Community Psychology, Riemer et al.

Contents List of Figures and Tables

xv

About the Authors

xvii

Contributing Authors

xviii

Preface xxiv Acknowledgements xxxii

PART I: Framing Community Psychology: History, Values, and Key Concepts 1

Community Psychology: Research and Action for Social Change and Wellbeing

1 3

Warm-up Questions 3 Learning Objectives 3 Introduction to Community Psychology 4 Three Illustrative Social Issues 7 Your Journey 22 Key Terms 23 Resources 24

2

Highlights of the History of Community Psychology

29

Learning Objectives 29 Why Study History?

29 Important Issues and Allied Disciplines 30 Mental Illness and Community Mental Health 30 Mental Health and Self-Help 32 Social Justice and Civil Rights 33 Three Social Issues from the Start 34 Formalization and Growth 36 National and International Organizations and Journals 37 Diversity of Perspectives 37 Language and Influence 38 Chapter Summary 39 Key Terms 39 Resources 40

3

Community Psychology Values and Vision

44

Warm-up Questions Learning Objectives Values and Vision in Community Psychology Values for a Value-driven Science and Practice

44 45 45 45 vii

viii Contents

Values in Context and Practice 48 Community Psychology Values 49 Social Justice 54 Chapter Summary 55 Practitioner Commentary: Sticking to Our Vision and Values Can Sometimes Be Hard 56 Key Terms 58 Resources 58

4

Power, Empowerment, and Depowerment

60

Warm-up Questions 60 Learning Objectives 60 Opening Thinking: Power Dynamics in Daily Activities 60 The Power of Thinking about Power 61 The Multidimensional Nature of Power 63 Power and Community Work 66 Privilege/Overpowerment 68 Zero-Sum (Finite) Versus Zero-Plus (Infinite) Power 69 Empowerment 69 Mattering 75 Social Capital 75 Power and Wellbeing 80 Recognizing Power as Privilege 80 Inequality at a System Level 81 Community Psychology and Power Structures 82 Social Justice Needs to Question How Power is Allocated 83 Chapter Summary 83 Practitioner Commentary: From Power to Politics 84 Key Terms 86 Resources 87

5

Thinking Like a System: Ecology and Complexity in a Globalized World

88

Warm-up Questions 88 Learning Objectives 89 Introduction to Systems Thinking 89 Systems Theory and Systems Thinking 90 The Ecological Metaphor 93 Complexity in a Globalized World 105 Chapter Summary 107 Practitioner Commentary: Challenges and Possibilities for Ecological Systems Analysis in Practice 108 Key Terms 110 Resources 112

Contents ix

6

Prevention, Promotion, and Social Change

113

Warm-up Questions 113 Learning Objectives 113 Going Upstream 113 What are Prevention and Promotion?

114 The Importance of Prevention and Promotion 118 The Value Base of Prevention and Promotion 119 Development of Prevention and Promotion Efforts 119 Implementing Prevention and Promotion 120 The Limits of Prevention and Promotion 124 Social Change 127 Chapter Summary 133 Practitioner Commentary: On Being a “Double-Agent” for Prevention, Promotion, and Social Change 134 Key Terms 135 Resources 136

7

Community, Connection, and Participation

137

Warm-up Questions 137 Learning Objectives 137 What is a Community?

138 Sense of Community 140 Inclusion 143 Social Capital 145 Social Networks 151 Community Capacity 154 Chapter Summary 155 Practitioner Commentary: The Resilient Belmont Cragin Community Collaborative (RBCCC) 157 Key Terms 159 Resources 160

PART II: Community Psychology Interventions

161

8

163

Introduction to Part II

An Overview of Community Psychology Interventions

Warm-up Questions 163 Learning Objectives 163 The Community Psychologist as an Agent of Social Change: Connecting the Personal, Political, and Professional 163 The Focus of Community Psychology Interventions 167 Settings for Interventions 172 Chapter Summary 177 Key Terms 177 Resources 178

x Contents

9

Social Interventions

179

Warm-up Questions 179 Learning Objectives 180 The Social Determinants of Wellbeing 180 What Are Social Interventions?

181 The Value-base of Social Interventions 183 The Importance of Social Interventions 183 The Role of Community Psychologists Working in Government 184 Strengths and Limitations of Government Social Interventions 189 Dilemmas Faced by Community Psychologists Working in Government 190 The Role of Community Psychologists in Social Movements and Non-Government Organizations 192 Strengths and Limitations of Social Movement Organizations and Non-government Organizations 199 Dilemmas Faced by Community Psychologists Working in Social Movement Organizations and Non-government Organizations 201 Chapter Summary 202 Key Terms 202 Resources 203

10 Organizational and Community Interventions

204

Warm-up Questions 204 Learning Objectives 204 Introduction to Organizational and Community Interventions 204 Civil Society Organizations 205 What Are Organizational Interventions?

207 Organizational Empowerment (OE) 207 Roles of Community Psychologists Working in Organizations 214 Steps for Organizational Change 218 Strengths and Limitations of Organizational Interventions 219 Community Empowerment 220 The Roles of Community Psychologists Working in Communities 227 Strengths and Limitations of Community Interventions 229 Dilemmas Faced by Community Psychologists Working in Organizations and Communities 229 Chapter Summary 230 Key Terms 230 Resources 232

11 Individual and Small Group Interventions Warm-up Questions Learning Objectives The Role of Small Group and Individual Interventions in Community Psychology

233 233 234 234

Contents  xi

What Are Individual and Small Group Interventions?

236 Values Supporting Work with Individuals and Small Groups 237 The Importance of Individual and Small Group Interventions 237 Promotion of Wellbeing and Liberation 239 The Roles of Community Psychologists Working in Individual and Small Group Interventions 242 Strengths and Limitations of Individual and Small Group Interventions 249 Dilemmas Faced by Community Psychologists Working with Individuals and Small Groups 250 Chapter Summary 251 Key Terms 252 Resources 252

PART III: Community-engaged Research

253

12 Framing Community-engaged Research

255

Introduction to Part III

Warm-up Questions 255 Learning Objectives 256 The Importance of Context and Challenging Assumptions 257 Reflections on Research Paradigms 257 Purpose of Knowledge in Society 268 Definition of Community-engaged Research 270 Key Research Terms 272 Chapter Summary 273 Key Terms 274 Resources 275

13 The Research Cycle

277

Warm-up Questions 277 Learning Objectives 277 Overview of the Research Cycle 277 I. Initial Engagement and Focusing 279 II. Design 282 III. Research Team 298 IV. Participant Recruitment and Data Collection 300 V. Analysis and Interpretation 302 VI. Knowledge Mobilization 304 Chapter Summary 306 Practitioner Commentary: Research in Service of Community 307 Key Terms 310 Resources 311

xii Contents

PART IV: Issues in Community Psychology

313

14 Globalization, Poverty, and Social Justice

316

Introduction to Part IV

Warm-up Questions 316 Learning Objectives 316 Global Poverty: Basic Facts 316 Poverty and its Causes and Effects: Thinking Ecologically about Poverty 318 Community Psychology Research and Action on Poverty 321 Critical Community Psychology and Global Poverty 322 Globalization and Its Effects 328 The Promise of Global Community Psychology 331 Chapter Summary 336 Key Terms 337 Resources 338

15 Colonization 340 Warm-up Questions 340 Learning Objectives 340 Colonization 341 Racism 341 European Ethnocentrism and Assumed Universality 342 Decolonization 342 Decolonizing Australia and New Zealand 342 Founding Concepts for Self-determination and Decolonization 345 Social Justice in the Process of Colonization 348 Addressing Structural and Institutional Racism 348 Emerging Concepts and Issues 349 The Role of Community Psychology(ists) in Decolonization 350 Chapter Summary 352 Key Terms 353 Resources 354

16 How Can Community Psychologists Best Work Towards Gender Equity?

355

Warm-up Questions 355 Learning Objectives 355 Introduction to Gender Equality 355 Historical Context 356 How do the Core Principles of Community Psychology Advance Gender Equity?

359 Visions and Values Guiding Feminist Community Work 372 Chapter Summary 374 Key Terms 375 Resources 377

Contents  xiii

17 Building Wellbeing in Families

378

Warm-up Questions 378 Learning Objectives 378 Wellbeing of Children and their Families 379 Heterogeneity of Families 379 Reframing Our Notions of Families and Disadvantage: Towards an Agenda of Wellbeing 382 Interventions for Children and Families: Ecological and Empowerment Approaches 392 Chapter Summary 398 Key Terms 398 Resources 399

18 LGBTQ Issues in Community Psychology

401

Warm-up Questions 401 Learning Objectives 401 LGBTQ Issues in Community Psychology 401 LGBTQ: An Insufficient Acronym 402 The Changing Nature of Anti-LGBTQ Discrimination 403 Coming Out 405 LGBTQ Youth and the School Experience 405 LGBTQ Youth Homelessness 406 Global Human Rights 407 Understanding Resilience in LGBTQ Individuals and Communities 409 Working in Solidarity with LGBTQ Communities: What Can You Do? 410 Chapter Summary 412 Key Terms 413 Resources 414

19 Ableism, Physical Disability, and Community Living

415

Warm-up Questions 415 Learning Objectives 415 Ableism 416 Values, Theory, and Practice 416 Independent Living and Community Inclusion: Social Capital and Interdependence 422 Chapter Summary 425 Key Terms 426 Resources 427

20 Addressing Community-based Challenges Arising from Mental Health Problems Warm-up Questions Learning Objectives Mental Health: A Community Psychology Perspective

428 428 428 429

xiv Contents

Definitions of Serious Mental Health Problems and Recovery 429 Community Contexts for Responding to Serious Mental Health Problems 431 A Brief History of Community Responses to Mental Health Problems 433 Changing the Balance? The Emergence of Consumer/Survivors in Society’s Efforts to Address Serious Mental Health Problems 434 Community Psychology’s Role in Supporting Persons with Mental Health Problems 437 Chapter Summary 439 Key Terms 439 Resources 440

21 Racism and Applications of Critical Race and Intersectional Theories in Community Psychology

441

Warm-up Questions 441 Learning Objectives 441 Positionality of Authors 441 Introduction 442 The Historical Concept of “Race” 443 What is Critical Race Theory?

443 The Tenets of Critical Race Theory 444 Intersectionality: A More Critical Framework 445 Indigenous Erasure 447 Anti-Black Racism 448 Xenophobia 448 Critiques of and Debates within Critical Race Theory 450 Community Psychology and Critical Race Theory 452 Chapter Summary 455 Key Terms 455 Resources 456 References 457 Author Index

522

Subject Index

537

COMMUNITY PSYCHOLOGY

RESEARCH AND ACTION FOR SOCIAL CHANGE AND WELLBEING

1

Warm-up Questions Before you begin reading this chapter, we invite you to reflect on the following questions: 1 What motivated you to learn about community psychology (CP)?

2 What are some of your core values?

3 What are current social issues you care about? Is there any issue you feel especially passionate about? Reflect on why is it that you care about this specific issue. What are the kinds of things that you would like to see changed in regard to this issue? How could you possibly contribute to that change?

Learning Objectives The goal of this chapter is to provide you with an introduction to CP. While CP is a distinct field with professional societies, graduate programs, practitioners, and textbooks, it is also a specific way of thinking about the world. This chapter will introduce you to that way of thinking so that you know what to expect as you embark on the journey through this book. Chapter 2 will provide you with an overview of how CP developed as a distinct field.

In this chapter you will learn about ●● ●● ●●

How CP can be defined Some key features of CP How community psychologists frame social issues using three examples: 1 Immigration 2 Homelessness and stable housing 3 Environmental sustainability

3

4 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Introduction to Community Psychology Welcome to community psychology (CP)! Many students of CP find their way to this academic (sub-) discipline and field of practice from different and often complex paths. Maybe you are interested in psychological questions but are dissatisfied with the way psychology conceptualizes and deals with certain issues. Or, perhaps you value the balancing of theory, research, and action and are attracted by the combination of science and practice. It could also be that you are interested in one of the many critical social issues that community psychologists focus on, such as community mental health, immigration, or the rights of those who do not fit common sex and gender norms. Whatever the reason for studying CP, the goal of this chapter and the rest of this book is to get you excited about this vibrant field.

So, what is CP? A good starting point in understanding CP is the vision and mission of the Division of Community Psychology of the American Psychological Association, the Society for Community Research and Action (SCRA). SCRA’s vision is to have a “strong, global impact on enhancing wellbeing and promoting social justice for all people by fostering collaboration where there is division and empowerment where there is oppression.” SCRA’s mission describes the organization as “devoted to advancing theory, research, and social action. Its members are committed to promoting health and empowerment and to preventing problems in communities, groups, and individuals” (Society for Community Research and Action, n.d.).

In one of the first CP textbooks, Julian Rappaport (1977) argued that CP is difficult to define precisely because it is more of a new paradigm, perspective, or way of thinking than a distinct and fixed entity. In discussing what CP is, Rappaport wrote about its ecological nature (the fit between people and their environments), attention to cultural relativity and diversity (“an attempt to support every person’s right to be different without risk of suffering material and psychological sanctions,” p. 1) and focus on social change (“toward a maximally equitable distribution of psychological as well as material resources,” p. 3). Moreover, Rappaport (1977) argued that CP is concerned with human resource development, political activity and scientific inquiry, three elements that are often in conflict with one another.

UK community psychologists Mark Burton and Carolyn Kagan provide a useful and relatively comprehensive definition of CP: Community psychology offers a framework for working with those marginalised by the social system that leads to self-aware social change with an emphasis on value-based, participatory work and the forging of alliances. It is a way of working that is pragmatic and reflexive, whilst not wedding to any particular orthodoxy of method. As such, community psychology is one alternative to the dominant individualistic psychology typically taught and practised in the high-income countries. It is community psychology because it emphasises a level of analysis and intervention other than the individual and their immediate interpersonal context. It is community psychology because it is nevertheless concerned with how people feel, think, experience, and act as they work together, resisting oppression and struggling to create a better world. (Burton & Kegan, n.d. Cited in Burton, Boyle, Harris & Kagan, 2007, p. 219) The name “community psychology” suggests that it is a sub-discipline of psychology and Kagan and Burton provide a good explanation of how the two are linked. As hinted above, many

Community Psychology: Research and Action for Social Change and Wellbeing  5

scholars and practitioners of CP, however, are not connected to psychological departments. You, reading this book, may not be a student in a psychology program. Thus, just as Rappaport suggested 40 years ago, it is best to consider CP a perspective or way of thinking that brings people together who share some key values that are applied in their research and action. With this book, we want to provide you with an opportunity to learn this way of thinking so that you feel comfortable in applying it in your own research and action.

Further, below we will provide you with some examples of how community psychologists approach three current issues: immigration; homelessness and stable housing; and environmental sustainability. Before we explore these issues, however, it is useful to first provide you with an introduction to some of the key assumptions and practices of CP that you will find present in the discussion of the three social issues (see Table 1.1 for an overview). Please note that each of these concepts will be elaborated in the following chapters of this book.

First, CP is a value-driven field (see Chapter 3). Our values of social justice, wellbeing and respect for diversity, for example, influence what issues we focus on (such as those three social issues mentioned above), how we frame those issues, and how we work with affected communities in addressing those issues through research, learning, and action. We use the values as guidelines for our work and critically reflect on an ongoing basis to what degree our actions align with those values. Many people find their way to CP because they share these values and find it important that those values be reflected in their work in academia or in practice. You may be one of them.

By framing, we refer to the main ideas or stories that provide meaning to certain events and issues (Gamson & Modigliani, 1987; Pan & Kosicki, 1993). In other words, how do we, as professionals and academics, classify, organize, and interpret the issues with which we are dealing.

People experiencing homelessness with mental health challenges, for example, can be viewed either as citizens or community members with rights or as the objects of custodial care or professional intervention (Nelson & MacLeod, 2017). The way issues are framed (e.g., focused on the individual rather than ecological factors in the broader context) has a big impact on how these issues are investigated and interventions developed (e.g., targeted at the individual level or the community level, done to individuals or with individuals). We return to the concept of framing in more detail in Chapter 6.

Table 1.1  Framing and practices of community psychology Framing and Practices

Community Psychology

Guiding principles

Key values such as social justice, wellbeing, and respect for diversity

Levels of analysis

Ecological (individual, relational, community/organizations, macro)

Problem definition

Problems are framed in terms of social context, cultural diversity, and social power

Approach to addressing social issues

Emphasis on transformative social change, prevention, and promotion of competencies, strengths, and self-determination, collaborative

Types of intervention

Multilevel, policy change, self-help, community development, social action

Role of professional

Resource collaborator (scholar-activist)

Research

Applied and action-oriented, focused on impact on social issues, participatory, community-based, diversity of methods

Ethics

Emphasis on social ethics, emancipatory values, self-determination, and social change

Source: Adapted from Nelson & Prilleltensky (2010).

6 Part 1: Framing Community Psychology: History, Values, and Key Concepts

CP is also the study of people and context. There is a holistic, ecological analysis of the person within multiple social systems, ranging from micro-systems (e.g., the family) to macro-sociopolitical structures (e.g., racism, income inequality). There is a strong belief that people cannot be understood apart from their context, nor can contexts be understood apart from the influence of people. When problems are defined in terms of individualistic conceptions of human nature, this can lead to a stance of “blaming the victim” (Ryan, 1971). Whether intentional or not, victim blaming is a practice that holds individuals responsible for the causes and solutions to their problems. However, when problems are reframed in terms of their social context and seen as arising from degrading social conditions, this tendency of blaming individuals is reduced (Caplan & Nelson, 1973). A focus on racism in the context of immigration challenges, or on housing policies in the context of homelessness, are examples of this contextual and ecological way of framing social issues. Chapter 5 provides an introduction to the ecological model, which is a key guiding theoretical framework for community psychologists.

Community psychologists emphasize the importance of considering social power in understanding root causes of social issues as well as in finding fair and empowering solutions. Predominately White, wealthy, and well-connected communities, for example, are able to use their social power to prevent toxic industry from settling in close proximity to their community, while marginalized and racialized communities have less power and resources to do that. Working with immigrant groups to develop social capital can help them to empower themselves to take more control over those factors that affect their wellbeing. Power and empowerment are important concepts in CP that are discussed in greater detail in Chapter 4.

Moreover, CP’s approach to addressing individual problems and social issues is to focus on the relevant contextual factors with an emphasis on transformative social change and prevention. This often requires developing strong and effective collaborations among members of different disciplines, professions, and societal sectors (e.g., university, government, and community organizations). Community psychologists also aim to promote the strengths of people living in adverse conditions as well as the strengths of communities, rather than focusing on individual or community “deficits” (Rappaport, 1977). Focusing on problems puts people in a subordinate position to whoever is making such a categorization or diagnosis and suggests that they need monitoring and correction, whereas focusing on strengths enables people to build upon their pre-existing resources, capacities, and talents. In addition, there is an emphasis on developing new capacities among individuals and communities (e.g., capacity to advocate for yourself). In regard to the types of interventions and action, CP has a goal of promoting competence and wellbeing through self-help, consciousness-raising, community development, and social and political action. From a CP perspective, behavior is not viewed as maladaptive. People are viewed as adapting in the best ways they can to oppressive and stressful conditions. CP emphasizes active participation, choice, and self-determination of the participants in any intervention, assuming that people know best what they need and that active participation in individual and collective change is healthy and desirable. Community psychologists eschew the traditional role of the helper as the “expert” who knows best and who is well versed in the science and practice of assessment, diagnosis and treatment. Instead, community psychologists typically function as resources and collaborators, who bring both science and social activism to their community work.

Research in CP is not conducted just for the sake of developing new knowledge; research is conducted to create knowledge and change social conditions. As such, research in CP tends to be applied and action-oriented. Since most community psychologists do not believe in the “expert”

Community Psychology: Research and Action for Social Change and Wellbeing 7

approach of some traditional fields, community stakeholders often participate in the creation of knowledge, and in some cases are the key drivers of the research while the university or centerbased researcher serves as a resource in the research process. Furthermore, the complexity of the issues CP research is trying to address and the nature of the questions that guide the research requires knowledge and application of a diversity of methods, as we will discuss in more detail in Chapters 12 and 13. Traditionally, the ethics of social science research is focused on the individual research participant and emphasize values such as informed consent, confidentiality, and lack of coercion. CP also abides by such individual ethics, but it goes further to consider social ethics (O’Neill 2005a, b) and values that promote social justice. Traditional psychology, for example, often claims to be “value neutral” when it comes to social ethics, but such a position often provides tacit acceptance of unjust social conditions. Community psychologists also consider potential negative implications of their research for the target community, such as when negative stereotypes about racialized groups are re-emphasized through research.

Finally, the emphasis on complex multilevel interventions and research questions and collaborative approaches naturally leads community psychologists to develop interdisciplinary ties with a variety of fields and professions, especially those with critical perspectives in a range of social and health science and humanities disciplines that focus on the interface between people and social environments (Davidson et al., 2006). There are many commonalities with other disciplines that motivate many community psychologists to work within allied fields such as public health, education, social work, urban studies, and anthropology to name just a few. When community psychologists do work in these related areas, they often contribute a specific perspective of looking at social issues and developing complex solutions that are informed by their CP background.

