Regina Day Langhout
Dados Biográficos
| ID | 245587 |
|---|---|
| NOME | Regina Day Langhout |
| PRENOMES | Regina Day |
| SOBRENOME | Langhout |
| ASSINATURA | LANGHOUT R D |
| AFILIAÇÕES | University of California, Santa Cruz |
| ORCID | 0000-0001-9607-8539 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAÇÕES | 283 |
| TOTAL COMO AUTOR | 48 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2001 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 11 |
Stories in Action
This study examines how children (9–12 years old) construct liberatory counternarratives regarding adultism within a youth participatory action research (YPAR) program and how these narratives inform social and critical action in adulthood. Analyzing archival ethnographic data and interviews with former participants both as children ( n = 30, or all children in the program) and emerging adults ( n = 5) via thematic analysis and the Listening Guid…
Documenting violence to understand college (dis)engagement for student veterans
Cultural violence in news coverage of the George Floyd murder
The 2020 killing of George Floyd by officer Derek Chauvin sparked one of the largest protest movements in the United States. Chauvin was ultimately convicted of murder—a rare but necessary step to police officer accountability for wrongdoing. The media play an important role in framing the public's attitudes surrounding high‐profile cases involving police killings of unarmed civilians. The current study investigates media narratives surrounding t…
Critical realism methodology as a guiding framework for interdisciplinary theory enrichment
Philosophy of science and ontological assumptions underpin our work as scholars, explicitly, or implicitly. In this paper, we develop empowerment theory with a critical realism (CR) lens. Through the example of a study of empowerment, we examine how can it be used as a guiding paradigm for research in community psychology (CP). We sought to increase theoretical rigor by using a CR approach to interdisciplinarity. We put empowerment into conversat…
No One is Going to Listen to a Bunch of Kids
Many of the challenges youth in youth-adult collaborations face are rooted in adultism, which impedes efforts toward justice. Research suggests that rather than merely focusing on inclusion, adults need to meaningfully support youth, since youth report not being taken seriously by adults. Radical listening theory offers relational, epistemic, and embodied practices. Yet, unsurprisingly, youth perspectives still need to be seriously understood and…
You gotta keep pushing”
Seeking utopia
This paper provides a review of empirical studies published with a decolonial epistemic approach in psychology. Our goal was to better understand how decolonial approaches are being practiced empirically in psychology, with an emphasis on community‐social psychology. We first discuss the context of colonization and coloniality in the research process as orienting information. We identified 17 peer‐reviewed empirical articles with a decolonial app…
“Being a team of five strong women… we had to make an impression
This paper, a first‐person account, describes a community psychology‐aligned intervention into a precalculus mathematics class at an Hispanic Serving Research Institution. The intervention was designed because the standard precalculus mathematics class had a high failure rate, especially for Latinx students, which was serving as a barrier for declaration of a Science, Technology, Engineering, or Mathematics major. The high failure rate indicates …
Success” in the borderlands
The Roles of Settings in Supporting Immigrants’ Resistance to Injustice and Oppression
In 2018, in response to increasingly oppressive and widespread federal immigration enforcement actions in the United States (U.S.) and around the globe – including family separation, immigration raids, detention, deportation of people who have lived in the country for much of their lives – the Society for Community Research & Action produced a statement on the effects of deportation and forced separation on immigrants, their families, and communi…
Toward the democratization of knowledge
Objectives: We assessed if using a biographical method, social biography, alongside photovoice, and the Five Whys could facilitate critical dialogue in a youth participatory action research (YPAR) context. Method: In a YPAR program, we added social biography to photovoice and the Five Whys during the problem definition phase. We coded ethnographic fieldnotes to examine the quality of critical discourse. Participants were six 10-11 year old Latinx…
Did I see what I really saw?” Violence, percepticide, and dangerous seeing after an Immigration and Customs Enforcement raid
We use a violence framework to describe an Immigration and Customs Enforcement (ICE) raid, and the subsequent cultural and structural violence that played out in one community after the raid. First, we focus on testimonies given about the ICE raids at two city council meetings, compared with how the raids were characterized in the local paper. We document cultural and structural violence in the newspaper reporting, through ideology and narratives…
Promoting institutional change to support public psychology
Community partnerships are vital for the co-production, implementation, and dissemination of practice- and policy-relevant research to advance public psychology. Particularly in "Research 1" universities, the institutional infrastructure, culture, and criteria for faculty advancement are often a mismatch for impactful community-partnered research. Past and current efforts by psychologists and others at the University of California (UC) seek to pr…
Teaching and Learning During A Pandemic
