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Here, the broad goal was to introduce CBPR thinking into the organizational culture and the conduct of community interventions in a Nicaraguan organization with an ongoing history of community change efforts. As participatory collaborative research perspectives such as Community-Based Participatory Research have evolved, key concepts, processes, and goals have become increasingly deconstructed and interrogated. In so doing, the papers show how CBPR can be seen not as a "value-added" perspective on community intervention, but as an alternative vision of how to integrate science, community change, and social justice. [Extracted from the article]

"Community psychology and the public interest" was the title of the late J.R. In that APA address, Newbrough ([3]) argued for a clear definition of community psychology as a professional discipline based on nonclinical skills and responsibilities that psychologists have to advance and uphold in the public interest. I am especially pleased that the Newbrough Award Committee, SCRA Policy Committee, and the I Journal of Community Psychology i all recognize and value the public interest policy relevance of Dr. Mihaylov's research. [Extracted from the article]

In this paper, we present a descriptive review of the foundational components of transformation—the starting places and gaps—in a move toward synthesizing current works into a Community Psychology Transformative Praxis. This review focuses on published work identified in North American Community Psychology journals (namely two United States based journals)—a review from the belly of the neoliberal and imperial beast. We reviewed and categorized seven foundational dimensions for beginning and sustaining transformative praxis and which represent how Community Psychology (CP), in the United States publishing context, is engaging in transformative efforts. In Part 1, we present three dimensions of transformative process, focused on early and iterative practices that develop and enact shared (1) values, (2) visions of a just world, and (3) critical problem frames. In part 2 we present four additional dimensions of transformative action; the considerations that inform action in a given transformative process or intervention including (4) planning for the long‐term nature of transformation, (5) targeting multiple levels of analysis, (6) engaging in solidarity with those most impacted by injustice, and (7) identifying and resisting power holders and/or power structures that prevent transformation and maintain the status quo. In Part 3, we review the relationship between process and action, where processes can be understood as driving, directing, and bounding the types of actions or interventions taken or imagined in a particular transformative intervention. We close the paper with critical reflections and calls to action to further develop the transformative potential of CP praxis and name the tendency of settling for ameliorative solutions to problems needing transformative solutions. [ABSTRACT FROM AUTHOR]

This paper provides a review of empirical studies published with a decolonial epistemic approach in psychology. Our goal was to better understand how decolonial approaches are being practiced empirically in psychology, with an emphasis on community‐social psychology. We first discuss the context of colonization and coloniality in the research process as orienting information. We identified 17 peer‐reviewed empirical articles with a decolonial approach to psychology scholarship and discerned four waves that characterize the articles: relationally‐based research to transgress fixed hierarchies and unsettle power, research from the heart, sociohistorical intersectional consciousness, and desire‐based future‐oriented research to rehumanize and seek utopia. Community‐social psychology research with a decolonial approach has the potential to remember grassroots efforts, decolonizing our world. Highlights: This paper reviews 17 empirical studies published with a decolonial epistemology in psychology.Authors discuss colonization and coloniality in the research process as orienting information. We discerned four waves within the empirical work with the potential to uplift decolonial efforts. [ABSTRACT FROM AUTHOR]

Moral injury was originally conceived as a socially‐inflicted wound of betrayal experienced by military veterans (Shay, 1994). However, moral injury has since been redefined by psychological researchers as an individualised, predominantly perpetration‐driven, and psychopathological phenomenon (e.g., Currier et al., 2015; Jinkerson, 2016). However, social scientific researchers (e.g., Hodgson & Carey, 2017; Molendijk, 2019; Wiinikka‐Lydon, 2017) have contested mainstream psychology's medicalisation and decontextualisation of moral injury. This theoretical review integrates insights from across these discourses, and brings them into dialogue with ideas from moral psychology, evolutionary science, and community psychology. The aim of this cross‐disciplinary review is to promote a more holistic understanding of moral injury that does justice to its individual and social dimensions. Drawing on these different theoretical strands, this paper proposes that moral injury can be best understood as a psychological wound to basic human needs for social belonging and cohesion. The implications of this integrative understanding of moral injury for applied psychologists and other societal actors are explored. While the relevance of moral injury to civilian populations such as health and social care professionals is clear (e.g., Dombo et al., 2013; French et al., 2021), this paper focuses on military veterans, whose experiences originally prompted the coinage of the term. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

As we planned this special issue, the world was in the midst of a pandemic, one which brought into sharp focus many of the pre‐existing economic, social, and climate crises, as well as, trends of widening economic and social inequalities. The pandemic also brought to the forefront an epistemic crisis that continues to decentre certain knowledges while maintaining the hegemony of Eurocentric ways of knowing and being. Thus, we set out to explore the possibilities that come with widening our ecology of knowledge and approaches to inquiry, including the power of critical reflective praxis and consciousness, and the important practices of repowering marginalised and oppressed groups. In this paper, we highlight scholarship that reflects a breadth of theories, methods, and practices that forge alliances, in and outside the academy, in different solidarity relationships toward liberation and wellbeing. Our desire as co‐editors was not to endorse the plurality of solidarities expressed in the papers as an unyielding methodological or conceptual framework, but rather to hold them lightly within thematic spaces as invitations for readers to consider. Through editorial collaboration, we arrived at the following three thematic spaces: (1) ecologies of being and knowledge: Indigenous knowledge, networks, and plurilogues; (2) naming coloniality in context: Histories in the present and a wide lens; (3) relational knowledge practices: Creative joy of knowing beyond disciplines. From these thematic spaces we conclude that through repowering epistemic communities and narratives rooted in truth‐telling, a plurality of solidarities are fostered and sustained locally and transnationally. Underpinned by an ethic of care, solidarity relationships are simultaneously unsettling dominant forms of knowledge and embrace ways of knowing and being that advances dignity, community, and nonviolence. [ABSTRACT FROM AUTHOR]

This article describes the experiences of teaching undergraduate psychology students in an Australian context. The degree course the students take has no community or critical units, but it is one of very few in Australia that has a compulsory standalone unit in qualitative methods. While qualitative methods are by no means necessarily inherently critical or community focused, it has presented an opportunity to the teachers of the unit (the authors of this paper). The authors of this paper, who employ community critical methodologies in their research, aim to design teaching which is also grounded in such theory, wherever possible and despite significant limitations. Such teaching is informed by: challenging taken for granted assumptions; deconstruction and problem posing; making things uncomfortable; and relating differently. The paper describes a design of teaching where all the students undertake research projects exploring the research question: "what does psychology offer community?" Following a description of the methodologies and teaching practices, the authors reflect subjectively on their experiences working with the students, on opportunities which arose and on structural boundaries which appear to make community critical methodologies in university teaching very difficult. [ABSTRACT FROM AUTHOR]

