This section contains the posters from the 2011 SCRA Biennial Conference. Click on the "view all" link below to get the entire list of posters!
Vargas-Moniz; M.J.; Morgado, J.; Ornelas, J.; Louro,J.; Empis, L. University Institute for Applied Psychology – Lisboa, Portugal
Coalitions are privileged endeavors to activate social resources and address problems that a single organization, service or group cannot autonomously solve or overcome. With this proposal we aim to present a multi-method study to explore tensions and complementarities of preventive efforts and the search for articulated response to child abuse and neglect. Results indicate that though these coalitions are created by Law ( 147/99, Sept 1st), which provides a common set of procedures and aims, creates a pattern for organizational, procedural and result analysis, the achievements and actions have a high degree of variance determined by the location of the commissions (Urban/ Rural), by the length of time of operation, and perceived characteristics of leaders (members involvement/ conflict management).
Maria F. Jorge-Monteiro, MA & José Ornelas, PhD
Instituto Superior de Psicologia Aplicada, ISPA-IU, Lisbon, Portugal
The first mental health community based-organizations (MH-CBO), outside the public mental health system only emerged in Portugal in the late 80`s and through the 90`s. These community supports consisted on housing programs, training and supported employment programs which came to inspire, as well as the international recommendations, the new body of legislation and development of services in community. However, in many cases, “to stay” in the community does not mean to participate and to be included in community contexts. Therefore we consider relevant to evaluate how MH-CBO’s are delivering interventions towards the social integration of people with mental illness.
Adam Vogel, Susan Torres-Harding, Cheronda Steele, Kyle Kittleson
Department of Psychology, Roosevelt University
The processes whereby privileged individuals choose to help others from socially disadvantaged groups remain poorly understood. The purpose of this study is to develop a scale to measure potential perceived benefits for helping others from disadvantaged groups. This scale holds promise for potentially evaluating the efficacy of classroom interventions to motivate people to become engaged in dialogue and action around social justice, a key tenet of social justice education.
Adena Rottenstein & Ryan Dougherty - University of Michigan
Historically, students with disabilities (SWDs) have been excluded from the realm of higher education (Konur, 2006). Fortunately, the population of SWDs is steadily increasing. The latest data estimates that approximately 11% of college students have some type of disability (Horn & Nevill, 2006). Unfortunately, SWDs have a disproportionally high dropout rate (84%) when compared with their non-disabled peers (Horn & Berktold, 1999). One commonly cited reason for this disparity is the frequent prejudice and discrimination SWDs face when interacting with peers, educators, and university staff (Dowrick, Anderson, Heyer, & Acosta, 2005). It is imperative therefore, that Universities take steps to enhance the campus and community environment to ensure the personal well-being and academic success of students with disabilities. One way to create a more disability-friendly campus environment is to build a more visible, more active community of students with disabilities.
Petrini, F., * Meringolo, P., * Vannucchi, S., ** Pini, P.
* Department of Psychology University of Florence ** Mental Health Europe Executive Committee
Self-help groups cannot be considered as a replacement for health treatments but rather as a cultural phenomenon, able to reduce bio-psycho-social harms and to modify the attitude of delegating the care of one’s own health problems. In an empowering perspective, self-help is a way for going beyond dependence from therapy, promoting social skills and participation in local community. Despite this, there are relatively few studies on the effectiveness of these experiences, especially as regards mental diseases (Brown, Shepherd, Wituk & Meissen, 2007). Campbell (2005) leaded a review of studies about self-help programs in psychological disorders. Results undeline that self-help programs can promote empowerment and functional recovery (Dumont & Jones, 2002; Van Tosh & Del Vecchio, 2000) and have effects on perceived social support (Forquer & Knight, 2001; Yanos, Primavera & Knight, 2001). Solomon(2004) highlighted that self-help experiences encourage less use of emergency services and hospitalization.
Micaela Lucchesi, MA & José Ornelas, PhD
ISPA-Instituto Universitário, Lisbon, Portugal
This project will study the civic and community engagement of youth in organizations with high levels of youth participation in decision-making, but that also involve adults in their structures. The study attempts to understand the quality of the relationships between adults and young people in these organizations, and how they affect both groups. In addition, we want to analyze how participation and youth-adult partnerships (Y-APs) impact young people and adults’ empowerment, social trust levels, and social support.
