Disabling Barriers - Enabling Environments London, Sage/Open University Press
• Thomas, D and Veno, A (eds) 1996 Community Psychology Wellington, Dunmore Press

Relevant Journals:

The relevant journals that you should scan regularly are: Community Work and Family; Journal of Community Psychology; Critical Social Policy; British Journal of Applied Social and Community Psychology; Race and Class; Disability and Society. Some of these journals will be held in libraries on other sites of the University (e.g. All Saints for Social Science; Didsbury for Social and Community work). Don’t confine your browsing to these journals - look at any that sound as if they might be relevant.

A number of books have been placed in the Short Term Loan system in the library:

Key Texts:

• Burton, M and Kagan, C (1995) Social Skills and People with Learning disabilities: A Social Capability Appraoch London, Chapman and Hall
• Orford, J (1992) Community Psychology London, Wiley

See Also:

• Parker, I and Spears, R (eds) 1996 Psychology and Society London, Pluto Press
• Thomas, D and Veno, A (eds) 1996 Community Psychology Wellington, Dunmore Press
• Whyte, WF (1991) Participatory Action Research London, Sage

Course Evaluation

Feedback will be gathered at intervals during the course to facilitate adjustments. While immediate changes may not always be possible, your input will inform future planning. Your participation is highly valued. We hope you find the course both useful and challenging. Please share your thoughts and experiences!

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