PSYCHOLOGY 310: COMMUNITY PSYCHOLOGY

TERM: SPRING 2001
ROOM: HAB 002 TIME: 2:40-4:15 ODD
INSTRUCTOR: DR. STEPHEN P. STELZNER
OFFICE: RICHARDA P27
OFFICE HOURS: 9:00 10:30 ODD DAYS (except Fridays); 3:00 - 4:00 EVEN DAYS
(OTHER TIMES BY APPOINTMENT OR DROP IN)
PHONE: OFFICE (320) 363 5410 HOME (763) 537 1161

TEXTS

Dalton, J.H., Elias, M.J., & Wandersman, A. (2001). Community psychology: Linking individuals and communities. Belmont,CA: Wadsworth/Thomson Learning.

Price, R.H., Cowen, E.L., Lorion, R.P., & Ramos-McKay, J. (1988). 14 ounces of prevention: A casebook for practioners. Washington, D.C.: American Psychological Association.

"I've often thought there ought to be a manual to hand to little kids . . . And one thing I would really like to tell them about is cultural relativity. I didn't learn until I was in college about all the other cultures, and I should have learned that in the first grade. A first grader should understand that his or her culture isn't a natural invention; that there are thousands of other cultures and they all work pretty well; that all cultures function on faith rather than truth; that there are lots of alternatives to our own society. Cultural relativity is defensible and attractive. It's also a source of hope. It means we don't have to continue this way if we don't like it."
Kurt Vonnegut, Jr.

". . .If you want to understand something you are first obliged to understand, in detail, the whole system . . ."
Lewis Thomas, The Medusa and the Snail

"Always waiting untold in the souls of the armies of common people, is stuff better than can possibly appear in the leadership of the same."
Walt Whitman

“Every man must decide whether he will walk in the light of creative altruism or the darkness of destructive selfishness. This is the judgement. Life’s most persistent and urgent question is , What are you doing for others?”
- Martin Luther King, Jr.

COURSE DESCRIPTION

This course is designed as an introduction to community psychology. Community psychology is generally considered to be an "applied" area in psychology, since it normally focuses on interventions in community settings. Applied psychologists often refer to themselves as "scientist practitioners" meaning that they are interested in using the principles of psychology to help promote mental health (practitioner), as well as investigating new principles of psychology, and in particular, methods for intervention (scientist). In other words, they are interested in both HOW and WHY a particular intervention works or does not work. In a similar manner, community psychologists strive to be “participant conceptualizers,” meaning that they would “act as a change agent in communities as well as conduct research on the effectiveness of those change efforts” (Dalton, Elias, & Wandersman, 2001).

In this course we will explore the values and assumptions that make up what is called "community psychology." We will examine the research strategies community psychologists use (i.e., science/conceptualization), as well as the strategies for community change (i.e., practice/participation). These latter strategies are largely geared toward preventing mental illness and promoting mental health, but doing it in a broader context than the traditional focus of psychology- i.e., the individual. Ultimately, the idea is to go beyond the individual to the social system of which he/she is a part and thus create a psychologically healthy setting for many individuals.

COURSE OBJECTIVES

By the end of the course you should be able to:

Identify and explain the various research methods which are used in community psychology.
Understand and critique the basic values and beliefs that are held by various community psychologists.
Describe the major theoretical perspectives or paradigms adopted by community psychology.
Understand research and theory attempting to explain the systemic causes of mental health and mental illness.
Describe some of the major change techniques or intervention strategies that have developed in community psychology.
Describe the current attempts to apply what has been learned in the field of psychology to the prevention programs that have developed around the country.

COURSE METHOD

Discussion is the major method of instruction to be used in this class, yet there will also be a variety of lectures, readings (text and supplementary), experiential exercises, role plays, and other group experiences. Some of these activities will be structured as cooperative learning experiences, which will be explained further in class. You are encouraged to ask questions and make comments during any of these class experiences.

COURSE REQUIREMENTS

PARTICIPATION
Much of this class will center around the discussion of the values, theories, research, and practice of community psychology. For such discussions to work, your participation is necessary. You will benefit most from the class if you become involved in the class discussions, since it will help you to think through the issues. I think you will find that you enjoy the class more as well. Participation will be worth 150 points. Factors considered: class attendance, attention in class, and "quality" participation in large group discussions, small group discussions, and various class activities. Keep in mind that it is impossible to participate if you are not in class. Thus, regular attendance is required.

[Note p. 28 of the CSB/SJU Academic Catalog 1998-2000: “The instructor determines the attendance policy for his or her class. An instructor may fail a student if the instructor determines that unwarranted absences preclude the student’s progress in class or indicate a serious lack of commitment. Excessive absences in any class, even excused absences, may mean that a student cannot fulfill minimal course requirements.”]

QUIZZES
For many of the topics we cover there will be readings assigned. The readings will come from the two texts, as well as some supplementary readings. Our discussions of the readings will be a significant part of this course. For these discussions to take place, it is vital that you read and reflect on the reading BEFORE coming to class. For each new topic or chapter in the course there we a quiz. The quizzes will focus on your understanding of the reading. Each quiz will be worth 15 points or a total of 210 points. MISSED QUIZZES CANNOT BE MADE UP. You may throw out your lowest quiz score over the entire semester.

THOUGHT PAPERS

At four points in the semester you will receive a paper assignment. These papers will involve approximately 1-2 questions covering the material we have covered in class to that point. In each paper you will respond to these questions by writing a response based on the reading, class discussions, and your developing thoughts in that area (hence "thought papers"). The papers are designed to test your ability to reflect on and apply the ideas we cover in class. In preparation for the papers, it is important to keep up with the reading and become involved in class discussions. A thought paper provides the opportunity for you to thoughtfully reflect on the material, without trying to memorize specific definitions or principles, but it does require that you apply those definitions and principles. ALL PAPERS MUST BE TYPED. Plagiarism on the thought papers will result in a failing grade for the course. Four thought papers will be worth 60 points each or 240 points total over the semester.

SERVICE-LEARNING PROJECT
Much of the theory, research, and practice of community psychology focuses on the design of community interventions. As a result, each of you will be involved in a community Service-Learning Project. You will be assigned to a service-learning project based as much as possible on your interests, but ultimately the Service-Learning Coordinator (Cindy Pederson) and I will make the decision. Besides completing the project itself (which you will negotiate with the service-learning site), you will complete a paper based, in part, on your project. You will also attend an out-of-class reflection session. Finally, you will present your experiences to the rest of the class at the end of the semester. Each project will be done in teams - i.e., you will be working with 3-4 other students on the project. YOU WILL BE GRADED AS A TEAM, BUT YOU WILL ALSO BE EVALUATED AS AN INDIVIDUAL BY YOUR TEAM. The project is designed to give you a taste of working as community psychologists or "scientist practitioners." The service-learning project will be worth 150 points (50=presentation; 100=paper).

GRADES

TENTATIVELY, your grade will be based on the total points accumulated during the term as follows:

PARTICIPATION 200 POINTS
QUIZZES 210 POINTS
THOUGHT PAPERS 240 POINTS
GROUP PROJECT 150 POINTS
TOTAL POINTS 800 POINTS

TENTATIVELY, grades will be assigned in the following manner:

POINT TOTAL FINAL GRADE % OF TOTAL POINTS
736 or above A 92%
720 to 735 AB 90%
656 to 719 B 82%
640 to 655 BC 80%
560 to 639 C 70%
544 to 559 CD 68%
480 to 543 D 60%
479 or below F