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Journal articles on the topic 'Community psychology Psychologists'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

McLeskey, James, E. Scott Huebner, and Jack A. Cummings. "Rural School Psychology in the United States." School Psychology International 7, no. 1 (January 1986): 20–26. http://dx.doi.org/10.1177/014303438600700103.

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The unique ecology of rural settings results in difficulty with regard to the delivery of psychological services. The investigation reported herein was designed to determine the particular problems which are perceived as most extreme by school psychologists from the United States practising in rural areas of four selected states. Psychologists were asked to rank ten problem statements from most to least severe in relation to their job setting. Results reveal that limited accessibility to community resources, lack of understanding of exceptional children by parents or school staff, heavy caseload, and limited availability of alternative special education programme options were the most severe problems faced by school psychologists in the settings surveyed. The implications of these problems for the training of school psychologists and for professional practice are discussed.

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12

Hodgetts, Darrin, Christopher Sonn, Wendy Li, and Shiloh Groot. "What does Theory & Psychology have to offer community-orientated psychologists?" Theory & Psychology 30, no. 6 (December 2020): 852–63. http://dx.doi.org/10.1177/0959354320947821.

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Psychology is awash with different understandings and enactments of relations between theory and action. This article explores coverage in Theory & Psychology of such relations from the perspective of four community psychologists who are seeking insights into how to further integrate our theory, research, practice, and teaching activities. We first consider a dedicated special issue on Theory in Action that exemplifies some of the mental gymnastics evident in efforts to work participatively to address practical problems in theoretically informed ways. Our focus then shifts to what we see as a form of disciplinary reflexivity that we detected regarding issues surrounding theory and action across the broader content of Theory & Psychology. We conclude with further reflections on how insights from the scholarly papers cited resonate with our own critical praxis and efforts to engage with and address complex social problems, and the importance of cultural considerations in such community scholar activism.

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13

Bell, Henry D., and Vicki McKenzie. "Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 22, 2013): 54–73. http://dx.doi.org/10.1017/edp.2013.1.

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This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.

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Feis, Carolyn L., Brian E. Mavis, Jo E. Weth, and William S. Davidson. "Graduate training and employment experiences of community psychologists." Professional Psychology: Research and Practice 21, no. 2 (1990): 94–98. http://dx.doi.org/10.1037/0735-7028.21.2.94.

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15

Starnes, Debi M. "Community Psychologists-Get in the Arena!!" American Journal of Community Psychology 33, no. 1-2 (March 2004): 3–6. http://dx.doi.org/10.1023/b:ajcp.0000014607.46862.d7.

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16

Wills, George H. "A Community Health Role for Counselling Psychologists." Australian Psychologist 27, no. 2 (July 1992): 96–98. http://dx.doi.org/10.1080/00050069208257587.

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17

Delgado-Romero, Edward A., Grace-Ellen Mahoney, Nancy J. Muro-Rodriguez, Ruben Atilano, Elizabeth Cárdenas Bautista, Jhokania De Los Santos, Maritza Y. Durán, et al. "La Clinica In LaK’ech: Establishing a Practicum Site Integrating Practice, Advocacy, and Research With Latinx Clients." Counseling Psychologist 49, no. 7 (August 30, 2021): 987–1012. http://dx.doi.org/10.1177/00110000211025270.

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This article concerns the establishment and development of La Clinica In LaK’ech, a bilingual mental health clinic collectively founded and staffed by a counseling psychologist and doctoral students in a counseling psychology doctoral program in the Southeast United States. During over 5 years of existence, the clinic has blended bilingual counseling psychology services, advocacy, interdisciplinary collaboration, and research with the Latinx population. The authors describe the development of the clinic and resultant clinical, training, and ethical issues that confronted the clinic in terms of providing services to a marginalized community in a state where anti-immigrant rhetoric, detention, and deportations were escalating. Also discussed are implications for training in practice, advocacy, service, and research for counseling psychologists working with Latinx communities.

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18

Motta, Robert W., and Julia R. Vane. "A Doctoral Program for the Working Psychologist." Psychological Reports 65, no. 1 (August 1989): 203–10. http://dx.doi.org/10.2466/pr0.1989.65.1.203.

