This article was downloaded by: [Northwestern University]

On: 31 December 2014, At: 01:09

Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

The Journal of Social Psychology

Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/vsoc20

A Review of Community Psychology:

Linking Individuals and Communities (3rd
ed.)
a
Anita P. Barbee
a
University of Louisville
Published online: 08 Apr 2014.

Click for updates

To cite this article: Anita P. Barbee (2014) A Review of Community Psychology: Linking
Individuals and Communities (3rd ed.), The Journal of Social Psychology, 154:3, 268-272, DOI:
10.1080/00224545.2014.892378

To link to this article: http://dx.doi.org/10.1080/00224545.2014.892378

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the
“Content”) contained in the publications on our platform. However, Taylor & Francis,
our agents, and our licensors make no representations or warranties whatsoever as to
the accuracy, completeness, or suitability for any purpose of the Content. Any opinions
and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content
should not be relied upon and should be independently verified with primary sources
of information. Taylor and Francis shall not be liable for any losses, actions, claims,
proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or
howsoever caused arising directly or indirectly in connection with, in relation to or arising
out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any
substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
 Conditions of access and use can be found at http://www.tandfonline.com/page/terms-
and-conditions
Downloaded by [Northwestern University] at 01:09 31 December 2014
 The Journal of Social Psychology, 154: 268–272, 2014
Copyright © Taylor & Francis Group, LLC
ISSN: 0022-4545 print / 1940-1183 online
DOI: 10.1080/00224545.2014.892378

A Review of Community Psychology: Linking Individuals

and Communities (3rd ed.)

ANITA P. BARBEE
University of Louisville
Downloaded by [Northwestern University] at 01:09 31 December 2014

Community Psychology: Linking Individuals and Communities (3rd ed.), by Bret Kloos, Jean
Hill, Elizabeth Thomas, Abraham Wandersman, Maurice Elias, and James Dalton. Belmont, CA:
Wadsworth, 2012. 568 pp., ISBN: 978-1-11135-257-8. $170.00, hardcover.

THIS IS THE THIRD EDITION OF the text originally written by James Dalton (PhD
University of Connecticut, professor of psychology at Bloomsburg University in Pennsylvania),
Maurice Elias (PhD University of Connecticut, professor of psychology at Rutgers University)
and Abraham Wandersman (PhD Cornell, professor of psychology at the University of South
Carolina). They contributed to this edition with the intent of eventually passing the franchise on
to the new author team, Bret Kloos, Jean Hill, and Elizabeth Thomas. Bret Kloos received his
BA in music and psychology from St. Olaf College, his PhD in clinical community psychol-
ogy from the University of Illinois at Urbana-Champaign and a postdoctoral fellowship at Yale
University. He is an associate professor of psychology at the University of South Carolina at
Columbia. His research interests include adaptive functioning of people diagnosed with severe
mental illnesses so that they can live in community settings. Jean Hill received her PhD in
community/clinical psychology from DePaul University, and she is professor of psychology
at New Mexico Highlands University. Her research focuses on improving the lives of adoles-
cents through school-based prevention and promotion services. Elizabeth Thomas received her
BA in psychology from Georgetown University and her PhD in personality and social ecol-
ogy from University of Illinois at Urbana-Champaign. She is now an associate professor and
associate director for graduate education in the Interdisciplinary Arts and Sciences Program at
the University of Washington at Bothell and Editor Emerita of The Community Psychologist.
Her research focuses on social and cultural contexts for learning, adolescent engagement in
community-based settings, and the role of the arts in community action and research.

ORGANIZATION

The book is divided into five parts with two or four chapters in each part. Part I involves
introducing community psychology, with two chapters that situate the field in its historical,

Address correspondence to Anita P. Barbee, University of Louisville, Kent School of Social Work, 202 Oppenheimer
Hall, 2217 S. 3rd St., Louisville, KY 40292, USA. E-mail: anita.barbee@louisville.edu
 BARBEE 269

theoretical, philosophical, and practice contexts. Part II is focused on community research, with
two chapters on aims and methods in community psychology research. Part III is concerned with
understanding communities, with four chapters focused on understanding individuals in envi-
ronments, understanding community, understanding human diversity, and understanding stress
and coping, as these topics intersect with larger social and environmental variables. Part IV
is devoted to the topics of preventing problem behaviors and promoting social competencies,
with a chapter on key concepts and another on program implementation. Finally, Part V is
about promoting community and social change, with chapters on empowerment and citizen par-
ticipation, community and social change, program evaluation and program development. The
final chapter examines future trends in the field. This breadth of topics conveys its suitability
Downloaded by [Northwestern University] at 01:09 31 December 2014

as a text for both upper level undergraduate classes as well as graduate classes in community
psychology.

