PSYCHOLOGY 619
COMMUNITY PSYCHOLOGY AND SOCIAL INTERVENTION II
Winter, 2011
Instructor
Geoff Nelson
Office: N2075F Science Building
Phone: 519-884-0710, ext. 3314
email: gnelson@wlu.ca
Office hours: Monday, Wednesday, 2:30-4 p.m. or by appointment
Class Time and Location:
Thursday, 11:30 am to 2:20 pm, Room 214 (CCRLA), 232 King St.
Course Description from the Graduate Calendar
Community psychology theories, research, and applied social interventions are presented and
discussed with an emphasis on the concepts of social ecology, community, diversity, and
collaboration. Topics include psychological sense of community, community capacity building,
poverty, oppression, and ethics. (Prerequisite is PS614)
Texts
Capponi, P. (2003). Beyond the crazy house: The future of madness. Toronto: Penguin Canada.
Fadiman, A. (1998). The spirit catches you and you fall down: A Hmong child, her American
doctors, and the collision of two cultures. New York: Farrar, Straus, and Giroux.
Lord, J., & Hutchison, P. (2007). Pathways to inclusion: Building a new story with people and
communities. Concord, ON: Captus Press Inc.
Nelson, G., & Prilleltensky, I. (Eds.). (2010). Community psychology: In pursuit of liberation
and well-being (2nd Ed.). New York: Palgrave.
Additional Readings
There are a number of articles that will be required readings for the course, and some that
individuals will report on that not everyone will read. You will need to search out the readings
that are assigned just to you. I have selected readings from several of the leading figures and
founders of community psychology, including community psychologists from Canada and
around the world, as well as from writers/thinkers outside of Psychology. You can expect as
much as 100 pages of reading per week, but usually less than this.
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For those students who have already read chapters from the Nelson and Prilleltensky text, you
are free to substitute a reading from the additional readings.
Course Objectives
The main objectives of the course are for students to:
(a) examine different facets of diversity and social issues in more depth from the perspective of
CP values, theories, and concepts,
(b) understand their own social location and how it relates to CP work,
(c) continue to develop and improve critical thinking, analytical, writing, and oral
communication skills, and
(d) develop a draft literature review for one’s thesis proposal.
Roles and Class Format
We will use an adult education model, emphasizing student participation in the course. Students
will have choice over some of the readings and their presentations. There will be a great deal of
time for class discussion in a context of mutual respect, active listening, and support. I see my
role as instructor as facilitating the group’s exploration of issues of diversity from the perspective
of CP and social intervention, sharing my expertise and experience with the group, and
supporting your participation and learning. I see the students’ role as being responsible for:
(a) attending class (please let me know by phone or email if you will not be able to attend due to
illness or some other unexpected event),
(b) presenting articles and seminars in class,
(c) coming to class prepared (having done the readings, having read your peers’ reading response
papers, reflecting on the readings, being prepared to make presentations),
(d) facilitating some class discussions (making an agenda for the class, posing questions to your
peers, making sure everyone has a chance to speak, actively listening to your peers, summarizing
discussions – each of us will facilitate one class session during weeks 1-5, 7-12, you can team up
with a classmate if you want),
(e) actively participating in class discussions (asking questions related to the material, answering
questions, contributing to discussions, connecting course material to current affairs, introducing
ideas relevant to the topics but not covered in the reading materials, sharing personal reflections
related to warm-up exercises, other in-class exercises, the readings, and presentations), and
(f) supporting your peers (e.g., providing useful feedback to other students making presentations,
demonstrating a supportive attitude toward other students making presentations).
Assignments and Evaluation
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10%
Book Review: You will write a 2-3 page review of one of the assigned books for the
course: Capponi (2003), Fadiman (1998), or Lord and Hutchison (2007). The review
should contain a description and a critique of the book. Please consult a journal that
publishes book reviews for an example of how to do a review (e.g., Canadian
Psychology, Canadian Journal of Community Mental Health). Your mark will be based
on both the quality of your writing (3 points) and the quality of your ideas (7 points). It is
due March 31.
