Development of a Youth Civic Engagement Program: Process and Pilot Testing with a Youth-Partnered Research Team.

Although research suggests neighborhood-level factors influence youth well-being, few studies include youth when creating interventions to address these factors. We describe our three-step process of collaborating with youth in low-income communities to develop an intervention focused on civic engagement as a means to address neighborhood-level problems impacting their well-being. In the first step, we analyzed qualitative interviews from a project in which youth shared perceptions about their neighborhoods (e.g., interpersonal relations with neighbors and institutions). Three major themes were identified: pride in youth's communities, desire for change, and perceptions of power and responsibility. Based on these themes, we completed the second step: developing a civic engagement and leadership program, called LEAP, aimed at helping youth take an active role in addressing neighborhood problems. In the third step, we collaborated with youth who completed a pilot version of the civic program and provided feedback to finalize it for large-scale testing. While discussing our process, we highlight the importance of including youth voices when developing programs that affect them. Furthermore, we note the need for more research exploring whether civic engagement serves as a mechanism for encouraging youth involvement in addressing neighborhood-level health disparities and identifying potential psychological costs of such involvement.

CBPR Implementation Framework for Community-Academic Partnerships.

The Engage for Equity (E2) study is an intervention trial for community-academic research partnerships that seeks to improve partnering practices and health equity outcomes by providing community and academic partners with tools to enhance and advance power sharing and health equity. Twenty-five community/academic research teams completed a two-day training intervention where they were introduced to the CBPR Conceptual Model and corresponding applied tools to their partnerships. We report on team interviews conducted immediately after the training, where teams discussed opportunities and challenges using the CBPR Model as an implementation framework as they considered their own contexts, their partnering processes/practices, actions, and their desired outcomes. We applied Diffusion of Innovation theory to guide data collection and analysis; augmented by intent to use and collective reflection. Results pointed to the flexibility of the CBPR model, concrete use of tools (e.g., planning/evaluation), and broader use in inspiring collective reflection to improve partnering practices and inform equity values. As an implementation framework, the CBPR model incorporates collaborative processes and strategies to mitigate power differentials into key phases of implementation studies, adding factors central to health equity work, not existing in previous implementation frameworks.

James G. Kelly (1929-2020).

Memorializes James G. Kelly (1929-2020), one of the founders of the field of Community Psychology in the United States. Jim was one of the last surviving attendees of the 1965 Swampscott Conference, an event sponsored by the National Institute of Mental Health that is considered the origin of community psychology in the United States. He was a founding member of the Division of Community Psychology of the American Psychological Association in 1967 (now The Society for Community Research and Action, SRCA). Jim mentored doctoral students and postdoctoral scholars with an extraordinary level of commitment to their development. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Gathering Diverse Perspectives to Tackle "Wicked Problems": Racial/Ethnic Disproportionality in Educational Placement.

Among students receiving behavioral health and special education services, racial/ethnic minority students are consistently overrepresented in settings separate from general classrooms. Once separated, many young people struggle to improve academically and face significant difficulty upon trying to return to a general education setting. Given the complex, ongoing, and multifaceted nature of this challenge, racial/ethnic disproportionality can be identified as a "wicked problem," for which solutions are not easily identified. Here, we describe our community-engaged research efforts, eliciting perspectives from relevant partners in an ongoing dialogue, to better integrate diverse stakeholders' perspectives when attempting to address such disparities. We conducted focus groups and qualitative interviews with members of three stakeholder groups: community-serving organizations, individuals with lived experience of behavioral health conditions, and state-level policymakers, with a shared interest in addressing racial and ethnic disparities. Participant responses illustrated the "wickedness" of this problem and highlighted the need for additional supports for students, families, and school personnel, increased collaboration across relevant systems and agencies, and reduced barriers related to funding. Overall, this methodology bridged differing perspectives to develop, in concert with our partners, a shared language of the problem and a core set of issues to consider when seeking to effect change.

Ecology, Wicked Problems, and the Context of Community Interventions.

The concept of ecology has, over time, become increasingly important as a frame for conducting community interventions. While multiple ecological frameworks have been proposed both within and outside public health, most have drawn on Bronfenbrenner's work and the concern with multiple levels of the ecological context. The present article presents an ecological metaphor for community intervention developed in community psychology over the past 50 years. This perspective was specifically developed to conduct community research and intervention in the spirit of community development. The article begins with a brief discussion of social problems as "wicked problems" defying preordained and prescribed solutions. It then organizes the presentation of the ecological metaphor around five Cs that, together, provide an overview of the main points of the perspective: contextualist philosophy of science, community as a multilevel concept, culture and diversity as critical community-defining concepts, collaboration as a fundamental part of the ecology of intervention, and commitment (to community over time). Each of these five Cs adds to an appreciation of the differing aspects of the community intervention process as an ecological enterprise. Embedded in the five Cs are four ecological processes drawn from field biology that are metaphorically useful in providing a cognitive map for understanding community and assessing community impact: interdependence, cycling of resources, adaptation, and succession. Together, this ecological perspective both reflects and differs from extant perspectives in public health and, as such, is intended to contribute to furthering ecological thinking and acting more generally in community interventions.

