Community Psychology for Applied Psychologists:

1
Community Psychology for Applied
Psychologists

• Working Alongside Marginalised/Excluded/Disadvanta
  ged Communities
• Facilitators Dr Ho Law and Dr Glenn Williams
• With input from Community Psychology Section
  Committee members

2
Agenda

• Speaker and delegate introductions
• Sessions
• Introduction to Community Psychology
• Ecology, Prevention and Promotion
• Community Psychology - Research and Action
• Community and Organizational Change
• Applying these Principles and Practices in your
  Work

3
Profile of Expertise/Experience Dr Ho Law PhD
CPsychol CSci FCMI MSCP(Accred) AFBPsS FRSM

• Founding Committee Member of Community Psychology
  Section (Honorary Treasurer) http//cps.bps.org.uk
  /
• Registered Psychologist, Chartered Psychologist,
  Chartered Scientist, a Fellow of the Royal
  Society of Medicine, an international
  practitioner in coaching psychology and
  psychotherapy.
• Chair (2010) of the British Psychological
  Societys (BPS) Special Group in Coaching
  Psychology. http//www.sgcp.org.uk/
• Chair (2013-14) BPS Psychotherapy Section
  http//ps.bps.org.uk
• President, Empsy Network. http//www.empsy-networ
  k.co.uk/
• Founder Director, International Society for
  Coaching Psychology http//www.isfcp.net/
• Senior Lecturer, Programme Leader in Coaching
  Psychology, University of East London (UEL), UK.
  http//www.uel.ac.uk/psychology/staff/hochunglaw/
  
• Visiting professor, Lisbon University, Portugal.
• Visiting psychologist, School of Nursing, Hong
  Kong Sanatorium Hospital (HKSH).
• Current research Compassion in healthcare
  practice.
• Achievement awards Local Promoters for Cultural
  Diversity Project (2003), the Positive Image
  (2004),
• the first Student Led Teaching Award (UEL 2013) -
  Best Supervisor. http//youtu.be/MDVVbdhSEuw

Email drholaw_at_gmail.com
Or law2_at_uel.ac.uk
4
Profile of Expertise/Experience Dr Glenn
Williams

• Heavily involved with Community Psychology
  research and practice developments in the UK and
  abroad
• Committee member of the BPS Community Psychology
  Section since 2010.
• Member of the Society for Community Research and
  Action.
• Member of the European Community Psychology
  Association.
• External Examiner for BA (Hons.) Counselling and
  Psychology in Community Settings (Leeds Met
  University Regional Network).

• Received PhD in Psychology in 2003 Studied
  organisational change, personality, well-being
  and stress.
• Has worked in the NHS as a researcher from 1995
  to 2001.
• Has delivered Psychology teaching since 2001 to
  nursing/other health professionals and to
  psychology students
• Author of 90 books, book chapters, journal
  articles, conference papers, and commissioned
  reports.

5
Delegate introductions Group Work

• Delegates divide into groups of 4 or 5.
• Introduce briefly to each other their name and
  what they do.
• Discuss amongst yourself and agree on one example
  of the work from the group as the most
  representative application of psychology in
  communities.

6
Ground rules participants are requested to

1. Understand the question.
2. Use your groups chosen examples to illustrate
   the understanding of the questions in the later
   exercises.
3. Ensure understanding of the others viewpoints
   during the discussion.
4. Use common sense everyday experience.
5. Use imagination to step into the examples under
   debate.
6. Refrain from book citing.
7. A volunteer to take note to summarise the key
   points and report back to the plenary

7
Community Psychology for Applied
Psychologists

• Session 1
• Introducing Community Psychology
• with
• Dr Glenn Williams and Dr Ho Law

8
Introduction to Community Psychology - Overview

• What is community psychology?
• Origins of community psychology
• Core values of community psychology
• What do community psychologists do?

