2019 Biennial Conference Society for Community Research and Action

MAKING AN IMPACT ECOLOGICAL PRAXIS: SYSTEM COMPLEXITY, CYCLES OF ACTION,AND EXTENDING OUR METAPHORS WITH THE NATURAL WORLD 2019 SCRA Biennial June 26-29th Hosted by National Louis University Chicago, Illinois

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Chicago Community psychology in so many forms, on so many issues, and in so many places, plays a major role in Chicago and Chicagoland. The conference will be held in downtown Chicago, across from the Art Institute (voted in the recent past as the Best Museum in the World) and kiddie corner from Millennium Park and the children’s Maggie Daley Park. We will be utilizing the Harold Washington Library, the Chicago Cultural Center, and the Art Institute of Chicago. Chicago has a long community psychology-relevant history of value-driven social institutions, events, artists, thinkers, and those who embrace the idea of community, from Jane Addams to Bobby E. Wright, including Saul Alinsky, Marca Bristo, Gwendolyn Brooks, Jim Charlton, Clarence Darrow, Eugene Debs, John Dewey, Chuy García, Dick Gregory, Luis Gutiérrez, Fred Hampton, Lorraine Hansberry, Elizabeth Harrison, Michelle and Barack Obama, Sylvia Puente, Carl Sandburg, Upton Sinclair, Studs Terkel, and Harold Washington himself. It is a beautiful city that offers rich and diverse treasures in architecture, music, food, and culture.

Welcoming to the SCRA Biennial 2019 As President of the Society, and on behalf of the co-chairs of the SCRA Biennial Committee, our hope is that each and every one of you will have safe travels to Chicago, and throughout the conference the city itself while you are here. We hope you will take time to enjoy all of the city, and all it has to offer. We know you will find new strength and inspiration from seeing friends again, meeting new colleagues, exchanging ideas, and absorbing the spirit of those who share such deep and vital values. We look forward to you sharing the best of your connected community’s ideas, loves, and practices with the larger collective. We hope you will bring back the best of what you learn to your home communities. We should all reflect on the diverse meanings of inclusion, meanings deeply connected to being a community psychologist. SCRA members are quite good at embracing these differences in all their facets, keeping our biases at bay, and treating every individual—standing in a hall or by a poster board— with a smile, and with equal concern for every aspect of well-being and respect; as a friend. Let’s keep continually and critically examining ourselves—our work, our life, and our practices. Let’s continue to grow in ways consistent with all of our community psychology values. Our beliefs and actions can always, throughout our lifetimes, grow to become incrementally more consistent with these values. We hope the meeting will inspire you to—when you return home even in our most beloved and closely knit communities and traditional families—advocate for the fullest inclusion and defend equal rights for everyone. Through each other, we can all become greater action-oriented allies, reducing the extent any one person,anywhere, feels a part of a less-than or othered-community. Most of all we hope you enjoy yourselves immensely. We are grateful for being able to be present among so many of you talented, engaged, and caring colleagues. We are looking forward to coming together to help improve communities and change the world. Best, Bradley D. Olson, PhD President, Society for Community Research and Action (SCRA) Co-Chair, SCRA Biennial 2019, Chicago

Conference Basics Emergency Contact Information • On Campus Emergency Dial 3333 for facilities • Dial 911 from any campus phone: Goes directly to Chicago Police Department and alerts NLU security and facilities staff • Dial 911 for Chicago Police Department Thursday, June 27th 9:00-11:45 Concurrent Sessions 12:00-1:00 Lunch Meetings & Poster 1:15-5:30 Concurrent Sessions Friday, June 28th 8:00-8:50 Breakfast & Meetings 9:00-11:45 Concurrent Sessions 11:45-1:00 Lunch, Meetings & Poster Sessions 1:00-5:15 Concurrent Sessions 6:00-9:00 Art Institute Reception Meals Breakfast ~ 8:00 am to 8:50 am Wednesday, Friday & Saturday Box lunches ~ 11:45 am- 12:45 pm Thursday-Saturday Opening Reception ~ Wednesday at the Winter Garden in the Harold Washington Library Friday Night Reception ~ Art Institute of Chicago We encourage all attendees to bring a water bottle to re-fill Note: If you are attending meetings or mentoring sessions over lunch or breakfast, please pickup your meal before you head to your meeting.

