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Relevant bibliographies by topics / Community psychology

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Academic literature on the topic 'Community psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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Journal articles on the topic "Community psychology"

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Dutta, Urmitapa. "Decolonizing “Community” in Community Psychology." American Journal of Community Psychology 62, no. 3-4 (November 27, 2018): 272–82. http://dx.doi.org/10.1002/ajcp.12281.

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Riger, Stephanie. "Transforming Community Psychology." American Journal of Community Psychology 29, no. 1 (February 2001): 69–81. http://dx.doi.org/10.1023/a:1005293228252.

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Atlas, Jeffrey A. "Psychology and community." New Ideas in Psychology 5, no. 2 (January 1987): 319–20. http://dx.doi.org/10.1016/0732-118x(87)90033-x.

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Tsoi, Mona. "Community clinical psychology." Behaviour Research and Therapy 25, no. 6 (1987): 533–34. http://dx.doi.org/10.1016/0005-7967(87)90064-7.

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Bostock, Janet. "Community psychology network." Clinical Psychology & Psychotherapy 3, no. 3 (June 19, 2009): 230. http://dx.doi.org/10.1002/cpp.5640030301.

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Bostock, Janet. "Community psychology network." Journal of Community & Applied Social Psychology 5, no. 5 (December 1995): IV. http://dx.doi.org/10.1002/casp.2450050509.

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Fynn, Angelo, Martin Terre Blanche, Eduard Fourie, and Johan Kruger. "Teaching Community Psychology as Community Engagement." Journal of Psychology in Africa 22, no. 4 (January 2012): 573–75. http://dx.doi.org/10.1080/14330237.2012.10820570.

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Chavis, David M., and J. R. Newbrough. "The meaning of “community” in community psychology." Journal of Community Psychology 14, no. 4 (October 1986): 335–40. http://dx.doi.org/10.1002/1520-6629(198610)14:4<335::aid-jcop2290140402>3.0.co;2-t.

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Morgan, John. "Psychology in the Community." Journal of Prevention & Intervention in the Community 35, no. 1 (January 23, 2008): 29–43. http://dx.doi.org/10.1300/j005v35n01_03.

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Wedding, Danny. "Handbook of Community Psychology." Psychiatric Services 52, no. 11 (November 2001): 1538—a—1539. http://dx.doi.org/10.1176/appi.ps.52.11.1538-a.

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Dissertations / Theses on the topic "Community psychology"

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Williams, Lorenza Logan. "Perceptions of community psychology among registered psychologists." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/1315.

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Hatcher, Raquel B. O. "Psychology and Community Collaboration| Hope-Focused Marriage Enrichment Leader's Manual for Brazilian Community." Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3577319.

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Although Hope-Focused Couple Approach (HFCA) has been extensively researched in the United States, and demonstrated efficacy as an empirical supported couple enrichment intervention (Jakubowski, Milne, Brunner, & Miller, 2004), there are not enough studies with different populations. This project attempts to implement the HFCA with Brazilian Christian couples in collaboration with local churches in Brazil. In order to accomplish this goal, the author developed a hope-focused couples workshop leader's manual that is sensitive to the Brazilian cultural and social context.

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Phala, Arnold Victor Mamonyane. "Service delivery at Itsoseng psychology clinic a programme evaluation /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11252009-232622.

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Michaels, Meredith. "The Therapeutic Benefits of Community Gardening| An Exploration of the Impact of Community Gardens Through the Lens of Community Psychology." Thesis, Alliant International University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3567663.

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Community psychology is a unique field of psychology that perceives individuals as linked to their context. The role of psychologist within this branch of psychology is viewed as one who is responsible for addressing the individual, as well as the social patterns and structures that adversely affect well-being. The use of community gardens as a therapeutic tool may serve as a two-fold intervention that can be used at both the individual and community levels. This doctoral project explores the therapeutic benefits of community gardening through the lens of the community psychology perspective. Framed within a community psychology perspective in which clients are inextricably linked to their social and physical context, engaging with nature through community gardening may lead to healthier client outcomes. A literature review was conducted to inform the author of current data related to the study of community gardens and their impact on mental health. The reviewed data pointed to the impact of community gardens on individual physical and mental health, and the social and physical community contexts that additionally affect mental health. Additional consultations with experts in the field were used to corroborate and extend research findings in the literature. The information collected from the current body of literature and consultations were presented as a professional presentation to mental health workers to increase their knowledge of the therapeutic benefits of community gardening. The limitations of the current body of literature, considerations for application in clinical practice, and recommendations for future areas of study were also considered.

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Lawson, Ruth. "Outcomes and effectiveness : a study of community psychology practice." Thesis, City University London, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389550.

