Angie Malorni, Shae Dolan, Andrew Hong, Naima Joseph, Khalid Mohamed, Liana Moore, Linda Phan, Ireland Skoglund, Iris Too, Sidonie Wittman
Youth sociopolitical development (SPD) is a powerful protective and promotive factor for marginalized adolescents' social, emotional, physical, and academic well-being. Despite having unique insight and experiential knowledge about SPD processes, youth have been excluded from conceptual framework and model development. As part of a Youth Participatory Action Research project, 11 adolescents (ages 14–19) and one adult ask “How do adolescent community organizers with varying social and political experiences conceptualize youth SPD?” We used a multiple case study design, with a grounded theory analytic approach. The YPAR collective identified four interrelated, experiential domains of youth SPD: thinking, feeling, doing and relating. Within each domain, we identified and defined key constructs and practices. The YPAR collective's qualitative inquiry resulted in more nuance for existing frameworks of critical consciousness and critical action, and the collective pushes the SPD field to better integrate social and emotional aspects of SPD practice. They offer a conceptual framework that is rooted in their experiential, sensory, learned, and social knowledge, from a multiple-marginalized positionality. These insights enrich the fields of SPD research and practice.
青少年社会政治发展(SPD)是促进边缘化青少年社会、情感、身体和学业健康发展的强大保护性因素。尽管青少年对社会政治发展过程有独特的见解和经验知识,但他们一直被排除在概念框架和模型开发之外。作为青少年参与式行动研究项目的一部分,11 名青少年(14-19 岁)和一名成年人提出了 "具有不同社会和政治经历的青少年社区组织者是如何构思青少年 SPD 的?我们采用了多案例研究设计和基础理论分析方法。YPAR 集体确定了青少年 SPD 的四个相互关联的经验领域:思考、感受、行动和关系。在每个领域中,我们确定并定义了关键的结构和实践。YPAR 小组的定性调查为现有的批判意识和批判行动框架提供了更多的细微差别,并推动 SPD 领域更好地整合 SPD 实践中的社会和情感方面。他们从多重边缘化的立场出发,提供了一个植根于他们的经验、感官、学习和社会知识的概念框架。这些见解丰富了 SPD 的研究和实践领域。
{"title":"Youth sociopolitical development: A conceptual framework by racial and gender minoritized youth organizers","authors":"Angie Malorni, Shae Dolan, Andrew Hong, Naima Joseph, Khalid Mohamed, Liana Moore, Linda Phan, Ireland Skoglund, Iris Too, Sidonie Wittman","doi":"10.1002/ajcp.12729","DOIUrl":"10.1002/ajcp.12729","url":null,"abstract":"<p>Youth sociopolitical development (SPD) is a powerful protective and promotive factor for marginalized adolescents' social, emotional, physical, and academic well-being. Despite having unique insight and experiential knowledge about SPD processes, youth have been excluded from conceptual framework and model development. As part of a Youth Participatory Action Research project, 11 adolescents (ages 14–19) and one adult ask “How do adolescent community organizers with varying social and political experiences conceptualize youth SPD?” We used a multiple case study design, with a grounded theory analytic approach. The YPAR collective identified four interrelated, experiential domains of youth SPD: thinking, feeling, doing and relating. Within each domain, we identified and defined key constructs and practices. The YPAR collective's qualitative inquiry resulted in more nuance for existing frameworks of critical consciousness and critical action, and the collective pushes the SPD field to better integrate social and emotional aspects of SPD practice. They offer a conceptual framework that is rooted in their experiential, sensory, learned, and social knowledge, from a multiple-marginalized positionality. These insights enrich the fields of SPD research and practice.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"73 3-4","pages":"473-489"},"PeriodicalIF":3.4,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11209824/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139048127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Acknowledgement of Reviewers","authors":"","doi":"10.1002/ajcp.12728","DOIUrl":"https://doi.org/10.1002/ajcp.12728","url":null,"abstract":"","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"72 3-4","pages":"511-512"},"PeriodicalIF":3.1,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Charles Tocci, Sara T. Stacy, Rachel Siegal, Jennifer Renick, Jamie LoCurto, Davielle Lakind, Jennifer Gruber, Benjamin W. Fisher
School-based law enforcement (SBLE) have become increasingly common in U.S. schools over recent decades despite the controversy surrounding their presence and lack of consensus around their associated benefits and harms. Drawing on the history and evidence base regarding SBLE, we advocate for an end to SBLE programs. Grounding our argument in principles of Community Psychology and positive youth development, we outline how the presence and actions of SBLE negatively affect individual students as well as school systems, with particularly harmful outcomes for students with minoritized and marginalized identities. Research on SBLE and school crime does not provide consistent evidence of positive impacts, and many studies find null effects for the relationship between SBLE and school crime or increases in crime and violence in schools. Though funding for SBLE is often prompted by high-profile acts of gun violence in schools, evidence suggests that SBLE neither prevents these incidents, nor lessens the severity when they do occur. Thus, we advocate for removing law enforcement from school settings and redirecting resources into inclusive, evidence-informed responses that are generally safer and more effective than SBLE. We close by outlining the policy landscape governing SBLE programs and ways communities can lobby for change.
