Relevant bibliographies by topics / Community psychology Psychologists

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Community psychology Psychologists'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Community psychology Psychologists"

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Davidson, Graham. "Toward an Applied Aboriginal Psychology." South Pacific Journal of Psychology 5 (1992): 1–20. http://dx.doi.org/10.1017/s0257543400001486.

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This essay discusses some impediments to, and prospects for, the development of applied Aboriginal psychologies from the perspectives of cross-cultural and cultural psychology. Aboriginal psychologies are said to differ from mainstream scientific psychology in terms of their research priorities, world views, problems to be addressed, methodologies, ideological commitments, and perceived usefulness. Aboriginal and nonaboriginal people's perceptions of mainstream psychology and psychologists and of priority community needs are reported to provide evidence for such differences.
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Gibson, Kerry, Rob Sandenbergh, and Leslie Swartz. "Becoming a Community Clinical Psychologist: Integration of Community and Clinical Practices in Psychologists' Training." South African Journal of Psychology 31, no. 1 (March 2001): 29–35. http://dx.doi.org/10.1177/008124630103100106.

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It has been recognised that South African clinical psychologists need to be trained in more community-oriented forms of practice. Training in this field however seems to involve particular difficulties for students who often struggle with disillusionment and feelings of incompetence that ultimately may in turn deter them from this important work. This article draws from the experience of a clinical psychology training course at the University of Cape Town. Firstly it describes the many sources of anxiety that may confront students in their initial exposure to community work and which might interfere with their capacity to learn. Students' adjustment to the inherent demands of this difficult work is often further hampered by an unproductive division between community work and more conventional forms of psychological practice. In the second part of the article we describe an approach to training which is designed to contain students' anxieties and increase their ability to manage and learn from their experience. This approach has three basic tenets: Firstly it stresses the need to provide students with a limited and carefully structured exposure to community work which matches their developing capacities; secondly it attempts to build bridges between the skills required in conventional psychological practice and those needed for community-oriented work and finally, it emphasises the need for on-going support for both students and their supervisors.
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Aitman, J. B., and J. C. Samuel. "Psychologists in the community." Early Child Development and Care 20, no. 1 (January 1985): 33–47. http://dx.doi.org/10.1080/0300443850200105.

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Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.

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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists. Key Words: Registration; Internship; Psychologist; Qualification; Board Examination
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Sullivan, Michael J., Patricia I. Johnson, Betty J. Kjellberg, Joshua Williams, and Barbara Beauchamp. "Community leadership opportunities for psychologists." Professional Psychology: Research and Practice 29, no. 4 (1998): 328–31. http://dx.doi.org/10.1037/0735-7028.29.4.328.

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Bojuwoye, Olaniyi. "Training of Professional Psychologists for Africa: Community Psychology or Community Work?" Journal of Psychology in Africa 16, no. 2 (January 2006): 161–66. http://dx.doi.org/10.1080/14330237.2006.10820117.

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Pettifor, Jean L. "Ethical Standards for Community Psychology." Canadian Journal of Community Mental Health 5, no. 1 (April 1, 1986): 39–48. http://dx.doi.org/10.7870/cjcmh-1986-0004.

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Codes of ethics have been found inadequate for community psychology because of the emphasis on the relationship between the professional and individual clients rather than on the relationship with the community. Explicit value statements and guidelines for resolving dilemmas of conflicting views are often lacking. For purposes of discussion, possible revisions of the preamble and the major principles of the codes of ethics of the American and Canadian Psychological Associations are presented. Vignettes of ethical dilemmas in community psychology and an approach to decision making are also provided. Community psychologists are urged to develop more definitive guidelines.
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Jason, Leonard A., Max Abbott, James Dalton, Terris Gilius, Steven Heyman, Pierre L. J. Ritchie, David Thomas, et al. "Facilitating social support among community psychologists." Journal of Community Psychology 13, no. 1 (January 1985): 83–89. http://dx.doi.org/10.1002/1520-6629(198501)13:1<83::aid-jcop2290130112>3.0.co;2-y.

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Berkel, LaVerne A., Johanna E. Nilsson, Alyssa V. Joiner, Sally Stratmann, Kaylor K. Caldwell, and Wen Wen Chong. "Experiences of Early Career Counseling Psychologists Working in Integrated Health Care." Counseling Psychologist 47, no. 7 (October 2019): 1037–60. http://dx.doi.org/10.1177/0011000019895495.