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Connell, Nicholas J. "Examining Implicit Associations for Community Support Stimuli Following Community Trauma." Thesis, University of Louisiana at Lafayette, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10615596.

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Indirect exposure to a traumatic event is associated with the development of posttraumatic stress disorder (PTSD) symptoms. Indeed, emerging research demonstrates that exposure to media coverage of violent acts has the potential to cause PTSD symptoms. Theoretical conceptualizations for the development and maintenance of trauma- and anxiety-related disorders suggest that avoidance behaviors of trauma-related stimuli may ultimately lead to the development and maintenance of PTSD symptoms through negative reinforcement processes. Assessing learned associations between environmental stimuli and anxiety may help identify those at risk for the development of PTSD such that those individuals with more learned associations between environmental stimuli and anxiety may engage in greater avoidance behaviors. A highly publicized traumatic event occurred in Lafayette, Louisiana in the summer of 2015. Following the trauma, the community held several vigils and slogans, and banners were displayed throughout the city to show support for the victims. For some individuals, these community support stimuli may have been associated with comfort; however, some may have developed associations between these community support stimuli and the traumatic event and anxiety. As such, the current study sought to examine the learned associations between community support stimuli and comfort and anxiety. Additionally, this study sought to explore the relation between these learned associations and avoidance behaviors, as well as PTSD symptoms. Overall, participants exhibited greater implicit associations between community support stimuli and anxiety stimuli than with community support stimuli and calm stimuli (M = 0.10, SD = 0.31, 95% CI [0.05, 0.16]). These associations did not predict PTSD symptoms or avoidance behaviors. Findings indicate that although community support stimuli were associated with anxiety, these associations may not contribute to the development and maintenance of PTSD symptoms. Rather, community support stimuli may serve to facilitate effective coping strategies through exposure to anxiety- and fear-eliciting stimuli.

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Clements, Andrea D., and M. Byous. "Introductory Psychology Need Not Be a Prerequisite for Developmental Lifespan Psychology." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/7315.

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Howarth, Caroline. ""So, you're from Brixton?" : towards a social psychology of community." Thesis, London School of Economics and Political Science (University of London), 2000. http://etheses.lse.ac.uk/72/.

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This thesis examines the social psychological significance of 'community', as it is experienced and talked about in Brixton, a culturally diverse area in South London. There are two points of entry into the social psychology of a community: (1) the negotiation of social representations of the community and (2) the co-construction of community identities. The theoretical perspective that I have developed through this research is grounded in the theory of social representations (Moscovici, 1984, 1988; Farr, 1987) and draws on other theories of representation (Hall, 1997a), community (Cohen, 995), identity and self-consciousness (Hall, 1991a; Tajfel, 1982; Mead, 1934), stigma (Goffman, 1968) and the media (Thompson, 1995). It is an ethnographic study which combines ongoing participant-observation, 7 focus groups with 44 adolescents aged between 12 and 16, 5 in-depth interviews with deputy-heads of Brixton's schools, a media analysis of a documentary set in Brixton, and follow-up discussions. These accounts are woven together to answer the principal research question: how is `community' lived in Brixton? This study shows that communities emerge as sites of struggle in the negotiation of self-identity, belonging and difference. Community identities are constructed through and against social representations of the community, particularly those in the media. Two competing representations of Brixton - 'Brixton as Diverse' and 'Brixton as Bad' — were found in the same representational field. The data illustrate the different ways in which people affirm, manipulate and contest these ambivalent social representations in order to defend their perspective on Brixton, and so either claim or reject community membership. I examine how these representations both reflect and construct the social reality of Brixton. This reveals the potential of social representations to construct, delimit and empower the living of community. The systematic analysis of social representations of community and community identities demonstrates the pressing need for a social psychology of community.

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Smith, Carmen. "Community-economic initiatives : the psychology and organisation of grassroots sustainability." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698970.