Biennial Planning Committee Ericka Mingo, Committee Co-Chair Lori Markuson, Committee Co-Chair Bradley Olson, Committee Co-Chair Judah Viola Adrianna Gugliotti Anastasia Tsarenko Bianca Taylor Jack O’Brien Nicole Hansen-Rayes Student and Staff Volunteers Susan Torres-Harding Yolanda Suarez-Balcazar Rachel Storace, SCRA Administrative Assistant Jean Hill, SCRA Executive Director

Welcome SCRA 2019 Participants On behalf of the entire National Louis University Community I want to welcome you to our campus and our city. With its historical roots at the heart of the labor and community organizing movements in the United States, Chicago is a fitting backdrop for the Society for Community Research and Action’s 2019 Biennial Conference. We are thrilled once again to host 900+ SCRA members from around the globe. Having you on our campus brings to us a great intellectual energy and exposure to new ideas. Soon after developing our first and only PhD program at the university, in Community Psychology, National Louis University co-hosted the 2011 Biennial conference. Now 8 years later we have graduated 68 students and currently have over 70 students engaged in community psychology praxis on their way to earning their PhDs. Since being established in 1886 as a non-profit teachers’ college at the forefront of promot- ing education as an engine for social mobility, we have continued to adapt to serving the needs of our communities in Illinois and Florida. Today we are proud to be a comprehensive Minority Serving Institution, focused on closing the achievement and leadership gap for first generation students and people from historically disadvantaged groups. We offer over 60 undergraduate and graduate degree programs in the fields of Education, Social and Behavioral Sciences, Health and Human Services, Business and Management, and Culinary Arts and Hospitality to approximately 8,500 students. Take a moment to talk with some of our students and alumni, who are experts on local social and environmental contexts. Two of these alumni, Ericka Mingo and Lori Markuson, deserve thanks from all of us as co-chairs of this year’s conference. Countless other students and alumni have been involved in making this event happen. Don’t miss hearing from our own faculty member Brad Olson (current SCRA president) at the opening reception at the Public Library’s Winter Garden on Wednesday evening. While you are here we also encourage you to walk out our doors, cross Michigan Avenue, and enjoy a walk through Millennium Park, Grant Park, and along the beautiful lakefront and museum campus. We also encourage you to hop on the Elevated Trains (“the L”) to explore one or more of Chicago’s 77 amazing neighborhoods, which hold a myriad of complex chal- lenges and an unfortunate history of racism, segregation, social inequality, but remain rich and resilient, filled with vibrant culture, delicious food, and beautiful people. Here you will also find motivated residents using a variety of strategies to improve health and wellness, equity, neighborhood quality of life, safety, and thriving by improving policies,systems, and environmental change. Sincerely, Judah Viola PhD Dean – College of Professional Studies and Advancement National Louis University 122 S. Michigan Avenue Chicago, Illinois. 60603

Acknowledgements National Louis University Nivine Megahed, President Marty Mickey, Vice-President Finance James Fannin, Facilities Manager James Richards, Photographer Jason Landrum, Office of the Dean Faculty and Staff of National Louis University Students in the Community Psychology Doctoral Program The National Louis University Community

