Projects in Community Psychology (BIS 489)
Instructor:
Office:
Phone:
E-mail:
Elizabeth Thomas, Ph.D.
UW1-338
425 352 3590
ethomas@uwb.edu
Office Hours:
Thursday 11:00am to 1:00pm
*also by appointment
Course Description and Objectives:
This course provides students the opportunity to apply concepts from the core course in the
community psychology option to a relevant organizational setting, to engage in a meaningful
community-based intervention and/or research project, and to critically reflect on the community
project as it is conceived and carried out.
While much of the learning in this class is experiential and takes place outside of the classroom,
preparation for and active contributions to class meetings are critical to success in the course.
Topics for reading and reflection include ecological and strengths-based perspectives in
community psychology, the role of the professional helper, problem definition and problem
solving, and organizational and community processes.
At the end of the course, students will have developed greater competence working with multiple
stakeholders and problem solving in a complex organizational context. Students will have a
clearer understanding of how to build capacity for individual, organizational, and social change
as well as the limits and challenges faced in these efforts. Students will also have a better
understanding of their own strengths and weaknesses as they prepare for future academic and
applied work in community settings.
Required Materials (articles and book chapters) on Electronic Reserve
Course Requirements:
1. READINGS and CLASS PARTICIPATION. Students are expected to come to class prepared
to fully participate in discussions. In order to do so, students are expected to have read the
required reading assignments before coming to class. The readings for each class session are
noted in the class outline (note that readings are not yet designated for two class meetings later in
the quarter; readings will be assigned based on themes that arise in course discussion and log
reports). Students should be prepared to discuss the topics in the readings, to answer and ask
questions, to challenge ideas presented in class, and to attempt integrating ideas presented during
class discussion. Students will also be asked to select some readings as resources for their
specific projects.
2. WEEKLY LOG REPORTS. Students will submit weekly reports that include reflections on
readings, description of project activities, project plans, and analytic reflections. Students will
also respond to specific prompts that encourage relevant connections to course materials. Further
instructions will be provided in class.
4. INTERIM and FINAL REPORTS. The interim and final reports are opportunities to examine
project experiences and analytic reflections from a wider frame. Students will reflect on project
goals, strategies, and initial impact; consider alternative problem definitions and solutions; and
develop a proposal for future community-based research and action. Further instructions will be
provided in class.
Grading: Grades will be based on class participation, project performance, and written
assignments. A total of 350 points is possible in the course.
Participation
50 points
Weekly Log Reports
160 points
Interim Report
50 points
Final Report
90 points
Point Distribution
“A”
4.0=350-341
3.9=340-334
3.8=333-328
3.7=327-322
3.6=321-318
3.5=317-315
“B”
3.4=314-312
3.3=311-309
3.2=308-304
3.1=303-299
3.0=298-296
2.9=-295-293
2.8=292-289
2.7=288-286
2.6=285-283
2.5=282-280
“C”
2.4=279-276
2.3=275-273
2.2=272-270
2.1=269-267
2.0=266-264
1.9=263-260
1.8=259-256
1.7=255-252
1.6=251-249
1.5=248-245
“D”
1.4=244-241
1.3=240-236
1.2=235-231
1.1=230-227
1.0=226-222
0.9=221-218
0.8=217-214
0.7=213-210
“E”
0.6-0.0=209-0
My Expectations:
I expect that each of you is capable of doing well in this course. If you are having trouble in the
course, I expect you to come to my office hours and visit with me. You should expect me to be
accessible and eager to help.
I expect that each of you will fulfill your commitments to the community organization with
whom you work. I expect that each of you will approach the persons with whom you work
with deep respect. I expect that each of you will also respect your own knowledges and
insights, and that you will come to me if something troubles you or you find yourself in a
challenging situation.
I expect you to help me create and sustain an atmosphere conducive to learning and dialogue.
This means that I expect the following from each participant in the class:
- attend each class
- read each section of the text prior to its assigned date
- ask questions in class when something is unclear to you, or if you are curious
and want further information on a topic of interest
- participate in class discussions
- arrive on time for each class
- respect others’ opinions and contributions
- wait to “pack up” your things until we have finished our discussion at the end of
class
- turn cell phones off before class begins
I realize that some of these expectations are terribly obvious, but I want you to know that it is
important to me that we create an environment for learning that is respectful, stimulating, and
participatory. I also want you to have a community experience that is beneficial and rewarding
for you and for your community partner.
Support Services: UWB has a number of student services including career services, counseling
services, veteran services, services for international students, and services for disabled students
(for further information and links, see the UWB website http://www.uwb.edu/students/services/).
