Global Journal of
Community Psychology Practice

And Then What? Four Community Psychologists Reflect on Their Careers Ten Years After Graduation

Sherri van de Hoef, Purnima Sundar, Stephanie Austin and Theresa Dostaler

PEER REVIEWED

In this paper, we provide a glimpse into the career paths of 4 Canadian CP graduates, and describe how our CP training prepared us for our lives after graduation. We completed our master’s degrees in CP at Wilfrid Laurier University (WLU) (Ontario, Canada) approximately ten years ago. Two of us went on to obtain PhDs while the other two went straight into the workforce. We represent diverse professions: research/evaluation consultant in a hospital setting, government policy analyst, independent researcher/consultant, and Canadian diplomat.

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Creating and Sharing Critical Community Psychology Curriculum for the 21st Century: An Invitation

Mary Watkins and Nuria Ciofalo (Pacifica Graduate Institute)

PEER REVIEWED

Authors invite dialogue on critical community psychology graduate curriculum, sharing an approach that draws from depth psychologies, liberation psychologies, ecopsychology, and indigenous psychologies. Grounded in a participatory action model of research and ethics, students, alumni, and faculty pursue collaborative community and ecological fieldwork and research, crafting a postmodern critical community psychology for the 21st century. Authors call for reflection on the issues that mitigate against individual and community well-being that must be addressed in community psychology programs, and the concomitant theories, capabilities, and sensibilities to address them that need to be nurtured in students and educators. They call for us to engage students through transformative learning approaches and critical pedagogy in emancipatory community and ecological fieldwork and research.

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Community Psychology Values-Driven Pedagogy: The Foundation for Empowering Educational Settings

Sylvie Taylor, Ph.D. and Gregor V. Sarkisian, Ph.D. (Antioch University Los Angeles)

PEER REVIEWED

This paper discusses the role of community psychology values-driven pedagogy as the foundation for the enactment of an empowering educational setting for community psychology graduate students. Using the Applied Community Psychology Specialization at Antioch University Los Angeles as a model, curricular and extracurricular program elements that foster student well-being are identified. A model of an empowering educational setting is presented. Explored are intrapersonal, interactional, behavioral, and longitudinal empowerment as they relate to student and faculty roles. Student empowerment outcomes and indicators of student learning are highlighted with case examples.

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Where in the World is My Community? It is Online and around the World according to Missionary Kids

Colleen Loomis, PhD & Dana Friesen, MSW

PEER REVIEWED

Having physical access to a community and having a sense of community is not always an easy option for Third Culture Kids (TCKs) who live in a culture other than their parents’ native cultures such as missionary families and government and non-governmental agency workers located in various countries around the world. One TCK stakeholder (a co-author) decided to practice creating community and research by conducting a participatory action research project with a goal of engaging a subgroup of TCKs called missionary kids (MKs) to meet online and to create a sense of community. Findings have implications for expanding theories of sense of community and for practices to create and sustain online communities.

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