Three Illustrative Social Issues While what we have described above may resonate with you in general, it may also be quite new for you to think in these terms, especially if you come from disciplines such as psychology, which often frame social issues in different ways. In the following chapters we will elaborate on these concepts in more detail. Also, in order to help you to see how all of these concepts are linked with each other, we have selected three different social issues that community psychologists have been working on. These issues are: immigration, homelessness and stable housing, and climate change and environmental sustainability. These three topics were selected as illustrative examples to help make theories, values, and practices more concrete throughout the book and help you link concepts from different chapters together. This does not mean, however, that these issues are more central or important than any of the many other social issues community psychologists are trying to address in their work. As we elaborate some of the important CP concepts, theories, and practices we will refer to some of these other issues.

Additionally, some of the later chapters will feature some of those issues in greater detail.

As we introduce you to these three illustrative social issues, we use CP as a lens with which to view them. This includes how the issues are framed and how some of our field’s core values influence the work we do as well as what approaches and methods we use to understand and address these issues. The main purpose of this section is to briefly introduce each of these three social issues using a CP way of framing. We will come back to each of these issues throughout the book to illustrate some of the core concepts, values, and theories of CP and to demonstrate how community psychologists conduct research and develop intervention for these and similar social issues.

8 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Social Issue I: Immigration Case 1: Isaac (Uganda/Italy) Isaac, a social worker and gay activist from Uganda, often thinks back to the text message that caused him to leave the country where he grew up: “Go away! We know who you are. We don’t want you in our country. If we see you, we’ll burn you to death.” This was just a few days after Uganda’s notorious anti-homosexuality bill came into effect. Since that time, the flow of threats towards Isaac and his partner have been constant.

With the help of a professional human smuggler Isaac managed to make it safely into Italy. He has no legal documents, however, that officially allow him to stay in Italy. There was no time to get those documents and, in addition, Uganda is considered a “safe country.” “Safe countries” are those determined by the United Nations (UN) Refugee Agency as either being non-refugee-producing countries or as being countries in which refu-

gees can enjoy asylum without any danger (United Nations High Commissioner for Refugees, 1991).

In general, if you are a person from a “safe country,” it is unlikely that you will be granted asylum in another country.

Reflection Questions 1 W hat types of challenges do you think Isaac may face in Italy?

2 W hat do you think could be done to support Isaac and others in similar situations?

3 H ow do you think the community where Isaac is staying in Italy will respond to him being there?

4 W hat is your reaction to how communities have responded to newcomers like Isaac?

At the time we started to write this chapter, European and several other countries on other continents were struggling with how to deal appropriately with the arrival of an increasing number of unauthorized immigrants. To escape the terrible war-torn conditions in their home country (e.g., Syria, Afghanistan, Iraq, Kosovo), many of these immigrants were willing to risk their lives and face uncertain legal status in their target countries. In many cases they depended on rogue smugglers who took refugees under horrendous conditions to the coastal European countries on boats that were in urgent need of repair. A disturbingly high number of these refugees did not make it to the coast alive (Smale, Eddy, & Fahim, 2015). In their target countries (i.e., where they were moving to), many asylum seekers were denied legal immigration status and also faced increasing hostility by some local citizens, such as in Germany where several apartment buildings for asylum seekers were intentionally set on fire (Smale et al., 2015). At the same time in the US, the Republican presidential candidate at that time, Donald Trump, gained significant support in the polls after referring to Mexican immigrants as “criminals and rapists” and resurrecting the idea of building a wall along the US–Mexican border (Corasaniti, 2015). After taking office, he erected detention centers, frequently removing children from their parents. Globally, climate scientists were predicting that within the next several decades millions of people living in coastal areas, especially in Asia, will be forced to find a new home due to increasing sea levels that will lead to significant flooding (Intergovernmental Panel on Climate Change (IPCC), 2014). These are just a few of the many recent developments that make it clear that migration within and between nations is one of the most pertinent social issues that societies across the globe are facing, which is one of the reasons we made this a featured issue for this book. Just as there are those negative reactions to immigration mentioned above, there are also many very positive examples of how host communities have worked on the inclusion and wellbeing of newcomers. The way this issue is framed can make all the difference to how we work towards the integration of newcomers.

Community Psychology: Research and Action for Social Change and Wellbeing 9

Problem Definition and Guiding Principles Immigration or migration – the act of moving permanently or for a significant period of time (e.g., a year) to a foreign country – is a complex issue that is riddled with community dynamics, power relations, and challenges to people’s wellbeing (Prilleltensky, 2008a). Even though migration has always been present in human history, it is increasingly becoming an issue of worldwide concern as the number of people leaving their home community to find a new one is rising quickly. While the vast majority of people move within, rather than between, countries there were 232 million international immigrants in 2013 compared to 154 million in 1990 (Pew Research Center, 2013).

There are many different reasons why people migrate. Some leave their countries because of political persecution, conflicts, economic problems, environmental degradation, or a combination of these reasons; while others do so in search of conditions for survival or wellbeing that do not exist in their place of origin (UNESCO, n.d.). In general, a distinction is made between immigrants, who have made a relatively free choice to relocate from one country to another, and refugees, who are forced to move because their survival is threatened by forces such as war, disasters, or persecution (Sonn & Fisher, 2010). Furthermore, “sojourners” are considered immigrants who move to another country to achieve certain objectives within a specific time frame and intend to return home; such as international students, diplomats, military personnel and business people with international postings (and the families who travel with them). The experience of the immigration process can differ significantly depending on a person’s reason for migration. A person who fled because of possible prosecution by a totalitarian regime in a war-torn country, for example, is likely to have a more challenging experience than a manager of a global company who is moving for two years to another country with her family to open up a new international office. In this chapter, and throughout the book, we will refer to all of these groups as newcomers while acknowledging this diversity in immigration backgrounds.

Another important difference among newcomers that can significantly affect their experience of the immigration process and their wellbeing is whether they have the required legal documentation and authorization for their immigration. Those newcomers who lack such authorization are referred to as undocumented/unauthorized immigrants (some people have also referred to them as “illegal aliens” or “illegal immigrants”; see Box 1.1 for a critical perspective on this). In 2012, for example, it is estimated that there were 11.4 million unauthorized immigrants in the US, which represents almost a third (28 percent) of the 40.8 million immiFigure 1.1 Immigration grants living in the US at that time Source: Steve Kelley Editorial Cartoon is used with the permission of Steve (Migration Policy Center, 2017).

Kelley and Creators Syndicate. All rights reserved.

10 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Box 1.1 The Power of Words Language contains manifestations of power and oppression (Foucault, 1982). Therefore, it is important to be sensitive to the meaning and impact of terms we use. For example, to refer to unauthorized individuals as “illegal aliens” not only communicates that the newcomers are unfamiliar and different from the existing residents but it also suggests that somehow a person does not have a legal existence. There has been a broad movement advocating the use of a more appropriate term, such as “unauthorized immigrants.” A common slogan of this movement is: “No one is illegal.” This movement was not only about changing the use of the specific term but also about raising awareness about the many challenges and suffering many unauthorized immigrants face.

The term “unauthorized” communicates that the status of these immigrants has to do with a legal and administrative process that are temporary and are not characteristics of the person. For similar reasons, we use the term “people experiencing homelessness” rather than “the homeless.”

Throughout this book we try to use terminology that is inclusive and sensitive to these power issues. We may have not been fully successful in our efforts, or perhaps new and better terms have been identified by the time you are reading this book. We encourage you, as the reader, to be reflective about these issues and let us know if you find that there are better terms to use for the next edition of this book.

The goal of many community psychologists is to improve the wellbeing of immigrants by understanding and changing risk and protective factors affecting newcomer communities. The aim is to engage in an empowering process to transform both structural conditions (e.g., challenging problematic immigration laws or advocating for more culturally appropriate services) and the communities themselves (e.g., developing social ties with people from the host community) (GarcíaRamírez, de la Mata, Paloma, & Hernández 2011; Prilleltensky, 2008a). Risk factors are any attributes, characteristics or exposure to certain conditions that increase the likelihood of individuals experiencing decreased physical and/or mental wellbeing. People experiencing poverty for an extended period of time, for example, are more likely to develop health problems such as diabetes (Chaufan, Constantino, & Davis 2011). Migrants’ wellbeing has both objective (e.g., physical health) and subjective (e.g., sense of control) dimensions. Research by a variety of community psychologists and other social scientists has shown that the wellbeing of migrants is multilevel, dynamic, and value dependent (Prilleltensky, 2008a; Sonn & Fisher, 2010). It is multilevel because their wellbeing is affected by individual, relational, and collective conditions and processes; it is dynamic because these conditions and processes interact in positive and negative ways with the objective and subjective dimensions of wellbeing; and, it is value dependent because the likelihood of migrants becoming fully accepted members of their host society depends to a large degree on the social justice norms within that society (Prilleltensky, 2008a). Social justice, one of the key values of CP, and a critical lens by which the field is framing social issues, can be understood as the fair and equitable allocation of burden, resources, and power in society (Nelson & Prilleltensky, 2010).

Levels of Analysis All people who relocate to another country are faced with settlement challenges. In addressing these challenges, it is easy to simply focus on the individual newcomers as they are trying to adapt to the dominant culture in their new country or community. This process is commonly referred to

Community Psychology: Research and Action for Social Change and Wellbeing 11

as “acculturation” – although, in its original meaning acculturation was understood as a bidirectional adaptation of two cultural groups to each other (Berry, 2001). Culture in this context is commonly understood as a set of values, beliefs, norms, symbols, and language as well as common practices shared within a group of people with similar ethnic heritage. In a popular model of the psychology of immigration, Berry (1997, 2001) suggested that there are four possible strategies in the acculturation process: assimilation, integration, separation and marginalization. Assimilation implies that the newcomers give up their own cultural heritage in favor of adopting the dominant culture of the receiving community. In contrast, separation means that the person prefers to hold onto their own culture and avoid interacting with the dominant culture. If the newcomer tries to both maintain their own culture and engage with the new one, then one refers to integration. Most mainstream psychological research has focused on the newcomers in their struggle to find the “right” way to adapt to their new environment. Marginalization is the process by which certain individuals or groups (e.g., people with disabilities, people who identify as lesbian or gay) are assigned a lower status in society and, as a consequence, are provided with less access to social power, resources, and the ability to be productive members of society (Kagan & Burton, 2010). As such, marginalization is a manifestation of social injustice. An example of a marginalizing practice in the context of migration is when newcomers with a strong accent are told on the phone that an apartment is no longer for rent even though it is actually still available.

Experiences of discrimination and social exclusion are common for members of marginalized groups.

Community psychologists, such as García-Ramírez et al. (2011), Sonn and Fisher (2010), and Prilleltensky (2008a), however, argue that it is important to view immigration from an ecological perspective. This means that one considers how different levels of analysis – such as the individual, the community, and the economy – interact in complex ways to create challenges for both the newcomers and the receiving community. For example, consider the political decision by a local government to settle war refugees from a predominantly Muslim country in an economically deprived neighborhood with a history of racial tensions. This decision, in combination with media portrayals of racial stereotypes of Muslims with brown skin color, can be the cause of settlement problems for the refugees rather than their psychological challenges in adapting to the new culture. If one only considers the immigration process from the perspective of newcomers there is a danger of simplifying the situation and of seeing the external factors that influence the experience of the newcomers as overly deterministic. This often leads to victim blaming (Ryan, 1971); that is, the newcomers are seen as responsible for their failure to integrate within their new community.

By using an ecological perspective, community psychologists try to avoid blaming the victim and instead focus on the people, structures, policies, and practices affecting immigrants and their new community.

In most cases, the dominant culture has a lot of power in pressuring newcomers to adopt the acculturation strategy that they see as preferable. For example, some countries, such as Canada, have adopted a multicultural framework for the co-location of different ethnic groups. Within this framework, the co-existence and integration of multiple cultural traditions within a country or region is accepted and promoted through respective laws, public policies, and social support practices. Providing access to culturally appropriate mental health services and supporting the reunification of families by supporting family sponsored visas are two examples of how host communities can support the cultural integration of newcomers. However, there are also dominant cultures

12 Part 1: Framing Community Psychology: History, Values, and Key Concepts

that put pressure on the immigrants to assimilate (“the melting pot”) or separate (segregation).

Many immigrants experience marginalization if they are not willing to assimilate.

While many immigrants experience great improvements in their economic situation, political freedom, or personal safety by relocating to another country, many newcomers also struggle with significant settlement challenges. This can include dealing with the loss of friends and family, one’s home, familiar surroundings, employment, and social status or with the stressful memories of horrific wars and persecution. Those who settle without authorization or documentation face these challenges as well as diminished economic opportunity, few legal protections (e.g., housing, work, crime), and fear of deportation. The struggles immigrants experience can also be caused by the reaction of the receiving community (exclusion, discrimination, laws and public policies that are intended to discourage unwanted immigration). For example, professionals from certain countries, especially those considered to be economically developing, are not able to practice at their level of qualification in Canada and other wealthy Western countries without significant additional schooling and licensing, often at prohibitive costs to these immigrants (Basran & Zong, 1998). This may force them to take a job significantly below their skill level, which may result in loss of social status and self-worth. The frequently invoked example is the taxi driver who used to be a medical doctor in India or an engineer in Ethiopia. Many newcomers experience significant mental health issues as a result (Kennedy & McDonald, 2006).

It is also important to not consider immigrants to be a homogeneous group. There are many different sub-cultures often intersecting with other types of cultures such as those characterized by sexual orientation or socioeconomic class, making the acculturation process even more complex and challenging. Racism, for example, is a prevalent social factor influencing the receiving community’s reaction to the immigrants. People who look different from the dominant ethnic group – especially in regard to their skin color – are often more likely to experience discrimination than those who are physically similar (Viruell-Fuentes, Miranda, & Abdulrahim, 2012; see also Chapter 21).

Approach to Addressing Social Issues, Types of Intervention and the Role of the Professional When social issues are framed in an individualistic way, then the ways these issues are being approached also tend to be individualistic, such as providing counseling services for newcomers.

While these types of support can be of value to newcomers, a key value for community psychologists is to work with marginalized groups as allies in a process of empowerment that enables marginalized communities to shift power structures and transform their oppressive contexts into fair multicultural ones. Being an ally means to recognize your own relative privilege and to use your social power to support marginalized groups. In this role you work in partnership with the communities recognizing the importance of the communities’ agency in leading their own liberation and empowerment process. Community psychologists García-Ramírez et al. (2011) see this process as critical for acculturative integration, which they define “as a liberating journey to citizenship, an empowerment process based on the acquisition of rights and responsibilities to be politically active members contributing to the development of the new society” (p. 89). They describe acculturative integration as a multilevel process where at the intrapersonal level the individual develops critical thinking. Through reflection and evaluation there is a renewed awareness that social change is possible. At the interpersonal level, the process is related to developing new social ties, organizations, and social networks that increase immigrants’ access to resources and capacities to create

Community Psychology: Research and Action for Social Change and Wellbeing 13

change and respond to injustice. This can be described as building social capital (see discussion of this concept in Chapter 7). In Canada, for example, refugees can be sponsored by individuals or groups, who are held responsible to ensure that the newcomers have the necessary resources (housing, employment, language training, etc.) that will help them settle successfully. While these sponsorships officially only last a year, the social ties that are developed during that time often last a lifetime. Finally, at the citizenship level, the process results in civic actions promoting social change (see Chapter 6). Together, this complex process results in a shift from exclusion to inclusion, from isolation to participation, and from hopelessness to psychological wellbeing.

Research The way social issues are framed also has a significant impact on how research is conducted on these issues. If immigration challenges are framed as a result of individual characteristics, for example, the focus of the research will likely be to link those characteristics to a presumed state of immigration success. As the discussion above shows, however, social issues are very multi-layered.

In CP we tend to use methods that better capture that complexity, such as qualitative methods, mixed-method case studies, and multilevel analysis (Christens & Perkins, 2008; see also Chapter 13 for more details). Paloma, García-Ramírez, and Camacho (2014), for example, studied the wellbeing of Moroccan newcomers living in southern Spain using a multilevel analysis. In doing this, they found that wellbeing is closely determined by the following: (a) the level of social justice in the receiving context (openness to diversity of receiving communities, cultural sensitivity of community services, and residential integration); and (b) the individual strengths of the population (use of active coping strategies, satisfaction with the receiving context, and temporal stability in the new environment). Another important issue when conducting research on immigration is to work closely with specific immigration communities both in developing the research and in conducting it. This assures that the research is conducted in a culturally sensitive and appropriate way and is relevant to the community. Ideally, the researcher functions here as an ally to the community.

Social Issue II: Homelessness and Stable Housing Case 2: Million Dollar Murray (US) In 2006, Malcolm Gladwell, a writer for the magazine The New Yorker, published an article he titled “Million Dollar Murray: Why problems like homelessness may be easier to solve than to manage.”

The protagonist of his story is Murray Barr, an ex-marine who had been living on the streets of the US city Reno for over 15 years. He was well known to the local police and the nurses in the emergency rooms of the local hospitals. His serious drinking problem resulted in both significant physical and mental health issues. His drinking binges frequently ended in jail or in the emergency room; sometimes multiple times a day.

Over the years, his treatment costs added up to hundreds of thousands of dollars with no longterm improvement. One time he was assigned to

a detoxification treatment program where he had a lot of structure and close monitoring. He worked hard and thrived in this program. Then, he “graduated” from the program and was back on the street without any support. He quickly returned to his old habits – and jail and the emergency room.

Reflection Questions 1 W hat do you think may have led Murray to experience homelessness?

2 W hat do you think should be the focus of an intervention to help Murray?

3 D o you think Murray’s situation could have been prevented? If so, how?

14 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Murray (see Case 2) is probably the type of case you have in your mind when you think about people experiencing homelessness. We see them on the street panhandling or sleeping over a heating vent. But, one of the points that Gladwell is trying to get across is that people who experience chronic homelessness, like Murray, make up only a relatively small proportion of the homeless population (see also Kuhn & Culhane, 1998). Many people who experience homelessness do so for only a relatively short period of time (a couple of days or weeks). They often stay temporarily with family or friends or live in sub-standard housing, in their cars, domestic violence shelters, or other types of transitional shelters. An increasing number of the homeless population is families and youth (Kilmer, Cook, Crusto, Strater, & Haber, 2012) and many of them lose their home due to some catastrophic event (e.g., the loss of a job, the foreclosure of their house, a large medical bill, fire, escape from a violent partner; Kuhn & Culhane, 1998).

In most cases, the episode of homelessness that these people experience could have been prevented if affordable housing was available and protective social policies and support were in place.

If Margaret, for example (see Case 3), had lived in the US instead of Germany, she would have likely lost her apartment and experienced homelessness.

Case 3: Margaret (Germany) Margaret is a 45 year-old technician who has worked in the coal industry in the Ruhr area in Germany for most of her life. She is a single mom of a 13 year-old daughter. Five years ago the coal mine she had worked in for the last fifteen years closed due to the shift toward the use of renewable energy in Germany. The timing of this job loss was unfortunate because she had also developed a chronic health condition that required an expensive drug treatment. Fortunately, the Arbeitslosengeld (a type of social insurance payment that employees who lose their job can receive for a certain period of time to help them transition into a new position) she received for a year allowed her to keep her apartment and support her daughter without too many significant changes. Her rent is very reasonable due to the availability of rental supplements and rent control by the government.

The public insurance system that she is part of

covers the cost of her medical bills, which has kept her health condition under control and allows her to continue working. Margaret took advantage of job training provided by the ministry of labor and within eight months of losing her job she found a new position at an insurance company.

Reflection Questions 1 W hat are some key differences between Margaret’s and Murray’s stories?

2 W hat prevented Margaret to experience homelessness even though she was facing significant life and financial challenges?

3 H ow can individuals like you contribute to creating and maintaining conditions that support people in difficult situations like the ones described in this case study?

Problem Definition and Guiding Principles A focus on prevention and on the contextual factors that shape a person’s lived experience and wellbeing is at the heart of CP (see Chapters 5 and 6). Just like migration, homelessness and housing are complex social issues that can be framed in very different ways. It is easy, for example, to focus on Murray’s individual life history and immediate mental health needs by providing professional services. Many of us who are drawn to fields such as social work and psychology are compassionate people who want to help those in need. The solutions to such problems, however, need to match the complexity of the issue, and, in many cases, this requires getting to the root of

Community Psychology: Research and Action for Social Change and Wellbeing 15

the problem and working towards transformative system changes (see Chapter 6 for more details on transformative social change).

A good way of framing the issue can be found in The Canadian Definition of Homelessness released by the Canadian Homelessness Research Network in 2012:

Unsplash/evstyle

Homelessness describes the situation of an individual or family without stable, permanent, appropriate housing, or the immediate prospect, means and ability of acquiring it. It is the result of systemic or societal barriers, a lack of affordable and appropriate housing, the individual/household’s financial, mental, cognitive, behavioral or physical challenges, and/or racism and discrimination. Most people do not choose to be homeless, and the experience is generally negative, unpleasant, stressful and distressing.