The library, writing center, and quantitative skills center are also great resources for students. If
you believe that you have a disability and would like academic accommodations, please contact
Disability Support Services at 425.352.5307, TDD 425.352.5303, FAX 425.352.5455, or at
rlundborg@uwb.edu. In most cases, you will need to provide documentation of your disability as
part of the review process.
Academic Integrity and Avoiding Plagiarism: I expect you to practice the highest standards of
academic and professional honesty and integrity. Please refer to the UW Student Conduct Code
for elaboration of this expectation (http://www.uwb.edu/students/policies/integrity.xhtml). In
addition, your UWB student government has developed a brochure with useful advice on
maintaining academic integrity and avoiding plagiarism. If you have any questions, please ask.
Note that, at the very least, plagiarized assignments will receive a zero grade. Depending on the
magnitude of the assignment, this may cause you to fail the class. If the plagiarism is confirmed,
University rules state that I must send an official letter to the Vice Chancellor, who will start a
file. If this is a repeat offense, you may be expelled from the UWB.
Course Schedule:
January 8
Introduction to the course and community project
January 10
An Ecological Perspective
Reading:
1. Shinn, M. & Toohey, S. (2003). Community contexts of human welfare.
Annual Review of Psychology, 54, 427-452.
January 15
A Strengths Perspective
Log Report 1 due
Reading:
1. Maton, K. et al (2002). Strengths-based research and policy: An
introduction. In K. Maton, C. Schellenbach, B. Leadbeater, & A.
Solarz (Eds.) Investing in children, youth, families, and
communities: Strengths-based research and policy (pp. 3-12).
Washington, D.C.: American Psychological Association.
2. Smith, E., Boutte, G., Zigler, E., & Finn-Stevenson, M. (2002).
Opportunities for schools to promote resilience in children and
youth. In K. Maton, C. Schellenbach, B. Leadbeater, & A.
Solarz (Eds.) Investing in children, youth, families, and
communities: Strengths-based research and policy (pp. 213-231).
Washington, D.C.: American Psychological Association.
January 17
On Site Work
January 22
Prevention and Promotion
Log Report 2 due
Reading:
1. Albee, G. (1982). Preventing psychopathology and promoting human
potential. American Psychologist, 37, 1043-1050.
2. Weissberg, R., Kumpfer, K., Seligman, M. (2003). Prevention that
works for children and youth: An introduction. American
Psychologist, 58, 425-432.
January 24
On Site Work
January 29
Positive Youth Development
Log Report 3 due
Reading:
1. Damon, W. (2004). What is positive youth development? The ANNALS
of the American Academy of Political and Social Science, 591, 1324.
2. Catalano, R., Hawkins, D., Berglund, L., Pollard, J., & Arthur, M.
(2002). Prevention science and positive youth development:
Competitive or cooperative frameworks? Journal of Adolescent
Health, 31, 230-239.
January 31
On Site Work
February 5
Stress and Coping in Context
Log Report 4 due
Reading:
1. Skinner, E. & Zimmer-Gembeck, M. (2007). The development of
coping. Annual Review of Psychology, 58, 119-144.
2. Wandersman, A., & Nation, M. (1998). Urban neighborhoods and
mental health: Psychological contributions to understanding
toxicity, resilience, and interventions. American Psychologist, 53,
647-656.
February 7
On Site Work
February 12
Defining strengths and weaknesses in community settings
Log Report 5 due
Reading:
1. Kelly, G. (2006). Becoming Ecological, pp. 183-207. New York:
Oxford University Press.
2. O’Neill (2005). The ethics of problem definition. Canadian Psychology,
46, 13-20.
February 14
On Site Work
February 19
Promotion of social change
Log Report 6 due
Reading:
1. Tseng, V., Chesir-Teran, D., Duran, V., Roberts, A., & Bardoliwalla, N.
(2002). Promotion of social change: A conceptual framework.
American Journal of Community Psychology, 30, 401-427.
February 21
Class Meets on Campus (Winter Break for Northshore School District)
Reading: TBD (based on themes that arise in course discussion and log reports)
February 26
Interim Report due
February 28
On Site Work
March 4
Participatory action research and program evaluation
Log Report 7 due
Reading:
1. Guishard, Fine, Doyle, Jackson, Staten, & Webb (2005). The Bronx on
the move: Participatory consultation with mothers and youth.
Journal of Educational and Psychological Consultation, 16, 35-54.
2. Schneider (2006). Using multimethods ethnography to promote quality
service and understand interactions among organizations.
Nonprofit Management and Leadership, 16, 411-427.
March 6
On Site Work
March 11
Log Report 8 due
Reading: TBD (based on themes that arise in course discussion and log reports)
March 13
On Site Work
March 18
Final Report due by 5 pm in UW1 338
March 20
On Site Work