Chapter 1 continued Tuesday, September 7, 2010 Fall 2010 How Did Community Psychology Develop?...

Chapter 1 continued

Tuesday, September 7, 2010

Fall 2010How Did Community Psychology

Develop? (Chapter 2)1

Context influences behavior

Fall 2010What is Community Psychology?

(Chapter 1)2

• Context -

• Context Minimization Error –

• Fundamental Attribution Error –


(Chapter 1)3

Context-Free / Single Context Assessment

• Example: What is competent behavior?

– Between people/groups• e.g., ______________________________

–Within people across settings/life spheres• Assessment of a personal characteristic in a

single setting (e.g., _____________)


(Chapter 1)5

Context-Based Assessment

• Competence as mastery of culturally defined, familiar activities in everyday life

• Examples:• _________________________________________

• _________________________________________


(Chapter 1)6

• Ecology:

• Ecological questions for any construct:

1)Who is it good for?

2)Under what circumstances is it good?

3)With respect to what outcomes is it good?


(Chapter 1)7


(Chapter 1)8

Context-Dependent

vs.

Context-Free Questions

Is self-esteem good?

1) Who is it good for?

2) Under what circumstances is it good?

3) With respect to what outcomes is it good?


(Chapter 1)9

Practice: Is social support good?

1) Who is it good for?

2) Under what circumstances is it good?

3) With respect to what outcomes is it good?


(Chapter 1)10

Values & Community Psychology

• What are values?

“A value is a conception, explicit or implicit, distinctive of an individual or characteristic of a group, of the desirable which influences the selection from available modes, means, and ends of action” – Clyde Kluckhohn (1951)


(Chapter 1)11

How Values Influence Psychology

• Problem definition determines problem solution (Caplan & Nelson)

• Values determine what we think is important to study & not study

• Values shape how we interpret what we find (heredity/environment I.Q. debate)

• Addressing values draws attention to when our values & actions do not match • Ex: Stereotype Threat Studies


(Chapter 1)12

Why Community Psychology Requires Discourse in Values

• Role of “value-free” science in oppression – _____________________________________– _____________________________________

• Values & social change— values embodied in social arrangements– ______________________________________– ______________________________________


(Chapter 1)13

How did Community Psychology Develop?

Chapter 2



Think about your past. Think about a pivotal incident that has changed the way you are

today.



Community Psychology “Begins”: Swampscott Conference - 1965

• Started as conference about training professionals for community mental health

• Ended up creating new field that went beyond community mental health



Psychology After World War II

• Lab-based

• No clinical psychology

• No national institutes

• Many veterans

• Boulder Conference (1949)



Psychology After World War II: Implications of Boulder

• Who goes to VA hospitals?• Who does not?• Who were psychologists then?



Critical Paradigm Decisions of Boulder Conference

• Focus on Remedial Helping Roles – Therapist– Psychological Tester (Assessment)

• Internship setting of VA Hospitals– Delineated populations– Subservient to medicine



Crisis of Therapy: 1950s

• Is psychological treatment better than no treatment? (Hans Eysenck)

• State hospital patients vs. those not in hospitals

• Who got better?



Crisis of Resources: 1950s

• Epidemiological/Prevalence studies:– Midtown Manhattan– Nova Scotia

• Conclusion– Too many persons with problems– Not enough resources IF psychotherapy &

testing are all we have available

Bottom Line: _____________________________________________________________________________________



3 Important Developments:Late 1950s-1960s

1. Deinstitutionalization: Reform in mental health system from hospitalization to community care

– Psychotropic drugs allowed individuals in hospitals to return to communities

– Inadequate community resources to maintain ex-patients

– Realization that community supports needed



3 Important Developments: Late 1950s-1960s

2. Mental health consultation– Radiating Change – 3 party system:• _________________• _________________• _________________

3. Paraprofessional Movement– ______________________________________– Helping roles previously reserved for Ph.D.s



Emergence of Prevention as Alternative to Treatment

• “No mass disorder afflicting humankind has ever been eliminated or brought under control by attempts to treat the affected individual”

• WHY?



• First-order change:

• Second-order change:

Fall 2010 25How Did Community Psychology

Develop? (Chapter 2)

First-order vs. Second-order change

• “Musical Chairs” homelessness analogy– First-order change:

– Second-order change:



Early Examples of Preventive Services

• Human Relations Service (1948; Wellesley, MA )– Coconut Grove nightclub fire in Boston– 1st mental health service center to emphasize

prevention– consultation to schools/police– Support groups for parents



Federal Government Steps In:

• Community Mental Health Centers Act (1963)

– Localizes Services– Creates community boards– Involves paraprofessionals in service delivery– Mandates consultation and education-outreach

to the community



Swampscott Conference - 1965

• Conference on training professionals for community mental health

• Ended up creating community psychology



Community Psychology

• New field would concern “psychological processes that link social systems with individual behavior in complex interaction” (Bennett et al., 1966)



Swampscott Vision

• 2 new ways of affecting change– Advocacy for those without adequate

social resources• Identification of at-risk groups

– Policy advocacy / analysis• Head Start• War on Poverty / Community-based Orgs



Swampscott Vision

– Community intervention / collaboration

– Prevention in key social systems (e.g., schools, juvenile justice)

– Importance of social environment as influence on behavior



Swampscott Commitments

• Human diversity

• Empowerment– Citizen as expert

• Theory



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