The Psycho-Ecological Systems Model as a Guide for
Engaged Scholarship and Service-Learning Research
Session Chair:
Roger N. Reeb, Ph.D.
Professor of Psychology
Director of Graduate Programs in Psychology
University of Dayton
Contact: rreeb1@udayton.edu
A symposium presented at the Annual Conference of the International
Association for Service-Learning Research and Community Engagement,
Baltimore, MD, September 24, 2012.
1
Psycho-Ecological Systems Model of Engaged Scholarship
and Service-Learning Research: Multidisciplinary Applications
Session Chair:
– Roger N. Reeb, Ph.D., University of Dayton
Presenters:
– Theo Majka, Ph.D. and Linda Majka, Ph.D. , University of Dayton
– Katherine Coder, Ph.D., University of Miami
– Shawn Cassiman, Ph.D., University of Dayton
– Laura Stayton, Annie Steel, Nyssa Snow, Sara Mason, Sarah Bidwell,
Kirsten Kasper, Alisa Bartel, Haylee DeLuca, Adrienne Anderson,
Graduate Students at University of Dayton
Discussant:
– Robert G. Bringle, Ph.D., Professor of Psychology, Appalachian State
University; Senior Scholar, Center for Service and Learning, IUPUI
2
Purpose of Presentation
3
Purpose of Presentation
To describe a new conceptual model to assist in guiding
engaged scholarship and service-learning
4
Purpose of Presentation
To describe a new conceptual model to assist in guiding
engaged scholarship and service-learning
To review a number of projects within the context of the model
5
Purpose of Presentation
To describe a new conceptual model to assist in guiding
engaged scholarship and service-learning
To review a number of projects within the context of the model
To generate ideas for future development of the model
6
Background
Publication:
– Reeb, R. N., & Folger, S. F. (2013). Community outcomes in service learning:
Research and practice from a systems theory perspective. In P. H.
Clayton, R. G. Bringle, & J.A. Hatcher (Eds.). Research on Service
Learning: Conceptual Frameworks and Assessment (pp. 389-418).
Sterling, VA: Stylus Publishing.
Local Presentation:
– Stander Symposium, University of Dayton, 2011
Regional Presentation:
– Southwestern Ohio Council for Higher Education, 2011
National Presentation:
– American Psychological Association, 2011
International Presentations:
– IARSLCE, 2010, 2011
– International Symposium on Service-Learning, Ningbo, Zhejiang,
China, 2011
7
Psycho-Ecological Systems Model of
Community Action Research (PESM)
PESM integrates three theoretical developments:
– Principle of Reciprocal Determinism
Bandura, A. (1978). The self system in reciprocal determinism.
American Psychologist, 33, 344-358.
– Biopsychosocial Model
Kiesler, D. J. (2000). Beyond the disease model of mental disorders.
Westport, CT: Praeger Publishers.
– Ecological Systems Model
Bronfenbrenner, U. (1996). The ecology of human development:
Experiments by nature and design. Cambridge, MA: Harvard
University Press.
8
Psycho-Ecological Systems Model of
Community Action Research (PESM)
Purpose of PESM
– PESM was developed to inform and guide
community interventions, including those
associated with engaged scholarship and
service-learning.
9
Psycho-Ecological Systems Model for Community Action Research
10
Principle of Reciprocal
Determinism
P
B
P = Person Factors
E
E = Environmental Factors
B = Behavior
11
Biopsychosocial Model
Internal Factors
– Vulnerability Factors
– Resiliency Factors
– Developmental Factors
External Factors
– Risk Factors
– Protective Factors
12
Psycho-Ecological Systems Model for Community Action Research
13
Psycho-Ecological Systems Model for Community Action Research
Microsystem:
“a pattern of activities,
roles, and interpersonal
relations experienced by
the developing person in a
given setting…”
14
Psycho-Ecological Systems Model for Community Action Research
Mesosystem:
“…a system of
microsystems…”
“it comprises the
interrelationships among
two or more settings in
which the developing
person actively
participates…”
15
Psycho-Ecological Systems Model for Community Action Research
Exosystem:
“one or more settings that
do not involve the
developing person as an
active participant, but in
which events occur that
affect, or are affected by,
what happens in the
setting containing the
developing person”
16
Psycho-Ecological Systems Model for Community Action Research
Macrosystem:
“…overarching practices,
beliefs, changes, and
movements at broader
levels (community, society,
culture, government) that
function as blueprints for
action…”
17
Psycho-Ecological Systems Model for Community Action Research
SupraMacrosystem:
“…international or global
influences, such as
internationally-endorsed
values (e.g., Millennium
Development Goals)…”
18
Major Implications of PESM
Participatory approach
Multidisciplinary projects
Multidimensional assessment of community outcomes
Projects that enhance resiliency and resources in the community
Projects that reduce vulnerability and risk factors in the community
“Psychopolitical Validity” (Prilleltensky, 2008):
– Enhance agency in community members and groups
– Beyond ameliorative efforts, perhaps contributing to structural change
Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation:
The promise of psychopolitical validity. Journal of Community Psychology,
36, 116-136.
19
A Multidisciplinary Service-Learning
Project for Homelessness
UNIVERSITY OF DAYTON
Graduate Student Presenters:
– Laura Stayton, Annie Steel, Nyssa Snow, Sara Mason, Sarah
Bidwell, Kirsten Kasper, Alisa Bartel, Haylee DeLuca, Adrienne
Anderson, University of Dayton
Faculty Advisor:
– Roger N. Reeb, Ph.D.
Faculty Consultant:
– Shawn Cassiman, Ph.D.
20
Homelessness as a Major Social
Problem
It is important to look at the problem of
homelessness at the national, state and local levels:
– U.S.: approximately 3.5 million people per year
(National Coalition for the Homeless, 2009)
– Ohio: more than 12,000 people per night (Homeless
Solutions, 2008)
– Dayton: more than 950 people per night (Homeless
Solutions, 2008)
10-Year Plan in Montgomery County:
– Developed in 2004
21
Assessment of Resources/Assets
and Needs
This is a qualitative study utilizing interviews
guided by PESM
Purpose of Study:
– Conduct an assessment of existing community
resources/assets and needs related to homelessness
– Conduct an assessment of relevant service-learning
resources at the University of Dayton
Long-Term Goal:
– Multidisciplinary Service-Learning Project
22
Community Assessment
Purpose of Interviews
− Assessment of community resources/assets and needs related
to homelessness at different PESM systems
− What kind of projects would be helpful?
Who are stakeholders?
− Professionals in the community
− Community Members
Examples: employees at shelters, local homelessness board
members, police officers, job and family services, community
volunteers.
23
Assessment of Service-Learning
Resources at UD
Next step is to identify potential service-learning projects
(across disciplines) focused on homelessness.
University affiliates in various departments at University of
Dayton are being interviewed and asked questions such as
the following:
– Do you require service-learning in any of the classes you teach?
– Would you be willing to develop a service-learning project based
upon homelessness?
– How could your academic discipline contribute to such a project?
Also, asked to think of projects that might address different
systems, and logistics of how to implement programs.
24
Interviews Conducted
Community Agencies Interviews:
– Homeless shelters, homelessness board members,
police force, community mental health workers, social
services, foster care, crisis center workers
University Interviews:
– Departments Interviewed:
Psychology, Sociology, Social Work, Law, Political
Science, Pre-Medicine, Criminology, Philosophy
– University Centers Interviewed:
Fitz Center for Leadership in Community
Center for Social Concern
25
Method and Themes
Number of university interviews: 12
Number of community interviews: 9
Interviews were analyzed and reoccurring
themes were found throughout.
Themes were then grouped according to the
levels of PESM.
Only the most frequent themes will be
discussed.
26
Psycho-Ecological Systems Model for Community Research
27
Person-Related Themes:
“Mental Health”
Definition of Mental Health Theme:
– Any mention of a mental disorder or handicap
and it’s relation to homelessness
Quote:
– “…we have…people that…have severe mental
health issues. The community in some cases
does not seem to be caring for them...”
Frequency of Occurrence:
– Community Stakeholder Interviews (n =22)
– University Interviews (n =17 )
28
Person-Related Themes:
“Self-Concept”
Definition of Self-Concept Theme:
– Any mention of how a homeless person feels
about themselves. This theme includes ideas
such as self-confidence, self-worth, self-esteem
etc…
Quote:
– “So many of the people who come into shelters
have all kinds of horrible experiences, they are
so down on themselves...”
Frequency of Occurrence:
– Community Stakeholder Interviews (n = 21)
– University Interviews (n = 3)
29
Person-Related Themes:
“Job Skills”
Definition of Job Skills Theme:
– Any mention of the skills vital to gaining employment.
This theme includes ideas like resume building,
interview skills, tips on filling out applications etc…
Quote:
– “…the more you prepare somebody…for the types of
jobs society is going to have, the better chance they
are going to be employed. If they are employed, then
they can provide for their family.”
Frequency of Occurrence:
– Community Stakeholder Interviews (n =11)
– University Interviews (n =10 )
30
Person-Related Themes:
“Life Skills”
Definition of Life Skills Theme:
– Any mention of skills that are vital in order to thrive
independently in society. This theme includes
budgeting, hygiene, household duties, and other skills
important for every day living.
Quote:
– “…students in accounting…could help…people
understand how to balance a checkbook, how to
better facilitate their management of their
resources...”
Frequency of Occurrence:
– Community Stakeholder Interviews (n =10)
– University Interviews (n =10 )
31
Person-Related Themes:
“Drugs and Alcohol”
Definition of Drugs and Alcohol Theme:
