PSY 345 Community Psychology - American University€¦ · This course introduces students to...

Brief Course Description

This course introduces students to Community Psychology’s principles, approaches, and guiding concepts, such as attention to diversity, action research, prevention, and citizen participation. Community Psychology seeks to understand the interrelationship between individual well-being and multiple ecological levels of influence, from families and neighborhoods, to economic conditions and mass media. Community Psychologists study these relationships to develop, implement, and evaluate interventions that address pressing problems in our society (e.g.., health and educational disparities). Students in this course will apply and expand their learning of key concepts through experiential opportunities with community-based and nonprofit organizations.

Contact Information

Instructor: Dr. Noemí Enchautegui-de-Jesús (Click for pronunciation)Physical office: 220 Asbury (North wing)Skype or iChat: nenchauteguiEmail: [email protected] group: AU PSYC 345 CommunityCourse content: https://blackboard9.american.edu/

Required texts and materials Community Psychology: Guiding Principles and Orienting Concepts Author: Jennifer Kofkin Rudkin, Prentice Hall

Current Directions in Community Psychology Edited by Marybeth Shinn & Emily Thaden, Allyn & Bacon

Other materials will be available through Blackboard.

PSY 345 Community Psychology

PSY 345 Community Psychology - Syllabus Summer 2012 1

mailto:[email protected]

mailto:[email protected]

https://blackboard9.american.edu/

https://blackboard9.american.edu/

Learning Objectives

1. To become familiar with the values, conceptual frameworks, and research and intervention approaches of the field of community psychology

2. To apply key concepts of community psychology to analyze real-world situations and problems

3. To think critically about how problems are defined and what solutions are put forward to address those problems

4. To design and propose programs and policies that are based on theory and empirical evidence

Assessment of Learning Objectives

Objective #1: To become familiar with the values, conceptual frameworks, and research and intervention approaches of the field of community psychology

• Quizzes with items in multiple formats (e.g., multiple choice, true or false, short answer, fill-in the blank)

• Guided discussions (e.g., responses to questions about websites or materials)

Objective #2: To apply key concepts of community psychology to analyze real-world situations and problems

• Assignments (e.g., neighborhood assessment, ecological assessment, social network analysis, mapping of resources)

• Interactive exercises (e.g., identifying privilege, identifying diversity categories missing in a setting)

• Ongoing structured reflection about efforts of community-based organization using course concepts

Objective #3: To think critically about how problems are defined and what solutions are put forward to address those problems

• Guided discussions (e.g., responses to questions about videos)

• Documentation of social change efforts (e.g., Wiki collecting URLs, Twitter tracking social actions)

• Quality of engagement with an organization that has a social mission

• Ongoing structured reflection about efforts of community-based organization using course concepts

Objective #4: To design and propose programs and policies that are based on theory and empirical evidence

• Group action assignment: Policy letter or Program recommendations

Use of Technology

This course aims to take advantage of students’ geographical distribution to connect academic learning with diverse local experiences. To achieve this aim, the course will rely on Blackboard and other internet-based tools, like Facebook, Twitter, and Wikis that can facilitate reflection, discussion, and collaborative learning in a virtual environment asynchronously (on your own time).



List of Requirements for Final Grade

PERCENT THRESHOLD GRADE

93 A

90 A-

87 B+

83 B+

80 B-

77 C+

73 C+

70 C-

60 D

<60 F

PSY 345- Community Psychology


Item Minimum needed Weight of final grade

Quizzes 4 25%

Guided discussions 6 15%

Assignments (can be done in collaboration w/another student)

2 10%

Interactive exercises 1 5%

Engagement with organization 5 hours 10%

Reflection about organization 4 sections 15%

Documentation of social change efforts

5 links with explanations 5%

Group action assignment (up to 3 students per group)

1 15%

100%

PERCENT THRESHOLD

GRADE RUBRIC

93 A Indicates superior work (exhibits originality, clarity of exposition, precision, and depth as well as mastery of course content; an "A" essay is written in clear, correct English)

90 A- Indicates very good work (some originality, mostly clear in exposition, but it is not as precise as A work; an "A-" essay is written in clear, correct English)

87 B+ Indicates good work (content of course firmly in control and handled with some mark of distinction; is written in clear, correct English, but is missing some the succinctness and more clear articulation of an A- essay.

