Community Psychology at a Regional University: On Engaging Undergraduate Students in Applied Research

Engaging students in service learning projects grounded in community psychology values and practices when working in a rural, conservative area provides several challenges and opportunities for faculty members. The authors share processes and outcomes from three case examples taking place between 2010 and 2013: (1) running focus groups and survey development with a local YMCA branch that predominantly serves people of color in low income housing, (2) the development of a strategic plan for the implementation of an art crawl in the local downtown community, and (3) the development and execution of an asset map evaluating supportive resources and spaces available to the local LGBTQA community. The authors reflect on feedback from students and community partners. These case examples highlight the complexity of balancing students’ skillsets, work and other life obligations, and desire to use classroom knowledge in community settings. It also highlights the importance of preparing community partners for working on applied research. We provide recommendations based on each project’s challenges and successes for universities and communities of similar demographics. Working in rural, conservative settings provide their own challenges and opportunities, but are well worth it if implemented in an intentional way, and more research is needed to strengthen our understanding of how best to engage students from a variety of social and political backgrounds

Community Psychology at a Regional University: On Engaging Undergraduate Students in Applied Research

Engaging students in service learning projects grounded in community psychology values and practices when working in a rural, conservative area provides several challenges and opportunities for faculty members. The authors share processes and outcomes from three case examples taking place between 2010 and 2013: (1) running focus groups and survey development with a local YMCA branch that predominantly serves people of color in low income housing, (2) the development of a strategic plan for the implementation of an art crawl in the local downtown community, and (3) the development and execution of an asset map evaluating supportive resources and spaces available to the local LGBTQA community. The authors reflect on feedback from students and community partners. These case examples highlight the complexity of balancing students’ skillsets, work and other life obligations, and desire to use classroom knowledge in community settings. It also highlights the importance of preparing community partners for working on applied research. We provide recommendations based on each project’s challenges and successes for universities and communities of similar demographics. Working in rural, conservative settings provide their own challenges and opportunities, but are well worth it if implemented in an intentional way, and more research is needed to strengthen our understanding of how best to engage students from a variety of social and political backgrounds

Toward the future: A conceptual review and call for research and action with online communities

The internet allows people to connect with virtually anyone across the globe, building communities based on shared interests, experiences, and goals. Despite the potential for furthering our understanding of communities more generally through exploring them in online contexts, online communities have not generally been a focus of community psychologists. A conceptual, state-of-the-art review of eight major community psychology journals revealed 23 descriptive or empirical articles concerning online communities have been published in the past 20 years. These articles are primarily descriptive and can be organized into four categories: community building and maintenance (seven articles, 30.43%), community support (six articles, 26.09%), norms and attitudes (six articles, 26.09%), and advocacy (four articles, 17.39%). These articles reflect a promising start to understanding how we can utilize the internet to build and enhance communities. They also indicate how much further we have to go, both in understanding online communities and certain concepts regarding community psychology more generally. Community psychologists involved in practice and applied settings specifically may benefit from understanding online communities as they become integral components of advocacy, community organizing, and everyday life

Toward the future: A conceptual review and call for research and action with online communities

The internet allows people to connect with virtually anyone across the globe, building communities based on shared interests, experiences, and goals. Despite the potential for furthering our understanding of communities more generally through exploring them in online contexts, online communities have not generally been a focus of community psychologists. A conceptual, state-of-the-art review of eight major community psychology journals revealed 23 descriptive or empirical articles concerning online communities have been published in the past 20 years. These articles are primarily descriptive and can be organized into four categories: community building and maintenance (seven articles, 30.43%), community support (six articles, 26.09%), norms and attitudes (six articles, 26.09%), and advocacy (four articles, 17.39%). These articles reflect a promising start to understanding how we can utilize the internet to build and enhance communities. They also indicate how much further we have to go, both in understanding online communities and certain concepts regarding community psychology more generally. Community psychologists involved in practice and applied settings specifically may benefit from understanding online communities as they become integral components of advocacy, community organizing, and everyday life

Do Others Understand Us? Fighting Game Community member perceptions of others’ views of the FGC

Our perceptions of how well others understand us and our communities can affect how we see ourselves, as well as how we perceive and interact with others. Community psychologists may be interested in examining community meta-stereotypes, or how community members believe outsiders see them. The current mixed-methods study asked fighting game community (FGC) members about their perceptions of outsiders’ understanding of the FGC. We collected data from 496 FGC members, who provided descriptions of others’ perceptions of the FGC, reasons these perceptions exist, and their reactions to these perceptions. The data supported our hypotheses that FGC members feel misunderstood by non-members; gaming affiliation and media affiliation each had significant effects on FGC members’ ratings of others’ understanding. Non-gaming media were perceived as exhibiting especially high levels of misunderstanding. Respondents’ negative comments focused on non-gaming media’s overreliance on outdated stereotypes and lack of research into the community. Recommendations for community psychologists, researchers, FGC members, and media outlets are included, which may allow various stakeholders to explore key issues and sources of friction. Finally, future research directions are discussed

Do Others Understand Us? Fighting Game Community member perceptions of others’ views of the FGC