– Any mention of a drug or alcohol related problem
that contributes to one being homeless
Quote:
– “…so many of them have fallen into the drug and
alcohol problem, and that becomes their
priority…”
Frequency of Occurrence:
– Community Stakeholder Interviews (n =10)
– University Interviews (n = 4)
32
Psycho-Ecological Systems Model for Community Research
33
Micro-System-Related Themes:
“Education”
Definition of Education Theme:
– School related issues that an individual who is
homeless may face or how it may affect their
needs, as it relates to how service-learning can
intervene.
Quote:
– “…a student can be working as a tutor at one of
the neighborhood school centers and
enthusiastically get a student excited about
learning.”
Frequency of Occurrence :
– Community Stakeholder Interviews (n = 7)
– University Interviews (n = 15)
34
Micro-Related Themes:
“Family”
Definition of Family Theme:
– Generational cycle (of poverty, violence, etc.) and
the effect of this on the homeless individual.
Quote:
– “…we are seeing in our shelter, second and third
generation homeless people…They do not have
the skills to learn a lot and…it is
terrifying…because the thought of being totally
responsible for their family shuts them down.”
Frequency of Occurrence:
– Community Stakeholder Interviews (n = 9)
– University Interviews (n = 6)
35
Psycho-Ecological Systems Model for Community Research
36
Meso-Related Themes:
“Mentorship”
Definition of Mentorship Theme:
– A relationship in which the service-learning student
can help guide the individual who is homeless.
Quote:
– “Some of our…good mentoring…has come from
students…Because they are a bit younger, the
clients see them as different…They see students
more as a mentor. They look up to them.”
Frequency of Occurrence:
– Community Stakeholder Interviews (n = 7)
– University Interviews (n = 9)
37
Meso-System- Related Themes:
“Reciprocity”
Definition of Reciprocity Theme:
– The idea that not only does the individual who is
homeless will benefit from service-learning, but
the student will also as well.
Quote:
– “That’s the plus side too as it’s not just helping
the community, it’s helping empower the
students.”
Frequency of Occurrence:
– Community Stakeholder Interviews (n = 9)
– University Interviews (n = 17)
38
Psycho-Ecological Systems Model for Community Research
39
Exosystem Related Themes:
“Community”
Definition of Community Theme:
−Inquiring, examining and understanding the
needs of the community
Quote:
−“If you establish the partnership with the community first,
your focus is more about establishing that partnership with
that community member”
Frequency of Occurrence:
- Community Stakeholder Interviews (n = 2)
- University Interviews (n = 14)
40
Exosystem Related Themes:
“Legal”
Definition of Legal Theme:
- Working to impact legislative policies and working
with the criminal justice system
Quote:
- “…think about different dimensions of the problem.
Students could focus on public policy issues that
contribute to homelessness.”
Frequency of Occurrence:
- Community Stakeholder Interviews (n = 7)
- University Interviews (n = 7)
41
Exosystem Related Themes:
“Resources”
Definition of Resources Theme:
- Examining and understanding the monetary investments
and volunteer investments needed by the agencies
Quote:
- “Our resources are limited…We continue to [have] cutbacks…in
the funding, so therefore there are less services…[and] less people
that we can service.”
“…service learning projects…tend to be temporary, done in the
context of the class a particular semester and then that is that.”
Frequency of Occurrence:
- Community Stakeholder Interviews (n = 18)
- University Interviews (n = 20)
42
Psycho-Ecological Systems Model for Community Research
43
Macro Level Themes:
“Stigma”
Definition of Stigma Theme:
– The stereotypes used to describe the homeless
and the negative image and marginalization of
the homeless as a result of the stereotypes
Quote:
– “The kids carry the stigma around...People don’t
even look at them…let alone help them...”
Frequency of Occurrence:
– Community Stakeholder Interviews (n = 20)
– University Interviews (n = 16)
44
Macro Level Themes:
“Awareness”
Definition of Awareness Theme:
– Educating the community in order to create a more
accurate picture of homelessness
Quote:
– “…they lack…awareness of…the reality…to be
homeless. We have such perceived ideas....of
what a homeless person has done, to result in
them being homeless...”
Frequency of Occurrence:
– Community Stakeholder Interviews (n = 12)
– University Interviews (n = 14)
45
Macro Level Themes:
“Economic Problems”
Definition of Economic Problems Theme:
– The difficulty encountered when applying to jobs,
the scarcity of jobs
Quote:
– “They’re still able to work, a lot of them want to
have jobs, and it is extremely difficult to get
jobs.”
Frequency of Occurrence:
– Community Stakeholder Interviews (n = 15)
– University Interviews (n = 18)
46
Macro Level Themes:
“Housing”
Definition of Housing Theme:
– The lack of affordable safe housing, housing that
is not located near dangerous areas
Quote:
