UNDERSTANDING ORGANIZATIONS

HOD PSY 2470

Fall 2003

T-R 9:35 – 10:50 am

Payne 105

This outline may be read online at

http://www.education.miami.edu/facultysites/isaacp/2470.htm

Instructor: Isaac Prilleltensky, Ph.D.

Professor of Human and Organizational Development

Mayborn 102b

Office: 343-4144

Office hours: T-R 11 - 12

E-mail: isaac.prilleltensky@vanderbilt.edu

Webpage: http://www.education.miami.edu/facultysites/isaacp/

Teaching Assistants: Scot Evans, M.Ed.

Office: 293-6971

http://people.vanderbilt.edu/~scotney.d.evans

E-mail: scotney.d.evans@vanderbilt.edu

Carrie Hanlin

Email: hanlingirl@yahoo.com

Required reading

Nelson, G., & Prilleltensky, I. (in preparation). Community psychology: In pursuit of liberation and well-being. London: Palgrave Macmillan.

A pre-publication draft may be purchased at the copy center. The book is also available at http://www.education.miami.edu/facultysites/isaacp/teaching.html

Course Description

Community psychology is concerned with the promotion of wellness at the personal, interpersonal, organizational, and community levels. This field of research and action seeks the promotion of wellness at the intersection of all these levels and domains. Whereas other courses in psychology and human and organizational development concentrate on the first three domains, this class will concentrate on the community level and on the interaction among all four spheres of development. We will learn, for example, how factors at the community level affect organizational dynamics, which, in turn, affect interpersonal and personal well-being. As such, this will be an integrative course.

We will explore how individuals, groups, organizations and communities interact to create possibilities for wellness or oppression, development or suffering, health or illness. Individual people, groups, organizations and communities are both the recipients and the sources of health and wellness at the same time. You can think of yourself as the beneficiary of community opportunities (health, education, safety, employment, clear environment, etc.) and also as an agent of opportunities for others (you can work as a teacher or surgeon, community developer or government planner, or you can volunteer at the local food bank). We are all sources for our own personal and collective wellness, and we are all recipients of the wellness generated by other people, groups, and communities. In this course we will learn how we can enhance our personal wellness and the wellness of the community at large.

Objectives

This course is designed to help you

· Understand how people’s wellness is affected by the relationships they have, the organizations where they work, and the communities where they live

· See connections among various levels of analysis affecting wellness

· Realize the potential you have to affect other people’s wellness

· Appreciate the role of power in promoting wellness, oppression, or empowerment.

· Analyze a social issue of importance to you and recommend viable solutions

· Integrate literature with practical and personal experience

Requirements for the Course

Component	Percentage of grade
Mid-Term Exam	20
Final Exam	20
Class presentation and discussion of assigned reading	7.5
Class presentation of field experience project in small groups	7.5
Class participation	7.5
Attendance	7.5
Field Experience and integrative paper	30
Total	100

Attendance & Participation

Attendance and participation are absolutely the top requirements for this course. Students are expected to attend all classes and to be on time. Two late arrivals will equal one absence. Participation in class will be assessed based on your active involvement in class and group discussions. Guidelines for improving your participation grade may be found in attachments A at the end of the syllabus.

Reading

To enhance your learning and participation in class you are expected to read the assigned material ahead of each class. Please think of questions related to the chapters, as this will give us an opportunity to clarify difficult points.

Tests

You will have two tests in this course. Each test will consist of multiple choice questions, short answer questions and integrative essay questions. As you read the various chapters in the book prepare some questions that may be used in a test. This exercise is very useful in anticipating the types of questions we may ask you in a test. Think of multiple choice questions and essay type questions. The more you train yourself to prepare questions for a test the better you will do. Guidelines for improving your test grades may be found in attachment B at the end of the syllabus.

Field Project

This is an opportunity for you to work alone or with classmates on a project in which you study a community issue here in town. You will identify a community organization and request permission to observe some of their operations and to interview some of their staff, managers, and service recipients. You will interview some people working and/or receiving services from a community or health organization. You will develop a paper based on your findings and use the course text and outside sources to support your conclusions. Guidelines for the field project and the paper may be found in attachment C at the end of the syllabus.

