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American Journal of Community Psychology

Corianna E Sichel, Esther Burson, Shabnam Javdani, Erin B Godfrey
Each year approximately 48,000 youth are incarcerated in residential placement facilities (YRFs) in the United States. The limited existing literature addressing the workforce in these settings paints a complicated picture. The YRF workforce is highly motivated to work with legal system involved youth. However, YRF staff report high rates of burnout, job fatigue, and work-related stress. The current paper proposes solutions to persistent problems faced by staff in these settings by integrating literature from criminology, organizational psychology, trauma-informed care, and community psychology...
February 13, 2019: American Journal of Community Psychology
Francesca Esposito, José Ornelas, Erica Briozzo, Caterina Arcidiacono
Drawing on almost 3 years of fieldwork, comprising qualitative interviews and ethnographic observations, this study provides an exploration into the detention of illegalized non-citizens in Italy. Taking the largest detention center as a case study, the fabric of everyday life and the lived experiences of people, both detainees and professional actors, are the focus of examination. An ecological community psychology framework, with a focus on justice, guided the data collection, analysis, and interpretation...
February 13, 2019: American Journal of Community Psychology
Shabnam Javdani
Public concerns regarding school safety and zero-tolerance education policies have contributed to the growth of a workforce of school police, or frontline school safety professionals who are typically placed in schools with the authority to arrest students (Brown, ). Thus, school police represent a workforce positioned at the nexus of multiple systems, including education and juvenile justice, and whose work likely brings them into contact with underserved youth and families. Despite national representation of this growing workforce (e...
February 6, 2019: American Journal of Community Psychology
Uma Chandrika Millner, Tracy Woods, Kathleen Furlong-Norman, E Sally Rogers, Dennis Rice, Zlatka Russinova
Decades after deinstitutionalization, individuals living with serious mental illnesses remain isolated, socially disengaged, and devalued members of communities. Burgeoning research and services need conceptual clarity to improve such social conditions. This qualitative inquiry used grounded theory and participatory approaches to conduct an in-depth exploration of community participation for individuals living with serious mental illnesses based on key stakeholder perspectives (n = 45). Results revealed that community participation is a multifaceted construct with layers of meaning for individuals living with serious mental illnesses...
February 6, 2019: American Journal of Community Psychology
Dorothy Cilenti, Michele Issel, Rebecca Wells, Seri Link, Kristen Hassmiller Lich
System dynamics (SD) methods, from qualitative causal loop diagramming to quantitative simulation modeling, have the potential to be powerful tools for engaging community stakeholders interested in improving health. However, the extent to which SD drives collective action to improve community health is unclear. The objective of this review was to understand how often, why, and how SD has been used by cross-sector community collectives. Of 409 identified manuscripts describing application of SD to community health, only 31 (7...
February 1, 2019: American Journal of Community Psychology
Geetha Gopalan, Cole Hooley, Andrew Winters, Tricia Stephens
In order to increase access to child mental health evidence-based interventions (EBIs) for vulnerable and hard-to-engage families involved in the child welfare (CW) system, innovative approaches coupled with input from service providers are needed. One potential solution involves utilizing task-shifting strategies and implementation science theoretical frameworks to implement such EBIs in CW settings. This study examined perceptions among CW staff who were members of a collaborative advisory board involved in the implementation of the 4Rs and 2Ss Strengthening Families Program (4R2S) in CW placement prevention settings, utilizing task-shifting strategies and the Practical, Robust, Implementation, and Sustainability Model...
January 29, 2019: American Journal of Community Psychology
Lindsey M Weiler, Ashley A Boat, Shelley A Haddock
Because program experiences are more amendable than mentor or mentee characteristics, they may be important factors to consider in buffering the negative impact of youth risk on the quality of the mentor-mentee bond. Data from 455 mentees (ages 11-18; 57% male) and their undergraduate student mentors (82.3% female) from the Campus Connections mentoring program were used to assess whether youth risk and mentors' program experiences (i.e., program structure, supportive relationships with staff, opportunities for skill building, support for efficacy and mattering, and opportunities to belong) were associated with mentoring relationship quality and whether mentors' experience within the program moderated the association between youth risk and mentoring relationship quality...
January 29, 2019: American Journal of Community Psychology
Rachael Fox, Bróna Nic Giolla Easpaig, Lester Watson
Our collective account considers the ways community critical methodologies can inform academic endeavors. Methodology is understood to be the theorizing of methods that produce and legitimate knowledge claims. For us, community critical approaches incorporate poststructural and other forms of critical theory in the questioning of taken for granted assumptions. This forms a valuable foundation for community praxis as it focuses not just on social issues outside, but on an examination within; on the institution of psychology itself...
January 25, 2019: American Journal of Community Psychology
Katherine M Zinsser, Catherine Main, Luz Torres, Kate Connor
With the growing appreciation of the importance of early learning experiences for children's healthy development, attention to the cultivation and maintenance of a qualified workforce has steadily increased. Such a workforce must have not just the knowledge and skills related to child development and early learning, but also be linguistically and culturally prepared to meet the needs of an increasingly diverse child and family population. To ensure a highly qualified workforce, programs and policymakers must attend to both the "pipeline" through which new early childhood educators (ECEs) enter the workforce and the "pathways" by which ECEs work toward and obtain the necessary education and credentials for different roles within the field...