9
What is Community Psychology?

• Its primary focus is on understanding, and
  working with, people in their wider social
  context beyond seeing them purely as individuals
• Acknowledges role of systems that exist around
  people relating to place, history, and culture
  that affect peoples well-being and behaviour
• It uses a multi-layered focus (Nelson
  Prilleltensky, 2010) with analysis of
• micro-systems (e.g. a family or social network),
• meso-systems (i.e. links between micro-systems
  such as between home and school or relationships
  between work and home) and
• macro-systems (e.g. social norms, economic
  systems and policies).

10
Origins of Community Psychology (CP) in UK 1

• Relatively new as an organised discipline in UK
  Psychology
• One of the forerunners was from Europe
• Marie Jahoda and colleagues studied an unemployed
  community, Marienthal, Austria in 1930s. Their
  conclusion negative impacts best understood
  at the community, rather than the individual,
  level (Jahoda,1983)
• Jahoda was responsible for an important
  pioneering psychological study of a community in
  Wales.
• Jahoda became 1st woman professor at Sussex
  University and founded a version of Social
  Psychology closely related to community
  psychology.

11
Origins of Community Psychology (CP) in UK 2

• Fast forward a few decades Roots of CP was in
  applied social psychology, mental health work,
  and clinical psychology.
• Journal of Community and Applied Social
  Psychology launched in 1991 and co-edited by
  Orford.
• Textbook on Community Psychology produced in
  1992.
• CP conferences held in the UK from the 1990s
  onwards.
• Strong tradition of critical psychology
  influencing CP. E.g. Prof. Ian Parker and Erica
  Burman.
• MMU integrates critical psychology and CP
  together as part of their undergraduate
  programmes.
• Growing links between health psychology and CP
  Michael Murray, David Marks and Carla Willig.
• For a fuller overview, see http//tinyurl.com/eop
  6x

12
Some Key People in UK Community Psychology

• Prof. Jim Orford
• Prof. Carolyn Kagan
• Prof. Jacqueline Akhurst

13
Some of the Initial Aims of the Section

• To get a better understanding of the multiple
  factors (e.g. social, economic, political and
  environmental) that cause or perpetuate
  psychological problems in order for preventative
  strategies to be developed and put in place
• To develop partnerships, where local knowledge of
  participants is valued as equal to expert
  knowledge, and professional skills are used
  collaboratively
• To collect evidence of the impact of
  community-based interventions
• To undertake forms of inclusive, participatory
  action research (and other more progressive
  research forms)
• To engage, and influence, policy makers.
• For progress on this, see http//cps.bps.org.uk

14
Core Values of Community Psychology

• Placing people in their social contexts
• Includes central concepts of
• Power (Disempowerment..Empowerment)
• Social inclusion (Marginalisation..Inclusivity)
• Involves working collaboratively with others
• Uses a plurality of research development
  methods (e.g. participatory action research)
• More critical community psychological approaches
  challenge the status quo

15
6 Rs Ethical Principles to guide Community
Psychology Research and Practice
http//www.isfcp.net/ethics.htm

• Rights
• Respect
• Recognition
• Relationship
• Representation
• Responsibility

16
What do community psychologists do?

• They see social exclusion, marginalisation,
  powerlessness and oppression as having major
  impacts on health and well-being.
• Lack of power and oppression due to inequalities
  (e.g. rooted in social class, gender, sexual
  orientation and ethnicity)
• states of learned helplessness, conformity,
  self-blame and worthlessness
• downward spirals in well-being and ill-health
  (Prilleltensky, 2003).
• Community psychology research and interventions
  attempt to change these influences and systems.
• Community psychologists pursue social justice,
  liberation, and act as advocates for the
  marginalised and the oppressed.
• Examples of research debt (Akhurst, 2011),
  gambling (e.g. Orford, 2010), climate change
  (e.g. Burton, 2009) disabilities (e.g. Kagan, et
  al., 1999) and physical and mental health (e.g.
  Lovell, et al., 2011).