In this first-person account, we describe the changes we made to align our graduate student-level community psychology class with a healing justice model. We undertook this intervention because the class started in March, at the beginning of the COVID-19 pandemic stay-at-home directive in our region. We describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma-informed environment. We then di…
Embodied relational praxis in intersectional organizing
This qualitative study examines the development of intersectional solidarity among organizers of an academic workers’ union. Participants were 12 union organizers who participated in semistructured, in‐depth interviews. This research is value‐driven, examining in context how community organizers address the reproduction of systems of oppression (e.g., racism, sexism) in order to build power and make socially just change. Respectful and supportive…
Outcomes for underrepresented and misrepresented college students in service-learning classes
Current measures of student success fall short in capturing the nuanced and multiplicitous ways that underrepresented and misrepresented students (e.g.Latinx, first-generation college students) who are navigating the intersection of multiple contexts important to their identities (e.g. home communities and university), define and understand success.For students, success includes individual and collective desires for well-being, or the desire to a…
Living on the Margins of Democratic Representation
We examine the civic engagement processes and practices among Viva Live Oak! photovoice project participants residing in an unincorporated area with limited local democratic representation and institutional resources. Eight individual interviews and thirty-one group photovoice meetings were conducted, audio recorded, transcribed, and analyzed. We describe how social structures of unincorporation shaped community life, and how this unique context …
Sensitive Topics, Missing Data, and Refusal in Social Network Studies
We describe our ethics‐driven process of addressing missing data within a social network study about accountability for racism, classism, sexism, heterosexism, cis‐sexism, ableism, and other forms of oppression among social justice union organizers. During data collection, some would‐be participants did not return emails and others explicitly refused to engage in the research. All refusals came from women of color. We faced an ethical dilemma: Sh…
Reconsidering Citizenship Models and the Case for Cultural Citizenship
This chapter reviews citizenship constructions in the United States and examines how historic, legal, economic, schooling, and multicultural “melting pot” ideology landscapes shape citizenship and its performance. It introduces cultural citizenship as an alternative starting point for citizenship and its performance, providing a theoretical foundation and empirical evidence for cultural citizenship, and argues in support of incorporating this fra…
Collaboration across difference
We outline structures of whiteness and analyze how forms of dominance embedded and enacted in higher education structures have been made salient, through a self-reflexive account of the authors’ anti-cuts organizing. The authors implicate themselves, reflexively incorporating positions as a white, female, working class-raised doctoral student and a white, female, working class-raised professor situated in the cultures of California, University of…
This is Not a History Lesson; This is Agitation
Agitation, as deployed by the Industrial Areas Foundation ( IAF ), occurs when imaginations and curiosities are piqued, and self‐interest is made visible. In this framework, agitation is a step in creating change. In this paper, I outline two agitations within US ‐based community psychology. I then describe a third agitation that is underway; I add my voice and call for a methodology of diffraction as a contribution to critical reflexivity practi…
Moving Toward An Empowering Setting in a First Grade Classroom Serving Primarily Working Class and Working Poor Latina/o Children
Considering Community Psychology Competencies
Recently, community psychologists have re‐vamped a set of 18 competencies considered important for how we practice community psychology. Three competencies are: (1) ethical, reflexive practice, (2) community inclusion and partnership, and (3) community education, information dissemination, and building public awareness. This paper will outline lessons I—a white working class woman academic—learned about my competency development through my resear…
Good” and “Bad” Kids? A Race and Gender Analysis of Effective Behavioral Support in an Elementary School
Using 8,265 positive behavior cards and 544 conduct reports for 244 students, regressions of how race and gender influence the allocation of punishments or rewards for students at a New England elementary school with an Effective Behavioral Support (EBS) program were examined. Girls were most likely to receive a positive behavior card for respectful actions and white students were most likely to receive a positive card for safe behavior. Boys and…
A Community with Diversity of Culture, Wealth, Resources, and Living Experiences”
To obtain a better understanding of how people living in an unincorporated region define their neighborhood, a long‐term photovoice project was conducted. Thirty‐one photovoice sessions and eight structured interviews were coded and analyzed to assess participants’ neighborhood definitions. Participant's difficulties in identifying the geographic, physical and demographic characteristics of their neighborhood led them to use social interactions, …
Imagining Participatory Action Research in Collaboration with Children