– “…it is the lack of housing opportunities…There
are not affordable housing units, nor subsided
housing units, nor program openings…”
Frequency of Occurrence :
– Community Stakeholder Interviews (n = 26)
– University Interviews (n = 20)
47
Development of an Intervention to
Enhance Wellbeing of Humanitarian
Aid Workers in Haiti
Katherine E. Coder, PhD
University of Miami
drkat@shinemojo.com
Symposium: The Psycho-Ecological Systems Model as a Guide for Engaged
Scholarship and Service Learning Research
48
Why Me?
Motivations to Initiate this Project
49
50
Why NGOs?
Motivations for Creating an Intervention for the NGO Population
Source: Haiti Chery blog, 11/17/11
51
Why NGOs?
Motivations for Creating an Intervention for the NGO Population
“Humanitarian agencies, NGOs, private contractors, and other non-state
service providers have received 99% of relief aid.”
-
Center for Global Development, 1/9/12, “Is Haiti Doomed to be the Republic of
NGOs?”
“There are more NGOs in Haiti than in any other country in the world.”
-
BBC, 1/8/12, “The Truth About NGOs” radio program
"The NGOs come and go, they don't have time to learn from us, the way we
do things in Haiti. They don't know what we really need. They tell us what we
need. This is why they can't work with us.”
-
Emmanuel Jean, Nursing Home Manager, Port-au-Prince from the Washington
Post, 2/1/11, “NGOs in Haiti face new questions about effectiveness”
52
The Inner/Outer Connection:
The Importance of Wellbeing for Social Change Agents
“The neglect of the personal dimension in development at first sight
seems bizarre. It is self-evident to the point of embarrassment that
most of what happens is the result of what sort of people we are, how
we perceive realities, and what we do and not do.”
Many development agencies “are caught up in a culture of overcommitment, long hours, and intensive work. This is particularly acute
in NGOs . . . Staff who go home ‘on time’ feel guilty. Families suffer, as
does personal learning and change.”
“Institutional change and personal change interact, interlock, and
reinforce each other.”
- Robert Chambers (2005), Ideas for Development, London, UK: Earthscan.
53
The Inner/Outer Connection:
Cultures of Burnout in Social Change Fields
Burnout has been defined as a continual, negative, work-related
mind state that produces extreme tiredness, the perception of
decreased efficacy, reduced motivation, and the growth of
unhelpful work behaviors and attitudes.
- Schaufeli, W. B., & Enzmann, D. (1998). The burnout companion to study and
practice: A critical analysis. Philadelphia, PA: Taylor & Francis.
Burnout occurs more frequently when individuals initially have a
strong motivation in their work, when individuals use
“inadequate coping skills” to handle challenging work
environments, and when work environments are “unfavorable,”
all of which are likely to occur in social change work.
- Golden, J., Piedmont, R. L., Ciarrochi, J. W., & Rodgerson, T. (2004). Spirituality
and burnout: An incremental validity study. Journal of Psychology and
Theology, 32(2), 115-125.
54
Preliminary Study Goals
-
To explore the experiences of humanitarian aid workers and international
development practitioners in Port-au-Prince in order to understand their:
- (a) current wellbeing; and
- (b) vulnerability, resiliency, risk, and resource factors that interact in a
reciprocal fashion to influence wellbeing
-
To utilize PESM as a guide in pursuing this understanding
-
To apply this knowledge in order to educate relief workers/development
professionals and their organizations about stressors and coping strategies
and, in doing so, aid these individuals and organizations in attaining greater
levels of wellbeing
-
To create a foundation for a funded research study to develop, implement,
and evaluate an intervention to elevate wellbeing of Haitian relief
workers/development professionals
55
Overview of Preliminary Study Methodology
- Worldview: Advocacy + Pragmatism
- Design: Exploratory, utilizing ethnographic orientation
Ethnography:
-
“A qualitative design in which the researcher describes and interprets the
shared and learned patterns of values, behaviors, beliefs, and language of
a culture-sharing group” (p. 68).
-
Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five
approaches (2nd ed.). Thousand Oaks: CA: Sage.
- Involves participant observation and interviews
- Can explore issues of power, dominance
- Involves fieldwork
56
Overview of Preliminary Study Methodology
- Research Question: “What are the internal and external
sources of stress and coping strategies of aid
workers/development professionals in Port-au-Prince, Haiti?”
- Participants: n = 9, ages 25-59; 7 women, 2 men
- Recruitment: Snowball and convenience sampling methods
(email, word of mouth)
- Data Collection: 60-90 min interviews utilizing a semistructured interview protocol, Consent forms secured
- Data Analysis: Deductive/theoretical thematic analysis
- Participants were offered a short Reiki session in exchange for
their time and results of the study
57
58
Overview of PESM
Salient Aspects of PESM for
