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Educational Change; Social Change; Psychologists; Career Development; Change Agents; Community Study; Educational Psychology; Profiles; Recognition (Achievement)

Abstract:
Seymour Bernard Sarason was born to Jewish immigrant parents on January 12, 1919, in Brooklyn, New York. He died on January 28, 2010, in New Haven, Connecticut, at the age of 91. He obtained his undergraduate degree in 1939 from Dana College in Newark (now Rutgers University), and earned his doctorate in clinical psychology in 1942 from Clark University, at the age of 23. Seymour' first job was Chief Psychologist at the Southbury Training School in Connecticut (1942 to 1945); at the time, Southbury was a new and innovative institution for the mentally retarded. Seymour accepted a faculty position in 1945 in the Department of Psychology at Yale University. He spent the next 45 years at Yale--his entire professional career. He wrote prolifically (45 books; 66 articles); many of his writings are viewed as classics. As a social observer, critic, and visionary, Seymour was a founding father of community psychology--a new field that was preventive in orientation, that focused on qualities of social settings (regularities) and their culture as the target for treatment (not individuals), that sought to reduce the gap between potential and performance (indeed saw potential everywhere), and that was concerned with powerful social change cognizant of history and institutional culture. In education, Seymour reframed learning as occurring within a social situation--a deeply radical understanding at the time. He argued that how schools conceptualized "ability" and "productive learning" was at the heart of its failure to provide opportunity to learn, for both students and teachers alike. He understood early on that for productive learning to occur for students, it had to occur for teachers. He captured the qualities of the school culture that killed the creativity of teachers and principals. He was skeptical about educational reforms that failed to change the culture of classrooms. Far beyond the enormity of his intellectual contributions, Seymour was among the most beloved of psychologists. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Altruism; Psychology; Social Problems; Social Psychology; Hermeneutics; Review (Reexamination); Reader Response; Social Theories; Community Study

Abstract:
In this article, the author will focus on Seymour's article titled, "And What is the Public Interest?" (Sarason, 1986). To the author, the core of the article is as follows: "And what is the public interest? At its phenomenological root it is a picture of a triad: the individual, the society, and the bases on which they give meaning to each other. It's that all familiar three-legged stool problem" (p. 905). Seymour recounts the Baby Doe case as illustrative of " ... what happens when the individual experiences himself or herself apart from any overarching sense of meaning and purpose, apart from the secure sense that he or she is part of ... is largely defined by, a larger collectivity, apart from the sense that the obligation to the self is and should be discharged consistent with the obligation to some overarching purpose" (Sarason, 1986, p. 902). Sin prohibits relationships within the triad Sarason speaks of: The individual cannot connect to society, and thus, cannot connect to God. In Sarason's terms, the individual cannot then connect to meaning or create meaning. People are still searching for the basis on which meaning is given to individual and society. Through compassion, one may begin to understand social problems not as problems that affect just others, but as everybody's problems, as Sarason suggests. Compassion will allow people to lose their selves, their presumptions, and their preconceived notions and allow them to see the interconnections between each other and social problems, so that headway can be made in advancing the public interest. Perhaps be the study of compassion at all levels of analysis is the center for community psychology. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Action; Social Change; Social Problems; Public Policy; Community Study; Social Psychology; Recognition (Achievement); Change Agents; Mentors; Career Development

Abstract:
Seymour was a renaissance man: widely read in not only psychology but also anthropology, sociology, philosophy, economics, political science, and most especially history. Seymour taught the author the value of being historically informed, which has been an invaluable tool ever since. Seymour had a way of conceptualizing and reformulating whatever issue was brought up so that the author began to see the world differently. Seymour devoted his life to teaching, listening to others, and helping to solve social problems. He used psychological concepts and insights to contribute to the larger debates about encouraging positive societal change. He helped to move educational policy in the direction of focusing on teachers and the school context, to alter policies that treated retarded citizens as needing confinement in total institutions, and to advocate for the underserved, the impoverished, and others who had few or no advocates. Seymour's contributions to the field of community psychology are highlighted. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Psychology; Social Change; Mentors; Recognition (Achievement); Change Agents; Career Development; Scholarship; Personal Narratives; Profiles; Community Study; Social Psychology

Abstract:
It is both an honor and fitting that the "Journal of Community Psychology" presents to the discipline a series of papers included within a symposium entitled "Seymour Sarason in Memorial: Prospects for Community and Social Change" at the Biennial Conference on Community Research and Action on June 18th, 2011, in Chicago Illinois. These papers represent a personal and professional paean to Seymour's memory, because he was in many ways the father of community psychology, and respected and beloved by his many students and colleagues. Without his contributions and his leadership in combination with that of his other contemporaries, the Journal would likely not have begun, and reflecting the continuing importance of his seminal concept, "the psychological sense of community," in all likelihood the number of submissions each year would be substantially fewer. Seymour Sarason helped shape the field primarily through his writing, which captured and described phenomena in education and psychology principally by exploring what he observed and being explicit about how these observations filtered through a lens of individual experience. In this article, the authors share a few personal stories of their own about Seymour as a way of illustrating something more about his personality and influence on them and, by extension, the kinds of work that the authors highlight and publish in the "Journal of Community Psychology." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Faculty; Outreach Programs; Teacher Participation; Performance Factors; Teacher Attitudes; Change Strategies; Educational Change; Institutional Role; Teacher Surveys; Individual Characteristics; Teacher Characteristics; Professional Identity; Influences; Institutional Characteristics; Activities; Service Learning; Community Study

Abstract:
A survey of 436 faculty shows the scope and nature of faculty participation in outreach and engagement, factors related to involvement, perceptions of institutional support, and types of changes they felt might expand involvement. The resulting conceptual model highlights the influence of professional, communal, and institutional factors on participation. (Contains 2 figures and 13 tables.)