COLLEGE OF PROFESSIONAL SCHOOL OF SOCIAL AND STUDIES AND ADVANCEMENT BEHAVIORAL SCIENCES Doctorate of Philosophy in Community Psychology (Ph.D.) National Louis University’s Doctorate of Philosophy in Community Psychology aims to develop skills necessary for advanced work at the interface of individuals, organizations, communities, and public policy. Students who enter this program gain essential psychological, research, and collaborative skills to address an array of social problems including, but not limited to, poverty, affordable housing, urban education, child abuse, substance abuse, violence, health, and the environment. WHAT YOU WILL LEARN CAREER OUTLOOK • Quantitative and qualitative methodological Individuals with a Doctorate of Philosophy in training necessary to conduct quality research Community Psychology from National Louis University can expect to find employment as researchers, • The complexities of working within various community educators, advocates, policy analysts, program settings and with a variety of stakeholders developers, evaluators, and organizational consultants. Positions for community psychologists are available • How to view individuals in the context of family, within governmental agencies, non-profit organizations, community, and society research centers and academic institutions. • How to build upon the strengths within the community ADMISSION REQUIREMENTS to alleviate concerns defined by the community All applicants must meet NLU’s general admission • How to facilitate an empowerment process that requirements as well as additional requirements specific leads to sustainable results to the Ph.D. in Community Psychology program. Please refer to the appropriate application checklist available WHY NLU FOR COMMUNITY online at nl.edu/applyonline. PSYCHOLOGY Get more information today about enrolling. Talk Since 1886, National Louis University has been preparing to your Enrollment Specialist, or call 888.NLU. students for success in serving the needs of others. NLU TODAY (888.658.8632). provides a foundation for those who desire to contribute to the needs of their local and global communities through personal attention and coursework that is both practical and proven. NLU’s Doctorate of Philosophy program continues to carry out a legacy of community service by educating students toward bringing about community change. HOW IT WORKS Understanding the busy lives of our students, the Ph.D. in Community Psychology is designed in a workable 14-quarter course sequence (42 months). Students may also opt to complete the program in a faster-paced 11-quarter (33-months) sequence by registering for higher credit load in Fieldwork, Consultation, and Dissertation courses in Quarters 8-11. National Louis University | CHICAGO ELGIN LISLE SKOKIE WHEELING ONLINE | 888.NLU.TODAY (888.658.8632) | nl.edu

Program Grid Wednesday Morning NLU NLU 4020 NLU 4022 NLU 5006 NLU 5007 NLU 5008 NLU 5016 NLU 5028 8:00- 4012/4014 8:50am Mentoring 9:00- Session #1 - 006 Assessing 008 Social 9:50am 001 002 Theory 003 Global Getting a Job 005 Exploring Nonprofits' Support and Risk Investigating Informed Alliance Vera S. as a Residential Evaluation and versus Resilience 10:00- Contexts and Practice or Paster Award Community Stability Among Data Capacity for College 10:50am Constraints in Practice Address: The Psychology Homeless Students from Critical Informed Ecology of Practitioner Subpopulations: 022 \"I Could Underrepresented 11:00- Consciousness Theory? Storytelling in Definitions, Tell She Really Backgrounds 11:50am Development Integrating Native 004 The Factors, and Wanted Us to Research, America: Using Ford- Implications Learn\": 023 Building 016 Social Theory, and Digital Stories Kavanaugh Strategies to Bridges Between Network Practice to to Empower Hearing: Engage Religions: Methods in Improve a Cultural and Masculine Undergraduate Interfaith Community- Group Historical Jeopardy and Students and Engagement and Based Mentoring Narratives Patriarchal Enhance Community Research Program Crisis Learning Psychology 017 A Window 032 Building 018 Global 019 020 Becoming 021 Critical 038 Latinas en 039 Moving Evaluation into their Alliance Max Pedagogy, More Engaged Contexts for Accion: Beyond the For Us Capacity to World: Coding Hayman Award Power, and with SCRA: Building Safe Bearing Without Us Effect Social Address: Praxis in Enhancing and Spaces and Witness to the Complex: Change: The Complex Holhpokunna Community Sustaining the Positive Power, Community Yale Youth Hatak Chanspo Psychology Field of Relationships Leadership and Engagement of Evaluation il Okchanyachi: Programs Community Resistance of Community Based Capacity Mentoring Transcending Psychology 037 Ecosystem- Mujeres Organizations and Building Relationship Historical 035 Based Youth Inclusion of Mode Trauma and Community 036 Ending Early Leadership Community Voice Processes Living the and Childhood Program: through Video- Dreams Our Academic Education Lessons Learned Ancestors Partnerships: Expulsion in from India Based Direct Envisioned For Collaborating Illinois through Observation Us with Collaborative Community Legislation, 033 Managing 034 Global Members to Implementation, Long-Distance Alliance Marion Host a Day of and Intervention Collaborations: Langer Award Dialogue Approaches A Practical Address: Guide to Professionalism Navigating in Community Unprofessional Partner Times: Relationships Reflections of a Across Time Polish Social and Space Psychologist and Human Rights Activist