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Psychologists are increasingly represented among interprofessional health care teams, yet little is known about counseling psychologists who fulfill these roles. We interviewed 13 early career counseling psychologists in different settings across the country about their roles and functions, the nature of their relationships with other health professionals, and counseling psychology identity and values. Results showed that counseling psychologists perform a variety of duties by adapting their counseling psychology training to medical settings, and that they find this work both challenging and rewarding. Participants incorporated traditional counseling psychology pillars of prevention, diversity, social justice, and strength-based interventions to make contributions to patient and community care in integrated health care settings. Implications for training and future research are discussed.
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White, Aaronette M., and Cheryl A. Potgieter. "Teaching Community Psychology in Postapartheid South Africa." Teaching of Psychology 23, no. 2 (April 1996): 82–86. http://dx.doi.org/10.1207/s15328023top2302_2.

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Community Psychology can play an important role in the post-apartheid psychology curriculum as South Africa struggles to implement its Reconstruction Development Programme. A Community Psychology course was developed to address some of the pressing issues that face the Black majority in South Africa. The course perspective, course structure, reading materials, and assignments are described. The relevance of psychology during the postapantheid era and the challenges that psychologists face at historically Black South African universities are discussed. The course has been contextualized for South Africa; however, it can be adapted to suit any Community Psychology course taught in societies that struggle with racist, sexist, and economic forms of oppression.
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Dissertations / Theses on the topic "Community psychology Psychologists"

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Williams, Lorenza Logan. "Perceptions of community psychology among registered psychologists." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1315.

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Lazarus, Sandy. "The role of the psychologist in South African society : in search of an appropriate community psychology." Doctoral thesis, University of Cape Town, 1988. http://hdl.handle.net/11427/15451.

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Bibliography: leaves 237-252.
The purpose of the present study was to make suggestions for an appropriate community psychology practice in South Africa, and to explore the implications for the training of psychologists within this context. In order to develop these proposals an understanding of the South African social context and the location of psychology in that context was sought. In addition it was considered necessary to gain an overview of the community psychology approach in other contexts. Thereafter an exploration of the views of various people on an appropriate role for the psychologist in the broader socio-political arena in South Africa was conducted. These included key community psychologists in other contexts, psychologists in South Africa, psychology students, members of other social sciences, members of the public, and community organizers. An exploration of theoretical issues and relationships fundamental to a community psychology was then pursued, using a Critical perspective as a basis. Based on all of the above and direct experience of working and teaching within a community psychology framework in South Africa, suggestions for practice and training were offered.
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Carolissen, Ronelle. "Identity and community psychology : a study of psychologists and trainees in the Western Cape." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/992.

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Stuart, Jenny. "Clinical psychologists and critical community psychology : a grounded theory of personal professional development and practice." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13869/.

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Clinical psychologists who have aligned themselves with critical community psychology (CCP) and/or who have implemented it in practice are in a minority (Boyle, 2011). The literature suggests significant difficulties and contradictions with such an orientation, but there is limited information available about the personal professional development and practice, of clinical psychologists who are interested in CCP. The aim of the current study was to develop an understanding of the social processes involved in clinical psychologists’ development of interest in CCP and how, if at all, this interest related to practice. Twenty clinical psychologists completed an online qualitative survey, of whom twelve were also interviewed. Social constructionist grounded theory methodology (Charmaz, 2014) informed the data collection and analysis. The findings formed five categories: ‘being drawn to CCP’ ‘navigating level of confidence’, ‘balancing clinical psychology and CCP’, ‘connecting with allies’ and ‘interacting with professional structures’. Findings are discussed in the context of existing empirical and theoretical literature.
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Fortein, Bianca Euphemia Monique. "Perceptions of psychology : the views of key informants and primary health care service users in a peri-urban community in the Western Cape." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2406.

