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Psychology 3317E-001

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 

Prerequisite(s): Psychology 2820E or Psychology 2800E and Psychology 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.

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 seminar hours, 4-5 hours on community placement/project. (This course has a service learning component).

1.0 course

 

2.0    COURSE INFORMATION

Instructor: Dr. Leora Swartzman                        

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

Office Hours:  By Appointment                       

       Email:  lswartzm@uwo.ca                                                                         

 

            Class times and Location:  Tuesdays, 2:30-4:30, Rm 20F, Westminster Hall                                                                                    

Students who are in emotional/mental distress should refer to Mental Health@Western

http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.

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 Student Accessibility Services (formerly known as Services for Students with Disabilities) at 519-661-2147.

3.0  TEXTBOOK

There is no textbook. Readings for this course will be under “Resources” in the Course Readings folder. Students will assign readings at least one week in advance of their project proposal presentations in the first term.  You may be quizzed on this material.

 

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 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.

 

See table on following page.

 

 

 

 

 

 

 

 

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	Quizz(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 activities Class Presentation	As assessed by setting supervisor Contribution to class activity Grades on two class presentations
5. 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
6. Awareness of Limits of Knowledge Practice reflective thinking to connect CEL experience with course content and personal values.	Community project Journaling  Class discussions	Instructor ratings of journal entries Contribution to class discussions Final report and presentation As assessed by setting supervisor,( in consultation with instructor).
7. Autonomy and Professional Capacity Recognize and develop own sense of commitment to civic engagement and social responsibility.	Community project Field  trips Journaling  Class discussions	Instructor ratings of journal entries. Final report and presentation

 

4.2 COURSE STRUCTURE

 

Learning will occur largely through project -related work and independent reading, assigned reading and material presented in class. This will be assessed by class quizzes and contributions to class discussions.

 

Much of class time in the first half of the Fall semester is aimed at deepening students’ understanding of the material and ability to apply it. Most 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. They will also assign one (or two) readings for the class and will bring that material into the presentation on discussion. 

 

Throughout 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.  Course related activities in the Winter term will revolve around the community projects, with the possibility of one or two field trips.

 

 

See following pages for descriptions of the four course projects and associated student activities. These are preliminary descriptions. Once under way, the projects might change.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4.3 COURSE PROJECTS

 

 

1. CMHA: Training Hairdressers, Barbers and Aestheticians to be Mental Health Ushers

 

Canadian Mental Health Association (CMHA) London Middlesex.

https://cmhamiddlesex.ca/; 648 Huron Street London Ontario, N5Y 4J8

 

Project Description

 

The mandate of the CMHA Middlesex is to promote good mental health, prevent further illness, offer treatment, support recovery and provide mental health education in the communities of London, Middlesex, Exeter and Goderich. In 2018/19, a student group in Community Psychology explored the feasibility of a community-embedded mental health problem detection and intervention program, with hairdressers and barbers as first points of contact. In 2019/20, the student group will extend the work by implementing and evaluating an inaugural training program geared towards students enrolled in a hairdressing or aesthetician program in the London area.

 

Contacts (Alphabetical):

 

Doug Daer (d.Daer@cmhamiddlesex.ca; 519-434-9191 ext. 2395) Administrative and Program Manager

Lori Hassall (L.Hassall@cmhamiddlesex.ca; 519-668-0624) Director, Crisis and ShortTerm Intervention Programs

Roxanne Libbey (R. Libbey@cmhamiddlesex.ca; 519-668-0624 ext. 362 519-434-9191 ext. 2395) Team Lead, Case Management

 

Student Activities:

• Review the literature for best practices on implementing and evaluating similar training programs.
• Interview administrators and select students at prospective training settings to:
• Determine the optimal site for the inaugural program
• Secure buy-in at the selected site
• Be aware of potential facilitators and barriers to program implementation
• In conjunction with CMHA supervisors, tailor one of CMHA’s existing training programs for the hairdressing/aesthetician trainees.
• Devise measures to gauge the implementation process and impact of the program.
• Work with CMHA staff to implement and evaluate an inaugural program
• Create documentation to enable duplication of the program with both trainees and practicing hairdressers/barbers/aestheticians.
• Create a template of the program to facilitate extension of the training to others who might be first points of contact (e.g., bartenders).

