Contents...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

vii

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 11 Community Psychology: Research and Action for Social Change

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

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

3 Community Psychology Values and Vision 44Warm-up Questions 44Learning Objectives 45Values and Vision in Community Psychology 45Values for a Value-driven Science and Practice 45

viii Contents

Values in Context and Practice 48Community Psychology Values 49Social Justice 54Chapter Summary 55Practitioner Commentary: Sticking to Our Vision and Values

Can Sometimes Be Hard 56Key Terms 58Resources 58

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

5 Thinking Like a System: Ecology and Complexity in a Globalized World 88Warm-up Questions 88Learning Objectives 89Introduction to Systems Thinking 89Systems Theory and Systems Thinking 90The Ecological Metaphor 93Complexity in a Globalized World 105Chapter Summary 107Practitioner Commentary: Challenges and Possibilities

for Ecological Systems Analysis in Practice 108Key Terms 110Resources 112

Contents ix

6 Prevention, Promotion, and Social Change 113Warm-up Questions 113Learning Objectives 113Going Upstream 113What are Prevention and Promotion? 114The Importance of Prevention and Promotion 118The Value Base of Prevention and Promotion 119Development of Prevention and Promotion Efforts 119Implementing Prevention and Promotion 120The Limits of Prevention and Promotion 124Social Change 127Chapter Summary 133Practitioner Commentary: On Being a “Double-Agent” for Prevention,

Promotion, and Social Change 134Key Terms 135Resources 136

7 Community, Connection, and Participation 137Warm-up Questions 137Learning Objectives 137What is a Community? 138Sense of Community 140Inclusion 143Social Capital 145Social Networks 151Community Capacity 154Chapter Summary 155Practitioner Commentary: The Resilient Belmont Cragin

Community Collaborative (RBCCC) 157Key Terms 159Resources 160

PART II: Community Psychology Interventions 161Introduction to Part II

8 An Overview of Community Psychology Interventions 163Warm-up Questions 163Learning Objectives 163The Community Psychologist as an Agent of Social Change:

Connecting the Personal, Political, and Professional 163The Focus of Community Psychology Interventions 167Settings for Interventions 172Chapter Summary 177Key Terms 177Resources 178

x Contents

9 Social Interventions 179Warm-up Questions 179Learning Objectives 180The Social Determinants of Wellbeing 180What Are Social Interventions? 181The Value-base of Social Interventions 183The Importance of Social Interventions 183The Role of Community Psychologists Working in Government 184Strengths and Limitations of Government Social Interventions 189Dilemmas Faced by Community Psychologists Working in Government 190The Role of Community Psychologists in Social Movements

and Non-Government Organizations 192Strengths and Limitations of Social Movement Organizations

and Non-government Organizations 199Dilemmas Faced by Community Psychologists Working in Social

Movement Organizations and Non-government Organizations 201Chapter Summary 202Key Terms 202Resources 203

10 Organizational and Community Interventions 204Warm-up Questions 204Learning Objectives 204Introduction to Organizational and Community Interventions 204Civil Society Organizations 205What Are Organizational Interventions? 207Organizational Empowerment (OE) 207Roles of Community Psychologists Working in Organizations 214Steps for Organizational Change 218Strengths and Limitations of Organizational Interventions 219Community Empowerment 220The Roles of Community Psychologists Working in Communities 227Strengths and Limitations of Community Interventions 229Dilemmas Faced by Community Psychologists Working

in Organizations and Communities 229Chapter Summary 230Key Terms 230Resources 232

11 Individual and Small Group Interventions 233Warm-up Questions 233Learning Objectives 234The Role of Small Group and Individual Interventions

in Community Psychology 234

Contents xi

What Are Individual and Small Group Interventions? 236Values Supporting Work with Individuals and Small Groups 237The Importance of Individual and Small Group Interventions 237Promotion of Wellbeing and Liberation 239The Roles of Community Psychologists Working in Individual

and Small Group Interventions 242Strengths and Limitations of Individual and Small Group Interventions 249Dilemmas Faced by Community Psychologists Working with Individuals

and Small Groups 250Chapter Summary 251Key Terms 252Resources 252

PART III: Community-engaged Research 253Introduction to Part III

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

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

xii Contents

PART IV: Issues in Community Psychology 313Introduction to Part IV

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

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

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

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

Contents xiii

17 Building Wellbeing in Families 378Warm-up Questions 378Learning Objectives 378Wellbeing of Children and their Families 379Heterogeneity of Families 379Reframing Our Notions of Families and Disadvantage: Towards

an Agenda of Wellbeing 382Interventions for Children and Families: Ecological

and Empowerment Approaches 392Chapter Summary 398Key Terms 398Resources 399

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

19 Ableism, Physical Disability, and Community Living 415Warm-up Questions 415Learning Objectives 415Ableism 416Values, Theory, and Practice 416Independent Living and Community Inclusion: Social Capital

and Interdependence 422Chapter Summary 425Key Terms 426Resources 427

20 Addressing Community-based Challenges Arising from Mental Health Problems 428Warm-up Questions 428Learning Objectives 428Mental Health: A Community Psychology Perspective 429

xiv Contents

Definitions of Serious Mental Health Problems and Recovery 429Community Contexts for Responding to Serious Mental

Health Problems 431A Brief History of Community Responses to Mental Health Problems 433Changing the Balance? The Emergence of Consumer/Survivors in Society’s

Efforts to Address Serious Mental Health Problems 434Community Psychology’s Role in Supporting Persons with Mental

Health Problems 437Chapter Summary 439Key Terms 439Resources 440

21 Racism and Applications of Critical Race and Intersectional Theories in Community Psychology 441Warm-up Questions 441Learning Objectives 441Positionality of Authors 441Introduction 442The Historical Concept of “Race” 443What is Critical Race Theory? 443The Tenets of Critical Race Theory 444Intersectionality: A More Critical Framework 445Indigenous Erasure 447Anti-Black Racism 448Xenophobia 448Critiques of and Debates within Critical Race Theory 450Community Psychology and Critical Race Theory 452Chapter Summary 455Key Terms 455Resources 456

References 457

Author Index 522

Subject Index 537

3

Warm-up QuestionsBefore 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?

1COMMUNITY PSYCHOLOGYRESEARCH AND ACTION FOR SOCIAL CHANGE AND WELLBEING

Learning ObjectivesThe 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

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

Introduction to Community PsychologyWelcome 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 inter-ested 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 com-mitted 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 sup-port every person’s right to be different without risk of suffering material and psychological sanc-tions,” 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 ele-ments 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 never-theless 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 sug-gested 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 com-fortable 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 val-ues. 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 pro-fessionals 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 profes-sional 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).


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-sociopo-litical 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, vic-tim 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 poli-cies 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 understand-ing 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 disci-plines, professions, and societal sectors (e.g., university, government, and community organiza-tions). 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 commu-nity “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 treat-ment. 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”


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 center-based 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 pro-vides tacit acceptance of unjust social conditions. Community psychologists also consider potential negative implications of their research for the target community, such as when negative stereo-types about racialized groups are re-emphasized through research.

Finally, the emphasis on complex multilevel interventions and research questions and collabo-rative 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, educa-tion, social work, urban studies, and anthropology to name just a few. When community psycholo-gists 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 IssuesWhile 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 sus-tainability. 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 influ-ence 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.


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 consid-ered 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 coun-try,” it is unlikely that you will be granted asylum in another country.

Reflection Questions

1 What types of challenges do you think Isaac may face in Italy?

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

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

4 What 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 num-ber 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.


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 migra-tion 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 immi-grants, who have made a relatively free choice to relocate from one country to another, and refu-gees, 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 immi-gration 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 exam-ple, 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 immigra-tion. 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 unau-thorized immigrants in the US, which represents almost a third (28 percent) of the 40.8 million immi-grants living in the US at that time (Migration Policy Center, 2017).

Figure 1.1 ImmigrationSource: Steve Kelley Editorial Cartoon is used with the permission of Steve Kelley and Creators Syndicate. All rights reserved.


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 com-munities themselves (e.g., developing social ties with people from the host community) (García-Ramírez, de la Mata, Paloma, & Hernández 2011; Prilleltensky, 2008a). Risk factors are any attributes, characteristics or exposure to certain conditions that increase the likelihood of individu-als 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 pro-cesses; 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 under-stood 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

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 unfa-miliar 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 appropri-ate term, such as “unauthorized immigrants.” A common slogan of this movement is: “No one is illegal.” This movement was not only about chang-ing 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 expe-riencing homelessness” rather than “the home-less.”

Throughout this book we try to use terminol-ogy 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.


as “acculturation” – although, in its original meaning acculturation was understood as a bidirec-tional 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. Assimila-tion 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 pre-fers to hold onto their own culture and avoid interacting with the dominant culture. If the new-comer 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 les-bian 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 cul-ture. 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 prac-tices. Providing access to culturally appropriate mental health services and supporting the reunifi-cation 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


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 psycholo-gists is to work with marginalized groups as allies in a process of empowerment that enables mar-ginalized 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 com-munities 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, organiza-tions, and social networks that increase immigrants’ access to resources and capacities to create


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 (hous-ing, employment, language training, etc.) that will help them settle successfully. While these spon-sorships 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 exam-ple, 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 popula-tion (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 con-ducting 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 maga-zine The New Yorker, published an article he titled “Million Dollar Murray: Why problems like home-lessness 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 seri-ous drinking problem resulted in both significant physical and mental health issues. His drinking binges frequently ended in jail or in the emer-gency room; sometimes multiple times a day. Over the years, his treatment costs added up to hundreds of thousands of dollars with no long-term 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 “grad-uated” 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.


1 What do you think may have led Murray to experience homelessness?

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

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


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 experi-ence 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 pre-vented 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 renew-able energy in Germany. The timing of this job loss was unfortunate because she had also devel-oped a chronic health condition that required an expensive drug treatment. Fortunately, the Arbe-itslosengeld (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.


1 What are some key differences between Margaret’s and Murray’s stories?

2 What prevented Margaret to experience home-lessness even though she was facing signifi-cant life and financial challenges?

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


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 pro-fessional 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


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:

Homelessness describes the situation of an individual or family without stable, perma-nent, 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 home-less, 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 sup-port 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

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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 experi-encing homelessness among economically developed countries, while devoting only about one-fifth 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 compre-hensive 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 percent-age 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 pro-cess 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 mecha-nisms 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 cer-tain 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 individ-ual 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


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 situ-ation 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 inter-ventions 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 fram-ing 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 shift-ing 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 pro-viding 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 interven-tion 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, commu-nity 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 exam-ined 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 achiev-ing 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.


Community psychologists are also often involved in the evaluation of innovative social pro-grams. 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 evalua-tion 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 incorpo-rates 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 imple-mentation 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 envi-ronmental activist for several years when Manuel first met her in 2011 as part of a judicial case against the Ontario Department of the Environ-ment 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 question-able because there were already 14 petrochemi-cal 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) indi-cated 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 unusu-ally high numbers of rare cancers, including many deaths of close friends and family, compelled Ada into action. Eventually, when the Ontario Direc-tor of Environment made a questionable deci-


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 tempera-tures, 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 for-est 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 dis-orders (Speth, 2008).


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 espe-cially vulnerable to the negative impacts of these anthropogenic changes, even though they con-tributed 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 carry-ing an unjust burden of industrial pollution (Agyeman, Cole, Haluza-Delay, and O-Riley 2009).

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 interac-tive effects of multiple polluters in the same area) when giving out new pollution permits. They received pro-bono legal support from the environ-mental 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/the-chemical-valley-part-1


1 What are your general reactions to hearing about Ada’s situation?

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

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


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

The rising potential for conflicts and use of violence is another concern related to environmen-tal degradation. The exploitation and pollution of our natural environment and the resulting cli-mate 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 conceiv-able 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 sup-ply 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). Sus-tainability 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 changeSource: Joel Pett Editorial Cartoon is used with the permission of Joel Pett and the Cartoonist Group. All rights reserved.


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 prob-lem 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 support-ers 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 con-textual 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 dif-ferent 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 peo-ple 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 resi-dents 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).