Harmful narratives circulate about Black youths in North America. Deficit narratives portray them, their culture, and their communities as problems, narratives about policing encourage their control and punishment, color‐evasive narratives ignore how race shapes their experiences, and essentialist narratives erase their distinct and often intersectional experiences by presenting them as monolithic. Community psychology and allied fields do not escape these trends, which in turn infuse practice, research, and teaching involving Black youths. The present paper highlights four principles that community psychology and allied fields can adopt to support Black youths in resisting these negative and narrow narratives. They are: (1) emphasizing Black youths' and Black communities' strengths, (2) supporting their agency, (3) adopting culturally relevant practices, and (4) developing critical consciousness through reflections on and deconstruction of these narratives. We hope that the reflections shared in this paper will expand the perspectives infused by researchers and practitioners in community psychology, social work, urban studies, and allied fields who work with Black youths. Highlights: Black youths are depicted with harmful deficit, policing, color‐evasive, and essentialist narrativesThese narratives infuse practice, research, and teaching involving Black youthsSupporting Black youths in resisting these negative and narrow narratives requires intentionEmphasizing Black youths'/Black communities' strengths and supporting their agency are essentialAdopting culturally relevant practices and developing critical consciousness are also essential [ABSTRACT FROM AUTHOR]

In this Virtual Special Issue (VSI), we curate and discuss a set of 28 articles previously published in the American Journal of Community Psychology (AJCP) focused on lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities. The purpose of this VSI is to bring visibility to this body of scholarship in AJCP and to reflect on how the strengths of our field have been used throughout this work in pursuit of supporting LGBTQ wellbeing. In this VSI, we first discuss articles that help to set the historical background for publications in AJCP. We then discuss papers under the broad themes of HIV/AIDS, identities within ecological context, and social activism among LGBTQ communities. We then reflect on opportunities for our field to further leverage our strengths in contributing to LGBTQ scholarship. Overall, this VSI celebrates the contributions to LGBTQ research already present in AJCP, and we hope inspires future contributions to the pages of AJCP and beyond. Highlights: In this Virtual Special Issue (VSI) we curate and discuss 28 articles already published in AJCP.These articles bring visibility to LGBTQ focused scholarship in AJCP.We reflect on how the strengths of our field have and can contribute to LGBTQ scholarship.We discuss opportunities to expand our field's contributions to LGBTQ scholarship.We hope this VSI inspires application of our field's strengths to LGBTQ scholarship. [ABSTRACT FROM AUTHOR]

Mixed methods research (MMR) combines multiple traditions, methods, and worldviews to enrich research design and interpretation of data. In this virtual special issue, we highlight the use of MMR within the field of community psychology. The first MMR studies appeared in flagship community psychology journals over 30 years ago (in 1991). To explore the uses of MMR in the field, we first review existing literature by identifying all papers appearing in either Journal of Community Psychology or American Journal of Community Psychology in which the word "mixed" appeared. A total of 88 publications were identified. Many of these papers illustrate the pragmatic use of MMR to evaluate programs and to answer different research questions using different methods. We coded articles based on Green et al.'s classifications of the purpose of the mixing: triangulation, development, complementarity, expansion, and initiation. Complementarity was the most frequently used purpose (46.6% of articles), and nearly a quarter of articles mixed for multiple purposes (23.86%). We also coded for any community psychology values advanced by the use of mixed methods. We outline three themes here with corresponding exemplars. These articles illustrate how MMR can highlight ecological analysis and reconsider dominant, individual‐level paradigms; center participant and community member experiences; and unpack paradoxes to increase the usefulness of research findings. Highlights: Community psychologists have increasingly conducted mixed methods research (MMR).MMR can be used in ways that align with the values and aims of community psychology (CP).MMR in CP can be used to understand context, honor marginalized voices, and unpack paradox. [ABSTRACT FROM AUTHOR]

The American Journal of Community Psychology (AJCP) was founded in 1973 and has since its inception has been the flagship journal for the Society of Community Research and Action. AJCP publishes leading scholarship in community psychology and social action research. This special issue celebrates the 50 years of scholarship in AJCP by curating and assembling previously published articles in virtual special issues (VSIs) with accompanying commentaries. Nine VSIs were compiled as part of this special issue. Each of these VSIs were organized around themes that are of critical importance to community psychology and each VSI summarizes what has been learned from their included articles and future directions for the field. In this paper, we introduce this special issue on this collection of VSIs, discussing how each of these VSIs endeavor to push the field forward. Highlights: This special issue celebrates 50 years of the American Journal of community psychology.Nine virtual special issues (VSI) curated previously published papers in AJCP.We summarize these VSI introductions and discuss how each calls for future directions for the field. [ABSTRACT FROM AUTHOR]

This paper, a first‐person account, describes a community psychology‐aligned intervention into a precalculus mathematics class at an Hispanic Serving Research Institution. The intervention was designed because the standard precalculus mathematics class had a high failure rate, especially for Latinx students, which was serving as a barrier for declaration of a Science, Technology, Engineering, or Mathematics major. The high failure rate indicates a structural problem that requires a structural intervention. The paper is coauthored with the teaching team, undergraduates who had taken the course, a graduate student who evaluated the class, and a community psychologist. We describe the ways that the new course, the College Math Academy, transformed the social environment through capacity building, providing access to valued resources for historically marginalized groups, facilitating opportunities to critique dominant power structures, prioritizing perspectives and experiences of people of color, and promoting understanding of how various social forces shape culture and values. The course also decentered white educational norms via adapting decoloniality and liberatory practices. In turn, each person describes their experience of the course. We draw on the first‐person accounts to show how they illustrate a transformative, decolonial, and liberatory social environment. We end with implications for how community psychologists can work in their universities to support structural change. Highlights: Changes to Precalculus class to better serve Latinx students.First person account of how structural course change shifted the classroom experience for students.Integration of a decolonial social enviornment intervention into a college math class. [ABSTRACT FROM AUTHOR]