Paper

The main objective of the paper is to understand how factors at the personal, interpersonal, organizational, and community levels interact to promote or inhibit the wellness of individuals, groups and/or communities. During the field project you will explore how people perceive a particular social issue (alcoholism, crime, illness, corruption, abuse of power). As part of the literature review you will explore what research has to say about the same issue. In your paper you will integrate the knowledge gained from the field project and from the literature. You will be expected to map how the different levels of analysis interact to create wellness or problems in living. Guidelines for the paper may be found in attachment D.

Presentations

There will be two presentations. One presentation will be for the entire class on an assigned reading. The second one will be done in a small group and will be based on your field project. For guidelines on these presentations see attachments E and F, respectively.

Grade Scale (rounded off)

97-100 A+

93-96 A

90-92 A-

87-89 B+

83-86 B

80-82 B-

77-79 C+

73-76 C

70-72 C-

67-69 D+

63-66 D

60-62 D-

<=59 F

Honor Code

The Vanderbilt Honor Code governs all work in this course and implies that what is presented to the instructor, as the students' own work is in fact in their own words. It is imperative that students are careful not to "borrow" phrases or sentences from source material. This is plagiarism and will result in a zero for that assignment. However, student cooperation in developing paper topics, proofreading, and group projects is encouraged.

Students with Disabilities

If you have a learning or physical disability, or if you learn best by utilizing a particular method, please bring me an official letter from the Opportunity Development Center (2-4705) explaining your specific needs so that I can make appropriate arrangements. I can only do this successfully if you discuss your needs with me in advance of the assignments. I will maintain the confidentiality of your learning need.

ATTACHMENT A:

GUIDELINES FOR CLASS PARTICIPATION AND ATTENDANCE

Attendance (7.5%)

Students will obtain 7.5% for perfect attendance without late arrivals. You may be excused from two classes (with proper documentation or adequate reason) without penalty. Each additional class missed will result in a .25 (quarter of a percent) deduction from your final grade. Each late arrival (defined as entering class after instruction commenced) will result in a .20 (fifth or a percent) deduction from your final grade.

Participation (7.5%)

Each student will obtain 7.5% of the final grade by participating actively in class. This grade will be divided into two portions: 4% for contributing to class discussions and 3.5% for submitting short pieces of work done during class time.

At the end of each month (September, October, November and December) students will receive a grade for their contributions to class (total 4%).

0 (no meaningful participation)

.5 (moderate level of participation), or

1 (excellent participation)

During class time we will do a series of individual and small group exercises for a total of 3.5%. We will complete three of these during class periods. Two will be marked out of 1% each and one will be marked out of 1.5%.

In order to obtain the full 7.5% students can contribute to class in a variety of forms:

· Ask questions related to the material

· Answer questions presented by the instructor

· Contribute to small group discussions

· Take leadership roles in small group activities

· Initiate discussion

· Provide useful feedback to other students making presentations

· Demonstrating supportive attitude toward other students making presentations

· Introduce ideas germane to the topics but not covered in the reading materials

· Connecting course material to current affairs

· Submitting the short assignments done during class time

ATTACHMENT B:

GUIDELINES FOR READING AND PREPARING FOR TESTS

The following guidelines may help you in planning your readings and summarizing them for tests:

· Before you read a chapter, browse through it to familiarize yourself with the key topics

· As you read, make sure you highlight or summarize key points

· Never read without writing key points on the margins or a separate page

· As a general rule, try to summarize in 3 or 4 bullet points the contents of a page

· Use mnemonics and metaphors to remember key constructs.

· After you read a chapter, prepare 5 to 8 questions for a test. If you were the instructor and had to give a test, what questions would you ask of the students about this chapter?

