PSYC 443 - Community Psychology: Social Intervention and Change

Spring 1998

Wednesdays 9-11:30 AM

Room: Gilmer 803, University of Virginia

Instructor: Jennifer Woolard, M.A.

Office: Gilmer 303, University of Virginia

Phone: 982-5666

E-mail: [email protected]

Course Overview

This course provides an introduction to the science and practice of community psychology. Through readings and case examples, students will learn how psychologists investigate problems affecting entire communities and how they can leverage community resources to develop effective solutions. Community psychologists address a wide range of social issues, including juvenile violence, homelessness, child abuse, and welfare reform. These issues will serve as a basis for exploring key concepts in community psychology, understanding the dynamics of community change, and learning strategies for psychologists to collaborate with communities in addressing their challenges. The course will also examine the intersection of research and science with the practical aspects of working successfully with people in their own communities.

Course Requirements

Required Readings

• Textbook: Duffy, K.G., & Wong, F.Y. (1996). Community psychology. Boston, MA: Allyn Bacon. (Available at Newcomb Hall Bookstore).
• Reserve Readings: Available on reserve at Clemons Library and electronically via any networked computer on Grounds or with dial-in access. Instructions for electronic access are attached to the syllabus. Please notify the instructor if a reading is missing from either reserve list during the assigned week.

Class Participation and Assignments

Active participation is crucial. Students are expected to attend class, complete readings, and contribute to discussions. Activities like thought pieces, critical questions, and group work will stimulate discussion. Participation will be rated on a scale of 0-3 each class, with the lowest rating dropped. Students who find it difficult to speak in class should consult with the instructor within the first two weeks to explore alternative contribution methods.

Starting the second week, students will submit weekly assignments identifying key critical questions from the readings. These questions should go beyond factual recall and explore the readings in novel ways, without definitive “correct” answers. Assignments must be TYPED; handwritten submissions will not be accepted. Students receive two assignment-free weeks: one during their group presentation and another to be used at their discretion.

Group Presentation

All students will participate as “teachers” during one class session in the second half of the semester. In line with the principles of community psychology, the classroom environment will be modified to empower students with significant responsibility for the instructional process. Each presentation team will provide a written outline and reference list. Self-evaluations and anonymous feedback from classmates will be incorporated. Further details will be provided in a separate handout.

Annotated Bibliography and Final Paper

Both assignments will focus on a student-selected topic related to community psychology. The topic should address a “social problem” suitable for intervention, that is real and local (i.e., connected to groups, agencies, or organizations in the area).

Bibliography

Students will create an annotated bibliography of 7 scholarly articles on their chosen topic. This assignment aims to develop critical thinking skills through reading and critiquing research, and to provide background material for the final paper. Grading will assess the quality of article selection, annotation, and both positive and negative criticism. At least five articles must be from peer-reviewed journals; the other two may come from edited books. A list of suggested journals is included in the syllabus. Examples of annotated bibliography assignments will be provided by the instructor. To ensure topic appropriateness, students must submit their topic and a list of articles to the instructor in class on February 11. While psychological literature should be prioritized, interdisciplinary works are encouraged.

The bibliography is due by 5 PM on Monday, March 2.

Final Paper

The final paper aims to apply course concepts, methods, and issues to a specific social problem warranting intervention. The paper will address 8-10 questions or issues provided by the instructor regarding intervention ideas. The paper should be 8-12 pages, double-spaced. A handout with further information and the list of issues will be provided.

The paper is due by 5 PM on Monday, April 27.

Grading

• Class participation and weekly assignments: 25%
• Group presentation: 25%
• Annotated bibliography: 25%
• Final paper: 25%

Late Assignments

Students will receive 2 “coupons,” each allowing a one-day extension on an assignment (excluding group presentations). Coupons can be used separately or together, and must be attached to the assignment. Saturdays and Sundays count as one day each. After coupon depletion, late assignments will be penalized for each day of delay.

