Psychology 3317E

COMMUNITY PSYCHOLOGY

If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.

1.0    CALENDAR DESCRIPTION

An introduction to Community Psychology, which focuses on person-environment interactions and on how society influences individual and community functioning. The course will include a community engaged learning (CEL) component whereby students apply their scholarship to help community-based organizations meet their identified needs. This will not necessarily involve direct client contact.

Prerequisites: Psychology 2820E or both Psychology 2800E and 2810. Registration is by special permission only and must be obtained from the course instructor in the spring/summer before the course begins in the fall term

3 seminar hours, 4-5 placement hours on community placement/project, 1.0 course

(This course has a service learning component)

Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.


2.0    COURSE INFORMATION

Instructor:        Leora Swartzman                    

Office and Phone Number:  Rm 312E Westminster Hall. 519-661-2111 ext. 84654    

Office Hours: By appointment                  

Email:       lswartzm@uwo.ca                   

Time and Location of Classes:   Wed. 3:30-6:30 pm.   Rm 20 (or 20E) Westminster Hall  

If you or someone you know is experiencing distress, there are several resources here at Western to assist you.  Please visit:  http://www.uwo.ca/uwocom/mentalhealth/ for more information on these resources and on mental health.

Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at 519-661-2111 ext 82147 for any specific question regarding an accommodation.

3.0  TEXTBOOK

Kloos, B., Hill, J., Thomas, E., Wandersman, A., Elias, M.J., & Dalton, J.H. (2012). Community psychology: Linking individuals and communities. (3rd Ed.) Belmont, CA:  Wadsworth.

There will be additional required readings (e.g., journal articles, government reports) which will be posted on the course OWL website.


4.0    COURSE OBJECTIVES

Students will learn about a range of topics relevant to community psychology, including: its key principles and values; features and challenges of community-based research; types and models of prevention; stress, coping and social support; psychological sense of community; and strategies for social change. This learning largely will occur through independent reading in the first semester, and will be assessed through class quizzes. 

   4.1    STUDENT LEARNING OUTCOMES

By the end of this course, the successful student will be able to:  

  • Memorize, describe and apply main concepts and principles  of community psychology
  • Describe and analyze individual well-being from an ecological perspective.
  • Locate and critically evaluate scholarly research that pertains to a real world problem in community psychology.
  • Apply community psychology principles to the understanding of everyday problems.
  • Communicate scientific findings and scholarly theories in language than is accessible to a non-expert population.
  • Manage a project from start to end by using planning, coordination of efforts, prioritizing, time management and organizational strategies.
  • Practice reflective thinking to connect CEL experience with course content and personal values.
  • Recognize and develop own sense of commitment to civic engagement and social responsibility.

   4.2 COURSE STRUCTURE

This learning largely will occur through independent reading in the first semester, and will be assessed through class quizzes.

Much of class time in the first semester will be reserved for: discussion of assigned readings, aimed at deepening student’s understanding of the material and ability to apply it; presentations by a selection of the community partner supervisors (or their designates); and classroom exercises designed to help students more fully engage with the course content and develop their knowledge translation skills. These latter exercises (some of which might include some work outside of class time) will give students practice: accessing, interpreting and critically evaluating appropriate research that addresses a specific real-world problem within the domain of community psychology; and communicating research findings/science orally and in writing in a way that would be understandable to a community partner. Some of the class exercises, done in small groups, will require access to a networked computer. As such, the expectation is that most students will bring a laptop to class.

Most of the class time towards the end of the fall term will be dedicated to student presentations in which they describe their community setting, their responsibilities in that setting, what they have learned to date and the scope of the project they are to deliver at the end of the winter term. Students are required to integrate at least two published peer-reviewed article into this latter part of the presentation, commenting on whether the research, as conducted, provides useful knowledge for their community agency.

From the second part of the fall term through the entire winter term, students will apply the knowledge and skills acquired to date (i.e., engage in the practice of community psychology) through their work on the community partner projects. Working in pairs, students will spend an average of 4-5 hours per week on placement and on the project they will be conducting for the community partner.