17
Questions For Discussion

• What is community?
• What does community mean to you?
• Are you part of a community? If so, which ones?
• Are the communities that you belong to tied into
  a place/an ethnic group/a religion or something
  else?
• What made you part of that community? Did you
  get much of a choice?

18
Community Psychology for Applied
Psychologists

• Session 2
• Ecology, Prevention and Promotion
• with
• Dr Glenn Williams and Dr Ho Law

19
Ecology, Prevention and Promotion- Overview

• The Ecological Metaphor
• Prevention primary, secondary and tertiary
  approaches
• Promoting healthy lifestyles and choices
• Working together on a prevention/promotion
  project relevant to your work practice or
  research interests

20
The Ecological Metaphor

• Interdependence (e.g. micro-, meso-,
  macro-levels)
• Cycling of Resources (e.g. having sustainable
  social support systems both formally and
  informally)
• Adaptation (e.g. coping with changes to the
  eco-system such as cuts to funding of essential
  services)
• Succession (e.g. having a long-term perspective
  evolutions to available social systems and
  networks of support)

Nelson Prilleltensky (2010)
21
Different Levels of Focus for Prevention

• Primary aims to reduce incidence of new cases
  of a disorder (i.e. the number of new cases in a
  specified population at a given time)
• Secondary aims to detect disorder and to give
  treatment at early stage. Ideally, the goal will
  be to reduce the prevalence of a disorder (i.e.
  number of active cases at a particular point in
  time)
• Tertiary aims to reduce the chances of disorder
  developing into disability/handicap

From Orford (1992)
22
Other Ways of Seeing Prevention
Increasing levels of focus Bloom (1968), Heller (1984) Public Health-related (e.g. Robertson, 1986) Ecology (Bronfenbrenner, 1979)
1. Community-wide (focused on whole community) 1. Host (e.g. person infected) 1. Micro-level (e.g. family, workplace, school)
2. Milestone (those passing a developmental milestone 2. Agent (e.g. vehicle for transmitting disorder/disease) 2. Meso-level (e.g. interfaces between home and school, between home and work)
3. High-risk 3. Environment (e.g. noxious circumstances) 3. Macro-level (e.g. societal norms, legislation)
Continued from Orford (1992)
23
Why Primary Prevention Matters

• Secondary
• Requires early diagnosis and treatment
• Relatively mechanistic and based on biomedical
  model
• Fits the linear model that underpins conventional
  health care systems
• Some interventions based on this approach may
  repair one part of the body but might still upset
  rest of the system

• Primary
• Promotes healthy lifestyles
• Does not need a condition to be diagnosed or
  understood to have an intervention for it (e.g.
  John Snows work on cholera prevention in London
  in 1854)
• Based on an outcomes model treats the person,
  not the disease
• Interventions typically involve behavioural (e.g.
  exercise, diet) or policy changes (e.g.
  sanitation, pollution control)

From Kaplan (2000)
24
Focus Reference/s Compared with Cost/QALY
Secondary Prevention
Mammography Women aged 40-49 Eddy, 1989 Salzmann et al. 1997 No mammography Ranges from 150,000 to 240,000
PSA screening for men 60-70 yrs Krahn et al., 1994 No screening Screening causes reductions
Primary prevention
Daytime use of running lights in automobiles Williams Lancaster, 1995 No use of lights lt 0
Tobacco restrictions for minors Graham et al., 1998 No restrictions lt 1,000
Continued from Kaplan (2000)
25
Promotion and Communicating the Message Lessons
from Research

• Messages should not be laden with statistics - be
  colourful and memorable
• The communicator needs to be expert, trustworthy
  and likeable
• Strong arguments to be put at beginning or end of
  communication
• The message should have a clearly defined course
  of action

• For messages emphasising uptake of screening,
  suggestions of problems arising from no screening
  will be effective
• Audience receptivity to changing habits
• Audience receptive - state only good points of
  message.
• Audience undecided - discuss both sides