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The doctoral program in School-Community Psychology at Hofstra University was designed to permit master's-level psychologists to enter a doctoral training program without giving up their full-time employment. Classes within the program take place on Saturdays, evenings and during the summer. This program helps to address the problem of the two-tier system of MAs and Ph.D. psychologists which is viewed as a highly controversial issue for the profession of psychology. The program has been enthusiastically supported by graduates who feel that they have benefited a great deal by obtaining their doctorates.

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19

Brzeziński, Jerzy, and Jan Strelau. "Polish Psychology in the Period of Political Transformation (1989-2003)." European Psychologist 10, no. 1 (January 2005): 39–50. http://dx.doi.org/10.1027/1016-9040.10.1.39.

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Abstract. In a referendum held in July, 2003, 79% of the Polish people, citizens of an independent country, opted for joining the European Union. This nation, which on the turn of the first millennium chose a pro-European course of development, once again confirmed its authentically European identity. It is, in fact, an identity never lost, despite the decrees of history and all ominous events of the second half of the twentieth century. Psychologists and students of psychology also have their share in this majority “yes” for the European Union. Poland is a relatively large country with numerous universities and colleges. At 15 of them, students have the possibility of completing psychology as their major faculty with a 5-year schedule of varied courses and subsequently graduating with the degree of MA. Much has changed in our country since the memorable year of 1989 and these transformations obviously also apply to Polish universities, including the community of psychologists who will soon join, with no further limitations, the European community of psychologists. While educating future psychologists, we will be aware of the fact that we are now no longer cultivating them for Poland alone but for Europe as a whole. We, therefore, regard it as worthwhile to delineate for our European colleagues a general overview of Polish academic psychology, and especially of the most recent developments that have taken place during the major socio-political transformation begun in 1989.

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20

Pelling, Nadine. "How School Counsellors and Psychologists can Support Gay, Lesbian, Bisexual, and Questioning Adolescents." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 78–95. http://dx.doi.org/10.1017/s1037291100002685.

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Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.

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21

Ponce, Allison N., Erika R. Carr, Rebecca Miller, Christy L. Olezeski, and Michelle A. Silva. "Psychologists as educators: Creating change in community mental health." Professional Psychology: Research and Practice 50, no. 6 (December 2019): 427–33. http://dx.doi.org/10.1037/pro0000253.

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22

Schank, Janet A., and Thomas M. Skovholt. "Dual-relationship dilemmas of rural and small-community psychologists." Professional Psychology: Research and Practice 28, no. 1 (1997): 44–49. http://dx.doi.org/10.1037/0735-7028.28.1.44.

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23

Freedman, Arthur M. "The work of psychologists in the U.S. Intelligence community." Consulting Psychology Journal: Practice and Research 61, no. 1 (March 2009): 68–83. http://dx.doi.org/10.1037/a0015142.

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24

Chu, Joyce P., Luli Emmons, Jorge Wong, Peter Goldblum, Robert Reiser, Alinne Z. Barrera, and Jessica Byrd-Olmstead. "Public psychology: A competency model for professional psychologists in community mental health." Professional Psychology: Research and Practice 43, no. 1 (February 2012): 39–49. http://dx.doi.org/10.1037/a0026319.

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25

Melnikova, Nadezhda M. "Intercultural Competence of Psychologists: Problems and Prospects of Study and Development." RUDN Journal of Psychology and Pedagogics 17, no. 1 (December 15, 2020): 79–100. http://dx.doi.org/10.22363/2313-1683-2020-17-1-79-100.

