Exploring Community Psychology Value Congruence in Academic Setting

Value congruence between employees and their workplace is an important dimension of an individual’s fit with a work environment. The level of congruence between the values of employees and their employing organization and the relation of value congruence to satisfaction, commitment, and willingness to recommend the organization were examined. This study focused on the relationship of value congruence between the individuals who belong to the field of community psychology and their workplace in relation to the aforementioned work-related outcomes in an academic setting. Results show that departments rated higher on community psychology values had a greater number of faculty possessing values similar to those of the field of Community Psychology. In addition, better value fit predicted higher job satisfaction scores and higher organizational commitment scores, as well as a stronger willingness to recommend their department as a good place to work

Exploring Community Psychology Value Congruence in Academic Settings

This study focused on the relationship of value congruence between the individuals who belong to the field of Community Psychology and their workplace in relation to the work-related outcomes in an academic setting such as job satisfaction, organizational commitment, and willingness to recommend one’s workplace. 735 academic members of SCRA were identified and sent an email requesting their participation in this study. Results showed that departments rated higher on community psychology values had a greater number of faculty possessing similar values employed in those departments. In addition, better value fit predicted higher job satisfaction scores and higher organizational commitment scores, as well as a stronger willingness to recommend the department as a good place to work. At the same time, results provided a better understanding of the concepts of job satisfaction and organizational commitment in the academic settings. Furthermore, the findings highlighted the importance of values in relation to “organizational culture” beyond those strictly related to work/job

Exploring Community Psychology Value Congruence in Academic Settings

This study focused on the relationship of value congruence between the individuals who belong to the field of Community Psychology and their workplace in relation to the work-related outcomes in an academic setting such as job satisfaction, organizational commitment, and willingness to recommend one’s workplace. 735 academic members of SCRA were identified and sent an email requesting their participation in this study. Results showed that departments rated higher on community psychology values had a greater number of faculty possessing similar values employed in those departments. In addition, better value fit predicted higher job satisfaction scores and higher organizational commitment scores, as well as a stronger willingness to recommend the department as a good place to work. At the same time, results provided a better understanding of the concepts of job satisfaction and organizational commitment in the academic settings. Furthermore, the findings highlighted the importance of values in relation to “organizational culture” beyond those strictly related to work/job

Developing an Undergraduate Community Psychology Program in a Graduate Institution

This article provides an overview of the undergraduate degree program in community psychology at DePaul University. The recommendation of an undergraduate student ignited latent student and faculty interest. A program-bigger than a course but smaller than a major-was developed in 2005-2006 and was first offered in 2006-2007. Subsequently, this Community Concentration has been well received by students and has grown to an enrollment of about 20-25 students annually (Glantsman, McMahon, & Njoku, 2015). Graduates have gone onto positions in community and public agencies, graduate school in community psychology and related fields, and other relevant contexts. We highlight the three primary phases in the history of the Community Concentration: (1) building upon a receptive institutional context, (2) creating the program, and (3) developing learning opportunities. For each phase we identify focal elements important to its success. We consider their transferability to other educational settings that include both undergraduate and graduate community psychology educational opportunities. We note the accomplishments, challenges and strengths of the program. Finally, we offer this case study to encourage faculty in other educational institutions to develop more and better learning opportunities for undergraduate students in community psychology

Community Psychology Coverage in Introduction to Psychology Textbooks

The field of Community Psychology is approximately 50 years old, and it has become an active and invigorating source of ideas (e.g., prevention, ecological theory, sense of community, empowerment, participatory-based research, providing care to marginalized populations, etc.) for the overall field of Psychology. However, many undergraduates have never heard of this discipline in part because introductory Psychology textbooks are not providing adequate coverage of this field. The current study examined 53 introductory Psychology textbooks, published between 2010 and 2016, for their coverage of the field of Community Psychology. Findings indicated that only 17% of these textbooks contained an adequate representation of the discipline of Community Psychology. The lack of adequate coverage of this field in most introductory Psychology textbooks has significant implications for attracting undergraduates to this content area. Fifty percent of the textbook authors responded to an email that provided them information regarding the current study, and many indicated that new versions of their textbooks could include information from the field of Community Psychology.  This positive response suggests that many authors are willing to better represent the field of Community Psychology in their introductory Psychology textbooks.&nbsp

Developing an Undergraduate Community Psychology Program in a Graduate Institution

This article provides an overview of the undergraduate degree program in community psychology at DePaul University. The recommendation of an undergraduate student ignited latent student and faculty interest. A program-bigger than a course but smaller than a major-was developed in 2005-2006 and was first offered in 2006-2007. Subsequently, this Community Concentration has been well received by students and has grown to an enrollment of about 20-25 students annually (Glantsman, McMahon, & Njoku, 2015). Graduates have gone onto positions in community and public agencies, graduate school in community psychology and related fields, and other relevant contexts. We highlight the three primary phases in the history of the Community Concentration: (1) building upon a receptive institutional context, (2) creating the program, and (3) developing learning opportunities. For each phase we identify focal elements important to its success. We consider their transferability to other educational settings that include both undergraduate and graduate community psychology educational opportunities. We note the accomplishments, challenges and strengths of the program. Finally, we offer this case study to encourage faculty in other educational institutions to develop more and better learning opportunities for undergraduate students in community psychology

Community Psychology Coverage in Introduction to Psychology Textbooks

The field of Community Psychology is approximately 50 years old, and it has become an active and invigorating source of ideas (e.g., prevention, ecological theory, sense of community, empowerment, participatory-based research, providing care to marginalized populations, etc.) for the overall field of Psychology. However, many undergraduates have never heard of this discipline in part because introductory Psychology textbooks are not providing adequate coverage of this field. The current study examined 53 introductory Psychology textbooks, published between 2010 and 2016, for their coverage of the field of Community Psychology. Findings indicated that only 17% of these textbooks contained an adequate representation of the discipline of Community Psychology. The lack of adequate coverage of this field in most introductory Psychology textbooks has significant implications for attracting undergraduates to this content area. Fifty percent of the textbook authors responded to an email that provided them information regarding the current study, and many indicated that new versions of their textbooks could include information from the field of Community Psychology.  This positive response suggests that many authors are willing to better represent the field of Community Psychology in their introductory Psychology textbooks.&nbsp

The Evolution and Growth of the Eco-Community Psychology Conferences

In the 1960s and 1970s, community psychologists argued for shifting traditional approaches of treating mental illness (e.g. institutionalization, psychotherapy, etc.) toward prevention and more active involvement through community interventions (Bennett et al., 1966). In light of these events, researchers and students committed to the emergent field of community psychology developed several channels to exchange resources and provide support among one another over the past decades. This paper describes the annual Ecological Community Psychology Conference (Eco), which was created by professors and students in 1978, as a vehicle to promote exchanges of ideas and support among community psychology graduate students, community activists, and academics

The Evolution and Growth of the Eco-Community Psychology Conferences

In the 1960s and 1970s, community psychologists argued for shifting traditional approaches of treating mental illness (e.g. institutionalization, psychotherapy, etc.) toward prevention and more active involvement through community interventions (Bennett et al., 1966). In light of these events, researchers and students committed to the emergent field of community psychology developed several channels to exchange resources and provide support among one another over the past decades. This paper describes the annual Ecological Community Psychology Conference (Eco), which was created by professors and students in 1978, as a vehicle to promote exchanges of ideas and support among community psychology graduate students, community activists, and academics

Introduction to Community Psychology: Becoming an Agent of Change

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