INTRODUCTION TO THE FIELD OF COMMUNITY PSYCHOLOGY

What makes community psychology unique in the larger field of psychology is the emphasis on
the ecological perspective and community contexts of behavior, as well as prevention of prob-
lems before they occur. One interesting feature of this text is the introductory quotes and stories
at the beginning of each chapter. Each quote points to a major thrust of the chapter, and every
story serves to draw the reader into the topic, while emphasizing the importance of community
context to the behavior and to the experience of individuals. The stories also emphasize the role
that larger structures and processes play in causing social problems. This opens the door for the
consideration of community level prevention and intervention measures to enhance quality of
life and ameliorate human suffering. For example, in chapter one, the story involves Bessie Mae
Berger and her two sons Larry and Charlie Wilkerson, who are homeless and must live in their
Chevrolet Suburban to survive. The three are all elderly—Bessie is 97, and Larry and Charlie
are in their 60s. The text reminds the reader of the extent of homelessness in America and cites
research indicating that the primary factor contributing to the problem of homelessness is the
lack of affordable housing, rather than substance abuse, mental illness, domestic violence, or
even poverty. Simply helping people overcome addictions or receive treatment for mental illness
just changes who becomes homeless, not the overall number of homeless individuals. Thus, pre-
vention and intervention for homelessness may involve social action, collaboration between local
government and business to create more affordable housing, as well as changes in housing policy.
This focus on economic/political dynamics is a useful counterpoint to the intrapsychic interven-
tions usually emphasized by psychologists, and suggests the value of the book for established
professionals.
Other helpful features of the text are included in every chapter. There is a chapter summary
that helps students focus on key points of the chapter. In addition, there is a list of recommended
readings and Web sites so that readers can delve deeper into the topics covered in the chapter.
These resources, along with the many references to research throughout the chapters, provide the
student or professional utilizing the text with a large base upon which to build further knowledge
of the field. The references are both thorough as well as up to date.
 270 THE JOURNAL OF SOCIAL PSYCHOLOGY

HISTORY, METHODOLOGY, AND KEY TOPICS

Chapter two on the history of the field reports that, in the years leading up to the seminal confer-
ence in 1965 that led to the distinct field of community psychology, many psychologists sought
to move beyond the individualistic emphasis which dominated psychology at the time. They were
supported by reforms of the mental health system, increased interest in prevention, and progress in
research in group dynamics. The emphasis on bottom-up change influenced the kinds of research
and interventions conducted by community psychologists. The third and fourth chapters delin-
eate the philosophical underpinnings, purpose, and methods of community psychology research,
with an emphasis on action research, qualitative inquiry, quantitative surveys, epidemiology, GIS
Downloaded by [Northwestern University] at 01:09 31 December 2014

mapping, and randomized field experiments and time series designs. The methods employed by
community psychologists have particular relevance to applied fields such as public health and
social work.
The fifth through eighth chapters focus on the types of topics commonly studied by com-
munity psychologists, including sense of community, social capital, community decline, as well
as the role of culture, race/ethnicity, gender, social class, ability, sexual orientation, age and
spirituality on inequality, functioning, community change and acculturation. An emphasis on
these variables adds to the growing emphasis on social determinants of health. Another empha-
sis in community psychology research is on understanding stress, coping, and social support in
various contexts. This area has a long history in community psychology which has remained
strong. Each chapter lays out the issues, as well as some key findings of studies in each of these
areas of inquiry. The discussion begins in chapter five with some major theoretical approaches to
understanding individuals within environments. These include Kelly’s four ecological principles
(interdependence, cycling of resources, adaptation, succession) and Moos’ three dimensions of
social climate (relationship, personal development and system maintenance and change through
member perceptions). Also included are Seidman’s concept of social regularity, particularly as
expressed through role relationships, and Barker’s concepts for everyday contexts such as behav-
ior setting, program, goal vetoing and deviation-countering circuits, as well as optimal levels of
populations for settings. The book accurately notes that community psychologists are particularly
interested in understanding the role of neighborhoods and alternative settings in individual and
group well-being, as well as how to change these contexts so as to improve outcomes.

PREVENTION AND PROGRAMMING

Chapters nine and ten focus on how to prevent problems at the primary, secondary, and tertiary
levels, how to assess risk and resiliency for the promotion of well-being, how to evaluate preven-
tion program efficacy, and how to implement and sustain successful intervention and promotion
programs. Besides delineating processes for improvement of functioning, chapter 9 gives in-depth
descriptions of effective programs, including the research supporting each program’s effective-
ness. For example, the Olweus Bullying Prevention Program (BPP) is effective and has been
identified as a model program by the Center for the Study of Prevention of Violence. The core
components of the program, which research has shown to be critical to its success, include use of
a survey to identify the type and intensity of bullying in a school and to identify areas and set-
tings in the school where bullying is most likely to occur. That information is used in a conference
 BARBEE 271

with parents, teachers, and administrators to discuss how to create change. The intervention itself
focuses on increased teacher supervision of areas of the school where bullying takes place, reg-
ular class meetings with students, clear classroom and school-wide rules against bullying, and
serious talks with students and parents when bullying occurs.
Implementation and outcomes are overseen by a coordinating committee of a cross section
of stakeholders. The focus is on changing the behavior of adults and the organizational climate
in order to change the behavior of the children. The research on that program, however, showed
that few schools could implement the program with high levels of fidelity. The discussion of this
finding made the inclusion of “The Interactive Systems Framework (ISF) for Dissemination and
Implementation” in chapter 10 more meaningful. The framework is described in detail, along
Downloaded by [Northwestern University] at 01:09 31 December 2014

with more examples of positive programs, as well as the role of participatory action research in
both implementing and evaluating program outcomes. The ISF framework may be one of the
most important models to guide research. The framework details the structures and functions that
work bi-directionally to bridge knowledge generated through research with practice in the field.