(Gaetz et al., 2012, p. 1)

Levels of Analysis In understanding the causes of homelessness, community psychologist Shinn (2007) points to an interplay between individual, sociocultural, and policy factors. Levels of homelessness within a country or city have mostly to do with cultural, economic, and political factors (e.g., values for social justice, housing costs, and the availability of social housing or rental support); whereas which groups of people are most vulnerable to become homeless has to do with the level of support available for specific groups (e.g., social housing for families), social exclusion (e.g., racism), and individual risk factors (e.g., job loss). The US and Great Britain, for example, tend to have significantly higher rates of people who have experienced homelessness compared to countries in Continental Europe such as Germany, Italy, and Belgium (Shinn, 2007; Toro et al., 2007). The US and Great Britain also have more unequal income distribution and social programs that do less to reduce poverty compared to these other countries (Shinn, 2007). Germany, for example, which has the lowest rate of homelessness among those countries, has one of the most comprehensive social welfare systems in the world, including benefits such as a guaranteed minimum income, affordable public health care, comprehensive unemployment benefits, and rigorous tenants’ rights (Toro et al., 2007). Comparing developments of homelessness in North America over time, one can also observe that increasing inequality, rising rents, and cuts in social spending correspond

16 Part 1: Framing Community Psychology: History, Values, and Key Concepts

with growing levels of people experiencing precarious housing situations or literal homelessness (Kuhn & Culhane, 1998). It is also noticeable that the US has the highest rate of families experiencing homelessness among economically developed countries, while devoting only about onefifth as much as Western Europe to social spending on families (relative to the Gross Domestic Product [GDP]; Shinn, 2007).

These differences among countries in regard to income distribution and social policies can be linked to differences in cultural attitudes of personal responsibility (Shinn, 2007). In a comprehensive study by Toro et al. (2007), the authors found less compassionate public attitudes toward homelessness in the US and Great Britain compared to Germany, Belgium, and Italy. Similarly, Alesina and Glaeser (2004) reported that public attitudes toward social welfare are important.

The belief that poverty is society’s fault explained 82 percent of the variance in social welfare spending among nations with per capita GDP of over $15,000 in 1998.

Racism and social exclusion play into some of these differences as well. In a comparison between states within the US, Alesina and Glaeser (2004) found an inverse correlation between the percentage of state residents who are Black and maximum welfare benefits available to residents – meaning that in states with more Blacks, fewer benefits are available. Stigmatized and excluded minority groups, such as racialized immigrant groups, are more likely to become homeless than non-excluded groups in most countries (Shinn, 2007). “Racialization is the very complex and contradictory process through which groups come to be designated as being of a particular ‘race’ and on that basis subjected to differential and/or unequal treatment” (Calgary Anti-Racism Education, n.d.).

A racialized group is, thus, one that is categorized by the dominant group as being part of a specific race, which historically were people of color and Indigenous people. Firdion and Marpsat (2007) report that African newcomers in France, for example, are more likely to become homeless compared to the general, mostly White French population. Shinn (2007) proposes that social exclusion in regard to employment, wealth, housing, and imprisonment are important mechanisms that lead to overrepresentation of minority groups. People convicted of felonies (and their families) often lose access to income and when released from prison are often excluded from certain social benefits and struggle to secure housing and employment, increasing their risk of becoming homeless (Shinn, 2007).

Besides the economic, policy, and socio-cultural causes of homelessness, there are also individual characteristics that put certain people at higher risk of becoming homeless (Shinn, 2007).

These are related to a person or family’s income and wealth, the strength of the social network (e.g., gay youth may be thrown out of the house by their unaccepting parents), education, skills, and experience that help secure jobs, poor physical and mental health, unauthorized immigration status, and substance abuse problems. As discussed, being part of a racialized minority and/or being an immigrant also increases the risk of social exclusion and, thus, homelessness. As we have discussed in the context of immigration, newcomers often find it more challenging to find jobs, especially in their original profession.

Approach to Addressing Social Issues, Types of Intervention, and the Role of the Professional It is clear from the discussion above that most cases of homelessness can be prevented through economic and social policies that ensure people have access to affordable housing. These include minimum wages, rent control and rent supplements, public and affordable health care, and

Community Psychology: Research and Action for Social Change and Wellbeing  17

appropriate unemployment benefits (Shinn, 2007). Addressing more fundamental societal issues such as racism and basic social values is also a form of prevention. While that is the case, there are also people like Murray, who experience chronic homelessness. A lot of community psychologists have focused on this group in thinking about appropriate social interventions. People in that situation are the most challenging and costly for society to support as they have often been homeless for many years and often have to deal with personal challenges such as substance abuse problems, disabilities and mental or physical illness (Kuhn & Culhane, 1998). They are very entrenched in the shelter system and face significant barriers to finding employment and stable housing. The transition out of homelessness for people like Murray is complex and multi-layered (Toro, 2007).

Housing people with serious mental illness, therefore, requires complex social interventions (Nelson, Goering, & Tsemberis, 2012).

In the last few decades the framing of these interventions has shifted significantly (Ridgway & Zipple, 1990). Nelson and MacLeod (2017), for example, report that in the 1960s–80s the interventions for people with serious mental health were mostly framed within a medical model of care and illness management rather than rehabilitation and skill building. The professionals providing the services were considered the experts and mental health consumers the chronic patients. There was little self-determination for the consumers and almost no collaboration and participation in their treatment planning or choice of housing. Common housing practices for mental health consumers included custodial housing (e.g., board-and-care homes) and supportive housing (e.g., halfway houses, group home, supervised apartments). This medical or professional model of framing interventions was also common in many other areas during that time (e.g., support for people with physical disabilities; Nelson & Riemer, 2014).

In Chapter 11 we discuss the Housing First model, which has significantly contributed to shifting the framing of homelessness and mental health, and first gained prominence through the work of community psychologist Sam Tsemberis (2010). In this model, the focus is on first providing appropriate housing without any specific requirements of the person (e.g., not using drugs) and then providing ongoing support to help the person retain stable housing over time (Nelson, Goering, & Tsemberis, 2012). Chapter 20 presents other examples of community-based intervention and prevention approaches for people who are dealing with mental health and additional challenges.

Research A variety of studies on homelessness and housing conducted by, or in partnership with, community psychologists are intended to understand the multi-layered factors that contribute to people either becoming homeless or remaining in stable housing. In a recent longitudinal study by a Canadian team (Aubry, Duhoux, Klodawsky, Ecker, & Hay, 2016), for example, several risk and protective factors that affect homeless individuals’ ability to achieve housing stability were examined at multiple levels. The findings from this study suggest that having a larger social support network, access to subsidized housing, and greater income seem to be important factors in achieving housing stability. Several other studies of this kind are referenced above. With this information in place, specific programs and policies can be developed to prevent homelessness and help those already experiencing homelessness regain housing. In many cases these studies are done in close collaboration with social services and government agencies as well as people with lived experience of homelessness.

18 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Community psychologists are also often involved in the evaluation of innovative social programs. That is, they use social science research methods to establish empirical support for the effectiveness of these programs. In some cases they demonstrate that a program does not have the intended impact and needs further development. One example of a multi-site longitudinal evaluation of an innovative program is the research related to Housing First (HF), which has been widely implemented in countries around the world. As mentioned above, Housing First incorporates many CP principles and values, especially self-determination and consumer choice. One of the most comprehensive studies was conducted in Canada (Aubry, Nelson, & Tsemberis, 2015).

This study looked at the implementation of ten HF programs in five cities. The research team evaluated their impact on housing, wellbeing, and a variety of other outcomes by randomly assigning participants to either a HF program or treatment as usual. A variety of methods such as qualitative interviews, surveys, document review, and observation were used to study the implementation and the outcomes of the HF programs. The results of this study and previous studies clearly indicate that the HF model works (Mental Health Commission of Canada, 2014).

One exciting aspect of doing this type of research is that it often has a direct impact on policy, community development, and the lives of individuals. To facilitate this kind of impact, community psychologists often engage in specific activities that mobilize the knowledge generated by the research. For the Housing First study, for example, the team developed an Integrated Knowledge Translation (IKT) strategy (Macnaughton, Nelson, Goering, & Piat, 2016). This included the development of an online toolkit, creation of a national network, presentations in several cities in Canada and other countries, and information sessions with government officials. As a result of the study and these knowledge mobilization activities, additional funding for Housing First was made available, more programs were implemented, and additional research conducted (Aubry et al.

2016). Consequently, more people experiencing homelessness will achieve stable housing and have more choice and improved wellbeing.

Social Issue III: Environmental Sustainability Case 4: Aamjiwnaang First Nation Reserve (Canada) Ada Lockridge, a member of the Aamjiwnaang First Nation reserve in Canada, had been an environmental activist for several years when Manuel first met her in 2011 as part of a judicial case against the Ontario Department of the Environment and the oil company Suncor. Ada became an activist when word got around that Shell was planning to build a large ethanol plant close to her reserve in Sarnia, Ontario. According to Ada, there had been no consultation about this plant with the members of her First Nation reserve.

While most people generally prefer not to have a chemical plant right next to their house (with the exception of those who are hoping for additional employment), this case was especially questionable because there were already 14 petrochemical plants in close proximity to her house. In many

cases when provincial governments in Canada gave permission to pollute, they did not consider other existing polluters in the area. Often the area around Aamjiwnaang, commonly referred to as “Chemical Valley,” experienced chemical releases and other potentially dangerous incidents such as explosions. Ada and the others in this community never knew if the sirens that frequently sounded through the air (often multiple times a week) indicated another dangerous release or just another test. Experiences of anxiety and depression were common for Ada. The unusual birth rates in her community (two girls for every boy) and unusually high numbers of rare cancers, including many deaths of close friends and family, compelled Ada into action. Eventually, when the Ontario Director of Environment made a questionable deci-

Community Psychology: Research and Action for Social Change and Wellbeing 19

sion about a pollution permit for Suncor, Ada and her friend Ron Plain saw an opportunity to bring their case to court and force the government to consider cumulative pollution (i.e., the interactive effects of multiple polluters in the same area) when giving out new pollution permits. They received pro-bono legal support from the environmental law organization Ecojustice, who, in turn, requested expert opinions from Manuel and fellow community psychologist Terry Mitchell. With their activism, Ada and her fellow activists were not asking for all of the industry to be removed.

All they were asking for was the right to breathe clean air.

To find out more about Chemical Valley and the situation of the Aamjiwnaang reserve, we

recommend that you watch the following free documentary: www.vice.com/en_ca/video/thechemical-valley-part-1

Reflection Questions 1 W hat are your general reactions to hearing about Ada’s situation?

2 W hat are ways that people in academia could support Ada and her community?

3 W hat are some other environmental issues that may affect local communities that are at the margin of society (e.g., low-income communities, racialized communities, and Indigenous communities)?

The scientific community has warned that environmental degradation and global climate change are threatening the wellbeing of millions of people (Intergovernmental Panel on Climate Change (IPCC) 2014). Many places around the world are already experiencing higher temperatures, rising sea levels, less predictable seasons, increased rates of diseases and more frequent and intense droughts, storms and floods. For example, the US and Mexico experienced record heat waves and devastating droughts in 2012 (Worldwatch Institute, 2013). Other environmental degradation includes the increase of toxins in the environment, increasing deforestation and forest fires, and rapid species extinction (Worldwatch Institute, 2013). Nearly one in five Americans, for example, live in areas with unhealthy year-round levels of particulate pollution, which can contribute to asthma, chronic bronchitis, cardiovascular disease, and in utero developmental disorders (Speth, 2008).

Problem Definition and Guiding Principles For most of the past century, environmental degradation, such as pollution and global climate change, was not an issue that received much attention from psychologists, including those within CP. Today, there is an increasing understanding that environmental issues are, in fact, human issues (Scott, Amel, Koger, & Manning, 2016). Not only are human actions the cause of these environmental problems, their consequences are also closely linked to human wellbeing and to social justice issues such as inequality, poverty, and marginalization (Riemer & Van Voorhees, 2014).

Many communities that have existed for decades, if not centuries, are broken up by natural (e.g., hurricanes) and technical (e.g., nuclear reactor leaking) disasters resulting in an increasing number of environmental migrants (IPCC, 2014). Those who are already at the margin of society, such as people experiencing homelessness, or those living in economically developing countries, are especially vulnerable to the negative impacts of these anthropogenic changes, even though they contributed the least to them (Riemer, 2010). It is also not by chance that a lot of heavy industry is in close proximity to low-income and/or First Nation communities such as Aamjiwnaang. In Canada, similar to many other colonized countries, Indigenous communities have traditionally been carrying an unjust burden of industrial pollution (Agyeman, Cole, Haluza-Delay, and O-Riley 2009).

20 Part 1: Framing Community Psychology: History, Values, and Key Concepts

In the US, toxic waste sites can often be found in close proximity to predominantly Black or lowincome neighborhoods (Bullard, Mohai, Saha, & Wright, 2007).

The rising potential for conflicts and use of violence is another concern related to environmental degradation. The exploitation and pollution of our natural environment and the resulting climate changes have led, and will continue to lead, to significant reductions in fish, agricultural land, forest, and water. For example, it is predicted that by 2025 at least 3.5 billion people will live in areas that will not have enough water to meet their needs (Hossay, 2006). Lake Chad, once the sixth largest lake in the world (about the size of Lake Erie), has shrunk to one-twentieth of its original size, causing famine for millions of people in neighboring African countries such as Sudan and Niger (Gore, 2006). While the reasons for the genocide in Darfur are complex, it is conceivable that this situation contributed to the conflict.

In 2007, a severe drought in the South-eastern region of the US caused a water shortage in Atlanta, Georgia. This led to a conflict with cities downriver and the state of Florida as Atlanta city officials contemplated reducing the amount of water released downriver from Lake Lanier to supply the water demand of Atlanta, a fast growing metropolis. In 1995, Ismail Serageldin from the World Bank predicted that “many of the wars this century were about oil, but those of the next century will be over water” (cited in Hossay, 2006, p. 39). People at the margins of society are often the most vulnerable to the impacts of these types of conflicts and wars. As a consequence, many of them are forced to migrate, and are then confronted with the immigration challenges described earlier in this chapter. The recent refugee crisis related to the war in Syria, for example, was preceded by a record five-year draught in that region (Kelley, Mohtadi, Cane, Seager, & Kushnir, 2015).

Considering the concerns we have discussed above, it is critical that societies across the world go through significant transformations toward environmental sustainability (Speth, 2008). Sustainability would imply a world in which the above environmental problems are mostly overcome and people have fulfilling lives without destroying the natural resources needed to provide for current and future generations (Munger & Riemer, 2014; Parris & Kates, 2003).

Figure 1.2 Climate change Source: Joel Pett Editorial Cartoon is used with the permission of Joel Pett and the Cartoonist Group. All rights reserved.

Community Psychology: Research and Action for Social Change and Wellbeing 21

Levels of Analysis In the transition toward sustainability many people have turned to mostly technological solutions, such as harvesting renewable energy. Several psychologists and others have rightly pointed out, however, that human desires, values, thoughts, emotions, and actions are at the core of the problem and, consequently, also need to be part of the changes needed (Gifford, 2007; Harré, 2018; Swim et al., 2009). This has inspired a burst of research and the development of psychological strategies promoting pro-environmental behaviors and lifestyle changes (McKenzie-Mohr, 2000; Swim et al., 2009). In most cases, these represent a very individualistic approach and, to some degree, can be considered a form of victim blaming. Over many years, industry and their supporters in government have created conditions that cause us to act in non-sustainable ways. For example, the way that many North American cities are built forces people to drive a car rather than use public transportation or a bike. Asking people to change their transportation behaviors without addressing the issue of city development, thus, does not seem fair. Within CP a more ecological approach in working toward sustainability is taken (Riemer & Harré, 2017). People’s behaviors are considered in their social, cultural, economic, and political context. This leads to approaches that emphasize people’s participation in change processes that will change those contextual factors (Hickman, Riemer, & the YLEC Collaborative, 2016).

Approach to Addressing Social Issues, Types of Intervention and the Role of the Professional Transformation toward sustainability requires engaged citizens, that is, people who are aware of their rights and responsibilities and actively participate in shaping their respective societies (Riemer, Lynes, & Hickman, 2014). These citizens need to be able to apply an ecological perspective to see how different parts of the system (e.g., environment and economy) interact in complex ways to influence their lives and those around them. And, they need to have the knowledge and the skills to individually and collectively influence those system components (Riemer et al., 2014; Hickman et al., 2016).

In addition to engaging people in civic actions, Harré (2016) also sees a need for helping people to change their own personal practices to be more sustainable (e.g., eat more local and seasonal food). The emphasis here is on providing individuals with the right conditions and tools that will support them in their efforts to make changes. A community psychologist may reflect with a work team on how they can avoid unsustainable food options during their work meetings.

Empowerment of local communities is another important area of work for CP. Community psychologists have found that public participation processes related to environmental disputes (e.g., related to nuclear and industrial waste sites) are strongly influenced by dimensions of social power. Power determines who has control over resources and who has the authority to set the agenda (Culley & Angelique, 2011; Culley & Hughey, 2008). In situations like these, local residents often lack power in advocating for their causes. This is also the kind of situation where the private and political actions of community psychologists often align with their academic pursuits.

Two community psychologists, Culley and Angelique, who have been working in issues of nuclear power and citizen participation, for example, did not just research this issue, but have also been engaged in helping local residents organize and build social power.

These are just some of several examples of how community psychologists apply their theories, methods, and strategies to the critical issues of environmental degradation and sustainability (for comprehensive reviews see Dreyer & Riemer, 2018; Riemer, 2010; Riemer & Harré, 2017; Riemer & Reich, 2011).

22 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Research Research in CP is often very action-oriented. The need for change is large for any of the social issues we are dealing with, including sustainability. Thus, it is important for societies around the world to understand how to enact that change, especially through grassroots and communitybased efforts and in ways that are socially just. By conducting action-oriented and participatory research, community psychologists are contributing to that type of knowledge. For example, a team of university-based scholars, representatives from environmental community-based organizations, and environmental youth leaders from six countries (Bangladesh, Canada, Germany, India, Uganda, and the US) got together to develop and empirically test a strategy for engaging young people in environmental action (Riemer & Dittmer, 2016). Based on a theory of engagement (Hickman et al., 2016), the team developed a workshop series grounded in the principle of environmental justice (which applies social justice in an environmental context). Several concepts from CP were used in developing the content of these workshops, such as the ecological model.

The workshops were then implemented in the six countries and evaluated using a longitudinal, mixed-method, comparison-group design (Riemer et al., 2016). The longitudinal design is important because change happens over a certain period of time. Using a variety of methods such as qualitative interviews and surveys helps with understanding complex phenomena like the youth engagement process, which is the focus of this study. Having a comparison group helps with ruling out some alternative explanations for observed effects. In general, community psychologists work hard to find the most rigorous design that will best answer the research question and that is both feasible and acceptable to the groups we are doing the research with (see more details in Chapter 13).

Your Journey This concludes our introduction to the way we, as community psychologists, frame, address, and research social issues. We invite you now to join us on the journey through this book, which may be your first introduction to CP. You will learn about the formal origins of CP, its mission, its founders, key ideas, and applications. This journey may be bumpy, jarring, and upsetting, both emotionally and intellectually, as we consider the gaps between our own privilege and the disenfranchisement and pain of those with whom we work. In this book, we challenge the field of CP to expand its boundaries and to consider new ways of thinking and acting. For those who read this book as students taking a course in CP, we hope you are able to consider and apply these ideas to your field placement experience as part of your course or other research experience, in which you will come face-to-face with the issues that we discuss and the disadvantaged people with whom we work.

We encourage you to go gently into what may be uncharted waters for you, listening respectfully to disadvantaged people, suspending judgment, and constantly reflecting on your thoughts, actions, and experiences. Do not take everything that we or other authors or commentators say as “the truth.” The ability to think critically, challenge ideas, question assumptions, and develop alternative arguments based on experiences, values, and evidence is fundamental to CP. Additionally, we encourage you to question your own values, beliefs, and vision, as well as the sources and

Community Psychology: Research and Action for Social Change and Wellbeing 23

situations of your own privilege. Remember that social change movements have often started with student activism. What follows in the book and in your journey may be very sobering, disturbing, or eye-opening for those of you who are new to the field of CP. At the same time, however, we want to convey a message of hope and inspiration that change is possible and suggest ways that you can contribute to personal and collective change.

Key Terms Acculturation: The process of how people from different cultures adapt to the dominant culture in their new country or community or, more generally, of how two cultural groups adapt to each other.

Acculturative integration: A multilevel empowerment and liberation process for immigrants toward full citizenship based on the acquisition of rights and responsibilities.

Ally: Recognition of one’s own relative privilege and use of one’s social power to support marginalized groups in their efforts to gain power and create meaningful social change.

Culture: A set of values, beliefs, norms, symbols and language, as well as common practices shared within a group (e.g., people with shared ethnic heritage).

Ecological perspective: Consideration of how different levels of analysis – such as the individual, the community and the economy – interact in complex ways and influence each other.

Environmental justice: The fair distribution of environmental burdens and benefits across groups and individuals within a country or globally, as well as the fair and meaningful access to power to influence the development, implementation, and enforcement of environmental laws, regulations, and policies.

Framing: Central organizing idea or story line that provides meaning to events related to an issue. That is, the way professionals and academics classify, organize, and interpret the issues they are dealing with.

Homelessness: The situation of an individual or family without stable, permanent, appropriate housing, or the immediate prospect, means, and ability of acquiring it.

Immigration: The act of moving permanently or for a significant period of time (e.g., a year) to a foreign country.

Marginalization: The process by which certain individuals or groups are assigned a lower status in society and, as a consequence, are provided with less access to social power, resources, and the ability to be productive members of society.

Migration: The act of moving permanently or for a significant period of time either within the same country or a foreign country.

Multicultural framework: The co-existence and integration of multiple cultural traditions within a country or region is accepted and promoted through respective laws, public policies and social support practices.

24 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Racialization: A complex and contradictory process through which groups come to be designated as being of a particular ‘race’ and on that basis subjected to differential and/or unequal treatment.