For decades, social science researchers have been studying programs, services, and settings that are explicitly designed to have an influence on children (e.g., mental health services for children, school classrooms, after school programs, families, neighborhoods). Researchers who are concerned with the contexts in which children develop, social issues that influence children, and/or social justice generally define and evaluate a problem related …
Youth Empowerment in Context
In much of the youth empowerment literature, researchers focus on the relationship between youth and adults involved in empowerment programs while neglecting the broader social framework in which these relationships and the program itself functions. Utilizing an ecological model, the current research examines the tensions that surfaced in attempts to create an empowering setting in an after‐school PAR program with fifth‐graders. Challenging assum…
Elucidating the Power in Empowerment and the Participation in Participatory Action Research
Community psychologists are increasingly using Participatory Action Research (PAR) as a way to promote social justice by creating conditions that foster empowerment. Yet, little attention has been paid to the differences between the power structure that PAR advocates and the local community power structures. This paper seeks to evaluate the level of participation in a PAR project for multiple stakeholder groups, determine how PAR was adjusted to …
An Exploratory Study of Youth Mentoring in an Urban Context
Classism in the university setting
To examine the relationship between social class status, experiences of classism, and psychosocial and school-related outcomes, 950 undergraduates at a liberal arts school completed a survey assessing their college experiences. Social class, race, and gender were hypothesized to predict experiences of classism, which were then expected to relate to psychosocial and school outcomes. The multivariate model was tested via path analysis. Lower social…
Acts of Resistance
This paper argues that public school structures are oppressive for all students. Because of racial, class and gender biases, school environments are often especially problematic for African American and working-class/working-poor students. Boys and girls also experience school differently because of gender roles. These intersecting problems include facing dominant narratives based on stereotypes and discrimination. The current study took place in…
Considering Community Psychology Competencies
Recently, community psychologists have re‐vamped a set of 18 competencies considered important for how we practice community psychology. Three competencies are: (1) ethical, reflexive practice, (2) community inclusion and partnership, and (3) community education, information dissemination, and building public awareness. This paper will outline lessons I—a white working class woman academic—learned about my competency development through my resear…
Examining Relational Empowerment for Elementary School Students in a yPAR Program
This paper joins relational empowerment, youth empowerment, and Bridging Multiple Worlds frameworks to examine forms of relational empowerment for children in two intermediary institutions—school and a youth participatory action research after‐school program (yPAR ASP). Participants were twelve children, most of whom were Latina/o and from im/migrant families, enrolled in a yPAR ASP for 2 years. A mixed‐method approach was utilized; we analyzed c…
Reconceptualizing Quantitative and Qualitative Methods
A useful framework for understanding methods is to think of them as being on a continuum of holistic and pattern focused to particularistic and specific. This paper argues for this conceptualization rather than thinking of quantitative and qualitative methods as oppositional and potentially contradictory. A case study provides an example of using both quantitative and qualitative methods in a holistic and pattern‐focused study, while also attendi…
This is Not a History Lesson; This is Agitation
Agitation, as deployed by the Industrial Areas Foundation ( IAF ), occurs when imaginations and curiosities are piqued, and self‐interest is made visible. In this framework, agitation is a step in creating change. In this paper, I outline two agitations within US ‐based community psychology. I then describe a third agitation that is underway; I add my voice and call for a methodology of diffraction as a contribution to critical reflexivity practi…
The Five Whys Method
Participatory action research with young people (yPAR) involves youth and adults in a collaborative process of research, reflection, analysis and action. An important part of the research cycle is the identification of a problem definition. Yet, there is relatively little research addressing the process of how young people develop a problem definition on which to focus their analysis and intervention and what methods might exist to facilitate thi…
Embodied relational praxis in intersectional organizing
This qualitative study examines the development of intersectional solidarity among organizers of an academic workers’ union. Participants were 12 union organizers who participated in semistructured, in‐depth interviews. This research is value‐driven, examining in context how community organizers address the reproduction of systems of oppression (e.g., racism, sexism) in order to build power and make socially just change. Respectful and supportive…
Where am I? Locating Myself and its Implications for Collaborative Research