The qasgiq model as an indigenous intervention: Using the cultural logic of contexts to build protective factors for Alaska Native suicide and alcohol misuse prevention.

OBJECTIVES: The foundational role culture and Indigenous knowledge (IK) occupy within community intervention in American Indian and Alaska Native (AIAN) communities is explored. To do this, we define community or complex interventions, then critically examine ways culture is translated into health interventions addressing AIAN disparities in existing programs and research initiatives. We then describe an Indigenous intervention based in the cultural logic of its contexts, as developed by Alaska Native communities. Yup'ik coauthors and knowledge keepers provided their critical and theoretical perspectives and understandings to the overall narrative, constructing from their IK system an argument that culture is prevention. CONCLUSIONS: The intervention, the Qungasvik (phonetic: koo ngaz vik; "tools for life") intervention, is organized and delivered through a Yup'ik Alaska Native process the communities term qasgiq (phonetic: kuz gik; "communal house"). We describe a theory of change framework built around the qasgiq model and explore ways this Indigenous intervention mobilizes aspects of traditional Yup'ik cultural logic to deliver strengths-based interventions for Yup'ik youth. This framework encompasses both an IK theory-driven intervention implementation schema and an IK approach to knowledge production. This intervention and its framework provide a set of recommendations to guide researchers and Indigenous communities who seek to create Indigenously informed and locally sustainable strategies for the promotion of health and well-being. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Religion in the Hallways: Academic Performance and Psychological Distress among Immigrant origin Muslim Adolescents in High Schools.

Islamic norms and Islamophobia present unique challenges for Muslim adolescents in Western countries. For Muslim students, even "secular" public schools are not a religion-free space because their religious beliefs and values are central in their manner of living. To inquire more about these issues, an exploratory sequential design mixed-method study was conducted that included focus groups and a survey addressing the public school experiences of Muslim adolescents in a Midwestern state in the United States and how those experiences are related to their academic achievement, educational aspirations, and psychological adjustment. Overall, the findings characterize this study's sample as coping well in the school context in terms of academic achievement, high educational expectations, and relatively low levels of psychological distress. However, those who experience greater frequency and severity of hassles at school report higher levels of psychological distress. In particular, the frequency of hassles associated with representing Islam, limited English competency, relations with both Muslim and non-Muslim peers, and religious discrimination at school related to increased distress. Together, these findings suggest the importance of considering both individual and ecological determinants of wellbeing for Muslim adolescents. The findings also suggest the importance of looking more carefully at the sample, context, and time when the data were collected before making generalizations within or across cultural and/or religious groups.

Assessing health in an Alaska native cultural context: The Yup'ik Wellness Survey.

OBJECTIVES: The development and validation of a wellness measure among the Yup'ik of the Yukon-Kuskokwim Delta in western Alaska is presented, with the overarching goal of supporting locally relevant health practices in this Alaska Native population. METHOD: A survey containing the wellness measure and several additional psychosocial variables was completed by 493 Yup'ik individuals from 7 different highly rural communities in western Alaska. Participants ranged in age from 14 to 94 (M = 38.55, SD = 17.14), and slightly more than half were female (58.62%). RESULTS: Individuals who scored higher on the wellness measure reported greater happiness, greater overall health, greater communal mastery, a larger and more satisfying social support network, and coping styles that were more likely to be active, accepting, and growth-oriented, and less likely to involve drugs and alcohol. CONCLUSIONS: This project advances research on the health implications of enculturation by specifying particular patterns of culturally sanctioned beliefs and behaviors that appear most beneficial.

Ethnic Clusters in Public Housing and Independent Living of Elderly Immigrants from the Former Soviet Union.

The study examines the effects of ethnic clusters and independent living arrangements on adaptation of elderly immigrants from the Former Soviet Union. The multigenerational living arrangements were compared with independent living in a dispersed ethnic community and in an ethnic cluster of public housing. The residents of the ethnic clusters of public housing reported poorer health, were more reliant on government resources, and experienced greater acculturative hassles. However, public housing residents reported significantly larger Russian-speaking and American social networks, greater American acculturation, higher social support from neighbors, as well as lower cultural alienation. In contrast, the multigenerational living arrangements were related to greater social support from extended family and higher extended family satisfaction. While, the independent living in the dispersed ethnic community was associated with smaller American social networks and higher levels of cultural alienation. The results highlight how the ecologies of different living arrangements are reflected in the nature of acculturative, social, and psychological experiences of elderly immigrants.