 

 

2. YOU: Creating an Integrated and Digital Referral and Goal Monitoring Tool

 

 

Youth Opportunities Unlimited (YOU)

(https://www.you.ca/; 333 Richmond Street, London Ontario N6A 3C2)

 

 

Project Description

 

Youth Opportunities Unlimited (YOU) is a youth centered agency that provides a caring, active place for youth to build confidence, skills and independence. It offers a wide range of services and also refers clients to external community agencies. The project, which builds on past student projects, involves creating, in consultation with a student group in the Computer Science Capstone course (CS4407Y) a seamless, updatable and easy to use digital tool that link clients’ goals with services offered by YOU and the other community agencies and allows continuous monitoring and feedback to youth and staff on youths’ progress towards their goals.

 

 

Contacts (alphabetical)

 

Katherine Krakowski (katherineK@you.ca; 519-432-1112 x295), Manager, Programs and Housing

Emma Kushnir (EmmaK@you.ca; 519-432-1112 x 363), Business Liaison

Nick Martin (nickM@you.ca;  519-432-1112 x504) Manager, Food Services and  Next Wave Youth Centre

 

Student Activities:

1. Create a resource that clearly shows the life skills that can be developed through each of YOU’s programs so that youth can choose the services/programs that best serve their long term goals. The resource also will help youth and their YOU counsellors be mindful of the skills youth hope to develop in each setting, and thus inform the activities and feedback they receive in each.
2. Operationalize the goals in a previously developed e Goal Setting tool by articulating the life skills that will contribute to each and to provide a metric for youth to gauge where they’re at. 
3. Work collaboratively with students in CS4470Y* towards the creation of a seamless, updatable and easy to use digital tool (i.e. app) that:

• Links the life skills delineated in the ‘Goal Setting’ tool with YOU and other community services listed in  the ‘ Referral Companion Guide’
• Allows  continuous monitoring and feedback to youth and staff on youth ‘s progress towards their 
• Allows information about the services to be updated.

   

  (*Assuming the project is picked up by CS4470Y)

   

   

   

   

  1. City of London: Engaging Londoners in Community-Led Environmental Sustainability Programs and Activities 

   

  City of London, Environmental Program, 300 Dufferin Avenue;   519-661-2489 ext. 8413)

  https://www.london.ca/residents/Environment/environmental-initiatives/Pages/default.aspx

   

  Project Description

   

  A ‘one size fits all’ approach to promoting sustainability goals may not be effective. To be effectual, we need to develop community engagement activitie  and information that matches the interests and social values of London’s many communities. The project will involve assessing existing CityGreen display materials by applying best practices for encouraging behaviour change and overcoming known psychological barriers, with the goal of achieving positive environmental change in the community

   

  Contacts (Alphabetical):

   

  Pat Donnelly (pdonnell@London.ca;519-661-2500 ext.  0418)  Urban Watershed Program Manager

  Greg Sandle (gsandle@London.ca;  519-661-2489 ext. 7328)) Environmental Outreach Coordinator, Environmental Programs

  Jamie Skimming  (jskimmin@london.ca; 519-661-2489 ext. 5204) Manager- Community Energy Initiatives, Environmental Programs City of London

   

  Student Activities

   

  • Review the relevant scientific literatures (e.g. social psychology, environmental psychology, ecology, behavioral economics, human geography) and grey literatures to determine both best approaches and barriers to increasing pro-environmental attitudes and behaviour. Summarize them by creating an  evaluative  checklist.
  • Do an inventory of the city’s past community- focused environmental initiatives and rate them using the evaluative checklist.
  • Articulate what you think is the key message/intended function of each initiative. Then  compare them with what your city supervisors had intended it to accomplish.
  • Create a compendium of measures (both self-report and behavioral observation) that can be used to gauge pro-environmental attitudes, beliefs and behaviours and the barriers (both contextual and at the individual level) to their adoption.
  • Glean insights at the City of London environmental exhibit at the Annual Lifestyle and Home show (Jan. 31-Feb. 2, 2020) by observing how Londoners interact with the displays and via brief surveys. 
  • Based on the above, suggest strategies that the City of London could adopt moving forward.
  • Design one or two controlled studies to test the effectiveness of some of these strategies.
  • Depending on time constraints, the studies could simply be designed or could be implemented, with baseline measures collected.

