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For decades, social science researchers have been studying programs, services, and settings that are explicitly designed to have an influence on children (e.g., mental health services for children, school classrooms, after school programs, families, neighborhoods). Researchers who are concerned with the contexts in which children develop, social issues that influence children, and/or social justice generally define and evaluate a problem related to these programs or settings, and sometimes create and assess an intervention. Consequently, these researchers are often the ones to determine the problem definition. Common definitions include poor developmental or educational outcomes, child abuse, child labor violations, and so forth. These problem definitions and subsequent conceptualizations then become part of a larger narrative about what or who needs fixing (Seidman and Rappaport 1986). Frequently, these problems are studied by collecting survey data from adults or by observing children. Generally, these measures and observational procedures are designed by adult researchers. In the field of community psychology, however, there has been a broad consensus that community members should also be involved in defining problems and solutions, as their participation improves the research and benefits the community. When thinking about issues that affect children, community psychologists have most frequently conceptualized important stakeholders as parents and extended family members, family advocates, teachers, mental health professionals, and other adults in children’s lives. These adults may be consulted in interviews or focus groups, usually responding to the problem as conceptualized by the researcher. Increasingly, adult stakeholders and older youth may take on more participatory roles. Rarely, however, are children consulted or asked to help formulate the problem definition or proximate solution. Indeed, research is typically done for children, but not with children. This special issue is a collection of papers about participatory action research with children who are middle school age or younger, and is intended to stimulate dialogue and to offer alternatives when conducting research that affects children.

Community psychologists are increasingly using Participatory Action Research (PAR) as a way to promote social justice by creating conditions that foster empowerment. Yet, little attention has been paid to the differences between the power structure that PAR advocates and the local community power structures. This paper seeks to evaluate the level of participation in a PAR project for multiple stakeholder groups, determine how PAR was adjusted to better fit community norms, and whether our research team was able to facilitate the emergence of PAR by adopting an approach that was relevant to the existing power relations. We conclude that power differences should not be seen as roadblocks to participation, but rather as moments of opportunity for the researchers to refine their methods and for the community and the community psychologist to challenge existing power structures.

This playground study conceptualizes recess as a time and space that belongs to students; their inclusion in this evaluation is a notable difference from other recess/playground research. The goal was to help elementary school students make the changes they felt were needed on their playground. After conducting structured observations and student and recess aide focus groups, a report was presented to all stakeholders, and recess changes were made. We seek to show how the process of being inclusive during the evaluation was not only valuable for determining problem definition and potential interventions, but was also necessary to determine the best methods for solutions, move toward second-order change, and to create a space to facilitate children’s participation and empowerment.

The brutal murder of James Byrd Jr. in June 1998 unleashed a storm of media, interest groups, high profile individuals and criticism on the Southeast Texas community of Jasper. The crime and subsequent response—from within the community as well as across the world—engulfed the entire town in a collective trauma. Using natural disaster literature/theory and employing an ecological approach, Jasper, Texas was investigated via an interrupted time series analysis to identify how the community changed as compared to a control community (Center, Texas) on crime, economic, health, educational, and social capital measures collected at multiple pre- and post-crime time points between 1995 and 2003. Differences-in-differences (DD) analysis revealed significant post-event changes in Jasper, as well as a surprising degree of resilience and lack of negative consequences. Interviews with residents conducted between March 2005 and 2007 identified how the community responded to the crisis and augmented quantitative findings with qualitative, field-informed interpretation. Interviews suggest the intervention of external organizations exacerbated the severity of the events. However, using strengths of specific local social institutions—including faith based, law enforcement, media, business sector and civic government organizations—the community effectively responded to the initial threat and to the potential negative ramifications of external entities.

Late childhood and early adolescence represent a critical transition in the developmental and academic trajectory of youth, a time in which there is an upsurge in academic disengagement and psychopathology. PAR projects that can promote youth’s sense of meaningful engagement in school and a sense of efficacy and mattering can be particularly powerful given the challenges of this developmental stage. In the present study, we draw on data from our own collaborative implementation of PAR projects in secondary schools to consider two central questions: (1) How do features of middle school settings and the developmental characteristics of the youth promote or inhibit the processes, outcomes, and sustainability of the PAR endeavor? and (2) How can the broad principles and concepts of PAR be effectively translated into specific intervention activities in schools, both within and outside of the classroom? In particular, we discuss a participatory research project conducted with 6th and 7th graders at an urban middle school as a means of highlighting the opportunities, constraints, and lessons learned in our efforts to contribute to the high-quality implementation and evaluation of PAR in diverse urban public schools.

