Promoting the Profession from Within

Ask yourself the following two questions: 1. Does anyone in your school really have any idea on what it takes to run the school media center? 2. How can we interest students in our profession? These are questions I ask myself on a regular basis. Last spring, I challenged myself to find an answer that would address both questions

Creating and Sharing Critical Community Psychology Curriculum for the 21st Century: An Invitation

Authors invite dialogue on critical community psychology graduate curriculum, sharing an approach that draws from depth psychologies, liberation psychologies, ecopsychology, and indigenous psychologies. Grounded in a participatory action model of research and ethics, students, alumni, and faculty pursue collaborative community and ecological fieldwork and research, crafting a postmodern critical community psychology for the 21st century. Authors call for reflection on the issues that mitigate against individual and community well-being that must be addressed in community psychology programs, and the concomitant theories, capabilities, and sensibilities to address them that need to be nurtured in students and educators. They call for us to engage students through transformative learning approaches and critical pedagogy in emancipatory community and ecological fieldwork and research

Creating and Sharing Critical Community Psychology Curriculum for the 21st Century: An Invitation

Authors invite dialogue on critical community psychology graduate curriculum, sharing an approach that draws from depth psychologies, liberation psychologies, ecopsychology, and indigenous psychologies. Grounded in a participatory action model of research and ethics, students, alumni, and faculty pursue collaborative community and ecological fieldwork and research, crafting a postmodern critical community psychology for the 21st century. Authors call for reflection on the issues that mitigate against individual and community well-being that must be addressed in community psychology programs, and the concomitant theories, capabilities, and sensibilities to address them that need to be nurtured in students and educators. They call for us to engage students through transformative learning approaches and critical pedagogy in emancipatory community and ecological fieldwork and research

The Associate Superintendent: The Role of Leadership in a Catholic Schools Office

In the late 19th century, Catholic school superintendents recognized the need for help in overseeing Catholic schools. Religious congregations established the role of community supervisor, which paved the way for the present role of the associate superintendent as a way to give support to teachers and administrators and to encourage accountability in Catholic education. This study was conducted to define and bring to light the critical importance of this role of leadership. For the purposes of this article, the term “associate superintendent” will be used, although the authors are aware that other terms for this role are used in various dioceses. This descriptive study of five dioceses located within one state, based in the four variables of leadership, power, organizational structure, and areas of responsibility, utilized a quantitative and qualitative approach to define this role. A definition for this role of leadership was constructed from the findings

Does Course Format Matter When Learning About Diversity? Exploring Student Evaluations in Online Versus Hybrid Classroom Structures

Poster presented at the 12th International Congress of Qualitative Inquiry in Champaign-Urbana, Illinois

Reflections on the Assessment of Practice Competencies Competencies Community Psychology, Liberation Psychology, and Ecopsychology Specialization, M.A./PhD Depth Psychology Program, Pacifica Graduate Institute

The framework of the Comprehensive Assessment Plan of the Community Psychology, Liberation Psychology, and Ecopsychology Specialization of the M.A./Ph.D. Depth Psychology Program is guided by the values and goals set forth in Pacifica Graduate Institute’s Strategic Plan. The Practice Competencies designed by the Community Psychology Practice Council and the Council for Education Programs of the Society for Community Research and Action (SCRA – Division 27, American Psychological Association) were integrated into the development of a rubric that includes particular competencies that are based on depth psychological and ecopsychological abilities, capacities, and sensitivities nurtured in our values and curriculum. This rubric was applied to praxis courses that are specifically oriented to the application of knowledge and competencies earned in theoretical courses. Findings and reflections obtained from the application of the adapted rubric and narrative assessments were combined with the analysis of portfolios and video-documentation as testimonies of attained practice competencies

Reflections on the Assessment of Practice Competencies Competencies Community Psychology, Liberation Psychology, and Ecopsychology Specialization, M.A./PhD Depth Psychology Program, Pacifica Graduate Institute

The framework of the Comprehensive Assessment Plan of the Community Psychology, Liberation Psychology, and Ecopsychology Specialization of the M.A./Ph.D. Depth Psychology Program is guided by the values and goals set forth in Pacifica Graduate Institute’s Strategic Plan. The Practice Competencies designed by the Community Psychology Practice Council and the Council for Education Programs of the Society for Community Research and Action (SCRA – Division 27, American Psychological Association) were integrated into the development of a rubric that includes particular competencies that are based on depth psychological and ecopsychological abilities, capacities, and sensitivities nurtured in our values and curriculum. This rubric was applied to praxis courses that are specifically oriented to the application of knowledge and competencies earned in theoretical courses. Findings and reflections obtained from the application of the adapted rubric and narrative assessments were combined with the analysis of portfolios and video-documentation as testimonies of attained practice competencies

It’s the way he tells them (and who is listening):men’s dominance is positively correlated with their preference for jokes told by dominant-sounding men

While much research has explored humorous exchange in relation to mate choice, recent perspectives have emphasized the importance of humor for monitoring interest within social partnerships more generally. Indeed, given that similarity is thought to be important in the maintenance of social partnerships, we may expect humor appreciation to vary according to the degree of similarity between humor producers and recipients. In the current study we report evidence for such variation that is specific to men’s judgments of other men’s humor. Here we manipulated voice pitch in a set of ‘one-liner’ jokes to create low-pitched and high-pitched versions of men and women telling jokes. A composite measure of men’s own dominance was positively correlated with their preference for jokes told by other men with lowered voice pitch (a vocal cue to dominance). A follow-up study demonstrated that self-reported dominance was positively related to men’s choice of low-pitch men as friends when judging humorous audio clips but not when judging neutral control audio clips, suggesting that humor may be important in mediating the effect of dominance on friendship choice. These studies indicate systematic variation in humor appreciation related to friendship choices which may function to promote cohesion within male partnerships based on status