Highlights: Deepen and refine our understanding of workforce development across multiple settings and sectorsProvide a conceptual model of interactive ecological factors that influence professional developmentSuggest a framework for further scholarship on workforce best practices in low‐resource communities The professionals and paraprofessionals who work daily with youth in low‐resource, marginalized communities are integral to youth wellbeing; yet, their professional development, and the factors that promote it, are not well understood. In this introduction to the special issue, Understanding and Strengthening the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities, we focus on understudied practitioners operating in an array of sectors and settings, such as home visitors, mental health paraprofessionals, early childhood assistant teachers, teachers in low‐income countries, school resource officers, juvenile justice staff, and after‐school and community‐based program workers. We put forward a conceptual model detailing the interactive, layered set of proximal‐to‐distal ecological factors that influence the practice and professional development of these workers, and show how papers in the current issue address these layers in their examination of workforce development. We conclude with a summary of the contributions and lessons from this work – including the value of a whole‐person approach, the importance of sharing process across research stages, and the need to build on the foundation provided by community psychology and implementation science – toward the twin goals of understanding and building the skills and strengths of the workforce, and ultimately, enhancing youth development. [ABSTRACT FROM AUTHOR]

This special issue of The American Journal of Community Psychology originated from the Society for Community Research and Action Criminal Justice interest group, with a goal of exploring the work of community psychologists intersecting with criminal justice research, practice, and policy and shaped by our shared values—equity, collaboration, creative maladjustment, social justice, and social science in the service of social justice. In this introduction, we discuss the socio‐historical context of the special issue, followed by an outline of the special issue organization, and brief summary of the included papers. Across 13 papers and an invited commentary, we see the ways in which community psychologists are: (1) delivering and evaluating services, programming, or other supports to address the needs of system‐involved people; and (2) working to improve the systems, structures, and interactions with units of criminal justice systems. Across these two sections, authors highlight the guiding role of our values to influence change within and outside of criminal‐legal systems. Highlights: The values guiding community psychologists uniquely position them to effect change.This includes effecting change within and beyond criminal justice settings.The papers here demonstrate the intersection of community psychology values and criminal justice. [ABSTRACT FROM AUTHOR]

Current discussion on coloniality dismantles structures embedded in neoliberal capitalism that maintain and perpetuate social pathologies. Theories and praxes emerging from Abya Yala (North, Central, and South America) provide academic and nonacademic contributions to co‐construct community psychologies de otra manera (otherwise). These accountable ways of knowing and acting in cultural context and local place, become ways of making counterculture to inform decolonial community psychologies. The epistemologies of the Global South have produced invaluable teachings for transformative revisions of community psychology within frameworks that go beyond liberation and toward decoloniality. Activist women and decolonial feminists from the Global South, contest patriarchal rationality and universalism and co‐construct new ways of being, thinking‐feeling, sentipensar, and acting. Decolonial paradigms weave networks of solidarity with communities in their struggles to sustain Indigenous cosmovisions, delinking from western‐centric ideologies that are not anthropocentric and promote sustainability, epistemic and ecological justice, and Sumak Kawsay/Buen Vivir (wellbeing) that includes the rights of the Earth. This paper deepens into decolonial community psychologies from Abya Yala that are making the road caminando (walking) de otra manera by applying methodologies of affective conviviality with communities, sentipensando, and co‐authoring collective stories that weave pluriversal solidary networks within ecologies of praxes into colorful tapestries of liberation. These are the proposed coordinates to sketch pathways toward decoloniality. Key points: Committing to work with Indigenous communities means making community psychologies otherwise.This paper describes legacies and contributions from community psychologies in Abya Yala, epistemologies from the Global South, Indigenous psychologies, and feminist contributions.Decolonial community psychologies are co‐created with sentipensar, and affective conviviality.Building webs of solidarity with communities' struggles, sustaining their cosmovisions, and co‐authoring stories that delink from western‐centric ideologies within pluriversal ecologies of praxes.These are the proposed coordinates to co‐construct decolonial community psychologies to promote collective wellbeing that includes the rights of the Earth. [ABSTRACT FROM AUTHOR]

While community psychologists often work with coalitions, these entities engage in a wide range of activities and structures that are not well defined within the field. In this paper, we explore the following questions: (a) What are the characteristics of coalitions community psychologists study? (b) What are the themes in the way authors define coalitions in their work? To address these questions, we conducted a systematic review of articles about coalitions in journals serving community psychologists. Findings suggest coalitions in community psychology can be characterised by a focus on a wide variety of local level community issues and include a diverse group of stakeholders. Coalitions are defined by a focus on three types of coordination: knowledge coordination, negotiated coordination, and action coordination. These types of coordination are used to address specific problems coalitions encounter and define the goals and techniques appropriate for resolving them. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Finally, the fourteen articles accepted for this special issue exceeded in diversity and richness the topics previously proposed, being organized into seven categories: Social policies and community intervention, Innovation in community intervention, Community intervention at disasters, Community psychology in educational context, Interculturality and community psychology, Community psychology concepts update, and Training in community psychology. B Interculturality and community psychology b integrates an article from Zambrano, Garcés, Olate, Treumún and Román, entitled Construction of an Intercultural Preventive Strategy of Alcohol Use in Rural Mapuche Communities: A Community-based Participatory Research. B Training in community psychology b incorporates a manuscript from Fox and Nic Giolla Easpaig, entitled Engaging Community Critical Methodologies in Teaching with Undergraduate Psychology Students. [Extracted from the article]

Psychology is grounded in the ethical principles of beneficence and nonmaleficence, that is, "do no harm." Yet many have argued that psychology as a field is attached to carceral systems and ideologies that uphold the prison industrial complex (PIC), including the field of community psychology (CP). There have been recent calls in other areas of psychology to transform the discipline into an abolitionist social science, but this discourse is nascent in CP. This paper uses the semantic device of "algorithms" (e.g., conventions to guide thinking and decision‐making) to identify the areas of alignment and misalignment between abolition and CP in the service of moving us toward greater alignment. The authors propose that many in CP are already oriented to abolition because of our values and theories of empowerment, promotion, and systems change; our areas of misalignment between abolition and CP hold the potential to evolve. We conclude with proposing implications for the field of CP, including commitments to the belief that (1) the PIC cannot be reformed, and (2) abolition must be aligned with other transnational liberation efforts (e.g., decolonization). Highlights: The prison industrial complex (PIC) is a White supremacist system of violence that needs to be abolished.PIC abolition would replace systems of punishment and control with care and accountability.Community psychology (CP) and abolition are aligned in commitments to social justice and systems change.CP and abolition have misalignments, but they can be shifted.Aligning with abolition will help CP follow the "decolonial turn" for which many are calling. [ABSTRACT FROM AUTHOR]