83 B Indicates good work (content of course firmly in control and handled with some mark of distinction; a "B" essay is written in clear, correct English)

80 B- Indicates work similar to B, but that needs more corrections in grammar and more clarity.

77 C+ Indicates slightly satisfactory work (some control of course content is evident; a "C+" essay is written in clear English, but needs corrections).

73 C Indicates slightly satisfactory work (control of course content is not clearly evident; a "C" essay is written in mostly clear, correct English)

70 C- Indicates less than satisfactory work (control of course content is barely evident; a "C-" essay is written in poor English)

60 D Indicates poor work (deficiencies in either control of course content or in written English)

<60 F Indicates failure to meet requirements satisfactorily


PSY 345 Community Psychology - Syllabus Fall 2012 (Subject to change) 4

Calendar PSY 345 Community Psychology (2012)

5

DAY Session topic Learning Outcomes Materials/Assignments UNIT 1: Community Psychology (CP): Origins, definition, values, and skills

1) Self-introductions 1. Become familiar with class members 2. Express concern about an issue that

impacts individual well-being

• Join Facebook (FB) group • Post in FB a link (e.g., video, news, organization) and

explain how this link highlights a topic that moves you to action and why. Comment on at least one person’s post.

2) Community psychology origins

1. Point out how key social movements and historical events influenced the emergence of CP

2. Analyze explanations and solutions to social problems in different eras using the concept of progressive and conservative historical cycles

3. Explain deinstitutionalization 4. Define unintended consequences

• Textbook Rudkin, Ch. 1, pp. 1-12 (available in Blackboard)

• PBS Frontline Documentaries online at PBS.org:

1) The New Asylums and 2) The Released (They highlight an unintended consequence of deinstitutionalization after the 1960’s.)

• Guiding Questions: What values and beliefs (ethos) are

evident in the movements and events around the 1960’s? How do they compare to current values and beliefs?

3) Community psychology definition

1. Explain what was the Swampscott conference and its purpose

2. Describe the meaning of being a “community-oriented” clinical psychologist or psychiatrist in the 1950s and ‘60s

3. Contrast the approach of CP to that of clinical psychology and the mental health field

4. Compare and contrast CP with other disciplines

• Textbook Rudkin Ch. 1, pp. 13-27 (available in Blackboard)

• CP: A brief introduction (slides and handout by

SCRA/APA’s Div. 27, available in Blackboard) • A sociohistorical note on the formal emergence of

Community Psychology (Walsh, 1987, available in Blackboard)

• Guiding Questions: How did the founders of CP want to

treat mental health problems? Why call this new field Community Psychology?

4) Core values of community psychology

1. List the core values and principles of CP

2. Explain the role and importance of values in psychological practice and science

3. Describe how the ethical codes of conduct in psychology could be expanded to incorporate CP’s perspective

• Textbook Rudkin, Ch. 3 (available in Blackboard)

• Listen to examples of This I Believe at http://thisibelieve.org/themes/

• Post in FB a belief that you hold that resonates with the

values of CP. Explain why your belief/value should be considered as part of the code of conduct in psychology.

• Guiding Questions: What are common threads across

the lists of core values of CP? 5) The work and skills

of community psychologists

1. List skills of Community Psychologists (CPsts)

2. Become familiar with topics of interest in CP research and practice

3. Become familiar with roles and settings of CP work

• Textbook Rudkin Ch. 2 (available in Blackboard) • CP Value Proposition (skills set of community

psychologists; available in Blackboard) • Browse the following websites:

• Society for Community Research and Action (SCRA/APA Div. 27) http://www.scra27.org/

• American Journal of Community Psychology: • http://www.springer.com/psychology/community+psyc

hology/journal/10464?hideChart=1#realtime

• Journal of Community Psychology • http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1

520-6629

• The Community Tool Box: • http://ctb.ku.edu/en/default.aspx

• Guiding Question: Which skills match specific roles and

settings of CP work?