{"title":"Statement on the effects of law enforcement in school settings","authors":"Charles Tocci, Sara T. Stacy, Rachel Siegal, Jennifer Renick, Jamie LoCurto, Davielle Lakind, Jennifer Gruber, Benjamin W. Fisher","doi":"10.1002/ajcp.12723","DOIUrl":"10.1002/ajcp.12723","url":null,"abstract":"<p>School-based law enforcement (SBLE) have become increasingly common in U.S. schools over recent decades despite the controversy surrounding their presence and lack of consensus around their associated benefits and harms. Drawing on the history and evidence base regarding SBLE, we advocate for an end to SBLE programs. Grounding our argument in principles of Community Psychology and positive youth development, we outline how the presence and actions of SBLE negatively affect individual students as well as school systems, with particularly harmful outcomes for students with minoritized and marginalized identities. Research on SBLE and school crime does not provide consistent evidence of positive impacts, and many studies find null effects for the relationship between SBLE and school crime or increases in crime and violence in schools. Though funding for SBLE is often prompted by high-profile acts of gun violence in schools, evidence suggests that SBLE neither prevents these incidents, nor lessens the severity when they do occur. Thus, we advocate for removing law enforcement from school settings and redirecting resources into inclusive, evidence-informed responses that are generally safer and more effective than SBLE. We close by outlining the policy landscape governing SBLE programs and ways communities can lobby for change.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"73 3-4","pages":"360-377"},"PeriodicalIF":3.4,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ajcp.12723","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138294420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jesica Siham Fernández, Ireri Bernal, Bianca L. Guzmán
Latinx have contributed to the foundation and formation of the United States, and as this demographic increases, overlooking their unique experiences and lived conditions can limit community psychology's potential to better support them in their wellbeing. Thus, in alignment with the call for a virtual special issue highlighting critical themes in the American Journal of Community Psychology (AJCP), we take an exemplar approach to reviewing 15 articles published between 1979 and 2023. We highlight these articles for their unique contributions in laying the foundation or shifting the discourses of Latinx in the United States. We organize each article under one of the following themes: (1) Challenging notions of Latinx as passive victims or deficient; (2) Documenting the misrepresentation and invisibility of Latinx in community psychology; (3) Affirming Latinx as knowledge producers, protagonists, and agents of change; and (4) Centering Latin American epistemologies that foster liberatory praxis for and with Latinx. Via these themes, we illustrate where the discipline has been, and offer reflection for where it can move toward as it relates to Latinx. In doing so, we highlight perspectives grounded in Latinx communities. Our review is not exhaustive; however, it offers our subjective interpretation or curation of the articles we acknowledge as fundamental to the discipline's formation, and our learning and ongoing growth as critical community psychologists of Latin American heritage with affinities to Latinx communities in the United States. We offer this brief review as a semilla (seed) to the possibilities ahead as we remain open to reflection, dialog and learning.