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Thesis (MA (Psychology))--University of Stellenbosch, 2009.
The importance of delivering psychological services, particularly in disadvantaged communities is acknowledged by policy makers. Yet, little information exists about how communities view psychologists and psychological services. This study explores how key informants and primary health care service users in a peri-urban community in the Western Cape perceive psychologists and their profession. Focus groups were conducted with primary health care service users and in-depth interviews were conducted with key informants. Results were content analysed. These results indicate that this community’s conceptualisation of psychology incorporates both Western and indigenous notions and concepts which are utilised simultaneously. Psychology is viewed positively as a profession that can aid individuals and groups in dealing with and resolving intra- and interpersonal problems and conflicts. Those with mental health problems are still subject to a great deal of stigmatisation. The fear of being labelled makes the utilisation of the services of a psychologist or other mental health professional highly unlikely in several instances. This problem is exacerbated by issues related to the availability of and access to such services, as well as the quality of available care. Nonetheless, these participants state that psychologists themselves can make a positive contribution to addressing these issues, starting with active involvement in communities and providing information regarding the nature and value of the work they do. This information is critical if we are to design and implement comprehensive intervention strategies that allow for meaningful and informed participation within communities.
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Rawat, Sherona. "Evaluation of the experiences of clinical psychologists providing community services within the community service psychology program in KwaZulu-Natal, South Africa." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1201.

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Submitted to the Faculty of Human Sciences in partial fulfilment of the requirements for the degree of PhD in Community Psychology in the Department of Psychology at the University of Zululand, South Africa, 2011.
This study investigated the differences and similarities in the experiences of community service psychologists placed within the KwaZulu-Natal region. It comprised of eight (8) community service psychologists, seven (7) females and one male, placed at some point within a two year period at different sites within the region. Seven (7) community service psychologists were still in community service while one (1) had already completed their stipulated year of service. A single, structured interview was used to collect the data. Grounded theory was utilized in the analysis of the qualitative data. Comparisons were drawn between the experiences of the community service psychologists in relation to their individual experiences in order to extract common themes. Significant individual experiences where noted and discussed. The findings indicate dissatisfaction with the management and implementation of the Community Service Psychology Program amount the participants. In addition, psychological trauma in regard to fear over safety and abusive or alienating management structures within the environments serviced by the Community Service Psychologists was noted. The implications and applications of this study can be far-reaching as research is direly lacking in the arena of Community Service structures and facilitation within the South African context.
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Hussar, Jessica M. "Examining the differences in roles and functions of school psychologists among community settings| Results from a national survey." Thesis, Alfred University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739356.

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A nationwide survey of school psychologists across the four NASP regions was conducted in order to discern if school psychologists’ community setting related to school psychologists’ role and function as well as job satisfaction. Community setting was operationalized using a zip code database to precisely define urban, suburban, and rural. Two thousand schools were sent surveys for distribution to school psychologists; 220 school psychologists participated. Respondents completed a researcher created survey called the Regional Role and Function Survey (RRFS) and the Minnesota Job Satisfaction Questionnaire – Short Form (MSQ – SF). The respondents answered questions pertaining to personal demographics, demographics about their workplace, their roles and functions as a school psychologist, and their job satisfaction. The findings indicated that school psychologists across community settings engage in assessment related to special education for the highest percentage of time out of all possible roles and functions. School psychologists in suburban community settings were more likely to engage in supervision and to have lower job satisfaction than school psychologists in all other community settings. School psychologists who were stationed in one school building or a K-12 campus were more likely to spend time in roles and functions other than special education assessment. The importance of school psychologist community setting is discussed; additionally the varying roles and functions of school psychologists, boundary-spanning, factors influencing job satisfaction, as well as methodology associated with rural research were explored.

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Wood, Heather. "A Q-Sort Study : service user and trainee psychologists' perspectives of recovery in a community-based project." Thesis, Staffordshire University, 2015. http://eprints.staffs.ac.uk/2255/.

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The concept of recovery in mental health has changed over time and reflects our increased understanding of the factors that are important to service users and mental health professionals in defining recovery. This thesis investigates service user and trainee psychologists’ perspectives of recovery in a community-based project. The first part of this thesis reviews the literature on the development of our understanding of recovery in mental health. The search strategy that was developed yielded 9 studies that met the inclusion criteria and a further 3 studies were added following a hand-search of relevant literature. Four themes were identified that charted the development of our understanding of recovery: i) Recovery over the past decade; ii) Changing Perceptions of Recovery; iii) The rise of service user involvement; and iv) New ways of providing services. The review identified that there was a move from a medical model towards a recovery based model. The second part of this thesis is a Q-methodological study that investigates service user and trainee psychologists’ perceptions of recovery in a community based project. The sample of 23 participants comprised 12 service users and 11 trainee clinical psychologists. Participants sorted 50 statements related to the process of recovery from mental health problems. A Centroid Factor Analysis revealed a 3 Factor Solution. Factor 1 was solely endorsed by trainee clinical psychologists and proposed that understanding and social support is the key to recovery. Factor 2 was solely endorsed by service-users and proposed that attending Growthpoint and medication was the key to recovery. Factor 3 was endorsed by both service-users and trainee psychologists and proposed that attending Growthpoint and personal growth was the key to recovery. A visual representation of the conceptual space is presented through the use of multidimensional scaling. An in depth interpretation of the factors is presented and the implications of the research are discussed. The third part of this thesis is a reflective paper whereby the author uses a narrative approach to compare her experience of recovery from diabetes to the experience of recovery from mental health problems. The author uses Q-Sort methodology to compare factor viewpoints that emerged from the Q-Sort analysis and combines this with the model of Reflective Practice developed by Atkins & Murphy (1994).
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Nutt, Katherine Marie. "Clinical psychologists' narratives of relatedness within a multi-disciplinary team context." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17186.