30%
Thesis Proposal Literature Review Presentation/Major Paper: During week 13, each
student will make a presentation on her/his thesis proposal either in the time for the
PS606 course or the PS619 course, including the literature review and methodology. You
will be marked on the literature review for PS619 and the methodology for PS606. A
literature review should cover all the pertinent literature bearing on the subject of the
thesis and the research questions that the thesis strives to address. The presentation
should be about 30 minutes with 15 minutes for discussion and should include both the
literature review and methodology. Both Geoff and Robb (PS606 instructor) will be
present to evaluate the presentation. The paper must be typed, double-spaced, about 1520 pages long, and follow the 6th edition of APA-format,
http://owl.english.purdue.edu/owl/resource/560/1/ . It is due April 20, almost two weeks
after the last class. The marking scheme for the presentation/ paper is as follows:
presentation (5 points total)
a. organization, clear presentation of main points (2 points)
b. innovation, creativity, special contribution (2 points)
c. facilitation of class discussion (1 points)
paper (25 points total)
a. organization, logical sequence, smooth transitions, clarity of written expression,
including use of APA-style (10 points)
b. comprehensive review of relevant theory, concepts, values, and research;
critical analysis of the literature (12 points)
c. clarity of research questions; questions flow out of the theory,
research, and critical analysis of the literature review (3 points)
60%
Reading Response Papers: During weeks 2-11, you must write 6 responses to the
assigned readings. The response should be about 2-3 double-spaced pages (500-1000
words), no reference section. This is a chance for you to critically reflect on the readings,
addressing such questions as: What are the connections between the readings? What are
the points of tension or divergence? How do the readings connect to readings from
previous weeks? What are the implications for theory, research, and action? Reading
response papers are to be sent your classmates and me the day before the class. You must
read your classmates’ reading response papers, as these papers are a catalyst for class
discussions.
A reading response paper is not a summary of the readings, it’s an analysis, integration
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and critical reflection. Each reading response paper is worth 10 points (if you write all 7
papers, I will drop the mark for your lowest paper so that only your 6 best papers count),
and your mark will be based on both the quality of your writing (3 points) and the quality
of your ideas (7 points). When you submit your reading response papers, please label the
file RR# and your name. Using Bloom’s taxonomy of learning, your reading response
papers should focus on the higher-order skills of analysis, synthesis, and evaluation,
which are defined below.
Knowledge: Recall data or information. This is regurgitation.
Comprehension: Understand the meaning, translation, and interpretation of instructions
and problems. State a problem in one’s own words.
Application: Use a concept in a new situation or unprompted use of an abstraction.
Applies what was learned in the classroom to novel situations.
Analysis: Separates material or concepts into component parts so that its organizational
structure may be understood. Use of theory for interpretation of information.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a
whole, with emphasis on creating a new meaning or structure.
Evaluation: Make judgments about the value of ideas or materials.
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Overview of Schedule
Date/RR Paper
1 – Jan. 6
Theory and Research
Canadian community
psychology
2 – Jan. 13
RR1
Ecology, environments, and
complex community
interventions
Community and community
capacity-building
3 – Jan. 20
RR2
4 – Jan. 27
RR3
5 – Feb. 3
RR4
Risk, resilience, stress,
coping, and social support;
self-help/mutual aid
Early childhood
development (ECD),
prevention, and promotion
6 – Feb. 10
7 – Feb. 17
RR5
Community mental health
8 – March 3
RR6
Immigration
9 – March 10
RR7
People with disabilities
10 – March 17
RR8
Homelessness and housing
11 – March 24
RR9
Social justice and social
action
12 – March 31
Environmental sustainability
Social Intervention Case Studies
CP MA graduates, Rich Janzen,
Christiane Sadeler, and Don Roth to
talk about their career paths
Case study: Better Beginnings,
Better Futures
Facilitator(s)
Geoff
Case study: The Dudley Street
community
DVD: “Holding Ground”
Guest: Allan Strong, Self Help
Alliance
Geoff
Case study: Full-day kindergarten in
Ontario, guest by Skype, Dr. Charles
Pascal
Field trip to the Working Centre
hosted by Joe Mancini
Mid-course evaluation
Review mid-course evaluation
Discuss field trip to the Working
Centre
Case study: Supporting women with
mental health issues transition to the
community from prison, guest,
Jessica Hutchison, Crime Prevention
Council
Case study: Dianne and guest Ed
Bennett (former faculty in the CP
program), Sandhills co-op and
Working for Work
Case study: The ILC movement in
Canada, guest, Paula Saunders, ILC
Waterloo Region
Geoff
Case studies: Homelessness and
global climate change, Kate,
Housing First, guest by Skype, Dr.