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The article is concerned with the problem of cross-cultural training of psychologists. The author analyses various approaches to the definition and development of intercultural competence and highlights professional and ethical problems of psychological activity related to cultural competence/incompetence of specialists. Particular attention is paid to the specifics in training psychologists for cross-cultural counselling, the experience of organising psychological work in a multi-cultural environment, using the example of the Republic of Sakha (Yakutia), as well as some important aspects in how psychologists develop and manifest intercultural competence during ethnopsychological field studies. An analysis of the accumulated practical experience in a multicultural environment made it possible to identify the conditions for the successful development of cross-cultural competence, setting the psychologist’s value foundations and motivational readiness to communicate with people of other cultures. These conditions include: (1) a humanistic approach in psychology; (2) a subjectsubject approach to communication; (3) formation of scientific and professional thinking; (4) purposeful development of such mechanisms of understanding other people as decentration and reflection; and (5) mastering of conflict-resolution and group-work technologies. In this regard, the author concludes that the development of intercultural competence in the domestic psychologists’ training system requires not only a detailed discussion of ethical issues related to the psychologist’s activities or specifics of cross-cultural communication within the studied disciplines, but also the introduction of special cross-cultural communication development programmes and trainings in intercultural competence and cultural sensitivity. The cross-cultural training of psychologists can be based on the working model of ethnocultural competence proposed by T.G. Stefanenko. It is emphasized that the development of intercultural competence should involve not only an individual person but the entire professional community through research and open discussion of the current state of cross-cultural competence of psychologists as well as the entire complex of ethical issues.

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Hough, Leaetta M. "Community-Oriented Policing: Hiring in the Spirit of Service." Industrial and Organizational Psychology 9, no. 3 (September 2016): 573–82. http://dx.doi.org/10.1017/iop.2016.57.

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The authors of the focal article ask a very important question: “Baltimore Is Burning: Can I-O Psychologists Help Extinguish the Flames?” (Ruggs et al., 2016). The answer is yes, emphatically, yes. The applied science of industrial–organizational (I-O) psychology knows a great deal that can be brought to bear to help solve this real-world problem. As the title of this commentary indicates, personnel selection is one area that is highly relevant to this issue. Personnel selection is one of I-O psychology's specialty areas and is thought of by many around the world, including those in the U.S. legal system, as “owned” by I-O psychology. Other I-O specialty areas such as recruitment, training and development, onboarding/socialization, performance management, leadership, culture/climate, and culture/climate change also clearly have much to offer to help solve the problem. Others can address relevant research and practice in those areas; this commentary, however, is devoted to personnel selection. Revising a police department's hiring strategy is not a quick fix, nor is it, by itself, sufficient. Nonetheless, it is an important part of the package that I-O psychology has to offer.

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27

Biddle, Stuart J. H., Stephen J. Bull, and Carole L. Seheult. "Ethical and Professional Issues in Contemporary British Sport Psychology." Sport Psychologist 6, no. 1 (March 1992): 66–76. http://dx.doi.org/10.1123/tsp.6.1.66.

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Associated with the rapid increase in the demand for, and supply of, sport psychologists in Britain, a number of ethical and professional issues have arisen. Although some of these may not be unique to Britain, they may shed light on important issues that can contribute to a wider, international dialogue. Specifically, the paper addresses issues associated with the establishment of the Code of Conduct and the Register of sport psychologists in Britain. In addition, the consultancy process is considered from what have been termed educational and clinical perspectives, with illustrative case-study examples. Future directions are discussed in the hope of stimulating informed debate in the international community of sport psychology.

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28

Frank, George. "Clinical Psychology in a New Context." Psychological Reports 60, no. 1 (February 1987): 3–8. http://dx.doi.org/10.2466/pr0.1987.60.1.3.

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Applied psychology began by melding 19th Century psychology (that is, the laboratory study of sensation and perception) and the needs of the community for assistance in the assessment of children. Thus, general psychology within a developmental context constituted the ground out of which clinical work was developed. Participation by psychologists in two world wars rendering service to military personnel pulled applied psychologists into work with adults but also into a psychiatric (as opposed to a developmental) frame of reference. The 1949 Boulder Conference on training in clinical psychology was held not only to actualize the proposal that there be a separate doctoral program for clinical training but, also, that that clinical training should be grounded in and on psychology. That intent has not been satisfactorily actualized. The reasons for such an outcome and ways of rectifying this situation are discussed. The recommendation is made to return to a psychological (as opposed to the current psychiatric) frame of reference, one which emphasizes focus on social and cognitive development.

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29

Popkin, Jeremy D. "Response to Autobiographical Essays by Community Psychologists." Journal of Prevention & Intervention in the Community 35, no. 1 (January 23, 2008): 97–100. http://dx.doi.org/10.1300/j005v35n01_07.

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30

Watts, Roderick J. "Community Psychologists who Go Beyond the Profession." Journal of Prevention & Intervention in the Community 35, no. 1 (January 23, 2008): 101–5. http://dx.doi.org/10.1300/j005v35n01_08.

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31

Wursten, April, and Bruce Sales. "Community psychologists in state legislative decision making." American Journal of Community Psychology 16, no. 4 (August 1988): 487–502. http://dx.doi.org/10.1007/bf00922766.

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32

Monroe, Kristen Renwick, William Chiu, Adam Martin, and Bridgette Portman. "What Is Political Psychology?" Perspectives on Politics 7, no. 4 (December 2009): 859–82. http://dx.doi.org/10.1017/s153759270999185x.

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We contribute to a greater understanding of political psychology by 1) collecting data in a more systematic way for the intellectual community, 2) sensitizing students to the extent to which any intellectual discipline is socially constructed and is a work in progress, 3) heightening awareness of the political aspects of intellectual life, 4) exposing readers to the wide variety of diverse approaches and methodologies utilized by political psychologists, and 5) suggesting the range of topics that political psychology can address successfully and the range of techniques it can utilize.

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Blumenthal, Stephen, and Tony Lavender. "The role of clinical psychologists in community mental health teams." Clinical Psychology & Psychotherapy 4, no. 3 (September 1997): 192–200. http://dx.doi.org/10.1002/(sici)1099-0879(199709)4:3<192::aid-cpp132>3.0.co;2-x.

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Kruger, Louis J., Gayle Macklem, Donna M. Burgess, Sharone L. Maital, David Shriberg, and Rachel Kalinsky. "Sense of community among school psychologists on an Internet site." Professional Psychology: Research and Practice 32, no. 6 (December 2001): 642–49. http://dx.doi.org/10.1037/0735-7028.32.6.642.

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Shahidullah, Jeffrey D., Maryellen Brunson McClain, Gazi Azad, Katherine R. Mezher, and Laura Lee McIntyre. "Coordinating Autism Care Across Schools and Medical Settings: Considerations for School Psychologists." Intervention in School and Clinic 56, no. 2 (April 27, 2020): 107–14. http://dx.doi.org/10.1177/1053451220914891.

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Optimal service delivery for students with autism spectrum disorder (ASD) often involves interdisciplinary care coordination between primary care clinicians, community-based providers, and school personnel such as school psychologists. Interdisciplinary care coordination includes communication and collaboration from multiple providers to facilitate comprehensive services that are accessible and continuous while promoting effective partnerships across the home, school, and community systems. Unfortunately, school psychologists report barriers to collaborating with providers outside the school setting around service delivery, including a mismatch in eligibility criteria for educational classifications verses medical diagnoses, lack of delineated roles and responsibilities of other providers, and a limited infrastructure around information sharing. This article (a) delineates roles and functions of school psychologists in coordinating care for students with ASD, (b) highlights potential barriers to care coordination from the perspective of school psychologists, and (c) provides practice considerations, objectives, and direct application activities to overcome barriers to care coordination.

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McAndrew, Lisa M., Myrna L. Friedlander, David R. Litke, L. Alison Phillips, Justin M. Kimber, and Drew A. Helmer. "Medically Unexplained Physical Symptoms: Why Counseling Psychologists Should Care About Them." Counseling Psychologist 47, no. 5 (July 2019): 741–69. http://dx.doi.org/10.1177/0011000019888874.

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Medically unexplained symptoms and/or syndromes (MUS) affect the health of 20% to 30% of patients seen in primary care. Optimally, treatment for these patients requires an interdisciplinary team consisting of both primary care and mental health providers. We propose that counseling psychologists may develop expertise to improve the care of patients with MUS who are already in their practice, expand the number of patients they help, and enhance the integration of counseling psychology into the broader medical community. Additionally, counseling psychologists’ expertise in culture, attunement to therapeutic processes, and focus on prioritizing patients’ perspectives and quality of life can fill the gap in research on MUS. By focusing on MUS, counseling psychologists can provide unique contributions to health service delivery.