Conceptualization of Study
-
Focus on multi-level and interdependent systems
-
Principle of reciprocal determinism, behaviors <--> environment
-
Diathesis-Stress Model, synergic interaction of personality traits +
environment
-
Concepts of agency: self-efficacy, psychological empowerment, locus of
control
-
Importance and necessity of gathering data from relevant stakeholders
prior to intervention development and implementation
59
PESM as a Guide in Data Interpretation
-
Identification of vulnerability and resiliency factors for humanitarian aid
workers/development professionals from the interview data
-
Identification of risks and resources at all levels of analysis from the data
60
Visual Key for Preliminary Study Results:
Vulnerabilities
Resiliences
Risks
Resources
61
Study Results in PESM
Supra-Macrosystem
Macrosystem
Mesosystem
Microsystem
Person
Behavior
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
Person-Centric
Themes
Vulnerabilities:
- Fatigue
- Illness
- Lack of Lang.
Capacity
- Feeling Dissatisfied
- Struggling with Need
- Feeling Powerless
- Unmet Need to
Process
Resiliences:
- Healthy Attitudes
- Self Efficacy
- Commitment to
Growth
- Personality Traits
64
Study Results in PESM
Supra-Macrosystem
Person-Centric Themes
Macrosystem
Mesosystem
Microsystem
Person
Behavior
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
Vulnerability-Promoting
Behaviors:
- Engaging in Negative
Coping Strategies
- Not Processing Difficult
Emotional Experiences
- Cloistering
Resilience-Promoting
Behaviors:
- Self-Caring
- Spiritual/Religious
Practice
- Exercise
- Eating
- Relaxing + Taking Time
Off
- Socializing
- Having Fun
65
Study Results in PESM
Microsystem Themes
Supra-Macrosystem
Macrosystem
Mesosystem
Microsystem
Person
Behavior
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
Risks:
- Lack of Medical Care
- Lack of Healthy Fresh
Food
- Lack of Exercise
Options
- Lack of Processing
Outlets
- Organizational
Instability
- Organizational Culture
of Overwork
- Lack of Staff Care
- Social Exposure
- Lack of Access to
Green Spaces/Nature
- Limited Transportation
- Lack of Technology
- Lack of Self Care
Options
- Environmental Irritants
66
Study Results in PESM
Supra-Macrosystem
Microsystem Themes
Macrosystem
Mesosystem
Microsystem
Resources:
- Organizational
Supports
- Financial Supports
Person
Behavior
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
67
Study Results in PESM
Supra-Macrosystem
Macrosystem
Mesosystem
Person +
Microsystem
Interaction
(Diathesis-Stress)
Microsystem
Risks:
- Adaptation Issues
Person
Behavior
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
Resources:
- Rightness of “Fit”
Phenomenon
- Achievement in
Work
68
Study Results in PESM
Supra-Macrosystem
Macrosystem
Mesosystem
Microsystem
Mesosystem
Themes
Risks:
- Work/Home Life
Merging
Person
Behavior
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
69
Study Results in PESM
Supra-Macrosystem
Macrosystem Themes
Macrosystem
Mesosystem
Risks:
- Worldview
Incoherence
Microsystem
Person
Behavior
Resources:
- Belief in spiritual
support
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
70
Study Results in PESM
Supra-Macrosystem
Macrosystem
Mesosystem
Microsystem
Supra-Macrosystem
Themes
Risks:
- Cultural Barriers
- Cultural Differences in
Work Styles
Person
Behavior
vulnerabilities
resiliences
ro
Envi
nm e
nt a l
71
Implications for Future
PESM-Based Research, Intervention, and Evaluation
Research
- Utilize mixed methods
- Consider a participatory, community-based approach (to empower)
- Collect data from multiple levels of analysis
- Achieve epistemic psychopolitical validity
Intervention
- Construct interventions at multiple levels of analysis
- Focus on reducing vulnerabilities and risk and increasing resiliences and resources
- Target intervention to increase individual and collective agency
- Achieve transformational psychopolitical validity
Evaluation
- Evaluate at multiple levels of analysis to see interaction effects of intervention across
levels
72
Next Steps
Formal Research Study
-mixed methods, participatory, multi-level
-Utilize engaged scholarship for research design and implementation
Intervention (Based on results from formal study)
- Utilize engaged scholarship for intervention design,
implementation, and evaluation
73
Conclusion
- Established foundation for future formal research
and intervention development
- Applied PESM and theorized how PESM can be
utilized in the conceptualization of future research
and intervention
74
Questions?
Thank you for your presence and attention!
Please feel free to contact me if you would like to discuss
any of this material further:
drkat@shinemojo.com
IARCSLE Conference I September 24, 2012
Taking Research to the Community:
Implications and Potentials of Collaborative
Research for Institutional Change
Session: The Psycho-Ecological Systems Model as a Guide
for Engaged Scholarship and Service-Learning Research
IARSLCE, Baltimore, September 2012
Theo Majka & Linda Majka, University of Dayton
76
Welcome Dayton:
Immigrant-Friendly City plans