Refugee: A person who is forced to migrate because their survival is threatened by forces such as war, disasters, or persecution.

Risk factor: Risk factors are any attributes, characteristics, or exposure of an individual that increases the likelihood of experiencing decreased physical and/or mental wellbeing.

Social justice: The fair and equitable allocation of burden, resources, and power in society.

Sustainability: A world in which current environmental problems are mostly overcome and people have fulfilling lives without destroying the natural resources needed to provide for current and future generations.

Undocumented/unauthorized immigrant: Immigrant who does not have the required legal documentations and authorization for their stay in the host country.

Victim blaming: A person being held responsible for the causes of and solutions to their problem.

Resources General Community Psychology Books Below are a variety of books that provide introductions to CP and a collection of topical chapters related to key concepts and issues in CP. Bond, M. A., Serrano-García, I., & Keys, C. (Eds.). (2017). Handbook of community psychology – Volume 1: Theoretical foundations, core concepts, and emerging challenges. Washington, DC: APA Press.

Bond, M. A., Serrano-García, I., & Keys, C. (Eds.) with B. Shinn (Associate Ed. for Research Methods) (2017). Handbook of community psychology – Volume 2: Methods of community psychology in research and applications. Washington, DC: APA Press.

Kagan, C., Burton, M., Duckett, P., Lawthom, R., & Siddiquee, A. (2011). Critical community psychology. Oxford, UK: Wiley.

Kelly, J. K. (2006). Becoming ecological: Expedition into community psychology. New York: Oxford.

Klos, B., Hill, J., Thomas, E., Wandersman, A., Dalton, J., & Elias, M. (2012). Community psychology: Linking individuals and communities (3rd ed.). Independence, KY: Cengage.

Nelson, G., Kloos, B., & Ornelas, J. (2014). Community psychology and community mental health: Towards transformative change. New York: Oxford University Press.

Nelson, G., & Prilleltensky, I. (2010). Community psychology: In pursuit of liberation and wellbeing (2nd ed.). London: Red Globe Press.

O’Donnell, C., & Ferrari, J. R. (2000). Employment in community psychology. New York: Routledge.

Reich, S. M., Riemer, M., Prilleltensky, I., & Montero, M. (Eds.). (2007). International community psychology: History and theories. New York: Springer.

Community Psychology: Research and Action for Social Change and Wellbeing 25

Scott, V., & Wolfe, S. M. (2014). Community psychology: Foundations for practice. Washington, DC: SAGE Publications.

For additional relevant books go to: www.scra27.org/publications/other-community-psychologybooks/

Websites The following websites provide great information on CP and many useful resources: ●●

●●

●● ●● ●●

●●

●●

●●

Society for Community Research and Action (Div. 27 of the American Psychological Association): www.SCRA27.org Australian Psychology Association College of Community Psychologists: https://groups.psychology.org.au/ccom/ Community Toolbox: http://ctb.ku.edu/en European Community Psychology Association: www.ecpa-online.eu/ Community psychology value proposition: www.gjcpp.org/pdfs/v2i3-0005-SpecSession-final. pdf Careers in Psychology - Community Psychology: http://careersinpsychology.org/becominga-community-psychologist/ Introduction to community psychology by Dr. Douglas D. Perkins: https://my.vanderbilt. edu/perkins/2011/09/intro-to-community-psychology/ Community Psychology UK: http://communitypsychologyuk.ning.com/

Journals and Newsletters The following journals and newsletters cover many topics often written by community psychologists or are relevant to our work: ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●● ●●

Action Research American Journal of Community Psychology Collaborations: A Journal of Community-based Research and Practice Global Journal of Community Psychology Practice Community Development Community Psychology in Global Perspective Community Mental Health Journal Journal of Community and Applied Social Psychology Journal of Community Psychology Journal of Rural Community Psychology Journal of Social Issues Psychological Intervention/Intervenión Psicosocial (English/Spanish) Rivista di Psicologia di Communità (Italian) The Australian Community Psychologist The Community Psychologists

For additional relevant journals see: www.scra27.org/publications/other-journals-relevant-community-psychology/

26 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Homelessness Books and Articles To learn more about housing, homelessness, and the Housing First approach, read these books and articles: Padgett, D. K., Henwood, B.F., & Tsemberis, S. (2016). Housing First: Ending homelessness, transforming systems, and changing lives. New York: Oxford University Press.

Pleace, N. (2017). The Action Plan for Preventing Homelessness in Finland 2016-2019: The culmination of an integrated strategy to end homelessness. European Journal of Homelessness, 11(2), 95–115.

Sylvestre, J., Nelson, G., & Aubry, T. (Eds.). (2017). Housing, citizenship, and communities for people with serious mental illness: Theory, research practice, and policy perspectives. New York: Oxford University Press.

Tsemberis, S. (2015). Housing First: The Pathways model to end homelessness for people with mental illness and addiction (2nd ed.). Center City, MN: Hazelden.

Websites To learn more about homelessness, check out the Homeless Hub, the largest repository of information on this subject in the world: www.homelesshub.ca/ Have a look at the website of the Society for Community Research Action and their work on homelessness, mental health, and Housing First: www.scra27.org/who-we-are/interestgroups/transformative-change/homelessness-mental-health-and-housing-first/ What is Housing First and how can it end homelessness for people with complex health issues?

Check out this TED talk by award-winning community psychologist, Sam Tsemberis, the founder of Housing First: www.youtube.com/watch?v=HsFHV-McdPo Read about how Finland has become the first country in the world to virtually end homelessness: www.huffingtonpost.ca/entry/homelessness-finland-housing-first_n_5c503844e4b0f43e410a d8b6 Read about how two Canadian provincial networks are dedicated to ending homelessness by building local capacity and changing social policy, one in Alberta called the Seven Cities: www.7cities.ca/, and one in Ontario called the Housing First Community of Interest: http:// eenet.ca/initiative/housing-first-community-interest#about What is happening in Europe to end homelessness? Check out this website: www.feantsa.org/en, and the European Journal of Homelessness: www.feantsaresearch.org/en/publications/european-journal-of-homelessness The Mental Health Commission of Canada supported the largest study of Housing First in the world to end homelessness for people with mental illness and addictions. Read about this amazing five-city Canadian study: www.mentalhealthcommission.ca/English/at-home Did you know that Housing First holds a biennial conference in the US? Have a look at the agenda for the 2020 conference in Seattle: www.hfpartnersconference.com/. And there is also an International Housing First conference: www.dpss.unipd.it/Housing-First-Conference/ Home

Community Psychology: Research and Action for Social Change and Wellbeing 27

Have a look at the on-line Housing First toolkit: Polvere, L., MacLeod, T., Macnaughton, E., Caplan, R., Piat, M., Nelson, G., … Goering, P. (2014). Canadian Housing First toolkit: The At Home/Chez Soi experience. Calgary and Toronto: Mental Health Commission of Canada and the Homeless Hub. Retrieved from http://housingfirsttoolkit.ca/

Immigration Book Chapters and Articles Here are a few articles and chapters written by community psychologists on the topic of immigration and inclusion: García-Ramírez, M., de la Mata, M. L., Paloma, V., & Hernández, S. (2011). A liberation psychology approach to acculturative integration of migrant populations. American Journal of Community Psychology, 47, 86–97.

Paloma, V., García-Ramírez, M., & Camacho, C. (2014). Well-being and social justice among Moroccan migrants in southern Spain. American Journal of Community Psychology, 54. 1–11.

Patel, S. G., Tabb, K., & Sue, S. (2017). Diversity, multiculturalism, and inclusion. In M. A. Bond, I. Serrano-García, C. B. Keys, & M. Shinn (Eds.), APA handbook of community psychology – Volume 1: Theoretical foundations, core concepts, and emerging challenges. Washington, DC: American Psychological Association.

Prilleltensky, I. (2008). Migrant well-being is a multilevel, dynamic, and value dependent phenomenon. American Journal of Community Psychology, 42(3–4), 359–64.

Sonn, C. C., & Fisher, A. T. (2010). Immigration and settlement: Confronting the challenges of cultural diversity. In G. Nelson & I. Prilleltensky (Eds.), Community psychology: In pursuit of liberation and well-being (2nd ed., pp. 498–516). London: Red Globe Press.

Next are some general articles on the topic that provide useful background information: Berry, J. W. (2001). A psychology of immigration. Journal of Social Issues, 57, 615–31.

Kennedy, S. & McDonald, J. T. (2006). Immigrant mental health and unemployment, Economic Record, 82(259), 445–59.

Viruell-Fuentes, E. A., Miranda, P. Y., & Abdulrahim, S. (2012). More than culture: Structural racism, intersectionality theory, and immigrant health. Social Science Medicine, 75(12), 2099–106.

Websites Finally, here are a few websites that provide interesting statistics and other useful information on immigration: International Migration Research Centre: https://researchcentres.wlu.ca/international-migration-research-centre/index.html Migration Policy Center: www.migrationpolicy.org Pew Research Center: www.pewsocialtrends.org UNESCO: www.unesco.org/new/en/social-and-human-sciences/themes/international-migration/glossary/migrant/ UN: https://www.un.org/en/development/desa/population/migration/

28 Part 1: Framing Community Psychology: History, Values, and Key Concepts

Climate Change and Environmental Sustainability Books Harré, N. (2018). Psychology for a better world. Auckland, New Zealand: Department of Psychology, University of Auckland.

Hossay, P. (2006). Unsustainable: A primer for global environmental and social justice. New York: Zed Books.

Speth, J. G. (2008). The bridge at the edge of the world: Capitalism, the environment, and crossing from crisis to sustainability. New Haven, CT: Yale University Press.

Two special issues by community psychologists have been published: Riemer, M., & Dittmer, L. (2016). Youth leading environmental change. Ecopsychology (Special Issues), 8(3).

Riemer, M., & Reich, S.M. (2011). Community psychology and global climate change [Special Section]. American Journal of Community Psychology, 47(3–4).

Book Chapters Dreyer, B., & Riemer, M. (2018). Community and participatory approaches to the environment.

In K. O’Doherty & D. Hodgetts (Eds.), Handbook of applied social psychology. London: SAGE Publications.

Munger, F., & Riemer, M. (2013). Sustainability. Encyclopedia of Critical Psychology. Available at: www.springerreference.com/ Riemer, M., & Harré, N. (2016). Environmental degradation and sustainability: A community psychology perspective. In: M. A. Bond, C. Keys, & I. Serrano-García (Eds.), APA handbook of community psychology: Vol.2. (pp. 441–55). Washington, DC: American Psychological Association.

Riemer, M., & Van Voorhees, C. W. (2014). Sustainability and social justice. In C. Johnson, H. Friedman, J. Diaz, B. Nastasi, & Z. Franco (Eds.), Praeger handbook of social justice and psychology. (pp. 49–66). Westport, CT: Praeger Publishers.

Riemer, M. (2010). Community psychology, the natural environment, and global climate change.

In G. Nelson & I. Prilleltensky (Eds.), Community psychology: In pursuit of liberation and wellbeing (2nd ed., pp.498–516). London: Red Globe Press.

Websites ●● ●● ●● ●●

http://grist.org/ https://www.treehugger.com/ http://www.realclimate.org/ http://www.ipcc.ch/

AUTHOR INDEX A Aaker, J., 293 Abdulrahim, S., 12 Abraham, A., 432 Abramovich, I. A., 406 Abrams, C. L., 391, 392 Abramsky, T., 361 Ace, A., 90 Ackerson, L. K., 373 Acosta, J., 97, 120 Adams, J., 239 Adams, E. M., 404 Adams-Leavitt, W., 70, 195, 224 Adan, A., 249 Addams, J., 31, 211 Adeky, S., 303 Adimora, A. A., 96 Adler, M., 218 Adler, N., 396 Agyeman, J., 19 Akhtar, S., 368 Ahn, C., 334 Airhihenbuwa, C., 444, 452 Al-Khouja, M. A., 430, 439 Alasuutari, P., 283 Alisat, S., 22 Akhurst, J., 129 Akintola, O., 149 Albanesi, C., 34, 38 Albar, M.-J., 62 Albee, G. W., 103, 114, 118, 119, 121, 124, 126, 127, 133, 208, 250, 385, 386 Albornoz, L., 241 Albright, E., 64 Aldarondo, E., 235, 237 Alesina, A., 16 Alinsky, S., 195 Allen, A. J., 303 Allen, C., 449 Allen, J., 52, 288, 430, 433 Allen, N., 195, 221, 222, 227, 303, 373 Allred, S. B., 95 Alia, K. A., 152, 186 Alsop, R., 140, 237, 238 Altenberg, J., 281 Alvaredo, F., 86

522

Alvesson, M., 219, 265 Amadahy, Z., 447 Amara, N., 294 Amel, E. L., 19 Amio, J., 120, 125, 169, 227, 393 Amir, H., 71 Anderson, A., 344 Anderson, B., 329, 366 Anderson, L., 36 Anderson, S., 328 Andery, A. A., 322 AndrĂŠs Mora, E., 78 Andrews, A., 90 Angel, S., 419 Angelique, H. L., 21, 35, 37, 172, 215, 359, 360 Angus, D. E., 393 Antebi, N., 409, 410 Anthony, W., 431 Appelbaum, L. D.., 319 Araujo, L., 309 Arcidiacono, C., 34, 38, 86 Arendt, H., 84, 85 Ariely, D., 179 Aristide, J. B., 188 Arkowitz, H., 237 Arnold, R., 393 Arnstein, S., 109, 280 Aronson, R., 450 Artino, A. R., 286 Ashkanasy, N., 214, 215 Asuni, T., 433 Almedom, A. M., 150 Atkinson, Q. D., 292 Atkinson, S., 150 Atallah, D. G., 241 Athay, M. M., 286 Aubry, T., 17, 18, 186, 187, 285 Auspos, P., 220, 221, 222, 223 Austin, S., 264 Ayers, J. F., 224, 229 Ayalar-Alcantar, C., 359, 369 Avila, M. M., 253, 301, 302 Aylwin, A., 237 B Backer, T. E., 123 Bacon, A., 346

Bagnall, A.-M., 150 Baja, K., 156 Baker, B. D., 100 Baker, C. K., 176 Baker, Q. E., 253, 301, 302 Balcazar, F. E., 62, 418, 426, 439 Baldwin, D. S., 175 Balfour, J., 396 Balian, R., 281 Ball-Rokeach, S., 45 Banaji, M. R., 318 Bandura, A., 149 Banerjee, A., 320 Banks, S., 212 Banton, M., 443 Barak, A., 175 Bardoliwalla, N., 98, 127 Baril, R., 397 Baritz, L., 219 Barker, C., 436 Barker, J., 328, 333, 334 Barker, R. G., 100 Barnes, A., 345 Barnes, C., 144 Barnett, R., 131, 212 Barnett, W. S., 396 Baron, R. C., 144, 437 Barone, C., 95 Barr, C., 15 Barrera, M., 142, 238 Bartky, S. L., 115, 139 Bartow, F., 210, 211 Basran, G. S., 12 Bassuk, E. L., 406 Bates, P., 423 Batliwala, S., 192 Bauer, G. R., 278, 280, 286, 300, 303, 404, 409, 411 Baumohl, J., 114 Baym, N., 141 Beaglehole, E., 31 Beal, F., 446 Beavin, J. H., 114 Becker-Klein, R., 98, 127 Beckham, K., 277, 288, 298, 420 Bedell, P., 454 Beehler, S., 230 Beehr, T., 215, 219

Beers, C. W., 433 Beers, K., 152, 271 Behrens, T., 129 Belanger, J.-M., 393 Belfield, C., 118 Bell, D. A., 444 Bell, L., 407 Bell, J., 223 Bellack, A., 239 Ben Shlomo, Y., 396 Benford, R. D., 128 Benhabib, S., 201 Bennett, C., 36 Bennett, E. M., 167, 175, 181 Benson, M. H., 327 Berger, P. L., 140 Bergold, J., 31 Berkowitz, B., 197 Berkowitz, S., 195, 227 Bernad, R., 187 Bernal, G., 16, 430 Berns, R., 183, 225 Berry, J. W., 11 Bertelsen, M., 140, 237, 238 Bess, K. D., 120, 138, 142, 152, 183, 209, 221, 426 Beyer, C., 406 Bhana, A., 34 Bhasin, R., 449 Bhatia, S., 34 Bickman, L., 282, 283, 284, 286 Bilge, S., 446 Biglan, T., 120, 127 Bink, A. B., Binney, J., 344 Birks, M., 287, 303 Birman, D., 104, 144 Bishop, B. J., 138, 141, 142 Black, R., 141, 350 Blackwell, A. G., 223 Blair, C. B., 379 Blakar, R. M., 31, 105, 106 Blakeley, G., 79, 155 Blakely, C., 123 Blanchard, A. L., 141 Blanchet-Cohen, N., 290 Bloom, B. L., 36 Blowers, A., 67 Blyth, M., 329 Boal, A., 165 Bogart, K., 51 Bohlig, A., 236, 237 Boller, K., 186, 395 Bond, M. A., 37, 70, 71, 138, 144, 146, 195, 217, 218, 229, 247, 359, 452, 453, 454, 455

Boniel-Nissim, M., 175 Boonzaier, F., 342 Borgatti, S. P., 151 Borman, G., 100 Boulianne, S., 142 Bourdieu, P., 146, 147, 149, 151, 193, 196 Bouris, A., 410 Bourhis, R. Y., 451 Bowden, B., 118 Bowleg, L., 446 Boyce, M., 404 Boyce, T., 396 Boyce, W., 393 Boyd, N., 141 Boyd, M., 451 Boydell, K. M., 434 Boyden, 381, 391 Boyle, S., 4, 37 Bradbury, H., 219, 228, 283 Bradley, R., 75 Bradshaw, A. J., 393, 394 Brady, S., 74 Brah, A., 446 Braithwaite, K., 403 Brass, D. J., 151 Brandell, C., 122 Brandt, H. M., 152 Brannan, J., 283 Bravington, A., 150 Braz, M., 329 Brazier, C., 199 Brecher, J., 330 Brechin, A., 212 Breda, C. S., 239, 286 Breen, N., 34, 369 Bregman, R., 320 Brennan, D., 404, 408 Brett, C., 408 Breuer, F., 302 Bricout, J. C., 420 Brideson, T., 344 Brighouse, H., 46 Britto, P. R., 186, 395 Brodsky, A., 71, 72, 73, 74, 138, 143, 269, 290, 321 Bronfenbrenner, U., 92, 93, 94, 95, 151 Bronstein, P., 391, 392 Brooks-Gunn, J., 186, 396 Broome, C. V., 119 Brown-Jeffy, S., 450 Brown, B. B., 292 Brown, L. D., 175, 430, 436, 437, 439

Brown, P. J., 120, 121, 220, 221, 222, 223 Brown, V., 74 Browne, K., 288 Browne, M., 38 Browne, T., 152 Brug, J., 239 Brunt, D., 430 Brusilovskiy, E., 429, 437 Bryan, A. E., 237 Bryan, J., 74 Bryant, T., 320 Bryk, A. S., 285, 292, 293 Bryman, A., 266 Buchanan, A., 144 Buchanan, D. A., 266 Buchanan, R. M., 104 Buckingham, S. L., 269, 292 Buettgen, A., 277, 288, 298, 420 Buettner, D., 167 Bullard, R. D., 20 Bullen, D., 448 Bullock, H., 319 Bunge, E. L., 430 Burchinal, M. R., 186, 396 Burell, M., 454 Burgard, S., 181 Burger, K., 396 Burkhart, Q., 120 Burman, E., 366 Burns, A., 187 Burns, T., 433 Burstow, B., 435 Burt, R. S., 152 Burtch, B., 405 Burton, M., 4, 11, 37, 62, 91, 94, 129, 138, 161, 178 Busch, S., 100 Busch-Geertsman, V., 187 Butcher, H., 212 Butler, T., 72, 73 Butterfoos, F. D., 197, 221, 223, 224 Bybee, D., 437 Bywater, K., 288 C Cabaj, M., 223 Cabrera, D. A., 91 Cady, S., 304 Cahill, J., 126 Caldarella, P., 100 Calkins, C., 346 Calma, T., 344 Calton, J., 71, 74 Calzo, J., 406

523

524 Author Index

Camacho, C., 13 Cammarota, J., 187 Cameron, R., 258, Cameron, G., 185 Campbell, B., 228 Campbell, C., 149 Campbell, D. T., 269, 283 Campbell, R., 176, 288, 406 Cane, M. A., 20 Cantillon, D., 149 Canvin, K., 175 Caplan, N., 6 Caplan, P., 358 Caplan, R., 186, 396 Cardazone, G. U., 153 Carey, R. G., 291 Carling, P. J., 433 Carlquist, E., 31, 105, 106 Carolissen, R., 369, 370 Carniol, B., 209 Carpenter, W. T., 430 Carpiano, R. M., 146, 147, 149, 150 Carr, S., 322 Carrillo, A., 72, 73 Carroll, A., 407 Carson, R., 103 Case, A. D., 409 Cashman, S. B., 303 Catalano, R., 122, 430 Cattaneo, L., 71, 72, 73, 74 Caughy, M. O., 321 Cauthen, N. K., 81 Cavanagh, J., 328 Cerulli, C., 454 Cerullo, R., 193, 200 Chamberland, C., 54, 117, 126, 386, 387, 389, 390, 393, 397 Chamberlin, J., 194, 430, 434, 436, 437, 439 Chambers, R., 318, 335 Chambers, S. E., 175 Chambers, V., 390 Chan, M. L., 98, 127 Chancel, L., 86 Chandra, A., 97 Chan, W., 74 Chapman, B., 215 Charles, B., 430 Charlton, J. I., 416 Chasin, B., 198, 398 Chaskin, R. J., 154, 220, 221, 222, 226 Chaudry, A., 379 Chaufan, C., 10