{"title":"Sembrando Semillas, sowing seeds: Reflections on Latinx representations in US community psychology's AJCP","authors":"Jesica Siham Fernández, Ireri Bernal, Bianca L. Guzmán","doi":"10.1002/ajcp.12719","DOIUrl":"10.1002/ajcp.12719","url":null,"abstract":"<p>Latinx have contributed to the foundation and formation of the United States, and as this demographic increases, overlooking their unique experiences and lived conditions can limit community psychology's potential to better support them in their wellbeing. Thus, in alignment with the call for a virtual special issue highlighting critical themes in the <i>American Journal of Community Psychology</i> (AJCP), we take an exemplar approach to reviewing 15 articles published between 1979 and 2023. We highlight these articles for their unique contributions in laying the foundation or shifting the discourses of Latinx in the United States. We organize each article under one of the following themes: (1) <i>Challenging notions of Latinx as passive victims or deficient</i>; (2) <i>Documenting the misrepresentation and invisibility of Latinx in community psychology</i>; (3) <i>Affirming Latinx as knowledge producers, protagonists, and agents of change</i>; and (4) <i>Centering Latin American epistemologies that foster liberatory praxis for and with Latin</i>x. Via these themes, we illustrate where the discipline has been, and offer reflection for where it can move toward as it relates to Latinx. In doing so, we highlight perspectives grounded in Latinx communities. Our review is not exhaustive; however, it offers our subjective interpretation or curation of the articles we acknowledge as fundamental to the discipline's formation, and our learning and ongoing growth as critical community psychologists of Latin American heritage with affinities to Latinx communities in the United States. We offer this brief review as a <i>semilla</i> (seed) to the possibilities ahead as we remain open to reflection, dialog and learning.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"72 3-4","pages":"328-340"},"PeriodicalIF":3.1,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ajcp.12719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138175257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fabricio E. Balcazar, Marlen Garcia, Sheila Venson
Community psychologists have made significant contributions to the study of civic engagement, yet scarce studies have examined the impact of civic engagement training among youth with a history of dropping out. We describe an effort to promote civic education and action through a curriculum implemented at an alternative school that focuses on (a) developing awareness of the importance of engaging in social/political issues; (b) increasing civic participation; and (c) acquiring political advocacy and organizing experience. This evaluation of the civic engagement training summarizes the issues students reported in a public presentation as having had an impact in their lives; their historical, political, and social understanding of the issues; the ways in which they used a variety of social media to communicate information to different audiences; and their engagement in civic actions to impact their selected issues. Overall, students became more aware of their role as citizens and voters and wanted to share their experiences with their peers, friends, and families. The implications of promoting civic engagement among youth with a history of dropping out of school are discussed, as well as the challenges of the training implementation.
{"title":"Civic engagement training at a school for youth with a history of dropping out","authors":"Fabricio E. Balcazar, Marlen Garcia, Sheila Venson","doi":"10.1002/ajcp.12727","DOIUrl":"10.1002/ajcp.12727","url":null,"abstract":"<p>Community psychologists have made significant contributions to the study of civic engagement, yet scarce studies have examined the impact of civic engagement training among youth with a history of dropping out. We describe an effort to promote civic education and action through a curriculum implemented at an alternative school that focuses on (a) developing awareness of the importance of engaging in social/political issues; (b) increasing civic participation; and (c) acquiring political advocacy and organizing experience. This evaluation of the civic engagement training summarizes the issues students reported in a public presentation as having had an impact in their lives; their historical, political, and social understanding of the issues; the ways in which they used a variety of social media to communicate information to different audiences; and their engagement in civic actions to impact their selected issues. Overall, students became more aware of their role as citizens and voters and wanted to share their experiences with their peers, friends, and families. The implications of promoting civic engagement among youth with a history of dropping out of school are discussed, as well as the challenges of the training implementation.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"73 3-4","pages":"461-472"},"PeriodicalIF":3.4,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ajcp.12727","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138175256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Place attachment at neighborhood places can facilitate social ties and community belonging, reduce social isolation and improve physical and mental health outcomes. Research highlights the benefits of place attachment at traditional third places such as cafes and parks but is yet to examine place attachment across a broader suite of highly frequented neighborhood places. Drawing on survey data from a sample of Australian residents (N = 892) with a median age of 55−64 years, this study examines the influence of place form and function on place attachment at everyday places. Findings reveal that places where individuals go to participate in specific and unique activities (e.g., exercise at a gym, prayer at a temple) alongside a defined group of other community members, such as places of worship or gyms, engender stronger place attachment than places of economic consumption, such as large shops and cafes. This is important in its capacity to inform neighborhood planning and policies to reduce risk of social isolation.