6

DAY Session topic Learning Outcomes Materials/Assignments UNIT 2: Defining community from a psychological, social, and physical sense

6)

What is community?

1. Define community 2. Distinguish types of communities

(i.e., relational, locality) 3. Distinguish levels of communities

(i.e., ecological systems levels) 4. Become aware and critical of how

specific communities are defined, delimited, and labeled

5. Identify the (community-related) functions that religious and spiritual communities fulfill

6. Describe how community service learning can impact sense of community among students and service recipients

7. Explain why online networks of people can be considered a form of community.

• Dalton, Elias, & Wandersman, Community Psychology: Linking Individuals and Communities (2nd Ed., available in Bb)

• Ch. 6, pp. 168-174- Understanding community/Sections: Communities in your life and What is a Community?

• Ch. 6, pp. 191-199- Understanding community/ Section: Building Communities: Three Examples

Guiding Questions: See Blackboard for the remaining guiding questions for each unit and session.

7) Sense of community 1. Define sense of community 2. Identify the four elements of sense of

community (along with their attributes or aspects)

3. Become familiar with seven strengths and limitations of the concept sense of community

4. Describe five other concepts related to sense of community

• Dalton, Elias, & Wandersman, Community Psychology: Linking Individuals and Communities (2nd Ed.)

• Ch. 6, pp. 174-187- Understanding community/ Sections on Sense of Community

8) Social capital, social networks, and civic engagement

1. Define social networks and social capital

2. List five behavioral forms of community participation

3. Explain the meaning of social capital concepts (i.e., formal and informal involvement; bonding and bridging; weak ties)


• Ch. 6, pp. 187-191- Understanding community/ Section: Social Capital

• Read Tab “About Social Capital” (The Saguaro Seminar,

Civic Engagement in America, Harvard Kennedy School) o http://www.hks.harvard.edu/saguaro/faqs.htm

• ASSIGNMENT: Social Capital --Read FAQ, Factoids,

and Things you can do from Saguaro seminar link. Make a list of items that you are doing or plan to do and explain how they will increase your social capital.

Start thinking about forming a team of 2 to 4 students for the final project.

The project will be an annotated deck of slides in which you propose a policy or program to address an issue of concern (e.g., income, health, or educational disparities; child or elderly welfare; discrimination;

human rights of persons with disabilities, women, or LGTQ individuals, environmental justice). Review FB Discussions to identify potential partners.


7

DAY Session topic Learning Outcomes Materials/Assignments

UNIT 3: Conceptual frameworks to understand contexts and their associations with individual well-being 9) Ecological

frameworks 1. Describe the levels of the ecological

systems perspective in community psychology

2. Name and describe conceptual frameworks to understand contexts or settings


• Ch. 1, pp. 18-21- Ecological levels of analysis in community psychology ()

• Ch. 5, pp. 132-151, and pp. 159-160- Understanding individuals within environments

ASSIGNMENT option 1: Ecological assessment- Instructions on Bb

10) Neighborhoods

1. Describe neighborhoods based on concepts regarding risk and protective processes/factors

2. Identify environmental features that shape social interactions and individual well-being

• Dalton, Elias, & Wandersman, Community Psychology: Linking Individuals and Communities (2nd Ed.), Ch. 5-Understanding individuals within • Ch. 5, pp. 151-156 - Section: Research and

action in neighborhoods

• ASSIGNMENT option 2: Neighborhood walk --Instructions on Bb

11)

Alternative settings 1. Define what are alternative settings

and how and why they are created • Dalton, Elias, & Wandersman, Community

Psychology: Linking Individuals and Communities (2nd Ed.), Ch. 5-Understanding individuals within • Ch. 5, pp. 156-159 – Section: Creating and

altering settings

12) Associations between context and well-being

2. Define context minimization error and compare it to the fundamental attribution error.

3. Become familiar with empirical findings on the effects of neighborhood contexts and community settings on individual well-being

4. Become familiar with theoretical models that explain the association between neighborhood characteristics (or community settings) and well-being

• Book Current Directions in Community Psychology (Eds. Shinn & Thaden), Sections 1 (Microsystems and Mesosystems) and 2 (Neighborhoods and Macrosystems)

• RECOMMENDED (reviews and summarizes research described in the two book sections above): o Shinn & Toohey (2003), Community contexts of

human welfare (pp. 427-446 from Annual Review of Psychology, vol. 54)

• To reinforce concepts, you should read Rudkin’s

chapter 4 on the importance of context and going beyond the individual level.