When White people are predominantly in power and the discipline has yet to grapple with its own involvement in oppressive and racist ideologies, the concept of empowerment has the potential of being misused, or worse, abused. This is my experience and observation within Community Psychology (CP). In this paper, I interrogate the history of CP, especially the interplay of colonized knowledge production practices and the concept of empowerment, and uncover the use and abuse of well‐meaning community psychological principles by scholars and leaders without the critical racial awareness to apply them to communities to which they do not belong. Lastly, I offer a "slash and burn" approach to starting over. Highlights: The concept of empowerment has been misused and abused to support white supremacy.Community Psych was created by White people, for White people, to indoctrinate people of Color.Community Psychology and Society for Community Research and Action has a legacy of weaponizing empowerment and defensive gaslighting. [ABSTRACT FROM AUTHOR]

Our paper aims to provide a short guide on how community psychologists can contribute to the improvement of rural young people's prospects. After briefly introducing the demographic trends of these young people in continental Europe for the past decade, we list the current challenges faced by rural European young generations, as well as the opportunities emerging for them from the twin transition that can inspire the community psychology field. We then contextualize community psychologists' interventions in this domain according to an ecological‐systemic standpoint and by embracing a Participatory Action Research (PAR) perspective on research and practice. We further detail the reasons for adopting a PAR approach in research and practice to address rural young people's challenges and opportunities. Finally, we highlight four potential intermediation missions to uphold community psychologists' rural youth development input, based on the adopted theoretical and methodological standpoint. We conclude that our short guide can facilitate community psychology professionals' complete understanding of rural young generations' prospects, in line with the expected increase in the need for rural young people's participation. Our proposal may also have long‐term benefits for rural communities by contributing to the redesigning of intergenerational relationships and securing critical mass. [ABSTRACT FROM AUTHOR]

This paper explores social representations of wind energy development within reindeer herding lands among the Indigenous Southern Saami living within Norwegian borders. For this matter, the paper combines Social Representations Theory (SRT) with the analytical framework of "circuits of dispossession and privilege" and decolonial approaches within community psychology. Data consisted of seven individual semi‐structured open‐ended interviews, three collective interviews, and observation in three lawsuits, public meetings, protest actions, and reindeer herding activities. The findings suggest that for the subjects in this study, the onset of wind power represents the renewal of historical processes of dispossession through accumulation and colonialism, enabled by harmful knowledge gaps in Norwegian society and institutions, contrasting Southern Saami's values of responsibility and ecological practices. The implication of these findings suggests an urgent need of rethinking renewable energy and including indigenous knowledge in climate change agendas. [ABSTRACT FROM AUTHOR]

Accessible summary: To feel safe and to keep well, all of us need to stay in touch with our friends—most of all in the pandemic, and even more if we have a disability.In these times of COVID‐19, we have kept a community group for men with learning disabilities going online.In the gaps between lockdowns, we have met in a mixed online and face‐to‐face group—with the face‐to‐face part happening in a library.The men say that they have been helped by both kinds of meeting, but that they liked the mixed or "hybrid" one the best.This article shows what we have learned from running the group in these ways, and it gives advice for anyone who might want to have a go themselves. Background: Social contact and belonging are among the most important keys to health and wellbeing, especially for the most vulnerable during the current global pandemic. Method: This reflective paper describes the authors' efforts to sustain an online version of a well‐established community psychology‐oriented group for men with learning disabilities, in challenging times. Drawing upon the learning disability literature and upon theories from community and embodied‐dialogical psychology, it explores the most salient shared issues, our joint efforts to address them and possible implications for future clinical practice. Findings: To take advantage of the discovered benefits of online working, we envisage that, post‐lockdown, the group will continue to meet in a "hybrid" (combined face‐to‐face and online form) as described herein: and with some pointers for anyone who might wish to create a similar group. [ABSTRACT FROM AUTHOR]

The communities of behavior analysts and animal trainers remain relatively disconnected despite potentially beneficial links between behavioral principles and the practices of animal training. Describing existing links between research by behavior analysts and practices used by animal trainers may foster connections. In this paper, we describe an approach used by many clicker trainers, referred to as loopy training. Loopy training is a teaching process built around the concept of movement cycles. Interactions between the animal learner and the handler are refined into predictable, cyclical patterns that can be expanded into complex sequences. These sequences include cues, target responses, conditioned reinforcers, and consummatory responses. We link the foundations of loopy training to existing work in the experimental analysis of behavior, compare loopy training to other shaping approaches, and describe areas for future research. We conclude with a series of recommendations for further developing connections between behavior analysts and animal trainers, using loopy training as the foundation for our suggestions. [ABSTRACT FROM AUTHOR]

Theoretical arguments and empirical evidence have been provided in the literature for the role of fairness in wellness. In this paper, we explore the role of two potential mediating variables: autonomous human choice and social capital. Using aggregated panel data across countries belonging to the Organisation for Economic Co‐operation and Development (OECD), we compared the OECD Social Justice Index (SJI) with data on life satisfaction to test whether fairness has direct and indirect effects on wellness. Results from a series of Manifest Path Analyses with time as fixed effect, support the hypothesis that the OECD SJI is directly linked to country‐level life satisfaction, additionally revealing that its indirect effect operates primarily through people's autonomous choices in life and their country's level of social capital. Our results contribute to two distinct bodies of knowledge. With respect to community psychology, the findings offer empirical evidence for the synergistic effect of personal, relational, and collective factors in well‐being. With respect to the impact of economic inequality on wellness, we extend the literature by using social justice as a more comprehensive measure. Limitations and recommendations for future studies are discussed. [ABSTRACT FROM AUTHOR]