{"title":"Place type or place function: What matters for place attachment?","authors":"Renee Zahnow","doi":"10.1002/ajcp.12722","DOIUrl":"10.1002/ajcp.12722","url":null,"abstract":"<p>Place attachment at neighborhood places can facilitate social ties and community belonging, reduce social isolation and improve physical and mental health outcomes. Research highlights the benefits of place attachment at traditional third places such as cafes and parks but is yet to examine place attachment across a broader suite of highly frequented neighborhood places. Drawing on survey data from a sample of Australian residents (<i>N</i> = 892) with a median age of 55−64 years, this study examines the influence of place form and function on place attachment at everyday places. Findings reveal that places where individuals go to participate in specific and unique activities (e.g., exercise at a gym, prayer at a temple) alongside a defined group of other community members, such as places of worship or gyms, engender stronger place attachment than places of economic consumption, such as large shops and cafes. This is important in its capacity to inform neighborhood planning and policies to reduce risk of social isolation.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"73 3-4","pages":"446-460"},"PeriodicalIF":3.4,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ajcp.12722","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136395826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although mutual aid organizing is a social movement practice long sustained by queer/trans people, immigrants, people of color, and disability communities, among other communities pushed to the margins of society, with the emergence of the COVID-19 pandemic, and subsequent government failures in addressing unmet needs, mutual aid proliferated into new (and more socially privileged) communities in the United States and across the world. Amidst this landscape of extraordinary and unique crises, our study sought to understand the benefits experienced by those engaged in mutual aid in the early months of the COVID-19 pandemic in the state of Colorado, United States. Our team conducted semistructured individual interviews with 25 individuals participating in mutual aid through groups organized on social media or through intentional communities. We found that participants, who engaged in mutual aid in the early months of the COVID-19 pandemic, built empathy, a sense of nonjudgement, and critical consciousness as they created common ground as humans. Participants also found mutual aid engagement to provide nourishing support, to hold pain among more people, and, simply to “feel good.” We discuss the potential implications of these benefits for sustaining mutual aid movements through the ongoing COVID-19 pandemic in the United States and beyond.
{"title":"How mutual aid proliferation developed solidarity and sense of collective responsibility in the early months of COVID-19","authors":"Kimberly Bender, Kate Saavedra, Tara Milligan, Danielle Maude Littman, Trish Becker-Hafnor, Annie Zean Dunbar, Madi Boyett, Brendon Holloway, Karaya Morris","doi":"10.1002/ajcp.12721","DOIUrl":"10.1002/ajcp.12721","url":null,"abstract":"<p>Although mutual aid organizing is a social movement practice long sustained by queer/trans people, immigrants, people of color, and disability communities, among other communities pushed to the margins of society, with the emergence of the COVID-19 pandemic, and subsequent government failures in addressing unmet needs, mutual aid proliferated into new (and more socially privileged) communities in the United States and across the world. Amidst this landscape of extraordinary and unique crises, our study sought to understand the benefits experienced by those engaged in mutual aid in the early months of the COVID-19 pandemic in the state of Colorado, United States. Our team conducted semistructured individual interviews with 25 individuals participating in mutual aid through groups organized on social media or through intentional communities. We found that participants, who engaged in mutual aid in the early months of the COVID-19 pandemic, built empathy, a sense of nonjudgement, and critical consciousness as they created common ground as humans. Participants also found mutual aid engagement to provide nourishing support, to hold pain among more people, and, simply to “feel good.” We discuss the potential implications of these benefits for sustaining mutual aid movements through the ongoing COVID-19 pandemic in the United States and beyond.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"73 3-4","pages":"431-445"},"PeriodicalIF":3.4,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136395824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christopher D. Nettles, Michèle M. Schlehofer, Sara L. Buckingham, Craig (Kwesi) Brookins, Yvette G. Flores, Amber E. Kelly
The Society for Community Research and Action (SCRA) is the primary professional home for community psychologists in the United States and increasingly around the world. Since the formation of the American Psychological Association Division 27: Community Psychology in 1966, now SCRA, 54 people have served in the Presidential role. Presidential leaders' annual addresses both reflect the current state of the field and have the ability to shape the future of both SCRA as an organization and community psychology as a discipline given their positions as leaders. This commentary explores the trajectory of SCRA as an organization via 33 available presidential addresses, 28 of which were published in the American Journal of Community Psychology (AJCP). Using thematic analysis and drawing on both dialectical and life cycle organizational processes, three periods of SCRA and community psychology more broadly were identified: defining community psychology, applying community psychology, and re-imagining community psychology. Themes speak to tensions between the ideals of the society and the work of the society. We conclude by offering a series of questions for consideration as SCRA positions itself for the future.