· Prepare both open ended and multiple choice type of questions

· When you prepare for a test, make sure you review handouts given by the instructors and by fellow students during presentations as well

· The tests will consist of knowledge, application, and integration sections. Knowledge sections will test your understanding of key concepts while application sections will test your ability to use them in concrete case examples. Integration questions will ask you to compare different concepts and make evaluative judgments about their relative merit in different situations

· To obtain maximum points in integration and application questions make sure you draw on a variety of concepts and interventions and make comments about what approaches suit what situations the best.
ATTACHMENT C: GUIDELINES FOR FIELD PROJECT

Field Project

You can do this project individually or in groups of 2 or 3 students. The guidelines below apply to each student. I expect each student to complete 10 visits and interview 6 or 7 people each. Although it is not compulsory, I would encourage you to volunteer at the setting where you choose to do your project. By volunteering you will give to the organization as much as you will get. You can do the interviews in pairs, but the number of interviews should double or triple depending on the number of students participating in the group. The aim of the field project is to learn first hand about a community issue affecting the well-being of people here in Nashville. Examples of issues include mental health problems, discrimination, violence against women, youth suicide, elder abuse, child abuse, workplace or school bullying, corporate corruption, abuse of power, homelessness, immigration, literacy, substance abuse, or others.

The project will entail the following components:

1. Select a health, welfare, not for profit, government, community, or advocacy organization in town. This can be any organization dealing with a community issue such as public health, mental health, housing, discrimination, unemployment, poverty, immigration, literacy, law enforcement, education, or any other institution or community group trying to promote community wellness and/or prevent suffering. I encourage you to think of government offices and services as opportunities for learning and volunteering.

2. You will need to visit the organization about 10 times. Your visits will consist of the following:

· Visit 1 -- Initial contact. Establish contact with the organization and ask permission to visit them a few times and interview 6 or 7 people within the organization. Compose a letter of introduction explaining the nature of your project. In the letter you will explain that you are taking a community psychology class in which you are expected to research in depth a social issue affecting the wellness of the population.

· During this visit you will introduce yourself and submit the letter to your contact person. In addition you will obtain archival information about the organization containing organizational structure, aims and objectives, mission statement, etc. Try to obtain whatever public documents the organization may have available for the public. Read the materials before your next visit to the organization.

· Visit 2 – Organizational observation. Spend about 2 hours within the organization observing what people do. This can be attending a staff meeting, observing how workers serve clients, how managers operate, or how nurses deal with patients. The main objective of this visit is for you to get a feel for what people do in the organization. If you are volunteering at a community center, spend some time there watching community activities. If you volunteer at a church, spend time in various activities. Your objective here is to witness and document what happens in the organization as if you were a fly on the wall.

· Visit 3: Interview director, manager, or person in charge: During this visit you will interview a manager or a person in a position of authority within the organization. During this interview you will need to find answers to the following questions:

i. Organization: What is the main aim of the organization? What do they do, what is the mission statement, how they came about, etc.

ii. Agency structure: What is the organizational structure of the agency? Hierarchy, number of employees, units within the agency, etc.

iii. Wellness: What are, according to managers or workers, the main sources of wellness for the people they serve? What are the personal, interpersonal, and community sources of wellness for the people they serve?

iv. Suffering: What are the main sources of ill health, disadvantage, suffering or oppression for the people they serve? What personal, interpersonal, institutional, and community factors influence negatively the people served by the organization?

v. Power: What is the role of power/lack of power in the life of people served by the organization? Do people feel empowered or disempowered? Do people feel dominated or oppressed by others? Do the clients oppressor or control others to the point of inflicting suffering?

vi. Opportunities: What is the role of opportunities/lack of opportunities in people’s lives? What opportunities or lack thereof have been present or absent in peoples’ lives?

vii. Control: What is the role of control/lack of control in people’s lives? Have people been responsible in creating or missing opportunities in their lives? Have circumstances been beyond their control?

viii. Community changes: What changes need to take place at the community level to improve the well-being of people served by the agency? What are some social changes required to improve wellness? What does the organization do to move in that direction?

ix. Interpersonal changes: What changes need to take place in people’s relationships to improve their well-being? What does the organization do, if anything, to improve people’s relationships?

x. Personal changes: What personal changes people need to make to improve their own wellness? How does the organization approach personal change of clients? What changes are seemed essential? How do people change habits or behavior?

· Visits 4 and 5: Interview two or three workers using the same questions presented above to the managers. You can interview the two workers together or separately; it is your choice. Whenever it says manager replace with worker and vice versa, depending on the person you are interviewing.

· Visits 6 and 7: Interview two or three people served by the organization using the questions presented in visit 3, but changing the phrasing to pertain to people’s lives. Instead of asking about the people served by the organization you will be asking people about their own lives. Rephrase the questions in advance to make sure you ask them appropriately.