This paper explores the personal and professional connections between clinical psychologists in the United Kingdom (UK) and critical/community psychology (CCP). Specifically, it asks how clinical psychologists define the area, how they relate to it and how they apply it in their work. Twenty clinical psychologists responded to an online survey, 12 of whom went on to take part in a follow‐up telephone interview. Data were analysed using inductive thematic analysis. The results are divided into three sections: i. "describing CCP": social justice and a questioning stance are considered, ii. "relating to CCP": an interplay between lifespan events and personal responses are described and iii. "applying CCP": a dynamic between role‐specific applications and reality checks that either enable or constrain is illustrated. Although the continued need for a CCP is described, the results highlight both challenges and tensions of practising CCP within clinical psychology. [ABSTRACT FROM AUTHOR]

The appropriateness of the paradigm underlying competency frameworks and their specific application in the list of definitions developed by a Task Group of Society for Community Research and Action (SCRA) for US community psychologists need further consideration. This paper considers the technicist and behavioural roots of some of these concepts, illustrating tensions when applying them to community psychology. It then proposes a competency perspective from the global South. Drawing from focus group discussions with, and written reflections from, postgraduate Master's students in training as clinical and counselling psychologists, this paper builds inductively from the recorded data. Following a template analysis of the material, four integrating themes were evident. The distinctive nature of community psychology is highlighted through the themes: relational foundations, activity evolution, self‐management and the awareness and influences of processes. Proposals for an alternative framework ("RASP") are based on its emergence from the applications of learning to practice, emphasising community‐based principles. The importance of reflection as the basis for the learning is highlighted. The imperatives to foreground social justice and to enable reflexive thinking on action are discussed, along with concepts based on Humanist and Social Constructivist paradigms, to lead to more interactive and inclusive processes in work on competencies. [ABSTRACT FROM AUTHOR]

In this virtual special issue, a set of 26 papers previously published in the American Journal of Community Psychology (AJCP), focused on self‐help/mutual aid groups (SH/MAGs), are being curated given their significant impact in this domain. SH/MAGs constitute an important component of the community psychology's proposal to address various psychosocial and health problems. The American Journal of Community Psychology has played an important role in exploring the characteristics of self‐help/mutual aid groups in various fields. These articles cover important areas of the study of self‐help/mutual‐aid groups. More specifically, the selected articles address issues such as the definition and key characteristics of self‐help/mutual aid groups, the main fields that are applied, such as mental health, addictions, and disabilities. The article also addresses important issues such as the place of self‐help/mutual aid groups in health systems, the experiential knowledge generated within these groups and the relationship of health professionals with these groups. The aim is this VSI to contribute to contemporary discussion on self‐help/mutual aid groups, their challenges, and their perspectives and to highlight the crucial role that community psychology has in this field. Highlights: The crucial contribution of self‐help/mutual aid groups in addressing human problems.Community psychology as a discipline enables our understanding about self‐help/mutual aid groups.Participatory action research and self‐help/mutual aid groups: a close relationship.The importance of self‐help/mutual aid groups in the field of addictions.Challenges and perspectives for self‐help/mutual aid groups in the 21st century and the role of community psychology. [ABSTRACT FROM AUTHOR]

In this paper, we provide empirically informed reflections on the difficulty of undertaking critically inflected, decolonial praxis in community psychology within the overdetermined global order of neo‐liberalism. Using interviews with 10 alumni of the Masters in Community‐Based Counselling (MACC) psychology program at the University of the Witwatersrand (Wits) in South Africa, we extend what have hitherto been largely theoretical debates about the fundamental constraints on teaching decolonial theory as an important touchstone of criticality in the context of the constraining forces of the free‐market economy. We focus on our participants' attempts to navigate the inevitable tensions between the tenets of decolonial critical community psychology and neo‐liberal market pressures on employability. We analyze accounts of job‐seeking and employment experiences of the program alumni to ask whether we may have to contemplate the imminent evacuation of critical community epistemologies within the context of a market‐structured and professionally regulated psychology. We suggest that while the death knell of critical pedagogies and epistemologies has not yet quite arrived, more nuanced approaches to criticality may have to be adopted by the training programs that embrace them. We reveal that decoloniality's emergent traction within the academy is not mirrored by the world of professional psychology. We contend that our apparently ideologically bifurcated curriculum together with fundamental constraints on practice opportunities in the world of work, do not support an easy leap into the decolonial breach. [ABSTRACT FROM AUTHOR]

Community psychology involves several dialectics between potentially opposing ideals, such as theory and practice, rights and needs, and respect for human diversity and sense of community. Some recent papers in the American Journal of Community Psychology have examined the diversity-community dialectic, some with the aid of agent-based modeling and concepts from network science. This paper further elucidates these concepts and suggests that research in community psychology can benefit from a useful dialectic between agent-based modeling and the real-world concerns of community psychology. [ABSTRACT FROM AUTHOR]

The paper fills the gap between the design and the actuality of how buildings, and its surroundings, urban design, and the built environment influence its occupants' behavior and interactions. We assess how the built environments can be influenced by humans and their control, both physical and symbolically, of the urban landscapes. In this regard, our paper merges symbolic interactionism, sense of community, and architectural design to aid our understanding of the man–environment relationship. Specifically, we assess qualitative data on Ekbatan Residential Complex in Tehran. We use Ekbatan as a case study to see how a sense of community among residents reflects both physical features of the complex and the symbolic meaning attached to these features by residents and those living outside the community. We conclude by suggesting that combining the interests of urban sociologist, community psychology, and architects via symbolic interactionist concepts may be a fruitful avenue for studying factors affecting sense of community and larger urban processes. [ABSTRACT FROM AUTHOR]

More research needs to evaluate links between community psychology and event impacts. Events are not just entertainment focused economic drivers, but gatherings contributing to society, community, and local cultural identity. There is also a need to address "green" philosophies, while visible and widespread, are not just environmentally focused, but also local community focused—concerning elements of social sustainability, belonging and sense of community. This makes the discussion of "green events" relevant to community psychology and local well‐being researchers. The aim of this study is to find other possibilities of how green events could contribute to local community well‐being by investigating how farmer markets unite people to understand how such events reinforce and shape a sense of community. This paper is based on participant observations and semistructured interviews to explore the conceptual notion of sense of community. Three emerged themes are presented: local participation, social atmosphere, and a sense of belonging. [ABSTRACT FROM AUTHOR]

