This paper discusses boundaries and multiple relationships in Counselling and Psychotherapy. Boundary- crossing is a departure from commonly accepted practices that could potentially benefit clients; a boundary violation is a serious breach that results in harm to clients and is therefore unethical. In addition the paper illustrates the unique ethics of multiple relationships, differing Perspectives on multiple relationships. Legal perspective on multiple relationships and factors to Consider before entering into a multiple relationship. The legal implications pertaining to dual relationships depend on the nature of the relationship and whether the client suffers harm. The terms dual relationships and multiple relationships are used interchangeably in various professional codes of ethics, codes provide some general guidelines, good judgment, the willingness to reflect on one's practices, and being aware of one's motivations are critical dimensions of an ethical practitioner. The ACA (2005) uses the term nonprofessional relationships. In this article the broader term of multiple relationships was used to encompass both dual relationships and nonprofessional relationships. To promote the well-being of clients, clinicians are challenged with balancing their own values and life experiences with ethics codes as they make choices regarding how to best help their clients. Keywords: Managing Boundaries, Multiple Relationships, and Boundary violation, Boundary Crossing, Counselling and Psychotherapy.
{"title":"MANAGING BOUNDARIES AND MULTIPLE RELATIONSHIPS IN COUNSELLING AND PSYCHOTHERAPY","authors":"Dr Emmanuel Amaglo","doi":"10.51594/gjp.v2i1.361","DOIUrl":"https://doi.org/10.51594/gjp.v2i1.361","url":null,"abstract":"This paper discusses boundaries and multiple relationships in Counselling and Psychotherapy. Boundary- crossing is a departure from commonly accepted practices that could potentially benefit clients; a boundary violation is a serious breach that results in harm to clients and is therefore unethical. In addition the paper illustrates the unique ethics of multiple relationships, differing Perspectives on multiple relationships. Legal perspective on multiple relationships and factors to Consider before entering into a multiple relationship. The legal implications pertaining to dual relationships depend on the nature of the relationship and whether the client suffers harm. The terms dual relationships and multiple relationships are used interchangeably in various professional codes of ethics, codes provide some general guidelines, good judgment, the willingness to reflect on one's practices, and being aware of one's motivations are critical dimensions of an ethical practitioner. The ACA (2005) uses the term nonprofessional relationships. In this article the broader term of multiple relationships was used to encompass both dual relationships and nonprofessional relationships. To promote the well-being of clients, clinicians are challenged with balancing their own values and life experiences with ethics codes as they make choices regarding how to best help their clients. \u0000 Keywords: Managing Boundaries, Multiple Relationships, and Boundary violation, Boundary Crossing, Counselling and Psychotherapy.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76726994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Use of Community Psychology Competencies in a Fieldwork Practicum Sequence: A Tale of Two Graduate Programs","authors":"Bernadette Sánchez","doi":"10.7728/0801201707","DOIUrl":"https://doi.org/10.7728/0801201707","url":null,"abstract":"","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72947314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Author Biographies: Greg Meissen, Ph.D., is Professor of Psychology and Coordinator of the Community Psychology Doctoral Program at Wichita State University where he teaches community and organizational development and community leadership. He was instrumental in creating the free standing Community Psychology PhD program and the APA Accredited Clinical-Community Program at WSU serving as their first Coordinator from 1994-97. Wichita State was awarded the SCRA Excellence in Education Award in 2015. Greg has also had faculty appointments at the Harvard School of Medicine and Boston University and served on the Surgeon General’s Council on Self-Help and Public Health. In 1985 he founded the Self-Help Network as a statewide self-help group clearinghouse and research center where it has grown into the WSU Center for Community Support & Research into a statewide and national resource for community-based initiatives where he served as Director until 2008. He has received over 30 million dollars in grants from the National Institute of Mental Health, Kansas Health Foundation, Administration for Children and Families, WT Grant Foundation and SAMSHA, and has published in the American Journal of Community Psychology, Journal of Community Psychology, New England Journal of Medicine, Social Work, and Psychiatric Services. Greg was a co-founder and Co-Chaired of the SCRA Community Psychology Practice Council, has chaired