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Ecovillages, Timebanks and a Local Exchange Trading Schemes are part of global social movements as well as offering innovative approaches to local sustainability. The current study looks at these three community-economic initiatives as a means of addressing the connected social, economic and environmental challenges of local sustainable development. Investigating these collective practices builds on current approaches to studying pro-environmental behaviour change in the social sciences. Two research questions structured this investigation. These focussed on i) how members understand their experiences within the selected groups and ii) processes leading to the formation, maintenance and contraction of the initiatives. Five individuals were interviewed from each group and interviews were analysed using Interpretive Phenomenological Analysis. Secondary data sources also contributed to a broad analysis of group processes and contexts. Diverging from traditional approaches, this multi-level, interdisciplinary account is able to capture more of the complex reality of these organisations than would be possible within a single discipline or through focussing on a single element of group membership. Indeed this comprehensive approach to studying community-based models for sustainability is the unique contribution of this study, moving forward methodological debates in this field. Findings that emerged from this study emphasise group members’ motivation to enhance their personal resilience. Participation provided members with a sense of agency and community connection, as well as being a means to express alternative cultural identities. Informal reciprocal exchange was also preferred to more formal exchange practices, with implications for the understanding and development of community exchange systems. This study widens the focus of environmental psychology to include socio-economic practices, and contributes towards the growing interdisciplinary field of complementary currencies and grassroots innovation. Finally, it provides a template for the evaluation of sustainable community-economic initiatives more generally. The thesis concludes that these initiatives and their wider movements are a promising avenue for research and development in sustainability.

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Malekane, Wendy Mapule. "Students' experiences of community engagement in an educational psychology practicum." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23639.

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The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s (1984) experiential learning theory. The study consulted relevant literature relating to community engagement, the experiences of students of community engagement activities, such as service-learning; the asset-based approach, positive psychology and the learning strategies relevant to the community engagement practice, namely experiential and reflective learning. A qualitative research approach was applied, guided by an interpretivist epistemology. An instrumental case study design was employed and the Department of Educational Psychology of the University of Pretoria, which was involved in the community engagement practicum, was conveniently selected for this research study. I selected one focus group for a pilot study, and later selected a second focus group, consisting of 8 purposefully selected students of the MEd Educational Psychology degree, as my research participants. Focus group interviews, reflective journals and visual data served as data collection methods. And, to further enrich the data collection process, audio-visual methods and a personal reflective journal also served as methods of data documentation Four main themes emerged as the result of thematic analysis and interpretation. Firstly, during the focus group interview, the students conversed about how they gained insight into themselves as Educational Psychologists within South Africa, such as their experiences of encountering individuals from different socio-economic groups, cultures, race and language. Secondly, the students also experienced professional development as a result of their experiences from the Educational Psychology community engagement practicum. That included experiencing themselves as being more confident, able to adapt to new situations and deeper insight into their role as a professional. Thirdly, the students discussed experiences related to integration of theory and practice. Their ability to understand theories, such as the asset-based approach and positive psychology, was enhanced as a result of putting it into practice. Finally, the students had experiences relating to structuring a community engagement practicum. The students expressed the need to receive additional information on the orientation and preparation of the practicum, as at times they had felt unsure of what was expected of them. They experienced the time spent in the practicum as being limited and discussed their experiences of writing in a reflective journal and participating in reflective dialogue Based on the findings, community engagement in this Educational Psychology practicum can be regarded as being a valuable inclusion to the training programme of these students of Educational Psychology, as it gave them the opportunity to interact with diverse clients in a South African setting. As a result of experiential learning during the practicum, students acquired several skills that they would not have gained in a classroom setting, such as the ability to work with diversity, groups, different age groups and in different contexts. Copyright
Dissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
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Books on the topic "Community psychology"

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Nelson, Geoffrey, and Isaac Prilleltensky. Community Psychology. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-37008-1.

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Nelson, Geoffrey, and Isaac Prilleltensky. Community Psychology. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2.

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Shanmugam, Thayumana Ekambaram. Community psychology. Madras: Utsav Shanmugam, 1987.

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Duffy, Karen Grover. Community psychology. Boston: Allyn and Bacon, 1996.

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Y, Wong Frank, ed. Community psychology. 3rd ed. Boston,MA: Allyn and Bacon, 2003.

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1958-, Wong Frank Y., Duffy Karen Grover, and Duffy Karen Grover, eds. Community psychology. 4th ed. Boston: Allyn & Bacon, 2010.

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Reich, Stephanie M., Manuel Riemer, Isaac Prilleltensky, and Maritza Montero, eds. International Community Psychology. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-49500-2.

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H, Koch Hugh C., ed. Community clinical psychology. London: Croom Helm, 1986.

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Rappaport, Julian, and Edward Seidman, eds. Handbook of Community Psychology. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4193-6.

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Boonzaier, Floretta, and Taryn van Niekerk, eds. Decolonial Feminist Community Psychology. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20001-5.

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Book chapters on the topic "Community psychology"

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Fryer, David, and Paul Duckett. "Community Psychology." In Encyclopedia of Critical Psychology, 284–90. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_53.

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Kagan, Carolyn, Karen Duggan, Michael Richards, and Asiya Siddiquee. "Community Psychology." In IAAP Handbook of Applied Psychology, 471–99. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395150.ch19.

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Malpert, Adele V., Sarah V. Suiter, Natalie M. Kivell, Douglas D. Perkins, Kimberly Bess, Scotney D. Evans, Carrie E. Hanlin, Patricia Conway, Diana McCown, and Isaac Prilleltensky. "Community Psychology." In The SAGE Handbook of Qualitative Research in Psychology, 318–35. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526405555.n19.

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Mitchell, Shannon Gwin, and David Lounsbury. "Community Psychology." In Encyclopedia of Cross-Cultural School Psychology, 249–51. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_82.

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Loxley, David. "Community Psychology." In Reconstructing Educational Psychology, 97–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003279853-7.

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Mingli, Liu. "Community Psychology." In The ECPH Encyclopedia of Psychology, 1–5. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_911-1.

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Nelson, Geoffrey, and Isaac Prilleltensky. "Values for Community Psychology." In Community Psychology, 47–69. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2_3.

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Nelson, Geoffrey, and Isaac Prilleltensky. "Values for Community Psychology." In Community Psychology, 51–75. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-37008-1_3.

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Richards, Michael. "Community psychology – Mainstream psychology or hope for what psychology can become?" In Posthuman Community Psychology, 35–60. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003057673-3.

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Gridley, Heather, and Colleen Turner. "Gender, Power and Community Psychology." In Community Psychology, 364–81. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21400-2_18.

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Conference papers on the topic "Community psychology"

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Batri, Nek Mah Binte. "Pandemics Outbreak in Perspective of Positive Psychology and Science." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.110.

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Musurmonkulov, O. U. "Specific features of the student community." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-15.

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Mankowski, Eric, Gino Galvez, and Nancy Glass. "Research and Action on Intimate Partner Violence: Interdisciplinary Convergence of Cultural Community Psychology and Cross-Cultural Psychology." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/pela5284.

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An analysis of the respective organizational histories, missions, and scholarly activity of the International Association for Cross-cultural Psychology (IACCP) and the Society for Community Research and Action (SCRA) indicates many points of shared values and actions, as well as some important differences. Both scholarly organizations developed out of a similar historical and cultural zeitgeist in the late 1960s and early 1970s. Our missions emphasize the role of culture/diversity in psychological phenomena, adopting an interdisciplinary orientation, the value of collaboration, the importance of research methods and ethics, and the value of action research. However, community psychology generally lacks an adequate treatment of cultural phenomena, while cross-cultural psychology often fails to draw on community and participatory methods useful for understanding culture in context. In this chapter, we examine these common roots and differences and then briefly present a study1 of intimate partner violence (IPV) in a community of Latinos in the United States that illustrates the benefits of an interdisciplinary, cultural community psychology. Finally, we propose several actions to develop further an interdisciplinary collaboration between the two fields.

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Roberts, Richard. "Early Childhood Services and Supports in the Context of Cultural Community Psychology." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/wthj5771.

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cultural and community aspects of the family’s and child’s experience. Though the effects of each of these variables may be hard to separate, distinct elements of each can be seen in the three examples used to illustrate this point. The common theme of the three case studies demonstrates that neither the community ecology nor cultural archetypes provide sufficiently satisfactory explanations for the everyday behaviors of the family members. Rather, the common denominator involves the context in which community and cultural influences interact to determine the outcome. When the context is one that supports both sets of influences, the families of young children are not in conflict. Rather, the context supports the developmental goals of the family in ways that are beneficial to everyone –child, family, and community.

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Arrastia-Chisholm, Meagan. "Teaching Educational Psychology With and Without a University-Community Partnership." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1575076.

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Kapur, Preeti, and Girishwar Misra. "Transmission and Regeneration of Sikh Self: Culture in the Making." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2013. http://dx.doi.org/10.4087/fsaf8670.

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The Sikh cultural narrative was explored using social representations in the public sphere. To this end textual analysis of newspaper articles (N=200) published from January 2003 to April 2005 was done. These analyses addressed four major domains: religio-cultural, political identity, contemporary trends, and redressing self-perception. The emerging themes evinced negotiation for creating a distinct space within the multicultural society of India. The task of putting one’s self-identity together, of making it coherent and presenting it to others as ‘their culture’, was warranted for making the boundaries of their community distinct from other existing groups. Bonding with the group emerged as the main source of motivation at the individual and community levels to assert a community’s identity.

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ZHOU, Zixuan. "Community Order and Spontaneous Economic Behavior: Fan Community, Fan Economy and Psychology of Cai Xukun." In 2nd International Conference on Language, Art and Cultural Exchange (ICLACE 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210609.082.

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"Research on Role and Path of Community Service Center to Participate in Community Governance in South Xinjiang." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.031.

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LIN, TIFFANY, LISA MOLIX, and EMILIE TAYLOR WELTY. "Public Space & Scrutiny: Examining Monuments through Social Psychology." In 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.16.

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With fewer than 1 in 5 new architects identifying as a racial or ethnic minority, the field of architecture has some catching up to do in order to reflect the public for whom urban spaces are designed.1 This project proposes a study of existing public spaces, monuments, and memorials through the lens of social psychology, in order to establish a broader frame of reference for future design. We are employing an interdisciplinary approach to investigate community members’ reactions (e.g., stress, positive/negative associations, value judgments, perceptions of bias, inclusion, empowerment) to experiencing public spaces and monuments that memorialize contentious historical figures and events. Using a community-based participatory action approach (e.g., focus groups, survey study), we will identify elements of design (e.g., scale, materiality, abstraction, figuration, symbolism, color) that contribute to the general public’s perceptions of public spaces and monuments. Data gleaned from the first phase of the research will generate the framework for the second phase of applied re- search, conducted through an advanced architecture design/ build studio. Using a data-driven, community-informed strategy, the design/build studio will collaborate with the research team and community partners to explore proposals that work to bridge the gap between the architects and the general public when creating urban spaces marked by racial injustice.

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Panagiotopoulou, Penny, Aikaterini Gari, and Sophia Christakopoulou. "Dimensions of Well-Being: A Cross-Cultural Study in European Neighborhoods." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/ucfu2381.

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People build their sense of well-being by responding to their objectively defined environment. The community environment and more specifically the neighborhood affects the subjective and psychological well being of the individuals. Neighboring refers to the residents’ social interaction and mutual material and non material support. This chapter attempts to examine how the social, political, and economic aspect of community life is related to community well-being focusing on community satisfaction, informal social interaction, feeling safe, the residents’ involvement in the community decision making process, the economic life, and the job opportunities and training of 705 participants in six European cultural settings: Dingle Partnership Area (DPA), Liverpool, United Kingdom; Bournazi, Athens, Greece; Westside, Galway, Ireland; Plateia Eleftherias, Patras, Greece; Knocknaheeny, Cork, Ireland; and Kontopefko, Athens, Greece. The overall picture as emerged by one-way analyses of variance and a posteriori Scheffé comparisons employed is defined by the clear statistical differences regarding the informal social interaction, community services satisfaction and income sufficiency and the more homogeneous conditions regarding the residents’ feeling of safety, their involvement in the community decision making process and their job/training opportunities in the community. The neighborhood contextual effects on individuals’ behavior and affect are complicated and ask for an integrated approach, as population stability and coherence as well as opportunities for interaction need to be addressed too.

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Reports on the topic "Community psychology"

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Djerasimovic, Sanja, and Stephanie Alder. Postgraduate researchers’ identities and wellbeing – what is the link and why does it matter? Wellcome Centre for Cultures and Environments of Health, June 2022. http://dx.doi.org/10.58182/kflr7542.

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Doctoral students have higher rates of mental ill health than comparable populations. Contributors include institutional stressors such as competitive fields, uncertain futures and liminal professional identity. This exploratory study drew on social psychology, taking a broad narrative approach, to explore what professional (academic) communities postgraduate researchers (PGRs) identify with, and how these identifications relate to wellbeing. Focus groups were conducted with social science and humanities PGRs in three UK Russell Group universities. PGRs experiences were diverse, but common themes related to ambiguity about their roles as students and researchers; the precariousness of academic careers; commitments to scholarly research; the importance of validation from supervisors and the wider academic community; and the particular challenges when other social roles (e.g. relating to ethnicity or parenthood) align poorly with academic roles. Key conclusions are the importance of validating and supportive research communities that did not necessarily map onto departments or disciplines; meaningful and practically empowering supervisory relationships, which can serve as a buffer against stress and uncertainty; and the relative paucity of ‘postgraduate/doctoral researcher/student’ as a social identity.

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How to Cope When Your Child Can’t: How parents can help themselves and each other – recording. ACAMH, July 2022. http://dx.doi.org/10.13056/acamh.20622.

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We were delighted to welcome a top class panel of speakers to give evidence based advice and a lived experience perspective to parents, teachers, and clinicians. We are joined by Ursula Saunders, Dr. Alice Welham, Professor Roz Shafran authors of new book How to Cope When Your Child Can’t. Also, we have the Charlie Waller Trust who are developing parent peer support as a crucial part of their work in addressing the mental health of children and young people. Offering evidence -based training and resources and using co-production with parents with lived experience, CWT’s community includes renowned authorities on adolescent psychology, childhood anxiety and depression.

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