From Daniel OKeefe (2002)
26
Promotion Issues to Consider

• To whom is the message being promoted?
• Is this an effort at primary, secondary or
  tertiary prevention?
• What other elements of prevention are being
  tackled? Any of the following
• Community-wide
• Milestone-based areas of focus (e.g. passing a
  life milestone)
• High-risk (e.g. those particularly at high risk)
• Micro-level (e.g. in a family or workplace)
• Meso-level (e.g. interactions between home and
  school micro-systems, or between home and work)
• Macro-level (e.g. prevailing attitudes and norms,
  current laws or policies)

27
Group Work

• What risks to health and well-being can you
  identify for a target group relevant to your
  groups practice or research interests?
• What prevention strategies could you use to
  target these risks?
• What promotion methods might work well for your
  target group, and why?

28
Community Psychology for Applied
Psychologists

• Session 3
• Community Psychology Research and Action
• with
• Dr Ho Law and Dr Glenn Williams

29
Overview

• 3 main paradigms in community psychology
  research
• Post-positivist
• Constructivist
• Transformative
• Examples of community psychology research
• Designing research and action for your chosen
  target group group activity

30
Three Paradigms for Community Research

• Outlined in Williams Zlotowitz (2013)
• Positivist/Post-Positivist came from logical
  positivism with its emphasis on one external
  reality/truth
• Constructivist sees reality as being relatively
  shaped by peoples perceptions of their worlds
  and that there can be many truths (e.g. see
  post-modernist approaches to inquiry)
• Transformative developed from Marxist and
  critical theorist approaches to social phenomena
  emphasis is on external reality that has been
  historically shaped by social, cultural,
  political, gendered, economic and ethno-racial
  factors. Based on assumption of inequalities
  being present and there being dominant/subordinate
  groups

31
Focus of research Post-Positivist Constructivist Transformative
Analytic Mainly quant. Methods (surveys, epidemiological data, quasi-experiments, case-control, cohort studies) Mainly qual. methods (grounded theory, discourse analysis, case studies) Quant./Qual. methods used. Highly participatory. Partners with those in a disempowered and marginalised community
Activist/ Interventionist Focuses on programme evaluations, cost-effectiveness, outcomes Also analyses programme data, archival information, minutes of meetings, observations, publicity material Defines problems and intervenes in partnership with the disadvantaged community
32
The Transformative Paradigm

• Ontology Rooted in German critical theory,
  feminism, Marxism and strives for social justice
  and change. Proposes an external reality (like
  post-positivism). Unlike p-p, this reality is
  based on shared social histories where
  inequalities and misuse of power are salient.
• Epistemology Inter-relationships between
  researcher and researched. The researcher is
  working in solidarity with the oppressed and
  marginalised. Important to acknowledge and
  reflect on this dynamic.
• Axiology Has a moral and political stance
  underpinning the research. Has values of
  justice, respect for diversity, inclusivity,
  empowerment, and accountability to those being
  oppressed (6Rs).
• Methodology Reflexive and critical. Uses
  participatory and action-oriented methods.
  Disadvantaged people are included in the setting
  for the research agenda and in the executing of
  the study and the dissemination of findings and
  deciding what to do afterwards.

33
An example Stories of Hopes A narrative
practice in wider communities

• Dr Ho Law Naomi Mwasambili
• With input from Valeria Sterzi Jenny Gordon

34
Aims of the project

• UEL Make It Global (MIG) project which aims to
  support 250 women-led, small and medium
  enterprises (SMEs) in London, to increase their
  confidence and awareness of the benefits to
  internationalise.
• The scheme aims to
• 1) increase peer coaching resources in Southwark
  
• 2) get customer feedback and
• 3) enable peer coaches to successfully carry out
  placements within their community.
• The research aims to assess the effectiveness of
  a six-week community based peer coaching training
  scheme provided by Community Therapies and
  Training Service (CTTS) using narrative method.
• The approach aims to help participants to improve
  their personal development, self-reflection and
  general functioning.