Chávez, V., 253, 301, 302 Chavis, D. M., 122, 138, 140, 141, 155, 223 Checkland, P., 91 Checkoway, B., 198, 207 Chen, H.-T., 290, 291 Cheng, S. T., 34 Chenoweth, E., 198 Cherniss, C., 173, 214, 215, 216, 218 Chertok, F., 268, 294 Chesir-Teran, D., 98, 127 Chesney, M., 396 Chetkovich, C., 192, 209 Cheung, Y. B., 379 Chik, I., 153 Chilisa, B., 257, 258, 259, 261, 265, 266, 271 Chinman, M., 120, 186, 250, 436 Chipuer, H., 142 Chomsky, N., 184, 327 Chonody, J. M., 404 Chopra, M., 379 Christens, B. D., 13, 47, 82, 122, 138, 143, 147, 149, 150, 151, 152, 156, 169, 182, 183, 207, 208, 209, 211, 212, 220, 221, 223, 224, 225, 226, 238, 241, 292, 318, 438 Chun Tie, Y., 287, 303 Chung, P. J., 379 Church, K., 228, 436 Clacherty, G., 384, 389 Clark, K. B., 187 Clarke, G., 430 Clarke, M., 237 Clarkson, C., 343 Clauson, J., 391, 392 Clayton, S., 21 Clifford, M., 120 Cloward, R., 192 Cobb, S., 98 Coble, Z., 422 Cochran, B. N., 119 Cohen, R., 396 Cohen, S., 142, 238, 396 Coimbra, J., 143 Cole, E. R., 315 Cole, P., 19 Coleman, J., 75, 76, 146 Coleman, T., 405 Collier, P., 185 Collins, A., 212 Collins, C. R., 79, 148, 152 Collins, L. V., 209, 426 Collins, P. H., 141, 143, 156, 193

Colvin, C., 149 Conner, M., 239 Connolly, P., 97, 213 Connors, E., 101 Constantino, S., 10 Constantino, V., 175 Contractor, N. S., 152 Contreras Painemal, C., 241 Cook, J. R., 14, 186 Cook, K., 405 Cook, T. D., 269, 283, 284, 285, 309 Cooke, B., 334 Cooke, K., 357 Cooney, A., 287 Cooper, S., 36 Copeland, M. E., 436, 437, 448 Corburn, J., 303 Corcoran, R., 150 Corcos, A. F., 443 Corey, G., 236 Corey, M., 236 Corlew, L. K., Corrigan, P. W., 429, 430, 431, 432, 439 Corsello, M., 120 Corwyn, R., 75 Costello, T., 330 Coulton, C. K., 392 Cowen, E. L., 50, 72, 98, 117, 118, 120 Cowling, K., 367 Craig, L., 360 Craig, R. K., 327 Craig, W. W., 393, 394 Cram, F., 350 Crenshaw, K., 201, 369, 443, 446 Cressler, D. L., 32 Cresswell, T., 424 Crichlow, W., 445 Crivello, G., 391 Crow, D., 64 Crowley-Long, K., 358 Crusto, C., 14, 124 Crutchfield, L., 212 Cueto, S., 379 Culhane, D. P., 14, 16, 17, 81 Culley, M. R., 21, 35, 37, 55, 64, 69, 281, 359 Cumberworth, E., 387 Cummins, M., 190 Curtis, S., 150 Curwood, S. E., 301, 393 D D’Andrade, R., 47 D’Augelli, A. R., 401

Author Index 525

Dahl, R. A., 64 Dalton, J. H., 32, 36, 52, 138, 148, 166, 219 Damon, W., 46 Daniels, A. S., 250 Dark, N. A., 452, 455 Darnell, A. J., 183 Darnell, D. A., 183, 409 Davidson, H., 7 Davidson, L., 288, 431, 436, 438, 439 Davidson, P. O., 30, 31 Davidson II, W. S., 123, 248, 438 Davino, K., 124 Davis, F. A., 423, 446 Davis, L. W., 67 Davis, M., 10 Davis, M. I., 271, 279 Day, J., 369 DeFilippis, J., 229 de la Mata, M., 10 de Leon, A., 412 de Lira, A. N., 409 de Morais, N. A., 409 Deegan, P. E., 214, 215, 216, 430, 432, 438, 439 Degirmencioglu, S. M., 129 Degol, J. L., 100 Deichert, D., 309 Delgado, R., 288, 444, 445, 450 DeLeon, P. H., 187 Della Porta, D., 193 Dello Stritto, M. E., 359, 369 Delphin-Rittmon, M. E., 250 Denzin, N. K., 269, 283, 286, 287, 288 DePiccoli, N., 78 Dewar, T., 220, 221, 222, 223 Devane, T., 304 De Vos, P., 363 Deutsch, C., 230 Dharker, I., 356 DiAngelo, R., 238 Diani, M., 193, 195, 201 DiClemente, C., 214, 218, 237, 239, 241, 248, 251 Diemer, M. A., 335 Diener, E., 167 Dietz, S., 50 DiGiovanni, C. D., 406 di Martino, S., 86, 150 Dimock, H., 216, 217, 218, 219, 240 Dittmer, L., 22, 293 Dittus, P., 410 Dobinson, C., 404 Dobles, I., 322

Dodge, J., 155 Doherty, T., 21 Dohrenwend, B. P., 30, 133 Dohrenwend, B. S., 30, 121, 122 Dokecki, P., 212 Domínguez, E., 62 Donald, D., 387 Donaldson, K. H., 96 Donnor, J. K., 288x Dooley, D., 122 Dorris, A., 214, 215 Dougherty, R. H., 250 Douglas, C., 214, 215, 217, 219 Dowling, M., 287 Dozois, E., 290 Drescher, J., 402 Dreyer, B., 21, 305, 379 Driessen, P., 49 Driskell, J., 215 Driskell, T., 215 Drolet, A., 293 Duarte, T., 431, 436 DuBois, D. L., 122, 124, 125 Du Nann Winter, D., 271 Ducheneaut, N., 141 Duckett, P., 62, 91, 94, 129, 138, 143, 161, 172, 184, 208, 215 Dudgeon, P., 51, 138, 341, 342, 343, 344, 346, 347, 348, 350, 351 Duffy, J., 119, 120, 125 Duffy, K., 47 Duhoux, A., 17 Duncan, G. J., 239 Duncan, N., 183, 201, 322 DuPre, E. P., 123, 124, 125 Duran, B., 253, 272, 301, 302 Duran, V., 94, 127 Durie, M. H., 344, 345 Duriguetto, M. L., 335 Durlak, J. A., 123, 124, 125 Dussel, E., 84, 85, 323 Dutta, U., 138, 143, 229, 265, 342 Dutton, J. E., 215 Dworkin, P., 387 Dworsky, D., 429 E Eady, A., 305, 404 Earls, F., 149 Ebener, P., 120, 186 Ecker, J., 17 Economy, E., 106 Eckersley, R., 53, Eddy, M., 8

Edmonson, A. C., 214, 215 Edu, U. F., 403 Edwards, E. M., 222 Edwards, K. M., 404 Edwards, L. M., 51 Edwards, M., 333 Eicher, C., 423 Eichler, M., 391 Eisman, A. B., 51, 69 Eisenberg, R. F., 187 El Hadidy, W., 155 El Sadaawi, N., 356 Elias, M. J., 32, 36, 52, 138, 148, 219, 227, 228, 385 Elliott, J., 147 Ellison, E. R., 152 Embretson, S. E., 286 Emshoff, J., 123, 183 Enenajor, A., 379 Eng, E., 303 Ennett, S., 123 Erickson, S. W., 183 Espinosa, L. M., 186, 396 Etzioni, A., 46 Euzébios Filho, A., 321 Evans, G. W., 379 Evans, S. D., 7, 52, 54, 82, 143, 153, 165, 167, 172, 184, 191, 192, 197, 205, 207, 208, 209, 212, 213, 215, 217, 218, 221, 228, 319, 333 Everett, B., 434 F Fagan, A. A., 430 Fahim, K., 8 Fahrbach, K., 221 Fairweather, G. W., 32, 51 Fals Borda, O., 47, 48, 288, 334 Fanon, F., 324 Farabee, D., 406 Farrar, A., 301 Fass, S., 81, 82 Faust, K., 151, 152, 292 Faust, V., 82, 152, 225 Fawcett, S. B., 122, 154, 222, 236, 237, 426, Fazel, S., 424 Feather, J. S., 347 Febbraro, A., 126, 395 Fedi, A., 213 Felner, R., 249 Feltham, C., 237 Fergus, S., 380 Ferrari, G., 361 Ferrari, J., 165

526 Author Index

Ferreira, K., 91 Ferullo, A. G., 31 Fetterman, D. M., 290, 334 Fettes, M., 265 Fidalgo, M., 34 Fielder, J., 138 Fine, B., 150 Fine, M., 96, 120, 322, 369, 187 Fink, D., 189 Firdion, J-M., 16 Fisch, R., 128, 161 Fisher, A. T., 9, 10, 11, 138, 141, 142 Fisher, R., 229 Fitzgerald, K., 122 Flaspohler, P., 90, 119, 120, 125, 334 Fleming, C., 430 Flentje, A., 119 Flicker, S., 263, 271, 296, 298, 300, 407 Flora, C. B., 332 Flores, J. M., 322 Florin, P., 148, 153, 229, 332 Flynn, R. J., 100 Fokuo, J. K., Foldy, E., 155 Folkman, S., 396 Fondacaro, M. R., 52 54 Fontana, L., 71 Fontenot, K. R., 419 Fook, J., 209 Forrester, J. W., 90, 91 Foster, J., 327 Foster-Fishman, P. G., 91, 92, 122, 129, 148, 149, 169, 195, 221, 222, 227, 230, 293 Fouad, N., 235, 237 Foucault, M., 10, 62, 67, 68, 268 Ford, C., 444, 452 Fowers, B., 48 Fowler, P. J., 291, 292, 293, 436 Fox, D. R., 190, 191, 264, 350, 359 Francescato, D., 34, 38 Francis, K., 287, 303 Francisco, V. T., 122, 154, 426 Franco, M. M., 143, 145 Franke, R., 198, 398 Frankfurt, H. G., 80 Franklin, M., 309 Frechtling, J. A., 290 Frederick, T., 288 Freedman, D. A., 152, 183 Freeman, H. L., 433 Freeman, J., 183, 193, 194, 195, 200

Freire, P., 32, 38, 66, 67, 68, 71, 164, 170, 193, 212, 264, 288, 332, 335, 342 Freitas, M. De F. Q. De., 322 French, J. R. P., 98 Frerichs, L., 454 Friedman, C., 416 Friedman, T., 328 Friedmann., J., 424 Friesen, A., 15 Fru, F., 38 Frumkin, P., 212 Fryberg, S. A., 51 Fryer, D., 36, 70, 143 Fryers, T., 433 Fullagar, R., 343 Fulbright-Anderson, K., 222 Fullilove, R. E., 96 Fuks, S., 31 Fullan, M., 189, 214, 215 Funchess, M., 454 Fung, A., 334 Furman, E., 452, 455 G Gaetz, S., 15 Gakidou, E., 367 Galand, B., 15, 17 Gates, A. B., 210 Galeano, E., 86 Gallagher, R. S., 91 Gamble, A., 185, 188 Gamson, W., 5, 128, 195 Ganote, C., 7 Garbarino, J., 392 Garcia-Alonso, P. M., 406 García-Ramírez, M., 11, 12, 13, 62, 290 Garfinkel, P. E., 255, 256, 262 Garner, D. M., 255, 256, 263 Garvey, D., 51, 341 Gass, R., 131 Gastic, B., 406 Gaventa, J., 62, 63, 64, 65, 66, 67, 84, 149, 281, 333 Gaztambide-Fernández, R. A., 451 Geddes, J. R., 424 Gee, G., 343 Gellerman, B., 47, 48 Gensheimer, L., 70, 195, 224 Geobey, S., 176 George, P., 250 George, R., 182, 187 Gergen, K. J., 152 Gerlach, L. P., 193, 194, 197 Gershick, T. J., 207

Gerstein, L., 235, 237 Ghose, S. S., 250 Gibbs, A., 149 Gibson, J., 305, 306 Giese, M., 416 Gifford, R., 21 Gil, D. G., 208, 209 Gill, S. J., 213 Ginwright, S. A., 148, 150, 155, 225 Gioia, D. A., 266 Giori, V., 31 Gitterman, A., 236, 241 Glaeser, E. L., 16 Glenwick, D. S., 283 Glewwe, P., 379 Glouberman, S., 90, 91 Glover, M., 349, 352 Glucker, A. N., 49 Godemont, M. M., 433 Godsay, S., 74 Goering, P. N., 17, 18, 186, 187, 393, 436 Góis, C. W. L., 322 Gokani, R., 411 Goldberg, D. T., 451 Goldenberg, I. I., 133, 164, 171, 382, 386, 388, 391 Goldstein, J. L., 433 Goleman, D., 214, 217, 218, 238 Gonda, C., 422 Gone, J. P., 430 Gonick, L., 145 González, R., 78 Goodkind, J., 201 Goodley, D., 241 Goodman, D., 239 Goodman, L., 236, 237 Goodman, R. M., 154, 222 Gopal, S., 228 Gordon, C., 68 Gore, A., 20 Gormley, W. T., 186, 396 Gottlieb, B. H., 142, 238 Gottschalk, R. G., 123 Gould, J., 174, 227 Graham, L. F., 403, 450 Gramsci, A., 131 Granovetter, M., 75, 151 Grant, H. M., 212 Grantham-McGregor, S., 379 Gray, A., 180 Gray, D. B., 420 Gray, K. M., 100 Gray, N. N., 403 Green, A., 236, 237 Green, E. P., 143, 145

Author Index 527

Green, J., 192 Green, L. W., 230 Green, R., 237, 247 Greene, S., 296 Greenley, D., 431 Greenwood, R., 187 Greer, L. L., 298 Greig, C. L., 406 Greiman, L., 421 Gridley, H., 34, 104, 369 Griffin, D., 293 Griffin, P., 406 Gruber, J., 71 Guba, E. G., 257, 267 Guilamo-Ramos, V., 410 Gulcur, L., 285 Guldi, M., 69 Gump, P. V., 100 Guta, A., 296, 298, 300, 407 Gutiérrez, L. M., 209 Guzmán, B., 359, 369 H Haarlammert, 153, 165, 184, 192, 212 Haber, M. G., 14 Habermas, J., 269 Haehnel, A. A., 411 Haggerty, R., 114, 115, 119 Hahn, A., 219 Haiven, M., 200 Hall, M. F., 206 Hall, P. D., 192, 193, 194, 195, 196 Hallman, D., 167, 181, 198 Haluza-Delay, R., 19 Hamber, B., 385, 386 Hammond, J., 425 Hammond, R., 278, 280, 286, 300, 303, 404, 410, 411 Hancock, A., 315 Haney, T., 147 Hanke, K., 347 Hanley, T., 237 Hanleybrown, F., 223 Hanlin, C. E., 165, 169, 192, 205 Hannigan, T., 421 Hansson, L., 430 Hardgrove, A., 379 Harding, C. M., 430 Hardt, M., 336 Hargreaves, J., 361 Hargreaves, W. A., 430 Hari, J., 97 Harold, R. D., 379 Harper, G. W., 401

Harpham, T., 78, 148 Harré, N., 21, 94, 95, 104, 105, 239, 292, 444 Harrell, S. P., 453, 454 Harris, A., 344, 444 Harris, B., 15 Harris, C., 4, 37 Harrison, M., 91 Hart, A., 343 Harvey, D., 105, 106, 209 Harvey, K., 15, 16, 17 Hasford, J., 49, 52, 118, 185, 393 Haskell, R., 405 Hassol, L., 36 Hatch, J., 165 Hausfather, N., 122 Hawe, P., 96, 101, 104, 123, 181, 230 Hawken, P., 326, 333, 336 Hawkins, J. D., 430 Hay, E., 17 Hayes, M., 448 Hayward, K., 120, 185, 304, 305, 306, 389 Hazel, K. L., 430, 433 Heck, N. C., 119 Heckman, J.J., 118 Heller, H., 104 Heller, K., 138, 140, 148 Helliwell, J., 167 Henderson, J. H., 433 Henderson, P., 211, 212 Henrickson, J., 7 Henry, G., 291 Herbert, A. M. L., 351, 352 Herek, G., 403 Hergenrather, K. C., 426 Herman, E., 327 Hernández, S., 10, 11, 12 Hernandez, B., 418 Herry, Y., 393, 394 Hertzman, C., 52, 53, 126 Heslop, M., 384 Hey, B., 305 Hickman, G., 21, 22 Hilgendorf, A. E., 183, 225 Hill Collins, P., 446 Hill, C., 15 Hill, D. B., 403 Hill, J., 52, 359 Hillier, A. E., 116 Hillier, J., 143 Hilson, G., 64 Himmelman, A. T., 223 Hirsch, E. L., 193 Hirsch-Kreinsen, H., 269 Ho, P.-S., 424

Hobbs, C., 433 Hodges, S., 91 Hoffman, M. E., 294 Hofmann, S., 384 Hofmann-Pinilla, A., 155 Hohenadel, K. M., 404 Holland, C., 344 Holland, J., 140, 237, 238 Holland, K., 449 Hollander, E., 62, 63 Hollingshead, A. B., 30 Hollway, W., 219 Holman, P., 304 Holmes, B., 90 Holtby, A., 405 Holter, M., 437 Holzkamp, K., 167 Homma, Y., 406 Hooghe, M., 148 Hook, D., 72, 212 Hooks, B., 145, 200, 215, 357, 446 Hopper, K., 114 Horne, L., 443 Hossay, P., 20 House, J. S., 181 House, T. C., 187 Howard, G., 21 Howard, M. C., 294 Howard, S., 449 Howell-Moneta, A., 394 Howitt, D., 341, 342 Huang, Y., 152 Hudgins, R., 183 Hughes, D., 149 Hughes, J., 77 Hughes, M., 387 Hughey, J., 21, 55, 64, 69, 70, 79, 80, 141, 143, 147, 148, 155, 183, 195, 196, 224, 225, 241, 281 Hultman, K., 47, 48 Hume, C., 187 Humphrey, G., 101 Humphreys, K., 142, 175, 182, 186, 187, 188, 436 Hunt, M., 429 Hunter, C. D., 409 Hunter, E., 343, 344 Hunter, H., 408 Hunter, J., 405 Hunter, S. B., 186 Husain, A., 449 Hutchison, P., 49, 70, 176, 214, 235, 237, 238 Huygens, I., 144, 314, 347, 348, 350 Hyman, J. B., 148

528 Author Index

I Iasi, M., 326 Ibáñez, G., 236 Ife, J., 96, 104, 208, 211, 212, 217, 220 Iftikhar, S., 71 Ikebe, S., 320 Imm, P., 186 Inzeo, P. T., 82, 122, 152, 223, 224, 225, 226 Iscoe, I., 36, 187 Israel, B. A., 207, 303 Israel, N., 91 Israel, T., 235, 237 Issa, M. A., 404 Itaborahy, L. P., 407 Ivey, A., 342 Ivey, M., 342 Iwata, N., 302 J Jackson, D. D. A., 114 Jackson, S., 404 Jacobs-Priebe, L., 7 Jacobs, S. E., 195 Jacobs, Z., 343 Jacobson, D., 269 Jacobson, N., 431 Jacobson, S., 195, 227 Jagers, R. J., 144, 145 Jahoda, M., 36 James, A., 381 James, C. E., 444, 451 Janzen, R., 122, 278, 279, 301, 302, 307, 309, 434, 436 Jason, L.A., 115, 127, 128, 152, 182, 186, 187, 188, 268, 271, 279, 283, 294 Jauhiainen, S., 320 Jaycox, L., 430 Javdani, S., 373 Jenkins, J. C., 195, 196 Jennings, J., 150 Jervis, R., 84 Ji, P., 411 Jin, Y., 50 Jiménez-Moya, G., 78 Joffe, J., 103, 382 John, S., 430 Johnson-Hakim, S., 165 Johnson, D., 215, 217, 218, 240, 241, 346, 406 Johnson, F., 215, 217, 218, 240, 241 Johnson, G., 187 Johnson, J.,

Johnson, R., 123 Johnson, R. B., 266, 267 Johnson, R. C., 96 Johnson, V., 193, 194 Johnston, L. G., 286 Jones, C. M., 385 Jones, C. W., 385 Jones, D. L., 7 Jones, J., 341 Jonikas, J. A., 436, 437 Jordan, J., 144 Jorge-Monteiro, M. F., 431, 436 Joslyn, A., 387 Jost, J. T., 145, 318 Joyce, A., 237 Juster, J. S., 223 K Kaay, M., 404 Kagan, C., 4, 11, 37, 62, 89, 91, 94, 129, 138, 161, 178, Kagitcibasi, C., 37 Kahn, J. S., 443 Kahn, R., 396 Kahn, S., 193, 195, Kamerman, S. B., 397 Kamya, H., 237 Kanacri, B., 78 Kaner, S., 332 Kangas, O., 320 Kania, J., 212, 222, 223, 291, Kaniasty, K., 147 Kannan, K., 398 Kaplan, A., 144 Kaplan, G. A., 181, 396 Karam, N., 449 Karlan, D., 320 Karlstrom, M., 221, 222 Kashima, Y., 143 Kates, R. W., 20 Katsiaficas, G., 193, 200 Kawachi, I., 396, 423 Kawulich, B., 257, 258, 259, 261, 265, 266, 271 Kay, J., 63 Kaysen, D., 409 Keating, D. P., 52, 53 Keener, D., 90, 334 Kegan, R., 214 Kegler, M. C., 154, 221, 222 Kehn, M., 424 Kellam, S. G., 122 Keller, C., 187 Kelley, C. P., 20 Kelley, J., 319 Kelley, S. D., 286