The list of community partners and projects are as follows:

  • Merrymount - Family Support and Crisis Centre. Project: Help transition a Mutual Aid Positive Parenting Program from one that is facilitator-led to one that is peer-led but facilitator-supported.
  • Crouch Neighbourhood Resource Centre. Project #1: Outreach to find and engage high capacity volunteers in the community and/or Project #2: Using public space (outdoor and indoor) to enhance the sense of community wellbeing.
  • A trio of agencies: Youth Opportunities Unlimited, Merrymount, and Unity Project. Project: Create a compendium of continuing education resources for staff at the three agencies on best, promising and emerging practices when working with people experiencing homelessness.
  • The Muslim Resource Centre for Social Support and Integration (MRCSSI). Project: Working to support a project on a culturally-integrative response to family violence.  
  • London Middlesex Local Immigration Partnership in conjunction with the Intercommunity Health Centre. Develop a brief English Proficiency Screening tool that can readily be used in health care settings and is acceptable to clients to identify individuals in need of translation services.

In the winter term, there may be some weeks when the class will not meet. Over the fall and Winter terms, there likely will be several field trips to community agencies that probably will take place outside of class hours. The expectation is that students will endeavor to attend as many of these field trips as their schedules permit.

In the last half of the winter term, the majority of class time will be devoted to the student pairs working on their community projects (with the instructor available for guidance and consultation). The last three weeks will consist entirely of student presentations about their projects. In these presentations, students will provide an overview of the community-based project and other aspects of what they learned (e.g., about themselves, the setting, community psychology-related issues).  

5.0     EVALUATION


Although the Psychology Department does not require instructors to adjust their course grades to conform to specific targets, the expectation is that course marks will be distributed around the following averages:


70%     1000-level and 2000-level courses
72%     2190-2990 level courses
75%     3000-level courses
80%     4000-level courses
   
The Psychology Department follows the University of Western Ontario grading guidelines, which are as follows (see http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf ):

A+  90-100      One could scarcely expect better from a student at this level
A    80-89        Superior work that is clearly above average
B    70-79        Good work, meeting all requirements, and eminently satisfactory
C    60-69        Competent work, meeting requirements
D    50-59        Fair work, minimally acceptable
F    below 50    Fail

(NOTE:  Details about the expectations for the final essays and student presentations have yet to be worked out. This will be finalized by the middle of the Fall 2016 term)

 Component / Date (due)

 Description

 Weight

 

 

 

Class Quizzes (3 at 3.3% each)

(Oct. 5, Oct. 26, Nov. 16)

In the Fall term. Short Answer and Multiple Choice  (Oct. 5, Oct. 26, Nov. 16)

10%

Participation 

(Fall:10%; Winter: 5%)

Includes contribution to class discussion, class exercises and field trips.

15%

Initial oral presentation (in pairs)

Nov. 23, Nov. 30 or Dec. 7

Towards the end of the Fall term. Description of initial experience in placement and scope of project they will deliver to the community partner

 5%

Final oral presentation (in pairs)

March 15, 22 or 29)

Toward the end of the Winter term. Students will provide an overview of what they did in the setting and what they learned.

10%

Proposal for Final Essay/Report  

(Dec. 7)

Due the end of Fall term. Topic, to be determined in consultation with the course instructor, will be relevant to some aspect of the community placement, most likely related to the community project. The proposal will provide the scope, outline and annotated bibliography for final essay.  

 5%

Final Essay/Report-   

(April 5)

Due at end of Winter term. Minimum 3500 words of prose.

21%

Poster  of Community Service activity  (created by pairs )

(March 7)

Due two weeks before the end of classes

5%

Students’ Community Service activity and project

(April 5)

As assessed by the Community Partner supervisor at the end of the Winter term, using a rubric developed in consultation with the course instructor.

15%

Placement Paperwork

Oct. 19 (Placement Contract) 

Dec. 7   (Mid-term feedback)

For handing in Community Placement contract (2%), mid-year feedback from supervisor (2%)

4%

Critical  reflection Journaling (Nov. 9 and April 5) 

 Students chose one or two key experiences in setting, and write about them using the DEAL (Describe, Examine, Articulate and Learn) framework. Minimum 750 words apiece

10%

CEL Paperwork

(Throughout the course)

Overseen by Community Engaged Learning staff. If all logs are not completed, 10 percentage points will be deducted from the student’s final grade.