{"title":"Integrating the 18 Community Psychology Practice Competencies into Doctoral Education","authors":"G. Meissen","doi":"10.7728/0801201704","DOIUrl":"https://doi.org/10.7728/0801201704","url":null,"abstract":"Author Biographies: Greg Meissen, Ph.D., is Professor of Psychology and Coordinator of the Community Psychology Doctoral Program at Wichita State University where he teaches community and organizational development and community leadership. He was instrumental in creating the free standing Community Psychology PhD program and the APA Accredited Clinical-Community Program at WSU serving as their first Coordinator from 1994-97. Wichita State was awarded the SCRA Excellence in Education Award in 2015. Greg has also had faculty appointments at the Harvard School of Medicine and Boston University and served on the Surgeon General’s Council on Self-Help and Public Health. In 1985 he founded the Self-Help Network as a statewide self-help group clearinghouse and research center where it has grown into the WSU Center for Community Support & Research into a statewide and national resource for community-based initiatives where he served as Director until 2008. He has received over 30 million dollars in grants from the National Institute of Mental Health, Kansas Health Foundation, Administration for Children and Families, WT Grant Foundation and SAMSHA, and has published in the American Journal of Community Psychology, Journal of Community Psychology, New England Journal of Medicine, Social Work, and Psychiatric Services. Greg was a co-founder and Co-Chaired of the SCRA Community Psychology Practice Council, has chaired","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90349654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes many of the competencies used for consulting with communities in the United States. It includes a description of each competency, how each is used, and tips for developing them. The article begins with a definition of community psychology consulting and how it is different from business or other forms of consulting. The different levels of competence and the interdisciplinary nature of the competencies needed for working in communities are discussed. The article maintains that all community psychology consultants need expertise in foundational competencies such as sociocultural and crosscultural competence and commitment to improving public welfare and social and racial justice. The extent to which community psychology consultants need expertise in other competencies, such as community program development and management, community and social change, and community research, depends upon the type of consulting practice they will have. There is considerable overlap in competencies required for community psychology practice and those required for social work, public health, public administration, and other fields. Therefore, community psychologists interested in pursuing a career in community consulting might take courses or get additional training in other fields.
{"title":"The Application of the Community Psychology Practice Competencies for Community Consulting Practice in the U.S.","authors":"S. Wolfe","doi":"10.7728/0801201709","DOIUrl":"https://doi.org/10.7728/0801201709","url":null,"abstract":"This article describes many of the competencies used for consulting with communities in the United States. It includes a description of each competency, how each is used, and tips for developing them. The article begins with a definition of community psychology consulting and how it is different from business or other forms of consulting. The different levels of competence and the interdisciplinary nature of the competencies needed for working in communities are discussed. The article maintains that all community psychology consultants need expertise in foundational competencies such as sociocultural and crosscultural competence and commitment to improving public welfare and social and racial justice. The extent to which community psychology consultants need expertise in other competencies, such as community program development and management, community and social change, and community research, depends upon the type of consulting practice they will have. There is considerable overlap in competencies required for community psychology practice and those required for social work, public health, public administration, and other fields. Therefore, community psychologists interested in pursuing a career in community consulting might take courses or get additional training in other fields.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"310 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76515597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Community Psychology Practice Competencies (Dalton & Wolfe, 2012) have helped the field of community psychology clarify the skills necessary to engage in community practice in our discipline and have begun to be used for designing curricula and other educational tools in community psychology training programs. Many community psychologists, however, combine elements of both practice and research in their work, and research skills are less represented in the practice competencies than other types of skills. Society for Community Research and Action’s Council on Education recently developed a set of Community Psychology Research Competencies to provide additional depth of understanding of the types of skills and knowledge associated with rigorous and impactful research in community psychology. This paper describes the research competencies and their development and considers them in the context of the existing practice competencies in the interests of expanding the understanding of how research and practice intersect in our training programs and our work in both academic and nonacademic settings. An action-research cycle model is presented to help explain how practice and research competencies complement one another and how both are informed by a common set of principles guiding all the activities of our field. Recommendations are then offered for integrating the research and practice competencies across practiceor research-focused training programs.