Kelly, K., 343 Kelly, J. G., 93, 95, 96, 101, 103, 151, 185, 438 Kelly, R., 120, 122, 125, 185 Kemmis, S., 288 Kennedy, B., 396 Kennedy, S., 12 Kessy, F., 384 Kesten, S. M., 191, 228 Ketcham, D., 183 Keuroghlian, A. S., 406 Keys, C. B., 92, 268, 271, 279, 294, 418 Khadim, Z., 71 Khalilifard, F., 406 Khan, S., 394 Khasnabish, A., 200 Kidd, D., 195 Kidd, S., 288 Kidder, L. H., 120 Kiesler, C. A., 96 Kiguwa, P., 212 Kilmer, R. P., 14 Kim, J. K., 79, 361 Kim, P., 379 Kimble, M., 142 King, D., 315 King, N., 150 Kingsley, P., 190 Kirkby-Geddes, E., 150 Kirkwood, C., 345 Kirley, M., 143 Kirst, M., 78, 281, 319 Kirton, J. D., 348 Kitzinger, C., 403, 404 Kivel, P., 205, 208, 209, 211 Kivell, N., 82, 129, 143, 153, 165, 172, 184, 192, 212, 213 Kivunja, C., 259 Klapp, A., 118 Klein, D., 36 Klein, K., 214, 215, 217, 219, 279, 299, 304, 405 Klein, N., 86, 324, 327 Klodawsky, F., 17 Kloos, B., 52, 143, 145, 175, 314, 430, 436, 439 Knapp, M. R. J., 118 Knoke, D., 221 Knudsen, S. V., 403 Koebele, E., 64 Koch, M., 327 Koch-Schulte, S., 51, 193, 335 Koenig, B. W., 406 Koger, S. M., 19, 271 Kolhoff, A., 49

Author Index  529

Kollar, M. R., 419 Kolosi, T., 319 Komanduri, A., 391 Konishi, C., 406 Konstantopolous, S., 100 Korbin, J. E., 392 Korobkova, K., 141 Korstanje, M. E., 365 Korten, D. C., 107, 186, 188, 326 Korth, A., 183, 225 Kosciw, J. G., 405 Kosicki, G., 5, 128 Kosciulek, J., 420 Kostelny, K., 392 Kothari, U., 334 Kovach, M., 288 Kovachs-Burns, K., 15 Kovel, J., 330 Kral, M. J., 288 Kramer, M., 212, 222, 223, 291 Krause, M., 138 Kraut, R., 47 Krebs, P., 239 Kremers, S., 239 Kretzmann, J. P., 221 Kroll, T., 419, 424 Kubisch, A. C., 220, 221, 222, 223 Kuklinski, M. R., 430 Kulick, A., 404, 405 Kuhn, R., 14, 16, 17 Kuhn, T. S., 257 Kulkarni, M., 430 Kull, R. M., 405 Kumpfer, K. L., 124 Kunreuther, F., 192, 201, 209, 210 Kushel, M., 424 Kushner, Y., 20 Kuyini, A. B., 259 Kyle, K., 172 L Labianca, G., 151 Labonte, R., 126 Lacerda Jr, F., 322 Lacerenza, C. N., 215 Ladson-Billings, G., 288, 443, 444 Laestadius, S., 269 Lahey, L., 214 Lamari, M., 294 Lamble, S., 404 Landry, R., 294 Lane, S. T. M., 322 Langhout, R. D., 152, 164, 229, 333 Langlois, M., 290 Lankshear, C., 193

LaPalma, A., 31 Lapsley, H. M., 433 Larsen, C., 292 Lauffer, D. A., 90 Laurendeau, M.-C., 54, 117, 126, 386, 387, 389, 390, 393, 397 Larkin, J., 407 Lavis, J., 305, 306 Lavizzo, E., 236 Lavoie, F., 36, 39, 71 Lawlor, J. A., 152 Lawrence, B., 447 Lawthom, R., 62, 94, 129, 138, 143, 172, 184, 219 Lazarus, R. S., 143, 183, 200, 387 Lazgare, L. P., 78 Le, H. N., 430 Le, V., 223 Leader, G., 420 Leahy, M., 420 Leber, B., 449 Lee, A., 379 Lee, C. M., 197, 223, 224, 406 Lee, K. S., Lefebvre, P., 397 Lehrwyn, J. M., 292 Leischow, S. J., 91 Lemay, R. A., 100 Lentz, B., 334 Leon, J., 404 Leonard, P., 391 Leonardi, C., 52 Leroy, P., 67 Lerner, J., 334 Lerner, M., 46, Lesesne, C. A., 120, 125 Levi, M., 106 Levin, H., 118 Levine, A., 98 Levine, M., 32, 35, 95 Leviton, L., 186 Levy, C. W., 250 Levy, M., 351 Lewandowski, L., 437 Lewin, K., 288 Liboro, M., 406 Lich, K. H., 454 Light, J. M., 152, 271 Limbert, W., 319 Lin, G., 63 Lincoln, Y. S., 257, 258, 259, 261, 267, 268, 269, 283, 286, 287, 288 Linhorst, D., 433 Linney, J. A., 99, 100 Lipset, S. M., 382

Lipsey, M., 291 Liston, B., 421 Litwin, A., 236, 237 Livet, 334 Liu, J. H., 347 Lloyd, D. A., 302 Lo, C., 407 Loges, W., 45 Lombardo, S., 15, 17 Long, D. A., 141 Long, J., 292 Longman Marcellin, R., 404 Loomis, C., 138, 143, 167, 185, 304, 305, 306, 393, 394, 420 Loosier, P. S., 410 Lopez, C. M., 154 Lord, J., 49, 70, 176, 194, 214, 228, 235, 237, 238 Lorion, R. P., 70, 187 Lounsbury, D., 195 Louzao, J., 90 Love, N., 393 Lozano, R., 367 Lubell, K., 120, 125 Lucas, R., 167 Luce, S., 320 Luke, D. A., 286 Lukes, S., 63, 64 Luthar, S. S., 120, 121 Luty, J., 432 Lykes, M. B.., 229, 265, 270, 272, 288, 289, 293 Lynch, J., 396 Lynes, J., 21 Lynham, S., 257 M MacGillivary, H., 197, 227, 241, 333, 389 Mack, L., 403 Mackeigan, M., 301 MacLeod, J., 250, 251 MacLeod, T., 5, 17, 167, 420 Macnaughton, E., 18, 186, 187 MacNeil, A. J., 100 Madara, E. J., 175 Madyaningrum, M. E., 148, 314 Mahadevappa, H., 432 Mahon, R., 106 Maidman, F., 101 Major, B., 145 Mak, W., 34, 74 Makkawi, I., 143 Malhotra, 153, 165, 184, 192, 212 Mallard, J., 138

530 Author Index

Mannarini, T., 34, 38, 213, 269, 292 Manning, C. M., 19, 133 Marek, T., 215 Markowitz, F. E., 175 Marlatt, G. A., 430, 433 Marlow, S. L., 215 Marmot, M., 52, 118, 119, 122, 126, 127, 181, 184, 186, 392, 396 Marpsat, M., 16 Marsella, A. L., 328, 331 Marsick, V. J., 213 Marsolais, A., 15 Martin, E., 223 Martin, R., 208 Martinez, M., 62 Martinson, A. A., 96 Martín-Baró, I., 319, 321, 322, 336 Marvakis, A., 335 Marwick, B., 343 Marx, C. M., 138, 143 Marx, R., 406 Marxuach, S., 85 Maslach, C., 215 Masten, A. S., 121, 409 Masters-Awatere, B., 33 Mathews, R. M., 426 Maticka-Tyndale, E., 166 Matlin, S., 48 Maton, K. I., 70, 93, 176, 181, 182, 184, 186, 187, 188, 195, 207, 213, 214, 238 Matthews, C. R., 404 Matustik, M., 200 Maughan, B., 100 Maxwell, J. A., 273, 292 Maxwell, K. N., 90, 125 Maya Jariego, I., 237 Mayer, J. P., 123, 248 Mayer, S. E., 207 Maynard, H., 32 Mayol, T., 320 Mayton, D. S., 45 Mazel, O., 345 Mazurek, T. L., 176 Mazzei, P., 84 McAdam, D., 192, 219, 225 McAfee, M., 223 McAlevey, J., 195, 225 McAlister, A., 186 McCammon, S. L., 245 McCardell, S., 407 McCarthy, J. D., 176, 195 McCormack, M. M., 363 McCreanor, T., 345

McDaid, D., 118 McDonald, K. E., 439 McDonald, J. T., 12 McDonald, S., 300 McEachern, D., 235 McEvoy, F., 449 McFarlane-Nathan, G. H., 352 McHugh, M. C., 288 McInerney, E., 153 McIntosh, K., 195 McIntosh, P., 381 McKeever, B. S., 206 McKellar, S., 239 McKenzie, A., 208, 215 McKenzie, K., 78, 148 McKenzie, M., 411 McKenzie-Mohr, D., 21 McKie, R. M., 405 McKnight, J. L., 144, 221 McLaren, P. L., 193 McLeroy, K., 154, 222, 230 McMahon, A., 50 McMahon, S., 216 McMillan, D. W., 138, 140, 141 McMullen, L. M., 361 McNeely, J., 229, 321 McPhearson, T., 91 McQuaig, L., 228 McWhirter, B., 237 McWhirter, E. H., 236, 237 Meagher, A., 300 Meara, N., 369 Mednick, M., 358 Mehra, A., 151 Meinen, A., 183, 225 Melhuish, E. C., 396 Melucci, A., 195 Mendelsohn, D. M., 403 Mendly-Zambo, Z., 320 Menezes, I., 143 Menezes, M., 34, 38, 143, 290 Merchant, K., 223 Mercier, L. R., 379 Mercy, J. A., 119 Meredith, L. S., 97 Merrells, J., 144 Merrigan, P., 397 Mertens, D. M., 254, 264, 265, 270, 278, 288, 334 Messinger, L., 321 Mészáros, I., 331 Meterko, V., 404 Meyer, I. H., 404 Meyer, M., 79, 287 Mickens, M., 416 Mik-Meyer, N., 416 Miller, H., 430

Miller J. B., 144 Miller, L. S., 430 Miller, P., 258 Miller, R. L., 122, 124, 125, 269, 290 Miller, V., 64 Mills, C. W., 82 Milroy, H., 347 Milstein, B., 91 Minhinnick, N., 345 Minkoff, D. C., 209 Minkler, M., 197, 223, 224, 288 Miranda, P. Y., 12 Mishler, E. G., 202 Mitchell, A., 438 Mitchell, T., 39, 301 Mkhize, N., 212 Moane, G., 193 Modigliani, A., 5, 128 Mohai, P., 20 Mohatt, G. V., 430, 433 Mohtadi, S., 20 Monbiot, G., 105 Montaño, J., 303, 335 Montenegro, C. R., 138 Montero, M., 32, 33, 38, 200, 206, 229, 333, 336, 439 Moolla, N., 387 Moon, S. H., 118 Moore, W., 228 Moos, R. H., 99 Mor, Z., Morenof, J. D., 149 Morgan, A., 448 Morgan, P., 387, 388 Morison, L., 361 Moritsugu, J., 47 Morrison, L. E., 351, 352 Morrissey-Kane, E., 124 Mortimore, P., 100 Moskell, C., 95 Mowbray, C. T., 437 Mrazek, P. J., 114, 115, 119 Mruck, K., 302 Mulhall, S., 46 Mullaly, B., 209, 220 Mullany, A., 235 Mullings, D. V., 448 Mulvey, A., 37, 145, 215, 358, 359, 360, 369, 452, 455 Munger, F., 20, 167, 241, 281, 299, 30, 420 Munir, S., 71 Muñoz, R. F., 74, 411, 430 Munro, L., 404, 406, 408 Murray, J., 320 Murray, C., 254, 367

Author Index 531

Murray, M., 166 Myers, A., 421 Myers, N., 50 Myrdal, G., 49 N Nachtergael, H., 15, 17 Nadal, K. L., 404 Nafstad, H. E., 31, 105, 106 Naidoo, L., 292 Nairn, M., 341, 342, 350 Nairn, R., 345, 348 Nakae, M., 285 Namaste, V., 404 Narayan, D., 51, 193, 197, 318, 335, 423 Nary, D. E., 421 Nash, C. J., 288 Natale, A., 86 Nation, M., 123, 124 Navarro, V., 320 Neal, J. W., 47, 79, 82, 93, 104, 143, 148, 151, 152, 281, 292, 298, 326 Neal, Z. P., 79, 82, 93, 104, 143, 147, 148, 151, 152, 230, 281, 298, 326 Negri, A., 336 Neill, B., 166, 167 Nelson, G., 5, 10, 17, 18, 36, 39, 49, 50, 52, 54, 55, 68, 71, 80, 81, 93, 103, 104, 106, 118, 120, 122, 125, 128, 129, 161, 165, 166, 167, 168, 169, 170, 172, 174, 175, 185, 186, 188, 190, 194, 197, 208, 211, 212, 214, 217, 220, 227, 237, 241, 249, 250, 253, 259, 261, 265, 268, 270, 280, 285, 288, 301, 309, 326, 329, 333, 363, 389, 392, 393, 394, 396, 430, 434, 436, 438, 439, 452, 453, 455 Nelson, S., 6 Netto, J. P., 329 Neuhaus, R. J., 140 Newbrough, J. R., 70, 212 Newman, M., 366 Newman, S. J., 430 Newton, L., 433 Ng, R., 436 Ngozi Ezeilo, J., 374 Nguyen, N., 309 Nicholson, J., 239 Nicholson, L., 391 Nickell, E., 141

Nickels, 120, 125, 169, 227, 393 Nidecker, M., 239 Nie, N., 149 Nigussie, L., 390 Nip, J., 141 Nnaemeka, O., 374 Noonan, R. K., 120, 125 Norcross, J., 214, 218, 237, 239, 241, 248, 251 Nores, M., 396 Norman, W., 345 Norris, F. H., 97, 147, 221 Norton, M. I., 179 Nosrati, E., 181 Nowell, B., 91, 122, 141, 169, 221, 293 Noy, D., 226 Nsamenang, A., 38 Nussbaum, M., 167 Nyamathi, A. M., 406 O O’Brien, C. A., 407 O’Brien, C. L., 144 O’Brien, J., 144 O’Campo, P., 78, 187, 321 O’Connell, M. J., 436 O’Donnell, C. R., 165 O’Driscoll, P., 215, 219 O’Malley, V., 345 O’Neill, P., 7, 98, 103, 128, 191, 322, 387 O’Reilly, M., 387 O-Riley, P., 19 O’Sullivan, D., 346 Obradović, J., 409 Ochocka, J., 122, 194, 214, 278, 279, 301, 307, 309, 434, 436 Oesterle, S., 430 Offerman, L., 62, 63 Ohmer, M. L., 148 Oliver, M., 144, 416 Olson, M., 385, 392, 396 Omi, M., 443 Omoto, A. M., 403 Onwuegbuzie, A. J., 266, 267 Orduña, M., 51 Ornelas, J., 175, 430, 431, 436, 438 Orr, M., 183, 209, 220 Ortlipp, M., 302 Ortiz, I., 190 Ospina, S., 155 Ouston, J., 100 Owen, A. L., 416 Owusu-Bempah, J., 341, 342 Oxenham, D., 138

P Paddock, S. M., 186 Page, M., 69 Paine-Andrews, A., 154 Paine, A. L., 426 Palmer, N. A., 405 Palmer, S. B., 346, 349, 423, 446 Paloma, V., 10, 11, 12, 13 Pamuk, E., 396 Pan, Z., 5, 128 Pancer, S. M., 120, 122, 125, 148, 185, 290, 291, 304, 305, 306, 389, 393, 394 Pape, B., 438 Paradies, Y., 51, 341 Parayil, G., 398 Pardoe, C., 343 Parker, E. A., 154, 222, 280 Parker, I., 336 Parker, R., 379, 385 Parkhurst, M., 291 Parkinson, S., 187 Parris, T. M., 20 Parsa, L., 416 Parsonage, M., 118 Parsell, S., 187 Partanen, A., 47, 51 Pastorelli, C., 78 Patel, R., 51, 193, 197, 335 Paterson, S., 82, 153 Patterson, L. E., 242 Patton, M. Q., 283, 287, 289, 290, 291 Payne, Y., 187 Pearson, K., 424 Pearson, L., 292 Pease, B., 209 Pees, R. C., 212 Pega, F., 345 Peirson, L., 54, 55, 68, 81, 117, 126, 174, 175, 227, 326, 386, 387, 389, 390, 392, 393, 397 Penn, D. L., 429, 432 Penner, E. K., 239 Perez-Bustillo, C., 334 Pérez-Stable, E. J., 430 Perilla, J., 236 Perkins, D. D., 13, 70, 79, 80, 95, 155, 141, 207, 221, 290, 292 Perkins, D. N., 214, 215, 217 Perkins, D. V., 32, 35, 95 Perkins, J., 95, 185 Perkins, R., 368 Perrin, P. B., 416 Perry, M. J., 126, 127 Peters, J. E., 126

532  Author Index

Peters, R. DeV., 126, 389, 393, 394, 397 Petersen, I., 34 Peterson, N. A., 141, 146, 207, 221 Petesch, P., 318 Petrunka, K., 393, 394 Pfeffer, J., 104, 219 Pfefferbaum, B., 97 Pfefferbaum, R. L., 97 Phelps, J. M., 105, 106 Philippot, P., 15, 17 Phillips, D., 182, 186 Phillips, R., 429 Phoenix, A., 446 Piat, M., 18 Pickard, A., 410 Pickett, H., 51, 52, 67, 167, 180, 181, 186, 187, 348, 350, 351 Pierce, G., 387 Pierce, S. J., 91, 148, 149, 387 Pilger, J., 185 Piketty, T., 86 Pilkington, E., 156 Pilkington, G., 150 Pillay, P., 432 Pilquil Lizama, E., 241 Pinnington., E., 334 Pinto, R., 118 Piran, N., 256, 265, 293 Pistrang, N., 436 Pitre, E., 266 Piven, F. F., 192 Poland, B., 166 Pole, N., 430 Pollack, H., 181 Pollard, 183, 225 Pomeroy, E., 438 Ponce, A. N., 148 Ponterotto, J. G., 259 Portes, A., 149, 150 Posavac, E. J., 291 Poteat, V. P., 406 Potok, M., 449 Potvin, L. P., 384 Powell, K. E.., 119 Power, A., 229 Prater, D. L., 100 Preskill, H., 228, 291 Pretty, G. M. H., 141, 142 Price, K., 454 Price, R. H., 122, 148 Prilleltensky, I., 5, 9, 10, 11, 29, 32, 48, 49, 50, 52, 54, 55, 68, 74, 75, 80, 81, 82, 84, 93, 103, 104, 117, 118, 119,

120, 126, 128, 129, 131, 133, 145, 161, 165, 166, 167, 168, 169, 170, 172, 174, 175, 191, 192, 197, 200, 202, 205, 206, 208, 209, 211, 212, 215, 217, 220, 227, 229, 235, 237, 241, 242, 243, 244, 245, 248, 250, 253, 259, 261, 264, 265, 268, 270, 280, 288, 295, 318, 321, 326, 333, 350, 359, 368, 386, 387, 389, 390, 392, 393, 426, 438, 439, 452, 453, 455 Prilleltensky, O., 50, 208, 215, 242, 243, 244, 245, 247, 248, 264 Procentese, F., 86 Prochaska, J., 214, 218, 237, 239, 241, 248, 251 Pronyk, P., 361 Prophet, N. T., 292 Prothrow-Stith, D., 396 Puar, J., 446 Puddifoot, J. E., 142 Puddy, R., 120, 125 Putnam, R., 46, 52, 76, 78, 79, 120, 127, 138, 146, 238 Pyne, J., 278, 280, 286, 300, 303, 407, 410, 411 Q Quayle, A. F., 212, 451, 452 Quelleng, H. K., 448 Quinn, R., 214, 215, 218, 219 QuiĂąones Rosado, R., 154, 235, 247 R Ralls, R. S., 214, 215, 217, 219 Rademacher, A., 51, 193, 335 Ramaswamy, R., 186 Ramsden, I., 352 Rand-Hendriksen, K., 105, 106 Ranjit, N., 181 Rankine, J., 345 Rao, H., 432 Raphael, B., 347 Raphael, D., 118, 320 Raphael, S., 96 Rappaport, J., 4, 5, 6, 29, 69, 70, 84, 86, 120, 124, 128, 133, 165, 168, 169, 175, 212, 253, 326, 433, 438, 439, 452 Rasmus, S. M., 430, 433