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Social Change; Puerto Ricans; Critical Literacy; Institutional Role; Story Telling; Social Justice; Educational Practices; Personal Narratives; Context Effect; Culturally Relevant Education; Intergenerational Programs; Transformative Learning; Communities of Practice; Community Study; Theory Practice Relationship

Abstract:
Solorzano and Yosso (2002) defined counter-storytelling as "a method of telling the stories of those people whose experiences are not often told (i.e., those on the margins of society). The counter-story is also a tool for exposing, analyzing, and challenging the majoritarian stories of racial privilege" (p. 32). This article seeks to explore how community-based institutions can serve as contexts for the development of critical literacy frameworks among youth. The authors argue that community-based institutions may use counter-storytelling practices as a way to challenge inequalities in participants' social worlds and to enact social change. Using examples from research conducted by the authors in a Puerto Rican community, they elaborate ways that schools can serve as counter-storytelling institutions that encourage students to critically examine society. Implications for practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Video Technology; Story Telling; Indigenous Populations; Oral Tradition; Cultural Awareness; Films; Community Study; Research Methodology; Foreign Countries; Canada Natives; Older Adults; Youth

Abstract:
Indigenous digital storytelling and research are as much about the process of community relationships as they are about the development of digital products and research outcomes. Indigenous researchers, digital storytelling producers, and academics work in different communities with research collaborators who are indigenous community members, including Elders and youth. They have strategized in creating digital storytelling within indigenous communities to create productions beneficial to those communities. In this article, the authors examine four community-based digital storytelling projects. Through these products, the authors consider the importance of indigenous storytelling and explore some of the strategies for creating, as well as designing, indigenous digital stories. The authors draw upon select experiences in the production of the four community-based video projects in order to examine the relationships and purpose of making community-based videos, editing strategies, the transformations of oral stories, and the processes of honoring storylines. Finally, they draw conclusions about the complex process of indigenous community-based filmmaking. (Contains 43 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Conflict; Foreign Countries; Fear; Minority Groups; Intergroup Relations; Social Influences; Models; Social Class; Social Differences; Social Psychology; Ethnology; Interviews; Community Attitudes; Community Characteristics; Community Study; Political Attitudes; Political Influences; Likert Scales

Abstract:
The group position model (Blumer 1958; Bobo and Tuan 2006) assumes that attempting to secure a privileged position for the ingroup is a main determinant of perceived intergroup conflict. This assumption is tested with survey data collected in 1999 and 2000 among eight titular groups in autonomous republics of the Russian Federation. The survey included an experiment that was aimed at disentangling the effects of perceived threat and the fear of outgroup encroachment (growing outgroup influence). The findings indicate that more conflict was perceived when the ingroup was larger (corresponding to stronger entitlement claims to privilege), especially among those who felt more threatened. This association was further strengthened among those whose fear of outgroup encroachment was made salient. This study shows the relevance of the group position model in understanding perceived intergroup conflict among national minority groups with a local privileged status. (Contains 3 figures, 3 tables, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Quasiexperimental Design; Substance Abuse; Partnerships in Education; Telephone Surveys; Young Children; Community Organizations; Caregiver Attitudes; Community Surveys; Community Study; Intervention; Comparative Analysis; Neighborhood Improvement; Family Programs; Preschool Education; Program Effectiveness

Abstract:
Free to Grow: Head Start Partnerships to Promote Substance-free Communities (FTG) was a national initiative in which local Head Start (HS) agencies, in partnership with other community organizations, implemented a mix of evidence-based family-strengthening and community-strengthening strategies. The evaluation of FTG used a quasi-experimental design to compare 14 communities that participated in the FTG intervention with 14 matched comparison communities. Telephone surveys were conducted with two cohorts of the primary caregivers of children in HS at baseline and then annually for 2 years. The survey was also administered to repeated cross-sectional samples of primary caregivers of young children who were not enrolled in HS. No consistent evidence was found in changes in family functioning or neighborhood conditions when the 14 FTG sites were compared to 14 matched sites. However, caregivers of young children who were not in HS in three high-implementing FTG sites showed evidence of improvements in neighborhood organization, neighborhood norms against substance abuse, and child disciplinary practices. Results provide highly limited support for the concept that family and neighborhood conditions that are likely to affect child development and well-being can be changed through organized efforts implemented by local HS programs. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Study; Antisocial Behavior; Parenting Styles; Child Rearing; Individual Differences; Child Behavior; Behavior Problems; Longitudinal Studies; Smoking; Drinking; Symptoms (Individual Disorders); Parent Attitudes

Abstract:
This study investigated how parenting accounted for interindividual differences in developmental trajectories of different child behaviors across childhood and adolescence. In a cohort sequential community sample of 1,049 children, latent class growth analysis was applied to three parent-reported dimensions (monitoring, positive parenting, inconsistent discipline) across 12 annual assessments (ages 6-18). Four longitudinal parenting styles (authoritative, authoritarian, indulgent, uninvolved) were differentiated on the basis of levels and rates of change in the constituent parenting dimensions. Multigroup analyses demonstrated that these parenting styles were differentially related to changes in parent- and child-reported measures of children's alcohol and cigarette use, antisocial behavior, and internalizing symptoms, with the authoritative parenting class being related to the most optimal long-term development. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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