This paper examines how a younger white female graduate student and an African American female undergraduate viewed the relationship between the graduate student and older African American working class women. This relationship was formed around a community garden project. The graduate student understood the relationship to be based on gender and class background similarities; the undergraduate viewed it based on race differences and unexamined w…
Engaging contexts
This article examines how academic disengagement (being off task, unenthusiastic and uncurious about learning) is facilitated by the hidden curriculum (the values, norms and beliefs transmitted via the structure of schooling), and mediated by race, ethnicity and gender for students in a working class elementary school. Additionally, we contextualize how a teacher was challenged by the hidden curriculum in her attempt to make her classroom environ…
Collaboration across difference
We outline structures of whiteness and analyze how forms of dominance embedded and enacted in higher education structures have been made salient, through a self-reflexive account of the authors’ anti-cuts organizing. The authors implicate themselves, reflexively incorporating positions as a white, female, working class-raised doctoral student and a white, female, working class-raised professor situated in the cultures of California, University of…
Toward the democratization of knowledge
Objectives: We assessed if using a biographical method, social biography, alongside photovoice, and the Five Whys could facilitate critical dialogue in a youth participatory action research (YPAR) context. Method: In a YPAR program, we added social biography to photovoice and the Five Whys during the problem definition phase. We coded ethnographic fieldnotes to examine the quality of critical discourse. Participants were six 10-11 year old Latinx…
Living on the Margins of Democratic Representation
We examine the civic engagement processes and practices among Viva Live Oak! photovoice project participants residing in an unincorporated area with limited local democratic representation and institutional resources. Eight individual interviews and thirty-one group photovoice meetings were conducted, audio recorded, transcribed, and analyzed. We describe how social structures of unincorporation shaped community life, and how this unique context …
Framing heterosexism in lesbian families
The goals of this study are to examine the kinds of difficulties children face vis‐à‐vis heterosexism, how families help their children cope with these difficulties, and how coping leads to children's resilience. The experiences of six daughters of lesbian parents, ranging in age from 7 to 16, were empirically investigated through semi‐structured interviews with parents and children. Analysis included open and focused coding. Results suggest hete…
A Community with Diversity of Culture, Wealth, Resources, and Living Experiences”
To obtain a better understanding of how people living in an unincorporated region define their neighborhood, a long‐term photovoice project was conducted. Thirty‐one photovoice sessions and eight structured interviews were coded and analyzed to assess participants’ neighborhood definitions. Participant's difficulties in identifying the geographic, physical and demographic characteristics of their neighborhood led them to use social interactions, …
Sensitive Topics, Missing Data, and Refusal in Social Network Studies
We describe our ethics‐driven process of addressing missing data within a social network study about accountability for racism, classism, sexism, heterosexism, cis‐sexism, ableism, and other forms of oppression among social justice union organizers. During data collection, some would‐be participants did not return emails and others explicitly refused to engage in the research. All refusals came from women of color. We faced an ethical dilemma: Sh…
A Recess Evaluation with the Players
This playground study conceptualizes recess as a time and space that belongs to students; their inclusion in this evaluation is a notable difference from other recess/playground research. The goal was to help elementary school students make the changes they felt were needed on their playground. After conducting structured observations and student and recess aide focus groups, a report was presented to all stakeholders, and recess changes were mad…
Did I see what I really saw?” Violence, percepticide, and dangerous seeing after an Immigration and Customs Enforcement raid
We use a violence framework to describe an Immigration and Customs Enforcement (ICE) raid, and the subsequent cultural and structural violence that played out in one community after the raid. First, we focus on testimonies given about the ICE raids at two city council meetings, compared with how the raids were characterized in the local paper. We document cultural and structural violence in the newspaper reporting, through ideology and narratives…
Good” and “Bad” Kids? A Race and Gender Analysis of Effective Behavioral Support in an Elementary School
Using 8,265 positive behavior cards and 544 conduct reports for 244 students, regressions of how race and gender influence the allocation of punishments or rewards for students at a New England elementary school with an Effective Behavioral Support (EBS) program were examined. Girls were most likely to receive a positive behavior card for respectful actions and white students were most likely to receive a positive card for safe behavior. Boys and…
Cultivating Agents of Change in Children
This ethnographic study examines how one first grade teacher uses an alternative, artist-focused curriculum to develop a critical consciousness in her students to work toward social change. A framework incorporating critical multicultural education and Lewin's theory of small groups is applied to assess how the use of a multicultural curriculum facilitates critical consciousness where students develop a sense of community, agency, and commitment …