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The focus of this study was to explore how Clinical Psychologists narrate their experience of relatedness within a multi-disciplinary team. Mental health services in the UK are facing increased financial pressure and a necessity for all professionals to justify their role. In this context value often appears to be placed on the cheapest way of providing individual, independent care for clients rather than on the relational value of job satisfaction, joint working and therapeutic relationships. The aim of this study was to explore the experience of Clinical Psychologists and through this contribute to thinking around collaborative and interdisciplinary working. This study was guided by eight individual semi-structured interviews which were conducted with Clinical Psychologists who work in Multi-Disciplinary working age adult Community Mental Health Teams and explored using Narrative Analysis. The participants consisted of seven females and one male who had been qualified between three and fifteen years and were working at various pay bands between 7 and 8c. Four relational narratives were found. These were connections to the self of the psychologist, connections to clients, connections with colleagues and connections with the system. The first relational aspect was how the Clinical Psychologists in this study storied their ability to remain connected to their own humanity and their personal values within the context of their Multi-Disciplinary Teams. The second level involved the stories about relationships and connections with clients, particularly thinking about the perceived impact and consequences of the other relational levels for the clients and their safety. The third relational aspect was the stories that Clinical Psychologists told about their sense of relatedness to their colleagues within their teams and the importance of having time available for this. Finally, the fourth level, which was evident within all the other relationships, was of the impact of the wider system and context. These stories emerged from the analysis process with the understanding that the interviews were co-constructed and represented multiple voices. This study confirmed that despite a history of both research and legislation highlighting the benefits and values of inter-professional working and compassion the reality remains elusive. To achieve these aims there needs to be a shift in focus from short-term planning evaluating efficiency in relation only to perceived financial value, to thinking more widely and long-term about relational value. There is a need for investment and recognition of the aspects of team working that are less easy to quantify financially. Further research could explore the experience of other professional groups within CMHTs, and other MDTs, and of clients. This would give a voice to individuals who did not have an explicit voice in this research.
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Paget, Alexandra. "Perceptions of clinical psychologists working in low income, high violence communities in Cape Town: Exploring the link between infant-caregiver attachment and the development of internalizing problems in children." Thesis, University of the Western Cape, 2017. http://hdl.handle.net/11394/5446.

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Magister Artium (Psychology) - MA(Psych)
Given that numerous research studies have established the important role that attachment plays in the development of internalizing disorders in children, it is important to ensure that the clinical psychologists working within this population and within this category of disorders are aware of this link. This will help ensure that they intervene adequately and appropriately. Although there is some emerging research on psychologists' perceptions and practices regarding the assessment of internalizing disorders, there is very little available information to date specifically addressing clinical psychologists' perceptions and understandings regarding the influence of attachment on the development of internalizing disorders in children. This study aimed to explore how clinical psychologists operationalize internalizing disorders in children and how they understand the link between infant-caregiver attachment and internalizing disorders in children. Parents/caregivers from low income, high violence communities are a vulnerable group in South Africa, and as a result, it is becoming increasingly important to explore how clinicians understand the development of children growing up in conditions where the nature of parenting is taking place under conditions of pervasive adversity. As such, this study explored the perceptions of clinical psychologists working in low income, high violence communities within Cape Town. This research was conducted using a qualitative research approach that makes use of in-depth individual interviews. Semi-structured interviews were conducted, and then transcribed and analysed using thematic analysis. A sample size of eight participants was recruited using a purposive, snowball sampling technique. All ethical considerations were adhered to and appropriate ethical clearance was obtained from all relevant ethical committees. Object relations theory provided the theoretical framework through which data was interpreted. A specific focus on attachment theory was incorporated. Findings suggest that although clinicians acknowledge and accept the important influencing factor of infant-caregiver attachment on the development of internalizing disorders in children, very few clinical psychologists make use of attachment theory as their primary theoretical or therapeutic orientation. Participants highlighted the importance of an integrative approach to the understanding of childhood pathology and made reference to the fact that the impact of attachment relationships needs to be considered in conjunction with other risk factors that predispose children to the development of internalizing disorders. Given the importance that participants placed on systemic and contextual factors influencing the attachment relationship, future research could investigate the role of a multi-disciplinary approach to the treatment of internalizing disorders in children. Further research also needs to be conducted that examines the efficacy of attachment-based conceptualizations and interventions in diminishing internalizing problems in children, and the way that these are perceived by the clinical psychologists working with these behaviours.
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Books on the topic "Community psychology Psychologists"