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 community-based 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 organi-zations, 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 engage-ment (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 rul-ing 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 JourneyThis 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 disen-franchisement 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 respect-fully 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. Addition-ally, we encourage you to question your own values, beliefs, and vision, as well as the sources and


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 TermsAcculturation: 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 mar-ginalized 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.


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 peo-ple 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 doc-umentations 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.

ResourcesGeneral 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 well-

being (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 commu-

nity psychology: History and theories. New York: Springer.


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-psychology- books/

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 Associa-tion): www.SCRA27.org

●● Australian Psychology Association College of Community Psychologists: https://groups.psy-chology.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/becoming-

a-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 psycholo-gists 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-com-munity-psychology/


HomelessnessBooks 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 infor-mation 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/interest-groups/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_5c503844e4b0f43e410ad8b6

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/euro-pean-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 amaz-ing 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


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/

ImmigrationBook Chapters and Articles

Here are a few articles and chapters written by community psychologists on the topic of immigra-tion and inclusion:

García-Ramírez, M., de la Mata, M. L., Paloma, V., & Hernández, S. (2011). A liberation psy-chology 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 psychol-ogy – 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 phe-nomenon. 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-migra-tion-research-centre/index.html

Migration Policy Center: www.migrationpolicy.orgPew Research Center: www.pewsocialtrends.orgUNESCO: www.unesco.org/new/en/social-and-human-sciences/themes/international-migra-

tion/glossary/migrant/UN: https://www.un.org/en/development/desa/population/migration/


Climate Change and Environmental SustainabilityBooks

Harré, N. (2018). Psychology for a better world. Auckland, New Zealand: Department of Psychol-ogy, 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 psy-chology perspective. In: M. A. Bond, C. Keys, & I. Serrano-García (Eds.), APA handbook of com-munity 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 well-being (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/

522

AUTHOR INDEX

AAaker, J., 293Abdulrahim, S., 12Abraham, A., 432Abramovich, I. A., 406Abrams, C. L., 391, 392Abramsky, T., 361Ace, A., 90Ackerson, L. K., 373Acosta, J., 97, 120Adams, J., 239Adams, E. M., 404Adams-Leavitt, W., 70, 195, 224Adan, A., 249Addams, J., 31, 211Adeky, S., 303Adimora, A. A., 96Adler, M., 218Adler, N., 396Agyeman, J., 19Akhtar, S., 368Ahn, C., 334Airhihenbuwa, C., 444, 452Al-Khouja, M. A., 430, 439Alasuutari, P., 283Alisat, S., 22Akhurst, J., 129Akintola, O., 149Albanesi, C., 34, 38Albar, M.-J., 62Albee, G. W., 103, 114, 118, 119,

121, 124, 126, 127, 133, 208, 250, 385, 386

Albornoz, L., 241Albright, E., 64Aldarondo, E., 235, 237Alesina, A., 16Alinsky, S., 195Allen, A. J., 303Allen, C., 449Allen, J., 52, 288, 430, 433Allen, N., 195, 221, 222, 227,

303, 373Allred, S. B., 95Alia, K. A., 152, 186Alsop, R., 140, 237, 238Altenberg, J., 281Alvaredo, F., 86

Alvesson, M., 219, 265Amadahy, Z., 447Amara, N., 294Amel, E. L., 19Amio, J., 120, 125, 169, 227, 393Amir, H., 71Anderson, A., 344Anderson, B., 329, 366Anderson, L., 36Anderson, S., 328Andery, A. A., 322Andrés Mora, E., 78Andrews, A., 90Angel, S., 419Angelique, H. L., 21, 35, 37, 172,

215, 359, 360Angus, D. E., 393Antebi, N., 409, 410Anthony, W., 431Appelbaum, L. D.., 319Araujo, L., 309Arcidiacono, C., 34, 38, 86Arendt, H., 84, 85Ariely, D., 179Aristide, J. B., 188Arkowitz, H., 237Arnold, R., 393Arnstein, S., 109, 280Aronson, R., 450Artino, A. R., 286Ashkanasy, N., 214, 215Asuni, T., 433Almedom, A. M., 150Atkinson, Q. D., 292Atkinson, S., 150Atallah, D. G., 241Athay, M. M., 286Aubry, T., 17, 18, 186, 187, 285Auspos, P., 220, 221, 222, 223Austin, S., 264Ayers, J. F., 224, 229Ayalar-Alcantar, C., 359, 369Avila, M. M., 253, 301, 302Aylwin, A., 237

BBacker, T. E., 123Bacon, A., 346

Bagnall, A.-M., 150Baja, K., 156Baker, B. D., 100Baker, C. K., 176Baker, Q. E., 253, 301, 302Balcazar, F. E., 62, 418, 426, 439Baldwin, D. S., 175Balfour, J., 396Balian, R., 281Ball-Rokeach, S., 45Banaji, M. R., 318Bandura, A., 149Banerjee, A., 320Banks, S., 212Banton, M., 443Barak, A., 175Bardoliwalla, N., 98, 127Baril, R., 397Baritz, L., 219Barker, C., 436Barker, J., 328, 333, 334Barker, R. G., 100Barnes, A., 345Barnes, C., 144Barnett, R., 131, 212Barnett, W. S., 396Baron, R. C., 144, 437Barone, C., 95Barr, C., 15Barrera, M., 142, 238Bartky, S. L., 115, 139Bartow, F., 210, 211Basran, G. S., 12Bassuk, E. L., 406Bates, P., 423Batliwala, S., 192Bauer, G. R., 278, 280, 286, 300,

303, 404, 409, 411Baumohl, J., 114Baym, N., 141Beaglehole, E., 31Beal, F., 446Beavin, J. H., 114Becker-Klein, R., 98, 127Beckham, K., 277, 288, 298, 420Bedell, P., 454Beehler, S., 230Beehr, T., 215, 219

523

Beers, C. W., 433Beers, K., 152, 271Behrens, T., 129Belanger, J.-M., 393Belfield, C., 118Bell, D. A., 444Bell, L., 407Bell, J., 223Bellack, A., 239Ben Shlomo, Y., 396Benford, R. D., 128Benhabib, S., 201Bennett, C., 36Bennett, E. M., 167, 175, 181Benson, M. H., 327Berger, P. L., 140Bergold, J., 31Berkowitz, B., 197Berkowitz, S., 195, 227 Bernad, R., 187Bernal, G., 16, 430Berns, R., 183, 225Berry, J. W., 11Bertelsen, M., 140, 237, 238Bess, K. D., 120, 138, 142, 152,

183, 209, 221, 426Beyer, C., 406Bhana, A., 34Bhasin, R., 449Bhatia, S., 34Bickman, L., 282, 283, 284, 286Bilge, S., 446Biglan, T., 120, 127Bink, A. B., Binney, J., 344Birks, M., 287, 303Birman, D., 104, 144 Bishop, B. J., 138, 141, 142Black, R., 141, 350Blackwell, A. G., 223Blair, C. B., 379Blakar, R. M., 31, 105, 106Blakeley, G., 79, 155Blakely, C., 123Blanchard, A. L., 141Blanchet-Cohen, N., 290Bloom, B. L., 36Blowers, A., 67Blyth, M., 329Boal, A., 165Bogart, K., 51 Bohlig, A., 236, 237Boller, K., 186, 395Bond, M. A., 37, 70, 71, 138, 144,

146, 195, 217, 218, 229, 247, 359, 452, 453, 454, 455

Boniel-Nissim, M., 175Boonzaier, F., 342Borgatti, S. P., 151Borman, G., 100Boulianne, S., 142Bourdieu, P., 146, 147, 149, 151,

193, 196Bouris, A., 410Bourhis, R. Y., 451Bowden, B., 118Bowleg, L., 446Boyce, M., 404Boyce, T., 396Boyce, W., 393Boyd, N., 141Boyd, M., 451Boydell, K. M., 434Boyden, 381, 391Boyle, S., 4, 37Bradbury, H., 219, 228, 283Bradley, R., 75Bradshaw, A. J., 393, 394Brady, S., 74Brah, A., 446Braithwaite, K., 403Brass, D. J., 151Brandell, C., 122Brandt, H. M., 152Brannan, J., 283Bravington, A., 150Braz, M., 329Brazier, C., 199Brecher, J., 330Brechin, A., 212Breda, C. S., 239, 286Breen, N., 34, 369Bregman, R., 320Brennan, D., 404, 408Brett, C., 408Breuer, F., 302Bricout, J. C., 420Brideson, T., 344Brighouse, H., 46Britto, P. R., 186, 395Brodsky, A., 71, 72, 73, 74, 138,

143, 269, 290, 321Bronfenbrenner, U., 92, 93, 94,

95, 151Bronstein, P., 391, 392Brooks-Gunn, J., 186, 396Broome, C. V., 119Brown-Jeffy, S., 450Brown, B. B., 292Brown, L. D., 175, 430, 436, 437,

439

Brown, P. J., 120, 121, 220, 221, 222, 223

Brown, V., 74Browne, K., 288Browne, M., 38Browne, T., 152Brug, J., 239Brunt, D., 430Brusilovskiy, E., 429, 437Bryan, A. E., 237Bryan, J., 74Bryant, T., 320Bryk, A. S., 285, 292, 293Bryman, A., 266Buchanan, A., 144Buchanan, D. A., 266Buchanan, R. M., 104Buckingham, S. L., 269, 292Buettgen, A., 277, 288, 298, 420Buettner, D., 167Bullard, R. D., 20Bullen, D., 448Bullock, H., 319Bunge, E. L., 430Burchinal, M. R., 186, 396Burell, M., 454Burgard, S., 181Burger, K., 396Burkhart, Q., 120Burman, E., 366Burns, A., 187Burns, T., 433Burstow, B., 435Burt, R. S., 152Burtch, B., 405Burton, M., 4, 11, 37, 62, 91, 94,

129, 138, 161, 178Busch, S., 100Busch-Geertsman, V., 187Butcher, H., 212Butler, T., 72, 73Butterfoos, F. D., 197, 221, 223,

224Bybee, D., 437Bywater, K., 288

CCabaj, M., 223Cabrera, D. A., 91Cady, S., 304Cahill, J., 126Caldarella, P., 100Calkins, C., 346Calma, T., 344Calton, J., 71, 74Calzo, J., 406

524 Author Index

Camacho, C., 13Cammarota, J., 187Cameron, R., 258, Cameron, G., 185Campbell, B., 228Campbell, C., 149Campbell, D. T., 269, 283Campbell, R., 176, 288, 406Cane, M. A., 20Cantillon, D., 149Canvin, K., 175Caplan, N., 6Caplan, P., 358Caplan, R., 186, 396Cardazone, G. U., 153Carey, R. G., 291Carling, P. J., 433Carlquist, E., 31, 105, 106Carolissen, R., 369, 370Carniol, B., 209Carpenter, W. T., 430Carpiano, R. M., 146, 147, 149,

150Carr, S., 322Carrillo, A., 72, 73Carroll, A., 407Carson, R., 103Case, A. D., 409Cashman, S. B., 303Catalano, R., 122, 430Cattaneo, L., 71, 72, 73, 74Caughy, M. O., 321Cauthen, N. K., 81Cavanagh, J., 328Cerulli, C., 454Cerullo, R., 193, 200Chamberland, C., 54, 117, 126,

386, 387, 389, 390, 393, 397

Chamberlin, J., 194, 430, 434, 436, 437, 439

Chambers, R., 318, 335Chambers, S. E., 175Chambers, V., 390Chan, M. L., 98, 127Chancel, L., 86Chandra, A., 97Chan, W., 74Chapman, B., 215Charles, B., 430Charlton, J. I., 416Chasin, B., 198, 398Chaskin, R. J., 154, 220, 221, 222,

226Chaudry, A., 379Chaufan, C., 10

Chávez, V., 253, 301, 302Chavis, D. M., 122, 138, 140,

141, 155, 223Checkland, P., 91Checkoway, B., 198, 207Chen, H.-T., 290, 291Cheng, S. T., 34Chenoweth, E., 198Cherniss, C., 173, 214, 215, 216,