Program Grid Wednesday Morning continued NLU 5030 NLU 5031 NLU 6013 NLU 6017 NLU 6036 Palmer Palmer Palmer House Palmer House House House LaSalle 1 LaSalle 3 Spire Parlor Water 8:00- 009 010 8:50am Examining Intervening Tower 014 No Health 015 9:00- and to Creating Research Understandin 9:50am Expanding Change in Parlor About Bronx g Individuals How We Egypt: Patients Living with 10:00- Define Challenges Without Us: HIV who Have 10:50am Justice: and Actualizing Fallen Out of Procedural Opportunitie 011 The Role 012 013 Attending a The Care 11:00- Justice s across of Innovations Empower Conference Community 11:50am within the Diverse Relationships in Trauma- Yourself to 101 Engaged 031 Social Criminal Initiatives for Readiness: informed a Career Research Media: Justice Partnerships Practice with that Fits Academy Empowering System 025 Public at the Marginalized YOU: Marginalized 024 Policy 701: A Foundation of Youth and Considering 030 Applying Individuals to Community Call to Action Community Emerging a Practice a University Build Psychologists to Prevent Change Efforts Adults Career Coordinated Community Working In, Climate Approach to and Advocate With, and Change- A Addressing for Positive For Schools: Core Homelessness Social Change Collaborating Competency 026 From 027 Ideas 028 029 The With #15 Incarceration Not Influencing Science and 047 Bystander 048 Using Communities Workshop to Education: Organization Social Art of Interventions Community to Create Furthering s: Funding Policy via Recruiting in Gender- Psychology Change 041 The Understandin People Empirical Hidden Based Practice Within and Influence of g of Prison-to- Whose Ideas Research Populations Violence: Competencies Outside the Family and College are Seldom Attending to to Build School School Education Heard The Opportunity, Capacity in Setting Factors on Programs, Street to Context, and Egyptian Child 040 How to the Identity Scale Trust Roles Protection Traverse the Formation of Struggles, and Based Social Crossroads Natural Research Approach Workers of Evidence- Mentoring Based Relationships 042 043 Teaching 044 045 046 When Intervention among Black Community Difficult Demystifying Building Science Outcomes, Adolescents Psychology Topics the Capacity to Isn't Just: Community Turning Lens Online: Publication Build Perpetuatin Feedback, Towards Ethical Process: A Capacity: g Inequality and International Challenges Student- Research Through Geographic Issues: To and Possible Oriented Q Practitioner the Tools of Location Global Well- Solutions and A with Partnership the Trade being, the Lead s for the Universal Editor of the Criminal Human Rights, American Legal and Journal of System Partnerships Community in the Pursuit Psychology of Change

