| |
| |
| Introduction | |
| |
| |
| |
| An Overview of Community Psychology | |
| |
| |
| Philosophical Roots of Community Psychology | |
| |
| |
| The Behaviorist's View | |
| |
| |
| The Phenomenologists' View | |
| |
| |
| Social Scientific Paradigms | |
| |
| |
| Historical Trends Leading to Community Psychology | |
| |
| |
| Civil Rights | |
| |
| |
| Crisis Intervention | |
| |
| |
| Politics of Mental Illness | |
| |
| |
| Legislative Initiatives and the Mass Media | |
| |
| |
| Community Psychology's Central Thesis: The Dohrenwend Model | |
| |
| |
| Toward a Definition of the Community Psychological Approach | |
| |
| |
| Community Psychological Work Settings | |
| |
| |
| Essay Questions | |
| |
| |
| |
| The Ecological Model: Person-in-Context | |
| |
| |
| Lewin's Field Theory | |
| |
| |
| Barker's Behavior Settings | |
| |
| |
| Moos' Perceived Social Climate Scales | |
| |
| |
| Kelly's Principles of Ecology | |
| |
| |
| Interdependence | |
| |
| |
| Cycling of Resources | |
| |
| |
| Adaptation | |
| |
| |
| Succession | |
| |
| |
| Bronfenbrenner's Ecological Theory of Child Development | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| Prevention | |
| |
| |
| The Origin of Prevention | |
| |
| |
| Risk and Protective Factors | |
| |
| |
| Cost Effectiveness of Prevention and Funding | |
| |
| |
| Levels of Prevention | |
| |
| |
| Primary Prevention | |
| |
| |
| Secondary Prevention | |
| |
| |
| Tertiary Prevention | |
| |
| |
| Residential Services | |
| |
| |
| Employment Programs | |
| |
| |
| Primary Prevention Programs | |
| |
| |
| The Head Start Program | |
| |
| |
| Perry Preschool Project | |
| |
| |
| Primary Prevention for Infants and Children | |
| |
| |
| Elementary School-Based Primary Prevention Programs | |
| |
| |
| Primary Prevention for High School and College Students | |
| |
| |
| Programs for Adults and the Elderly | |
| |
| |
| The Ethics of Primary Prevention | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| Crises and Coping | |
| |
| |
| Historical Developments in Crisis Intervention | |
| |
| |
| Crisis Theory | |
| |
| |
| Adaptation and Support | |
| |
| |
| Coping | |
| |
| |
| Cognitive Coping | |
| |
| |
| Mental Preparation | |
| |
| |
| Reframing | |
| |
| |
| Social Skills Training | |
| |
| |
| Relaxation | |
| |
| |
| Meditation | |
| |
| |
| Support Groups | |
| |
| |
| Training | |
| |
| |
| Attending to Physical Health | |
| |
| |
| Avoidance | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| Social Support and Self-Help | |
| |
| |
| Social Support | |
| |
| |
| Psychological Sense of Community | |
| |
| |
| Functional Aspects of Social Networks | |
| |
| |
| Factors Affecting the Effectiveness of Social Support | |
| |
| |
| Networks, Support, Health, and Illness | |
| |
| |
| Implications for Intervention | |
| |
| |
| Caplan's Ideal Family | |
| |
| |
| Support Networks in the Life Cycle | |
| |
| |
| Parental Social Networks | |
| |
| |
| Children's and Adolescent's Networks | |
| |
| |
| Adult Networks | |
| |
| |
| Social Networks and Aging | |
| |
| |
| Social Networks and Mental Health | |
| |
| |
| Self-Help | |
| |
| |
| Aspects of Self-Help Groups | |
| |
| |
| Membership in Self-Help Groups | |
| |
| |
| Functions of Self-Help Groups | |
| |
| |
| Self-Help and Ecological Concepts | |
| |
| |
| Effectiveness and Self-Help Groups | |
| |
| |
| Ethical Concerns for Professionals Recommending a Self-Help Group | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| Consultation | |
| |
| |
| Reasons to Provide Consultative Services | |
| |
| |
| Caplan's Perspective on Consultation | |
| |
| |
| Types of Consultation | |
| |
| |
| Types of Consultee Difficulties | |
| |
| |
| The Consultative Process | |
| |
| |
| Gaining Entry | |
| |
| |
| Negotiating the Contract | |
| |