(-10% if not completed

Total

 

100%

Learning Outcomes, Activities and Assessment

 

Learning Outcome

 

Learning Activities

How

Assessed 

Knowledge and Understanding

1. Depth & Breadth of Knowledge

Memorize (M), describe (D) and apply (A) main concepts and principles  of community psychology

 

Reading

Class discussion

Guest lectures

Community project  

 

Quizzes (MDA)

Contribution to Class Discussion (DA)

Final Report (DA)

Final Presentation (DA) 

Describe and analyze individual well-being from an ecological perspective.

Reading

Class discussion

Guest lectures

Community project 

Contribution to class discussion

Final Report

Initial and final class presentation

Abilities

2. Knowledge and Application of Methodologies

Locate and critically evaluate scholarly research that pertains to a real world problem in community psychology.

Community project

Classroom activity

Final Report

Contribution to class activity

Initial and final class presentation

3. Application of Knowledge

Apply community psychology principles to the understanding of everyday problems.

Community-based project  

Classroom activities

Field trips

Guest lectures

 

Contribution to class discussion & activities

Final Report

Initial and final class presentation

As assessed by setting supervisor (in consultation with instructor)

Quizzes

4. Communication Skills

Communicate scientific findings and scholarly theories in language than is accessible to a non-expert population.

Community project

Classroom activity

As assessed by setting supervisor

Contribution to class activity

 

6. Autonomy and Professional Capacity

Manage a project from start to end by using planning, coordination of efforts, prioritizing, time management and organizational strategies.

Community project

As assessed by setting supervisor (in consultation with course instructor) 

 

Attributes

 

5. Awareness of Limits of Knowledge Practice reflective thinking to connect CEL experience with course content and personal values.

Community project

Journals

Class discussions  

Instructor ratings of journal entries

Contribution to class discussions

Final report and presentation

As assessed by setting supervisor, in consultation with instructor.

6. Autonomy and Professional Capacity Recognize and develop own sense of commitment to civic engagement and social responsibility.

Community project

Field  trips

Journals

Class discussions  

Instructor ratings of journal entries.

Final report and presentation  

 



6.0  TEST AND EXAMINATION SCHEDULE

 

Date

Format

Material covered:

Quiz #1 (5%)

Oct. 5th

½ hour. MC and short answer

Sept. 21, Sept. 28, Oct. 5

Quiz 2 (5%)

Oct. 26th

½ hour. MC and short answer

Oct. 12, 19, 26

Quiz 3 (5)

Nov. 16th.

½ hr. MC and short answer

Nov. 2, 9, 16

 


7.0   CLASS SCHEDULE

FALL TERM   

Date

Topics/Activities

Readings (Tentative)

Assignments due

Sept. 14

Overview of Course and CEL component.

Class exercises to draw out issues of diversity, privilege and an ecological approach. 

CEL staff member will be present for part of the class.

 

Sept. 21

4:00-6:00 or 3:30-5:30 – Either Rm 20WH or Innovation Centre. Students meet with the supervisors in each of the community placements.

K Ch1  Introducing Comm Psych.

K Ch 2  Dev’t  & Pract of Comm Psych (39-41)

Nelson et al. (2007)

Sept. 28

Class Quiz #1 (3.3%)

Deconstructing elements of a research article.

In pairs, students deconstruct elements of a research article (chosen from a set provided by instructor), and analyze it re values, ecological levels and design.

Between Sept. 28 and Oct. 5: Take a walk in a neighbourhood and identify elements that hinder or promote social interaction. 

K Ch 3  Aims of Community Research  (74-89, 95-99)

K Ch 4 Methods of Community Research

 

Oct. 5

Active Listening Skills

Students report back on what they observed in the neighbourhoods

K Ch 5 Individuals within Environments

K Ch 6 Understanding Community (185-190, 197-206) 

Henry et al (2014) Neighbourhoods Matter

Oct. 12

No Class.Yom Kippur

 

 

Oct. 19

No class or Class trip or presentation by Community partner 

 

K Ch 8 Stress and Coping in Context

K Ch 7 Human diversity in context

Baobaid (2012) Domestic violence risks in families with collectivistic attitudes.

 Community Placement Contracts due (2%)

Oct. 26

Class  Quiz #2 (3.3%)

Knowledge translation: In class, students locate research to help answer a real world question/problem posed by a community partner or a journalist. And then write one-two paragraphs conveying that information in manner that would be understandable to a non-expert audience. 

At end of class: Students pick a social movement that they want to talk about in the Nov. 2 class wrt material covered in Chs 1, 11 and 12

No readings

Nov. 2

Students choose social movement-describe and lead class discussion, highlighting material from Ch 1 and 11 and 12.   