A decolonizing standpoint in community psychology is discussed in relation to the Family Portrait Assignment—a pedagogical tool developed and implemented to facilitate white students' decolonial thinking. The Family Portrait Assignment contributes to the limited of decolonial pedagogical tools in community psychology. Through a critical discourse analysis of student's essays, I discuss how decolonial thinking, including a critical sociohistorical examination of colonialism, racism and whiteness, was facilitated. Decoloniality as the disruption of white innocence, an ideological construct embedded within systems of power that sustain structures of whiteness, guides the analysis of student's essays. The purpose of this paper is to demonstrate how the Family Portrait Assignment facilitated white student's decolonial thinking, specifically their process of engaging with and disrupting white innocence. A discussion of decoloniality in community psychology pedagogy, theory, research and action concludes this paper. Highlights: A decolonizing standpoint in community psychology is discussed.A pedagogical tool developed to facilitate white students' decolonial thinking is explained.Decoloniality as the disruption of white innocence is also discussed through the pedagogical tool. [ABSTRACT FROM AUTHOR]

Highlights: Embodied approach to decoloniality by Indigenizing curriculum and pedagogy in community psychologyHow Indigenous pedagogies may be enacted using protocols &ethics, talking circles, stories, and landFramework for decolonizing and Indigenizing curriculum Decolonizing may be conceptualized through the interconnected processes of deconstructing colonial ideologies and their manifestations, and reconstructing colonial discourse through Indigenous counter'narratives. Given that the field of psychology is firmly rooted in colonial systems of thought, it is integral that professionals in psychology and allied disciplines engage in meaningful, beneficial work with Indigenous communities through actively decolonizing and Indigenizing research, practice, and education. This paper illustrates an embodied approach to decoloniality through Indigenizing curriculum and pedagogy in community psychology and allied fields. Drawing on both Indigenous research and experience, the author presents a framework for decolonizing and Indigenizing curriculum through: (a) deconstructing what is not working in service provision with Indigenous communities; (b) restor(y)ing colonial narratives through community'based Indigenous perspectives that highlight the importance of love, good relationships, Indigenous knowledge, local approaches to wellness, responsibility, identity/belonging, and the land/earth in community wellness; and (c) how Indigenous best practices may be engaged through community'based processes and transformations. The author then discusses how Indigenous pedagogies may be enacted using Indigenous protocols and ethics, talking circles, storytelling, and land'based pedagogies. The paper concludes with the author's reflections on the challenges and rewards of decolonizing and Indigenizing in conventional postsecondary educational systems. [ABSTRACT FROM AUTHOR]

Highlights: An example of decolonial pedagogy connected to community psychology values.Illustrates the potential outcome of praxis assignments connected to social justice.An example of how class projects can raise student awareness and activism. This article explores how decolonial pedagogy can develop a sense of student activism (Portillo, 2013; Tejada & Espinoza, 2003; Villanueva, 2013). Decolonality in the classroom requires decentering dominant groups to make space for marginalized voices and experiences (Cruz & Sonn, 2011). Aligned with community psychology values (Amer, Mohammed, & Ganzon, 2013), this paper argues for the importance of employing decolonial pedagogy in undergraduate learning through praxis projects. Centering the analysis on one college course in United States, the author showcases how a large‐scale class project can engage students in decolonial thinking and foster an interest in social action. The Practical Activism Project, a 45 student collaborative project, explores how class projects can work to decolonize the classroom environment and further push students toward social action and activism. Co‐authored with some undergraduate students from this course, this article will examine how decolonizing‐informed class projects can lead to campus activism that has spearheaded institutional change for marginalized students. Integrating both perspectives, the authors conclude with lessons learned from this project and advice for future educators. [ABSTRACT FROM AUTHOR]

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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. [ABSTRACT FROM AUTHOR]

This paper describes the experiences of a research team as they navigated uncertain ethical and political terrain throughout the formative stage of a public housing redevelopment project. Specifically, we discuss the challenges related to balancing multiple accountabilities and the tensions among the various roles and responsibilities that emanated from different accountabilities. Due to contractual obligations to our funding source, established relations with community partners, and an ethical imperative to align with those holding the least power, we grappled with embodying multiple and often conflicting roles. Without oversight provided by our university institutional review board or a clear ethical framework for community psychology research and action, our team was left to negotiate the challenges that emerged through critical reflection and financial considerations. Throughout the case example presented in this paper, we highlight our difficulty in ethical decision-making with respect to the principles of obligation, disclosure, consent, commitment, and professionalism. Community psychologists often straddle the realms of academia, community partnerships, and conscious engagement with little guidance in navigating often conflicting roles and value systems. We present our narrative to highlight the complexity of scholar-activism in the context of community psychology and the necessity for developing ethical standards and guidelines tailored to meet the unique needs of community psychologists. [ABSTRACT FROM AUTHOR]

This paper proposes and tests a theoretical model to investigate the mechanism underpinning local social support exchange via online neighborhood networks (ONNs). We drew on community psychology, social support, and social media literature and used a survey conducted in the Dutch‐speaking part of Belgium among 561 ONN users (nfemales = 409; 72.9%) between 18 and 82 years old (Mage = 43.73; SDage = 15.37). We found that engaging in online neighboring behaviors was associated to both online and offline neighborhood sense of community. Subsequently, these provide access to perceived local social support and the intention to mobilize local social support online. The latter was predominantly explained via the path along online sense of community. ONNs facilitate local bridging behavior, connecting otherwise distinct local networks and ties. At the same time, online neighboring behaviors provide the normative context that supports the exchange process. [ABSTRACT FROM AUTHOR]

The increased proportion of juvenile court‐involved girls has spurred interest to implement and evaluate services to reduce girls' system involvement. The purpose of this study was to examine the effectiveness of a family‐based intervention by using a dominant sequential mixed methods evaluation approach. First, we examined quantitative data using a quasi‐experimental design to determine whether the family‐based intervention reduced recidivism among court‐involved girls. Propensity score matching (PSM) was used to construct statistically equivalent groups to compare one‐year recidivism outcomes for girls who received the court‐run family‐based intervention (n = 181) to a group of girls on probation who did not receive the intervention (n = 803). Qualitative interviews (n = 39) were conducted to contextualize the quantitative findings and highlighted the circumstances that family‐focused interventions for court‐involved girls. Girls who received the program had slightly lower recidivism rates following the intervention. The qualitative findings contextualized the quasi‐experimental results by providing an explanation as to the girls' family circumstances and insights into the mechanisms of the intervention. Results highlighted the importance of family‐focused interventions for juvenile justice‐involved girls. These findings have practical and policy implications for the use interventions—beyond the individual level—with adjudicated girls and offer suggestions for ways to improve their effectiveness using a community psychology lens. In addition, this paper includes a discussion of evaluating of juvenile court programming from a community psychology perspective including strengths, challenges, and considerations for future work in this area. Highlights: There is limited research on the effectiveness of interventions for legal system‐involved girls.Quantitative data revealed girls who received the family intervention had slightly lower recidivism.Qualitative results contextualized the family environment and intervention mechanisms.Moving forward it is important to develop legal interventions that move beyond the individual‐level. [ABSTRACT FROM AUTHOR]