218Chertok, F., 268, 294Chesir-Teran, D., 98, 127Chesney, M., 396Chetkovich, C., 192, 209Cheung, Y. B., 379Chik, I., 153Chilisa, B., 257, 258, 259, 261,

265, 266, 271Chinman, M., 120, 186, 250, 436Chipuer, H., 142Chomsky, N., 184, 327Chonody, J. M., 404Chopra, M., 379Christens, 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, 303Chung, P. J., 379Church, K., 228, 436Clacherty, G., 384, 389Clark, K. B., 187Clarke, G., 430Clarke, M., 237Clarkson, C., 343Clauson, J., 391, 392Clayton, S., 21Clifford, M., 120Cloward, R., 192Cobb, S., 98Coble, Z., 422Cochran, B. N., 119Cohen, R., 396Cohen, S., 142, 238, 396Coimbra, J., 143Cole, E. R., 315Cole, P., 19Coleman, J., 75, 76, 146Coleman, T., 405Collier, P., 185Collins, A., 212Collins, C. R., 79, 148, 152Collins, L. V., 209, 426Collins, P. H., 141, 143, 156, 193

Colvin, C., 149Conner, M., 239Connolly, P., 97, 213Connors, E., 101Constantino, S., 10Constantino, V., 175Contractor, N. S., 152Contreras Painemal, C., 241Cook, J. R., 14, 186Cook, K., 405Cook, T. D., 269, 283, 284, 285, 309Cooke, B., 334Cooke, K., 357Cooney, A., 287Cooper, S., 36Copeland, M. E., 436, 437, 448Corburn, J., 303Corcoran, R., 150Corcos, A. F., 443Corey, G., 236Corey, M., 236Corlew, L. K., Corrigan, P. W., 429, 430, 431,

432, 439Corsello, M., 120Corwyn, R., 75Costello, T., 330Coulton, C. K., 392Cowen, E. L., 50, 72, 98, 117,

118, 120Cowling, K., 367Craig, L., 360Craig, R. K., 327Craig, W. W., 393, 394Cram, F., 350Crenshaw, K., 201, 369, 443, 446Cressler, D. L., 32Cresswell, T., 424Crichlow, W., 445Crivello, G., 391Crow, D., 64Crowley-Long, K., 358Crusto, C., 14, 124Crutchfield, L., 212Cueto, S., 379Culhane, D. P., 14, 16, 17, 81Culley, M. R., 21, 35, 37, 55, 64,

69, 281, 359Cumberworth, E., 387Cummins, M., 190Curtis, S., 150Curwood, S. E., 301, 393

DD’Andrade, R., 47D’Augelli, A. R., 401

Author Index 525

Dahl, R. A., 64Dalton, J. H., 32, 36, 52, 138,

148, 166, 219Damon, W., 46Daniels, A. S., 250Dark, N. A., 452, 455Darnell, A. J., 183Darnell, D. A., 183, 409Davidson, H., 7Davidson, L., 288, 431, 436, 438,

439Davidson, P. O., 30, 31Davidson II, W. S., 123, 248, 438Davino, K., 124Davis, F. A., 423, 446Davis, L. W., 67Davis, M., 10Davis, M. I., 271, 279Day, J., 369DeFilippis, J., 229de la Mata, M., 10de Leon, A., 412de Lira, A. N., 409de Morais, N. A., 409Deegan, P. E., 214, 215, 216, 430,

432, 438, 439Degirmencioglu, S. M., 129Degol, J. L., 100Deichert, D., 309Delgado, R., 288, 444, 445, 450DeLeon, P. H., 187Della Porta, D., 193Dello Stritto, M. E., 359, 369Delphin-Rittmon, M. E., 250Denzin, N. K., 269, 283, 286, 287,

288DePiccoli, N., 78Dewar, T., 220, 221, 222, 223Devane, T., 304De Vos, P., 363Deutsch, C., 230Dharker, I., 356DiAngelo, R., 238Diani, M., 193, 195, 201DiClemente, C., 214, 218, 237,

239, 241, 248, 251Diemer, M. A., 335Diener, E., 167Dietz, S., 50DiGiovanni, C. D., 406di Martino, S., 86, 150Dimock, H., 216, 217, 218, 219,

240Dittmer, L., 22, 293Dittus, P., 410Dobinson, C., 404Dobles, I., 322

Dodge, J., 155Doherty, T., 21Dohrenwend, B. P., 30, 133Dohrenwend, B. S., 30, 121, 122Dokecki, P., 212Domínguez, E., 62Donald, D., 387Donaldson, K. H., 96Donnor, J. K., 288xDooley, D., 122Dorris, A., 214, 215Dougherty, R. H., 250Douglas, C., 214, 215, 217, 219Dowling, M., 287Dozois, E., 290Drescher, J., 402Dreyer, B., 21, 305, 379Driessen, P., 49Driskell, J., 215Driskell, T., 215Drolet, A., 293Duarte, T., 431, 436DuBois, D. L., 122, 124, 125Du Nann Winter, D., 271Ducheneaut, N., 141Duckett, 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, 125Duffy, K., 47Duhoux, A., 17Duncan, G. J., 239Duncan, N., 183, 201, 322DuPre, E. P., 123, 124, 125Duran, B., 253, 272, 301, 302Duran, V., 94, 127Durie, M. H., 344, 345Duriguetto, M. L., 335Durlak, J. A., 123, 124, 125Dussel, E., 84, 85, 323Dutta, U., 138, 143, 229, 265,

342Dutton, J. E., 215Dworkin, P., 387Dworsky, D., 429

EEady, A., 305, 404Earls, F., 149Ebener, P., 120, 186Ecker, J., 17Economy, E., 106Eckersley, R., 53, Eddy, M., 8

Edmonson, A. C., 214, 215Edu, U. F., 403Edwards, E. M., 222Edwards, K. M., 404Edwards, L. M., 51Edwards, M., 333Eicher, C., 423Eichler, M., 391Eisman, A. B., 51, 69Eisenberg, R. F., 187El Hadidy, W., 155El Sadaawi, N., 356Elias, M. J., 32, 36, 52, 138, 148,

219, 227, 228, 385Elliott, J., 147Ellison, E. R., 152Embretson, S. E., 286Emshoff, J., 123, 183Enenajor, A., 379Eng, E., 303Ennett, S., 123Erickson, S. W., 183Espinosa, L. M., 186, 396Etzioni, A., 46Euzébios Filho, A., 321Evans, G. W., 379Evans, 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

FFagan, A. A., 430Fahim, K., 8Fahrbach, K., 221Fairweather, G. W., 32, 51Fals Borda, O., 47, 48, 288, 334Fanon, F., 324Farabee, D., 406Farrar, A., 301Fass, S., 81, 82Faust, K., 151, 152, 292Faust, V., 82, 152, 225Fawcett, S. B., 122, 154, 222,

236, 237, 426,Fazel, S., 424Feather, J. S., 347Febbraro, A., 126, 395Fedi, A., 213Felner, R., 249Feltham, C., 237Fergus, S., 380Ferrari, G., 361Ferrari, J., 165

526 Author Index

Ferreira, K., 91Ferullo, A. G., 31Fetterman, D. M., 290, 334Fettes, M., 265Fidalgo, M., 34Fielder, J., 138Fine, B., 150Fine, M., 96, 120, 322, 369, 187Fink, D., 189Firdion, J-M., 16 Fisch, R., 128, 161Fisher, A. T., 9, 10, 11, 138, 141,

142Fisher, R., 229Fitzgerald, K., 122Flaspohler, P., 90, 119, 120, 125,

334Fleming, C., 430Flentje, A., 119Flicker, S., 263, 271, 296, 298,

300, 407Flora, C. B., 332Flores, J. M., 322Florin, P., 148, 153, 229, 332Flynn, R. J., 100Fokuo, J. K., Foldy, E., 155Folkman, S., 396Fondacaro, M. R., 52 54Fontana, L., 71Fontenot, K. R., 419Fook, J., 209Forrester, J. W., 90, 91Foster, J., 327Foster-Fishman, P. G., 91, 92, 122,

129, 148, 149, 169, 195, 221, 222, 227, 230, 293

Fouad, N., 235, 237Foucault, M., 10, 62, 67, 68, 268Ford, C., 444, 452Fowers, B., 48Fowler, P. J., 291, 292, 293, 436Fox, D. R., 190, 191, 264, 350,

359Francescato, D., 34, 38Francis, K., 287, 303Francisco, V. T., 122, 154, 426Franco, M. M., 143, 145Franke, R., 198, 398Frankfurt, H. G., 80Franklin, M., 309Frechtling, J. A., 290Frederick, T., 288Freedman, D. A., 152, 183Freeman, H. L., 433Freeman, 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., 322French, J. R. P., 98Frerichs, L., 454Friedman, C., 416Friedman, T., 328Friedmann., J., 424Friesen, A., 15Fru, F., 38Frumkin, P., 212Fryberg, S. A., 51Fryer, D., 36, 70, 143Fryers, T., 433Fullagar, R., 343Fulbright-Anderson, K., 222Fullilove, R. E., 96Fuks, S., 31Fullan, M., 189, 214, 215Funchess, M., 454Fung, A., 334Furman, E., 452, 455

GGaetz, S., 15Gakidou, E., 367Galand, B., 15, 17Gates, A. B., 210Galeano, E., 86Gallagher, R. S., 91Gamble, A., 185, 188Gamson, W., 5, 128, 195Ganote, C., 7Garbarino, J., 392Garcia-Alonso, P. M., 406García-Ramírez, M., 11, 12, 13,

62, 290 Garfinkel, P. E., 255, 256, 262Garner, D. M., 255, 256, 263Garvey, D., 51, 341Gass, R., 131Gastic, B., 406Gaventa, J., 62, 63, 64, 65, 66, 67,

84, 149, 281, 333Gaztambide-Fernández, R. A.,

451Geddes, J. R., 424Gee, G., 343Gellerman, B., 47, 48Gensheimer, L., 70, 195, 224Geobey, S., 176George, P., 250George, R., 182, 187Gergen, K. J., 152Gerlach, L. P., 193, 194, 197Gershick, T. J., 207

Gerstein, L., 235, 237Ghose, S. S., 250Gibbs, A., 149Gibson, J., 305, 306Giese, M., 416Gifford, R., 21Gil, D. G., 208, 209Gill, S. J., 213Ginwright, S. A., 148, 150, 155,

225Gioia, D. A., 266Giori, V., 31Gitterman, A., 236, 241Glaeser, E. L., 16Glenwick, D. S., 283Glewwe, P., 379Glouberman, S., 90, 91Glover, M., 349, 352Glucker, A. N., 49Godemont, M. M., 433Godsay, S., 74Goering, P. N., 17, 18, 186, 187,

393, 436Góis, C. W. L., 322Gokani, R., 411Goldberg, D. T., 451 Goldenberg, I. I., 133, 164, 171,

382, 386, 388, 391Goldstein, J. L., 433Goleman, D., 214, 217, 218, 238Gonda, C., 422Gone, J. P., 430Gonick, L., 145González, R., 78Goodkind, J., 201Goodley, D., 241Goodman, D., 239Goodman, L., 236, 237Goodman, R. M., 154, 222Gopal, S., 228Gordon, C., 68Gore, A., 20Gormley, W. T., 186, 396Gottlieb, B. H., 142, 238Gottschalk, R. G., 123Gould, J., 174, 227Graham, L. F., 403, 450Gramsci, A., 131Granovetter, M., 75, 151Grant, H. M., 212Grantham-McGregor, S., 379Gray, A., 180Gray, D. B., 420Gray, K. M., 100Gray, N. N., 403Green, A., 236, 237Green, E. P., 143, 145

Author Index 527

Green, J., 192Green, L. W., 230Green, R., 237, 247Greene, S., 296Greenley, D., 431Greenwood, R., 187Greer, L. L., 298Greig, C. L., 406Greiman, L., 421Gridley, H., 34, 104, 369Griffin, D., 293Griffin, P., 406Gruber, J., 71Guba, E. G., 257, 267Guilamo-Ramos, V., 410Gulcur, L., 285Guldi, M., 69Gump, P. V., 100Guta, A., 296, 298, 300, 407Gutiérrez, L. M., 209Guzmán, B., 359, 369