Rata, A., 347 Ratcliffe, J., 397 Raudenbush, S. W., 149, 285, 292, 293 Raver, C., 379 Ravesloot, C. R., 421, 422 Ravitch, D., 187 Raymond, C., 207, 221 Reardon, R., 305, 306 Reason, P., 219, 228, 283 Reback, C. J., 406 Redlich, F. C., 30 Redman, N., 404 Reed, S. J., 122 Reich, J. A., 71 Reich, S. M., 21, 32, 34, 36, 38, 63, 95, 104, 141, 200, 206, 239, 284, Reinharz, S., 145, 175, 215 Reise, S. P., 286 Renn, K. A., 402, 404, 405 Rennier, B., 425 Reser, J., 21 Resnick, I., 155 Reyes Cruz, M., 164, 172, 265, 342, 453 Rhew, I. C., 409, 430 Rhodes, J. E., 122 Rhodes, S. D., 426 Richardson, C., 451 Richardson, J., 277, 288, 298, 420 Richardson, K., 277, 288, 298, 420 Richter, K. P., 154 Richter, L., 379 Rickel, A., 36 Ridgway, P., 17 Riemer, M., 7, 17, 19, 20, 21, 22, 32, 54, 94, 95, 104, 172, 200, 206, 239, 241, 277, 279, 281, 286, 288, 298, 299, 420 Riger, S., 37, 71, 96, 148, 215 Riley, T., 96, 123, 181, 230 Ringwalt, C. L., 123 Rittel, H., 89 Roberts, A., 98, 127 Roberts, E., 418 Roberts, M., 345 Robertson, J., 212 Robertson, N. R., 33, 166, 347 Robertson, P., 352 Robins, G., 143 Robinson, E., 115, 379, 385 Rochat, T., 34 Roche, B., 298, 300 Rodriguez, A., 31

Author Index 533

Rodgers, W. L., 98 Rodney, P., 448 Roffey, S., 46 Rog, D., 282, 283, 284, 286 Roger, M., 352 Rogers, S., 175, 430, 436, 437, 439 Rohrbach, L. A., 123 Roitman, D. B., 123 Román, N., 84 Romero, A. J., 51 Roper, W. L., 119 Rosa, A., 200 Rosario, M., 405 Rose, H. A., 406 Roseberry, W., 443 Rosen, A., 52, 54, 153, 165, 184, 192, 212, 228, 433 Rosenberg, K. E., 119 Rosenberg, R., 320 Rosenblum, G., 36 Rosenhan, D., 30 Ross, J. A., 282 Ross, K., 286 Ross, L. E., 404 Rossi, P., 291 Rossiter, A., 191, 192, 202, 215 Rossiter, M. D., 393, 394 Roussos, S. T., 122 Rowe, M., 148 Roy, A. L., 149 Roysircar-Sodowsky, G., 235, 237 Rubenstein, C., 50 Rucklidge, J. J., 347 Rudolf, S., 31 Rudolph, K., 416 Ruin, S., 416 Runhaar, H., 49 Runswick-Cole, K., 241 Russell, S. T., 406 Rutter, M., 72, 100, 121, 122, 379 Ryan, N., 236, 237 Ryan, W., 6, 11, 81, 190, 318 Ryerson Espino, S. L., 101 S Saavedra, P., 78 Sabin, K. M., 286 Sachs, J. D., 106, 185 Saegert, S., 78, 143, 146, 147, 149, 150 Saewyc, E. M., 406 Saez, E., 86 Saforcada, E., 31, 33 Saha, R., 20 Said, E., 448

Salamon, L. M., 205, 206 Salancik, G. R., 104, 219 Salas, E., 215 Saleebey, D., 245 Salem, B. E., 406 Salem, D. A., 195, 201, 207, 214, 221, 222, 227 Salgado, F., 241 Salzer, M., S., 144, 429, 437 Sampson, E., 143, 149, 155 Sams-Abiodun, P., 147 Sanches, K., 97 Sánchez, A., 84, 86 Sanchez Valdes, L., 169, 175, 202, 215 Sanders, D. H., 32, 379 Sanders, P., 421 Sandler, I., 122 Sandler, J., 125, 140, 237 Santens, S., 320 Santolaya, F., 62 Santrock, J. W., 95 Sarang, A., 187 Sarason, B. R., 387 Sarason, I. G., 387 Sarason, S. B., 102, 103, 104, 140, 151, 168, 307 Sarkar, 71 Sasao, T., 34 Saul, J. R., 106, 119, 120, 125, 183 Savelyev, P. A., 118 Sawyer, J. A., 120, 121 Sayal, R., 22 Scaccia, J., 186 Schafft, K., 51, 193, 335 Scharmer, O., 213 Schaufeli, W. B., 215 Scheer, J., 406 Scheibler, J. E., 72, 73, 269, 292 Scheim, A., 286, 404, 410 Schensul, J. J., 230 Schimmack, U., 167 Schmidt, A., 431 Schmitt, N., 123 Schneider, J., 78, 79 Schneider, M., 213, 401, 406 Schneider, S., 183 Schoenbach, V. J., 96 Schoeni, R. F., 181 Schreiner, M., 320 Schrimshaw, E. W., 405 Schugurensky, D., 334 Schultz, C., 343 Schultz, J. A., 154 Schwalbe, M., 54

Schwartz, D., 144 Schwartz, S. H., 45 Schweizer-Ries, P., 22 Schueller, S. M., 127 Scott, B. A., 19 Scott, V. C., 186 Scribner, R., 62 Seager, R., 20 Seckinger, M., 31 Seedat, M., 143, 183, 200 Seekins, T., 425 Sehl, M., 175 Seidman, E., 89, 91, 93, 120, 128, 129, 148, 151, 168, 181, Selby, R. A., 346 Selket, K., 349 Seligman, M., 423, 424 Semega, J. L., 419 Sen, A., 46, 49, 54, 167, 334 Senge, P., 213 Serano, J., 404 Serrano-Garcia, I., 70, 71, 92, 138, 288, 439 Sessay, M., 432 Sethi, N., 34 Seybolt, D., 124 Shadish, W. R., 269, 283, 284, 285 Shah, M. K., 318 Shakespeare, T., 145 Shand, R., 118 Shaoul, J., 188 Sharma, N., 449 Shtasel, D., 406 Shatzer, R. H., 100 Shen, C., 152 Sheth, J., 214 Shields, S. A., 315 Shiell, A., 123, 181, 230 Shilo, G., 409, 410 Shinn, M., 15, 16, 17, 49, 92, 99, 114, 115, 116, 124, 125, 182, 186, 187, 188, 214, 215, 217, 284, 363, 420, 426 Shiu, C., 410 Shoptaw, S., 406 Shoop, G. H., 212 Shor, I., 67 Short, D., 51 Shragge, E., 229, 436 Shulman, H., 333, 342 Shulman, L., 236, 241 Siddiquee, 62, 91, 94, 129, 138, 161 Silberg, J., 379

534 Author Index

Simanainen, M., 320 Simek-Morgan, L., 342 Simons-Rudolph, A., 123 Simonsen, N., 52 Simplican, C. S., 420 Simpson, J. L., 422 Sinclair, J. M., 175 Sinclair, K. O., 406 Singh, A. K., 452, 455 Sisodia, R., 214, 215 Sköldberg, K., 265 Sloan, T., 164, 314, 322, 323, 324, 326, 327 Smail, D., 128 Smale, A., 8 Smedley, B. D., 180, 184 Smit, B., 282 Smith, A., 142, 445 Smith, B., 330 Smith, C., 341 Smith, E., 120, 125 Smith, J. F., 154, 426 Smith, K. H., 269, Smith, L. T., 345, 346, 349, 351 Smith, M., 343 Smith Major, V., 214, 215, 217, 219 Smock, K., 78, 183, 209, 220 Snell-Johns, J., 334 Snow, D. A., 128 Sodolka, J., 411 Sofaer, S., 281 Solórzano, D. G., 288 Solty, I., 331 Somers, M., 213 Song, J., 418 Sonn, C. C., 9, 10, 11, 138, 141, 142, 148, 164, 172, 212, 229, 265, 322, 342, 451, 452, 453 Sorensen, J. L., 430 Sosa Pascual, O., 84 Sou, G., 305 Soudien, C., 370 South, J., 150 Speer, P. W., 70, 79, 80, 141, 143, 147, 148, 155, 169, 183, 195, 196, 209, 224, 225, 226, 229, 241, 292 Speers, M. A., 154, 222, 236, 237 Speight, S. L., 247, 250 Speth, J. G., 19, 20 Spielberger, C. D., 36 Spikes, P., 403 Sribney, C., 237 St. John., A., 406, 408

Staggenborg, S., 197 Stahlhut, D., 225 Stancil, T. R., 96 Stangor, C., 443 Stansfeld, S., 215 Starnes, D. M., 188, Stedman, J., 183, 225 Steele, C., 51 Stefancic, A., 186, 187 Stefancic, J., 288, 444, 445, 450 Steger, M., 326, 328 Stein, C. H., 429 Steinitz, V., 202 Stephan, M. J., 198 Stephens, C. F., 403, 450 Stern, S., 97 Steuter-Martin, M., 449 Stevens, A. H., 69 Stevens, E. B., 152, 271 Stevens, G., 322 Stevens, S. P., 97 Stiglitz, J., 106, 107 Stiglitz, S., 85, 86, Stillman, L., 186 Stivala, A., 143 Stiver, I., 144 Stobbe, A., 278, 279, 307, 309 Stoecker, R., 280, 281 Stokols, D., 91, 95 Stoll, M. F., 391, 392 Stone, W., 77 Stoppard, J. M., 361 Stout, L., 193, 197, 200, 201 Strater, K. P., 14 Strauss, J. S., 430 Stroh, D. P., 91 Stromopolis, M., 290 Stromquist, N. P., 329 Strupp, B., 379 Su, C., 155 Suarez de Balcazar, Y., 62, 271, 279, 426 Suchowierska, M., 373 Sue, D., 351 Sue, D. W., 351 Suler, J., 175 Surrey, J., 144 Suryakusuma, J. L., 365 Sussewell, D. R., 104 Sutter, M., 416 Swan, P., 347 Swartz, L., 369 Swartz, T. T., 68 Swift, A., 46, 250 Swift, C., 207 Swim, J., 21

Sy, A., 153 Sylaska, K. M., 404 Sylvestre, J., 423 Syme, S. L., 180, 184, 396 Szakos, J., 48 Szakos, K., 48 Szasz, T. S., 30 Szilagyi, P., 379 Szreter, S., 146 T Tabaac, A. R., 416 Talwar, G., 72, 73 Tamasese, K., 351 Tannenbaum, S. I., 215 Taras, R., 449 Tarrow, S., 192, 193, 194, 201 Taylor, C., 51 Taylor, P. J., 190 Taylor, R., 271, 279 Taylor, V., 194, 195, Taylor-Gooby, P., 106 Te Awekotuku, N., 344 Tebes, J. K., 48, 54, 253, 254, 257, 258, 262, 265, 266, 267, 268, 269, 270, 271, 272, 289, 291, 294, 452 Teixeira, P., 34 Tellett-Royce, N., 120 Temm, P. B., 348 Tennant, C., 433 Teo, T., 264 Teproff, C., 156 Terenzio, M., 359 Terry, R., 429, 437 Tesdahl, E. A., 224, 229 Thai, N., 48 Thomas-Breitfield, S., 201 Thomas, D. R., 166, 167 Thomas, E., 52 Thomas, L., 430, 433 Thompson, J., 143, 146, 149, 150, 326 Thorne, J., 123 Tjepkema, M., 406 Todd, D. M., 93, 95, 96 Todd, N. R., 291, 292, 293 Tolan, P. E., 268, 294 Tompsett, C. J., 15, 17 Toohey, S. M., 99 Toporek, R., 235, 237 Toro, P. A., 15, 16, 17 Torre, C., 187, Townley, G., 143, 145, 186, 292, 423, 429, 430, 437 Towson, S., 393

Author Index  535

Trainor, J., 434, 436, 438 Trauernicht, M., 292 Travers, R., 278, 280, 286, 296, 300, 303, 314, 404, 405, 406, 407, 408, 410, 411 Tribe, K., 433 Trickett, E. J., 47, 71, 89, 93, 95, 96, 98, 101, 102, 104, 144, 230, 430 Trimble, J. E., 230 Trochim, W. M., 91 Trout, L., 235 Tsemberis, S., 17, 18, 187, 285, 393, 436 Tseng, V., 98, 127, 151 Tuck, E., 451 Tufekci, Z., 195 Tullman, S., 431 Turner, C., 104, 364 Turner, L., 309 Turner, R. J., 302 Turner, S., 223 Tyler, F., 50, 104 Tzanakis, M., 423 U Underwood, A., 449 Underwood, L. G., 142, 238 Unger, D. G., 385 Uscher-Pines, L., 97 V Valdenegro, D., 78 Valdes, L., 169, 175, 202, 215, 444 Valenti, M., 406 Van Andel, A. K., 393 Van Bunderen, L., 298 Van der Gaag, N., 363, 374 van der Meulen, E., 407 Van Egeren, L., 91, 122, 148, 149 Van Genugten, W., 334 van Niekerk, T., 342 Van Ryn, M., 122 Van Voorhees, C. W., 22, 54, 95 VandenBos, G. R., 187 Varda, D. M., 223 Varas-DĂ­az, N., 32, 439 Vasey, A., 291 VeneKlasen, L., 64 Venkatesh, S., 226 Vennam, U., 391 Vera, E., 47, 247, 250 Veracini, L., 449 Verba, S., 149

Vidal, A, 226 Vides de Andrade, A. R., 286 Vincent, T. A., 96, 101 Vincus, A., 123 Vinokur, A. D., 122 Viola, J., 216 Viruell-Fuentes, E. A., 12 Voight, A. M., 335 Von Bertalanffy, L., 90 Voorhees, C. W., 19, 22, 54, 95 W Wacquant, L., 147 Waitoki, W. W., 347, 462 Walcott, R., 444 Waldm, L. D., 31 Waldmiller, J. M., 410 Wales, J., 390 Walker, C., 129, 143 Walker, I., 341, 343 Walker, L., 346 Walker, J., 236, 237 Walker, R., 342 ,345, 346, 347, 348 Wallerstein, I., 443 Wallerstein, N. B., 154, 222, 236, 237, 253, 272, 288, 301, 302 Wallis, L., 343 Walsh, R. T., 391, 411 Walsh-Bowers, R., 191, 192, 202, 215 Wandel, J., 279, 282, 299, 304 Wandersman, A., 32, 36, 52, 90, 119, 120, 124, 125, 138, 148, 186, 219, 229, 290, 331, 334 Wang, M. T., 100 Ward, M., 277, 288, 298, 420 Warren, M. R., 143, 146, 149, 150 Wasco, S. M., 288 Wasserman, S., 151, 152, 292 Waters, R., 144 Watkins, M., 333, 342, 351 Watson, E. R., 91, 92, 169, 183, 222, 293 Watts, C. H., 361 Watts, R., 93, 95, 96, 104, 143, 144, 145, 156, 335 Watzlawick, P., 114, 128, 129, 161 Waugh, J., 406 Weakland, J., 128, 129, 161 Weaver, L., 223 Webber, M., 89

Weber, E., 21 Weber, M., 61, 84 Weber, O., 176 Wehmeyer, M. L., 346, 423 Wei, W. W. S., 293 Weick, K. L., 133, 214, 215, 218, 219 Weiland, C., 186, 396 Weinberg, D., 52, 54 Weinberg, R., 188 Weiner, E., 46, 47, 51 Weinstein, R., 187 Weintraub, S., 236, 237 Weisbrot, M., 188 Weiss, C. H., 289 Weissberg, R. P., 70 Weisstein, N., 358 Weitz, D., 434, 435 Welfel, E. R., 242 Wellman, B., 141 Welsh, E., 72, 73 Wepa, D., 352 Wernick, L., 405 West, E., 208 Westhues, A., 250 Wexler, L., 235 Wheatley, M. J., 90 Whitaker, R., 194 White, A., 454 White, B., 352 White, G. W., 422, 426, 439 White, I. R., 396 White, L., 235 White, M., 239 Whitelaw, S., 239 Whittier, N. E., 194, 195 Wideman, M., 404 Wiesenfeld, E., 138, 143, 193, 200 Wihongi, D., 345 Wild, L., 390 Wilkes, R., 353 Wilkinson, D., 141 Wilkinson, R. G., 52, 67, 126, 167, 180, 181, 184, 186, 187, 396 William, L. D., 236 Williams, D., 141 Williams, M., 97 Williams, N. C., 144, 145 Williams, W., 319 Williams-McCoy, J., 104 Willis, G. B., 286 Willmott, H., 219 Wilson, A., 305

536 Author Index

Wilson, C., 195, 263, 271, 296, 452, 455 Wilson, J., 265, 266, 364 Wilson, M. N., 376, 438 Wilson, S., 364 Wimer, C., 379, 387 Winant, H., 443 Winkel, G., 78 Winter, L. A., 237 Wirihana, R., 341 Wiscovithc, J., 84 Withorn, A., 209 Wodak, R., 287 Wojton, M., 387 Wolf, E. R., 443 Wolf, N., 366 Wolfaardt, U., 237 Wolfe, D., 214 Wolfe, S., 166, 197, 223, 224 Wolfensberger, W., 99, 431 Wolff, T., 197, 223, 224, 227 Woller, G., 320 Wong, F., 47 Wong, N. T., 280 Wong, S., 379 Wong, Y., 116, 404 Wood, J., 221 Woodford, M. R., 404, 405

Woolcock, M., 146, 423 Worline, M., 215 Worthington, C., 296 Worton, S. K., 185, 304, 305, 306 Wright, A., 406 Wright, B., 20 Wright, C., 449 Wright, E. O., 334 Wright, M., 341, 343 Wright, R., 447 Wyche, K. F., 97 Wynter, S., 443, 447 X Xiong, L., 141 Y Yang, H., 91, 169, 293 Yang, K., 451 Yasuda, T., 34 Yates, B. T., 291 Yavitz, 118 Yee, N., 141 Yilmaz, R., 141 Ying, Y. W., 430 YLEC Collaborative, 21, 22 Ylikännö, M., 320 York, P., 97, 213

Yoshikawa, H., 149, 186, 395, 396, 406 Yoshino, K., 51 Yosso, T. J., 288 Young, E. L., 100 Young, K. R., 100 Yu, S., 298 Z Zakocs, R. C., 222 Zald, M. N., 176, 195 Zander, S., 118 Zaslow, M. J., 186, 396 Zhang, D., 418 Zhang, S., 406 Zhang, Y. J., 78, 141 Ziegenfuss, J. T., 212 Zimmerman, B., 90, 91 Zimmerman, L., 409 Zimmerman, M. A., 51, 69, 70, 71, 146, 151, 207, 221, 223, 280, 380 Zinman, J., 320 Zipple, A. M., 17 Zippay, A., 155 Zong, L., 12 Zubin, J., 430 Zucman, G., 86

SUBJECT INDEX 2-spirit, 402 A Aamjiwnaang First Nation Reserve, 18 ABC – I VALUE IT, 243–9 ABLe Change Framework, 222 Ableism, 416 Aboriginal peoples, 51, 101, 343, 347, 352 Accountability, 454 Acculturative integration, 12–13 Action, 47–9, 218–19 Action research, 219 Activism, 345–8 Adaptation, 97, 123 Adaptive capacity, 213 Addams, Jane, 31 Advisors, 437 Advocate, 437 Africa, 34 Agents of change, 48 Alcoholics Anonymous (AA), 241 Ally, 12, 402, 410–1 Alphabetization, 38 Alternative settings, 174–5 Ameliorative change, 128, 170 Ameliorative interventions, 184 American Psychological Association (APA), 4 Americans with Disabilities Act, 418 Americans with Disabilities for Accessible Public Transportation (ADAPT), 417–18 Apartheid, 200, 358, 370 Asia, 34 Asexual, 402 Asset-based community capacity, 221 Asset seeker, 245 Assimilation, 11, 343 Associations, 285–6 Australia, 34, 37, 51, 200, 342–4, 346–8, 352, 360, 363, 418 Australian Indigenous Psychological Association (AIPA), 344

Australian Indigenous Psychology Education project (AIPEP), 344 Axiology, 259 B Basic Minimum Income, 320 Being Sane in Insane Places, 30–1 Bedroom tax, 424 Behavior settings, 100–1 Better Beginnings, Better Futures, 125, 186, 305, 393 Betweenness, 152 Bisexual, 402, 404 Black Lives Matter, 403, 411 Body weight and shape preoccupation (BWSP), 255 Bonding capital, 78–80, 146–7 Braille, Louis, 416 Bridging capital, 78–80, 146–7 Brown vs. Board of Education, 187 C Canada, 11, 13, 18, 19, 30, 36, 38, 51, 54, 209, 444, 447, 448, 449, 451 Capabilities Approach, 420 Capacity building, Community, 221 Organizational, 207, 212 Capitalism, 325, 327, 350 CARE, 390, 394 Causality, 284–5 Center for Transformative Change, 131 Centre for Community Based Research (CCBR), 307–9 Centers for Independent Living (CIL, 418, 422 Change, theory of, 290 Change maker, 228 Child Support Grant (CSG), 397 Children, 381, 391 see Families China, 106, 449–50 Chinese Immigration Act, 449–50 Chronosystem, 94–5 Circular causality, 104