{"title":"Then and now: A 50-year retrospective thematic analysis of Society for Community Research and Action presidential addresses","authors":"Christopher D. Nettles, Michèle M. Schlehofer, Sara L. Buckingham, Craig (Kwesi) Brookins, Yvette G. Flores, Amber E. Kelly","doi":"10.1002/ajcp.12725","DOIUrl":"10.1002/ajcp.12725","url":null,"abstract":"<p>The Society for Community Research and Action (SCRA) is the primary professional home for community psychologists in the United States and increasingly around the world. Since the formation of the American Psychological Association Division 27: Community Psychology in 1966, now SCRA, 54 people have served in the Presidential role. Presidential leaders' annual addresses both reflect the current state of the field and have the ability to shape the future of both SCRA as an organization and community psychology as a discipline given their positions as leaders. This commentary explores the trajectory of SCRA as an organization via 33 available presidential addresses, 28 of which were published in the <i>American Journal of Community Psychology</i> (AJCP). Using thematic analysis and drawing on both dialectical and life cycle organizational processes, three periods of SCRA and community psychology more broadly were identified: <i>defining community psychology</i>, <i>applying community psychology</i>, and <i>re-imagining community psychology</i>. Themes speak to tensions between the ideals of the society and the work of the society. We conclude by offering a series of questions for consideration as SCRA positions itself for the future.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"72 3-4","pages":"341-354"},"PeriodicalIF":3.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136395827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The American Journal of Community Psychology (AJCP) was founded in 1973 and has since its inception has been the flagship journal for the Society of Community Research and Action. AJCP publishes leading scholarship in community psychology and social action research. This special issue celebrates the 50 years of scholarship in AJCP by curating and assembling previously published articles in virtual special issues (VSIs) with accompanying commentaries. Nine VSIs were compiled as part of this special issue. Each of these VSIs were organized around themes that are of critical importance to community psychology and each VSI summarizes what has been learned from their included articles and future directions for the field. In this paper, we introduce this special issue on this collection of VSIs, discussing how each of these VSIs endeavor to push the field forward.
美国社区心理学期刊》(AJCP)创刊于 1973 年,自创刊以来一直是社区研究与行动协会的旗舰期刊。AJCP 出版社区心理学和社会行动研究领域的顶尖学术论文。本特刊通过整理和汇编以前在虚拟特刊(VSIs)上发表的文章并附带评论,来庆祝《AJCP》50 年的学术历程。作为本特刊的一部分,共汇编了九期虚拟特刊。每期虚拟特刊都围绕对社区心理学至关重要的主题展开,每篇虚拟特刊都总结了从收录的文章中学到的知识以及该领域的未来发展方向。在本文中,我们将介绍这本特刊上的这组 VSI,讨论每篇 VSI 如何努力推动该领域向前发展。
{"title":"Looking back, moving forward: 50 years of the American Journal of Community Psychology","authors":"Nicole E. Allen, Allyson M. Blackburn","doi":"10.1002/ajcp.12726","DOIUrl":"10.1002/ajcp.12726","url":null,"abstract":"<p><i>The American Journal of Community Psychology</i> (AJCP) was founded in 1973 and has since its inception has been the flagship journal for the Society of Community Research and Action. AJCP publishes leading scholarship in community psychology and social action research. This special issue celebrates the 50 years of scholarship in AJCP by curating and assembling previously published articles in virtual special issues (VSIs) with accompanying commentaries. Nine VSIs were compiled as part of this special issue. Each of these VSIs were organized around themes that are of critical importance to community psychology and each VSI summarizes what has been learned from their included articles and future directions for the field. In this paper, we introduce this special issue on this collection of VSIs, discussing how each of these VSIs endeavor to push the field forward.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"72 3-4","pages":"254-257"},"PeriodicalIF":3.1,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136395825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When Seymour Sarason, the founder of American community psychology, looked back on his life and work, he singled out the importance of personal humility and of developing collaborative learning relationships. He worried that humility was too lacking in psychology. To cultivate humility, we need to engage in an ongoing practice of critical self- and group-examination that enables us to understand more fully the effects of our positionalities, historical, and cultural contexts. Alongside this we need to try to understand the ecopsychosocial and historical contexts of those we have been invited to accompany. For those who are European descended, this requires a deepening realization of how we, as W. E. B. Du Bois would say, have been and are a “problem.” Unawares, we have saturated psychology with our own cultural perspectives and ways of being. “White” people require their own pedagogy to become more conscious of their standpoints and to redress the harms created by their group. Our task is not to evangelize psychological theories and practices born from within our own particular cultural perspective, but to learn from the cultural workers and community members in the group we are working with. We must ask of ourselves questions that enable us to understand the broader historical, social, and ecological context of the issues that are presenting. To indicate this, I preface the term “accompaniment” with the adjective “ecopsychosocial.” Ecopsychosocial accompaniment requires humility. It is humility that opens the door to being able to imagine and desire together, to cocreate, and cosustain the kinds of decolonial spaces, places, and ways of working and living with one another that are so desperately needed.