Program Grid Wednesday Afternoon NLU NLU 4020 NLU 4022 NLU 5006 NLU 5007 NLU 5008 NLU 5016 NLU 5028 11:50- 4012/4014 1:00pm Mentoring 050 Public 051 052 Self- 053 054 Critical Session #13 Policy Organization Help/Mutual Environmental Community 1:00- Ignite Session 056 Helping the Committee Studies Support Interest Interest Group Psychology 2:15pm 1: Cultural, Transformati Undecided Meeting Interest Group Meeting Interest Group Interest Group Ethnic and ve Community Group Meeting Meeting 2:30:- Racial Affairs Publication Psychologist Plan 058 Applied Meeting 3:45pm Practices: for Different Career Paths 061 Applying 062 New Works 072 Using Special Career Paths for Community 059 The 077 Critical Community Utilizing 4:00- Promoting Issues to Psychologists Psychology Theory and Psychology Community- 5:15pm Equitable Disrupt the 057 Interrogating of Peace Critical Principles to Level Relationships: Scholarly Exclusive 075 Civic Promotion Perspectives in Enhance Public Approaches to A Roundtable Status Quo Discourses and Poiesis and the Community Education Understand and Discussion Borders while Art of Social 076 Psychology Prevent Multiple Guided by 073 Pressing for Practice: Theology Praxis: Catalyzing 078 Forms of Indigenous Teaching Justice: Building and Transformational Opportunities Violence People to Community Reflections on Creative Community Change and Challenges Explore Psychology Three Critical Dialogue and Psychology: in Using Survey 079 Lean In and Researcher- in Class- Community-based Economies Relevancy to Data in a Don’t Count Us Community based and Participatory through Arts- Person- Systematic Out: Intersection Partnerships Settings : A Research Projects Based Environment Approach to of Theory and Playground with Refugee and Community al Fit, Civic/Communi Practice through Ignite Session for Bridging Migrant Action Research ty Engagement the Experiences 2: Criminal Pedagogy Communities and Practice of the Students Justice and Practice 094 Revisiting of Non- 074 Veteran Collective Traditional/Adult 089 Harm Engagement in Histories to Learner Reduction: A Research: Lessons Envision and Programs Grassroots Learned from Build Socially Social Justice National Just Futures: Movement Integration Efforts From Wakanda for the to Our Local Wellbeing 090 From the 091 Advancing 092 093 Communities and Survival Inside Out: Training in Community Understanding of People Possibilities, Community Psychology, and Addressing Who Use Tensions, and Cost Psychology Dying, and Homelessness at Drugs of Working through the Death Multiple Levels through Council on Institutions for Education: Past, Broader Systems Present, and Change Future 5:30 Presidential Address, Award Presentations & Opening Reception, Harold Washington Library

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Program Grid Wednesday Afternoon Continued NLU 5030 NLU 5031 NLU 6013 NLU 6017 Palmer House Palmer House Palmer House Palmer House Spire Parlor Water Tower LaSalle 1 LaSalle 3 11:50- Parlor 1:00pm 070 Applying 055 An Year-Long Critical Theory to 071 Why Do 1:00- Informal Mentoring Research We Need 2:15pm Gathering Program 065 A Call for 066 Fidelity and 068 Engaging the 069 Developing Methodologies Organization with the an Ecological Adaptation: The Decolonial Turn: Training to that Examine Studies in 2:30:- SCRA 064 A Approach to Push-Pull of Transnational Advance Experiences of Community 3:45pm Midwest Symposium on Understandin Culture and Perspectives for Community Oppression, Psychology? Regional Findings from a g Graduate Methods in the Critical Systems Microaggression 4:00- Coordinators Longitudinal Student Statewide Community Science for s, and Liberation 087 Coping 5:15pm Study of the Wellbeing Evaluation of the Psychologies of Health Equity in the Lives of with Serious 063 Health of California the Global South People of Color Mental Illness: Assessing Adults Who Are Reducing Understanding and Homeless or Disparities 086 Family, Place, Improving Vulnerably Project (CRDP) Understanding Stigma, and the Livability Housed in and Addressing Advocacy and Three Canadian 082 Surf 083 Promoting 084 The Future 085 “What Are Homelessness: Walkability Cities Therapy Resilience in Existence of You Going To An Ecological 102 School- of Urban Around the Children and Community Do With That Investigation of Based Neighborho 081 Propelling Globe Adolescents in Psychology as a Degree?” A Policy-Makers, Assessment ods for Place a Movement Adverse Discipline Conversation Citizens, and Dependent for Equitable Conditions. with Early Homeless Intervention: Population Justice: Research in Career Service Providers Capturing Groups Opportunities Community Community and Homeless Violence, and Challenges Psychology Psychologists Service Users in Teacher 080 From for Community Europe Experiences, “Why” to Psychology in 101 Getting to and Restorative “How”: Criminal Justice Outcomes: The Justice Methods, 20-Year Practices Key Anniversary of a Ingredients Community and Future Impact Model Directions in Fostering Positive Communitie s 095 096 097 How Are 098 Capacity 099 The 100 Sharing Victimization Empowering the Children? Building and Psychology of Our Work: Research At-Risk Roma Community Collaboration Racial Injustice Exploring the and Girls Mattering Factors that with Your on Mass SCRA Traditionally through Mitigate the Community Incarceration Publication Underserved Reproductive Effects of Advisory Board: and its Impact on Outlets as Populations Justice in Adversity The POSSE Social Justice Venues for Several Project Model Dissemination European Working with the Countries. The House and Ball ROMOMATTER Community Project.