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37

Francescato, Donata, and Minou Mebane Mebane. "Learning Innovative Methodologies To Foster Personal, Organizational and Community Empowerment through Online and Face-to-Face Community Psychology Courses." Universitas Psychologica 14, no. 4 (January 19, 2016): 1209. http://dx.doi.org/10.11144/javeriana.upsy14-4.limf.

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This paper aims to illustrate the contextual factors that inspired some Italian community psychologists to develop three innovative intervention methodologies to foster personal, organizational and community empowerment. We also summarize several studies we conducted to explore the comparative efficacy of traditional and more innovative online teaching, in helping community psychology students master the competencies needed to carry out these three different intervention modalities. These studies showed that both face-to-face and online collaborative learning settings were effective not only in promoting students’ professional competencies, but also in enhancing their social capital and sociopolitical empowerment. Implications for a wider use of online settings to share community psychology values, principles and practices elaborated in different parts of the world are discussed.

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Pelling, Nadine. "Why School Counsellors and Psychologists Should Treat Addiction Problems." Australian Journal of Guidance and Counselling 13, no. 1 (July 2003): 77–86. http://dx.doi.org/10.1017/s1037291100004751.

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School counsellors and psychologists will encounter students affected by addiction. When this occurs many will simply refer the students to specialist services within the community. Such referrals are not always an appropriate action for many reasons. School counsellors and psychologists have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed for basic addiction treatment. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to addiction to their professional development and, when possible, address the addiction problems of their students directly. Arguments regarding why school counsellors and psychologists should treat addiction problems are given. Moreover, how school counsellors and psychologists can briefly address addiction problems is outlined. Finally, resources on addiction are provided.

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Mehrad, Aida. "Community Psychology Perspective on Ecological Issues: Based on Psychological Intervention." JOURNAL OF SOCIAL SCIENCE RESEARCH 14 (September 7, 2019): 3331–35. http://dx.doi.org/10.24297/jssr.v14i0.8415.

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The purpose of the current literature review is to clarify the important role of community psychology regarding ecological issues and illustrated its critical function based on psychological intervention. The results of this investigation explained that community psychology as one of the essential fields of psychology, has substantial involvement on ecological issues and it can examine these issues based on psychological intervention. In truth, these ecological issues that some of them explained in this study (child maltreatment, drug addiction, school dropping out, and teen pregnancy) have been examined based on the psychological aspect for finding best solution way from the side of expert psychologists and counselors. Consequently, this research focused on teenagers that face with community issue via different ways, and should be considered by parents, schools, society, and government in every community and country; otherwise, it will appear any inconvenient behaviors and reactions amongst teenagers.

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Dutt, Anjali, and Danielle Kohfeldt. "Towards a liberatory ethics of care framework for organizing social change." Journal of Social and Political Psychology 6, no. 2 (December 21, 2018): 575–90. http://dx.doi.org/10.5964/jspp.v6i2.909.

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Community psychology originated as a discipline designed to reduce societal inequities and promote social justice. The field’s development, however, coincides with the proliferation of neoliberal policies and ideology that run counter to many of the aims of community psychology. In light of the contemporary socio-political landscape, this paper advances a liberatory ethics of care model as a path forward for community psychologists interested in societal transformation. We illustrate liberatory care as a guide for social change via case studies of two different groups involved in transformation-oriented projects to improve the well-being of their communities (i.e., Latinx youth in the United States involved in an activist art project and women in rural Nicaragua involved in feminist organizing). We specifically illustrate that an ethics of care framework both guides the actions of these groups, and offers an alternative focus for community psychologists interested in promoting transformation towards more healthful and just societies. We aim to contribute to efforts to promote justice-oriented change by explicating the role of care-oriented communal values in promoting liberatory practices.