· Visits 8-9: Volunteer. If at all possible, I encourage you to volunteer at the organization. Depending on the type of agency, you may be able to work with children, the elderly, the poor, immigrants, or whatever the population might be. I encourage you to do work related to the main mission of the agency and not just clerical work like answering phones or filing documents. It would be important for you to work closely with the people helped by the organization.

· Visit 10: Submit paper to agency. During this visit you will submit to managers and/or workers a 2-page summary of your paper containing some lessons and recommendations. You will find below clear instructions for the writing of the paper and related recommendations.

3. You will reassure the agency that the findings of the interviews and observations will remain confidential and will be used only for the purpose of learning. Only the professor and other students will hear about the issues raised in the project. The material will only be used for class presentation and for the assignment.

4. As guests in the working environment, students will behave in a professional manner and will do their best not to interfere with the operations of the organization. Interviews should be kept to approximately 30 minutes to minimize disruption. Upon completion of the project, students will give something back to the organization by submitting a summary of their paper with recommendations and/or volunteering a few hours of their time.

5. Part of your learning experience is to formulate the questions presented in point 2 above into interview questions with probes that are easy to understand.

6. Please note that the requirements listed above are the minimal expectations. If you have the opportunity to interview more people and to spend more time in the organization by volunteering, your knowledge of the place will increase and so will, in all likelihood, the quality of your paper. The more information you obtain about the organization, the better your paper will be.

ATTACHMENT D

GUIDELINES FOR PAPER (30% of grade)

You will write a paper integrating your field experience with the literature on a particular topic. The aim of the paper is to show webs of wellness among factors at the personal, interpersonal, organizational, and community levels. The idea of a web is that wellness at the different levels are interdependent and interconnected. In the paper you will explore first how wellness is influenced by factors at different levels and then you will connect all the factors to create a picture of how personal wellness is related to interpersonal, organizational, and collective wellness. As you will see in the description of each section, I expect you to connect the various parts to the relevant literature. In total, I expect that you will consult about 8 sources outside of the textbook used in class.

The references need to be academic publications, not magazine articles or webpages. Find articles in journals or books dealing with community psychology where the topics are covered. There is a list of community psychology journals at the end of the syllabus and many community psychology books are available in our library. You can see references to previous community psychology books in the textbook. You can also consult specialist books dealing with your topic at hand: substance abuse, bullying, empowerment, child abuse, etc.

The paper will consist of the following sections: (Total length approximately 18-20 pages, excluding appendices)

I. Description of issue: Here you will describe in about a page the topic you explored (child abuse, violence against women, head start, discrimination, unemployment, corporate abuse, government corruption, substance abuse). I recommend that you describe the issue and that you link it to statistics in the literature about extent of problem, prevalence, etc. Put the problem in regional, national, and international context. Suggested length: 1 page – 1/30 points.

II. Overview of the organization: Aims, mission statement, brief history, and organizational structure of the agency where you did your field experience. Give the reader an idea of what the agency is all about. Suggested length 1 page – 1/30

III. Sources of wellness and suffering: Based on the information you obtained during the interviews (see questions 3 and 4 of interview guide) and the relevant literature you will write a section on factors influencing well-being and suffering. If you wish, you can organize this section into levels of analysis: personal, interpersonal, organizational, and collective. At each level, you can describe the factors impacting on wellness and suffering based on the interviews and the literature. 4 pages – 4/30

IV. Power and control: Based on the interviews and the literature, describe the influence of power and control (or lack thereof) in the development of wellness or suffering. See questions 5 and 7 of interview guide. Once again, if you wish you may discuss power and control issues at the different levels of analysis. 2 pages – 2/30

V. Opportunities: Based on question 6 of the interview guide and the pertinent literature, describe the role of opportunities in the development of wellness or suffering for the people affected by the issue at hand. 2 pages—2/30

VI. Interventions for improving the situation: Based on questions 8, 9, and 10 of the interview guide, and the literature, describe suggestions for improving the situation. 3 pages. 2/30