Cis male/female see Cisgender Cisgender, 362, 402 Cisnormativity, 402, 403–4 Citizen participation, 148–9 Civil disobedience, 198–9 Civil rights, 33–4 Civil society sector, 205–6 Class society, 325, 371 Coalition building, 221–3 Coalitions, 183, 197, 221–3 Cognitive CP, 98–9 Cognitive interests, 269–70 Cognitive liberation, 225 Collaborative betterment, 223 Collaborative empowerment, 223 Collective action, 192 Collaborative capacity, 222 Collective efficacy, 148, 149 Collective impact, 222–3 Collectivist societies, 46, 47 Colonization, 341, 342–52 Combahee River Collective Statement (CRCS), 446 Communitarian, 46 Community, 138–55, 332, 363–4, 386–7 Building, 148, 220–1 Capacity, 154–5, 220–1 Cohesion, 146 Control, 280 Empowerment, 149, 220 Health cades, 364–5 Integration, 437 Intervention, 220–9 Leaders, 437 Limitations of, 142–3 Lodges, 32 Mental health, 30–2, 34 Organizing, 209, 224–6 Participation, 125, 364–5 Power structures, 82 Science, 56–7 What is, 138–40 Community Action Program for Children (CAPC), 394 Community Arts Network Western Australia (CAN WA), 452

537

538 Subject Index

Community-Based Homelessness Prevention Program (CHPP), 116 Community-based participatory research (CBPR), 272 Community-based research, 307–9 Communities Building Resilience (CBR) Initiative, 156 Community-driven interventions, 379 Community-engaged research, 256, 272–3, 277–306 Community economic development (CED), 435 Community Mental Health Centres (CMHCs), 30, 433 Community psychologists, Roles for, 171–2 Working as, 164–7 Working in communities, 227–8, 229 Working in decolonization, 350–2 Working in government, 184–92 Working in non-government organizations, 192–202 Working in organizations, 214–18, 229 Working in small group and individual interventions, 242–9 Working in social movements, 192–202 Community psychology, 4–22 And diversity, 38 And gender, 37–8 And language, 38–9 Values and principles, 51 What is, 4–7 Community Toolbox, The, 281, 305, 306, 423 Compartmentalization, 388 Complacency, 219 Comprehensive community initiatives (CCIs), 222 Conflict, 226 Connected-disruption, 217 Conscientization, 33, 164, 335, 342 Consciousness-raising, 193, 256, 308, 342 Constructivist/Interpretative paradigm, 262–4 Consultant, 215 Consumerism, 316, 326–7 Consumers/survivor, 434–7

Containment, 386 Contemplation, 218 Content analysis, 287 Context, 29, 47, 48–9, 278, 359 Corporate globalization, 316, 328–30 Corporatocrazy, 185 Correlational analyses, 285 Council for Reconciliation, The, 348 Counterfactual analysis, 284 Credibility, 294–5 Critical community practice, 211–12 Critical community psychology, 322 Critical community psychology intervention, 172 Critical consciousness, 212 Critical disability research, 288 Critical friend, 213, 217, 333 Critical paradigm, see Transformative/ emancipatory paradigm Critical psychology, 371 Critical race methodology, 288 Critical Race Theory (CRT), 442, 443–6, 452–5 And community psychology research, 452–3 And community psychology practice, 453–4 Criticisms, 450–1 Critical realism, 261 Critical reflection, 212 Critical social capital, 148, 150 Critical theorizing, 212 Critical theory, 264, 288 Cultural capital, 146, 423 Cultural renewal, 342 Cultural safety, 351–2 Culture, 11 Cycling of resources, 96–7 D Data collection methods, 272–3 Data sources, 271 Decolonization, 324, 342–52, 453 Deconstruction, 264, 371, 375 Deinstitutionalization, 96 Democracy, 332 Depowerment, 239, 368 Descriptive analyses, 285 Deviancy, 431–2 Disabilities, 144, 416–26 Disaster risk reduction, 365–6

Discourse analysis, 287 Discrimination, 391, 403–5, 407–9 Dislocation, 219 Dissemination, 124 Distribution, 284–5 Distributive justice, 52, 54 Diversity, 368–71, 452 Dix, Dorothea, 433 Doctrine of personal culpability, 382 Domestic violence, 364 E Early intervention, 239 Ecological, Model, 89, 93, 104 Perspective, 359–61, 382–4, 438 Principles, 95–8 Systems theory, 93–8 Ecological metaphor, Implementation of, 101–3 Importance of, 98–101 Limitations of, 103–5 Value base of, 101 What is, 93–8 Effect amelioration, 319 Emotional competencies, 214, 217–18 Emotional intelligence, 238 Empowerment, 51, 69–71, 72–4, 226, 368, 417–18, 431, 438 England, 31, 37, 100, 433 Environmental sustainability, 18–22, 35, 364–6 Environmental degradation, 19–20 Environmental justice, 22 Epistemology, 258 Equality, 356, 368–9 Equity, 356, 368–9 Erasure, 404, 447 Ethics, 295, 300–1 Ethnocentrism, see Cultural racism Eurocentric, 342, 453 Europe, 31, 34, 36, 37 Evaluability assessment, 290 Evaluation, 219 Evaluator, 248 Exosystem, 93 Extent, 129–30 External agent of change, 214, 216–17 Extinction Rebellion, 199 Extraorganizational empowerment, 207–12

Subject Index 539

F Fairweather Lodge, 32 False consciousness, 326 Families, 360, 379–98 Family change, 360 Fatalism, 319, 321 Feasibility of the research, 295–6 Feminism(s), 356–72 Feminist research, 288 Financial capital, 75 Fidelity, 123 First order change, 128–9 Framing, 5, 8, 127–8 G Gay-straight alliances (GSA), 406 Gayaa Dhuwi Declaration, 344 Gender, 356, 357, 362–3, 365–74 Gender-based violence, 373–4 Gender equality, 355–6 Gender equity, 359–71 Gender minority, 403 Genocide, 343 Geographic information systems (GIS), 292 Germany, 15 Gestalt psychology, 101 Ghana, 188 GiveDirectly, 320 Global climate change, 19, 279, 282 Global community psychology, 331–6 Globalization, 106–7, 185, 188–9, 325–6, 328–31, 331–2 Government, 182–3, 184–90 Government social interventions, 186–91 Grasstops, 223 Great Britain, 15, 16, 38 Grounded theory, 287, 295, 302–3 Growth-curve modeling, 293 Guide, 437 H Health, 380, 384–5 Health promoter, 186 Health promotion, see Prevention and promotion Heterarchy, 48 Heternormativity, 402, 403–4 Heterosexism, 404–5 Homophily, 151 Homophobia, 403

Homosexuality, 402 Housing, 34–5, 421–2 Housing First, 17, 18, 187, 363 High/Scope Perry Preschool Program, 118 History, 346–8 HIV/AIDS, 96, 97 Holism, 52, 101 Homelessness, 13–18, 128–9, 153, 279, 282, 285, 362–3, 406, 424–5 Chronic, 14, 17 Hong Kong, 34 Hull House, 31 Human capital, 75 Human development, 185 Human rights, 33–5, 350, 403, 407–9 Human service organization, 106 Hyde Park, 138–9 I Identity, 402–3, 405, 445 Gender, 357 Ideology, 105, 318, 326–7, 444 Immigration/migration, 8–13, 35 Immigrants/migrants, 9 Imperialism, 323 Implementer, 248 Incidence, 114 Inclusion, 143–5, 368–71, 391–2, 416, 420–2, 423, 452 Community inclusion, 422–4 Importance of, 145 What is, 144–5 Inclusive host, 245 Inclusive local development (ILD), 423 Independent community living, 419, 420–2 Independent living, 422–3 Independent Living Centres (ILC), 176 India, 34, Indian Act, 447 Indicated prevention, 115, 116 Indigenous peoples, 341–52, 445, 447 Indigenous mental health movement, 343–4 Indigenous methods, 266 Individualism, 46, 47, 382 Indonesia, 364–5 Industrialization, 323–4 Infant Formula Action Coalition (INFACT), 198

Institutional review board (IRB), 300–1 Integration, 11 Interactive Systems Framework for Dissemination and Implementation (ISF), 120, 124–5 Interdependence, 96, 100, 423 Internal agent of change, 214, 216–17 Internalized oppression, 81 International Monetary Fund (IMF), 106, 185, 188 Interorganizational empowerment, 207–8, 212 Interpretative methods, 286 Intersectionality, 368–71, 403, 419–20, 445–9, 452 Intersex, 402 Interventions, 167–75, 385 Aims of, 167–8 Ameliorative vs. transformative, 168–9, 382, 406, 433–4 At home, 172–3 For children and families, 392–8 In alternative settings, 174–5 In human services, 173–4 School-based, 406 Intervention with Microfinance for Aids and Gender Equity (IMAGE), 361 Intraorganizational empowerment, 207–8, 213 Islamophobia, 449 Italy, 8, 36–7 J Japan, 34, 36 Journals, 37 June Journeys, 330 K Karma, 34 Kaupapa Maori research theory, 351 Kerala, 397–8 Knowledge, 268–70, 270–1 Emancipatory/transformative knowledge, 287–9 Practical knowledge, 286–7 Technical knowledge, 284–6 Knowledge economy, 68, 268–9 Knowledge maker, 228 Knowledge mobilization, 18, 304–6

540 Subject Index

Integrated Knowledge Translation, 18 Kwa Wazee, 384 L Ladder of citizen participation, 280 Lake Chad, 20 Lalonde Paper Policy, 31 Latin America, 33, 36, 38 Learning organization, 213 LGBTQ, 133, 401–12 Coming out, 405 Terminology, 402–3 Violence against, 407–9 Youth, 405–7 Levels of analysis, 11 Liberalism, 46 Liberation, 439 Linking social capital, 146 Listener, 247 Lobbying, 198, 352 Local exchange trading systems, 332 Locational community, 138 Logical positivism, 261, 284 Love Canal Homeowners Association, 35 M Macrosystem, 93–4, 105 Mad movement, 434 Maintenance, 219 Manufacturing consent, 327 Maori people, 33, 344–5, 346–7, 349–51 Marginalization, 11, 19–20, 368–71 Marienthal, 36 Mattering, 74–6 McKinney-Vento Homeless Education Assistance Improvements Act, 119 Mediating structures, 140 Medical Aid for Palestine (MAP), 380 Medicine wheel, 101–2 Melting pot, 12 Memorandum of understanding, 281, 299 Mental health, 119, 429–39 Mental health promotion, 429 Mental hospitals (asylums), 433 Mental hygiene, 433 Mental illness, 30–2 Mentoring programs, 122,

Mesosystem, 93 Methodological pluralism, 266–7 Methodology, 259, 272 Miami, 97 Micro-aggressions, 371, 404–5 Microsystem, 93 Minority stress, 404 Misogyny, 374 Mixed-method case studies, 293 Modernization, 323–5 Multi-focused, community-driven interventions, 379, 392–5 Multicultural framework, 11 Multiculturalism, 444, 451 Multilevel modeling, 292 Multiple psychological sense of community (MPSOC), 143 Mutual aid, 31, 175 N Narrative analysis, 287 Needs and resources assessment, 47, 290 Neoliberalism, 94, 105–6, 329 Nestlé, 198 Network density, 153–4 New assimilationists, 350 Newcomers, 9, 13, 16 New Zealand, 33, 344–5, 346–8, 349 Non-binary, 402 Non-government organization (NGO), 192–202 Development of, 193–9 Dilemmas, 201–2 Strengths and limitations, 199–201 Non-Profit Institutions (NPIs), 205–6 Normalization, 99–100 North America, 449 O Objective needs, 167 Objectivism, 259 Objectivity, 49 Oligarchization, 219 Ontology, 258 Oppression, 65, 66–8, 404, 438–9 Organizational capacity, 205, 207 Organizational change, 218–19 Organizational interventions, 207–20 Organizational leaders, 195 Outcome evaluation, 291

Outlook study, 294 Overpowerment, 68–9 P Pacific Institute of Community Organizations (PICO), 224 Pākehā, 345 Pansexual, 402 Paradigm, 257–8 Parent-Teacher Associations (PTA), 150 Participation, 5, 389, 423 Participation paradox, 148 Participatory action research (PAR), 256, 272, 288, 293 Participatory budgeting, 334 Participatory democracy, 332–3 Participatory paradigm, 267 Participatory rural appraisal, 333–4 Partnership maker, 227–8 Peer researcher, 279, 298, 299–300 Peer support, PERMA, 424 People power, 192 Person-centred approaches, 118 Person-environment fit, 98 Perspectival reality, 268 Perspective, 145 Phenomenological research, 287 Piedmont Peace Project, 200 Popular Education, 33 Portugal, 97 Positivist/post-positivist paradigm, 259–62 Positionality, 454 Postcolonial/Indigenous Research Paradigm, 265–6 Poverty, 316–27, 379, 419 Origins of, 322–6 Research and action on, 321 Poverty reduction, 319–21 Power, 21, 75, 80–3, 131, 295, 298–9, 301–2, 318, 356, 366–8, 389–90, 438–9 What is, 61–6 Power cube model, 65–6, 299 Powerlessness, 80–1, 388 Power mapping, 225–6 Pragmatism, 266–7 Praxis, 33, 164, 171 Pre-contemplation, 218 Preparation, 218 Prevention and promotion, 5, 361–2, 384–6

Subject Index 541

Approaches to, 119–20 Effectiveness of, 123–4 Implementation, 120–2 Importance of, 118–19 Limitations, 124–7 Value-base of, 119 What is, 114–19 Prevention-intervention research cycle, 119–20 Prevention science, 126 Primary prevention, 115 Privilege, 68–9, 164–5, 381 Procedural justice, 54 Pro-environmental behavior, 21 Pro-social community, 50 Profile analysis, 294 Program developers, 185 Program evaluation, 289–91 Collective impact, 291 Cost-Benefit Analysis, 291 Impact/outcome, 291 Process/implementation, 290 Program evaluators, 185 Program logic model, 290 Promise Neighborhoods, 223 Promoting Community Conversations About Research to End Suicide, 235 Protective factors, 120–2 Proximity, 152 Prsasannanmedriyamanah, 34 Psychosocial emergency, 235, 249 Q Qualitative research methods, 294 Quality of Working Life (QWL), 214–15 Quasi-experiment, 284 Québec, 325, 449 Queer, 402 Queer theory, 288 Questioning, 402 R Race, 443 Racialization, 16 Racism, 341, 342, 348–9, 350, 444, 445, 448–50 Anti-Black, 448 Cultural racism, 341, 342, 348–9 Institutional racism, 341, 348–9 Personal racism, 341 Rainbow Health Ontario, 410

Random assignment, 284 Reconciliation, 343, 345–6, 348 Recovery, 429, 430–1 Regression-based analyses, 285–6 Reflection, 302 Reflexivity, 164, 371, 453–4 Refugee, 9 Relational community, 138, 140 Relativism, 263 Representation, 145 Research, 255–73 Analysis and interpretation, 302–4 Approach, 256, 272–3, 279 Design, 265, 273, 277, 282–97 Objective, 265, 273, 283, Paradigm, 257–68, 283 Recruitment and data collection, 300–2 Questions, 257, 273, 283 Team, 298–300 Resilience, 72–4, 96, 120, 236, 379–80, 409–10 Resilient Belmont Cragin Community Collaborative (RBCCC), 157–9 Resistance, 219 Resource mobilization, 195–6 Respondent-driven sampling (RDS), 286 Revolutionary Association of Women of Afghanistan (RAWA), 372 Revolving door, 96 Risk factors, 10, 120–2 Role ambiguity, 215 Roles for researchers, 280 S Safety nets, 325 St. John’s Well Child and Family Center, 210–11 Same-sex marriage, 133 Scenario thinking, 304 School Transition Environment Project (STEP), 249 Scope, 129–30 Selective prevention, 115, 116 Second order change, 128–9 Secondary prevention, 115 Self-determination, 5, 51, 345–8, 351–2, 389–90, 429 Self-help, 31, 32, 175, 176, 437 Sense of community, 79, 140, 142–3, 146, 365 Sense maker, 247

Separation, 11 Serious mental health problems, 429–39 Addressing, 434–7 Community contexts for responding to, 431–2 Community psychology’s role in, 437–9 Definitions of, 429–31 History of community responses to, 433–4 Service provider, 437 Sexism, 356 Sexual abuse, 356 Sexual minority, 403, 409–10 Skid Row, 425 Small group and individual interventions, 234–51 Dilemmas, 250–1 Importance of, 237–8 Promoting well-being and liberation, 239–42 Strengths and limitations of, 249–50 Values supporting, 237 What are, 236–7 Smoking, 169, 175, 349 Social and Emotional Wellbeing (SEWB), 347 Social capital, 12–13, 75–80, 145–50, 423 Social change, 127–33, 171, 192, 361–2 Social climate, 99 Social cohesion, 141 Social determinants of health, 52, 118, 122, 126–7 Social exclusion, 16, 144, 395, 411, 434 Social inclusion, 437 Social injustice, 11 Social interventionist, 171 Social interventions, 17, 181–3 Importance of, 183–4 Value base of, 183 What are, 181–3 Social isolation, 386 Social justice, 10, 33–4, 52, 54, 126, 348, 350, 390, 438 Social Justice Project, 131 Social model of disability, 416–17 Social movement organization (SMO), 176, 192–202, 335–6 Development of, 193–9 Dilemmas, 201–2

542 Subject Index

Strengths and limitations, 199–201 Social networks, 151–4, 364–5 Social network analysis (SNA), 151, 152, 282–3 Social policy interventions, 395–8 Social power, 5, 21, 152 Social stress theory, 121–2 Social support, 405–6, 408–9 Social systems, 89 Society for Community Research and Action (SCRA), 4, 37, 196–7 Sojourner, 9 South Africa, 34, 37–8, 370–1 Stakeholders, 277 Status quo, 37, 235 Stigmatization, 404, 432 Stratified random sampling, 286 Strength-based approaches, 5, 245, 382–4, 438 Stress-meeting resources, 121 Structural adjustment, 329 Structural change, 321 Structure of Scientific Revolutions, The, 257 Students Against Sweatshops (SAS), 334 Students United for Immigrant Rights (SUFRIR), 225 Subjective needs, 167 Subjectivity, 371 Succession, 98 Sure Start, 395 Surveys, 293–4 Sustainable Development Goals, 183–4 Sustainability, 20–1 Swampscott conference, 36, 37 Sweden, 126 Synergy, 50, 52 System justification theory, 317 Systematic process, 271 Systemic entanglements, 191 System clover leaf, 91–2 Systems, 89, 90–1, 93, 360–1 Systems dynamic modeling, 293 Systems theory, 89–90, 92–3 Systems thinking, 89, 90–3 T T-Team, 213–14 Theoretical framework, 282 Third World poverty, 323 Time-series analysis, 293

tino rangatiratanga, 344, 345, see Self-determination Tokenism, 219 Toronto Pride Parade, 403, 411 Torres Strait Islander peoples, 343, 347, 352 Trans Murder Monitoring (TMM), 408 Trans PULSE Project, 411 Transconceptual Model of Empowerment and Resilience (TMER), 72–4 Transformative change, 5, 128–9, 131–3, 165, 170, Transformative change in community mental health, 434 Transformative/Emancipatory paradigm, 264–5 Transformative interventions, 187 Transformative psychopolitical validity, 131 Transgender, 357, 402, 403, 408–9 Transphobia, 403, 411 Treaty of Waitangi, 344–5 Trend setter, 248–9 True experiment, 284 U Uganda, 8 UN Declaration of Rights of Indigenous Peoples, 346 Underdevelopment, 324 Understaffing theory, 100–1 Undocumented/unauthorized immigrant, 9, 10 Unemployment, 122, 419 Unholy trinity, 96 Unique solution finder, 247 United Farm Workers, 196 United Kingdom, 118, 190, 199, 363, 394–5, 416, 418, 424 United Nations, 183–4, 335, 356, 407, 448 United Nations Convention on the Rights of the Child (UNCRC), 119 United States (US), 8, 9, 15–16, 19–20, 30, 36, 37–8, 54, 62, 69, 81, 96, 98, 100, 105, 118, 187, 190, 197, 199, 206, 209, 225, 249, 317, 320, 406, 416, 417–19, 422, 424, 444, 447, 449 Universal applicability, 351

Universal prevention, 114, 115–16 UN Millennium Development Goals, 356 Uprisings and insurgencies, 330–1 Usability, 421–2 Utilization of research knowledge, 294 V Value-based partnerships, 125, 197 Values, 5, 45–9, 50–4, 383–4 Victim-blaming, 81, 382 Vietnam War, 30 Violence against women, 366, 373–5 Vision, 45–9, 50 Visionary, 245 Visitability, 421 W War on drugs, 95, 96 Welfare systems, 15, 325 Wellbeing, 29, 50, 52–4, 80, 167–8, 385–8, 437 Capabilities, 54 Collective, 50, 52, 53, 237–8, 385 Entitlements, 54 Family, 379, 385–6, 387–8 Personal, 50, 51, 237–8, 385 Relational, 50, 51, 237–8, 385–6, 387 Western society, 341, 342, 350 White privilege, 444–5 White supremacist logic, 446–7 Wicked problem, 89–90 Women’s Microfinance Initiative, 320 Workforce Innovations Opportunity Act, 422 World Bank, 106, 185 World Trade Organization (WTO), 325 X Xenophobia, 448–50 Y Youth Homeless Initiative (YHI), 153–4 Z Zero-plus power, 69 Zero-sum power, 69