Topic Outline and Assignment Due Dates

• Jan. 14: Introduction to the Community Orientation
• Jan. 21: The Science of Community Psychology
• Jan. 28: Community Psychology and Social Change (Critical questions due)
• Feb. 4: Ecology and Levels of Analysis (Critical questions due)
• Feb. 11: Prevention and Empowerment (Critical questions due; Annotated Bibliography Topic and List of Articles due)
• Feb 18: Social Power, Control, and Inequality (Critical questions due)
• Feb 25: Social Support and Sense of Community (Critical questions due; Annotated bibliography due by 5 PM Monday, March 2)
• Mar. 4: Strategies for Social Change (Critical questions due)
• Mar. 18: Social and Human Services in the Community (Critical questions due; Group presentation)
• Mar. 25: Schools, Children, & Communities (Critical questions due; Group presentation)
• Apr. 1: Law, Crime, & Community (Critical questions due; Group presentation)
• Apr. 8: The Health Care System (Critical questions due; Group presentation)
• Apr. 15: Community Organizational Psychology (Critical questions due; Group presentation)
• Apr. 22: Ethics, Science, and Intervention (Final paper due by 5 PM on Monday, April 27)

Schedule and Reading Assignments

• Class 1 (Jan. 14): Introduction to Community Orientation
• Class 2 (Jan. 21): The Science of Community Psychology
  • Duffy & Wong, Chapters 1 & 2
  • Excerpts from Meltzoff, J. (1998). Critical thinking about research.
• Class 3 (Jan. 28): Community Psychology and Social Change (Critical questions due)
  • Duffy & Wong, Chapter 3
  • Hess, R.E., & Wandersman, A. (1985). What can we learn from Love Canal? A conversation with Lois Gibbs and Richard Valinsky. Prevention in Human Services, 4, 111-123.
  • Stone, R.A., & Levine, A. (1985). Reactions to collective stress: Correlates of active citizen participation at Love Canal. Prevention in Human Services, 4, 153-177.
  • Weick, K. E. (1984). Small wins: Redefining the scale of social issues. American Psychologist, 33, 370-380.
• Class 4 (Feb. 4): Ecology and Levels of Analysis (Critical questions due)
  • Garbarino, J. & Abramowitz, R.H. (1992). The ecology of human development. In J. Garbarino (Ed.), Children and families in the social environment (2nd ed., pp 11-33). New York: Aldine.
  • Heller, K., Price, R. H., Reinharz, S., Riger, S., & Wandersman, A. (1984). Ecological and environmental influences on the individual. In Psychology and community change (pp. 172-226). Pacific Grove, CA: Brooks/Cole.
  • Orford, J. (1992). Theories of person in context. In Community psychology theory and practice (pp. 14-36). New York: Wiley.
  • Schweinhart, L.J., & Weikart, D.B. (1988). The High/Scope Perry Preschool Program. In R.H. Price, E.L. Cowen, R.P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention (pp. 53-65). Washington, DC: American Psychological Association.
• Class 5 (Feb. 11): Prevention and Empowerment (Critical questions due; Annotated bib topic and list of articles due)
  • Heller, K., Price, R. H., Reinharz, S., Riger, S., & Wandersman, A. (1984). Prevention and health promotion. In Psychology and community change (pp. 172-226). Pacific Grove, CA: Brooks/Cole.
  • Rappaport, J. (1987). Terms of empowerment/exemplars of prevention: Toward a theory of community psychology. American Journal of Community Psychology, 15, 121-148.
  • Riger, S. (1993). Whats wrong with empowerment. American Journal of Community Psychology, 21, 279-292.
  • Bloom, B.L., & Hodges, W.F. (1988). The Colorado Separation and Divorce Program: A preventive intervention program for newly separated persons. In R.H. Price, E.L. Cowen, R.P. Lorion, & J. Ramos-McKay (Eds.), Fourteen ounces of prevention (pp. 53-65). Washington, DC: American Psychological Association.
• Class 6 (Feb. 18): Social Power, Control, & Inequality (Critical questions due)
  • Orford, J. (1992). Social resources: Power and control. In Community psychology theory and practice (pp. 84-107). New York: Wiley.
  • Ryan, W. (1971). The art of savage discovery. In Blaming the victim (pp. 3-30). New York: Vintage Books.
  • Ryan, W. (1994). How people think about equality. American Journal of Community Psychology, 22, 25-35.
• Class 7 (Feb. 25): Sense of Community and Social Support (Critical questions due. Annotated bib due by 5pm Monday, March 2).