HHaarlammert, 153, 165, 184, 192,

212Haber, M. G., 14Habermas, J., 269Haehnel, A. A., 411Haggerty, R., 114, 115, 119Hahn, A., 219Haiven, M., 200Hall, M. F., 206Hall, P. D., 192, 193, 194, 195,

196Hallman, D., 167, 181, 198Haluza-Delay, R., 19Hamber, B., 385, 386Hammond, J., 425Hammond, R., 278, 280, 286,

300, 303, 404, 410, 411Hancock, A., 315Haney, T., 147Hanke, K., 347Hanley, T., 237Hanleybrown, F., 223Hanlin, C. E., 165, 169, 192, 205Hannigan, T., 421Hansson, L., 430Hardgrove, A., 379Harding, C. M., 430Hardt, M., 336Hargreaves, J., 361Hargreaves, W. A., 430Hari, J., 97Harold, R. D., 379Harper, G. W., 401

Harpham, T., 78, 148Harré, N., 21, 94, 95, 104, 105,

239, 292, 444Harrell, S. P., 453, 454Harris, A., 344, 444Harris, B., 15Harris, C., 4, 37Harrison, M., 91Hart, A., 343Harvey, D., 105, 106, 209Harvey, K., 15, 16, 17Hasford, J., 49, 52, 118, 185, 393Haskell, R., 405Hassol, L., 36Hatch, J., 165Hausfather, N., 122Hawe, P., 96, 101, 104, 123, 181,

230Hawken, P., 326, 333, 336Hawkins, J. D., 430Hay, E., 17Hayes, M., 448Hayward, K., 120, 185, 304, 305,

306, 389Hazel, K. L., 430, 433Heck, N. C., 119Heckman, J.J., 118Heller, H., 104Heller, K., 138, 140, 148Helliwell, J., 167Henderson, J. H., 433Henderson, P., 211, 212Henrickson, J., 7Henry, G., 291Herbert, A. M. L., 351, 352Herek, G., 403Hergenrather, K. C., 426Herman, E., 327Hernández, S., 10, 11, 12Hernandez, B., 418Herry, Y., 393, 394Hertzman, C., 52, 53, 126Heslop, M., 384Hey, B., 305Hickman, G., 21, 22Hilgendorf, A. E., 183, 225Hill Collins, P., 446Hill, C., 15Hill, D. B., 403Hill, J., 52, 359Hillier, A. E., 116Hillier, J., 143Hilson, G., 64Himmelman, A. T., 223Hirsch, E. L., 193Hirsch-Kreinsen, H., 269Ho, P.-S., 424

Hobbs, C., 433Hodges, S., 91Hoffman, M. E., 294Hofmann, S., 384Hofmann-Pinilla, A., 155Hohenadel, K. M., 404Holland, C., 344Holland, J., 140, 237, 238Holland, K., 449Hollander, E., 62, 63Hollingshead, A. B., 30Hollway, W., 219Holman, P., 304Holmes, B., 90Holtby, A., 405Holter, M., 437Holzkamp, K., 167Homma, Y., 406Hooghe, M., 148Hook, D., 72, 212Hooks, B., 145, 200, 215, 357,

446Hopper, K., 114Horne, L., 443Hossay, P., 20House, J. S., 181House, T. C., 187Howard, G., 21Howard, M. C., 294Howard, S., 449Howell-Moneta, A., 394Howitt, D., 341, 342Huang, Y., 152Hudgins, R., 183Hughes, D., 149Hughes, J., 77Hughes, M., 387Hughey, J., 21, 55, 64, 69, 70, 79, 80,

141, 143, 147, 148, 155, 183, 195, 196, 224, 225, 241, 281

Hultman, K., 47, 48Hume, C., 187Humphrey, G., 101Humphreys, K., 142, 175, 182,

186, 187, 188, 436Hunt, M., 429Hunter, C. D., 409Hunter, E., 343, 344Hunter, H., 408Hunter, J., 405Hunter, S. B., 186Husain, A., 449Hutchison, P., 49, 70, 176, 214,

235, 237, 238Huygens, I., 144, 314, 347, 348,

350Hyman, J. B., 148

528 Author Index

IIasi, M., 326Ibáñez, G., 236Ife, J., 96, 104, 208, 211, 212,

217, 220Iftikhar, S., 71Ikebe, S., 320Imm, P., 186Inzeo, P. T., 82, 122, 152, 223,

224, 225, 226Iscoe, I., 36, 187Israel, B. A., 207, 303Israel, N., 91Israel, T., 235, 237Issa, M. A., 404Itaborahy, L. P., 407Ivey, A., 342Ivey, M., 342Iwata, N., 302

JJackson, D. D. A., 114Jackson, S., 404Jacobs-Priebe, L., 7Jacobs, S. E., 195Jacobs, Z., 343Jacobson, D., 269Jacobson, N., 431Jacobson, S., 195, 227Jagers, R. J., 144, 145Jahoda, M., 36James, A., 381James, C. E., 444, 451Janzen, R., 122, 278, 279, 301,

302, 307, 309, 434, 436Jason, L.A., 115, 127, 128, 152,

182, 186, 187, 188, 268, 271, 279, 283, 294

Jauhiainen, S., 320Jaycox, L., 430Javdani, S., 373Jenkins, J. C., 195, 196Jennings, J., 150Jervis, R., 84Ji, P., 411Jin, Y., 50Jiménez-Moya, G., 78Joffe, J., 103, 382John, S., 430Johnson-Hakim, S., 165Johnson, D., 215, 217, 218, 240,

241, 346, 406Johnson, F., 215, 217, 218, 240,

241Johnson, G., 187Johnson, J.,

Johnson, R., 123Johnson, R. B., 266, 267Johnson, R. C., 96Johnson, V., 193, 194Johnston, L. G., 286Jones, C. M., 385Jones, C. W., 385Jones, D. L., 7Jones, J., 341Jonikas, J. A., 436, 437Jordan, J., 144Jorge-Monteiro, M. F., 431, 436Joslyn, A., 387Jost, J. T., 145, 318Joyce, A., 237Juster, J. S., 223

KKaay, M., 404Kagan, C., 4, 11, 37, 62, 89, 91,

94, 129, 138, 161, 178, Kagitcibasi, C., 37Kahn, J. S., 443Kahn, R., 396Kahn, S., 193, 195, Kamerman, S. B., 397Kamya, H., 237Kanacri, B., 78Kaner, S., 332Kangas, O., 320Kania, J., 212, 222, 223, 291, Kaniasty, K., 147Kannan, K., 398Kaplan, A., 144Kaplan, G. A., 181, 396Karam, N., 449Karlan, D., 320Karlstrom, M., 221, 222Kashima, Y., 143Kates, R. W., 20Katsiaficas, G., 193, 200Kawachi, I., 396, 423Kawulich, B., 257, 258, 259, 261,

265, 266, 271Kay, J., 63Kaysen, D., 409Keating, D. P., 52, 53Keener, D., 90, 334Kegan, R., 214Kegler, M. C., 154, 221, 222Kehn, M., 424Kellam, S. G., 122Keller, C., 187Kelley, C. P., 20Kelley, J., 319Kelley, S. D., 286

Kelly, K., 343Kelly, J. G., 93, 95, 96, 101, 103,

151, 185, 438Kelly, R., 120, 122, 125, 185Kemmis, S., 288Kennedy, B., 396Kennedy, S., 12Kessy, F., 384Kesten, S. M., 191, 228Ketcham, D., 183Keuroghlian, A. S., 406Keys, C. B., 92, 268, 271, 279,

294, 418Khadim, Z., 71Khalilifard, F., 406Khan, S., 394Khasnabish, A., 200Kidd, D., 195Kidd, S., 288Kidder, L. H., 120Kiesler, C. A., 96Kiguwa, P., 212Kilmer, R. P., 14Kim, J. K., 79, 361 Kim, P., 379Kimble, M., 142King, D., 315King, N., 150Kingsley, P., 190Kirkby-Geddes, E., 150Kirkwood, C., 345Kirley, M., 143Kirst, M., 78, 281, 319Kirton, J. D., 348Kitzinger, C., 403, 404Kivel, P., 205, 208, 209, 211Kivell, N., 82, 129, 143, 153, 165,

172, 184, 192, 212, 213Kivunja, C., 259Klapp, A., 118Klein, D., 36Klein, K., 214, 215, 217, 219,

279, 299, 304, 405Klein, N., 86, 324, 327Klodawsky, F., 17Kloos, B., 52, 143, 145, 175, 314,

430, 436, 439Knapp, M. R. J., 118Knoke, D., 221Knudsen, S. V., 403Koebele, E., 64Koch, M., 327Koch-Schulte, S., 51, 193, 335Koenig, B. W., 406Koger, S. M., 19, 271Kolhoff, A., 49

Author Index 529

Kollar, M. R., 419Kolosi, T., 319Komanduri, A., 391Konishi, C., 406Konstantopolous, S., 100Korbin, J. E., 392Korobkova, K., 141Korstanje, M. E., 365Korten, D. C., 107, 186, 188, 326Korth, A., 183, 225Kosciw, J. G., 405Kosicki, G., 5, 128Kosciulek, J., 420Kostelny, K., 392Kothari, U., 334Kovach, M., 288Kovachs-Burns, K., 15Kovel, J., 330Kral, M. J., 288Kramer, M., 212, 222, 223, 291Krause, M., 138Kraut, R., 47Krebs, P., 239Kremers, S., 239Kretzmann, J. P., 221Kroll, T., 419, 424Kubisch, A. C., 220, 221, 222, 223Kuklinski, M. R., 430Kulick, A., 404, 405Kuhn, R., 14, 16, 17Kuhn, T. S., 257Kulkarni, M., 430Kull, R. M., 405Kumpfer, K. L., 124Kunreuther, F., 192, 201, 209,

210Kushel, M., 424Kushner, Y., 20Kuyini, A. B., 259Kyle, K., 172

LLabianca, G., 151Labonte, R., 126Lacerda Jr, F., 322Lacerenza, C. N., 215Ladson-Billings, G., 288, 443, 444Laestadius, S., 269Lahey, L., 214Lamari, M., 294Lamble, S., 404Landry, R., 294Lane, S. T. M., 322Langhout, R. D., 152, 164, 229,

333Langlois, M., 290Lankshear, C., 193

LaPalma, A., 31Lapsley, H. M., 433Larsen, C., 292Lauffer, D. A., 90Laurendeau, M.-C., 54, 117, 126,

386, 387, 389, 390, 393, 397

Larkin, J., 407Lavis, J., 305, 306Lavizzo, E., 236Lavoie, F., 36, 39, 71Lawlor, J. A., 152Lawrence, B., 447Lawthom, R., 62, 94, 129, 138,

143, 172, 184, 219Lazarus, R. S., 143, 183, 200, 387Lazgare, L. P., 78Le, H. N., 430Le, V., 223Leader, G., 420Leahy, M., 420Leber, B., 449Lee, A., 379Lee, C. M., 197, 223, 224, 406Lee, K. S., Lefebvre, P., 397Lehrwyn, J. M., 292Leischow, S. J., 91Lemay, R. A., 100Lentz, B., 334Leon, J., 404Leonard, P., 391Leonardi, C., 52Leroy, P., 67Lerner, J., 334Lerner, M., 46, Lesesne, C. A., 120, 125Levi, M., 106Levin, H., 118Levine, A., 98Levine, M., 32, 35, 95Leviton, L., 186Levy, C. W., 250Levy, M., 351Lewandowski, L., 437Lewin, K., 288Liboro, M., 406Lich, K. H., 454Light, J. M., 152, 271Limbert, W., 319Lin, G., 63Lincoln, Y. S., 257, 258, 259, 261,

267, 268, 269, 283, 286, 287, 288

Linhorst, D., 433Linney, J. A., 99, 100Lipset, S. M., 382

Lipsey, M., 291Liston, B., 421Litwin, A., 236, 237Livet, 334Liu, J. H., 347Lloyd, D. A., 302Lo, C., 407Loges, W., 45Lombardo, S., 15, 17Long, D. A., 141Long, J., 292Longman Marcellin, R., 404Loomis, C., 138, 143, 167, 185,

