This document outlines the structure and content of the MSc Community Psychology course offered by the Department of Psychology and Speech Pathology at Manchester Metropolitan University. This module is part of the MSc Modular Scheme, specifically within Psychological Studies, and is offered as a short course worth 15 credits at Level M.
Teaching Arrangements
The course is taught by Carolyn Kagan, Kath Knowles, and Rebecca Lawthom. The teaching format involves six teaching days, interspersed with small group work and project work. A final day is dedicated to student presentations. The course is rooted in action learning principles, encouraging students to engage with real-world community issues, explore relevant literature, reflect on their learning, and identify further actions.
Throughout the course, students present their assignment progress and deliver a comprehensive presentation at the end. The course’s scope is defined by its duration, representing 15 credits or 150 hours of study. Approximately 40 hours are allocated to class attendance, leaving 110 hours for background reading, assignment work, writing, and presentation preparation.
Course Objectives
By the end of this course, students are expected to:
- Understand the core principles and methods of community psychology and its distinction from other psychological practices.
- Appreciate community psychology as a way of being, influencing all work, rather than a specific task.
- Assess the potential contributions of community psychologists.
Specifically, students will:
- Analyze community systems, groups, and organizations from a psychological perspective.
- Develop strategies for achieving change within community systems.
- Understand the context and constraints of working as a psychologist in the community.
- Appreciate the connections between community psychology and the lives of marginalized populations.
Past students have consistently succeeded in this module. While report marks may not always fully reflect the learning achieved due to the challenges of adopting a new working approach and skill set, student feedback has been overwhelmingly positive. Some past student comments include:
- “I never knew this kind of work would be possible. It has changed how I think about how I might be able to work as a psychologist: it has been the single most important influence on me in recent years.”
- “I entered the course to become a counselling psychologist. I Cannot see myself being satisfied with what I see as limitations of this way of working in the future.”
- “I did not think I would be able to use any of the issues raised on the course, but I now find I have radically changed how I undertake my work.”
- “This work has really helped me understand what I am doing in trying to develop a new local scheme. In addition it has given me new skills and new ways of thinking about what is possible.”
Course Outline
While specific aspects may vary based on project work, the general course outline is as follows:
- January 21st: Course requirements, introduction to Community Psychology. Principles, nature, social change, values, conceptual orientation, strategies, methods, and evaluation.
- January 22nd: Comprehensive community psychology project in action. Focus on mental health in a Northern town or inter-generational understanding in the inner city. Addressing multiple stakeholder issues: power, empowerment, context, problem assessment, strategies, methods, process, and change. Identification of project work for assignments.
- February 18th: Group presentations of assignments (I): Background (including literature review), nature of community, analysis of assignment issue (context, power, diversity, levels of analysis, systems and subsystems etc.), and focus of assignment.
- February 19th: Skills and methods: Social policy and other documentary analysis, bargaining and negotiation, group facilitation, networking and forming alliances, participatory work, ecological analyses, soft systems methodology, evaluation.
- March 11th: Group presentations of assignments (II): Change (including values, goals), implementation (including strategies and skills).
- March 12th: Constraints on working as a community psychologist: Resistance, professionalism, values and ideology, political and policy stakeholders, access, inclusion, and exclusion. Evaluation, change, and development in context over time.
- Date by arrangement: Group presentations of assignments (III): Critical assessment and evaluation. Project and methods of working (within the group and in the community). Community partners may be invited.
Students are also invited to the national Community Psychology Conference at MMU on January 7th and 8th, themed around Collective action and social change.
Working in the Field
Due to the “uncontrolled environment” of field work, all projects require a risk assessment in advance. Students must complete a risk assessment process and, if necessary, an ethical clearance process during class time.