VII. Integration -- Webs of wellness: So far you have been reporting on what other people have told you and what other people have written about in the literature. In this section you will integrate what you have learned with your own views and opinions about how to create “webs of wellness.” A web of wellness is the network of factors that influence the well being of individuals, groups, and societies. Each component (person, group, organization, community) is related to the other components. Your task in this section is to show how the different parts of wellness relate to each other and how power, control, and opportunity interact to promote or inhibit wellbeing for the people affected by the problem you explored. This is the part where you integrate all the previous sections of the paper. If you keep in mind the metaphor of webs of wellness, you will understand that personal wellness cannot be promoted in the absence of relational or collective wellness, and vice versa. With that idea in mind, show how all the parts of the puzzle relate to each other and what changes can be made in various parts of the web to improve wellbeing of the people concerned. Remember that in a web it’s all about connections. In the previous parts of the paper you talked about factors separately, now it’s your turn to show the links and connections among all the pieces.

For example, if you’re exploring the topic of child abuse, you will show how social norms of violence penetrate the family and how parents feel that it is ok to physically punish children. If you are exploring substance abuse, you will not only talk about the personal problems that lead people to substance abuse but you will also discuss the prevalence of smoking advertising, prescription medicines, alcohol, and the glamorization of drinking. You can think of these as examples showing the links among various components of wellness. A change in one component may, for good or bad, create a positive or negative chain effect. Feel free to use diagrams to show the connections and linkages among the various domains of wellness. 5 pages – 6/30

VIII. Limitations and conclusions: Remember that the amount of information you will obtain about the organization may be limited. Therefore, your conclusions will have limitations. If you had more time, your analysis would be more comprehensive. State limitations and draw conclusions from your study. 2 pages – 1/30

IX. Appendix A -- Logbook: Please include a logbook with the times, activities, and observations of each of your visits to the organization. For each visit, record (a) date, time, duration of visit; (b) activity undertaken such as interview, observation, review materials, etc, (c) about 5 to 15 lines of personal observations regarding the visit. The latter may include your impressions of how people feel in the place, what is the organizational climate, how are people treated, etc. .5/30

X. Appendix B – Interview guide: Insert here the exact wording of the questions and probes used during the interviews. Remember that you need to change the wording of the interview described for visit 3. When you interview people affected by the problem you need to rework the interview guide. In this section you need to include the wording for all interviews done. .5/30

XI. Appendix C – Organizational Observation: Develop a brief observational tool for your organizational observation. Decide ahead of time what type of things you will be looking for in the organization. Will you be looking at how people interact with each other? Will you look at what people do? How people feel when they are in the agency? How do they express their feelings? Following description of the tool write about a page summarizing your observations. 1/30

XII. Appendix D – Copy of summary of recommendations submitted to the organization. Remember to be modest and humble in your recommendations. After all, this is not a comprehensive consultation process. Consider giving the organization something they can use, like a diagram of your web of wellness. 1/30

Paper grading criteria

Sources for the paper: As noted above, I expect students to use 8 academic references and integrate in the body of the paper. It is not enough to cite them at the end of the paper but not to reference them in the actual text. Demonstration of extensive reading and library research will increase your chances of obtaining a better grade. Please follow the APA Manual 5^th edition for citation and format. 3/30

Format and Length: Please use APA Manual 5^th edition for formatting. Include an abstract, a title page, author’s address, etc. Kindly follow closely the guidelines, as if you were going to send this paper for publication. The manual contains specific instructions for formatting. Please follow the guidelines stated above for length of various sections. 1/30

Clear organization and flow: 2/30

Clarity of expression: 2/30

Total of all sections and criteria: 30/100 of total course grade.

General Marking Guidelines:

An "A" Paper/Essay: A paper that is exceptional. It is interesting or unusual and demonstrates sophistication of thought. The main points are clear, complex, well developed, and well supported. The structure of the paper follows a clear logical organization, and all sources are critically examined. It is free of grammatical and spelling errors. An “A+” paper will rely on the readings assigned in class plus additional sources from the library. Although I don’t expect you to do more library research to fulfill the assignment, your grade will definitely improve if you show that you have explored the literature beyond the basic readings from the course.

A "B" Paper/Essay: A paper that is solid and fulfills the assignment. It has a clear argument but minor lapses in development. It touches on the complexity of the argument and shows careful reading of the sources. The structure follows a logical progression of ideas, but not all evidence is clearly related to the main ideas. It may contain a few grammatical problems, but not enough to make reading difficult.