EMPOWERMENT AND CHANGE

The text ends with four chapters delineating the study of empowerment, citizen leadership in
larger communities, as well as neighborhood organizations, empowering practices for build-
ing capacity in community-based organizations and resource centers; how to go about social
change through community organizing, such as community coalition building, consciousness
raising, social action, community development, and organizational consultation both in person
and through technology. In addition, there is coverage of how to reduce crime, poverty, and other
social problems through changes in policy, mentoring, program evaluation, empowerment eval-
uation, and getting to outcomes. In these chapters, in particular, the authors not only define the
phenomenon being studied—e.g., citizen leadership, but also how to frame concepts for the dis-
enfranchised. How can the world’s many refugees exert citizen leadership, given their loss of
place? Community psychologists have introduced concepts like cultural citizens and global citi-
zens to include those groups. Over and over again, community psychologists seek to move away
from a hierarchical or medical model in addressing psychological and even physical problems.
The text ends with a look to the future of the field.

CRITICAL FEATURES

The journey through this text is multilayered. The text is unique in being able to meet the needs
of the undergraduate student new to this area of psychology, a graduate student delving into the
field of community psychology more deeply, and a scholar seeking to learn about or catch up on a
critical, yet less well-known area of psychology. Graduate students and scholars will find citations
to key research articles, as the book discusses concepts and describes seminal and prototypical
studies in each area. An interested reader will apprehend the field and the key researchers in each
area to facilitate further literature searches and empirical research.
While this is a textbook, it represents a valuable scholarly contribution in the way the
authors frame issues, review the literature on each issue and discuss implications of the commu-
nity psychology knowledge base for organizational and community development, social change
 272 THE JOURNAL OF SOCIAL PSYCHOLOGY

and solving intractable social issues facing the United States and other countries. In the final
chapter, the authors inspire students, practitioners, and researchers to add to the emerging area
of community science and to apply the new science to shaping public policy to promote social
justice.
As the authors note in the introduction to instructors, the text does incorporate social and diver-
sity perspectives in every chapter, including both cross-cultural research and research conducted
in other countries. This is very important given the increasing flattening of the world and diversity
of our own country. In addition, the text is quite grounded in community work. This is evident
in the narratives at the beginning of each chapter as well as in boxes labeled “Community in
Action.” Many of these examples show community psychologists “practicing” in the mezzo and
Downloaded by [Northwestern University] at 01:09 31 December 2014

macro levels of society by applying research methods and findings to solve intractable societal
problems. For example, one community psychologist sits on a board of Tasks Unlimited, a home
that houses five persons struggling with mental illness. She describes her observations of the way
in which members exert autonomy, take care of one another and find ways to stay out of insti-
tutional care in a box in chapter five. And, the final chapter notes the awards several community
psychologists have received in recent years from the American Psychological Association.

IMPLICATIONS AND RECOMMENDATIONS

After reading the Kloos, Hill, Thomas, Wandersman, Elias and Dalton (2012) text, it is appar-
ent that community psychology has implications for many fields that touch on human services,
including clinical, counseling and social psychology, educational administration, health and
social work. As a psychologist working in a school of social work, the text performed the valu-
able service of illuminating the links between community psychology and my adopted field.
I plan to recommend the text to colleagues so that members of our field can more effectively
create community and organizational change for the betterment of the poor and oppressed.
Having taught in both psychology and social work departments and lectured in public health
classes, I can see the usefulness of the text for all three fields. The book could be used in classes in
social work on human behavior in the social environment, macro practice or community develop-
ment, and in public health courses on research. In addition, faculty who teach applied social
psychology should consider using this text, along with an applied social psychology text, to
expand students’ understanding of the intersection of these two areas of psychology.
This is a well-written, engaging text that, while geared toward students for use in courses, is
interesting in its own right with the inclusion of numerous quotes, stories, examples and sum-
maries of both community action and research. I recommend the book for anyone involved
in community and organizational change efforts who desires to see improvements in complex
systems for the improvement of the lives of those who live, work, and play in such environments.

AUTHOR NOTE

Anita P. Barbee received a BA in English and Psychology from Agnes Scott College, a PhD in Social Psychology with a
Co-Major in Child and Family Studies from the University of Georgia, and an MSSW from the University of Louisville,
where she is a Professor and Distinguished University Scholar at the Kent School of Social Work. Her interests include the
formation and maintenance of personal relationships, social support, prevention and treatment of trauma, organizational
development, and child welfare system enhancement and reform.