当美国社区心理学的创始人西摩·萨拉森(Seymour Sarason)回顾自己的生活和工作时,他特别指出了个人谦逊和发展合作学习关系的重要性。他担心在心理上过于缺乏谦逊。为了培养谦卑,我们需要不断地进行批判性的自我和群体检查,这使我们能够更充分地理解我们的地位、历史和文化背景的影响。除此之外,我们还需要试着理解那些被邀请陪伴的人的生态、心理、社会和历史背景。对于那些有欧洲血统的人来说,这需要更深刻地认识到,正如w·e·b·杜波依斯(w.e.b. Du Bois)所说,我们曾经是一个“问题”,现在也是一个“问题”。不知不觉中,我们的心理已经充斥着我们自己的文化视角和存在方式。“白人”需要他们自己的教育方法来更加意识到他们的立场,并纠正他们的群体造成的伤害。我们的任务不是传播源自我们自己特定文化视角的心理学理论和实践,而是向与我们合作的文化工作者和社区成员学习。我们必须问自己一些问题,使我们能够理解所呈现的问题的更广泛的历史、社会和生态背景。为了说明这一点,我在“陪伴”一词前加上了形容词“生态心理社会”。生态社会心理陪伴需要谦卑。正是谦卑打开了一扇门,让我们能够共同想象和渴望,共同创造和共同维持我们迫切需要的那种非殖民化的空间、场所、工作方式和生活方式。
{"title":"Ecopsychosocial accompaniment: Cocreating with humility","authors":"Mary Watkins","doi":"10.1002/ajcp.12724","DOIUrl":"10.1002/ajcp.12724","url":null,"abstract":"<p>When Seymour Sarason, the founder of American community psychology, looked back on his life and work, he singled out the importance of personal humility and of developing collaborative learning relationships. He worried that humility was too lacking in psychology. To cultivate humility, we need to engage in an ongoing practice of critical self- and group-examination that enables us to understand more fully the effects of our positionalities, historical, and cultural contexts. Alongside this we need to try to understand the ecopsychosocial and historical contexts of those we have been invited to accompany. For those who are European descended, this requires a deepening realization of how we, as W. E. B. Du Bois would say, have been and are a “problem.” Unawares, we have saturated psychology with our own cultural perspectives and ways of being. “White” people require their own pedagogy to become more conscious of their standpoints and to redress the harms created by their group. Our task is not to evangelize psychological theories and practices born from within our own particular cultural perspective, but to learn from the cultural workers and community members in the group we are working with. We must ask of ourselves questions that enable us to understand the broader historical, social, and ecological context of the issues that are presenting. To indicate this, I preface the term “accompaniment” with the adjective “ecopsychosocial.” Ecopsychosocial accompaniment requires humility. It is humility that opens the door to being able to imagine and desire together, to cocreate, and cosustain the kinds of decolonial spaces, places, and ways of working and living with one another that are so desperately needed.</p>","PeriodicalId":7576,"journal":{"name":"American journal of community psychology","volume":"72 3-4","pages":"249-253"},"PeriodicalIF":3.1,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92152270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}