| |
| Building the Relationship | |
| |
| |
| Defining the Problem | |
| |
| |
| Presenting and Choosing Alternative Solutions | |
| |
| |
| Implementing the Intervention | |
| |
| |
| Evaluating and Terminating the Consultation | |
| |
| |
| Why Evaluate? | |
| |
| |
| Characteristics of a Good Evaluation | |
| |
| |
| How Effective is Consultation? | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| Program Evaluation | |
| |
| |
| Historical Overview | |
| |
| |
| Differences Between Experimental Research and Program Evaluation | |
| |
| |
| Types of Program Evaluation | |
| |
| |
| The Politics of Evaluation | |
| |
| |
| Tailoring Evaluations | |
| |
| |
| Defining Program Goals and Objectives | |
| |
| |
| Factors that Jeopardize Results | |
| |
| |
| Meaning, Not Mechanics of Statistics | |
| |
| |
| Significant Statistical Factors | |
| |
| |
| Errors of Inference | |
| |
| |
| Needs Assessment | |
| |
| |
| Definitions | |
| |
| |
| Specific Diagnostic Procedures | |
| |
| |
| Qualitative Evaluation | |
| |
| |
| Client Satisfaction | |
| |
| |
| Quality Assurance | |
| |
| |
| Fiscal Evaluation or Cost-Benefit Analysis | |
| |
| |
| Dissemination and Utilization of Evaluation Results | |
| |
| |
| Factors that Contribute to Failure to Use Evaluation Results | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| Community Change: Politics of Intervention and Empowerment | |
| |
| |
| The Politics of Problem Definition | |
| |
| |
| Should Community Psychologists Be Value Free? | |
| |
| |
| Values of the Community Psychologist | |
| |
| |
| Systems Analysis and Societal Level Change | |
| |
| |
| Classical Concepts in Victimization Theory | |
| |
| |
| Adams' Equity Theory | |
| |
| |
| Roles of the Community Change Agent | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| Strategies for Change | |
| |
| |
| The Organizational Change Process: An Overview | |
| |
| |
| Diagnostic-Prescriptive Model | |
| |
| |
| The Diagnosis | |
| |
| |
| The Prescription | |
| |
| |
| Encouraging Program Adoption: Organizational Methods of Change | |
| |
| |
| Creating the Vision: Recent Strategies for Organizational Change | |
| |
| |
| Determining an Organization's Philosophy | |
| |
| |
| Developing a Group Vision Reflective of Its Philosophy | |
| |
| |
| Operationalizing Shared Concepts into Strategy and Action Plans | |
| |
| |
| Institutional- and Societal-Level Change Strategies | |
| |
| |
| Practical Matters | |
| |
| |
| Grant Proposal Preparation | |
| |
| |
| Researching Funding Sources | |
| |
| |
| Writing Grant Proposals | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| The Changing Face of Community in the Information Age | |
| |
| |
| History of the World Wide Web | |
| |
| |
| The Numbers Game Revisited | |
| |
| |
| Possible Electronic Interventions | |
| |
| |
| The "Connection" Between Emerging Technologies and the Core Values in Community Psychology | |
| |
| |
| Increased Access to Resources | |
| |
| |
| Choice Among Alternatives: The Ecological Perspective | |
| |
| |
| Social Support | |
| |
| |
| The Internet and Diversity: The Rainbow Leads to Your Terminal | |
| |
| |
| Citizen Action | |
| |
| |
| Cautions | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| |
| The Future of Community Psychology: Training for the Twenty-First Century | |
| |
| |
| Training Community Psychologists for the Future | |
| |
| |
| Activities of the Community Psychologist | |
| |
| |
| Values in the Community Psychology Graduate Program | |
| |
| |
| Curriculum in Community Psychology | |
| |
| |
| The Growing Health Care Crisis | |
| |
| |
| Innovative Community Psychological Solutions | |
| |
| |
| Conclusions | |
| |
| |
| Essay Questions | |
| |
| |
| Glossary | |
| |
| |
| Bibliography | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |