Second Domain Project – Community Psychology

Austin Pittsley – ANTH 592: Applied Anthropology

Preliminary Domain Selection Worksheet

1. What kinds of issues are you most interested in discussing? What do you like to read about?

I have a variety of issues that I am interested in and like to read about. Health, medicine, and

illness is one broad category I’m most interested in. Within that, topics like mental health and

stress, as well as health disparities and the health-effects of cultural changes, are of the most

interest to me. Food and the multitude of things related to it are also of great interest to me. I

love reading about the variety of foods, cuisines, and dietary practices in the world. Even

more interesting are the connections between food and other domains like religion,

cosmology, politics, history and economics. Finally, something somewhat less directly

related to anthropology that I enjoy reading about is the future. Any nonfiction or fiction

speculating about the future always seems to capture my interest.

2. Drawing upon your job titles exercise, what is your history of work? Are there any consistent

themes in your job history? Are there areas that you wish to explore further?

While there is not a lot of apparent overlap between by past jobs, there are two consistent

themes that are important. The first is the fact that all my jobs have involved some kind of

human interaction, and that this human interaction was an important part of the job and not

just coincidental. The other common theme is that I always gained some understanding of

someone else’s perspective. In my first job I learned how consumers pick produce. In my

second I spent time with older, disabled adults and grew to understand the complexities of

their situation. Finally, in my third job as a learning assistant I was specifically tasked with

being the bridge between the students in the class and the professors instructing/creating the

class. In the future I would like to gain more experience working and collaborating with

communities and other experts.

3. What kinds of academic courses are you interested in?

I’m interested in academic courses that match the interests of the issues described in question

1. Classes that cover health, medicine, and illness, and that then place these topics in a social

or cultural context are interesting to me. I have also very much enjoyed taking various honors

classes where specific topics like the end of civilization, 19th-century science and literature,

place, and visual studies are discussed and covered in depth.

4. What are some of the issues or problems in your community that concern you?

Exactly who my community consists of is a bit of an uncertainty to me. Two groups come to

mind: college students and young adults from my hometown. Within both groups however, I

am concerned about issues of mental health and how other aspects of life affect and are

affected by mental health. I’m especially concerned with how different community

arrangements and community institutions interact with mental health and well-being.

5. What are your hobbies and/or special skills?

My hobbies include a variety of things; cooking, soccer, table-top RPGs, and camping are all

things I frequently do for entertainment. At this point I don’t believe I really have any special

skills. I have many general skills, some more related to academic/career concerns than others.

The closest thing I have to a specialized skill is an ability to engage new topics and issues

and learn about them.

6. What particular academic and/or anthropological skills do you have or are you developing?

One anthropological skill I believe I possess is a good understanding of cultural relativism

and how it relates to anthropological work, specifically as a method of approaching an issue.

I also have an appreciation for the importance of the emic perspective and participant

observation, namely because I have always been one who needed to experience or try

something out before I really gained an understanding. The anthropological skills I am

currently developing are specific methods and procedures for conducting research, and

awareness of the rest of the field and how I and my interests fit into it.

7. Select a second domain area to explore and discuss specifically why you want to find out

more about that area.

The second domain area I chose is Psychology. I chose this area primarily because I am

concerned and interested in mental health, as well as stress, and psychology articulates very

well with these topics. I also chose this second domain because I think psychology and

anthropology come into contact and overlap in many places, each providing their own

perspective a many very similar issues.

8. Describe fully your current knowledge of this second domain area.

While I took multiple college-level psychology classes in high school, I have not taken any

since and haven’t retained most of what I had learned. Most of my current knowledge about

psychology comes from reading research papers out of psychology journals while doing

research for anthropology course assignments. Thus, overall, my knowledge of psychology is

in relation to very specific topics, mostly ADHD, but I am not knowledgeable about the field

in general or more theoretical topics.

9. What are you current impressions about the value-added of combining an anthropological

approach with your second domain area?

Anthropology and psychology deal with many similar topics, but approach them from very

different perspectives. I think that by combining these two fields, more insight can be gained

into the topics they both analyze. Anthropology is concerned with understanding the human

experience in its totality, and Psychology is concerned with the brain through which all that

experiencing is happening.

10. What do you expect to learn more about as you do the second domain project and where will

you be going to get this information?

The most important thing I expect to learn from doing the domain project is how theories and

ideas from anthropology and psychology can work in tandem to be more powerful than on

their own. I also expect to learn the sorts of methods and approaches common among

psychologists, and how these compare and contrast to those of an anthropologist. My first

step in getting information about psychology would be to look for books about the theoretical

approaches relevant to abnormal psychology and mental illness. From here I would explore

further across different perspectives and among case studies to see how these theoretical

perspectives relate to each other and the topics they purport to describe.

Community Psychology Description & Research Results

THE RESEARCH PROCESS

My research process began with online research, and this constituted the majority of my

research process. I began on the website of the American Psychological Association (APA), and

browsed through the list of the divisions, selecting ones that seemed relevant to community

psychology and then going to their websites. Many of the division websites were unfortunately

not very informative about their particular focus within psychology. Most fortunately though, the

community psychology division’s website was one of the best. The official community

psychology division is the Society for Community Research and Action (SCRA), or division 27

of the APA. I also used the website of division 18, Psychologists in Public Service. These two

websites and the links in them provided the bulk of my research on what exactly community

psychology is and how it relates to the larger discipline. For information on occupations in

community psychology, I primarily used the Bureau of Labor Statistics’ Occupational Outlook

Handbook (BLS-OOH), and used O*Net to supplement. However, exactly what occupations

community psychology fell under was not clear, because it is a relatively new focus within

psychology and searching “community psychology” gets no results. Instead, I used the

information I’d obtained previously to intuit what occupations community psychology would be

involved in. Community psychology arose out of the community mental health side of

psychology, but challenges many of the common notions and approaches of that field. Thus I

figured occupations related to clinical and counseling psychology, community and mental health,

community service management, and social work would represent field well. My intuition was

confirmed when I checked the job listing section of the SCRA and found that all the jobs either

fell into those categories above or were positions in academia. Searching through the BLS-OOH

and O*Net for such occupations, I chose five that were representative, and collected the

information from them. My research also consisted of a telephone interview with Dr. Georgia

Michalopoulou, a clinical psychologist and administrator at the Children’s Hospital of Michigan

and a professor at Wayne State University. She provided a wealth of information about working

as a psychologist in a hospital setting.

WHAT IS COMMUNITY PSYCHOLOGY?

Community psychology arose around the 1950’s and 1960’s due to four factors that

reflected larger political changes in society at the time. First, there was a shift away from

socially-conservative, individually-focused healthcare and psychological treatments and

practices, and towards more progressive, publically-focused treatments and practices interested

in prevention and social change. Second, there was a perceived need for larger-scale mental

illness treatment for increasing numbers of veterans requiring such treatment. Third,

psychologists began to question the ability for psychotherapy alone to treat large numbers of

people with mental illness. Fourth, the deinstitutionalization of people with mental illness back

into their communities, and the development of community mental health centers. In 1965, in

what would later be called the “Swampscott Conference”, several psychologists met to discuss

community mental health, psychology’s current focus towards it, and what role the discipline

should have going forward. This meeting is considered to be the birthplace of community

psychology, and the report published from the meeting called for community psychologists to be

political activists, agents of social change, and “participant-conceptualizers.” (Wikipedia 2015)

Community psychology integrates social, cultural, economic, political, environmental,

and international influences into psychological analysis. It aims to promote positive change,

health, and empowerment and apply psychology in a participatory manner to undertake

transformative action and advance social justice. Key concepts of community psychology

include social action, social justice, social change, ecological metaphor, micro-, meso-, and

macro- scale work, praxis, powerlessness, politics, diversity, oppression and liberation. In a

similar vein to much contemporary anthropological work, community psychology is grounded in

an understanding of the experiences of the marginalized, oppressed, and distressed.

Fundamentally, the community psychology perspective holds that community problems lie in

patterns of poverty, disadvantage, social exclusion and oppression that are manifestations of

larger structural inequalities and divisions. Social transformation and liberation is the solution to

this structural violence, and such change is possible when people have a voice, power, and access

to resources. Furthermore, community psychology seeks to challenge and critique mainstream

psychology’s assumptions and practices that contribute to structural violence by sustaining

unjust political, economic, and social structures. Such critique involves a structural analysis

framework and critical reflections of power and privilege. Critical theory in community

psychology strives to interpret the condition of those subject to structural violence, make

apparent the causes of such structural violence, and identify a course of relief that demonstrates

the mutability of conditions that create structural violence (SCRA 2015, “What is Community

Psychology?”).

Education in community psychology usually occurs at the graduate level. Content

covered typically includes history and concepts of the field, human diversity and cultural

competence, and public health. Methods and other skills that are typically taught in community

psychology education are community research methods and statistics, collaborative work in

communities, organizational and community development and consultation, prevention and

intervention, program evaluation, and grant writing. In an effort to articulate the competencies of

practicing community psychologists and the skill sets potential employers can expect from them,

the SCRA has developed a list of 18 competencies that define community psychology. They are

grouped into four categories; foundational principles, community program development and

management, community and social change, and community research. The foundational

principles of community psychology are: (1) ecological perspectives, (2) empowerment, (3)

sociocultural and cross-cultural competence, (4) community inclusion and partnership, and (5)

ethical, reflexive practice. The second set of competencies are (6) program development,

implementation, and management, (7) prevention and health promotion, (8) community

leadership and mentoring, (9) small and large group processes, (10) resources development, and

(11) consultation and organizational development. The third set is (12) collaboration and

coalition development, (13) community development, (14) community organizing and

community advocacy, (15) public policy analysis, development and advocacy, and (16)

community education, information dissemination, and building public awareness. The final set of

competencies, community research, consists of (17) participatory community research and (18)

program evaluation. (SCRA 2015, “Competencies for Community Psychology Practice.”)

Community psychologists, and psychologists in general, practice and research in a

variety of settings. It’s very common for community psychologists to hold academic positions;

teaching and conducting research. Sometimes community psychologists may be involved in

programs explicitly identified with community psychology, but often times they may work

within other psychology departments that may focus on clinical or social psychology. For

practicing community psychologists, the public service and healthcare sectors are largely the

settings in which they are likely to be employed. Local and state governments, schools, various

social-service and treatment centers, and research centers are common employers. Community

psychologists play important roles in service delivery, research, program development, outcome

evaluation, and systems management. In healthcare settings they promote patient advocacy and

treat mental illness (Psychologists in Public Service, 2015). However, in contrast to clinical

psychological approaches, community psychologists study the reciprocal interactions between

individuals and communities, and how this may relate to their problems. Instead of only the first-

order, individual-scale treatment afforded by psychotherapy, they work to enact second-order

changes as well. For example, they won’t just treat someone with a substance abuse problem, but

also address and solve why so many community members may have substance abuse problems

(CareersInPsychology.org). In a post written by Sharon Hakim, a member of SCRA affiliated

with the Atlantic Health System, for Idealist.org (a job searching website geared towards public

service, non-profit, people-centered, and other similar occupations) on behalf of the SCRA, she

sums up what it means to be a community psychologist:

Community psychologists work in nonprofits, community organizations, government

positions, mental health agencies, public health, healthcare, consulting and evaluation

agencies, at foundations, and in academic or research settings. Although the field spans

many positions and interests, most community psychologists identify themselves as either

a community practitioner (someone who is working directly with communities,

organizations, schools and groups to bring about change) or an academic/researcher

(someone who teaches and does the research and evaluation on which effective

community practice is built). – Sharon Hakim

REPRESENTATIVE OCCUPATIONS

Occupation Salary Education & Future Growth Typical

Title Training Prospects, 2012-2022 Employment

Social and Community Service Managers

$59,970-62,740

Bachelor’s degree, though a Master’s degree is typically preferred;

about 5 years of work-related experience;

15-21%;growth is driven by an aging population, and increasing demand for substance-abuse, mental-health, and health-related services; government budget cuts could limit this growth

individual and family services, state and local governments, rehabilitation centers, and nursing facilities

Mental Health Counselor $40,850-41,500

Master’s degree or PhD;

2,000-4,000 hours of internship/residency;

licensing required;

22-29%;growth is driven by increased insurance coverage of mental health services, increased perceived need for services by military veterans, and increased demand for such services

nursing and residential care facilities, outpatient care centers, family and individual services, hospitals, and governments

Social Worker

$39,980-54,560;child, family, school, mental-health, and substance-abuse paid lower;healthcare and other paid higher

Bachelor’s degree;

Master’s degree, 2 years of clinical experience, and licensing required for clinical social worker;

23-27%;growth is driven by increased demand for healthcare and social services, and substance-abuse and mental-health treatment

hospitals, ambulatory health care services, nursing and residential care facilities, and social assistance

Community Health Worker $34,870-41,830

Bachelor’s degree;

several years work-related experience and training is usually required;

21-22%;growth is driven by efforts to improve health outcomes and reduce healthcare costs by teaching people healthy habits, behaviors, and utilization of healthcare

government, hospital, ambulatory health care services, and social assistance settings

Psychologist

$67,650-90,020;clinical, counseling, and school paid lower;industrial-organizational and all other paid higher

PhD, 1-2 year internship, then licensing, specialty certification is also available

11-12%;industrial-organizational expected to grow 53%;growth is driven by increased demand for psychological services, collaboration with other healthcare professionals, and demand for psychologists in schools, industry

educational services, healthcare and social assistance, and self-employed

Information obtained from the Bureau of Labor Statistics' Occupational Outlook Handbook and O*Net, 2014

PSYCHOLOGY’S DEMOGRAPHICS

The American Community Survey is used by the APA to study the demographics of the

psychological workforce. The most recent survey reported data from 2005-2013. The APA

operationalized “active psychologists” as being coded in the occupation of psychologist, was in

the workforce, and had a professional or doctoral degree. Major findings reported by the APA

were as follows:

- the number of active psychologists changed little; increasing only by 3.2%

- the gender gap increased significantly; changing from about an equal number of male and

female psychologists to a ratio of 2.1 female psychologists for every male psychologist,

and even higher for racial/ethnic minorities

- of the psychological workforce, 83.6% were white, 5.3% were black, 5.0% were

Hispanic, 4.3% were Asian, and 1.7 were other

- racial/ethnic minority representation rose significantly from 8.9% to 16.4%, and this

trend is increasing; however…

- racial/ethnic minorities represent 39.6% of the overall workforce, and 25.8% of the

doctoral and professional workforce; so psychology still lags behind in this respect

- the age distribution of psychologists peaks at the age ranges 56-65 and 31-35,

corresponding to the baby boomer and echo boomer generations

- the psychological workforce tends to be concentrated in coastal areas, with California,

New York, Pennsylvania, and Massachusetts having the largest active workforce

Informational Interview

INTERVIEW WORKSHEET

Name of Student: Austin Pittsley

Name of Interviewee: Dr. Georgia Michalopoulou

Title of Interviewee: Chief of Staff, Child Psychiatry and Psychology at Children’s Hospital of

Michigan and Associate Professor of Psychiatry and Behavioral Neurosciences at Wayne State

University

Nature of Contact: Dr. Briller directed me to Dr. Michalopoulou’s contact information on the

website for the Children’s Hospital of Michigan, and also called her and put in a good word for

me.

Interview Status: The interview was scheduled one week prior and conducted successfully by

phone on November 23rd at 11am.

INTERVIEW SCHEDULE

1. What is your title and job description?

2. Please tell me about your educational and professional background.

3. What education, training, or expertise does one need to work in this field?

4. Tell me about a typical day working in this position.

5. What kinds of hours do you work, and how flexible is your work schedule?

6. What are the most important skills and characteristics to possess in your work?

7. How do you see anthropology being a useful background to someone in this field?

8. What are the most positive or rewarding parts of working in this field?

9. What are the negatives, if there are any, of working in this field?

10. What challenges do you face working in this field?

11. How has this field changed over time, and what changes do you anticipate in the future?

12. What role does collaboration play in your work?

13. What is the relationship between your research and the application of that research?

14. What advice would you have to someone interested in entering this field?

INTERVIEW SUMMARY

For my informational interview, I interviewed Dr. Georgia Michalopoulou; Chief of

Staff, Child Psychiatry and Psychology at Children’s Hospital of Michigan, and Associate

Professor of Psychiatry and Behavioral Neurosciences at Wayne State University. The interview

was scheduled and conducted over the phone, beginning at 11:00am on November 23rd. Her PhD

is in clinical psychology, and in most states one must have a PhD to identify and work as a

psychologist. The path to a PhD mirrors most other disciplines; 4 years of undergraduate

education followed by a graduate degree and then a PhD. Most psychology students, though,

choose to go through a 5 year program combining a graduate-level education of rigorous theory

and practice with practicum experiences and completion of a dissertation, and obtain their PhD

after 9 years of education. Following this doctorate, 2000 hours of clinical experience are

required before one can sit for licensing exams, after which one is officially a full-fledged

psychologist. Psychologists with only master’s level education can work with a limited license;

they still see patients, but they must be under a supervisor is a fully licensed psychologist.

Psychologists, like any other health professional, must be up-to-date on the latest

psychological literature, research, methodologies, and evidence-based studies in order to provide

the best care. Dr. Michalopoulou describes her typical day as an administrator, which differs

somewhat from that of a typical psychologist. As an administrator, she supervises and evaluates

other psychologist’s services and consultations with children within her department. She refers

patients to other outpatient and specialty clinics if, for example, they have diabetes or a kidney

disease in addition to psychological distress. She also conducts training and internships, and

teaches as a professor. Finally, she tries to conduct and publish as much research as she can. Her

area of research specifically studies health care disparities and cultural competencies, and then is

applied to addressing the causes of such disparities and improving cultural competencies.

A typical psychologist in the department responds to consultation requests from other

floors of the hospital if, for example, a child presents with pain but tests reveal no physical cause,

a patient was admitted because of attempted suicide or ingested substances, or a patient has

difficulties adjusting to their illness or adhering to treatment regimens, and expresses apparent

psychological distress. The consultation process involves the psychologist meeting the patient,

obtaining a history of the problem as well as current symptoms, conducting an assessment,

arriving at a diagnosis, and making recommendations to the family or medical team.

Psychologists also work with patients who come to their clinic for therapy or evaluations for

ADHD, brain injury, developmental disabilities, and other similar conditions. Finally, they also

supervise interns and attend routinely held lectures and conferences. Psychologists typically have

a 9-5 work schedule with weekends off.

Psychiatrists, who also work in the department, differ from psychologists in a few

important ways. Psychiatrists go through medical school and choose a psychiatry specialty and

residency, and can specialize in child psychiatry with a fellowship. They typically proscribe

medication, and while some do therapy most prefer not to and have little training or testing in

therapy techniques. Psychiatrists use a biological model, psychologists use a combined model,

and both often work together; the literature shows that combined treatment works the best.

Differences of opinions of etiology sometimes create challenges to collaboration, but diagnostic

agreements foster respect and understanding and there’s mutual appreciation for differing

expertise. Psychiatrists have similar 9-5 work schedules as psychologists, but they typically

cover weekends.

A background in any discipline, anthropology for example, which studies human

behavior can be useful for psychology. Anthropology studies group behavior, culture, habits, and

customs, which differ from the individual scope of psychology. However, anthropological

understandings can expand a person’s ability to conceptualize problems and formulate

conclusions. For example, Dr. Michalopoulou and Dr. Briller collaborated on a project looking at

communication and partnership building in a high-risk asthma clinic. Ethnographic methods

contributed to investigating how peoples’ interactions and communications relate to power-

dynamics and ultimately affect treatment. Such perspectives look at questions through a different

perspective, such as the role of the patient and their interaction with the medical establishment.

This interdisciplinary research is useful because different perspectives (patients, parents, doctors,

treatment negotiations) were relevant. Other times, though, multiple disciplines are not critical

for research. Collaboration across the entire system in which children function is critical, and can

this include schools, other doctors, families, and legal and child-welfare systems.

Systemic issues are the source of many challenges in this field. Insurance and financial

issues prevent many from getting needed therapy. Budgetary issues may cause shortages of

service, which is the case for many programs providing evaluation and treatment for autism or

developmental programs. There are also too few facilities that can treat more intensive needs.

Overall, challenges are systemic and the system is not seamless. Changes in the political and

healthcare landscapes are also changing the field considerably, especially in terms how

reimbursements are functioning, which greatly affect how viable private practice is versus being

employed in a healthcare facility. Technology is also affecting interventions and delivery of

services. For example, tele-psychiatry uses audio-visual communication technology to provide

services over long distances.

Psychologists tend to be very empathetic, caring, respectful of others, and have a want

and need to help others. They are attracted to helping professions, life to work with others, and

are sensitive to peoples’ problems. Personal temperament and being knowledgeable and well-

trained are important as well. The most rewarding aspect of Dr. Michalopoulou’s profession is

being able to work to help people with problems that interfere with their best functioning,

happiness, and productivity. There aren’t many negatives, though the compensation may not be

as good as other fields. Dr. Michalopoulou’s advice to someone interested in entering her field is

that there is quite a bit of training and work that takes place, but that a professional attitude and

passion for the field will make it worthwhile.

Project Analysis

Through the course of completing this project my knowledge of community psychology

expanded significantly, and my interest in potentially becoming involved in the field even more

so. The most significant findings from this project was an understanding of community

psychology’s place and role broadly within the psychological discipline and specifically within

clinical psychology, and a new perspective on the similarities and compatibilities of community

psychology and anthropology, especially the applied sort. Community psychology grew out of a

disarticulation between clinical psychology and the changing mental-health needs and politics of

the late 20th century. Previous psychological medicines were too narrow in their scope of

treatment and too shallow in their etiological depth to address the then new realities of mental

illness. Community psychology arose to address those problems by focusing its scope on larger

populations and deepening its etiological inquiry to include a broader, holistic analysis of the

root determinants of mental health. Praxis likewise plays an integral role in community

psychology just as does in clinical psychology. However, instead of transforming the individual

for the better, community psychologists change the community for the better. In addition,

community psychologists’ have critically reflected back on the psychological community,

critiquing and calling out their role in perpetuating systems of structural violence. My impression

of community psychology, at the end of this project, is that it represents a change in clinical

psychology aimed at expanding the theoretical scope of the discipline beyond the individual and

cognitive processes, and that because it wishes to continue its praxis in a sphere that is ultimately

political, it too must be political.

Through my work on this project I’ve also gained a new perspective on how well

community psychology and applied anthropology fit together. The similarities between the fields

are numerous. Contemporary anthropology utilizes multiple scales of analysis; community

psychology studies the interaction between individuals and communities, and describes levels of

analysis in terms of micro-, meso-, and macro-level. Both disciplines stress holism and the

integration of multiple domains into their inquiry; social, political, cultural, economic,

environmental, global, etc. Fundamental theoretical perspectives such as existentialism,

phenomenology, and structuralism also unite anthropology and community psychology, yet both

leave open a place for qualitative, empirical contributions. Praxis is also a key component in both

applied anthropology and community psychology, and the importance of community

collaboration is evident as well. Finally, both fields have a similar orientation to advocacy and

social justice. Though the entirety of anthropology is not yet sold on the idea of doing away with

the “detached, objective observer” in favor of a politicized, social justice and advocacy

orientated direction, such a direction is already prevalent in the field and is unlikely to abate.

Community psychology carries a similar flag within its own discipline; the goals of social

justice, advocacy, positive change, and structural transformation are explicitly touted as goals of

the field.

By the end of this project I was actually shocked at how compatible community

psychology and applied anthropology were, even more so it seems than other discipline pairs.

For this reason, the combination of community psychology and applied anthropology seems not

only to hold much potential value, but would also be relatively easy to implement. Applied

anthropology could benefit immensely by allying itself with community psychology. A direct

door for applied anthropology to enter into the fields of clinical psychology, community mental

health, and social work is opened by community psychology it seems. In addition, community

psychology comes from an applied discipline, clinical psychology, and brings with it much more

experience and background in the practice and application of human-behavioral research.

Community psychology would likewise benefit immensely from allying with anthropology.

Holism, cross-cultural and multi-scalar analysis, and a longer theoretical background in

structural and critical theory are all aspects that anthropology could bring to benefit community

psychology. It appears to me as though the seams of community psychology and applied

anthropology are nearly sewn. My interest in this field has grown immensely since the beginning

of this project. Community psychology is the perfect complement to the applied anthropology I

have a desire to pursue in the future. At the very least, the combination of the two encompasses

much of what I’m interested in. The anthropological end brings the holistic approach, critical

reflectivity, and structural analysis that drew me into anthropology in the first place. The clinical-

psychological end brings a strong emphasis on applying theory and research to improve the lives

of other people. In the immense, muddled grey area between the two, constituted by applied

anthropology and community psychology, is the focus on participant-community empowerment

and collaboration in research, and advocacy for structural transformation, giving voice to the

marginalized, and affecting positive change.

References

CareersInPsychology.org. “Community Psychology Careers.” Retrieved Dec. 5, 2015

(http://careersinpsychology.org/becoming-a-community-psychologist/)

Hakim, Sharon. “Degree Overview: Community psychology.” Retrieved Dec. 5, 2015

(http://www.idealist.org/info/GradEducation/Resources/DegreeOverviews/

CommunityPsychology)

Occupational Outlook Handbook. 2014. “Health Educators and Community Health Workers”

Retrieved Dec. 5, 2015 (http://www.bls.gov/ooh/community-and-social-service/health-

educators.htm)

Occupational Outlook Handbook. 2014. “Mental Health Counselors and Marriage and Family

Therapists” Retrieved Dec. 5, 2015 (http://www.bls.gov/ooh/community-and-social-

service/mental-health-counselors-and-marriage-and-family-therapists.htm)

Occupational Outlook Handbook. 2014. “Psychologists” Retrieved Dec. 5, 2015

(http://www.bls.gov/ooh/life-physical-and-social-science/psychologists.htm)

Occupational Outlook Handbook. 2014. “Social and Community Service Managers” Retrieved

Dec. 5, 2015 (http://www.bls.gov/ooh/management/social-and-community-service-

managers.htm)

Occupational Outlook Handbook. 2014. “Social Workers” Retrieved Dec. 5, 2015

(http://www.bls.gov/ooh/community-and-social-service/social-workers.htm)

O*Net Online 2015 “Summary Report for: Community Health Workers.” Retrieved Dec. 5, 2015

(http://www.onetonline.org/link/summary/21-1094.00)

Psychologists in Public Service. 2015. “Special-Interest Sections.” Retrieved Dec. 5, 2015

(http://www.apadivisions.org/division-18/sections/index.aspx)

Society for Community Research and Action. 2015. “Competencies for Community Psychology

Practice.” Retrieved Dec. 5, 2015 (http://www.scra27.org/what-we-do/what-community-

psychology/)

Society for Community Research and Action. 2015. “What is Community Psychology?”

Retrieved Dec. 5, 2015 (http://www.scra27.org/what-we-do/what-community-

psychology/)

Wikipedia. 2015. “Community Psychology.” Retrieved Dec. 5, 2015

(https://en.wikipedia.org/wiki/Community_psychology)

Appendix A – First Informational Interview Worksheet

Name of Student: Austin Pittsley

Name of Interviewee: Dr. Natasha Watkins / Dr. Kenneth Heller

Title of Interviewee: Clinical Assistant Professor / Professor Emeritus

Nature of Contact: I found both Dr. Watkins and Dr. Heller through the Society for Community

Research and Action’s directory. The SCRA is the community psychology division of the APA.

Interview Status: The two contacts I have found so far are Natasha Watkins and Kenneth Heller.

Dr. Watkins is an assistant professor in the Human Development & Family Studies Department

at Purdue University. Her research interests include positive youth development, community-

based youth programs, service learning, civic engagement, and intergroup relations.

Dr. Heller is a Professor Emeritus at the Department of Psychological & Brain Sciences at

Indiana University-Bloomington. Information is a bit more sparse on him, but he wrote a book,

Psychology and Community Change, which discusses the history of community and mental

health ideology, community psychology and mental health programs, the design of alternative

institutions and careers in the mental health field, and community intervention. Thus, I can infer

that he is familiar with such topics.

Dr. Heller’s research interests are more similar to mine than Dr. Watkins. Dr. Heller has also

been in his career longer. However, Dr. Watkins is likely more accessible, and there is more

evidence of her community engagement than Dr. Heller.

As of now I have not set an appointment with either of them. My hopes were to find someone

employed and working outside of the academic setting, but both are professors. I will search

further for someone outside of academia, but will contact the above two in the event nothing

turns up.

Appendix B – Informational Interview Notes

1. What is your title and job description?

title is associate professor of psychiatry, human behavioral sciences, Wayne State

University School of Med. Chief of Staff, child psy and

2. Please tell me about your educational and professional background.

PhD in clinical psychology. Most states, to be able to call and work psychologists, need a

PhD. 4 years undergrad, then grad program then doctorate, most cases, combined

program 5 years, rigorous in theory and practice. Practicum experiences. Completion of

dissertation; lit review in area, design methodology of study, and analysis of results.

Following doctorate you need additional hours, 2000 hours to sit in for licensing.

Master’s level psychologist with limited license, see patients, but under supervisor.

3. What education, training, or expertise does one need to work in this field?

Psychologists, like other health professionals, need to be updated in literature, new

methods, keep up with evidence-based studies to provide best care.

4. Tell me about a typical day working in this position.

Administrative, supervise everything that happens. Psychologist services, consultations

for children. Outpatient clinics, specialty clinics; children with kidney disease or diabetes.

Training, approved pediatric internship. I teach, supervise, evaluate faculty and staff in

their day to day activities. Conduct research, and publish as much as possible. Floors

request consultation (think child presents with pain, diagnostic testing without physical

reason for it)(may be admitted because attempted suicide or ingest substance, psych

consulted)(may have adjustment difficulties, hard time adhering to regime, upset because

of chronic illness may interrupt participation and life, express sadness or anxiety), go to

hospital floor, meet patient, obtain history of problem, presenting problem, conduct

assessment, arrive at diagnosis, recommendations to family and medical team. Patients at

clinic here for therapy or evaluations like ADHD, issues, brain injury, developmental

disabilities, meet with interns supervision. Attend special lectures and conferences

routinely held.

5. What kinds of hours do you work, and how flexible is your work schedule?

8-hour schedule, be on call for consults, cover a specific day. Typically psychiatrists

cover weekends, not psychologists. 9-5 work schedule. Psychiatrist has gone through

medical school and chosen psychiatry specialty + residency. Can specialize in child

psychiatry with fellowship. Psychiatrists proscribe medication, some may do therapy, but

most prefer not, little training in therapy and testing. Based in biological model.

Psychologists still biological, treatment through medication. Both work together often,

literature shows combined treatment best. Depression, psychotropic treatment example.

Challenges between the two? Most of time address same time collaboratively;

understanding and appreciation of expertise. Opinions of etiology, may cause challenge.

Diagnostic agreement fosters respect and understanding.

6. What are the most important skills and characteristics to possess in your work?

Knowledge, addressed. Personal temperament, attracted to helping professions. Like to

work with others. Sensitive to people problems. Want to help out. Empathic, caring.

Characteristic. Common for medical doctors. Psychologists tend to be very empathic,

respectful of others, need to help others.

7. How do you see anthropology being a useful background to someone in this field?

Any discipline that studies human behavior can add to the perspective of psych.

Anthropology, studies of group behavior, culture, habits, customs, vs. psych looks at

individual, not community of society. Having understanding of the other things that

anthropology would look at, expand person’s ability to conceptualize problems,

formulate conclusions. Dr. Briller and I collaborate on project, looking at communication

and building partnerships, high-risk asthma clinics. How people interact, communicate;

proceed in balancing power-dynamics, affects treatment. Lend expertise in terms of

interaction, different groups, as well as methodologies, ethnographic method. Looking

more at particular question, through different lenses. Perspective of role patient play and

how interact with medical establishment. Chose to look at, how we have blended.

Interdisciplinary research… can’t speak to other psychologists. Depends on objective of

study. Other times another discipline not critical. This time important because different

perspectives; parents, patients, doctors, treatment negotiations.

8. What are the most positive or rewarding parts of working in this field?

Working with people, being able to assist them, working through problems, some things

that interfere with best functioning, happiness, productive.

9. What are the negatives, if there are any, of working in this field?

Not sure… the compensation may not be as good in other fields.

10. What challenges do you face working in this field?

The system is not seamless. Insurance problems, ability of people to get therapy they

need. Shortage of services (financial, budgetary issues, autism or developmental

programs that provide evaluation and treatment)(things are getting a bit better, recent

funds only)(insurance did not reimburse). Few facilities that can treat more intensive

needs. Systemic.

11. How has this field changed over time, and what changes do you anticipate in the future?

The landscape is constantly changing… changes in political changes, healthcare changes.

How psychologists would function independent in private sector. Reimbursements are

changing. Psychologists in private practice (depend on reimbursements by insurance

companies)? Or employed by healthcare facilities. Technology is contributing a bit,

interventions developed that utilize technology, tele-psychiatry (deliver of care over the

internet or some device). Change delivery of services.

12. What role does collaboration play in your work?

In child psychology you work with entire systems that the child functions in. Collaborate

with schools, other doctors, family. If foster care, interact with that system. Legal courts.

Lots of collaboration.

13. What is the relationship between your research and the application of that research?

My area is specifically the study of health care disparities and cultural competencies,

address reasons causing disparities, then addressing them, improving cultural competence

14. What advice would you have to someone interested in entering this field?

Quite a bit of training and work takes place. If passion or professional.