Seymour Sarason Remembered: "Plus ça change ", "Psychology Misdirected", and "Community Psychology and the Anarchist Insight".

The intellectual legacy of Seymour Sarason continues to serve as a critical resource for the field of community psychology. The present paper draws on one of Sarason's favorite aphorisms and two of his seminal writings to suggest the relevance of ideas articulated 35-40 years ago for the current time. Each in their own way highlights the importance of unearthing and interrogating core assumptions underlying our research and our efforts to make a positive difference. The aphorism reminds us that the rhetoric of change is far easier to articulate than to enact and all too often ignores or disguises issues of power among actors. The "misdirection" of Psychology reflected his assertion that the asocial, acultural, and ahistorical nature of American Psychology reflected American culture more generally and ill prepared it to understand and engage in social change, particularly with respect to educational reform. The "anarchist insight" articulated his belief in interrogating the implications of the increasingly interdependent relationship of science and the state for the autonomy of scientists and scientific inquiry. The evidence-based practice movement is offered as an example of the current day relevance of the aphorism and core insights of these two papers. The paper concludes with a plea to rekindle the discussion and continued examination of Sarason's paradigmatic insights for the intellectual and social development of the field.

Acculturation and adjustment of elderly émigrés from the former Soviet Union: A life domains perspective / Aculturación y adaptación de personas mayores exiliadas de la antigua Unión Soviética: Una perspectiva desde las facetas de la vida

Former Soviet émigrés in the United States are on average older than other immigrant groups, with adults over 65 comprising a large portion of the Russian-speaking population. Despite known risks associated with old-age migration, however, researchers and providers have underestimated adjustment difficulties for Russian-speaking elderly in U.S. These older adults tend to acquire a new culture with difficulty and remain highly oriented towards their heritage culture. However, limited research examines how acculturation to both the culture of origin and the host culture contributes to wellbeing for this immigrant group. This study assesses the adaptive value of host and heritage acculturation across several domains in the lives of older émigrés from the former Soviet Union resettled in the Baltimore and Washington, DC areas in the United States. Acculturation level with respect to both host and heritage culture was measured with the Language, Identity, and Behavior Scale (LIB; Birman & Trickett, 2001) and used to predict psychological, family, social, and medical care adjustment outcomes. Results suggest that acculturation to the host or heritage culture has different functions depending on life domain. Particularly, high American acculturation contributed to better adjustment in the psychological, family, and social domains. Heritage acculturation was associated with better outcomes in the social domain and had mixed effects for psychological adjustment. Theoretical implications highlight the importance of evaluating multiple life domains of adapting through a bilinear acculturation model for the understudied population of elderly immigrants

Las personas ex-soviéticas que se exiliaron a los EE.UU. tienen una media de edad superior a la de otros grupos de inmigrantes; entre ellas, los adultos que superan los 65 años suponen un gran porcentaje de la población ruso parlante. A pesar de que se conocen los riesgos asociados con la inmigración de personas mayores, los investigadores y agentes que prestan servicios han subestimado las dificultades de adaptación de las per sonas mayores ruso parlantes en los EE.UU. A estas personas les cuesta adquirir una nueva cultura y siguen muy orientados hacia su cultura de origen. No obstante, no abunda la investigación que analice de qué manera contribuye al bienestar de este grupo de inmigrantes la aculturación tanto en la cultura de origen como en la cultura de acogida. Este estudio analiza el valor adaptativo de la aculturación de origen y de acogida en diversas facetas de la vida de las personas de más edad que se exiliaron de la antigua Unión Soviética y se establecieron en EE.UU. en zonas de Baltimore y Washington DC. El nivel de aculturación tanto en la cultura de acogida como en la de origen se ha medido con la Escala de Idioma, Identidad y Comportamiento (LIB; Birman& Trickett, 2001), que se utilizó para predecir el grado de ajuste psicológico, familiar, social y sanitario.Los resultados indican que la asimilación de la cultura de acogida o de origen tiene funciones diferentes dependiendode la faceta de la vida. En concreto una elevada aculturación estadounidense contribuía a una mejoradaptación en las facetas psicológica, familiar y social. La aculturación de origen se asociaba a mejores resultadosen la faceta social aunque eran contradictorios en el ajuste psicológico. Las implicaciones teóricasdestacan la importancia de evaluar las distintas facetas de la vida en la adaptación a un modelo de aculturaciónbilineal en el caso de la población de inmigrantes mayores, escasamente estudiada

Collaborative measurement development as a tool in CBPR: measurement development and adaptation within the cultures of communities.