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Cokley, Kevin, and Ramya Garba. "Speaking Truth to Power: How Black/African Psychology Changed the Discipline of Psychology." Journal of Black Psychology 44, no. 8 (November 2018): 695–721. http://dx.doi.org/10.1177/0095798418810592.

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Black/African psychology is a distinct disciplinary field of psychology that includes a community of scholars and a history of scholarly inquiry. Black psychologists grounded in a Black/African psychology tradition have long challenged the hegemonic paradigms and racist beliefs perpetuated by Eurocentric approaches to psychology. However, in the absence of teaching about the important contributions of Black/African psychology, many individuals remain unaware of its historical and contemporary impact on the discipline of psychology. Using the three methodological approaches of deconstruction, reconstruction, and construction as a framework, the authors identify the many ways in which Black/African psychology has challenged prevailing beliefs in psychology about Black behavior and culture and forever changed psychological research on Black people.

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Penn, Michael L., and Lori Kiesel. "Toward a Global World Community: The Role of Black Psychologists." Journal of Black Psychology 20, no. 4 (November 1994): 398–417. http://dx.doi.org/10.1177/00957984940204002.

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Agnoli, Franca, Hannah Fraser, Felix Singleton Thorn, and Fiona Fidler. "Australian and Italian Psychologists’ View of Replication." Advances in Methods and Practices in Psychological Science 4, no. 3 (July 2021): 251524592110392. http://dx.doi.org/10.1177/25152459211039218.

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Solutions to the crisis in confidence in the psychological literature have been proposed in many recent articles, including increased publication of replication studies, a solution that requires engagement by the psychology research community. We surveyed Australian and Italian academic research psychologists about the meaning and role of replication in psychology. When asked what they consider to be a replication study, nearly all participants (98% of Australians and 96% of Italians) selected options that correspond to a direct replication. Only 14% of Australians and 8% of Italians selected any options that included changing the experimental method. Majorities of psychologists from both countries agreed that replications are very important, that more replications should be done, that more resources should be allocated to them, and that they should be published more often. Majorities of psychologists from both countries reported that they or their students sometimes or often replicate studies, yet they also reported having no replication studies published in the prior 5 years. When asked to estimate the percentage of published studies in psychology that are replications, both Australians (with a median estimate of 13%) and Italians (with a median estimate of 20%) substantially overestimated the actual rate. When asked what constitute the main obstacles to replications, difficulty publishing replications was the most frequently cited obstacle, coupled with the high value given to innovative or novel research and the low value given to replication studies.

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Zych, Izabela, Gualberto Buela-Casal, María Paz Bermúdez, and Juan Carlos Sierra. "Is Psychology a Health Profession? An Opinion of a Sample of Psychologists Worldwide." Universitas Psychologica 12, no. 1 (June 20, 2012): 157–71. http://dx.doi.org/10.11144/javeriana.upsy12-1.phpo.

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The purpose of the current study is to evaluate the opinions of the scientific community of psychologists on the question if psychology is a health profession. Nowadays, the subject is even more important as there are laws, as for example the Ley de Ordenación de Profesiones Sanitarias (LOPS) [Law for the Organization of the Health Professions] in Spain that should be based on the concept that psychology is or is not a health profession. Moreover, the creation of the common curricula for the whole Europe needs the general agreement and no individual opinion can be valid for these purposes. The present study shows the opinion of 803 scientists who have published at least one article in a clinical or multidisciplinary psychology journal included in the Web of Science, from 42 different countries, 23 major fields of psychology and 32 orientations. The results show that, in general, the participants answered that psychology is a health profession, which is even more evident in case of clinical psychology.

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Ferrari, Joseph R., Kristie Dobis, Eva I. Kardaras, Denise M. Michna, Jeremy M. Wagner, Sara Sierawski, and Peggy Boyer. "Community Volunteerism Among College Students and Professional Psychologists." Journal of Prevention & Intervention in the Community 18, no. 1-2 (May 10, 1999): 35–51. http://dx.doi.org/10.1300/j005v18n01_04.

