Is a Theory of the Problem Sufficient for a Theory of the Solution? Negotiating Tensions among Research, Practice, Advocacy and Activism in Serving Immigrant Communities

The lives of members of immigrant communities are inevitably shaped by U.S. laws, rapidly-shifting immigration policy, institutional policies and practices (e.g., in schools), and how immigrants are welcomed (or not) by members of host communities (Portes & Rumbaut, 2001). These and other aspects of the context of reception have important implications for immigrant integration, education and employment, and mental health. Accordingly, there have been significant calls for psychologists to take active roles in advocacy and activism, which resonates deeply with many of us. Roundtable organizers are community psychologists working with immigrant communities and seeking to negotiate the tensions that can arise at the intersections of research, practice, advocacy and activism. For example: • APA’s Toolkit for Local Advocacy defines advocacy as sharing information within a system with the assumption that the information will help the system respond effectively; activism, on the other hand, is more likely to indict systems perceived as unjust, perhaps from the outside. How does one choose between--or balance--advocacy and activism? What are the advantages and disadvantages of each for trying to solve specific problems in different contexts? • How does one balance social science and research goals that presumably could provide valuable information in working with immigrant communities with advocacy and activism goals? Can we have one without the other, and if so, should we? • If we integrate these roles, do we run the risk of being perceived as less objective on one hand and less invested in communities (or complicit in injustice) on the other? • Is a theory of the problem sufficient for a theory of the solution? Is it possible to move from problems to solutions without the insight and influence that insiders can provide? Participants will share the (imperfect) ways they have balanced research, practice, advocacy and activism in their work

Gathering Diverse Perspectives to Tackle “Wicked Problems”: Racial/Ethnic Disproportionality in Educational Placement

Among students receiving behavioral health and special education services, racial/ethnic minority students are consistently overrepresented in settings separate from general classrooms. Once separated, many young people struggle to improve academically and face significant difficulty upon trying to return to a general education setting. Given the complex, ongoing, and multifaceted nature of this challenge, racial/ethnic disproportionality can be identified as a “wicked problem,” for which solutions are not easily identified. Here, we describe our community-engaged research efforts, eliciting perspectives from relevant partners in an ongoing dialogue, to better integrate diverse stakeholders’ perspectives when attempting to address such disparities. We conducted focus groups and qualitative interviews with members of three stakeholder groups: community-serving organizations, individuals with lived experience of behavioral health conditions, and state-level policymakers, with a shared interest in addressing racial and ethnic disparities. Participant responses illustrated the “wickedness” of this problem and highlighted the need for additional supports for students, families, and school personnel, increased collaboration across relevant systems and agencies, and reduced barriers related to funding. Overall, this methodology bridged differing perspectives to develop, in concert with our partners, a shared language of the problem and a core set of issues to consider when seeking to effect change

The acculturative environment of schools and the school counselor: Goals and roles that create a supportive context for immigrant adolescents

https://nsuworks.nova.edu/cps_facbooks/1034/thumbnail.jp

Manual classroom enviroment scale

iv, 37 p.; 21 cm

Community-Based Participatory Research as Worldview or Instrumental Strategy: Is It Lost in Translation(al) Research?

Community involvement in community-wide interventions is important for a variety of scientific, ethical, and pragmatic reasons. However, the specific meaning of community involvement depends on the details of how it is enacted. Katz et al. outline an ambitious effort to blend the science of randomized controlled trials (RCTs) with the processes of community-based participatory research (CBPR) in translational research. RCTs provide the science, while CBPR provides the processes of tailoring and implementation. Katz et al. offer a detailed example of how research might occur through the use of community portals and community health advisors as local advocates for the delivery of interventions. Their examples are rich and raise fundamental issues regarding the importance of CBPR and the role of local participation in translational research more generally

Classroom environment scale : manual /

En tête du titre: A social climate scaleTitre de la couv