Approved by City Commission Oct 2011.
Got national publicity, since it cuts against the current
“scapegoating immigrants” patterns & state laws.
Contained a series of recommendations for facilitating the
integration of immigrants, including changing
institutional practices.
Context for our study of issues and challenges for better
refugee incorporation  intended to complement
“Welcome Dayton.”
Our study yields recommendations complementing and
supporting those of Welcome Dayton, but are more
specific.
77
Refugee Integration



Research on the adaptation of resettled refugees
examines the ways local institutions facilitate or
create obstacles for the incorporation of refugees
into a local community.
6 refugee populations: (South) Sudanese,
Rwandans, Burundians, Congolese, Ahiska
(Meskhetian) Turks (from Russia), and Iraqis
All are now living in a medium-sized Midwestern
city and metropolitan area.
78
Refugee Integration






The groups are diverse along a variety of dimensions,
the most significant being:
Educational level and occupational experiences.
Knowledge of English upon arrival.
Western culture familiarity (& “way things work”).
Severity of conflict in nation of origin.
Existence of mental health issues, e.g. PTSD.
79
Methodology





Interviews conducted with agency personnel (29) &
leaders of refugee communities (14), combined with
focus groups of each refugee population.
Team of researchers included college professors (4) in
Sociology, Public Health, and Geography, graduate &
undergraduate students, and professionals in the
community.
Many worked on Welcome Dayton report.
Students in classes helped with interviews, analyzed data
and wrote papers.
Several Honors & Senior theses.
80
General Results