304, 305, 306, 393, 394, 420

Loosier, P. S., 410Lopez, C. M., 154Lord, J., 49, 70, 176, 194, 214,

228, 235, 237, 238Lorion, R. P., 70, 187Lounsbury, D., 195Louzao, J., 90Love, N., 393Lozano, R., 367Lubell, K., 120, 125Lucas, R., 167 Luce, S., 320Luke, D. A., 286Lukes, S., 63, 64Luthar, S. S., 120, 121Luty, J., 432Lykes, M. B.., 229, 265, 270, 272,

288, 289, 293Lynch, J., 396Lynes, J., 21Lynham, S., 257

MMacGillivary, H., 197, 227, 241,

333, 389Mack, L., 403Mackeigan, M., 301MacLeod, J., 250, 251MacLeod, T., 5, 17, 167, 420Macnaughton, E., 18, 186, 187MacNeil, A. J., 100Madara, E. J., 175Madyaningrum, M. E., 148, 314Mahadevappa, H., 432Mahon, R., 106Maidman, F., 101Major, B., 145Mak, W., 34, 74Makkawi, I., 143Malhotra, 153, 165, 184, 192,

212Mallard, J., 138

530 Author Index

Mannarini, T., 34, 38, 213, 269, 292

Manning, C. M., 19, 133Marek, T., 215Markowitz, F. E., 175Marlatt, G. A., 430, 433Marlow, S. L., 215Marmot, M., 52, 118, 119, 122,

126, 127, 181, 184, 186, 392, 396

Marpsat, M., 16Marsella, A. L., 328, 331Marsick, V. J., 213Marsolais, A., 15Martin, E., 223Martin, R., 208Martinez, M., 62Martinson, A. A., 96Martín-Baró, I., 319, 321, 322,

336Marvakis, A., 335Marwick, B., 343Marx, C. M., 138, 143Marx, R., 406Marxuach, S., 85Maslach, C., 215Masten, A. S., 121, 409Masters-Awatere, B., 33Mathews, R. M., 426Maticka-Tyndale, E., 166Matlin, S., 48Maton, K. I., 70, 93, 176, 181,

182, 184, 186, 187, 188, 195, 207, 213, 214, 238

Matthews, C. R., 404Matustik, M., 200Maughan, B., 100Maxwell, J. A., 273, 292Maxwell, K. N., 90, 125Maya Jariego, I., 237Mayer, J. P., 123, 248Mayer, S. E., 207Maynard, H., 32Mayol, T., 320Mayton, D. S., 45Mazel, O., 345Mazurek, T. L., 176Mazzei, P., 84McAdam, D., 192, 219, 225McAfee, M., 223McAlevey, J., 195, 225McAlister, A., 186McCammon, S. L., 245McCardell, S., 407McCarthy, J. D., 176, 195McCormack, M. M., 363McCreanor, T., 345

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

270, 278, 288, 334Messinger, L., 321Mészáros, I., 331 Meterko, V., 404Meyer, I. H., 404Meyer, M., 79, 287Mickens, M., 416Mik-Meyer, N., 416Miller, H., 430

Miller J. B., 144Miller, L. S., 430Miller, P., 258Miller, R. L., 122, 124, 125, 269,

290Miller, V., 64Mills, C. W., 82Milroy, H., 347Milstein, B., 91Minhinnick, N., 345Minkoff, D. C., 209Minkler, M., 197, 223, 224, 288Miranda, P. Y., 12Mishler, E. G., 202Mitchell, A., 438Mitchell, T., 39, 301Mkhize, N., 212Moane, G., 193Modigliani, A., 5, 128Mohai, P., 20Mohatt, G. V., 430, 433Mohtadi, S., 20Monbiot, G., 105Montaño, J., 303, 335Montenegro, C. R., 138Montero, M., 32, 33, 38, 200,

206, 229, 333, 336, 439Moolla, N., 387Moon, S. H., 118Moore, W., 228Moos, R. H., 99Mor, Z., Morenof, J. D., 149Morgan, A., 448Morgan, P., 387, 388Morison, L., 361Moritsugu, J., 47Morrison, L. E., 351, 352Morrissey-Kane, E., 124Mortimore, P., 100Moskell, C., 95Mowbray, C. T., 437Mrazek, P. J., 114, 115, 119Mruck, K., 302Mulhall, S., 46Mullaly, B., 209, 220Mullany, A., 235Mullings, D. V., 448Mulvey, A., 37, 145, 215, 358,

359, 360, 369, 452, 455Munger, F., 20, 167, 241, 281,

299, 30, 420 Munir, S., 71Muñoz, R. F., 74, 411, 430Munro, L., 404, 406, 408Murray, J., 320Murray, C., 254, 367

Author Index 531

Murray, M., 166Myers, A., 421Myers, N., 50Myrdal, G., 49

NNachtergael, H., 15, 17Nadal, K. L., 404Nafstad, H. E., 31, 105, 106Naidoo, L., 292Nairn, M., 341, 342, 350Nairn, R., 345, 348Nakae, M., 285Namaste, V., 404Narayan, D., 51, 193, 197, 318,

335, 423Nary, D. E., 421Nash, C. J., 288Natale, A., 86Nation, M., 123, 124Navarro, V., 320Neal, 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., 336Neill, B., 166, 167Nelson, 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., 6Netto, J. P., 329Neuhaus, R. J., 140Newbrough, J. R., 70, 212Newman, M., 366Newman, S. J., 430Newton, L., 433Ng, R., 436Ngozi Ezeilo, J., 374Nguyen, N., 309Nicholson, J., 239Nicholson, L., 391Nickell, E., 141

Nickels, 120, 125, 169, 227, 393Nidecker, M., 239Nie, N., 149Nigussie, L., 390Nip, J., 141Nnaemeka, O., 374Noonan, R. K., 120, 125Norcross, J., 214, 218, 237, 239,

241, 248, 251Nores, M., 396Norman, W., 345Norris, F. H., 97, 147, 221Norton, M. I., 179Nosrati, E., 181Nowell, B., 91, 122, 141, 169,

221, 293Noy, D., 226Nsamenang, A., 38Nussbaum, M., 167Nyamathi, A. M., 406

OO’Brien, C. A., 407O’Brien, C. L., 144O’Brien, J., 144O’Campo, P., 78, 187, 321O’Connell, M. J., 436O’Donnell, C. R., 165O’Driscoll, P., 215, 219O’Malley, V., 345O’Neill, P., 7, 98, 103, 128, 191,

322, 387O’Reilly, M., 387O-Riley, P., 19O’Sullivan, D., 346Obradović, J., 409Ochocka, J., 122, 194, 214, 278,

279, 301, 307, 309, 434, 436

Oesterle, S., 430Offerman, L., 62, 63Ohmer, M. L., 148Oliver, M., 144, 416Olson, M., 385, 392, 396Omi, M., 443Omoto, A. M., 403Onwuegbuzie, A. J., 266, 267Orduña, M., 51Ornelas, J., 175, 430, 431, 436,

438Orr, M., 183, 209, 220Ortlipp, M., 302Ortiz, I., 190Ospina, S., 155Ouston, J., 100Owen, A. L., 416Owusu-Bempah, J., 341, 342Oxenham, D., 138

PPaddock, S. M., 186Page, M., 69Paine-Andrews, A., 154Paine, A. L., 426Palmer, N. A., 405 Palmer, S. B., 346, 349, 423, 446Paloma, V., 10, 11, 12, 13Pamuk, E., 396Pan, Z., 5, 128Pancer, S. M., 120, 122, 125, 148,

185, 290, 291, 304, 305, 306, 389, 393, 394

Pape, B., 438Paradies, Y., 51, 341Parayil, G., 398Pardoe, C., 343Parker, E. A., 154, 222, 280Parker, I., 336Parker, R., 379, 385Parkhurst, M., 291Parkinson, S., 187Parris, T. M., 20Parsa, L., 416Parsonage, M., 118Parsell, S., 187Partanen, A., 47, 51Pastorelli, C., 78Patel, R., 51, 193, 197, 335Paterson, S., 82, 153Patterson, L. E., 242Patton, M. Q., 283, 287, 289,

290, 291Payne, Y., 187Pearson, K., 424Pearson, L., 292Pease, B., 209Pees, R. C., 212Pega, F., 345Peirson, L., 54, 55, 68, 81, 117,

126, 174, 175, 227, 326, 386, 387, 389, 390, 392, 393, 397

Penn, D. L., 429, 432Penner, E. K., 239Perez-Bustillo, C., 334Pérez-Stable, E. J., 430Perilla, J., 236Perkins, D. D., 13, 70, 79, 80, 95,

155, 141, 207, 221, 290, 292

Perkins, D. N., 214, 215, 217Perkins, D. V., 32, 35, 95Perkins, J., 95, 185Perkins, R., 368Perrin, P. B., 416Perry, M. J., 126, 127Peters, J. E., 126

532 Author Index

Peters, R. DeV., 126, 389, 393, 394, 397

Petersen, I., 34Peterson, N. A., 141, 146, 207,

221Petesch, P., 318Petrunka, K., 393, 394Pfeffer, J., 104, 219Pfefferbaum, B., 97Pfefferbaum, R. L., 97Phelps, J. M., 105, 106Philippot, P., 15, 17Phillips, D., 182, 186Phillips, R., 429Phoenix, A., 446Piat, M., 18Pickard, A., 410Pickett, H., 51, 52, 67, 167, 180,

181, 186, 187, 348, 350, 351

Pierce, G., 387Pierce, S. J., 91, 148, 149, 387Pilger, J., 185Piketty, T., 86Pilkington, E., 156Pilkington, G., 150Pillay, P., 432Pilquil Lizama, E., 241Pinnington., E., 334Pinto, R., 118Piran, N., 256, 265, 293Pistrang, N., 436Pitre, E., 266Piven, F. F., 192Poland, B., 166Pole, N., 430Pollack, H., 181Pollard, 183, 225Pomeroy, E., 438Ponce, A. N., 148Ponterotto, J. G., 259Portes, A., 149, 150Posavac, E. J., 291Poteat, V. P., 406Potok, M., 449Potvin, L. P., 384Powell, K. E.., 119Power, A., 229Prater, D. L., 100Preskill, H., 228, 291Pretty, G. M. H., 141, 142Price, K., 454Price, R. H., 122, 148Prilleltensky, 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., 86Prochaska, J., 214, 218, 237, 239,

241, 248, 251Pronyk, P., 361Prophet, N. T., 292Prothrow-Stith, D., 396Puar, J., 446Puddifoot, J. E., 142Puddy, R., 120, 125Putnam, R., 46, 52, 76, 78, 79,

120, 127, 138, 146, 238Pyne, J., 278, 280, 286, 300, 303,

407, 410, 411

QQuayle, A. F., 212, 451, 452Quelleng, H. K., 448Quinn, R., 214, 215, 218, 219Quiñones Rosado, R., 154, 235,

247

RRalls, R. S., 214, 215, 217, 219Rademacher, A., 51, 193, 335Ramaswamy, R., 186Ramsden, I., 352Rand-Hendriksen, K., 105, 106Ranjit, N., 181Rankine, J., 345Rao, H., 432Raphael, B., 347Raphael, D., 118, 320Raphael, S., 96Rappaport, 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., 347Ratcliffe, J., 397Raudenbush, S. W., 149, 285,

292, 293Raver, C., 379Ravesloot, C. R., 421, 422Ravitch, D., 187Raymond, C., 207, 221Reardon, R., 305, 306Reason, P., 219, 228, 283Reback, C. J., 406Redlich, F. C., 30Redman, N., 404Reed, S. J., 122Reich, J. A., 71Reich, S. M., 21, 32, 34, 36, 38,

63, 95, 104, 141, 200, 206, 239, 284,

Reinharz, S., 145, 175, 215Reise, S. P., 286Renn, K. A., 402, 404, 405Rennier, B., 425Reser, J., 21Resnick, I., 155Reyes Cruz, M., 164, 172, 265,