A "C" Paper/Essay: A paper that is adequate but less effective in responding to the assignment. It presents the central idea in general terms and demonstrates basic comprehension of the sources. It is difficult to find a logical structure to the argument, and the paper often relies on generalizations or unrelated examples. Sentences may be awkward or confusing enough to make reading difficult.

A "D" Paper/Essay: A paper that does not have a clear argument or does not respond to the assignment. The argument may be too vague or obvious to be developed, and there is little complexity to the ideas. The organization can be difficult to follow, and the paper offers insufficient evidence.

An "F" Paper/Essay: A paper that does not respond to the assignment, has no central argument, and uses no sources. There is little apparent organization. There is no supporting evidence, or it is irrelevant.

ATTACHMENT E: GUIDELINES FOR CLASS PRESENTATION AND FACILITATION OF DISCUSSION

You will be asked to present an assigned reading and lead a discussion related to it. You will have 15 minutes for the entire presentation. The time should be divided as follows:

Presentation time: 7 minutes

Discussion 8 minutes

For the presentation part, students will be assessed on their ability to

· Introduce the topic clearly

· Stick to 15 minutes

· Provide an outline of the presentation

· Speak clearly

· Speak at appropriate speed – not too fast not too slow

· Modulate voice to create and maintain interest

· Use body language and eye contact to establish connection with the audience

· Use visuals that are clear and not overcrowded

· Use audio or visual materials that are interesting and germane to the topic

· Avoid monotone voice

· Follow logical sequence in presentation

· Have opening and concluding comments

· Have clear take home message

· Provide a short handout summarizing the presentation

· Power point is encouraged but not a must if you can have good overheads or other visuals

For the discussion part, students will be assessed on their ability to stimulate discussion among class members. Possible ways of stimulating discussion:

· Ask students to reflect in small groups on an aspect of their lives that is related to the reading

· Ask students to write on a piece of paper personal experiences related to the reading and have them put it in a basket. Students don’t write their names on it. Then the facilitator picks at random the comments and reads them out loud for discussion

· Role play

· Show a video clip related to the reading and discuss it

· Bring an article from a newspaper or magazine and discuss how the reading relates to it

· Bring a polemical issue related to the reading

· Ask students to defend or critique your point of view related to the reading

· Feel free to use any other creative means of generating discussion

Your role as facilitator:

· Do not dominate the discussion, just facilitate it

· Make sure most people in class participate

· Stick to the 8 minutes limit

· Generate discussion

· Ask stimulating questions

· Be clear about the exercise you propose

· Introduce and close the exercise

· Draw conclusions from the discussion and or exercise

The assessment of the presentation and discussion will be based on the following

Presentation component (1/2 point each for a total of 4 points)

1. Introduction and closure

2. Content and structure

3. Clarity of expression and emphasis

4. Use of examples

5. Answering questions

6. Getting and maintaining attention

7. Use of visual aids

8. Manner of delivery and management of session

Discussion component (1/2 point each for a total of 3.5)

1. Introduction

2. Stimulate discussion

3. Engage all class

4. Stick to 8 minutes

5. Use of creative means

6. Make connections to other topics and presentations

7. Closure

ATTACHMENT F:

GUIDELINES FOR PRESENTATION OF FIELD PROJECT IN SMALL GROUPS

During the presentation you will concentrate on the part of your paper dealing with webs of wellness. You do not need to cover all the material but just the integrative part of the paper.

In small groups, students will present their projects. Each group will have a facilitator (instructor and teaching assistants) who will make sure each presenter stays on time. During this small group presentation you will be expected to

· Briefly summarize in 8 minutes the essence of your project

· Share with others in the group your web of wellness

· Share the impact the project has had on you as a person

· Share the impact the project has had on you as a citizen in the community

Given that this will be done in small groups, there will be no access to power point facilities. Please bring a handout consisting of page or two summarizing the work and showing in a diagram form your web of wellness.