Results show how blockage of incorporation is
a result of both refugee circumstances and
agency practices.
This creates systematic difficulties in
accessing a variety of services, such as health
care, as well as less-than-satisfactory overall
outcomes in the job and housing markets.
81
Psycho-Ecological Systems


The research illustrates how factors at the
exosystem and mesosystem interact and
impact the ability of some refugee
populations to become integrated into
various institutional sectors.
Factors in the microsystem show varying
degrees of surmountable obstacles to
reasonable access.
82
Exosystem Factors


Focus group participants describe various
roles, essentially positive, played by friends,
extended family, and neighbors in their
ability to adapt to a new & complex
environment.
Also, experiences of refugee children in
schools (K-12) regarded as basically positive.
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Exosystem Factors


Social services had an immediate and
continuing role to play for negotiating
everyday life in an unfamiliar home and city.
Criticisms of social services revolved around
the lack of sufficient resources and the
expectation of self-sufficiency within 7
months of arrival.
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Microsystem Factors



Churches/faith-based organizations singled
out in interviews & focus groups as
especially supportive.
However, health care judged to be less than
accessible for many.
Obtaining employment difficult for many,
and jobs sometimes below education & skill
levels of individual refugees.
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Refugee Challenges: #1






Similar to research on immigrants, the #1 barrier
to integration is language.
Interviews & focus groups concurred.
Three dimensions:
Not yet fluent enough in English (microsystem).
Agencies/institutions aren’t as accommodating as
they could be, e.g. contacting interpreters
(exosystem).
ESL classes: need more, plus ones sensitive to levels
of English already attained by participants
(exosystem).
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Distinct Refugee Challenges
1.



Lack of understanding of how institutions
and their practices function, e.g.:
Contracts for rental housing
Qualification and application for social
services
Limitations of resettlement agencies in
assisting
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Distinct Refugee Challenges
2.



Mental health issues/problems.
Especially relevant for certain populations.
Experiences in country of origin.
Impacts ability to adjust to new environment.
3. Refugees enter a society in which services &
opportunities for disadvantaged native-born are far
from adequate.
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Sample of Our Recommendations:
Two general ones: *complement Welcome Dayton plan
 *Encourage intentional collaborations and
partnerships among and between immigrant
communities and providers of services, including
planning and evaluation of services.
 Recognize & promote the relationship between
refugees and the local community as a reciprocal
benefit, based on mutual learning between
immigrants & community members.
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Sample of Our Recommendations



Support a working group of ESL coordinators who
are meeting monthly for six months with the
objective of identifying improvements needed in
language-acquisition services.
Increase knowledge about credentials and licensing
for better educated/highly skilled refugees.
*Facilitate small business development –assistance
in the form of loans, microcredit, formation of a
“multicultural commercial business district.”
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Sample of Our Recommendations




Make refugees aware of more options for
housing after their initial contract is up.
Facilitate homeownership for refugees who
have adequate means.
Better explain banking practices and
charges and the credit union option.
Involve the Public Library and a greater
number of faith-based organizations in
systematic ways.
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Sample of Our Recommendations


Develop a multicultural medical approach to
address both physical and mental health
problems.
Encourage the resettlement agency and
Public Health District to create strategies to
assure that refugees receive follow-up
treatment for medical issues reported or
identified during the initial health screening.
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Sample of Our Recommendations



Insure that interpreter services are readily
available in the schools, esp. suburban ones.
More after-school tutoring programs and
mentoring are needed.
Appropriate counseling should be offered at
schools, particularly for children who
experienced traumas in their country of origin.
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Sample of Our Recommendations



*Improve orientation for refugees designed to clarify what
agencies can & cannot do, what the processes and
requirement for receiving services are, and the rights,
options, and obligations that refugees have.
*Continue efforts aimed at better communication and
coordination among agencies serving refugee populations.
*Create/coordinate efforts to change state & federal
regulations judged too inflexible or restrictive, such as a
lack of recognition of distinct circumstances of refugees in
making WEP (Work Experience Program) assignments.
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Community Engagement


Press release and public presentation of
results of refugee study in October.
Conference on refugees in November will
have workshops aimed at strategies for
implementing recommendations.
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PESM Revisited



Study illustrates in vivid ways the interactions
among different levels, particularly exosystem,
microsystem, and the person.
Also illustrates how obstacles/difficulties
experienced by individuals & groups can be
overcome through changes in the exosystem
(social & legal services) and microsystem (health
services).
Dayton’s immigrant friendly plan aims for
community outcomes, not just individual ones.
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Discussant
Robert G. Bringle, Ph.D.
Professor of Psychology
Appalachian State University
Senior Scholar
Center for Service and Learning
IUPUI
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The Psycho-Ecological Systems Model as a Guide for
Engaged Scholarship and Service-Learning Research
Session Chair:
Roger N. Reeb, Ph.D.
Professor of Psychology
Director of Graduate Programs in Psychology
University of Dayton
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