Rape survivors who speak out about their assault experiences are often punished for doing so when they are subjected to negative reactions from support providers. These negative reactions may thereby serve a silencing function, leading some rape survivors to stop talking about their experiences to anyone at all. The current study sought to examine this worst case scenario. Focusing on the qualitative narratives of eight rape survivors who initially disclosed the assault but then stopped disclosing for a significant period of time, this study sought to provide an in-depth description of how negative reactions silenced these survivors. Three routes to silence were identified: 1) negative reactions from professionals led survivors to question whether future disclosures would be effective; 2) negative reactions from friends and family reinforced feelings of self-blame; and 3) negative reactions from either source reinforced uncertainty about whether their experiences qualified as rape. Implications for future research and practice are discussed.

This paper seeks to advance mental health— housing research regarding which factors of housing and neighborhood environments are critical for adaptive functioning, health, and recovery for persons with serious mental illness (SMI). Housing and neighborhood environments are particularly important for persons with SMI because of the prevalence of poor housing conditions among this population. Most mental health—housing research has been limited by a focus on problems in environments and functioning. The paper seeks to expand the mental health—housing research agenda to consider protective factors that promote community integration and adaptive functioning. We provide an account of how social ecology theory transformed a research program, from examining individual risk factors to investigating the functioning of persons in the contexts of their housing and neighborhood experiences. The resulting housing environment framework—physical aspects of housing and neighborhoods, social environment of neighborhoods, and interpersonal relationships tied to housing—allows for identification of opportunities for health promotion and facilitation of participation in community-based settings. This program of research draws upon several methods to understand the social experience of persons with SMI living in community settings—survey research, qualitative interviews, Geographic Information Systems, participatory research, and visual ethnography. In this paper, we present how social ecology theory was instrumental in the development of new housing environment measures, the selection of appropriate research methods, and framing research questions that are building a new empirical base of knowledge about promoting adaptive functioning, health, and recovery for persons with SMI living in community settings.

People with disabilities experience health disparities arising from social, environmental, and system‐level factors. Evidence from a range of settings suggests women with disabilities have reduced access to health information and experience barriers to screening, prevention, and care services. This results in greater unmet health needs, particularly in relation to sexual and reproductive health. Women with disabilities are also more likely to experience physical and sexual violence than women without disabilities, further undermining their health. Community‐based participatory research (CBPR) can generate knowledge and underpin action to address such health disparities and promote health equity. However, the potential and challenges of disability inclusion in CBPR, particularly in contexts of poverty and structural inequality such as those found in low‐ and middle‐income countries, are not well documented. In this paper, we reflect on our experience of implementing and evaluating W‐DARE, a three‐year program of disability‐inclusive CBPR aiming to increase access to sexual and reproductive health and violence‐response services for women with disabilities in the Philippines. We discuss strategies for increasing disability inclusion in research and use a framework of reflexive solidarity to consider the uneven distribution of the benefits, costs, and responsibilities for action arising from the W‐DARE program., Highlights Disability inclusive community‐based participatory research can address health inequalities.Inclusion increases quality and impact of research, but has material, personal and political costs.The costs of inclusive research are disproportionately born by co‐researchers with disabilities.Participatory research can contribute to new solidarities for sustained health‐promoting action.

Population studies indicate that trauma exposure is ubiquitous and has a significant impact on health. Trauma-informed practice seeks to address the health consequences of trauma through integrative responses that incorporate an understanding of the effects of trauma, the multiple pathways to recovery, and the potential for re-traumatization. Current trauma-informed practice considers trauma exposure an individual clinical problem rather than a societal problem with population health consequences. Population health refers to the aggregated health status of individuals who share some characteristic, such as trauma exposure, and includes the study of determinants that shape the distribution of health outcomes in specific populations. In this paper, we describe a population health perspective for trauma-informed practice that complements the current clinical perspective, and then discuss implications of that perspective for programs, systems, and policies. We summarize essential concepts about trauma over the life course and describe principles of population health science relevant to trauma-informed practice. We then discuss implications of these principles by identifying four priorities for trauma-informed practice from a population health perspective: (a) adopting trauma-informed policies to prevent trauma exposure and to foster resilience in the aftermath of trauma; (b) infusing trauma-informed practice into everyday activities so it is a routine part of interpersonal transactions; (c) incorporating trauma-informed practices into existing service systems; and (d) adapting existing treatments to incorporate trauma-informed principles for population health impact.

Older persons are among the major marginalized, disenfranchised citizens worldwide, yet this group has generally been ignored in the community psychology literature. In this paper, we trace the demographic trends in aging worldwide, and draw the field's attention to the United Nations Program on Aging, which structures its policy recommendations in terms of concepts that are familiar to community psychologists. A central theme of the paper is that community psychology can have a role in producing the conceptual shifts needed to change societal attitudes now dominated by negative age stereotypes.

Adverse childhood experiences, or ACEs, may be mitigated by trauma-informed social environments-programs, services, systems, communities-that offer responses to trauma that promote healing, recovery, and resilience. However, there is currently little empirical evidence to support the use of specific approaches to do so. Guided by a population health perspective, this paper describes a participatory community change process in response to ACEs that seeks to build a resilient, trauma-informed community in Pottstown, PA. We examine the initial implementation phase of this change process, centered originally on the education sector and the social and behavioral health services sector, and then eventually expanding to 14 community sectors across two years. A variety of data sources and methods are used to track individual and organizational processes, as well as service system network processes. A central feature of this research is the use of data to generate hypotheses rather than test them. Data were also used to guide understanding and decision-making during implementation. The results show that moving forward the community is well-positioned to establish stronger inter-agency and system supports for trauma-informed practice in the service system and in the broader community. We discuss results for their implications for building resilient, trauma-informed communities.

This paper presents a review of the empirical literature for studies evaluating factors that facilitate and create barriers to sustained program implementation in disadvantaged communities. It outlines study methodology and sustainment outcomes and proposes a conceptual model that involves implementation sustainment support for providers delivering evidence-based health and family services in disadvantaged communities. Sustained program implementation in the community setting is a significant issue as only 43% of studies reported successfully sustained programs. The review identified 18 factors that facilitate success and create barriers to program sustainment. The factors are synthesized into three themes; program characteristics, workplace capacity, and process and interaction factors. The majority of factors map onto commonly cited sustainability influences in implementation science. However, there was an additional focus for studies included in this review on the importance of factors such as program burden, program familiarity and perceived competence in program skills, workplace support for the program, staff mobility and turnover, supervision and peer support, and ongoing technical assistance. The need to use a conceptual framework and develop measures to guide and evaluate capacity building in EBP implementation and sustainment in low-resource community settings is highlighted.

Longitudinal studies suggest that naturally occurring mentoring relationships are associated with positive, long-term educational outcomes, but little is known about the mechanisms underlying these potential effects. Predominant theories and research methods portray natural mentoring as a static, one-to-one phenomenon and are removed from specific sociocultural and developmental contexts. Thus, the current paper critically reviews existing literature and proposes a dynamic, network-based process model of mentoring. Building on Rhodes' (2005, Handbook of youth mentoring, Thousand Oaks, CA: Sage, 30) theoretical model, the proposed model integrates sociological, educational, and psychological research to examine developmental pathways through which natural mentoring relationships might promote underrepresented (e.g., low-income, ethnic/racial minorities) students' educational persistence and success. In particular, mentoring relationships might enhance students' positive help-seeking beliefs and trust in nonparent adults. These mentors may possess key cultural capital and knowledge that help underrepresented students navigate White, upper- or middle-class cultural norms. Mentors may also cultivate students' school-relevant selves and bicultural identities, facilitating integration into mainstream academia while affirming cultures of origin. Through these processes, previous mentoring experiences may promote the formation of new mentoring relationships, enabling youth to build dynamic support networks. Unfortunately, on a larger scale, advantage and disadvantage persist due to inequitable access to mentoring in educational settings.

While evidence indicates that experienced racial discrimination is associated with increased depressive symptoms for African Americans, there is little research investigating predictors of experienced racial discrimination. This paper examines neighborhood racial composition and sociodemographic factors as antecedents to experienced racial discrimination and resultant levels of depressive symptoms among African American adults. The sample included 505 socioeconomically-diverse African American adults from Baltimore, MD. Study data were obtained via self-report and geocoding of participant addresses based on 2010 census data. Study hypotheses were tested using multiple pathways within a longitudinal Structural Equation Model. Experienced racial discrimination was positively associated with age and sex such that older individuals and males experienced increased levels of racial discrimination. In addition, the percentage of White individuals residing in a neighborhood was positively associated with levels of experienced racial discrimination for African American neighborhood residents. Experienced racial discrimination was positively associated with later depressive symptoms. Neighborhood-level contextual factors such as neighborhood racial composition and individual differences in sociodemographic characteristics appear to play an important role in the experience of racial discrimination and the etiology of depression in African American adults.

Confounding present in observational data impede community psychologists’ ability to draw causal inferences. This paper describes propensity score methods as a conceptually straightforward approach to drawing causal inferences from observational data. A step-by-step demonstration of three propensity score methods – weighting, matching, and subclassification – is presented in the context of an empirical examination of the causal effect of preschool experiences (Head Start vs. parental care) on reading development in kindergarten. Although the unadjusted population estimate indicated that children with parental care had substantially higher reading scores than children who attended Head Start, all propensity score adjustments reduce the size of this overall causal effect by more than half. The causal effect was also defined and estimated among children who attended Head Start. Results provide no evidence for improved reading if those children had instead received parental care. We carefully define different causal effects and discuss their respective policy implications, summarize advantages and limitations of each propensity score method, and provide SAS and R syntax so that community psychologists may conduct causal inference in their own research.

In the neighborhood effects literature, collective efficacy is viewed as the key explanatory process associated with the spatial distribution of a range of social problems. While many studies usefully focus on the consequences of collective efficacy, in this paper we examine the task specificity of collective efficacy and consider the individual and neighborhood factors that influence residents' perceptions of neighborhood collective efficacy for specific tasks. Utilizing survey and administrative data from 4,093 residents nested in 148 communities in Australia, we distinguish collective efficacy for particular threats to social order and assess the relative importance of social cohesion and neighborhood social ties to the development of collective efficacy for violence, delinquency and civic/political issues. Our results indicate that a model separating collective efficacy for specific problems from social ties and the more generalized notions of social cohesion is necessary when understanding the regulation potential of neighborhoods. © 2013 Society for Community Research and Action.

Supportive Non-Parental Adults (SNPAs), or non-parental adults who provide social support to youth, are present in the lives of many adolescents; yet to date, a guiding framework for organizing the existing literature on the provision of support provided by multiple types of SNPAS, such as teachers, natural mentors, and extended family members, as well as to inform future research efforts, is lacking. The aim of the current paper is to utilize the well-established lens of social support to integrate, across this broad range of literatures, recent findings regarding associations between SNPAs and four indices of adolescent psychosocial adjustment: academic functioning, self-esteem, and behavioral and emotional problems. Beyond offering an integrative framework for understanding the link between SNPAs and adolescent functioning, the issues reviewed here have potentially far-reaching consequences for adolescents and their families, as well as the professionals working with adolescents and their families in the health care, school, and community settings.

The prevalence of childhood obesity is of great public health concern. A social ecological framework that is transdisciplinary and multilevel by nature is recognized as the most promising approach for studying this problem. The purpose of this paper is to describe longitudinal research using a social ecological framework to study the etiology of childhood obesity. Individual and contextual factors are assessed in a cohort of youth and their parents including psychosocial factors, and home, school and neighborhood environments. The conceptual model guiding the research and the study design and measures used to operationalize the factors in the model and the descriptive characteristics of the baseline sample of youth and parents enrolled in the research are presented. The use of a conceptual model to guide the research, a transdisciplinary approach, a longitudinal cohort design and state-of-the-art measures of the individual and the environment are strengths of this research.

This paper provides baseline data on sex differences in the use of professional help for serious personal problems in a nationally representative sample of adult black Americans. Bivariate analyses revealed that women had higher levels of psychological distress and were significantly more likely to seek professional help than were men. They were also more likely to utilize physicians and social service agencies. The relationship of gender to these help resources remained significant even when the effects of problem severity and differential problem definition were taken into account. Controlling for income, however, eliminated the sex difference for social services use but not for physician use. The purpose of this paper was to provide baseline data on sex differences in help-seeking behavior among black adults. Seeking professional help can be conceptualized as a series of decisions: the recognition of a problem, the decision to seek some form of professional assistance, and the choice of a particular help source. This study was concerned with the last two decisions. That is, given the recognition of a serious personal problem, we asked whether black men and women differ in the decision to seek professional help as well as in their choices of which specific help sources to utilize. This

This paper reviews empirical studies on whether participating in mutual help groups for people with mental health problems leads to improved psychological and social functioning. To be included, studies had to satisfy four sets of criteria, covering: (1) characteristics of the group, (2) target problems, (3) outcome measures, and (4) research design. The 12 studies meeting these criteria provide limited but promising evidence that mutual help groups benefit people with three types of problems: chronic mental illness, depression/anxiety, and bereavement. Seven studies reported positive changes for those attending support groups. The strongest findings come from two randomized trials showing that the outcomes of mutual help groups were equivalent to those of substantially more costly professional interventions. Five of the 12 studies found no differences in mental health outcomes between mutual help group members and non-members; no studies showed evidence of negative effects. There was no indication that mutual help groups were differentially effective for certain types of problems. The studies varied in terms of design quality and reporting of results. More high-quality outcome research is needed to evaluate the effectiveness of mutual help groups across the spectrum of mental health problems.