   

   

   

  2. Daya Counselling Centre Centre: Adopting a case-by-case,  evidence-based approach to determining the optimal number of sessions

   

  The Skill Centre, 141 Dundas Street, 6^th floor. London Ontario N6A 1G3,  519-434-0077 ext. 392 www.dayacounselling.on.ca

   

  Project Description

   

  Daya is a non-profit counselling center offering short term one-on-one, couple and family counselling services for a range of issues (e.g., loss of employment, family/relationship issues, bereavement, anxiety, depression.) Supported by the United Way, Daya’s services are relatively low cost and offered on a sliding scale basis. Clients are seen for 12 sessions at a time, which may be too many for some and not enough for others. Daya is looking to implement an evidence-based approach to:

   

  • Determine when counselling should be wrapped-up and when it should be extended.
  • Communicate the impact of its services to clients and funders.

   

   

  Contact:

   

  Rebecca Machado,  Executive Director RebeccaM@counselling.onm.ca 519-434-0077 ext. 609

   

   

  Student Activities

   

  • Review the literature on evidence-based decision making and outcome, and process and progress measurement in the mental health field.
  • Provide the Executive Director with a compendium of approaches to measuring   outcome and process, and to monitoring  progress.
  • One of these approaches will be Lambert et al.’s Outcome Questionnaire (OQ) system, which, in addition to measuring client outcomes, also provides therapists with information about their clients’ rate of progress. It flags them when client functioning is deteriorating or not improving at the expected rate.   
  • Interview Daya staff and clients to learn:
    • What kinds of outcomes they valued (i.e.,  what would constitute a treatment success)
    • What they both like and worry about the use of standardized outcome, process and progress measures at Daya. 
  The final deliverable will consist of the compendium noted above, recommendations about how to best implement a measurement system at Daya, and, time permitting, a draft section on outcomes for the next grant proposal to the United Way

 

5.0     EVALUATION

Component	% of Grade	Time Frame (if applicable)
Quiz	5%	Towards the end of the Fall term
Critical Reflection Journals  (2 @ 5%)	10%	Due on the last day of class in the fall and winter terms.
Participation  (7.5% per term)	15%	Over both terms.
Student presentation/led discussion on a topic relevant to the project.	5%	Middle of fall term
Review paper (100-1500) words on the same topic as above.	10%	Any time up until the last day of class in the fall term.
Evaluation of individual students’ project-related work and demeanor	5%	Students receive interim (formative) feedback from supervisor(s)  and peers at the end of the fall term, and submit to instructor. Grade is based on final feedback received at the end of the Winter term.
Total: Proportion of Grade based on Individual work	50%
Oral presentation of project proposal (G)	5%	Towards the end of the Fall term
Written Project Proposal (G)	10%	Final class of the Fall term.
Oral presentation of final project (G)	10%	Towards the end of the Winter
Final report (group) (G)	25%	Last day of class. (Grade may be adjusted based on peers’ evaluation of student’s contribution to the project.)
Poster	10%	Sometime during the last week of classes or the following week.
Total: Proportion of final grade based on Group Work.	50%

 

 

PLEASE NOTE: Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.

This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty. 

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 Western's 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

6.0  ASSESSMENT/EVALUATION SCHEDULE

Component	% of Grade	Time Frame (if applicable)
Quiz	5%	Towards the end of the Fall term
Critical Reflection Journals  (2 @ 5%)	10%	Due on the last day of class in the fall and winter terms.
Participation  (7.5% per term)	15%	Over both terms.
Student presentation/led discussion on a topic relevant to the project.	5%	Middle of fall term
Review paper (100-1500) words on the same topic as above.	10%	Any time up until the last day of class in the fall term.
Evaluation of individual students’ project-related work and demeanor	5%	Students receive interim (formative) feedback from supervisor(s)  and peers at the end of the fall term, and submit to instructor. Grade is based on final feedback received at the end of the Winter term.
Total: Proportion of Grade based on Individual work	50%
Oral presentation of project proposal (G)	5%	Towards the end of the Fall term
Written Project Proposal (G)	10%	Final class of the Fall term.
Oral presentation of final project (G)	10%	Towards the end of the Winter
Final report (group) (G)	25%	Last day of class. (Grade may be adjusted based on peers’ evaluation of student’s contribution to the project.)
Poster	10%	Sometime during the last week of classes or the following week.
Total: Proportion of final grade based on Group Work.	50%

There will be one open-book quiz towards the end of the fall semester, worth 5% 

7.0   CLASS SCHEDULE

Note: The schedule and some topics might change as learning opportunities (e.g., guest speakers ) present themselves. These changes will not affect the nature of the assessments/assignments, nor their timing. Opportunities to participate in out-of-class activities (workshops, community events, tours of facilities etc.) may also present themselves. Students are encouraged to attend as many of them a possible, schedule permitting.