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Pillay, Anthony L., and Brian M. Harvey. "The Experiences of the First South African Community Service Clinical Psychologists." South African Journal of Psychology 36, no. 2 (June 2006): 259–80. http://dx.doi.org/10.1177/008124630603600204.

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Franklin, Anderson J. "Dr. Joseph L. White: Translational Scholar, Career Developer, and Mentor." Journal of Black Psychology 45, no. 2 (March 2019): 67–88. http://dx.doi.org/10.1177/0095798419835981.

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The purpose of this article is to commemorate and highlight the impact and the legacy of Dr. Joseph L. White on the field of Black psychology through the lens of Dr. A. J. Franklin, a mentee, colleague, and friend. Dr. White, as one of the founders of Black psychology, laid the foundation of the field through scholarship, his interpersonal style, and community engagement. He advanced the field of Black psychology to be a psychology of the Black community and provided an exemplar for other scholars to translate psychology to be viable for everyday Black people and to culturally contextualize the strengths of Black people. Recounting Dr. White’s impact highlights for future Black psychologists of what is needed to continue to advance the field.

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Adams, Eve M. "Moving From Contemplation to Preparation: Is Counseling Psychology Ready to Embrace Culturally Responsive Prevention?" Counseling Psychologist 35, no. 6 (November 2007): 840–49. http://dx.doi.org/10.1177/0011000007304596.

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The confluence of prevention, multicultural competence and cultural responsiveness, and social justice is embryonic but holds much promise. The author uses the stages of change model to heighten awareness of how counseling psychologists are situated to provide well-developed system-level interventions and to examine the organizational and individual barriers to doing such work. The author then highlights the benefits for counseling psychology of engaging in preventive interventions. Strategies are provided to enhance the integration of prevention in training programs' curriculum in both the applied and research elements of the program. By providing learning opportunities that expose trainees to community interventions with disenfranchised populations, counseling psychology's commitment to social justice and multiculturalism will be more fully realized.

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Oishi, Shigehiro, and Jesse Graham. "Social Ecology." Perspectives on Psychological Science 5, no. 4 (July 2010): 356–77. http://dx.doi.org/10.1177/1745691610374588.

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This article presents a socioecological approach (accounting for physical, societal, and interpersonal environments) to psychological theorizing and research. First, we demonstrate that economic systems, political systems, religious systems, climates, and geography exert a distal yet important influence on human mind and behavior. Second, we summarize the historical precedents of socioecological psychology. There have been several waves of ecological movements with distinct emphases in the history of psychological science, such as K. Lewin’s (1936, 1939) field theory and U. Bronfenbrenner’s (1977) ecological approach to human development. Environmental and community psychologies, created in the late 1960s and early 1970s, promoted social activism through basic and applied research on ecological factors and social outcomes. Most recently, the rise of cultural psychology has encouraged psychologists to pay attention to cultural factors in basic psychological processes, but note that less attention has been given to socioecological factors per se. We highlight the benefits of bringing the socioecological perspective back to mainstream psychological theorizing and research.

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Zaki, Moshe. "Towards a New Model in Political Psychology for School Psychologists." School Psychology International 8, no. 1 (January 1987): 30–33. http://dx.doi.org/10.1177/014303438700800104.

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This paper rests on the assumption that it is less the quality and level of service delivery than the status of a professional organization which is in direct relationship to the power which it accumulates through affiliation with central political systems. In Israel, the status of school psychology within the organizational structure of the Ministry of Education is relatively weak, and school psychologists have little hope of gaining central political power; thus they are exposed to a present plight which includes curtailing of resources and a constant threat of closing down psychoeducational services. The steps taken by school psychologists to counter these measures by raising professional standards, adopting new advanced techniques of intervention in schools and creating political lobbies seem to be inefficient. Since school psychologists have no political patron to protect their professional interests and resources, it is assumed that the most efficient way they can pursue their profession is to strengthen their local power within the community they serve, and thus to broaden and enhance their sphere of influence from a limited clientele of patients to the larger social structures. The prerequisite for the implementation of this model will be delineated and the implications for political educational psychology will be discussed.

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