K. Ch. 11 Empowerment and Citizen Participation

K. Ch  12 Community and Social Change  

Nov. 9

No class or Class trip or presentation by community partner.

Aubry (2012) Conducting research on homelessness in Canada

Reflection Log due: (5%)

Nov. 16

Class quiz #3: 3%

Use class time for students to work with each other and consult instructor regarding presentations and proposals.

No readings

Nov. 23

Student presentations (5%)

Students will have feedback on quizzes (10%), First term participation grade (10%);  reflection log (5%) + 2% for handing in  contract. Total: 27%

Nov. 30

Student presentations (5%).

 

Dec. 7

 Student Presentations (5%)

Group reflection on lessons learned through community placement. CEL staff member co-facilitates with instructor.

Proposal for Final Report/Essay Due (5%)

Mid-year evaluation of student by setting supervisor due (2%).

.  

 

WINTER TERM 

Date

Topics/Activities – There may be up to three class trips or community partner visits/presentations in class . The schedule has not yet been finalized

No readings/ Due 

Jan. 4

Class trip, presentation by community partner, or  no class 

None

Jan. 11

Class trip, presentation by community partner, or  no class 

None

Jan. 18

In class- Student pairs work on community project. Instructor available for consultation  

None

Jan. 25

Class trip, presentation by community partner, or  no class 

None

Feb. 1

Class trip, presentation by community partner, or  no class 

None

Feb. 8

Class trip, presentation by community partner, or  no class 

None

Feb. 15

No class. Students meet with instructor individually or in pairs between Feb. 8-16 community project.

None

Feb. 22

No class. Reading week.

None

Mar. 1

In class- Student pairs work on community project. Instructor available for consultation.   

None

Mar. 8

Student pairs work on community project. Instructor available for consultation.

None

Mar. 15

Student Presentations  (10%)

None

Mar. 22

Student presentation (10%)

Poster of Final Project due (5%)

Mar. 29

Student presentation (10%)

 

April 5

Group reflection on lessons learned through community placement. CEL staff member co-facilitates with instructor: 

Critical Reflection journal: 5%

Final report (20%)

End of year evaluation from supervisor (15%)

Winter term participation grade: (5%)   

 

Readings

Aubry, T (2012), Conducting research on homelessness in Canada from a community psychology perspective: Reflections on lessons learned.  Global Journal of Community Practice, 3(1), 78-86. Retrieved Feb. 12 2016,  http://www.gjcpp.org.  

Baobaid, M. (2012) Domestic violence risks in families with collectivistic values: Understanding cultural context. White Paper. Will be published as a chapter by Sept. 2016.

Brown, S.C., Mason, C.A., Perrino, T.,  Lombard, J.L., Martinez, F., Plater-Zyberk, E., Spokane, A.R. & Szapocznik, J. (2008), Built environments and physical functioning in Hispanic elders: The role of “Eyes on the Street”. Environmental Health Perspectives, 116, 1300-1307. Stable URL: http://www.jstor.org/stable/25071179

Kloos, B., Hill, J., Thomas, E., Wandersman, A., Elias, M.J., & Dalton, J.H. (2012). Community psychology: Linking individuals and communities. (3rd Ed.) Belmont, CA:  Wadsworth. 



8.0     STATEMENT ON ACADEMIC OFFENCES

Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offenses. Plagiarism and cheating are considered very serious offenses because they undermine the integrity of research and education. Actions constituting a scholastic offense are described at the following link:  http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf

As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offenses. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com http://www.turnitin.com

Possible penalties for a scholastic offense include failure of the assignment, failure of the course, suspension from the University, and expulsion from the University.

9.0    POLICY ON ACCOMMODATION FOR MEDICAL ILLNESS

Western’s policy on Accommodation for Medical Illness can be found at:
http://www.westerncalendar.uwo.ca/2016/pg117.html

Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation:
http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html


10.0        OTHER INFORMATION

Office of the Registrar web site:  http://registrar.uwo.ca

Student Development Services web site: http://www.sdc.uwo.ca

Please see the Psychology Undergraduate web site for information on the following:

    http://psychology.uwo.ca/undergraduate/student_responsibilities/index.html

- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Documentation
- Academic Concerns
- 2016 Calendar References

No electronic devices, including cell phones, will be allowed during exams.