Your presentation will be assessed using the following criteria

1. Stick to 8 minutes (2 points)

2. Web of wellness (2 points)

3. Sharing of personal impact and experience (2 points)

4. Handout (1.5 points)

Tentative Course Schedule

Note: Videos may vary, depending on availability

Students wishing to use video clips for their presentation may consult http://www.msu.edu/user/lounsbu1/clearfilms.html

Class	Topic	Readings
1. Aug 28	Overview of the Course Webs of Wellness
2. Sep 2	Webs of Wellness
3. “ 4	Webs of Wellness/ cont. Overview of Community Psychology	N & P - Chapter 1, Community psychology: Journeys in the global context Video: Exemplars of Community Psychology
4. “ 9	Overview of community Psychology/ cont.	N & P - Chapter 2, The Project of Community Psychology: Issues, Values, and Tools for Liberation and Well-Being Video: Surviving the good times
5. “ 11	Values	N & P - Chapter 3, The Values of Community Psychology
6. “ 16	Prevention	N & P - Chapter 4, Ecology, prevention and promotion Video: George Albee
7. “ 18	Prevention/ cont. Power and community	N & P - Chapter 5, Power and Community Video: John McKnight
8. “ 23	Power and community/ cont. Sexism	N & P – Chapter 18, Gender, Power, and Community Psychology Video: Rethinking rape
9. “ 25	Living up to our values	N & P - Chapter 6, Accountability, Commitment, and Inclusion
10. “ 30	Marginalization	N & P – Chapter 14, Marginalization Video: People like us
11. Oct 2	Interventions	N & P - Chapter 7, An Overview of Community Psychology Interventions Video: Encounter with Saul Alinsky
12. “ 7	Psychiatric disabilities	N & P – Chapter 21, Creating New Possibilities For Promoting Liberation, Well-being, and Recovery: Learning From Experiences of Psychiatric Consumers / Survivors
13. “ 9	Social and community Interventions	N & P - Chapter 8, Social and Community Interventions Video: Free the Children
14. “ 14	Heterosexism	N & P - Chapter 19, A Journey Toward Liberation: Confronting Heterosexism and the Oppression of Lesbian, Gay, Bisexual, and Transgendered People
15. “ 16	Organizational Interventions	N & P - Chapter 9, Organizational Interventions Video: An Ounce of Prevention
16. “ 23	Ableism	N & P - Chapter 20, Ableism Invited guest: Dr Ora Prilleltensky Video: "Finding Us and Them"
17. “ 28	Small group and individual interventions Children	N & P - Chapter 10, Small Group and Individual Interventions N & P - Chapter 22, Disadvantaged Children and Families Video: Child of Rage
18. “ 30	Midterm
19. Nov 4	Aboriginal People and Racism	N & P - Chapter 16, Colonization and Racism Video: History of the Ku Klux Klan (A & E) or a Time for Justice
20. “ 6	Research	N & P – Chapter 11, The Foundations of Community Research Video: A Nightline episode (9/09/97) entitled "Baltimore Neighborhood Struggling Against Drugs".
21.” 11	Globalization	N & P – Chapter 15, Globalization, Poverty, and Social Justice Video: Roger and me or Betrayal of Democracy
22.” 13	Immigration and Refugees	N & P - Chapter 17, Immigration and Adaptation: Confronting the Challenges of Cultural Diversity Video: Bend it like Beckham or my Big Fat Greek Wedding
23.” 18	Environment	N & P - Chapter 23, Environmental Degradation and Ecologically Minded Alternatives Video: Mindwalk
24. “ 20	The Future	N & P - Chapter 24, The Future of Community Psychology: The Journey Continues
25. Dec 2	Small group presentations
26. “ 4	“
27. “ 9	“
28. “ 11	Review, integration and evaluation

Websites in Community Psychology

Community Psychology Network,

Community Psychology UK,

Council of Community Psychology Program Directors,

European Network of Community Psychologists,

Society for Community Research and Action,

Videos relevant to community psychology, http://www.msu.edu/user/lounsbu1/clearfilms.html

Community Psychology Journals:

Applied and Preventive Psychology

American Journal of Community Psychology

Canadian Journal of Community Mental Health

Canadian Journal of Program Evaluation

Community Mental Health Journal

Journal of Community Psychology

Journal of Community and Applied Social Psychology

Journal of Prevention and Intervention in the Community (formerly Prevention in Human Services)

Journal of Primary Prevention

Prevention Science

Prevention and Treatment (on-line journal)

Social Policy