342, 453Rhew, I. C., 409, 430Rhodes, J. E., 122Rhodes, S. D., 426Richardson, C., 451Richardson, J., 277, 288, 298, 420Richardson, K., 277, 288, 298,

420Richter, K. P., 154Richter, L., 379Rickel, A., 36Ridgway, P., 17Riemer, 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, 215Riley, T., 96, 123, 181, 230Ringwalt, C. L., 123Rittel, H., 89Roberts, A., 98, 127Roberts, E., 418Roberts, M., 345Robertson, J., 212Robertson, N. R., 33, 166, 347Robertson, P., 352Robins, G., 143Robinson, E., 115, 379, 385Rochat, T., 34Roche, B., 298, 300Rodriguez, A., 31

Author Index 533

Rodgers, W. L., 98Rodney, P., 448Roffey, S., 46Rog, D., 282, 283, 284, 286Roger, M., 352Rogers, S., 175, 430, 436, 437,

439Rohrbach, L. A., 123Roitman, D. B., 123Román, N., 84Romero, A. J., 51Roper, W. L., 119Rosa, A., 200Rosario, M., 405Rose, H. A., 406Roseberry, W., 443Rosen, A., 52, 54, 153, 165, 184,

192, 212, 228, 433Rosenberg, K. E., 119Rosenberg, R., 320Rosenblum, G., 36Rosenhan, D., 30Ross, J. A., 282Ross, K., 286Ross, L. E., 404Rossi, P., 291Rossiter, A., 191, 192, 202, 215Rossiter, M. D., 393, 394Roussos, S. T., 122Rowe, M., 148Roy, A. L., 149Roysircar-Sodowsky, G., 235, 237Rubenstein, C., 50Rucklidge, J. J., 347Rudolf, S., 31Rudolph, K., 416Ruin, S., 416Runhaar, H., 49Runswick-Cole, K., 241Russell, S. T., 406Rutter, M., 72, 100, 121, 122, 379Ryan, N., 236, 237Ryan, W., 6, 11, 81, 190, 318Ryerson Espino, S. L., 101

SSaavedra, P., 78Sabin, K. M., 286Sachs, J. D., 106, 185Saegert, S., 78, 143, 146, 147,

149, 150Saewyc, E. M., 406Saez, E., 86Saforcada, E., 31, 33Saha, R., 20Said, E., 448

Salamon, L. M., 205, 206Salancik, G. R., 104, 219Salas, E., 215Saleebey, D., 245Salem, B. E., 406Salem, D. A., 195, 201, 207, 214,

221, 222, 227Salgado, F., 241Salzer, M., S., 144, 429, 437Sampson, E., 143, 149, 155Sams-Abiodun, P., 147Sanches, K., 97Sánchez, A., 84, 86 Sanchez Valdes, L., 169, 175, 202,

215Sanders, D. H., 32, 379Sanders, P., 421Sandler, I., 122Sandler, J., 125, 140, 237Santens, S., 320Santolaya, F., 62Santrock, J. W., 95Sarang, A., 187Sarason, B. R., 387Sarason, I. G., 387Sarason, S. B., 102, 103, 104,

140, 151, 168, 307Sarkar, 71Sasao, T., 34Saul, J. R., 106, 119, 120, 125,

183Savelyev, P. A., 118Sawyer, J. A., 120, 121Sayal, R., 22Scaccia, J., 186Schafft, K., 51, 193, 335Scharmer, O., 213Schaufeli, W. B., 215Scheer, J., 406Scheibler, J. E., 72, 73, 269, 292Scheim, A., 286, 404, 410Schensul, J. J., 230Schimmack, U., 167Schmidt, A., 431Schmitt, N., 123Schneider, J., 78, 79Schneider, M., 213, 401, 406Schneider, S., 183Schoenbach, V. J., 96Schoeni, R. F., 181Schreiner, M., 320Schrimshaw, E. W., 405Schugurensky, D., 334Schultz, C., 343Schultz, J. A., 154Schwalbe, M., 54

Schwartz, D., 144Schwartz, S. H., 45Schweizer-Ries, P., 22Schueller, S. M., 127Scott, B. A., 19Scott, V. C., 186Scribner, R., 62Seager, R., 20Seckinger, M., 31Seedat, M., 143, 183, 200Seekins, T., 425Sehl, M., 175Seidman, E., 89, 91, 93, 120, 128,

129, 148, 151, 168, 181, Selby, R. A., 346Selket, K., 349Seligman, M., 423, 424Semega, J. L., 419Sen, A., 46, 49, 54, 167, 334Senge, P., 213Serano, J., 404Serrano-Garcia, I., 70, 71, 92,

138, 288, 439Sessay, M., 432Sethi, N., 34Seybolt, D., 124Shadish, W. R., 269, 283, 284,

285Shah, M. K., 318Shakespeare, T., 145Shand, R., 118Shaoul, J., 188Sharma, N., 449Shtasel, D., 406Shatzer, R. H., 100Shen, C., 152Sheth, J., 214Shields, S. A., 315Shiell, A., 123, 181, 230Shilo, G., 409, 410Shinn, 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., 410Shoptaw, S., 406Shoop, G. H., 212Shor, I., 67Short, D., 51Shragge, E., 229, 436Shulman, H., 333, 342Shulman, L., 236, 241Siddiquee, 62, 91, 94, 129, 138,

161Silberg, J., 379

534 Author Index

Simanainen, M., 320Simek-Morgan, L., 342Simons-Rudolph, A., 123Simonsen, N., 52Simplican, C. S., 420Simpson, J. L., 422Sinclair, J. M., 175Sinclair, K. O., 406Singh, A. K., 452, 455Sisodia, R., 214, 215Sköldberg, K., 265Sloan, T., 164, 314, 322, 323,

324, 326, 327Smail, D., 128Smale, A., 8Smedley, B. D., 180, 184Smit, B., 282Smith, A., 142, 445Smith, B., 330Smith, C., 341Smith, E., 120, 125Smith, J. F., 154, 426Smith, K. H., 269, Smith, L. T., 345, 346, 349, 351Smith, M., 343Smith Major, V., 214, 215, 217,

219Smock, K., 78, 183, 209, 220Snell-Johns, J., 334Snow, D. A., 128Sodolka, J., 411Sofaer, S., 281Solórzano, D. G., 288Solty, I., 331Somers, M., 213Song, J., 418Sonn, C. C., 9, 10, 11, 138, 141,

142, 148, 164, 172, 212, 229, 265, 322, 342, 451, 452, 453

Sorensen, J. L., 430Sosa Pascual, O., 84Sou, G., 305Soudien, C., 370South, J., 150Speer, 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, 237Speight, S. L., 247, 250Speth, J. G., 19, 20Spielberger, C. D., 36Spikes, P., 403Sribney, C., 237St. John., A., 406, 408

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

279, 426Suchowierska, M., 373Sue, D., 351Sue, D. W., 351Suler, J., 175Surrey, J., 144Suryakusuma, J. L., 365Sussewell, D. R., 104Sutter, M., 416Swan, P., 347Swartz, L., 369Swartz, T. T., 68Swift, A., 46, 250Swift, C., 207Swim, J., 21

Sy, A., 153Sylaska, K. M., 404Sylvestre, J., 423Syme, S. L., 180, 184, 396Szakos, J., 48Szakos, K., 48Szasz, T. S., 30Szilagyi, P., 379Szreter, S., 146

TTabaac, A. R., 416Talwar, G., 72, 73Tamasese, K., 351Tannenbaum, S. I., 215Taras, R., 449Tarrow, S., 192, 193, 194, 201Taylor, C., 51Taylor, P. J., 190Taylor, R., 271, 279Taylor, V., 194, 195, Taylor-Gooby, P., 106Te Awekotuku, N., 344Tebes, J. K., 48, 54, 253, 254,

257, 258, 262, 265, 266, 267, 268, 269, 270, 271, 272, 289, 291, 294, 452

Teixeira, P., 34Tellett-Royce, N., 120Temm, P. B., 348Tennant, C., 433Teo, T., 264Teproff, C., 156Terenzio, M., 359Terry, R., 429, 437Tesdahl, E. A., 224, 229Thai, N., 48Thomas-Breitfield, S., 201Thomas, D. R., 166, 167Thomas, E., 52Thomas, L., 430, 433Thompson, J., 143, 146, 149,

150, 326Thorne, J., 123Tjepkema, M., 406Todd, D. M., 93, 95, 96Todd, N. R., 291, 292, 293Tolan, P. E., 268, 294Tompsett, C. J., 15, 17Toohey, S. M., 99Toporek, R., 235, 237Toro, P. A., 15, 16, 17Torre, C., 187, Townley, G., 143, 145, 186, 292,

423, 429, 430, 437Towson, S., 393

Author Index 535

Trainor, J., 434, 436, 438Trauernicht, M., 292Travers, R., 278, 280, 286, 296,

300, 303, 314, 404, 405, 406, 407, 408, 410, 411

Tribe, K., 433Trickett, E. J., 47, 71, 89, 93, 95,

96, 98, 101, 102, 104, 144, 230, 430

Trimble, J. E., 230Trochim, W. M., 91Trout, L., 235Tsemberis, S., 17, 18, 187, 285,

393, 436Tseng, V., 98, 127, 151Tuck, E., 451Tufekci, Z., 195Tullman, S., 431Turner, C., 104, 364Turner, L., 309Turner, R. J., 302Turner, S., 223Tyler, F., 50, 104Tzanakis, M., 423

UUnderwood, A., 449Underwood, L. G., 142, 238Unger, D. G., 385Uscher-Pines, L., 97

V Valdenegro, D., 78Valdes, L., 169, 175, 202, 215,

444Valenti, M., 406Van Andel, A. K., 393Van Bunderen, L., 298Van der Gaag, N., 363, 374van der Meulen, E., 407Van Egeren, L., 91, 122, 148,

149Van Genugten, W., 334van Niekerk, T., 342Van Ryn, M., 122Van Voorhees, C. W., 22, 54, 95VandenBos, G. R., 187Varda, D. M., 223Varas-Díaz, N., 32, 439Vasey, A., 291VeneKlasen, L., 64Venkatesh, S., 226Vennam, U., 391Vera, E., 47, 247, 250Veracini, L., 449Verba, S., 149

Vidal, A, 226Vides de Andrade, A. R., 286Vincent, T. A., 96, 101Vincus, A., 123Vinokur, A. D., 122Viola, J., 216Viruell-Fuentes, E. A., 12Voight, A. M., 335Von Bertalanffy, L., 90Voorhees, C. W., 19, 22, 54, 95

WWacquant, L., 147Waitoki, W. W., 347, 462Walcott, R., 444Waldm, L. D., 31Waldmiller, J. M., 410Wales, J., 390Walker, C., 129, 143Walker, I., 341, 343Walker, L., 346Walker, J., 236, 237Walker, R., 342 ,345, 346, 347,

348Wallerstein, I., 443Wallerstein, N. B., 154, 222, 236,

237, 253, 272, 288, 301, 302

Wallis, L., 343Walsh, R. T., 391, 411Walsh-Bowers, R., 191, 192, 202,

215Wandel, J., 279, 282, 299, 304Wandersman, A., 32, 36, 52, 90,

119, 120, 124, 125, 138, 148, 186, 219, 229, 290, 331, 334

Wang, M. T., 100Ward, M., 277, 288, 298, 420Warren, M. R., 143, 146, 149,

150Wasco, S. M., 288Wasserman, S., 151, 152, 292Waters, R., 144Watkins, M., 333, 342, 351Watson, E. R., 91, 92, 169, 183,

222, 293Watts, C. H., 361Watts, R., 93, 95, 96, 104, 143,

144, 145, 156, 335Watzlawick, P., 114, 128, 129,

161Waugh, J., 406Weakland, J., 128, 129, 161Weaver, L., 223Webber, M., 89

Weber, E., 21Weber, M., 61, 84Weber, O., 176Wehmeyer, M. L., 346, 423Wei, W. W. S., 293Weick, K. L., 133, 214, 215, 218,