Empowerment research has generally been limited to the individual level of analysis. Efforts to study empowerment beyond the individual require conceptual frameworks suggesting attributes that define the construct and guide its measurement. This paper presents an initial attempt to describe the nomological network of empowerment at the organizational level of analysis--organizational empowerment (OE). Intraorganizational, interorganizational, and extraorganizational components of OE are described. Implications for empowerment theory and practice are discussed.

This paper addresses the question of how the adequacy of a person's employment status influences their health. We draw on and extend the Labor Utilization Framework to distinguish between different forms of underemployment (hours, income, skills, and status) and test their relative effects on a range of physical health and psychological well-being outcomes. Using data drawn from a nationally representative sample (N = 1,429) of adults of working age, we assess the concurrent effects of underemployment through a longitudinal design that controls for prior levels of health and well-being. The results indicate that underemployed workers do report lower levels of health and well-being than adequately employed workers. However, the relationship varies by both types of underemployment and indicator of health and well-being. We conclude by discussing future research to explore the relationship between underemployment and health and well-being.

Discussed several issues related to psychological empowerment. The thesis of this paper is that the development of a universal and global measure of psychological empowerment may not be a feasible or appropriate goal. I begin by distinguishing between empowerment processes and outcomes. Underlying assumptions are discussed including the notion that empowerment differs across people, contexts, and times. A nomological network that includes intrapersonal, interactional, and behavioral components is also presented. Two examples of psychological empowerment for voluntary service organization members and members of a mutual help organization are described to help illustrate differences in the specific variables that may be used to measure psychological empowerment in different populations and settings.

Conducted a community survey in the Fall of 1984 in a sample of high unemployment blue-collar census tracts in southeastern Michigan. Results of earlier analyses using these data showed that involuntarily unemployed workers had significantly elevated levels of depression, anxiety, somatization, and self-reported physical illness relative to a stably employed comparison group (Kessler, House, & Turner, 1987). Results presented in this paper document that this relationship is modified by social support (as measured by social integration and the availability of a confidant), self-concept, and various coping processes. Further analyses allowed us to determine the way in which these modifiers operate. The modifying effects of social support and coping operate primarily by buffering the impact of unemployment-related financial strain on the health outcomes. Self-concept operates primarily by attenuating vulnerability to other stressful life events. The implications of these results for the design and implementation of preventive interventions are discussed.

Empowerment theory need not remain a mystery. Efforts, such as those described in this special section, to outline more clearly the nomological network of empowerment at multiple levels of analysis will advance empowerment theory. Tough-minded rigorous research is needed to advance the concept of empowerment. Empowerment research requires us to shift our attention from a debate between the merits of research at one level of analysis versus another to building bridges between levels of analysis. We must integrate theories and methods from other disciplines and develop research strategies that incorporate qualitative procedures and the voices of the research participants. The papers in this special section take aim on these tasks and add to our understanding of empowerment.

Mental health practitioners have offered relatively little in response to the pervasive community violence faced by many children living in impoverished neighborhoods. The "neighborhood club" is a school-based, short-term, support group designed to assist children with the psychological impact of exposure to community violence. Ten "neighborhood clubs" were conducted in two public elementary schools in Detroit, Michigan. This paper reviews the implementation of a bilingual "neighborhood club," undertaken to better serve the Spanish-speaking Latino students in a school community. We discuss many of the rewards and challenges of conducting a bilingual, multicultural support group for children and conclude that a bilingual support group provides all children with a model that validates ethnic and cultural diversity while also building empathic bonds based on mutually-reinforcing, common experiences.

Role differentiations represent one type o f diagnostic data in designing community interventions. This paper focuses on four aspects o f role differentiations: the ascribed role, the attributed role, the assumed role, and the actual role. The ascribed role speaks to the formal legalistic underpinnings o f a social system; the attributed role speaks to the perceptions o f a variety o f constituencies; the assumed role reflects the values and attitudes o f the personnel o f a social system; and the actual role defines the observable behavior o f the personnel. In an ideal social system one wouM expect an almost total convergenee o f the four roles. Since the ideal social system rarely exists, the dissonance and disequilibrium among the four role dimensions produces valuable diagnostic data in designing community intervention strategies.