{"title":"Intersections of Competencies for Practice and Research in Community Psychology","authors":"Victoria Faust","doi":"10.7728/0801201708","DOIUrl":"https://doi.org/10.7728/0801201708","url":null,"abstract":"The Community Psychology Practice Competencies (Dalton & Wolfe, 2012) have helped the field of community psychology clarify the skills necessary to engage in community practice in our discipline and have begun to be used for designing curricula and other educational tools in community psychology training programs. Many community psychologists, however, combine elements of both practice and research in their work, and research skills are less represented in the practice competencies than other types of skills. Society for Community Research and Action’s Council on Education recently developed a set of Community Psychology Research Competencies to provide additional depth of understanding of the types of skills and knowledge associated with rigorous and impactful research in community psychology. This paper describes the research competencies and their development and considers them in the context of the existing practice competencies in the interests of expanding the understanding of how research and practice intersect in our training programs and our work in both academic and nonacademic settings. An action-research cycle model is presented to help explain how practice and research competencies complement one another and how both are informed by a common set of principles guiding all the activities of our field. Recommendations are then offered for integrating the research and practice competencies across practiceor research-focused training programs.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90622943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Community Psychologist as a Reflective Plumber","authors":"C. Arcidiacono","doi":"10.7728/0801201701","DOIUrl":"https://doi.org/10.7728/0801201701","url":null,"abstract":"","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88812919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we first discuss the “political activist” model proposed by critical community psychologists and the specific competencies needed to play this role. We then illustrate the recent passing of regional laws in Italy that create the new figure of the “territorial community psychologist,” who works directly with the services of city municipalities. We outline the tasks the new laws assign to these territorial community psychologists and describe the competencies needed to perform the tasks these laws mandate. Then we discuss if in Italy we need to make further progress in our training of community psychologists to better prepare them for this new role of territorial community psychologists. Finally, we consider if an integration of critical psychology and mainstream community psychology could contribute to strengthen community psychology in Europe.
{"title":"Strengthening community psychology in Europe through increasing professional competencies for the new Territorial Community Psychologists.","authors":"D. Francescato, B. Zani","doi":"10.7728/0801201703","DOIUrl":"https://doi.org/10.7728/0801201703","url":null,"abstract":"In this paper, we first discuss the “political activist” model proposed by critical community psychologists and the specific competencies needed to play this role. We then illustrate the recent passing of regional laws in Italy that create the new figure of the “territorial community psychologist,” who works directly with the services of city municipalities. We outline the tasks the new laws assign to these territorial community psychologists and describe the competencies needed to perform the tasks these laws mandate. Then we discuss if in Italy we need to make further progress in our training of community psychologists to better prepare them for this new role of territorial community psychologists. Finally, we consider if an integration of critical psychology and mainstream community psychology could contribute to strengthen community psychology in Europe.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"25 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87333722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sexual assault on college campuses is a national issue, with a recent report from the White House estimating that 20% of women will experience a sexual assault during college. Students at Wichita State University formed a campus organization to bring visibility to both community psychology and address this important problem. The Community Psychology Association is comprised of both graduate and undergraduate students, and members utilized three community psychology competencies: ecological perspectives, information dissemination/building public awareness, and community organizing and community advocacy in their work to improve resources and campus support for this issue. Community Psychology Association members utilized focus groups with campus students, faculty, and staff to facilitate discussions on sexual assault, campus safety, and university and administrative accountability. Content analysis revealed multiple themes that were used to generate a larger campus discussion and promote change in campus policies. As a result of these activities, major changes occurred at Wichita State, including data driven programming for interventions regarding sexual assault, changes in leadership in the offices of Title IX and Student Affairs, support for a CDC grant, and overall increased organizational awareness for sexual assault survivors. This study highlights the importance of applying community psychology principles and concepts to research and action to ultimately have a positive and tangible impact on the local community. Context for Using the Competencies with Campus Sexual Assault The White House recently made headlines by reporting that approximately one out of five women would experience a sexual assault during their attendance at a university, and the Association of American Universities published the results of their study showing a range of incidence between 13% and 30% (White House Task