Community Psychology Ph.D. Program

This introduction to a special issue of the Journal of Prevention and Intervention in the Community on the topic of Childhood Obesity Prevention lays some of the basis for the state of affairs of the Childhood obesity epidemic in the U.S. as of 2012 and the need for and types of existing prevention and intervention efforts underway. At the intersection of public health and community psychology, each of the six articles presents some insights into how prevention and intervention efforts currently underway are fairing and offers some implications for program developers and policy makers to start to turn around the epidemic. Given the key role schools play, successful strategies for engaging schools are presented in the introduction. The authors of this special issue also emphasize the need to involve whole communities in order to attain the intended changes of reductions in overweight and obesity rates and increases in positive health outcomes.

Adverse childhood experiences (ACEs) negatively impact community-level social problems, education, work, mental, and physical health beyond the effects of economic and political inequality. This paper summarizes the evidence that community-wide resilience moderates such impacts and examines how resilience can be increased by strategic interventions focused on community capacity building; Trauma-Informed Practices (TIPs) by staff in community organizations; and cultural change. Findings from three formative research evaluations in Walla Walla, Washington, show how community capacity was increased, trauma-informed practices were implemented across local organizations, and a school's culture was transformed. Common elements of change were shifts in: mindsets, collaborative relationships, and organizational values/structures. These changes enabled the adoption of scaffolded, equity-based, innovative interventions that can potentially decrease economic and racial/ethnic disparities by preventing the progression of ACEs into adult adversities, poverty, and discrimination.

Adults with unresolved Adverse Childhood Experiences (ACEs) present a unique opportunity for universities to support students as they strive toward positive change. As marginalized students seek to improve their lives, they often utilize higher education as their means. Traditionally, this path has not been easy to for students to navigate, nor have institutions been tolerant or sensitive to the challenges they face. All students bring diverse issues, but those of the adult, minority student associated with ACEs, present a greater barrier to academic success. A strengths-based, ACEs-informed system within institutions to help students buffer the often-daunting higher education environment creates a more beneficial educational experience.

The Palestinian need for aid is entirely a result of a decades long conflict with Israel. Western funders to Palestinian NGOs working in psychological services may have good intentions, but their traditional approaches to therapy and well-being may be inconsistent with a collective Palestinian identity of liberation. These colonizing therapies may stigmatize Palestinians as "traumatized", encouraging a defeated or passive mentality, undermining values of resistance, while ongoing Israeli oppression continues. The NGO policies and modes of work can also influence the worldview, practices, and motivations of Palestinian Mental health workers who are serving populations with much experience of violence and oppression. One goal of this qualitative research is to learn how mental health workers position themselves with respect to basic aspects of psychological colonialism (body, the other, language, imagination, etc.). The aims are to open the horizons of possibility for decolo...

Background Despite broad interest of the Syrian refugee plight in the academic and media circles, there are still limited studies analyzing the lived experiences of torture survivors under the Syrian regime. This qualitative study interviewed torture survivors to examine the form and function of the Syrian regime’s security apparatus, and the personal aftermath of survivors. Methods Thirteen in-depth interviews were conducted in Arabic with Syrian refugees who endured torture. Study participants were at least 19 years of age, resided as refugees in Jordan, and voluntarily agreed to participate in the study. Participation was anonymous and no incentives were provided. Only oral consent was required. Audio-recorded interviews were transcribed and translated to English, and then analyzed for repetitive themes utilizing the narrative approach. Results Major themes were observed across three experience-phases: pre-captivity, during captivity, and post-captivity. The pre-captivity phase i...

The purpose of this exploratory study was to examine the relationship of external funding on the recruitment and retention of assistant professors in STEM disciplines and gender differences in the link between funding and promotion and retention. The external funding patterns of two cohorts of recently hired science, technology, engineering, and mathematics (STEM) assistant professors at a major research university were collected and differential outcomes of grant success by gender were measured, as well as gender differences in the correlation between grant activity and reappointment, promotion and tenure (RPT) and retention. The study found significant gender differences in grant submissions, average number and size of awards, and percentage of grants submitted to federal agencies in the first cohort, but not the second. Grant activity during the first cohort’s second probationary period was significantly correlated with RPT for both men and women, but there were no correlations b...

As we reflect on the founding vision of the field of community psychology in the United States, we assess our progress toward achieving, building upon, and refining this vision. We review early literature regarding the US vision of the field, provide a historical overview of education and training within the field, and provide recommendations to guide and strengthen our approach to education. Our recommendations include the following: (a) serve as a resource to communities, (b) promote a sense of community within our field, (c) diversify students, faculty, and leadership, (d) evaluate our efforts, (e) be current and relevant, (f) enhance the visibility and growth of our field, and (g) create globally minded and innovative CPists. We provide strategies for programs, faculty, linkages between researchers and practitioners, and the Society for Community Research and Action. We conclude that community psychology education and training continues to reflect the early vision; however, we believe we must make more intentional efforts to align with the mission and values of the field, and to engage in a critical analysis of our pedagogy. Enhancing and growing undergraduate and graduate education can facilitate the achievement of our goals to promote social justice, prevent and address social problems, and build community connections to become more effective, impactful, and global social change agents.