8


UNIT 4: Diversity issues 13) Diversity categories 1. Recognize social categories to

describe diversity in a setting 2. Understand how one person

encompasses multiple social categories

3. Define intersectionality

• Textbook Rudkin, Ch. 4: Appreciating Diversity

14) Discrimination 1. Define agent and target status and recognize other terms for this dichotomy

2. Distinguish between stereotypes, prejudice, and discrimination

3. Identify the discrimination term (or “isms”) associated with specific social categories

4. Define double or triple jeorpardy in regards to target status

• PBS Frontline Documentary Online: A Class Divided • http://www.pbs.org/wgbh/pages/frontline/shows/divided/

• ASSIGNMENT: The absent and the privileged - Instructions on Bb

15) Privilege 1. Identify privilege associated with social categories

Available on the web:

• Peggy McIntosh: white and male privilege (Chapter 12 in Privilege: A Reader, Eds. Kimmel & Ferber) http://books.google.com/books?hl=en&lr=&id=YQX0cyzhTpcC&oi=fnd&pg=PA147&dq=privilege&ots=s_dDvDn9OA&sig=06P8EUyXw1aauVxIXJhxqxLNiHQ - v=onepage&q=privilege&f=false

o Alternative: Peggy McIntosh (1988) White Privilege: Unpacking the Invisible Knapsack http://www.nymbp.org/reference/WhitePrivilege.pdf

• Barry Deutsch-The male privilege checklist http://www.amptoons.com/blog/the-male-privilege-checklist/

• ASSIGNMENT: Privilege seen through current events.

o Read news (before class) about one of the following issues and consider the meaning of privilege based on ethnicity. Write a brief statement of your conclusions about privilege with regards to one of the cases below.

Treyvon Martin case (Feb. 2012) and other deaths related to “stand your ground” state laws

State laws allowing police to ask for immigration status documentation

16) Multicultural competence and sensitivity

1. Recognize ways in which interventions are culturally sensitive

Post in FB a link to program service announcements, organizations promos, or other intervention material that illustrates attempts to reach specific cultural groups with a culturally sensitive component. Explain why it is culturally sensitive.


9


UNIT 5: Finding strengths despite adversity 17) Emphasis on strengths

and resources 1. Differentiate between a deficit-

and strengths-based approach 2. Define blaming the victim

• Textbook Rudkin, Ch. 7: Strengths Perspective

• Blaming the victim (by William Ryan)- Ch. 1 The Art of Savage Discovery

18) Empowerment

1. Understand the link between empowerment and collective action

2.

• Textbook Rudkin, Ch. 10: Empowerment

19) Social Entrepreneurship 1. Identify examples of social entrepreneurship that reflect empowerment and capitalizing on strengths

• ASSIGNMENT: Highlight social entrepreneurship efforts -- Instructions on Bb.

20) Stress, coping, and social support

2. Become familiar with the model of psychosocial stress

3. Describe different types of stressors, coping styles, and social support

4. Identify risk and protective factors

• Textbook Rudkin, Ch. 8: Stress and coping

• Book Current Directions in Community Psychology (Eds. Shinn & Thaden), Section 3 (Disparate stressors)

21) Resilience 5. Conceptualize resilience as an ecological transaction and not a trait

• Textbook Rudkin, Ch. 11: Resilience


10


UNIT 6: Social change and action research 22) Approaches to social

change 1. Define social change 2. Distinguish first and second

order change 3. Recognize strategies to bring

about social change

• Textbook Rudkin’s chapter 6: Embracing Social Change

23)

Action research in pursuit of social change

1. Become familiar with types of use of research in the pursuit of social change

2. Know how to pursue a policy action strategy

3. Become familiar with the style and use of policy advocacy letters

• Review slides in Bb • Review instructions and examples of Policy Letters in

Blackboard • Review examples in Bb of use of psychological research

to influence policy

24) Prevention and promotion programs

1. Define different types of prevention

2. Recognize situations that require different types of prevention

3. Distinguish prevention from promotion efforts

• Textbook Rudkin, Ch. 9: Prevention

• Book Current Directions in Community Psychology (Eds. Shinn & Thaden), Section 4 (Prevention and Promotion Programs)

• Post in FB: Video links with examples of prevention and promotion. Explain if it is prevention or promotion effort.