This paper describes the processes we engaged into develop a measurement protocol used to assess the outcomes in a community based suicide and alcohol abuse prevention project with two Alaska Native communities. While the literature on community-based participatory research (CBPR) is substantial regarding the importance of collaborations, few studies have reported on this collaboration in the process of developing measures to assess CBPR projects. We first tell a story of the processes around the standard issues of doing cross-cultural work on measurement development related to areas of equivalence. A second story is provided that highlights how community differences within the same cultural group can affect both the process and content of culturally relevant measurement selection, adaptation, and development.

Determinants and consequences of child culture brokering in families from the former Soviet Union.

Child culture brokering occurs when immigrant children help their families navigate the new culture and language. The present study develops a model of the child culture broker role that situates it within the family and community economic and acculturative contexts of 328 families from the former Soviet Union. Path analysis was utilized to explore the relationships of community and family economic and cultural contexts with child culture brokering, child emotional distress, and family disagreements. All children reported some culture brokering for their parents. Less English proficient parents with lower status jobs, and living in areas with more Russian speaking families tended to utilize their children as brokers more often. Further, community economic conditions also predicted brokering indirectly, mediated by parent job social status. Brokering was related to child emotional distress and family disagreements. Further, culture brokering was a mediator of the impact of parent job social status on both child emotional distress and family disagreements. These results add to our understanding of the culture broker role and emphasize the utility of approaching research on it from an ecological perspective.

Advancing the science of community-level interventions.

Community interventions are complex social processes that need to move beyond single interventions and outcomes at individual levels of short-term change. A scientific paradigm is emerging that supports collaborative, multilevel, culturally situated community interventions aimed at creating sustainable community-level impact. This paradigm is rooted in a deep history of ecological and collaborative thinking across public health, psychology, anthropology, and other fields of social science. The new paradigm makes a number of primary assertions that affect conceptualization of health issues, intervention design, and intervention evaluation. To elaborate the paradigm and advance the science of community intervention, we offer suggestions for promoting a scientific agenda, developing collaborations among professionals and communities, and examining the culture of science.

From "Water Boiling in a Peruvian Town" to "Letting them Die": culture, community intervention, and the metabolic balance between patience and zeal.

While the concept of culture has long been central to community psychology research and intervention, it has most frequently referred to the communities in which such work occurs. The purpose of this paper is to reframe this discussion by viewing community interventions as instances of intercultural contact between the culture of science, reflected in community intervention research, and the culture of the communities in which those interventions occur. Following a brief discussion of the complexities of culture as a concept, two illustrative stories of failed community interventions are provided to highlight the centrality of cultural and contextual understanding as prelude to community intervention. These stories, set 50 years apart, reflect the depth and pervasive influence of both the culture of science and the culture of communities. Next, a series of propositions about the culture of social science as a partial reflection of the broader culture of the United States are offered, and their implications for the conduct of community interventions drawn. The paper concludes with a series of recommendations which, together, provide an ecological mind-set for taking culture seriously in community interventions. Central to this mind set are the importance of focusing on communities rather than programs and emphasizing the intervention goal of choice over change.

Multilevel community-based culturally situated interventions and community impact: an ecological perspective.

The purpose of this paper is to apply an ecological perspective to the conduct of multilevel community-based culturally-situated interventions. After a discussion of the emerging consensus about the value of approaching such interventions ecologically, the paper outlines a series of questions stimulated by an ecological perspective that can guide further theory development in conducting multilevel interventions. These questions all derive from the importance of assessing the local community ecology where the intervention occurs. The paper concludes with a series of topics which, taken together, provide a roadmap for further conceptual development of multilevel interventions as vehicles for long-range community impact.

Introduction to multi-level community based culturally situated interventions.

This introduction to a special issue of the American Journal of Community Psychiatry is the result of a symposium at the Annual Meeting of the Society for Applied Anthropology, 2006, that brought together anthropologists and psychologists involved in community based collaborative intervention studies to examine critically the assumptions, processes and results of their multilevel interventions in local communities with local partners. The papers were an effort to examine context by offering a theoretical framework for the concept of "level" in intervention science, and advocating for "multi-level" approaches to social/behavioral change. They presented examples of ways in which interventions targeted social "levels" either simultaneously or sequentially by working together with communities across levels, and drawing on and co-constructing elements of local culture as components of the intervention. The papers raised a number of important issues, for example: (1) How are levels defined and how should collaborators be chosen; (2) does it matter at which level multilevel interventions begin; (3) do multilevel interventions have a greater effect on desired outcomes than level-specific interventions; (4) are multilevel interventions more sustainable; (5) are multilevel interventions cost effective to run, and evaluate; (6) how can theories of intervention be generated and adapted to each level of a multilevel intervention; (7) how should intervention activities at each level coordinate to facilitate community resident or target population empowerment? Many of these questions were only partially addressed in the papers presented at that time, and are more fully addressed in the theoretical papers, case studies and approach to evaluation included in this collection.