How we Became the Schmams
The current study examines 16 Latina/o fifth grade children's desires for a decision-making structure within a youth participatory action research (yPAR) program. When given the choices of consensus, majority rule, authoritarian rule, delegation, and random choice models, children chose random choice. Procedural, distributive and emotional justice were heavily weighted in their reasoning around fairness and decision making. Many thought random ch…
Incivility in the workplace
This study extends the literature on interpersonal mistreatment in the workplace by examining the incidence, targets, instigators, and impact of incivility (e.g., disrespect, condescension, degradation). Data were collected from 1,180 public-sector employees, 71% of whom reported some experience of workplace incivility in the previous 5 years. As many as one third of the most powerful individuals within the organization instigated these uncivil a…
The Wages of Seeking Help
Introduction Framing Professional Sexual Misconduct The Victims The Support Groups Organizations and Their Roles The Law The Criminal Legislation Regulation Professional Sexual Misconduct as a Social Movement Where To Now? References
Integrating Community Into the Classroom
This article is about the tensions faced in facilitating the relationship between teachers and community members while working toward a community garden project. The authors adopt an ecological model for effective classroom-community collaboration and discuss how this process unfolded in the current setting. Two classroom projects serve as exemplars of culturally relevant classroom-community collaboration. The garden project is evaluated through …
Reconceptualizing Quantitative and Qualitative Methods
A useful framework for understanding methods is to think of them as being on a continuum of holistic and pattern focused to particularistic and specific. This paper argues for this conceptualization rather than thinking of quantitative and qualitative methods as oppositional and potentially contradictory. A case study provides an example of using both quantitative and qualitative methods in a holistic and pattern‐focused study, while also attendi…
Framing heterosexism in lesbian families
The goals of this study are to examine the kinds of difficulties children face vis‐à‐vis heterosexism, how families help their children cope with these difficulties, and how coping leads to children's resilience. The experiences of six daughters of lesbian parents, ranging in age from 7 to 16, were empirically investigated through semi‐structured interviews with parents and children. Analysis included open and focused coding. Results suggest hete…
Facilitators and Inhibitors of Positive School Feelings
This paper brings together the educational psychology and place experience literatures to explore 8 children's experiences of school behavior settings. Within this framework, the goal is to think of school as a place comprised of multiple behavior settings, disentangle behavior and engagement, and problematize the construct of engagement. Results indicate that children liked places where the physical space was open, and they had some autonomy, in…
An Exploratory Study of Youth Mentoring in an Urban Context
Acts of Resistance
This paper argues that public school structures are oppressive for all students. Because of racial, class and gender biases, school environments are often especially problematic for African American and working-class/working-poor students. Boys and girls also experience school differently because of gender roles. These intersecting problems include facing dominant narratives based on stereotypes and discrimination. The current study took place in…
Where am I? Locating Myself and its Implications for Collaborative Research
This paper examines how a younger white female graduate student and an African American female undergraduate viewed the relationship between the graduate student and older African American working class women. This relationship was formed around a community garden project. The graduate student understood the relationship to be based on gender and class background similarities; the undergraduate viewed it based on race differences and unexamined w…
Engaging contexts
This article examines how academic disengagement (being off task, unenthusiastic and uncurious about learning) is facilitated by the hidden curriculum (the values, norms and beliefs transmitted via the structure of schooling), and mediated by race, ethnicity and gender for students in a working class elementary school. Additionally, we contextualize how a teacher was challenged by the hidden curriculum in her attempt to make her classroom environ…
Classism in the university setting
To examine the relationship between social class status, experiences of classism, and psychosocial and school-related outcomes, 950 undergraduates at a liberal arts school completed a survey assessing their college experiences. Social class, race, and gender were hypothesized to predict experiences of classism, which were then expected to relate to psychosocial and school outcomes. The multivariate model was tested via path analysis. Lower social…
Safe and unsafe school spaces
There is a burgeoning literature on school safety in the United States. Often, researchers determine the problem and intervention. Few studies, however, examine how students understand school safety. In this study, elementary school students in the United States ( n = 225) marked safe and unsafe school places; this was correlated with other commonly used school safety measures. Results indicate that children have different perceptions of safety b…