Laura Remaschi, Patrizia Meringolo, Ovidiu Gavrilovici & Christophe Loubat
This study was part of a wider project http://www.vgs-video.it/GRAMPS_EU/it/homepage focused on testing a model for social support addressed to elderly people in three European countries (NETHERLANDS, ROMANIA, ITALY). The project was aimed to improve social policies, cooperation between social and health services and care givers, collaboration between formal and informal care givers. Theoretical background came from community based researches about elderly people in weak situation (Greenglass, Fiksenbaum, & Eaton, 2006; Kempen et al., 1999), social support (Carstensen, 1992; Grano & Lucidi, 2005; Sarason, Levine, Basham, & Sarason, 1983), different housing or different care (David, Moos, & Kahn, 1981; Moos & Lenke, 1984; Timko & Moos, 1990, 1991; Zaff & Devlin, 1998), neighbors' networks (Unger & Wandersman, 1985).
Antonio Augusto Queiroga and Jose Ornelas
Department of Community Psychology, ISPA, Lisbon, Portugal
This Poster will present the Doctorial Project founded by the Portuguese Government´s Science and Technology Foundation (FCT-Portugal). The project studies the levels of integration and levels of empowerment of immigrant communities, with a specific focus on the Brazilian community in Lisbon. Being the biggest and the most significative immigrant population in Portugal, the Brazilian community in Lisbon is represented by individuals coming from all different social classes and with several backgrounds and educational levels. Using a Community Integration Evaluative Instrument developed by Chavis and Kien Lee (2007) adapted from McMillan & Chavis (1986) sense of community theories, 100 individuals were interviewed. The collected data reflect the level of integration in the local community and will show the possible levels of empowerment related to this integration process. The population studied is divided in three comparative groups: individuals with more than an year with Associative participation, individuals with less than an year in the same condition and individuals with no participation in any immigrant Association. The data is analysed from an inside-out and bottom-up perspective using both quantitative and qualitative methods and relates both the integration levels with the empowerment levels. The aim of the research is to examine ways to empower the community and their leaders in order to facilitate integration and, therefore, improve life quality. The project design, data analysis and present results will be presented and may be discussed with the Conference participants.
Justin L. Williams, M.A., Farzana Saleem, B.A., & Ciara P. Smalls, Ph.D.
Georgia State University
Non-traditional college students can be conceptualized as having one of the following characteristics: delayed entry into college, having dependents, being a single parent, working full-time, being financially independent, attending class part-time, or not having a high school diploma (Choy, 2002). Based on this definition, about 73 percent of all college students can be viewed as non-traditional (Choy, 2002). Compared to “traditional” college students, non-traditional students face various challenges, such as having children, that can make successfully completing college difficult (Choy, 2002; Horn & Carroll, 1996; Jacobs & King, 2002).
Sharon Hakim, M.A. and Gregory Meissen, Ph.D.
Wichita State University
Within a community, as levels of ethnic diversity increase, both in- and out-group trust will decrease. This decrease in trust will result in decreased social capital at the community level.
Susan R. Torres-Harding and Alejandro L. Andrade Jr. Department of Psychology, Roosevelt University
To date, no scale exists to measure racial microaggressions more generally in people of color. This scale was developed to measure the occurrence of and distress elicited by racial microaggressions. The purpose of this study is to examine the reliability and validity of this scale. The scale items were developed using themes identified in the qualitative literature. The development of this scale will allow researchers to further examine the impact of racial microaggressions on persons of color.
DiMeo, M., Faust, L., & Kuperminc, G.
Georgia State University, Department of Psychology
Little is known about how youth involvement in ASPs can mediate the association between the family environment and youth developmental outcomes. Youth who have positive feelings and interactions with their families are more likely to remain in ASPs (Persson et al, 2007). Family connectedness may support youth receptivity to messages delivered through ASPs. Participation in ASPs can cultivate self-determination (Deci & Ryan, 2004) through exposure to caring adults who foster a sense of competence, autonomy, and relatedness to others. Youth goal setting is an important youth development outcome which can promote healthy stress management , self efficacy, and self-determination (Snyder et al, 1987; Carruthers, 2006; Hui, Tsang, 2006).