Our perceptions of how well others understand us and our communities can affect how we see ourselves, as well as how we perceive and interact with others. Community psychologists may be interested in examining community meta-stereotypes, or how community members believe outsiders see them. The current mixed-methods study asked fighting game community (FGC) members about their perceptions of outsiders’ understanding of the FGC. We collected data from 496 FGC members, who provided descriptions of others’ perceptions of the FGC, reasons these perceptions exist, and their reactions to these perceptions. The data supported our hypotheses that FGC members feel misunderstood by non-members; gaming affiliation and media affiliation each had significant effects on FGC members’ ratings of others’ understanding. Non-gaming media were perceived as exhibiting especially high levels of misunderstanding. Respondents’ negative comments focused on non-gaming media’s overreliance on outdated stereotypes and lack of research into the community. Recommendations for community psychologists, researchers, FGC members, and media outlets are included, which may allow various stakeholders to explore key issues and sources of friction. Finally, future research directions are discussed

Giving Community Psychology Away: A case for open access publishing

Amidst increased pressure for transparency in science, researchers and community members are calling for open access to study stimuli and measures, data, and results. These arguments coincidentally align with calls within community psychology to find innovative ways to support communities and increase the prominence of our field. This paper aims to (1) define the current context for community psychologists in open access publishing, (2) illustrate the alignment between open access publishing and community psychology principles, and (3) demonstrate how to engage in open access publishing using community psychology values. Currently, there are several facilitators (e.g. an increasing number of open access journals, the proliferation of blogs, and social media) and barriers (e.g. Article Processing Charges (APCs), predatory journals) to publishing in open access venues. Openly sharing our research findings aligns with our values of (1) citizen participation, (2) social justice, and (3) collaboration and community strengths. Community psychologists desiring to engage in open access publishing can ask journals to waive APCs, publish pre-prints, use blogs and social media to share results, and push for systemic change in a publishing system that disenfranchises researchers, students, and community members

Giving Community Psychology Away: A case for open access publishing

Amidst increased pressure for transparency in science, researchers and community members are calling for open access to study stimuli and measures, data, and results. These arguments coincidentally align with calls within community psychology to find innovative ways to support communities and increase the prominence of our field. This paper aims to (1) define the current context for community psychologists in open access publishing, (2) illustrate the alignment between open access publishing and community psychology principles, and (3) demonstrate how to engage in open access publishing using community psychology values. Currently, there are several facilitators (e.g. an increasing number of open access journals, the proliferation of blogs, and social media) and barriers (e.g. Article Processing Charges (APCs), predatory journals) to publishing in open access venues. Openly sharing our research findings aligns with our values of (1) citizen participation, (2) social justice, and (3) collaboration and community strengths. Community psychologists desiring to engage in open access publishing can ask journals to waive APCs, publish pre-prints, use blogs and social media to share results, and push for systemic change in a publishing system that disenfranchises researchers, students, and community members

Project ATTAIN: Advancing Trauma-Informed Care for Youth with Intellectual and Developmental Disabilities and/or Gender Diverse Youth

Children with Intellectual and Developmental Disabilities (IDD) and/or gender diversity are at higher risk of experiencing trauma. Provider knowledge is lacking; trauma, disability, and LGBTQ+ resources are often siloed; and few providers screen for trauma in this population. This paper describes the design, delivery, and initial evaluation of Project ATTAIN (Access to Trauma-informed Treatment and Assessment for Neurodivergent and/or Gender-expansive Youth). ATTAIN is an ongoing 5-year state-wide initiative aiming to assess readiness to engage in new roles and practices over time; provide state-wide training and consultation in trauma, disability, and LGBTQ+-informed practices; install screening and assessment of trauma exposure and PTSD and quality of life into IDD and gender service settings; and include people with lived experience. A readiness assessment identified pre-training gaps between role responsibilities and practice engagement across five professional sectors serving our target population (n=39) in LGBTQ+-, disability-, and trauma-informed practices. We learned that specific sectors would benefit from introductory training to increase buy-in and promote role expansion; others would benefit from advanced instruction and implementation support. So far, we have trained 966 unique providers in trauma-informed care and have seen changes in the attitudes or perspectives of participants. Participants were highly satisfied with our provided training and saw increased knowledge across training. We screened 49 people in an IDD service setting for PTSD and quality of life. Two people with lived experience are active members of our research team, participating in project planning, training delivery, and manuscript authorship. Individuals who work with IDD and/or gender-diverse youth would benefit from increased training to expand their knowledge on LGBTQ+-, disability-, and trauma-informed practices. In year three, we intend to continue outreach and evidence-informed training focused on the intersection of trauma, IDD, and gender diversity. Ongoing evaluation of our outreach, training, and screening efforts will continue to inform program activities

Psychological Science Accelerator: A Promising Resource for Clinical Psychological Science

The Psychological Science Accelerator (PSA) is an international collaborative network of psychological scientists that facilitates rigorous and generalizable research. In this chapter, we describe how the PSA can help clinical psychologists and clinical psychological science more broadly. We first describe the PSA and outline how individual clinical psychologists can use the PSA as a helpful resource in numerous capacities: leading or contributing to clinical research or research with clinical relevance, building collaborative relationships, obtaining experience and expertise, and learning about systems and tools, particularly those related to open science practices, that they can adapt to their own research. We then describe how the PSA supports rigor and transparency at each stage of the research process. Finally, we discuss the challenges of the PSA’s large, collaborative approach to research