Imagining Participatory Action Research in Collaboration with Children
For decades, social science researchers have been studying programs, services, and settings that are explicitly designed to have an influence on children (e.g., mental health services for children, school classrooms, after school programs, families, neighborhoods). Researchers who are concerned with the contexts in which children develop, social issues that influence children, and/or social justice generally define and evaluate a problem related …
A Recess Evaluation with the Players
This playground study conceptualizes recess as a time and space that belongs to students; their inclusion in this evaluation is a notable difference from other recess/playground research. The goal was to help elementary school students make the changes they felt were needed on their playground. After conducting structured observations and student and recess aide focus groups, a report was presented to all stakeholders, and recess changes were mad…
Elucidating the Power in Empowerment and the Participation in Participatory Action Research
Community psychologists are increasingly using Participatory Action Research (PAR) as a way to promote social justice by creating conditions that foster empowerment. Yet, little attention has been paid to the differences between the power structure that PAR advocates and the local community power structures. This paper seeks to evaluate the level of participation in a PAR project for multiple stakeholder groups, determine how PAR was adjusted to …
Facilitating the Development of Social Change Agents
The Five Whys Method
Participatory action research with young people (yPAR) involves youth and adults in a collaborative process of research, reflection, analysis and action. An important part of the research cycle is the identification of a problem definition. Yet, there is relatively little research addressing the process of how young people develop a problem definition on which to focus their analysis and intervention and what methods might exist to facilitate thi…
Cultivating Agents of Change in Children
This ethnographic study examines how one first grade teacher uses an alternative, artist-focused curriculum to develop a critical consciousness in her students to work toward social change. A framework incorporating critical multicultural education and Lewin's theory of small groups is applied to assess how the use of a multicultural curriculum facilitates critical consciousness where students develop a sense of community, agency, and commitment …
How we Became the Schmams
The current study examines 16 Latina/o fifth grade children's desires for a decision-making structure within a youth participatory action research (yPAR) program. When given the choices of consensus, majority rule, authoritarian rule, delegation, and random choice models, children chose random choice. Procedural, distributive and emotional justice were heavily weighted in their reasoning around fairness and decision making. Many thought random ch…
Youth Empowerment in Context
In much of the youth empowerment literature, researchers focus on the relationship between youth and adults involved in empowerment programs while neglecting the broader social framework in which these relationships and the program itself functions. Utilizing an ecological model, the current research examines the tensions that surfaced in attempts to create an empowering setting in an after‐school PAR program with fifth‐graders. Challenging assum…
Reflections on the Creation of Settings and the Future Societies
The presentation below was part of the 2011 Division 27 SCRA conference panel, “Seymour Sarason in Memorial: Prospects for Community and Social Change Innovative Session.”
A Community with Diversity of Culture, Wealth, Resources, and Living Experiences”
To obtain a better understanding of how people living in an unincorporated region define their neighborhood, a long‐term photovoice project was conducted. Thirty‐one photovoice sessions and eight structured interviews were coded and analyzed to assess participants’ neighborhood definitions. Participant's difficulties in identifying the geographic, physical and demographic characteristics of their neighborhood led them to use social interactions, …
Examining Relational Empowerment for Elementary School Students in a yPAR Program
This paper joins relational empowerment, youth empowerment, and Bridging Multiple Worlds frameworks to examine forms of relational empowerment for children in two intermediary institutions—school and a youth participatory action research after‐school program (yPAR ASP). Participants were twelve children, most of whom were Latina/o and from im/migrant families, enrolled in a yPAR ASP for 2 years. A mixed‐method approach was utilized; we analyzed c…
Questioning Our Questions
Considering Community Psychology Competencies
Recently, community psychologists have re‐vamped a set of 18 competencies considered important for how we practice community psychology. Three competencies are: (1) ethical, reflexive practice, (2) community inclusion and partnership, and (3) community education, information dissemination, and building public awareness. This paper will outline lessons I—a white working class woman academic—learned about my competency development through my resear…
Psychology (38 obras) · Sociology (30 obras) · Political science (24 obras) · Social Psychology (24 obras) · Community Health and Development (23 obras) · Pedagogy (18 obras) · Health psychology (12 obras) · Public health (11 obras) · Youth Development and Social Support (11 obras) · Early Childhood Education and Development (10 obras)