January 21, 2019: American Journal of Community Psychology
Elan C Hope, Resney Gugwor, Kristen N Riddick, Kristen N Pender
The current study examines how experiences of institutional and cultural racial discrimination relate to orientations toward activism in the Black community among Black adolescents and emerging adults. Furthermore, we investigate the role of racial identity (centrality, public regard, nationalism) as moderators of those relations. In a national sample of 888 Black adolescents and emerging adults, we found that experiences of cultural racial discrimination, racial centrality, and nationalism ideology were related to a greater orientation toward low-risk Black community activism...
January 18, 2019: American Journal of Community Psychology
Antje von Suchodoletz, Natalia M Rojas, Iryna Nadyukova, Ross A A Larsen, Fitim Uka
Teachers' stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers' stress in the context of lower-middle-income countries (LMICs), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers' well-being. This study explores whether certain combinations of individual and environmental experiences of teachers in LMICs may result in stress, assessed as patterns of diurnal cortisol rhythm...
January 17, 2019: American Journal of Community Psychology
Larissa M Gaias, Sarah Lindstrom Johnson, Rebecca M B White, Jonathan Pettigrew, Larry Dumka
In Colombia, many adolescents have experienced violence related to the decades-long armed conflict in the country and have witnessed or been directly victimized by violence in their communities, often related to gang activity or drug trafficking. Exposure to violence, both political and community violence, has detrimental implications for adolescent development. This study used data from 1857 Colombian adolescents in an urban setting. We aim to understand the relations between exposure to violence and adolescent outcomes, both externalizing behaviors and developmental competence, and then to understand whether school climate (i...
January 4, 2019: American Journal of Community Psychology
Mary Watkins, Nuria Ciofalo, Susan James
Community psychology's history has traditionally been described within the context of U.S. history, silencing contributions from people of color from the Americas, Asia, the Pacific Islands, and Africa. In a MA/PhD specialization in Community Psychology, Liberation Psychology, Indigenous Psychologies, and Ecopsychology at Pacifica Graduate Institute, we are attempting to steer into critical dialogues about modernity, coloniality, and decoloniality, closely examining our curriculum and pedagogy, including our approaches to fieldwork and research...
December 14, 2018: American Journal of Community Psychology
Rogério M Pinto, Susan S Witte
In 2012, the Centers for Disease Control and Prevention (CDC) began to de-emphasize and de-implement multiple evidence-based HIV prevention practices that had been around for 20 years, thus changing the scope of implementation across the globe. The authors provide evidence how existing interventions (e.g., CDC HIV interventions) may influence implementation of interventions that came after the program was discontinued. De-implementation is an ecological event that influences, and is influenced by, many parts of a system, for instance, implementation of one type of intervention may influence the implementation of other interventions (biomedical and/or behavioral) after a long-running program is discontinued...
December 14, 2018: American Journal of Community Psychology
Michael D Lyons, Samuel D McQuillin, Lora J Henderson
School-based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to develop a close relationship and (b) mentors not setting goals or focusing on specific skills necessary improve outcomes. We assessed these explanations using data from approximately 1360 mentor and mentee pairs collected through a national study of school-based mentoring (called, "The Student Mentoring Program")...
December 12, 2018: American Journal of Community Psychology
Sukhmani Singh, Megan Granski, Maria Del Pilar Victoria, Shabnam Javdani
In this paper, we detail our praxis of decoloniality in the context of a community-based study that employs a quantitative experimental methodology to evaluate an intervention for girls involved in the juvenile legal system. We resist the essentializing of methodology that positions quantitative paradigms as impermeable to reflexivity and decoloniality, and describe a model for training and supervising researchers engaged in an experimental randomized controlled trial of an advocacy program for girls, most of whom are girls of color and about half of whom identify as LGBT...
December 11, 2018: American Journal of Community Psychology
Deanne Bell
The neoliberal academy is, at its core, an apparatus through which coloniality sustains itself. Despite the academy's self-promotion as a catalyzing institution that prepares students to become agents of social change and transformation, some students and faculty experience it as a crucible of oppression. In this essay I trace the beginnings of a project I was a part of in which I worked alongside students who demanded that a psychology program in the university be transformed into a force for decoloniality...
December 5, 2018: American Journal of Community Psychology
Karlee D Fellner
Decolonizing may be conceptualized through the interconnected processes of deconstructing colonial ideologies and their manifestations, and reconstructing colonial discourse through Indigenous counter'narratives. Given that the field of psychology is firmly rooted in colonial systems of thought, it is integral that professionals in psychology and allied disciplines engage in meaningful, beneficial work with Indigenous communities through actively decolonizing and Indigenizing research, practice, and education...
December 4, 2018: American Journal of Community Psychology
Leah Lomoki Lomotey-Nakon
In this essay, I query the exclusion of scholars of color such as W. E. B. Du Bois's from the intellectual history of Community Psychology in America and propose integrating their work in formal curricula as an act of epistemological liberation. First, I compare Community Psychology's reliance on the pragmatism of William James and John Dewey to the lingering unfamiliarity with the decolonial pragmatism of Du Bois. I then engage Du Bois's methodological treatise "The Study of Negro Problems" as an example of epistemic disobedience and first wave decolonial thought in the social sciences...
December 4, 2018: American Journal of Community Psychology
Antonia Hendrick, Susan Young
This paper provides a way to theorize and practice Decoloniality in teaching and learning within higher education. Two social work academics develop a framework for teaching about decoloniality which they hope is useful for other academics from different "helping" professions who also work with First Nations peoples. Rather than a fixed and firm framework it is intended to be used to inform practice and assist students in developing their own framework for practice. The article begins by offering how the authors define decoloniality, then presents a theory for practice/practice to theory framework and explanation of how we use this framework for teaching/learning and practice...
December 2, 2018: American Journal of Community Psychology
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