 

FALL	TOPICS/ACTIVITIES / Reading will be posted on course website at least one week before class .
Sept. 10	Introductions; Overview of course and Community projects; Diversity and Privilege; The values of Community Psychology; Transferable skills.
Sept. 17	Community Partner Fair.
Sept. 24	Class exercises on Active Listening, Professional Ethics and Critical Reflection (With students in Dr. Hinson’s Addictions Theory and Research course (3315E)), in WH20F
Oct. 1	Guest lecture or Mini-lecture by Instructor and in-class exercises. Equity vs Equality; Inclusion; Social inequalities and power relations .
Oct. 8	No class. Individual meetings with students to touch base and identify  their specific topics
Oct. 15	Fundamentals of evaluation. Class activity centered on locating and evaluating scholarly research pertaining to a real world  problem
Oct. 22	Program Management; Effective Partnerships
Oct. 29	Four students present on and lead discussions of specific topics. Project update meetings with student groups and their supervisors (during the week of Oct. 21 or 28).
Nov. 5	No class. Reading week.
Nov. 12	Four students present on and lead discussions of specific topics
Nov. 19	Four students present on and lead discussions of specific topics
Nov. 26	Quiz.  Two groups present project proposals
Dec. 4	Two groups present project proposals. Students share critical reflections. Due: Project proposals, critical reflections,  and paper on specific topic.
Note:	2.0% deducted from assignment for every day late..

 

 

 

 

 

Note: There likely will be one field trip - the YOU  Breakfast. 

 

Winter	Topics/Activities.  Readings assigned by presenters
Jan. 7	No Class
Jan. 21	Student share challenges and successes and consult with each other and the instructor
Feb. 4-11(?)	YOU Breakfast
Feb. 11	No Class. Instructor meets with groups individually to discuss projects.
Feb. 18	No Class. Winter Reading Week
Feb. 25	No class.  (Instructor might be away)
Mar. 3	TBD
Mar. 10	TBD
Mar. 17	TBD
March 24	TBD  First draft of Poster due  (5%)
Mar. 31	Two groups present projects (10%) Final draft of poster due (5%)
April 7	Two groups present projects (10%). Sharing critical reflection Final report due (25%) Critical reflection due (5%)
Week of April 6 or April 13	Poster session
	2% penalty for every day an assignment is late

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/PolicyPages.cfm?PolicyCategoryID=1&Command=showCategory&SelectedCalendar=Live&ArchiveID=#Page_12

 

The full policy for consideration for absences can be accessed at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/Academic_Consideration_for_absences.pdf

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

 

If you experience an extenuating circumstance (e.g., illness, injury) sufficiently significant to temporarily make you unable to meet academic requirements, you may request accommodation through the following routes:

1. Submitting a Self-Reported Absence form (for circumstances that are expected to resolve within 48 hours);
2. For medical absences, submitting a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner in order to be eligible for Academic Consideration;

For non-medical absences, submitting appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in their Faculty of registration in order to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.

Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation. The self-reported absence form may NOT be used for absences longer than 48 hours; coursework/tests/exams/etc., worth more than 30% of the final grade; or exams scheduled in the December or April final-exam periods: http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html

Students seeking academic consideration:

• are advised to consider carefully the implications of postponing tests or midterm exams or delaying handing in work;  
• are encouraged to make appropriate decisions based on their specific circumstances, recognizing that minor ailments (upset stomach) or upsets (argument with a friend) are not normally an appropriate basis for a self-reported absence;

must communicate with their instructors no later than 24 hours after the end of the period covered by either the self-reported absence or SMC, or immediately upon their return following a documented absence

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
- 2019-2020 Calendar References

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

Copyright Statement: Lectures and course materials, including power point presentations, outlines, and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute lecture notes, wiki material, and other course materials publicly and/or for commercial purposes without the instructor’s written consent.