219Weiland, C., 186, 396Weinberg, D., 52, 54Weinberg, R., 188Weiner, E., 46, 47, 51Weinstein, R., 187Weintraub, S., 236, 237Weisbrot, M., 188Weiss, C. H., 289Weissberg, R. P., 70Weisstein, N., 358Weitz, D., 434, 435Welfel, E. R., 242Wellman, B., 141Welsh, E., 72, 73Wepa, D., 352Wernick, L., 405West, E., 208Westhues, A., 250Wexler, L., 235Wheatley, M. J., 90Whitaker, R., 194White, A., 454White, B., 352White, G. W., 422, 426, 439White, I. R., 396White, L., 235White, M., 239Whitelaw, S., 239Whittier, N. E., 194, 195Wideman, M., 404Wiesenfeld, E., 138, 143, 193,

200Wihongi, D., 345Wild, L., 390Wilkes, R., 353Wilkinson, D., 141Wilkinson, R. G., 52, 67, 126,

167, 180, 181, 184, 186, 187, 396

William, L. D., 236Williams, D., 141Williams, M., 97Williams, N. C., 144, 145Williams, W., 319Williams-McCoy, J., 104Willis, G. B., 286Willmott, H., 219Wilson, A., 305

536 Author Index

Wilson, C., 195, 263, 271, 296, 452, 455

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

Woolcock, M., 146, 423Worline, M., 215Worthington, C., 296Worton, S. K., 185, 304, 305, 306Wright, A., 406Wright, B., 20Wright, C., 449Wright, E. O., 334Wright, M., 341, 343Wright, R., 447Wyche, K. F., 97Wynter, S., 443, 447

XXiong, L., 141

YYang, H., 91, 169, 293Yang, K., 451Yasuda, T., 34Yates, B. T., 291Yavitz, 118Yee, N., 141Yilmaz, R., 141Ying, Y. W., 430YLEC Collaborative, 21, 22Ylikännö, M., 320York, P., 97, 213

Yoshikawa, H., 149, 186, 395, 396, 406

Yoshino, K., 51Yosso, T. J., 288Young, E. L., 100Young, K. R., 100Yu, S., 298

ZZakocs, R. C., 222Zald, M. N., 176, 195Zander, S., 118Zaslow, M. J., 186, 396Zhang, D., 418Zhang, S., 406Zhang, Y. J., 78, 141Ziegenfuss, J. T., 212Zimmerman, B., 90, 91Zimmerman, L., 409Zimmerman, M. A., 51, 69, 70,

71, 146, 151, 207, 221, 223, 280, 380

Zinman, J., 320Zipple, A. M., 17Zippay, A., 155Zong, L., 12Zubin, J., 430Zucman, G., 86

537

SUBJECT INDEX

2-spirit, 402

AAamjiwnaang First Nation

Reserve, 18ABC – I VALUE IT, 243–9ABLe Change Framework, 222Ableism, 416Aboriginal peoples, 51, 101, 343,

347, 352Accountability, 454Acculturative integration, 12–13Action, 47–9, 218–19Action research, 219Activism, 345–8Adaptation, 97, 123Adaptive capacity, 213Addams, Jane, 31Advisors, 437Advocate, 437Africa, 34Agents of change, 48Alcoholics Anonymous (AA), 241Ally, 12, 402, 410–1Alphabetization, 38Alternative settings, 174–5Ameliorative change, 128, 170Ameliorative interventions, 184American Psychological

Association (APA), 4Americans with Disabilities Act,

418Americans with Disabilities

for Accessible Public Transportation (ADAPT), 417–18

Apartheid, 200, 358, 370Asia, 34Asexual, 402Asset-based community capacity,

221Asset seeker, 245Assimilation, 11, 343Associations, 285–6Australia, 34, 37, 51, 200, 342–4,

346–8, 352, 360, 363, 418Australian Indigenous

Psychological Association (AIPA), 344

Australian Indigenous Psychology Education project (AIPEP), 344

Axiology, 259

BBasic Minimum Income, 320Being Sane in Insane Places, 30–1Bedroom tax, 424Behavior settings, 100–1Better Beginnings, Better Futures,

125, 186, 305, 393Betweenness, 152Bisexual, 402, 404Black Lives Matter, 403, 411Body weight and shape

preoccupation (BWSP), 255Bonding capital, 78–80, 146–7Braille, Louis, 416Bridging capital, 78–80, 146–7Brown vs. Board of Education,

187

CCanada, 11, 13, 18, 19, 30, 36,

38, 51, 54, 209, 444, 447, 448, 449, 451

Capabilities Approach, 420Capacity building,

Community, 221Organizational, 207, 212

Capitalism, 325, 327, 350CARE, 390, 394Causality, 284–5Center for Transformative

Change, 131Centre for Community Based

Research (CCBR), 307–9Centers for Independent Living

(CIL, 418, 422Change, theory of, 290Change maker, 228Child Support Grant (CSG), 397Children, 381, 391 see FamiliesChina, 106, 449–50Chinese Immigration Act,

449–50Chronosystem, 94–5Circular causality, 104

Cis male/female see CisgenderCisgender, 362, 402Cisnormativity, 402, 403–4Citizen participation, 148–9Civil disobedience, 198–9Civil rights, 33–4Civil society sector, 205–6Class society, 325, 371Coalition building, 221–3Coalitions, 183, 197, 221–3Cognitive CP, 98–9Cognitive interests, 269–70Cognitive liberation, 225Collaborative betterment, 223Collaborative empowerment,

223Collective action, 192Collaborative capacity, 222Collective efficacy, 148, 149Collective impact, 222–3Collectivist societies, 46, 47Colonization, 341, 342–52Combahee River Collective

Statement (CRCS), 446Communitarian, 46Community, 138–55, 332, 363–4,

386–7Building, 148, 220–1Capacity, 154–5, 220–1Cohesion, 146Control, 280Empowerment, 149, 220Health cades, 364–5Integration, 437Intervention, 220–9Leaders, 437Limitations of, 142–3Lodges, 32Mental health, 30–2, 34Organizing, 209, 224–6Participation, 125, 364–5Power structures, 82Science, 56–7What is, 138–40

Community Action Program for Children (CAPC), 394

Community Arts Network Western Australia (CAN WA), 452

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, 171–2Working as, 164–7Working in communities,

227–8, 229Working in decolonization,

350–2Working in government, 184–92Working in non-government

organizations, 192–202Working in organizations,

214–18, 229Working in small group and

individual interventions, 242–9

Working in social movements, 192–202

Community psychology, 4–22And diversity, 38And gender, 37–8And language, 38–9Values and principles, 51What is, 4–7

Community Toolbox, The, 281, 305, 306, 423

Compartmentalization, 388Complacency, 219Comprehensive community

initiatives (CCIs), 222Conflict, 226Connected-disruption, 217Conscientization, 33, 164, 335,

342Consciousness-raising, 193, 256,

308, 342Constructivist/Interpretative

paradigm, 262–4Consultant, 215Consumerism, 316, 326–7Consumers/survivor, 434–7

Containment, 386Contemplation, 218Content analysis, 287Context, 29, 47, 48–9, 278, 359Corporate globalization, 316,

328–30Corporatocrazy, 185Correlational analyses, 285Council for Reconciliation, The,

348Counterfactual analysis, 284Credibility, 294–5Critical community practice,

211–12Critical community psychology,

322Critical community psychology

intervention, 172Critical consciousness, 212Critical disability research, 288Critical friend, 213, 217, 333Critical paradigm, see

Transformative/emancipatory paradigm

Critical psychology, 371Critical race methodology, 288Critical Race Theory (CRT), 442,

443–6, 452–5And community psychology

research, 452–3And community psychology

practice, 453–4Criticisms, 450–1

Critical realism, 261Critical reflection, 212Critical social capital, 148, 150Critical theorizing, 212Critical theory, 264, 288Cultural capital, 146, 423Cultural renewal, 342Cultural safety, 351–2Culture, 11Cycling of resources, 96–7

DData collection methods, 272–3Data sources, 271Decolonization, 324, 342–52,

453Deconstruction, 264, 371, 375Deinstitutionalization, 96Democracy, 332Depowerment, 239, 368Descriptive analyses, 285Deviancy, 431–2Disabilities, 144, 416–26Disaster risk reduction, 365–6

Discourse analysis, 287Discrimination, 391, 403–5,

407–9Dislocation, 219Dissemination, 124Distribution, 284–5Distributive justice, 52, 54Diversity, 368–71, 452Dix, Dorothea, 433Doctrine of personal culpability,

382Domestic violence, 364

EEarly intervention, 239Ecological,

Model, 89, 93, 104Perspective, 359–61, 382–4,

438Principles, 95–8Systems theory, 93–8

Ecological metaphor,Implementation of, 101–3Importance of, 98–101Limitations of, 103–5Value base of, 101What is, 93–8

Effect amelioration, 319Emotional competencies, 214,

217–18Emotional intelligence, 238Empowerment, 51, 69–71, 72–4,

226, 368, 417–18, 431, 438England, 31, 37, 100, 433Environmental sustainability,

18–22, 35, 364–6Environmental degradation,

19–20Environmental justice, 22Epistemology, 258Equality, 356, 368–9Equity, 356, 368–9Erasure, 404, 447Ethics, 295, 300–1Ethnocentrism, see Cultural racismEurocentric, 342, 453Europe, 31, 34, 36, 37Evaluability assessment, 290Evaluation, 219Evaluator, 248Exosystem, 93Extent, 129–30External agent of change, 214,

216–17Extinction Rebellion, 199Extraorganizational

empowerment, 207–12

Subject Index 539

FFairweather Lodge, 32False consciousness, 326Families, 360, 379–98Family change, 360Fatalism, 319, 321Feasibility of the research, 295–6Feminism(s), 356–72Feminist research, 288Financial capital, 75Fidelity, 123First order change, 128–9Framing, 5, 8, 127–8

GGay-straight alliances (GSA), 406Gayaa Dhuwi Declaration, 344Gender, 356, 357, 362–3,

365–74Gender-based violence, 373–4Gender equality, 355–6Gender equity, 359–71Gender minority, 403Genocide, 343Geographic information systems

(GIS), 292Germany, 15Gestalt psychology, 101Ghana, 188GiveDirectly, 320Global climate change, 19, 279,

282Global community psychology,

331–6Globalization, 106–7, 185,

188–9, 325–6, 328–31, 331–2

Government, 182–3, 184–90Government social interventions,

186–91Grasstops, 223Great Britain, 15, 16, 38Grounded theory, 287, 295,

302–3Growth-curve modeling, 293Guide, 437

HHealth, 380, 384–5Health promoter, 186Health promotion, see Prevention

and promotionHeterarchy, 48Heternormativity, 402, 403–4Heterosexism, 404–5Homophily, 151Homophobia, 403

Homosexuality, 402Housing, 34–5, 421–2Housing First, 17, 18, 187, 363High/Scope Perry Preschool

Program, 118History, 346–8HIV/AIDS, 96, 97Holism, 52, 101Homelessness, 13–18, 128–9,

153, 279, 282, 285, 362–3, 406, 424–5

Chronic, 14, 17Hong Kong, 34Hull House, 31Human capital, 75Human development, 185Human rights, 33–5, 350, 403,

407–9Human service organization, 106Hyde Park, 138–9

IIdentity, 402–3, 405, 445

Gender, 357Ideology, 105, 318, 326–7,

444Immigration/migration, 8–13, 35Immigrants/migrants, 9Imperialism, 323Implementer, 248Incidence, 114Inclusion, 143–5, 368–71, 391–2,

416, 420–2, 423, 452Community inclusion, 422–4Importance of, 145What is, 144–5

Inclusive host, 245Inclusive local development (ILD),

423Independent community living,

419, 420–2Independent living, 422–3Independent Living Centres (ILC),

176India, 34, Indian Act, 447Indicated prevention, 115, 116Indigenous peoples, 341–52,

445, 447Indigenous mental health

movement, 343–4Indigenous methods, 266Individualism, 46, 47, 382Indonesia, 364–5Industrialization, 323–4Infant Formula Action Coalition

(INFACT), 198

Institutional review board (IRB), 300–1

Integration, 11Interactive Systems Framework

for Dissemination and Implementation (ISF), 120, 124–5

Interdependence, 96, 100, 423Internal agent of change, 214,

216–17Internalized oppression, 81International Monetary Fund

(IMF), 106, 185, 188Interorganizational

empowerment, 207–8, 212Interpretative methods, 286Intersectionality, 368–71, 403,

