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Introduction | |
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Critical community psychology in Manchester | |
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Why Manchester? | |
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Learning through action and action through learning | |
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Action learning | |
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Action research | |
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Language, discourse and representation | |
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What do we mean by 'critical'? | |
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Orientation to the book | |
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Think ! | |
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What is critical community psychology? | |
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The nature and origins of community psychology | |
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Definitions | |
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The emergence of community psychology in different parts of the world | |
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Key themes in critical community psychology | |
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Core values underpinning a critical community psychology | |
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Social justice | |
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Stewardship | |
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Community | |
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Conclusion | |
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Core elements of a critical community psychology | |
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Elements of critical community psychology | |
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The ecological metaphor | |
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The systems perspective | |
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Multiple levels of analysis | |
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The person-in-context | |
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Working together | |
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Prefigurative action | |
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Core principles underlying a critical community psychology | |
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Diversity | |
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Innovation | |
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Liberation | |
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Commitment | |
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Critical reflection | |
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Humility | |
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Conclusions | |
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The contested nature of community | |
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What is community? | |
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Theory descriptions of community | |
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Dimensions of community: Sentiment, social structure and space | |
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Sentiment | |
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Space | |
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Social structure | |
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Multi-dimensional communities | |
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Social exclusion | |
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Conclusions | |
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Community as social ties | |
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Social ties | |
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Affection | |
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Interdependence | |
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Coercion | |
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Theory prescriptions for community | |
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Ties of affection and co-operation: Community as social capital | |
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Ties of coercion: Community as ghetto | |
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Social boundaries: benign or benevolent? | |
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Community and social policy | |
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Nature of participation | |
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Conclusion | |
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Critical disruption of Think! | |
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Critically disrupting the challenge to individualism | |
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Critically disrupting our history of community psychology | |
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Resources for Part I | |
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Act! | |
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Problem definition | |
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Social issues | |
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Need | |
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Positionality and problem definition | |
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Whose need? | |
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Getting to know the community | |
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Community audit | |
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Community profiling | |
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Use of statistics | |
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Observation | |
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Community walks | |
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Making contact and gaining entry in the community | |
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Problem situations as human systems | |
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Stakeholders and stakeholder analyses | |
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Conclusion | |
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Action planning | |
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Decision making | |
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Stakeholder analysis and action planning | |
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Boundary critique: towards value-based decision making | |
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Fourth generation evaluation | |
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Participatory appraisal of needs and development of action | |
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Strengtlis, weaknesses, opportunities and threats | |
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Force field analysis | |
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Option appraisal | |
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Compromise | |
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Visioning | |
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Mixing methods | |
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Complex decision making: Polarity management | |
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Action 1: Furtherance of critical consciousness and creation of new forms of social settings | |
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Action for change | |
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Strategies of critical community psychological action | |
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Furtherance of critical consciousness (conscientisation) | |
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Problematisation | |
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Experiential learning | |
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'Capacitation' | |
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Deideologisation | |
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Creation of new forms of social relations and settings | |
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Multi-dimensional nature of social situations | |
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Behaviour settings | |
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New or alternative social settings | |
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The radical nature of alternative social settings | |
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Action 2: Development of alliances, and accompaniment, advocacy and analysis of policy | |
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Making links, the development of alliances and counter systems | |
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Processes of making links and working together | |
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Communities of interest or communities of practice | |
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Alliances and coalitions | |
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Partnerships | |
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Working at the ecological edge | |
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Alliances, new social settings and connecting with social movements | |
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Accompaniment, advocacy and analysis of policy | |
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Accompaniment | |
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Advocacy | |
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Analysis of policy | |
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Conclusions | |
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Critical disruption of Act! | |
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Chronic uncertainty | |
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Work ethic | |
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Resources for Part II | |
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Reflect | |
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Evaluation | |
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Purpose of evaluation | |
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Principles of evaluation | |
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Evaluation frameworks | |
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Politics of evaluation | |
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What is to be evaluated? | |
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"Theory of change' perspectives on evaluation | |
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Realistic or realist perspectives on evaluation | |
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Capacity building for evaluation | |
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Participation and evaluation | |
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Participation and empowerment in evaluation | |
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Resistance to involvement as a barrier to participation in evaluation | |
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Skills for evaluation | |
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Conclusions | |
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Change, influence and power | |
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The nature of social change | |
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Incremental or radical change | |
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Linear and non-linear change | |
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Stage approaches to change | |
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Strategic change | |
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Resistance to change | |
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Action research as change | |
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Social movements, power and ideology | |
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Social influence | |
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Social change tactics | |
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Social power, powerlessness and empowerment | |
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Taxonomy of power | |
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The social structure of social power | |
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Power analysis | |
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Roles, skills and reflections on learning for community psychologists | |
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Roles for facilitating change | |
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Facilitation roles | |
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Educational roles | |
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Representational roles | |
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Technical roles | |
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Skills for facilitating change | |
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Interpersonal communication skills | |
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Social problem solving skills | |
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Organisation skills | |
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Research skills | |
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The context of community psychological action | |
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Reflexivity as part of practice | |
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Constraints on working as a community psychologist and spaces for resistance | |
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Ethical issues | |
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Risk | |
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Power (again) | |
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Prefigurative learning | |
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The case for and against community psychology | |
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Community psychology as oppression or liberation | |
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Conclusion | |
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Critical disruption of Reflect! | |
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Evaluation and the audit culture | |
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Auditing skills | |
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Critical disruption of critical reflection | |
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Resources for Part III | |
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Critical disruption: Does critical community psychology have an adequate praxis? | |
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A new context: extreme and globalised oppression | |
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Rethinking the amelioration-transformation distinction | |
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References | |
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Index | |