Sam Tsemberis
Case studies: All class members to
share one example of their efforts to
“fight the man”
Geoff
Geoff
Geoff
Dianne
Kate
Geoff, Gina,
and Livia to
present on
Lord and
Hutchison
Sandra
Geoff
Gina, Livia,
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RR10
13 – April 7
Manuel
Student presentations
Assigned Readings
Week 1 (January 6) – Canadian Community Psychology
Nelson, G., Lavoie, F., & Mitchell, T. (2007). The history and theories of community
psychology in Canada. In S. Reich, M. Riemer, I. Prilleltensky, & M. Montero (Eds.),
International community psychology: History and theories (pp. 13-36). New York:
Kluwer/Springer Academic Publishers.
Week 2 (January 13) – Ecology, Environments, and Complex Community Interventions
N & P, Ch. 4 (pp. 76-84)
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American
Psychologist, 32, 513-531.
Hawe, P., Shiell, A., & Riley, T. (2004). Complex interventions: How “out of control” can a
randomised controlled trial be? British Medical Journal, 328, 1561-1563.
Linney, J.A. (2000). Assessing ecological constructs and community context. In J. Rappaport &
E. Seidman (Eds.). (2000). Handbook of community psychology (pp. 647-668). New
York: Kluwer Academic/Plenum Publishers.
Moos, R.H. (2003). Social contexts: Transcending their power and their fragility. American
Journal of Community Psychology, 31, 1-13.
Peters, R. DeV., Nelson, G., Petrunka, K., Pancer, S.M., Loomis, C., Hasford, J., Janzen, R.,
Armstrong, L., & Van Andel, A. (2010). Investing in our future: Highlights of Better
Beginnings, Better Futures research findings at grade 12. Kingston, ON: Better
Beginnings, Better Futures Research Coordination Unit, Queen’s University.
Trickett, E.J. (1984). Toward a distinctive community psychology: An ecological metaphor for
the conduct of research and the nature of training. American Journal of Community
Psychology, 12, 261-275.
Week 3 (January 20) – Community and Community Capacity Building
N & P, Ch. 5 (review sections on community)
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Foster-Fishman, P. G., Berkowitz, S. L., Lounsbury, D.W. Jacobson, S. & Allen, N. A. (2001).
Building collaborative capacity in community coalitions: A review and integrative
framework. American Journal of Community Psychology, 29, 241–261.
Heller, K. (1989). The return to community. American Journal of Community Psychology, 17, 116.
Mannes, M., Roehlkeptartain, E.C., & Benson, P.L. (2005). Unleashing the power of community
to strengthen the well-being of children, youth, and families: An asset-building approach.
Child Welfare, 84, 233-250.
Perkins, D.D., Hughey, J., & Speer, P.W. (2002). Community psychology perspectives on social
capital theory and community development practice. Journal of the Community
Development Society, 33, 33-52.
Week 4 (January 27) – Risk, Resilience, Stress, Coping, and Social Support; Selfhelp/Mutual Aid
Brown, L.D., & Lucksted, A. (2010). Theoretical foundations of mental health self-help. In L.D.
Brown & S. Wituk (Eds.), Mental health self-help: Consumer and family initiatives (pp.
19-38). New York: Springer.
Humphreys, K., Finney, J.W., & Moos, R.H. (1994). Applying a stress and coping framework to
research on mutual help organizations. Journal of Community Psychology, 22, 312-327.
Sandler, I. (2001). Quality and ecology of diversity as common mechanisms of risk and
resilience. American Journal of Community Psychology, 29, 19-55.
Week 5 (February 3) – Early Childhood Development, Prevention, & Promotion
Pascal, C. (2009). With our best future in mind: Implementing early learning in Ontario.
Toronto: Queen’s Printer.
Prinz, R.J., Sanders, M.R., Shapiro, C.J., Whitaker, D.J., & Lutzker, J.R. (2009). Population-base
prevention of child maltreatment: The U.S. Triple P system population trial. Prevention
Science, 10, 1-12.
Reynolds, A.J., & Temple, J.A. (2008). Cost-effective early childhood development programs
from preschool to third grade. Annual Review of Clinical Psychology, 4, 109-139.
Week 6 (February 10) – Field Trip to Working Centre
Visit the website for the Working Centre, http://www.theworkingcentre.org/
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Week 7 (February 17) – Community Mental Health
N & P, Ch. 21
Author. (2009). Toward recovery and well-being: A framework for a mental health strategy for
Canada - Summary. Calgary: Mental Health Commission of Canada
Capponi, P. (2003). Beyond the crazy house: The future of madness. Toronto: Penguin Canada.