Elizabeth Lake, Sherry Walling, Jay Pope, Kara Linkowski, & Maria Romero
Fresno Pacific University
Urban poverty can be an especially powerful risk factor in the lives of women and children. This research project focused on an area of high poverty in Fresno, California and examined the experiences women had raising young children. Some of the most salient themes that emerged from the research centered on the influence of both formal and informal groups located within the neighborhood. This poster tries to identify community level factors that other women, community groups, neighborhoods, and researchers would find useful.
AGOSTINO CARBONE, GENDER STUDIES PHD STUDENT
INCOPARDE LAB, University of Naples Federico II
The aim of this study, is to explore the conditions that influence the vote of Youth in small and middle-size municipalities in the South of Italy. in the This project arose noting that, in these realities, the electoral preferences are not the direct result of individual dispositions, motives and values of voters (Caprara, 2009), but they are choices influenced by many community processes (family, relatives, friends), and local mafia, that as oppression factors, literary, control the election results.
Tara Gregory, Ph.D.*, Christine Young*, Petra Robinson**
*Wichita State University, Center for Community Support and Research **Kansas Trauma Advisory Group
Research consistently shows a strong connection between trauma and a mental health diagnosis (e.g., Chapman, Dube & Anda, 2007; Edwards, Holden, Felitti
& Anda, 2003). While the experiences that trigger re-trau- matization can be exceptionally individualized, typical prac- tices of mental health services and systems (e.g., restraint, monitoring of “compliance” with authorities, etc.) have been shown to be universally distressing for consumers (Jennings & Ralph, 1997). Thus, mental health consumers are uniquely likely to experience re-traumatization through frequent in- teractions with systems and services that may be controlling, dismissive, and insensitive to their needs and rights.
Emily B. Gerber, Jeannine Schumm, Jen Leland, & Zachary Smith
The study addressed these questions:
•Is a joint probation-behavioral health decision-making and planning process based on standardized assessment associated with appropriate care linkages following detention?
•Is linkage to appropriate care associated with youth engagement in services?
Melissa Eastburn, B. A., Faith Kerby, Lindsey Staymates, B. A., Andrea Bolinger, B.A., Charlotte Phillips, B.A., Adam Haines, B.A., Amaris Watson, B. A., Paull Daino, B. A., Sherri Zirimis, B. A., Kristen Schaffer, B. A., Jacklyn Grad, B.A., Olivia Jones, B. A., Earl Harris, Michele M. Schlehofer, Ph.D.Department of Psychology, Salisbury University, Salisbury, Maryland
Universities increasingly strive to become engaged with the community and to maintain positive community relations (Dempsey 2010). Unequal power distributions can impede community-university relationships and partnerships (Peterson 2009). Researchers were interested in analyzing the relationship between a mid-size state university and its surrounding rural community.
Rebecca Rodriguez B.A.; Joanna Weinberg, M.A.; Julia Perilla, Ph.D.
Georgia State University
This study examines religiosity and alcohol as protective and risk factors (respectively) of the relation between discrimination and depression in Latino migrant and seasonal farmworkers in South Georgia.
Chris M. Kirk, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo, Kari Nilsen, & Angela Scott
Wichita State University
Schools settings can be powerful places which help prepare students for a lifetime of thriving, yet many school reform efforts have ignored how schools can be empowering settings. The current qualitative study explored ways in which schools may promote student empowerment. Results revealed key characteristics at the classroom level and school-wide. These include teachers that promote equitable relationships, sense of community, and shared decision-making in the classroom, positive and inclusive school traditions, and valued student leadership. Future directions for the project include the development of a scale to compare classrooms and schools on empowering characteristics.
Racial microaggressions are daily interactions that either consciously or unconsciously communicate hostile slights. In the current study, a path analysis was used to investigate the effect of past experience with microaggressions (i.e., social distance from microaggressions) and beliefs that race does not influence experience (i.e., colorblind racial attitudes) on perceptions of the impact of microaggressions on undergraduate college campuses.