Over the past couple of years, a debate has played out in the pages of the American Journal of Community Psychology concerning the relationship between two of Community Psychology's core values: promoting diversity and promoting a sense of community. This special section is to continue a discussion about diversity and community, both among the debate's initial contributors (Alex Stivala, Greg Townley, and Zachary Neal), as well as among others whose own work has touched on these issues (Anne Brodsky, Richard Florida, Jean Hill, and Roderick Watts). In this essay, I address some broad questions that have emerged through this discussion. First, because much has been written on the relationship between diversity and community, both in community psychology and in other disciplines, what do we know, or at least think we know? Second, since the constructs of diversity and sense of community are complex and multi-faceted, how can definitions get in the way and how can we avoid talking past one another in this discussion? Finally, looking across the original papers that initiated this discussion, as well as the contributions in this special section, what path(s) forward do we have? [ABSTRACT FROM AUTHOR]

Agitation, as deployed by the Industrial Areas Foundation (IAF), occurs when imaginations and curiosities are piqued, and self-interest is made visible. In this framework, agitation is a step in creating change. In this paper, I outline two agitations within US-based community psychology. I then describe a third agitation that is underway; I add my voice and call for a methodology of diffraction as a contribution to critical reflexivity practices within US-based community psychology. Consistent with the IAF framework, I do not provide solutions. I write this paper as a provocation to help us think imaginatively and creatively about our actions and future, so that we can consider the paradigm shifts needed to move into critical ways of understanding connection, responsibility, accountability, and creating change--of interest during Swampscott and today. [ABSTRACT FROM AUTHOR]

In the 50 years since the 1965 Swampscott conference, the field of community psychology has not yet developed a well-articulated ethical framework to guide research and practice. This paper reviews what constitutes an "ethical framework"; considers where the field of community psychology is at in its development of a comprehensive ethical framework; examines sources for ethical guidance (i.e., ethical principles and standards) across multiple disciplines, including psychology, evaluation, sociology, and anthropology; and recommends strategies for developing a rich written discourse on how community psychology researchers and practitioners can address ethical conflicts in our work. [ABSTRACT FROM AUTHOR]

Highlights: Comprehensively reviews the impact of social support on community integrationResponds to the call to reengage in community mental health research from special issue of AJCPEmphasizes the importance of social support and community integration for individuals with serious mental illnesses Community integration has emerged as a priority area among mental health advocates, policy makers, and researchers (Townley, Miller, & Kloos, 2013; Ware, Hopper, Tugenberg, Dickey, & Fisher, 2007). Past research suggests that social support influences community integration for individuals with serious mental illnesses (Davidson, Haglund, Stayner, Rakfeldt, Chinman, & Tebes, 2001; Davidson, Stayner, Nickou, Styron, Rowe, & Chinman, 2001; Wong & Solomon, 2002), but there has not yet been a systematic review on this topic. Therefore, the purpose of this paper was to explore the influence of social support on community integration through a review of the existing literature. An extensive literature search was conducted, resulting in 32 articles that met the search criteria. These articles were organized into three categories: defining community integration, supportive relationships, and mental health services. The search results are analyzed according to the types of support being provided. Article strengths, limitations, implications, and future directions are also addressed. Overall, the findings of this review suggest that social support, which may be provided by a variety of individuals and services, plays an important role in promoting community integration for individuals with serious mental illnesses. Therefore, as community mental health research and practice continues to promote community integration for individuals with serious mental illnesses, the mental health field should emphasize the importance of social support as a key factor influencing community integration. [ABSTRACT FROM AUTHOR]

Introduction: The disparity in mental health outcomes compared with non‐Indigenous Australians means that there is an urgent need to develop an evidence base around how services can better support Aboriginal and Torres Strait Islander communities. A critical first step is to embed cultural safety into research methodologies. Objective: Here, we aim to establish the foundation of a research project through co‐designing a qualitative interview with Aboriginal and Torres Strait Islander consumers and community members about experiences of cultural safety with mainstream mental health services. Design: Voices of Aboriginal and Torres Strait Islander peoples must be empowered across all stages of research. An Aboriginal‐led research team conducted focus groups to understand clear, sensitive, and culturally appropriate ways of asking about experiences in mental health care, to co‐design an interview on this topic. Participants were Aboriginal and Torres Strait Islander consumers of mental health services, carers, mental health workers, Elders and Cultural Healers, living in Metropolitan and Regional Western Australia. Findings: Results suggest that Indigenous governance, together with investing in ongoing, and meaningful cultural awareness and cultural safety training (cultural awareness being a first step towards safety) for non‐Indigenous researchers, together with taking the time to build respectful partnerships with communities through ongoing consultation, were appropriate and comprehensive methods of co‐designing an interview. Discussion: The process of working with Aboriginal and Torres Strait Islander peoples in research is as important as the outcome. Aboriginal and Torres Strait Islander leadership, self‐determination, and relationship building with communities are essential. Conclusion: Empowering co‐design methodologies are flexible, iterative, and ensure that the experiences and views of participants are valued, leading to more meaningful results. [ABSTRACT FROM AUTHOR]

Furthermore, while early ideas of community psychology emerged from interests in the application of clinical psychology (Levine & Perkins, [25]), the field of community psychology today spans an increasingly diverse range of "psychology" topics, as well as to a plurality of issues of relevance to "communities." Chung-Do et al. ([3]) describe the development and maintenance of a long-term community-academic partnership in support of Native Hawaiian community well-being in "Waimanalo Pono Research: A Community-Academic Partnership to Promote Native Hawaiian Wellness through Culturally-Grounded and Community-Driven Research and Programming." Fraser et al. ([12]) tackle questions of decolonization and community mobilization from a different side of the coin - they and their community partners turn the investigative eye onto themselves using ethnographic and qualitative methods to evaluate the processes of community mobilization. Through this special issue, we have sought to bring to light innovations in community science stemming from collaborative inquiry with Indigenous communities, as well as clarify the ways in which community action and inquiry are relevant to Indigenous peoples. [Extracted from the article]