35
Context
C
E
CTTS
MIG
W
T
A2
B
W
A1
W
D2
D1
36
Narrative approaches and practices
37
Meso - levelpsychological foundation
38
Narrative techniques

• Externalising Conversations (11)
• Re-membering/Re-Authoring (11)
• Outsider Witness Re-telling (11n)
• Definitional ceremony (Community) - Retellings of
  retellings.

39
Working in Groups
40
Instructions for observer/listener outsider
witness
Activity - group Listen Make note
41
Case studies

• Identify
• The problem
• The goal, hopes and dreams
• How community psychology may help

42
Group activity/Homework Re-designing a
community psychology research and action project
for your target group (designing a new one if you
wish)

• Identify
• The problem
• The goal, hopes and dreams
• How will your intervention help

43
Community Psychology for Applied
Psychologists

• Session 4
• Developing Effective Organisational and Community
  Change
• with
• Dr Ho Law and Dr Glenn Williams

44
Overview

• Resistance to change
• Using Appreciative Inquiry to effect change
• Steps for organisational/community change
• Considering strategies for organisational change
  in your groups by using your same target group
  from Sessions 2 3

45
Resistance May be Good for You

• Foucault (1976) where there is power, there is
  resistance (p.95).
• The oppressed may be fighting for their rights
  through resistance.
• We need to distinguish between (a) the
  disempowered having their resources taken away
  through the change versus (b) the powerful having
  the status quo (and their status) being placed
  under threat through this change.
• Those with a vested interest in the status quo
  often mount an attack on the methodology of a
  change or evaluation because they do not like
  the challenging work that the group is doing.
  It is often easier to attack the method than to
  attack the sense making that the collaborative
  inquiry is doing (Burns, 2007 as cited by
  Kagan, et al., 2011).

46
Case Study of How to Deal With Resistance

• Advocating for the leisure participation of
  people with learning difficulties
• One of the local service managers was hostile to
  the project, arguing that slow, person-centred
  ways of working would lead to little change and
  be a waste of public money. We invited him to
  join the management group of the project.
• Although his criticisms were still voiced, he
  could not stop his staff cooperating with a
  project of which he was part. He was also
  exposed to some of the exciting changes that were
  achieved. Within 3 years he had mainstreamed
  many of the ideas of the project and they
  became part of the serviceFar from continuing to
  resist, he ended up embracing the practices and
  had also brought a different set of skills and
  knowledge to the project (Kagan et al., 2011
  p.289)

47
Other Considerations about Change (Kagan, et
al., 2011)

• It is effective when owned by those affected by
  the change.
• Change doesnt always happen straight away in the
  area where the intervention is focused.
• Work done by community psychologists to effect
  change is only one element of what is going on in
  an organisation at any one time. Many social
  patterns occurring at the same time in the same
  environment.
• People affected by the change may not have the
  perspective at the time to be able to give
  effective feedback on the impact of the change.
• Community psychologists have a privileged
  position of being on the fringes and
  occasionally on the inside in helping to bring
  about the change. There is a tension,
  howeverStakeholders may be suspicious about
  whose interests are really being represented in
  helping to effect and evaluate the changes.

48
Example of Effecting Individual Change
Feedforward

• Based on Appreciative Inquiry (AI) (Cooperrider
  Srivasta, 1987)
• 3-phase appreciative interview
• Get a narrative from the person on when s/he was
  at his or her best
• What were the conditions that brought out the
  best in that person?
• Look at the emotions experienced when reaching
  end of narrative
• To what degree do your plans for the immediate
  future take you closer to, or further away from,
  the conditions that allowed you to be at your
  best?

49
Appreciative Inquiry (AI) as a Way Forward for
Organisations (Robbins, 2003)
Most Organisation Development approaches are
problem-centred. Identifies a problem and aims
to come up with solution. AI identifies unique
qualities and strengths of an organisation to
build on to improve performance.

• Four-step AI process (large group meeting usually
  over 2-3 day period)
• Discovery (what people think are the strengths of
  the organisation)
• Dreaming (info from Discovery is used to envisage
  possible futures for the organisation)
• Design (based on the articulation of the Dreaming
  stage, participants find a common vision for what
  the organisation will look like)
• Destiny (discussion on how the organisation will
  fulfil this dream).

50
Other Methods of Tracking Change Stages of
Change (Prochaska et al., 2008)
Maintenance
Action
Preparation
Contemplation
Precontemplation
51
Steps for Organisational Change 1(adapted from
Nelson Prilleltensky, 2010)
Steps Aim People Tasks Who will do it? When to do it?
1. Pre-cont. Create awareness Allies to the change Inform others Choose effective people Decide on right time to sensitise
2. Contemp. Create need for change Allies and possible allies Look for specific problems and spread information Credible people in organisation Have time to create momentum for change
3. Prep. Specific goals and areas to be changed Those with influence and credibility Get data about problem and devise plan Internal or external consultants Have clear timetable for prep. phase
52
Steps for Organisational Change 2(adapted from
Nelson Prilleltensky, 2010)
Steps Aim People Tasks Who will do it? When to do it?
Action Do the most effective interventions first Everyone affected by the proposed change Many tasks linked to the changes Involve multiple agents of change Decide ahead of time on this. Too much time lag will reduce credibility of change
Maint. Put in place systems to sustain the change Everyone affected by the change Have activities to institutionalise the change As many people as possible Have change-sustainingactivities at regular intervals
53
Group Activity Designing community-level or
organisational change for your target group

• Effecting Change by Using your Groups Scenarios
• Have a think about your target group that you
  focused on in Sessions 2 and 3.
• Think about macro-, meso- and micro-level focused
  interventions that you could recommend.
• Now, aim to see if you can draw from the content
  of todays session to bring about successful
  change.
• Who would you get involved in the change? How
  would you get the key stakeholders involved?

54
Community Psychology for Applied
Psychologists

• Session 5
• Incorporating Community Psychology Principles and
  Evaluative Practices in your Work
• with
• Dr Ho Law and Dr Glenn Williams

55
Overview

• A case study of evaluation within a social
  enterprise and wider communities
• Evaluation at meso/macro level using multi-level
  modelling
• Considering strategies for evaluation in your
  groups by using your same target group from
  Session 4.

56
An evaluation model
Qualitative
quantitative

• Evaluation methodology (Law, 2013)

57
Responsive Evaluation qualitative method
Robert Stake (1975)

• Assumptions and the process
• Focus on issues that are important to
  stakeholders (not objectives or hypotheses).
• Use the identified issues to drive the
  information (data) gathering process.
• Regard human observers as the best instruments
  for the data collection.
• Obtain information from diverse (different,
  independent and credible) sources.

(Green Abma, 2001)
58
Responsive Evaluation qualitative method

• Social Constructionism, - multiple realities
  constructed by social interactions
• context-bonded
• Pragmatic method let the design emerge from the
  on-going process. Thus suitable for evaluating
  community-based interventions e.g. using AI or
  action research
• may be embedded in other research methods such as
  ethnography or even quantitative method (as mixed
  design) for triangulation.
• Users are free to decide whether the results are
  transferable to different contexts, as the
  subject-object relation is blurred (Abma, 2005).