Force to Protect Students From Sexual Assault, 2014; Cantor, et.al., 2015). The Community Psychology Association at Wichita State University (WSU) recognized the need for an examination of this issue on their campus after a sexual assault occurred in a new dormitory and students and faculty were dissatisfied with 1 All student statistics are reported by Wichita State University through their office of Planning and Analysis: http://www.wichita.edu/thisis/home/?u=opa the University’s response. Three community psychology competencies guided the Community Psychology Association in an effort to address sexual assault on WSU’s campus. The competencies most relevant to the issue were Ecological Perspectives, Information Dissemination and Building Public Awareness, and Community Organizing and Community Advocacy. This article discusses community psychology students’ engagement with research and practice regarding sexual assault prevention and the resulting positive impact on the university community. Ecological Perspectives Wichita State University1 (WSU) is situated
{"title":"Using the community psychology competencies to address sexual assault on a college campus","authors":"D. Clifford","doi":"10.7728/0801201710","DOIUrl":"https://doi.org/10.7728/0801201710","url":null,"abstract":"Sexual assault on college campuses is a national issue, with a recent report from the White House estimating that 20% of women will experience a sexual assault during college. Students at Wichita State University formed a campus organization to bring visibility to both community psychology and address this important problem. The Community Psychology Association is comprised of both graduate and undergraduate students, and members utilized three community psychology competencies: ecological perspectives, information dissemination/building public awareness, and community organizing and community advocacy in their work to improve resources and campus support for this issue. Community Psychology Association members utilized focus groups with campus students, faculty, and staff to facilitate discussions on sexual assault, campus safety, and university and administrative accountability. Content analysis revealed multiple themes that were used to generate a larger campus discussion and promote change in campus policies. As a result of these activities, major changes occurred at Wichita State, including data driven programming for interventions regarding sexual assault, changes in leadership in the offices of Title IX and Student Affairs, support for a CDC grant, and overall increased organizational awareness for sexual assault survivors. This study highlights the importance of applying community psychology principles and concepts to research and action to ultimately have a positive and tangible impact on the local community. Context for Using the Competencies with Campus Sexual Assault The White House recently made headlines by reporting that approximately one out of five women would experience a sexual assault during their attendance at a university, and the Association of American Universities published the results of their study showing a range of incidence between 13% and 30% (White House Task Force to Protect Students From Sexual Assault, 2014; Cantor, et.al., 2015). The Community Psychology Association at Wichita State University (WSU) recognized the need for an examination of this issue on their campus after a sexual assault occurred in a new dormitory and students and faculty were dissatisfied with 1 All student statistics are reported by Wichita State University through their office of Planning and Analysis: http://www.wichita.edu/thisis/home/?u=opa the University’s response. Three community psychology competencies guided the Community Psychology Association in an effort to address sexual assault on WSU’s campus. The competencies most relevant to the issue were Ecological Perspectives, Information Dissemination and Building Public Awareness, and Community Organizing and Community Advocacy. This article discusses community psychology students’ engagement with research and practice regarding sexual assault prevention and the resulting positive impact on the university community. Ecological Perspectives Wichita State University1 (WSU) is situated ","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90422827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community psychology practice competencies provide a framework of skills students can learn to promote social change processes in communities. However, there is great overlap and cross-over of skill sets among some competencies. The complex nature of learning any competency will likely take multiple learning experiences to master and span years beyond a student’s exit from training to achieve expertise. Programs training students in practice competencies can benefit from working collaboratively with students to better understand how students develop experience and skill in utilizing competencies across the curriculum. This article explores five narrative accounts of how students and graduates learned selected community psychology practice competencies through their training in the Applied Community Psychology (ACP) specialization at Antioch University Los Angeles. Students and graduates were asked to select a competency and write a two-page narrative of how they learned the competency through their training in the ACP specialization. Implications for academic program development and training in community psychology practice competencies are discussed. The Applied Community Psychology Specialization1 (ACP) is a 17-unit degree option within the Masters Programs in Psychology at Antioch University Los Angeles. The majority of students in ACP are pursuing a Master’s in Clinical Psychology in preparation for licensure as marriage and family therapists, while students in the nonclinical degree options are planning careers in the non-profit sector or plan to pursue doctoral education in the future. A course, Community Psychology: Theories and Methods, serves as a prerequisite course to all core specialization courses. The core ACP curriculum consists of four core