419–20, 445–9, 452Intersex, 402Interventions, 167–75, 385

Aims of, 167–8Ameliorative vs. transformative,

168–9, 382, 406, 433–4At home, 172–3For children and families,

392–8In alternative settings, 174–5In human services, 173–4School-based, 406

Intervention with Microfinance for Aids and Gender Equity (IMAGE), 361

Intraorganizational empowerment, 207–8, 213

Islamophobia, 449Italy, 8, 36–7

JJapan, 34, 36Journals, 37June Journeys, 330

KKarma, 34Kaupapa Maori research theory,

351Kerala, 397–8Knowledge, 268–70, 270–1

Emancipatory/transformative knowledge, 287–9

Practical knowledge, 286–7Technical knowledge, 284–6

Knowledge economy, 68, 268–9

Knowledge maker, 228Knowledge mobilization, 18,

304–6

540 Subject Index

Integrated Knowledge Translation, 18

Kwa Wazee, 384

LLadder of citizen participation,

280Lake Chad, 20Lalonde Paper Policy, 31Latin America, 33, 36, 38Learning organization, 213LGBTQ, 133, 401–12

Coming out, 405Terminology, 402–3Violence against, 407–9Youth, 405–7

Levels of analysis, 11Liberalism, 46Liberation, 439Linking social capital, 146Listener, 247Lobbying, 198, 352Local exchange trading systems,

332Locational community, 138Logical positivism, 261, 284Love Canal Homeowners

Association, 35

MMacrosystem, 93–4, 105Mad movement, 434Maintenance, 219Manufacturing consent, 327Maori people, 33, 344–5, 346–7,

349–51Marginalization, 11, 19–20,

368–71Marienthal, 36Mattering, 74–6McKinney-Vento Homeless

Education Assistance Improvements Act, 119

Mediating structures, 140Medical Aid for Palestine (MAP),

380Medicine wheel, 101–2Melting pot, 12Memorandum of understanding,

281, 299Mental health, 119, 429–39Mental health promotion, 429Mental hospitals (asylums), 433Mental hygiene, 433Mental illness, 30–2Mentoring programs, 122,

Mesosystem, 93Methodological pluralism, 266–7Methodology, 259, 272Miami, 97Micro-aggressions, 371, 404–5Microsystem, 93Minority stress, 404Misogyny, 374Mixed-method case studies, 293Modernization, 323–5Multi-focused, community-driven

interventions, 379, 392–5Multicultural framework, 11Multiculturalism, 444, 451Multilevel modeling, 292Multiple psychological sense of

community (MPSOC), 143Mutual aid, 31, 175

NNarrative analysis, 287Needs and resources assessment,

47, 290 Neoliberalism, 94, 105–6, 329Nestlé, 198Network density, 153–4New assimilationists, 350Newcomers, 9, 13, 16New Zealand, 33, 344–5, 346–8,

349Non-binary, 402Non-government organization

(NGO), 192–202Development of, 193–9Dilemmas, 201–2Strengths and limitations,

199–201Non-Profit Institutions (NPIs),

205–6Normalization, 99–100North America, 449

OObjective needs, 167Objectivism, 259Objectivity, 49Oligarchization, 219Ontology, 258Oppression, 65, 66–8, 404,

438–9Organizational capacity, 205, 207Organizational change, 218–19Organizational interventions,

207–20Organizational leaders, 195Outcome evaluation, 291

Outlook study, 294Overpowerment, 68–9

PPacific Institute of Community

Organizations (PICO), 224Pākehā, 345Pansexual, 402Paradigm, 257–8Parent-Teacher Associations

(PTA), 150Participation, 5, 389, 423Participation paradox, 148Participatory action research

(PAR), 256, 272, 288, 293Participatory budgeting, 334Participatory democracy, 332–3Participatory paradigm, 267Participatory rural appraisal,

333–4Partnership maker, 227–8Peer researcher, 279, 298,

299–300Peer support, PERMA, 424People power, 192Person-centred approaches, 118Person-environment fit, 98Perspectival reality, 268Perspective, 145Phenomenological research, 287Piedmont Peace Project, 200Popular Education, 33Portugal, 97Positivist/post-positivist

paradigm, 259–62Positionality, 454Postcolonial/Indigenous Research

Paradigm, 265–6Poverty, 316–27, 379, 419

Origins of, 322–6Research and action on, 321

Poverty reduction, 319–21Power, 21, 75, 80–3, 131, 295,

298–9, 301–2, 318, 356, 366–8, 389–90, 438–9

What is, 61–6Power cube model, 65–6, 299 Powerlessness, 80–1, 388Power mapping, 225–6Pragmatism, 266–7Praxis, 33, 164, 171Pre-contemplation, 218Preparation, 218Prevention and promotion, 5,

361–2, 384–6

Subject Index 541

Approaches to, 119–20Effectiveness of, 123–4Implementation, 120–2Importance of, 118–19Limitations, 124–7Value-base of, 119What is, 114–19

Prevention-intervention research cycle, 119–20

Prevention science, 126Primary prevention, 115Privilege, 68–9, 164–5, 381Procedural justice, 54Pro-environmental behavior, 21Pro-social community, 50Profile analysis, 294Program developers, 185Program evaluation, 289–91

Collective impact, 291Cost-Benefit Analysis, 291Impact/outcome, 291Process/implementation, 290

Program evaluators, 185Program logic model, 290Promise Neighborhoods, 223Promoting Community

Conversations About Research to End Suicide, 235

Protective factors, 120–2Proximity, 152Prsasannanmedriyamanah, 34Psychosocial emergency, 235,

249

QQualitative research methods,

294Quality of Working Life (QWL),

214–15Quasi-experiment, 284 Québec, 325, 449Queer, 402Queer theory, 288Questioning, 402

RRace, 443Racialization, 16Racism, 341, 342, 348–9, 350,

444, 445, 448–50Anti-Black, 448Cultural racism, 341, 342,

348–9Institutional racism, 341,

348–9Personal racism, 341

Rainbow Health Ontario, 410

Random assignment, 284Reconciliation, 343, 345–6, 348Recovery, 429, 430–1Regression-based analyses,

285–6Reflection, 302Reflexivity, 164, 371, 453–4Refugee, 9Relational community, 138, 140Relativism, 263Representation, 145Research, 255–73

Analysis and interpretation, 302–4

Approach, 256, 272–3, 279Design, 265, 273, 277, 282–97Objective, 265, 273, 283, Paradigm, 257–68, 283Recruitment and data

collection, 300–2Questions, 257, 273, 283Team, 298–300

Resilience, 72–4, 96, 120, 236, 379–80, 409–10

Resilient Belmont Cragin Community Collaborative (RBCCC), 157–9

Resistance, 219Resource mobilization, 195–6Respondent-driven sampling

(RDS), 286Revolutionary Association of

Women of Afghanistan (RAWA), 372

Revolving door, 96Risk factors, 10, 120–2Role ambiguity, 215Roles for researchers, 280

SSafety nets, 325St. John’s Well Child and Family

Center, 210–11Same-sex marriage, 133Scenario thinking, 304School Transition Environment

Project (STEP), 249Scope, 129–30Selective prevention, 115, 116Second order change, 128–9Secondary prevention, 115Self-determination, 5, 51, 345–8,

351–2, 389–90, 429Self-help, 31, 32, 175, 176, 437Sense of community, 79, 140,

142–3, 146, 365Sense maker, 247

Separation, 11Serious mental health problems,

429–39Addressing, 434–7Community contexts for

responding to, 431–2Community psychology’s role

in, 437–9Definitions of, 429–31History of community

responses to, 433–4Service provider, 437Sexism, 356Sexual abuse, 356Sexual minority, 403, 409–10Skid Row, 425Small group and individual

interventions, 234–51Dilemmas, 250–1Importance of, 237–8Promoting well-being and

liberation, 239–42Strengths and limitations of,

249–50Values supporting, 237What are, 236–7

Smoking, 169, 175, 349Social and Emotional Wellbeing

(SEWB), 347Social capital, 12–13, 75–80,

145–50, 423Social change, 127–33, 171, 192,

361–2Social climate, 99Social cohesion, 141Social determinants of health, 52,

118, 122, 126–7Social exclusion, 16, 144, 395,

411, 434Social inclusion, 437Social injustice, 11Social interventionist, 171Social interventions, 17, 181–3

Importance of, 183–4Value base of, 183What are, 181–3

Social isolation, 386Social justice, 10, 33–4, 52, 54,

126, 348, 350, 390, 438Social Justice Project, 131Social model of disability,

416–17Social movement organization

(SMO), 176, 192–202, 335–6

Development of, 193–9Dilemmas, 201–2

542 Subject Index

Strengths and limitations, 199–201

Social networks, 151–4, 364–5Social network analysis (SNA),

151, 152, 282–3Social policy interventions, 395–8Social power, 5, 21, 152Social stress theory, 121–2Social support, 405–6, 408–9Social systems, 89Society for Community Research

and Action (SCRA), 4, 37, 196–7

Sojourner, 9South Africa, 34, 37–8, 370–1Stakeholders, 277Status quo, 37, 235Stigmatization, 404, 432Stratified random sampling, 286Strength-based approaches, 5,

245, 382–4, 438Stress-meeting resources, 121Structural adjustment, 329Structural change, 321Structure of Scientific

Revolutions, The, 257Students Against Sweatshops

(SAS), 334Students United for Immigrant

Rights (SUFRIR), 225Subjective needs, 167Subjectivity, 371Succession, 98Sure Start, 395Surveys, 293–4Sustainable Development Goals,

183–4Sustainability, 20–1Swampscott conference, 36, 37Sweden, 126Synergy, 50, 52System justification theory, 317Systematic process, 271Systemic entanglements, 191System clover leaf, 91–2Systems, 89, 90–1, 93, 360–1Systems dynamic modeling,

293Systems theory, 89–90, 92–3Systems thinking, 89, 90–3

TT-Team, 213–14Theoretical framework, 282Third World poverty, 323Time-series analysis, 293

tino rangatiratanga, 344, 345, see Self-determination

Tokenism, 219Toronto Pride Parade, 403, 411Torres Strait Islander peoples,

343, 347, 352Trans Murder Monitoring (TMM),

408Trans PULSE Project, 411Transconceptual 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, 187Transformative psychopolitical

validity, 131Transgender, 357, 402, 403,

408–9Transphobia, 403, 411Treaty of Waitangi, 344–5Trend setter, 248–9True experiment, 284

UUganda, 8UN Declaration of Rights of

Indigenous Peoples, 346Underdevelopment, 324Understaffing theory, 100–1Undocumented/unauthorized

immigrant, 9, 10Unemployment, 122, 419Unholy trinity, 96Unique solution finder, 247United Farm Workers, 196United Kingdom, 118, 190, 199,

363, 394–5, 416, 418, 424United Nations, 183–4, 335, 356,

407, 448United 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, 421–2Utilization of research knowledge,

294

VValue-based partnerships, 125, 197Values, 5, 45–9, 50–4, 383–4Victim-blaming, 81, 382Vietnam War, 30Violence against women, 366,

373–5Vision, 45–9, 50Visionary, 245Visitability, 421

WWar on drugs, 95, 96Welfare systems, 15, 325Wellbeing, 29, 50, 52–4, 80,

167–8, 385–8, 437Capabilities, 54Collective, 50, 52, 53, 237–8,

385Entitlements, 54Family, 379, 385–6, 387–8Personal, 50, 51, 237–8, 385Relational, 50, 51, 237–8,

385–6, 387Western society, 341, 342, 350White privilege, 444–5White supremacist logic, 446–7Wicked problem, 89–90Women’s Microfinance Initiative,

320Workforce Innovations

Opportunity Act, 422World Bank, 106, 185World Trade Organization (WTO),

325

XXenophobia, 448–50

YYouth Homeless Initiative (YHI),

153–4

ZZero-plus power, 69Zero-sum power, 69

Documents

Contents...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