(Green Abma, 2001)
59
Impact evaluation quantitative design
Research question What is the effect/impact of
an intervention? Input/process/output - e.g.
coaching/mentoring/counselling/ training Outcome
- e.g. performance/ wellbeing Measurement e.g.
scores.
60
Questionnaire

• UIF SAQ
• Measure personal, social, cultural and
  professional competence
• http//www.uelpsychology.org/csc/  
• Recovery-Stress SAQ Questionnaire (Kellmann
  Kallus, 2001)
• Measure your general stress level (not clinical
  but social well being).
• http//www.uelpsychology.org/restq76social/

61
Uif CSC SRQ http//www.uelpsychology.org/csc/
Competence I Personal (Self) II Social (other) III Cultural (cross culture organisation and individuals) IV Professional Competence
Awareness Self - Awareness Empathy Enlightenment Reflective Practice
Management Self - Regulation Social Skills Champion Continues Professional Development within supervision framework
62
Evaluation of Coaching Psychology Pedagogy
preliminary results (1)
63
Evaluation of Coaching Psychology Pedagogy
preliminary results (2)
64
Example of Multi-Level Modelling A Three-Level
Hierarchy
65
Benefits of Multi-Level Models (MLMs)

• Homogeneity of regression slopes
• Model the variability in regression slopes
• Assumption of independence
• You can model the relationships between cases
• (Regression for repeated observations)
• Missing Data
• MLMs can cope with missing data

Field, A. (2009). Discovering statistics using
SPSS (3rd ed.) London Sage.
66
Group Activity Designing an evaluation at
community or organizational level for your target
group

• Use the same Groups Scenarios
• Have a think about your target group that you
  focused on in Session 4.
• Think about macro-, meso- and micro-level focused
  interventions that you could recommend.
• How would you evaluate the effectiveness of the
  changes that you have got planned?
• Now, aim to see if you can draw from the content
  of todays session to bring about successful
  embedding of the evaluation.

67
Summary
68
Questions, Discussion,workshop evaluation
Feedback
69
Annex 1 Examples of Community Research 1 -
Constructivist Research

• Boydell et al. (2000) qualitative study of 29
  homeless people in Toronto, Canada.
• Used symbolic interactionism to see how sense of
  self and the homeless persons social context
  interacted.
• Main finding the homeless persons in this study
  were motivated to maintain a retrospective,
  positive sense of self. The current sense of
  self was commonly affected by perceptions of
• Stigma
• Isolation
• Shame
• Feeling inferior to others
• I felt disgusted with myself, you know, that I
  messed up. I felt bad, you know, like I was
  nobody (p.31)
• Aim of this study was not to generalise to all
  homeless persons but to understand their
  phenomenologies and the constructions of their
  realities.

Full article via http//tinyurl.com/9mpfar9
70
Annex 1 Examples of Community Research 2 -
Transformative Research

• Paradis (2009) A little room of hope Feminist
  participatory action research with homeless
  women. PhD thesis. University of Toronto.
• April 2005 gt50 women who were experiencing
  poverty, homelessness and isolation attended a
  workshop on human rights at a drop-in centre in
  Toronto.
• 15 months later, these women had attended weekly
  workshops on social and economic rights, methods
  of reacting to and resisting homelessness. They
  gave testimony to their experiences and their
  group sent a representative to the United Nations
  Committee on Economic, Social and Cultural
  Rights.
• Conclusion homelessness is not only a material
  state, but more importantly a social process of
  disenfranchisement enacted through relations of
  harm, threat, control, surveillance, precarity
  and dehumanization (p. ii).
• Project acted at multiple levels including at the
  macro level.

71
Annex 1 More Examples of Community Psychology at
Work 3

• The Joshua Project devotes a lot of time and
  effort to supporting some of the most
  marginalised community members who are often
  ignored/rejected by mainstream health,
  educational and other agencies
  http//joshuaproject.org.uk/
• Artworks Creative Works collaboratively with
  people at street level in their communities a
  great deal of positive change is effected
  http//www.artworkscreative.org.uk/
• UCL research group looks at processes and
  outcomes of various forms of psychological
  helping and support see http//www.ucl.ac.uk/cl
  inical-psychology/Research-Groups/phas/
• Prof. Jim Orfords work using community
  psychology to influence social policy relating to
  gambling www.gamblingwatchuk.org