courses (Community Consultation and Collaboration, Program Development and Evaluation, Prevention and Promotion, Psychoeducational Groups and In-Service Training Development) 1 2010 Outstanding Program Award, Society for Community Research and Action (American Psychological Association Division 27) Council of Education Programs. and Field Study in Applied Community Psychology. Students round out the specialization with electives that include courses in grant writing, asset-based community development, social justice advocacy, coalition building, empowerment and community practice, to name a few. In the Community Consultation and Collaboration, Program Development and Evaluation, and, Prevention and Promotion courses students work in collaborative teams on projects in partnership with communitybased organizations (non-profits, public schools, or city/county government). For each of these courses student teams serve as consultants to the organizations, working on a project identified by the organization as an area for further development and/or external input. These projects are closely supervised by program faculty who guide students through the process of developing a technical report for the o
{"title":"Learning Community Psychology Practice Competencies: Student Pathways through the Applied Community Psychology Specialization","authors":"Huda Bayaa","doi":"10.7728/0801201705","DOIUrl":"https://doi.org/10.7728/0801201705","url":null,"abstract":"Community psychology practice competencies provide a framework of skills students can learn to promote social change processes in communities. However, there is great overlap and cross-over of skill sets among some competencies. The complex nature of learning any competency will likely take multiple learning experiences to master and span years beyond a student’s exit from training to achieve expertise. Programs training students in practice competencies can benefit from working collaboratively with students to better understand how students develop experience and skill in utilizing competencies across the curriculum. This article explores five narrative accounts of how students and graduates learned selected community psychology practice competencies through their training in the Applied Community Psychology (ACP) specialization at Antioch University Los Angeles. Students and graduates were asked to select a competency and write a two-page narrative of how they learned the competency through their training in the ACP specialization. Implications for academic program development and training in community psychology practice competencies are discussed. The Applied Community Psychology Specialization1 (ACP) is a 17-unit degree option within the Masters Programs in Psychology at Antioch University Los Angeles. The majority of students in ACP are pursuing a Master’s in Clinical Psychology in preparation for licensure as marriage and family therapists, while students in the nonclinical degree options are planning careers in the non-profit sector or plan to pursue doctoral education in the future. A course, Community Psychology: Theories and Methods, serves as a prerequisite course to all core specialization courses. The core ACP curriculum consists of four core courses (Community Consultation and Collaboration, Program Development and Evaluation, Prevention and Promotion, Psychoeducational Groups and In-Service Training Development) 1 2010 Outstanding Program Award, Society for Community Research and Action (American Psychological Association Division 27) Council of Education Programs. and Field Study in Applied Community Psychology. Students round out the specialization with electives that include courses in grant writing, asset-based community development, social justice advocacy, coalition building, empowerment and community practice, to name a few. In the Community Consultation and Collaboration, Program Development and Evaluation, and, Prevention and Promotion courses students work in collaborative teams on projects in partnership with communitybased organizations (non-profits, public schools, or city/county government). For each of these courses student teams serve as consultants to the organizations, working on a project identified by the organization as an area for further development and/or external input. These projects are closely supervised by program faculty who guide students through the process of developing a technical report for the o","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"122 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91408039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Author Acknowledgement: I would like to extend a special thanks to Linda Spence, M.S.W. Her expertise in professional training and multiple rounds of feedback supported the development of this simulation exercise to be facilitated by a broader audience. This exercise was inspired by a Poverty Simulation owned by the Missouri Association for Community Action (“MACA”). The kind permission of MACA for the right to publish this exercise is gratefully acknowledged. The Poverty Simulation may be licensed from MACA at: http://www.povertysimulation.net.
{"title":"The System: A Multilevel Social Service Simulation","authors":"Gregor Sarkisian","doi":"10.7728/0801201706","DOIUrl":"https://doi.org/10.7728/0801201706","url":null,"abstract":"Author Acknowledgement: I would like to extend a special thanks to Linda Spence, M.S.W. Her expertise in professional training and multiple rounds of feedback supported the development of this simulation exercise to be facilitated by a broader audience. This exercise was inspired by a Poverty Simulation owned by the Missouri Association for Community Action (“MACA”). The kind permission of MACA for the right to publish this exercise is gratefully acknowledged. The Poverty Simulation may be licensed from MACA at: http://www.povertysimulation.net.","PeriodicalId":87260,"journal":{"name":"Global journal of community psychology practice","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77967069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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