  • Sarason, S. B. (1974). The perception and conception of a community. In The psychological sense of community (pp. 130-160). San Francisco: Jossey Bass.
  • Maton, K.I., Teti, D.M., Corns, K.M., Vieira-Baker, C.C., Lavine, J.R., Gouze, K.R., & Keating, D.P. (1996). Cultural specificity of support sources, correlates, and contexts: Three studies of African-American and Caucasian Youth. American Journal of Community Psychology, 24, 551-587.
  • Felton, B. J., & Shinn, M. (1992). Social integration and social support: Moving “social support” beyond the individual level. Journal of Community Psychology, 20, 103-115.
• Class 8 (March 4): Strategies for Social Change (Critical questions due)
  • Duffy & Wong, Chapter 4
  • Price, R.H. (1989). Bearing witness. American Journal of Community Psychology, 17, 151-167.
  • Greenberger, E. (1983). A researcher in the policy arena: The case of child labor. American Psychologist, 38, 104-111.
  • Alinsky, S. (1971). Rules for radicals. New York: Random House. [pp. 2-23, 98-124).
• Class 9 (March 18): Social and Human Services in the Community (Critical questions due; Group presentation)
  • Duffy & Wong, Chapter 7.
  • Shinn, M. (1992). Homelessness: What is a psychologist to do? American Journal of Community Psychology, 20, 1-24.
  • Allen, J. Philiber, Herrling, & Kuperminc, G. (in press). Preventing teen pregnancy and academic failure: Experimental evaluation of a developmentally-based approach. Child Development.
• Class 10 (Mar. 25): Schools, Children, & Communities (Critical questions due; Group presentation)
  • Duffy & Wong, Chapter 8
  • Seidman, E., Aber, J.L., Allen, L., & French, S. E. (1996). The impact of the transition to high school on the self-system and perceived social context of poor urban youth. American Journal of Community Psychology, 24, 489-515.
  • Solomon, D., Watson, M., Battistich, V., Schaps, E., & Delucchi, K. (1996). Creating classrooms that students experience as communities. American Journal of Community Psychology, 24, 719-748.
• Class 11 (Apr. 1): Law, Crime, & Community (Critical questions due; Group presentation)
  • Duffy & Wong, Chapter 9
  • Roesch, R. (1995). Creating change in the legal system: Contributions from community psychology. Law and Human Behavior, 19, 325-343.
  • Sullivan, C., Campbell, R., Angelique, H., Eby, K.K., & Davidson, W. (1994). An advocacy intervention program for women with abusive partners: Six-month follow-up. American Journal of Community Psychology, 22, 101-122.
• Class 12: (Apr. 8): The Health Care System (Critical questions due; Group presentation)
  • Duffy & Wong, Chapter 10: The health care system
  • Ozer, E.J., Weinstein, R.S., Maslach, C., & Siegel, D. (1997). Adolescent AIDS prevention in context: The impact of peer educator qualities and classroom environments on intervention efficacy. American Journal of Community Psychology, 25, 289-324.
  • Biglan, A., Ary, D., Koehn, V., Levings, D., Smith, S., Wright, Z., James, L, & Henderson, J. (1996). Mobilizing positive reinforcement in communities to reduce youth access to tobacco. American Journal of Community Psychology, 24, 625-638.
• Class 13 (Apr. 15): Community Organizational Psychology (Critical questions due; Group presentation)
  • Duffy & Wong, Chapter 11
  • Lambert, S.J., & Hopkins, K. (1995). Occupational conditions and workers sense of community: Variations by gender and race. American Journal of Community Psychology, 23, 151-179.
  • Spreitzer, G.M. (1995). An empirical test of a comprehensive model of intrapersonal empowerment in the workplace. American Journal of Community Psychology, 23, 601-629.
• Class 14 (Apr. 22): Ethics, Science, and Intervention (Final paper due by 5 pm on Monday, April 27).
  • Duffy & Wong, Chapter 12: The future of community psychology
  • Kelly, J. (1971). Qualities for the community psychologist. American Psychologist, 26, 897-903.

Accessing Course Readings on Reserve

The required readings are available at Clemons Library, both in paper and electronic formats. Electronic versions can be accessed from any networked computer on Grounds or with dial-in access, using a WWW browser (e.g., Netscape) and Adobe Acrobat. Instructions for accessing electronic reserves are available at the library’s web page: http://www.lib.virginia.edu/reserve/.