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García-Vázquez, Enedina. Handbook of education, training, and supervision of school psychologists in school and community. New York: Brunner-Routledge, 2009.

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M, Skovholt Thomas, ed. Ethical practice in small communities: Challenges and rewards for psychologists. Washington, DC: American Psychological Association, 2006.

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(Editor), James G. Kelly, and Anna V. Song (Editor), eds. Six Community Psychologists Tell Their Stories: History, Contexts, and Narrative. Haworth Press, 2004.

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Armstead, Theresa L. Federal Careers for Applied Community Psychologists. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0002.

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This chapter covers one community psychologist’s transition from academia to a public health agency in the federal government. The author compares and contrasts the similarities of the two employer types, describes her roles and responsibilities for supporting a publicly funded prevention program, and offers advice for job seekers. Readers will learn how community psychology competences position them well for a career in the federal government.
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Viola, Judah J., and Olya Glantsman, eds. Diverse Careers in Community Psychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.001.0001.

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The goal of Diverse Careers in Community Psychology is to (1) highlight the diversity of career options for someone with community psychology training; (2) provide details about the different types of careers (e.g., tasks involved, benefits and challenges, salary range, and so on); and (3) list the steps one can take to develop skills and position oneself for such a career. This text provides a better understanding of the diverse career options available for people who train in community psychology (CP), and how the CP competencies are put into practice across the full spectrum of job titles and career paths that a community psychologist might follow. The book includes 23 chapters authored by 30 different community psychologists with various backgrounds, interests, and areas of expertise, who provide examples of what it is like to work in their settings. The book also includes a summary of a first-of-its-kind career survey of over four hundred individuals in the field. It is our hope that this text will help current, prospective, and former students in community psychology and related fields, as well as professionals interested in expanding or changing their careers, to find an ideal career path.
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G, Kelly James, and Song Anna V, eds. Community psychology in practice: An oral history through the stories of five community psychologists. New York: Haworth Press, 2008.

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Garate, Teresa. Accidental Community Psychologist. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0004.

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In this chapter, the author shares the impact that community psychology has had on her professional life over the last 23 years and how its principles are embedded through her varied career experiences. She explains how her mentors, both community psychologists and their community of scholars, along with her many years of collaboration, transformed her from a special education teacher into a community psychologist. The chapter outlines how the principles of CP helped the author influence large institutions and government agencies to make systemic changes. Community psychology principles most relevant to the author’s career experience have been participatory action research, evaluation, and a deep understanding of community, broadly defined.
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(Editor), James G. Kelly, and Anna V. Song (Editor), eds. Six Community Psychologists Tell Their Stories: History, Contexts, and Narrative. Haworth Press, 2004.

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Majer, John M. Community Colleges. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0016.

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Community psychologists typically work in various settings, such as universities, community-based organizations, and/or as independent consultants. This chapter describes the experiences of one community psychologist who found a niche within a community college, including some material on his transition from graduate school to community college faculty and progression to tenured professor. This chapter describes how some community psychology values and competencies (i.e., human diversity, advocacy, mentorship, community-building) are practiced in this unique setting.
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A Life Well Lived: Maxwell Jones - A Memoir (Community, Culture and Change). Jessica Kingsley Publishers, 2003.

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Book chapters on the topic "Community psychology Psychologists"

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McMahon, Susan D., and Susan M. Wolfe. "Career opportunities for community psychologists." In APA handbook of community psychology: Methods for community research and action for diverse groups and issues., 645–59. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/14954-038.