25) Program Evaluation and Logic Models

1. Explain the purpose of program evaluation

2. Create logic models

• Dalton, Elias, & Wandersman, Community Psychology: Linking Individuals and Communities (2nd Ed.), Ch. 14-Program evaluation (pp. 466-486)

• See examples of logic models in Bb

UNIT 7: GROUP ACTION PROJECT 26) OPTION 1:

Policy advocacy 1. Appraise existing policy related

to a specific problem or need 1. Make theory and data-driven

policy recommendations

Instructions in Bb.

27) OPTION 2: Program

2. Appraise existing interventions that address a specific problem or need

3. Make theory and data-driven program recommendations

Instructions in Bb.

Course Policies

Engagement and Participation Students are expected to maintain a high level of engagement and participation in the course through contributions to discussions and assignments. Students are expected to contribute on a frequent basis. It is particularly important that you maintain a presence in the course as we strive to develop a sense of community among our class members.

Communication and Interaction

As an online group, we want to follow basic rules of etiquette on the internet (netiquette). We will have a chance to create a Code of Conduct the third week of class. The course site in Blackboard 9 (https://test.blackboard.american.edu/ ) is the headquarters of our course. There you will find the most complete information about the course, including any updates to the syllabus, calendar and due dates. Please check it frequently for announcements, calendar details, and more. In addition to announcements and other information available by regularly checking our Blackboard site and Facebook, we will rely on email communications, which will be sent to your AU address through Blackboard. The courtesy of a reply is expected, especially to emails that ask for a response. To enhance our ability to communicate online and create a sense of being a community that is available to each other, we will also use chat or instant messaging and any other strategies that the class agrees will be appropriate.

Preparation

In order to make the most of the course, students are expected to read the required readings (or watch or review other material) on the day it is assigned on the calendar. This will ensure that students are prepared to make thoughtful contributions to discussions, and complete related activities on a steady pace and can submit requirements on time.

Due dates and times

Despite listing specific assignments on a daily basis on the Calendar, the instructor acknowledges that students will have unique timing issues during the summer in this asynchronous environment. In other words, a student may not always be able to submit an assignment each day of the week. Therefore, Sundays by midnight are designated as deadlines for all of the week’s requirements (please note exceptions on the Calendar).

University Policies

Accommodations for Students with Disabilities and Special Needs

If you experience difficulty in this course for any reason, please do not hesitate to consult with me. A wide range of services is available to support you in your efforts to meet course requirements, including online courses.

If you qualify for accommodations because of a disability, please notify me in a timely manner with a letter from the Academic Support Center or Disability Support Services so that we can make arrangements to address your needs. Academic Support Center (ASC) (202-885-3360, MGC 243, [email protected].)

offers study skills workshops, individual instruction, tutor referrals, Supplemental Instruction, and services for students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD).

1. Writing support is available in the ASC Writing Lab or in the Writing Center, Battelle-Tompkins 228. Counseling Center (202-885-3500, MGC 214) offers counseling and consultations regarding personal concerns, self help information, and connections to off campus mental health resources.

2. Disability Support Services (202-885-3315, MGC 206) offers technical and practical support and assistance with accommodations for students with physical, medical, or psychological disabilities.

Academic Integrity Code

By agreeing to maintain enrollment in this course, you are also agreeing to abide by the Academic Integrity Code for American University found at the following URL.

http://www1.american.edu/academics/integrity/code.htm

The Academic Integrity Code (“Code”) for American University defines honorable conduct, outlines attendant rights and responsibilities, and describes procedures for handling allegations of academic misconduct.

PSY 345 Community Psychology - American University€¦ · This course introduces students to...

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