Reading
Students will receive articles during the course but are expected to read journals, reports, and books. Examples include:
- Journal Community Psychology
- Community, Work and Family
- American Journal Community Psychology
- Journal Community and Applied Social Psychology
- Journal Social Policy
- Critical Social Policy
- Social Issues
- Race and Class
- Disability and Society
- British Journal Social Work
- Organization
Key Texts:
- Burton, M and Kagan, C (1995) Social Skills and People with Learning disabilities: A Social Capability Approach London, Chapman and Hall
- Hogett, P (ed) 1997 Contested Communities Bristol, Policy Press
- Orford, J (1992) Community Psychology London, Wiley
- Thomas, D and Veno, A (eds) 1996 Community Psychology Wellington, Dunmore Press
See Also:
- Barry, M and Hallett, C (1998) Social Exclusion and Social Work Lyme Regis, Russell House
- Brandon, D (1995) Advocacy: Power to People with Disabilities Birmingham, Venture Press
- Cannan, C and Warren (1997) Social Action with Children and Families: A community development Approach to Child and Family Welfare London, Routledge
- Carr, S and Schumaker J (eds) (1996) Psychology and the developing World Greenwood
- Checkland, p and Scholes, J (1990) Soft Systems Methodology in Action London, Wiley
- Croft, S and Beresford, P 1991 From Paternalism to Participation Brighton, Open Services Project
- Doyal, L. and Gough, I. (1991) A Theory of Human Need London, Macmillan
- Foweraker, J (1995) Theorizing Social Movements London, Pluto Press
- Frideres, J.S. (ed) (1992) A World of Communities: Participatory Action Research Perspectives New York, Captus University Press
- Gaskell, G. and Joerges, B. (1987) Public Policies and Private Actions Aldershot, Gower
- Gibson, T (1996) The Power in Our Hands Charlbury, Jon Carpenter
- Hales, G. 1996 Beyond Disability: Towards an Enabling Society London, Sage
- Hawtin, M, Hughes, G and Percy-Smith, J (1994) Community Profiling: Auditing Social Needs Bucks, Open University Press
- Henderson P and Thomas D (1987) Skills in Neighbourhood Work Union Press
- Ibanez, T. and Iniguez, L. (1997) Critical Social Psychology London, Sage
- Jahoda,G. (1981) Psychology and Anthropology London, Academic Press
- Levine M and Perkins D (1997) Principles of Community Psychology: Perspectives and Applications (2nd Ed) Oxford University Press
- Marlow, A and Pitts, J (ed) (1998) Planning Safer Communities Lyme Regis, Russell House
- McLaren, P and Leonard P (1993) Paulo Freire: A critical Encounter London, Routledge
- Moore, M. et al (1998) Doing Disability Research Milton Keynes, Open University Press
- Nelson, N. and Wright, S (1995) Power and Participatory Development London, IT Publications
- Parker, I and Spears, R (eds) 1996 Psychology and Society London, Pluto Press
- Sarason, S (1974) A Psychological Sense of Community San Francisco, Jossey Bass
- Slocum. R, Wichart, L, Rochleau, D and Thomas-Slayter, B (1995) Power, Process and Participation - Tools for Change London, IT pubs.
- Swain, J. et al 1993 Disabling Barriers - Enabling Environments London, Sage/Open University Press
- Whyte, WF (ed) Participatory Action Research London, Sage
- Wetherell, M. (ed) (1996) Identities, Groups and Social Issues London, Sage
Key Assessment Dates:
- 19.2.99 Group Presentation 1 (10%)
- 11.3.99 Group Presentation 2 (10%)
- 26.3.99 Group Presentation 3 (10%)
- TBA Assignment Hand-in. (4,000 words, integrated with the literature, worth 70%)
Course Evaluation
Feedback is gathered throughout the course to allow for adjustments. Student views are taken seriously and used to inform future planning. Active participation in providing feedback is encouraged.
Assignment
The assignment involves a set task, allowing students to focus their interests within a community context. Students can work individually or in groups of up to four. The assignment requires a 4000-word critical assessment of the contribution of community psychology to a named issue in the community. The assignment should include:
- Background and context to the work (including literature review).
- Nature of community and student involvement.
- Analysis of assignment issue (context, power, diversity, levels of analysis, systems and subsystems etc.) and focus of assignment. This section should refer to a specified community issue and ‘problem’ on which the student will, or intends to work.
- Change (including values, goals) implementation (including strategies and skills). This section may be based on actual or proposed action, depending on the nature of the issue and timescale.
- Critical assessment and evaluation: project and methods of working (within the group and in the community). This section may be based on actual or proposed evaluation, depending on the nature of the issue and timescale. It should also include some reflexive analysis of how the student has worked within their group, and of what they have learnt about themselves as a community psychologist.
The assignment must draw on relevant literature. Group reports must include a statement of individual contributions and a proposed mark distribution, signed by all members.
Oral Presentations
Opportunities are provided for presentations on the three parts of the assignment. Each presentation is worth 10% of the final mark, with the final report worth 70%. Presentations can take any form, but non-standard modes (e.g., drawings, videotape, leaflets, drama performance) must be discussed with a tutor in advance. All presentations are assessed on content and process of communication by peers and a tutor. Written feedback is provided. Community partners can be invited, subject to tutor approval regarding expenses.
Outcome Criteria
Work is assessed based on the extent to which students demonstrate:
- Ability to communicate the community psychology project.
- Knowledge of relevant community psychology literature and its application to real-life issues.
- Understanding of ethical issues and the principles and values of community psychology underpinning work in the community.
- Ability to analyze community issues in context, at different levels, and with the interests of marginalized people at the forefront.
- Ability to devise relevant strategies for change and reflect critically on skills used and the impact of work on different stakeholders, especially marginalized people.
General Masters’ Level Assessment Criteria:
- Shows knowledge.
- Critically evaluates literature.
- Critically appraises use of psychological knowledge.
- Links with experience.
- Links with other areas of knowledge.
- Exercises and expresses own opinions and judgements.
- Presents originality of thought.
- Generation of new ideas.
- Clear communication in different channels (written/oral/visual/auditory)
Examples of Project Types:
- The involvement of learning disabled people in a LETS scheme
- Psychological aspects of the social impact of a new out-of-town shopping centre
- The impact of an urban regeneration scheme on elderly residents
- Needs of young people on a peripheral housing estate
- Closure of a post office: does it matter?
- The role of school governors in the development of inclusive education
- Nutrition and homeless people
- Mental Health Arts project and citizenship
- How has children’s play changed in an urban area over the last three generations?
- Community policing and school exclusion
- Suicide amongst farmers
- Housing Needs of Displaced Families
- The formation of a representative and participative residents association in a rural housing estate
- Rubbish and Environmental Participation
- Community Development Approach to Crime Reduction