Highlights: We outline the understudied challenges and needs of the Youth Residential Facility (YRF) workforce.Integrating trauma‐informed care and settings theory, we describe YRFs as trauma‐organized settings.We critique the person‐mediated emphasis of current trauma‐informed approaches.We make recommendations to shift problematic YRF regularities by focusing on safety, relationships, and YRF workforce well‐being. Each year approximately 48,000 youth are incarcerated in residential placement facilities (YRFs) in the United States. The limited existing literature addressing the workforce in these settings paints a complicated picture. The YRF workforce is highly motivated to work with legal system involved youth. However, YRF staff report high rates of burnout, job fatigue, and work‐related stress. The current paper proposes solutions to persistent problems faced by staff in these settings by integrating literature from criminology, organizational psychology, trauma‐informed care, and community psychology. In doing so, we highlight previously overlooked aspects of intervention for trauma‐organized settings and respond to recent calls for community psychologists to take a more active role in the adaptation of trauma‐informed care in community settings. We conclude by advancing three recommendations, drawn from setting‐level theory and inspired by the principles of trauma‐informed care, to transform YRFs. [ABSTRACT FROM AUTHOR]

Community psychology's history has traditionally been described within the context of U.S. history, silencing contributions from people of color from the Americas, Asia, the Pacific Islands, and Africa. In a MA/PhD specialization in Community Psychology, Liberation Psychology, Indigenous Psychologies, and Ecopsychology at Pacifica Graduate Institute, we are attempting to steer into critical dialogues about modernity, coloniality, and decoloniality, closely examining our curriculum and pedagogy, including our approaches to fieldwork and research. Turning to Indigenous psychologists, decolonial and critical race theorists, and cultural workers within the U.S. and from the Global South, we are attempting to challenge coloniality in the social sciences, community psychology, and in our own thinking and teaching to unmask hegemonic assumptions and open space for decolonial theory and practice. In this paper, we explore ways in which we are working with our graduate students and faculty to co‐construct a decolonial curriculum that integrates decoloniality so that knowledges from historically silenced locations, as well as anti‐racist and other decolonial praxes can co‐exist and thrive. Highlights: Critical community psychology educators must confront injustice. Injustice in the forms of colonialism, neoliberal globalization, coloniality, and capitalism. Developing decoloniality in education requires clarity of intention and critical dialogue. Key is solidarity with those who live and practice decolonial forms of resistance. Doctoral education is a paradox, accompanying communities with humility as we move toward justice. [ABSTRACT FROM AUTHOR]

Community psychology has long stood as a social justice agitator that encouraged reformation both within and outside of the academy, while keeping a firm goal of building greater well‐being for people in communities. However, community psychology's historically Euro‐centric orientation and applied, interventionist focus may inadvertently promote colonial agendas. In this paper, we focus on the example of Indigenous Pacific peoples, drawing upon experience working among Indigenous iTaukei Fijian communities and with Indigenous frameworks for promoting student success in Aotearoa New Zealand and Canada. We outline how community psychology curricula can strive toward decolonization by (a) teaching students to respectfully navigate complexities of Indigenous knowledge and traditions that contest colonial ways of being and doing, (b) act as facilitators who build toward collaborative community projects and model this research practice to students, and (c) boost Indigenous student success by fostering relationships with instructors and fellow students that are embedded within the relational model of self that is often absent in individualistic‐oriented Western academic settings. Highlights: Examples of work toward decolonizing via indigenizing through work with Pacific peoples. Examples of teaching and research practice in Aotearoa New Zealand and Turtle Island Canada. Suggest pedagogy challenging colonial narratives, responsive research, and indigenous student support. [ABSTRACT FROM AUTHOR]

In this paper we discuss the ongoing colonial relationship between Indigenous and non‐Indigenous peoples in Canada with a consideration of how to align the principles and core values of community psychology in relation to Indigenous rights, decolonization, and social justice. In working with Community Psychology values to address issues of social justice it is necessary to recognize that empowerment alone is only one half of the solution. While our discipline focuses on oppression and the empowerment of vulnerable and disenfranchised populations we generally fail to consider the relational aspects of power and justice. Specifically, in recognizing power inequities the focus is often placed on empowerment among vulnerable or subjugated communities while neglecting the requisite counterbalance of consciousness‐raising and de‐powerment of dominant populations. The authors provide three personal accounts from a non‐Indigenous faculty member, an Indigenous doctoral student, and a recently graduated non‐Indigenous Masters student. We share our experiences of conscientization and decolonization within the post‐secondary and graduate education systems. We describe an educational context, a pedagogical praxis, and our efforts to bridge the theories of Settler colonialism and community psychology. From our individual and collective reflections of engagement with decolonization in the education system we present an emergent framework that highlights four principles for decolonization. In implementing these principles we discuss the co‐creation of safe(r), decolonized spaces within post‐secondary institutions through deconstructing dominant narratives and illuminating Indigenous narratives of self‐determination with attention to the de‐powerment of non‐Indigenous faculty and students. Highlights: Provides novel standpoint reflections on decolonization by Indigenous and non‐Indigenous authors.Contributes to critical scholarship on concepts of allyship and depowerment in Community Psychology.Offers four practice principles for decolonizing the academy and the Community Psychology classroom. [ABSTRACT FROM AUTHOR]

This paper provides a way to theorize and practice Decoloniality in teaching and learning within higher education. Two social work academics develop a framework for teaching about decoloniality which they hope is useful for other academics from different "helping" professions who also work with First Nations peoples. Rather than a fixed and firm framework it is intended to be used to inform practice and assist students in developing their own framework for practice. The article begins by offering how the authors define decoloniality, then presents a theory for practice/practice to theory framework and explanation of how we use this framework for teaching/learning and practice. Highlights: Decolonial practices in teaching and learning in higher education.Embedding indigneous ways of doing, being, and knowing in Social Work Curriculum.Decolonial theory in practice. [ABSTRACT FROM AUTHOR]