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Rahill, Stephanie A., and Lauren T. Kaiser. "School Psychologists as Family, School, and Community Collaborators." In Case Studies in School Psychology, 129–42. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123828-8.

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Serrano-García, Irma, David Pérez-Jiménez, and Soélix M. Rodríguez-Medina. "Educating community psychologists in a changing world." In APA handbook of community psychology: Methods for community research and action for diverse groups and issues., 625–44. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/14954-037.

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Byrne, Angela. "Ethical and professional issues in community psychology." In The Handbook of Professional, Ethical and Research Practice for Psychologists, Counsellors, Psychotherapists and Psychiatrists, 307–19. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429428838-24.

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Rua, Mohi, Shiloh Groot, Darrin Hodgetts, Linda Waimarie Nikora, Bridgette Masters-Awatere, Pita King, Rolinda Karapu, and Neville Robertson. "Decoloniality in Being Māori and Community Psychologists: Advancing an Evolving and Culturally-Situated Approach." In Decoloniality and Epistemic Justice in Contemporary Community Psychology, 177–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72220-3_10.

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Moloney, Paul. "Community psychology and the counselling psychologist." In The Handbook of Counselling Psychology, 363–78. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781529714968.n23.

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Shinn, Marybeth. "Homelessness: What Is a Psychologist to Do?" In A Quarter Century of Community Psychology, 343–66. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4419-8646-7_17.

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Malherbe, Nick, Shahnaaz Suffla, and Brittany Everitt-Penhale. "Engaging Praxes for Decolonial Feminist Community Psychologies Through Youth-Centred Participatory Film-Making." In Decolonial Feminist Community Psychology, 77–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20001-5_6.

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Ratele, Kopano, Garth Stevens, and Nick Malherbe. "An Orienting Conversation on Africa(n)-Centred Decolonial Community Psychologies." In Decoloniality and Epistemic Justice in Contemporary Community Psychology, 39–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72220-3_3.

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Kagan, Carolyn, Mark Burton, Paul Duckett, Rebecca Lawthom, and Asiya Siddiquee. "Capability: roles, skills and reflections on learning for community psychologists." In Critical Community Psychology, 341–66. Routledge, 2019. http://dx.doi.org/10.4324/9780429431500-20.

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Conference papers on the topic "Community psychology Psychologists"

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Huiyi, Xia, Nankai Xia, and Liu Liu. "Urban living environment assessment index system based on psychological security." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/lvyv5472.

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Abstract:
With the development of urbanization and the continuous development, construction and renewal of the city, the living environment of human beings has also undergone tremendous changes, such as residential community environment and service facilities, urban roads and street spaces, and urban public service formats. And the layout of the facilities, etc., and these are the real needs of people in urban life, but the characteristics of these needs or their problems will inevitably have a certain impact on the user's psychological feelings, thus affecting people's use needs. Then, studying the ways in which urban residents perceive changes in the living environment and how they perceive changes in psychology and emotions will have practical significance and can effectively assist urban management and builders to optimize the living environment of residents. This is also the long-term. One of the topics of greatest interest to urban researchers since then. In the theory of demand hierarchy proposed by American psychologist Abraham Maslow, safety is the basic requirement second only to physiological needs. So safety, especially psychological security, has become one of the basic needs of people in the urban environment. People's perception of the psychological security of the urban environment is also one of the most important indicators in urban environmental assessment. In the past, due to the influence of technical means, the study of urban environmental psychological security often relied on the limited investigation of a small number of respondents. Low-density data is difficult to measure the perceptual results of universality. With the leaping development of the mobile Internet, Internet image data has grown geometrically over time. And with the development of artificial intelligence technology in recent years, image recognition and perception analysis based on machine learning has become possible. The maturity of these technical conditions provides a basis for the study of the urban renewal index evaluation system based on psychological security. In addition to the existing urban visual street furniture data obtained through urban big data collection combined with artificial intelligence image analysis, this paper also proposes a large number of urban living environment psychological assessment data collection strategies. These data are derived from crowdsourcing, and the collection method is limited by the development of cost and technology. At present, the psychological security preference of a large number of users on urban street images is collected by forced selection method, and then obtained by statistical data fitting to obtain urban environmental psychology. Security sense training set. In the future, when the conditions are mature, the brainwave feedback data in the virtual reality scene can be used to carry out the machine learning of psychological security, so as to improve the accuracy of the psychological security data.
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