Journal of community psychology最新文献

We aim to better understand how to design impactful anti-oppression pedagogy training programs for faculty at predominantly White institutions (PWIs). To do this, we analyzed data from faculty participants in an anti-oppression training program to identify factors that faculty described as either challenges or accelerators to bringing anti-oppression pedagogy into the classroom. We contextualize these factors using an ecological perspective to examine potential challenges and accelerators at multiple levels of influence. This analysis of the challenges faculty face, along with impactful programmatic elements, informed our recommendations for future faculty training in anti-oppression classroom practice. We analyzed data from faculty participants (N = 15) in an intensive anti-oppression training program using thematic analysis to sort qualitative data from participant surveys and interviews into (1) the ecological level discussed and (2) factors participants described as either Challenges or Accelerators as they worked to bring an anti-oppression intervention into the classroom. We cross-examined the Challenge and Accelerator codes across ecological levels to capture the complex contexts of bringing anti-oppression pedagogy into the classroom. We identified several ecological settings as important to shaping the challenges or accelerators faculty encountered in their anti-oppression work: Academia, Field of Study, University setting, Department setting, and Classroom setting. The multilevel challenges and accelerators that faculty may face in doing anti-oppression work at a PWI are discussed. We then identified overarching patterns in our thematic analysis and used these to recommend potential key ingredients for designing training programs to accelerate faculty work in anti-oppression pedagogy. Based on our analysis, we propose two key ingredients for anti-oppression faculty training programs: (1) facilitating faculty ownership of ongoing critical analysis of how power operates in their positionality related to interlocking systems of oppression, their academic discipline, and their classroom practice and (2) the development of an interdisciplinary community of learners who support each other in ongoing reflection, learning, and critical praxis. If PWIs want faculty to address issues of equity and justice, then they must acknowledge the nested challenges of anti-oppression work and invest in the necessary institutional changes and training.

The United States has long been a site of systemic oppression and grassroots resistance, with Black women serving as pivotal architects of social and political change. Yet, little is known about the psychological processes that sustain Black women's activism, particularly in times of sociopolitical stress. This qualitative study addresses this gap by exploring radical hope as a psychological and collective process that sustains Black women activists. Using grounded theory methodology, life history interviews were conducted with 16 Black women activists aged 21–42, residing in the Southern and Mid-Atlantic regions of the United States. Participants described radical hope as enacted through three interrelated actions: dynamic relational action, liberatory resistant action, and trans-temporal action. These actions, rooted in ancestral memory, collective well-being, and future vision, informed an empirically derived grounded theory process model of Black women's activism and radical hope. Grounded in Black feminist thought and counseling and community psychology, this study contributes to the understanding of liberation psychology, gendered racial identity, and activism. Findings highlight the need for research, mental health practice, and policy that support the well-being and leadership of Black women change-makers.

Neighborhood environments may significantly impact psychological well-being, particularly in Black American communities where historical inequities and resilience factors intersect. This mixed-methods study investigates retrospective perceptions of childhood and current neighborhood social environments and their associations with loneliness and psychological distress in adulthood. Data were drawn from the Think PHRESH study, an ancillary project to the Pittsburgh Hill/Homewood Research on Neighborhood Change and Health (PHRESH). A mixed-methods design integrated survey data from 739 participants (77.5% female; mean age = 63.37) and qualitative interviews with 56 residents (60.7% female; mean age = 65.95). Measures assessed childhood and adulthood neighborhood social cohesion, collective child-rearing, current neighborhood safety, satisfaction, loneliness, and distress. A mixed-methods expansion approach was used, where qualitative themes informed quantitative model development. Thematic analysis was applied to qualitative data, and regression analyses examined associations between neighborhood factors and mental health. Participants reported significantly higher childhood social cohesion (M = 4.47, SD = 0.70) than adulthood (M = 3.22, SD = 0.69). Qualitative findings highlighted declines in community engagement and safety. Regression analyses showed greater current social cohesion (b = −0.61, SE = 0.25, p = 0.02), neighborhood safety (b = −0.48, SE = 0.21, p = 0.02), and satisfaction (b = −0.55, SE = 0.18, p = 0.002) were associated with lower distress, while higher satisfaction was linked to lower loneliness (b = −0.08, SE = 0.03, p = 0.002). Findings highlight the importance of policies that enhance neighborhood social environments, particularly in predominantly Black urban communities affected by structural inequities.

This study aimed to understand the local particularities and common aspects of community psychosocial dynamics in different neighborhoods of the city of Temuco. These neighborhoods share conditions of social vulnerability and established a collaborative agreement with the research team. A participatory evaluation was conducted using mixed methods and participatory data production methodologies. The study involved key informants, members of organizations, and residents from each neighborhood. Both an ongoing analysis of each neighborhood and an integrated analysis were performed to address the study's objectives. In all three neighborhoods, a strong link was identified among their psychosocial dynamics, historical origins, and organizational trajectories associated with ensuring subsistence and urban development. Currently, there is evidence of organizational capacity, a sense of community, and social capital, particularly among older residents, who play more active roles in local organizations and demonstrate greater involvement in community life. However, empowerment is concentrated in individuals holding leadership roles and remains limited within organizations. Although a sense of community prevails, there are no overarching objectives that unite residents in shared goals for the common good. The level of political engagement in organizational life and interactions with public policy is low. In one of the neighborhoods, some female leaders exhibit a broader sociopolitical understanding, fostering a critical stance toward clientelistic relationships with political actors. The participatory evaluation process has shown positive effects on the neighborhoods’ participatory dynamics, alongside other advancements in community strengthening.