Volume 4, No. 4

Susan M. Wolfe, Victoria Chien Scott, Tiffeny R. Jimenez

Community Psychology Practice Competencies: A Global Perspective

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Community Psychology is a unique field of community science incorporating research and action that seeks to promote social change by challenging the status quo and promoting social justice. Accordingly, within this special issue, we challenge our current educational practices in the belief that we could have greater impact if we were more intentional and consistent in the development of professionals of the field who work in more applied positions. It is within these action-focused positions that we expect to most affect change within communities. Our educational opportunities in community-based research methods have been consistent across training programs; however, those competencies alone are not enough to create the change we wish to see.

Peta Dzidic, Lauren J. Breen, Brian J. Bishop

Are Our Competencies Revealing Our Weaknesses? A Critique of Community Psychology Practice Competencies

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In this paper we argue that the focus on the development and application of practice competencies for community psychology runs the risk of being a distraction from good practice. We outline three areas that demonstrate the inherent flaws in focusing on traditional notions of competencies for community psychology – the limitations of competencies themselves, the schism between competencies and ethics, and the disconnect between competencies and applied practice. In opposition to traditional notions of competencies underpinned by positivist and mechanist notions, we propose that the distinction between virtue and procedural ethics provides a model for comparing and contrasting virtue and procedural competencies. Virtue competencies provide an orientation and value-base that may be applied to any context in which community psychologists work; in this way, competencies may be positioned as tools for understanding, rather than as understandings.

Donata Francescato, Bruna Zani

Community Psychology Practice Competencies in Undergraduate and Graduate Programs in Italy

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In this paper we discuss several Community Psychology (CP) practice competencies learned in our existing undergraduate and graduate programs, which are similar to the ones taught in most international settings. We then describe some specific intervention methodologies that have been developed in Italy and in Europe. In the third part of the paper, we attempt to look at some of the challenges facing CP training programs in this time of crisis and uncertain future.

Amy Carrillo, Carie Forden

Community Psychology Practice Competencies in Egypt: Challenges and Opportunities

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The Society for Community Research and Action’s proposed competencies for community psychology practice are examined within the Egyptian context, specifically from the perspective of a Master’s program at The American University in Cairo. While this program integrates most of the competencies into the curriculum, thesis, and internship opportunities, the emphasis on various competencies may differ from programs in the United States because the program is situated within a different cultural and political climate. Many contextual factors impact competency training, including the current state of development work in Egypt, political considerations with implications for safety, the lack of a clear public policy process, and language as well as cultural differences. Sources of exposure, expertise, and experience for graduate students are discussed in regard to the five overarching competencies: foundational principles, community program development, community and organizational capacity-building, community and social change, and community research. The benefit of examining the competencies from an international perspective is also discussed.

Christina Holt, Stephen B. Fawcett, Jerry A. Schultz, Bill Berkowitz, Thomas J. Wolff, Vincent T. Francisco

Building Community Practice Competencies Globally through the Community Tool Box

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People throughout the world are working together to improve conditions in which they live. Although the issues and resources vary by context, what people actually do to effect change—core competencies of assessment, planning, action, evaluation, and sustainability—may be quite similar. To examine what competencies may be most valued in community practice, this report uses data analytics for what users are accessing in the Community Tool Box http://ctb.ku.edu/. This free resource for community health and development, with over 1.7 million unique visitors annually from over 200 countries, showed a six-fold increase in users during the past year (from November 2011 to November 2012). When we examined what users were accessing, the results showed greater interest in some particular competencies such as assessing community needs and resources, developing strategic and action plans, and enhancing cultural competence. Patterns of use suggest that there may be core competencies valued by community members seeking to change conditions and outcomes that matter, which may help inform training and professional development for the millions of people worldwide working to promote health, human development, and social justice. 

Chris Michael Kirk, William D. Neigher

Community Psychology and the Future of Healthcare

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Healthcare reforms and market pressures are rapidly moving U.S. healthcare systems from volume to value, from traditional medicine to population health. In this environment, a new set of skills will be required for organizational success. We believe that community psychologists are uniquely positioned to contribute to these efforts. The purpose of this paper is to explore the relevant practice competencies in the evolving context of health care in the United States. The article summarizes some changes in the U.S. healthcare system, discusses key competencies needed for success and aligns them with competencies identified by community psychologists. Using examples from a large healthcare system in the eastern United States, this article highlights ways in which the healthcare system of the future can benefit from the principles and skills practiced by community psychologists.

Gregor V. Sarkisian, Sylvie Taylor

A Learning Journey I: Curriculum Mapping as a Tool to Assess and Integrate Community Psychology Practice Competencies in Graduate Education Programs

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Curriculum mapping is introduced as a practical tool for community psychology graduate and professional education programs to assess how their curriculum addresses community psychology practice competencies and to further develop their program. Using the Applied Community Psychology Specialization as an illustrative case study, a six-step process for mapping curriculum to community psychology practice competencies is described. Implications for academic program development and limitations to the curriculum mapping process are discussed.

Gregor V. Sarkisian, M. Ameerah Saleem, Jeremy Simpkin, Ann Weidenbacher, Natalie Bartko, Sylvie Taylor

A Learning Journey II: Learned Course Maps as a Basis to Explore How Students Learned Community Psychology Practice Competencies in a Community Coalition Building Course

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This paper presents an illustrative case study of how students learned community psychology practice competencies. Utilizing course mapping, focus groups, and reflective writing, students and faculty coded, analyzed and interpreted student data to better understand learning activities and processes which contributed to learning community psychology practice competencies in a coalition building course. A community coalition simulation and group work related to the final project emerged as two student learning activities that were found by students to contribute meaningfully to their learning three community psychology practice competencies: (1) Ecological perspectives, (2) community partnership and inclusion and (3) collaboration and coalition development. The instructor’s modeling community psychology practice competency skills was also reported by students to facilitate their learning.