ABSTRACT
In choosing to implement empowering interventions with marginalized populations, community psychologists often have to merge research and action. We present three case stories that exemplify empowerment efforts in the context of a multi-year school intervention designed to develop the advocacy skills of ethnic minority students' with disabilities and promote attainment of transition-related goals. In the process of implementing the intervention, our research team had to instigate change, advocate, and/or mediate in multiple conflictual interactions between the various stakeholders in the schools. We faced both positive and negative consequences for our actions. We discuss the responsibilities of community psychologists in the process of empowering others and the implications for the practice of community research.