Pollack, S. (2005). Taming the shrew: Regulating prisoners through women-centred mental
health programming. Critical Criminology, 13, 71-87.
Week 8 (March 3) – Immigration
N & P, Ch. 17
Fadiman, A. (1998). The spirit catches you and you fall down: A Hmong child, her American
doctors, and the collision of two cultures. New York: Farrar, Straus, and Giroux. (Dianne
reports on chapters 1-5, Gina on 6-8, Livia on 9-11, Kate on 12-14, Sandra on 15-17, and
Geoff on 18-19)
Week 9 (March 10) – People with Disabilities
N & P, Ch. 20
Lord, J., & Hutchison, P. (2007). Pathways to inclusion: Building a new story with people and
communities. Concord, ON: Captus Press Inc. available at
http://books.google.ca/books?id=r6awEsmJ7xsC&printsec=frontcover&dq=lord+and+hut
chison+pathways+to+inclusivity&source=bl&ots=3cQvcfl5Zx&sig=_sOoS8bslaTUzlsa10_hhL8lRo&hl=en&ei=BQBxTeG9CYOclgepz_lY&sa=X&oi=book_result&ct=
result&resnum=2&ved=0CBwQ6AEwAQ#v=onepage&q&f=false (Everyone reads
chapters 1 & 2; Gina, Geoff, and Livia present the rest of the book)
Week 10 (March 17) – Homelessness and Housing
Boydell, K.M., Goering, P., & Morrell-Bellai, T.L. (2000). Narratives of identity: Representation of self in people who are homeless. Qualitative Health Research, 10, 26-38.
Gladwell, M. (2006). Million dollar Murray. The New Yorker.
Nelson, G. (2010). Housing for people with serious mental illness: Approaches, evidence, and
transformative change. Journal of Sociology and Social Welfare, 37, 123-146.
Week 11 (March 24) – Globalization and Social Justice
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Prilleltensky, I., & Nelson, G. (2009). Community psychology: Advancing social justice. In D.
Fox, I. Prilleltensky, & S. Austin (Eds.). Critical psychology: An introduction (2nd ed.,
pp. 126-143). Thousand Oaks, CA: Sage.
Everyone reads one article of their choice about social action, relates it to an example of social
change, and reports to the class about the reading and the social intervention.
Week 12 (March 31) – Environmental Sustainability and Global Climate Change
N & P Chapter 23
Bullard, R.D., & Johnson, G.S. (2000). Environmental justice: Grassroots activism and its impact
on public policy decision making. Journal of Social Issues, 56, 555-578.
Culley, M.R., & Hughey, J. (2008). Power and public participation in a hazardous waster
dispute: A community case study. American Journal of Community Psychology, 41, 99114.
Week 13 (April 7) – Student Presentations
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Important Information for Students
New Course Drop Dates 2010/2011:
Please refer to the Undergraduate Academic Calendar - Academic Dates 2010-2011 – For details of course add/drop
dates, etc.
Examination Deferrals:
The Academic Date section of the Calendar (Web Site Version) clearly states the examination date period for each
semester. Students must note that they are required to reserve this time in their personal calendars for the
examinations. The examination period for this school year is December 9-22, 2010 for Fall Term, and April 7 28, 2011 for Winter Term. Students who are considering registering to write MCAT, LSAT or GMAT or a similar
examination, should select a time for those examinations that occurs outside the University examination period. For
additional information that describes the special circumstances for examination deferment, consult the University
calendar.
Student Awareness of the Accessible Learning Office:
Students with disabilities or special needs, are advised to contact Laurier’s Accessible Learning Office for information
regarding its services and resources. Students are encouraged to review the Calendar for information regarding all
services available on campus.
Academic and Research Misconduct:
Academic misconduct is an act by a student, or by students working on a team project, which may result in a false
evaluation of the student(s), or which represents a deliberate attempt to unfairly gain an academic advantage, where
the student either knew or ought reasonably to have known that it was misconduct. Please refer to the University
Calendar Web Site for further clarification of academic and research misconduct.
Plagiarism Detection Software:
Wilfrid Laurier University uses software that can check for plagiarism. Students may be required to submit their
written work in electronic form and have it checked for plagiarism.
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Please go to the Learning Services webpage for detailed information at www.wlu.ca/learningservices. The Learning
Services office is located on the first floor of the WLU Library.
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Students are expected to regularly check their Laurier email account for important notices from the university
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Foot Patrol:
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