Community Psychology for Applied Psychologists:

Working Alongside Marginalised/Excluded/Disadvantaged

Communities

Facilitators: Dr Ho Law and Dr Glenn WilliamsWith input from Community Psychology Section Committee members

Agenda

• Speaker and delegate introductions

• Sessions:

1. Introduction to Community Psychology

2. Ecology, Prevention and Promotion

3. Community Psychology - Research and Action

4. Community and Organizational Change

5. Applying these Principles and Practices in your Work

• 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 Society’s (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-network.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

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

Or: law2@uel.ac.uk

Email:drholaw@gmail.com

Profile of Expertise/Experience: Dr Glenn Williams• 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.

• 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).

4

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.

Ground rules participants are requested to:

1. Understand the question.

2. Use your group’s 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…

Community Psychology for Applied Psychologists:

Session 1:

Introducing Community Psychology

with

Dr Glenn Williams and Dr Ho Law

Introduction to Community Psychology - Overview

• What is community psychology?

• Origins of community psychology

• Core values of community psychology

• What do community psychologists do?

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 people’s 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).

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.

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/eop6x

Some Key People in UK Community Psychology

• Prof. Jim Orford

• Prof. Carolyn Kagan

• Prof. Jacqueline Akhurst

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

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

6 Rs Ethical Principles to guide Community Psychology Research and Practice

1. Rights

2. Respect

3. Recognition

4. Relationship

5. Representation

6. Responsibility

http://www.isfcp.net/ethics.htm

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).

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?

Community Psychology for Applied Psychologists:

Session 2:

Ecology, Prevention and Promotion

with

Dr Glenn Williams and Dr Ho Law

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

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)

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)

Other Ways of Seeing Prevention…

Continued from Orford (1992)

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)

Why Primary Prevention MattersSecondary

• 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

From Kaplan (2000)

Primary

• Promotes healthy lifestyles

• Does not need a condition to be diagnosed or understood to have an intervention for it (e.g. John Snow’s 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)

Focus Reference/s Compared with Cost/QALY

Secondary Prevention

MammographyWomen 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 < $0

Tobacco restrictions for minors

Graham et al., 1998

No restrictions < $1,000

Continued from Kaplan (2000)

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 O’Keefe (2002)

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)

Group Work

• What risks to health and well-being can you identify for a target group relevant to your group’s 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?

Community Psychology for Applied Psychologists:

Session 3:

Community Psychology Research and Action

with

Dr Ho Law and Dr Glenn Williams

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

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 people’s 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

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

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.

An example: Stories of Hopes – A narrative practice in wider communities

• Dr Ho Law & Naomi Mwasambili

• With input from: Valeria Sterzi & Jenny Gordon

Aims of the project:1. 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.

2. 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.

3. 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.

4. The approach aims to help participants to improve their personal development, self-reflection and general functioning.

Context:

A2 BT

C

D2

E

W

W

W

MIG CTTS

A1

D1

Narrative approaches

and practices

Meso - levelpsychological foundation

• Grounding experience

• Sequential framework

Goal setting

• Emotional Regulation

• Experience-based • Social collaborative

learning

Well being • Context• Self definition• Positive action

Self-identity

Narrative techniques:

•Externalising Conversations (1:1)

•Re-membering/Re-Authoring (1:1)

•Outsider Witness Re-telling (1:1:n)

•Definitional ceremony (Community) - Retellings of retellings.

Working in Groups

Instructions for observer/listener – outsider witness

Express-ion

Images

Resonances

Katharsis Transport

Activity - group

Listen Make note:

Case studies

Identify:1. The problem2. The goal, hopes and dreams 3. How community psychology

may help…

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

• Identify:

1. The problem

2. The goal, hopes and dreams

3. How will your intervention help…

Community Psychology for Applied Psychologists:

Session 4:

Developing Effective Organisational and Community Change

with

Dr Ho Law and Dr Glenn Williams

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

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).

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 service…Far 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)

Other Considerations about Change (Kagan, et al., 2011)• It is effective when owned by those affected by the change.

• Change doesn’t 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, however…Stakeholders may be suspicious about whose interests are really being represented in helping to effect and evaluate the changes.

Example of Effecting Individual Change: ‘Feedforward’

• Based on Appreciative Inquiry (AI) (Cooperrider & Srivasta, 1987)

• 3-phase appreciative interview:1. Get a narrative from the person on when s/he

was at his or her best2. What were the conditions that brought out the

best in that person?3. 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?”

Appreciative Inquiry (AI) as a Way Forward for Organisations (Robbins, 2003)

• Four-step AI process (large group meeting usually over 2-3 day period):1. Discovery (what people think are the strengths of the

organisation)2. Dreaming (info from Discovery is used to envisage

possible futures for the organisation)3. Design (based on the articulation of the Dreaming

stage, participants find a common vision for what the organisation will look like)

4. Destiny (discussion on how the organisation will fulfil this dream).

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.

Other Methods of Tracking Change: Stages of Change (Prochaska et al., 2008)

Precontemplation

Contemplation

Preparation Action

Maintenance

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

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

Group Activity: Designing community-level or organisational change for your target group

• Effecting Change by Using your Group’s 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 today’s session to bring about successful change.

• Who would you get involved in the change? How would you get the key stakeholders involved?

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

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.

An evaluation model

Evaluation methodology (Law, 2013)

Input Process Output Outcome

Process Evaluation

Impact Evaluation

Qualitative quantitative

Responsive Evaluation – qualitative method

• Assumptions and the process:

1. Focus on issues that are important to stakeholders (not objectives or hypotheses).

2. Use the identified issues to drive the information (data) gathering process.

3. Regard human observers as the best instruments for the data collection.

4. Obtain information from diverse (different, independent and credible) sources.

(Green & Abma, 2001)

Robert Stake (1975)

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)

Impact evaluation – quantitative design

INTERVENTIONPRE

CONTROLPRE

INTERVENTIONPOST

CONTROLPOST

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.

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/

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

Uif: CSC SRQ

http://www.uelpsychology.org/csc/

Evaluation of Coaching Psychology Pedagogy – preliminary results (1)

Evaluation of Coaching Psychology Pedagogy – preliminary results (2)

Example of Multi-Level Modelling: A Three-Level Hierarchy

Community 1

Programme1

Individual 1 Individual i

Programme 2

Individual i

Community 2

Programme1

Individual 1 Individual i

Programme 2

Individual i

Community 3

Programme1

Individual 1 Individual i

Programme 2

Individual i

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.

Group Activity: Designing an evaluation at community or organizational level for your target group

• Use the same Group’s 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 today’s session to bring about successful embedding of the evaluation.

Summary

Questions, Discussion,workshop evaluation & Feedback

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 person’s 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

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 – >50 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.

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/clinical-psychology/Research-Groups/phas/

Prof. Jim Orford’s work using community psychology to influence social policy relating to gambling: www.gamblingwatchuk.org