Program Grid Thursday Morning Room NLU 4012/4014 NLU 4020 NLU 4022 NLU 5006 NLU 5007 NLU 5016 NLU NLU 5026 5030 Breakfast On Your Own 105 Are We 106 Youth 107 Identifying 108 Refugees Measuring What Mentoring on the Key Navigating We Think We Are Academic Setting Nutrients of Employment and Measuring? High-Quality Career Pathways: 9:00- Using Cognitive Mentor- Processes, 10:15am Interviewing to Mentee Patterns, and Pre-Test Relationships Challenges Questionnaires in English and Spanish 9:00- Harold Washington Library 9:40am 104 2019 Seymour Sarason Award: Mattering at the Intersection of Psychology, Philosophy and Politics 9:45- 10:25am Isaac Prilleltensky 10:30- 11:10am Harold Washington Library 112 2018 Award for Distinguished Theory and Research: Resilience, Coloniality and Sovereign Acts: The Role of Community Activism 11:15- 11:45am Irma Serrano-García 10:30- Harold Washington Library 11:45am 113 Award for Distinguished Contributions to Theory and Research - How Does “Lived Experience” Acquire the Authority of “Experiential Knowledge”? A Tale of Two Health Social Movements—Self-Help/Mutual Aid Groups and Mental Health Consumer-Run Organization Thomasina Borkman Harold Washington Library 123 2019 Award for Distinguished Contributions to Practice in Community Psychology: There is a Road, No Simple Highway: Musings on Rural Community Practice Dennis Mohatt 114 Disrupting 115 Hip-Hop 116 Practicing 117 The Stigma of 118 the Covert: Multi- H.E.A.L.S.: Radical Anti-Racist a Criminal Record: Perspectives on level Responses Roles for Rap Strategies Theoretical Competing for to Interrupting Music and Popular Through Pathways, Lived Research and Eradicating Culture in Youth Community and Experience and Support Microaggressions Violence Relationship Policy Change Prevention Building

Program Grid Thursday Morning Continued Room NLU 5031 NLU 6013 NLU 6017 NLU 6036 Palmer House Palmer House Salon Palmer House Palmer House 9:00- Salon 7 (no AV) 12 (no AV) LaSalle 1 LaSalle 3 10:15am 110 111 Coalitions in 109 Education Community- Community 10:30- Reform and 120 Community Based Psychology: 11:45am Community Organizations Approaches to Exploring Their Psychology Reflect on Progressive Role in the Field Praxis: Transformational Education and Process for Improving Practice: Making Change Schools for Spirituality, Healing, 121 Youth of Students of Well-being & Social Color as Agents 122 Campus Color and Low Change of Change: Sexual and Income Examining Relationship Critical Violence: Using 119 LGBT Consciousness Research to Resilience: among Inform Policy and Minority Marginalized Practice Identity, Sense Youth in of Community, Diverse Settings and Organizing for Change

Program Grid Thursday Afternoon Room NLU NLU 4020 NLU 4022 NLU 5006 NLU 5007 NLU 5016 NLU 5026 NLU 5030 12:00- 4012/4014 1:00pm 124 Criminal 125 Rural 126 Immigrant 129 Justice Interest 127 Undergrad 1:15- Ignite Justice Interest Interest Group Meeting International uate Lunch 2:30pm Session 3: Committee and Social Children, Group Meeting Group Meeting Hour 2:45- Youth and Meeting 137 4:00pm Families and Complicatin LBGT 131 The 132 Using 133 Innovative 134 135 The Guise 136 g a Single 4:15- Story: 5:30pm Ignite Global Improv Methods for Innovation in of Progress: Immigration, Understand Session 4: Developme Comedy as a Assessment: International When Identity, and ing the 4:15- Community Needs of 5:30pm Health nt of Method for Reflections on Community Progressive Engagement: Adolescent s at Risk of Ignite Applied Social Change: Developmental Action Institutions Fail The Legal Session 5: Community Workshop Evaluation Skills Research to Practice Transtheoret System Community Involvemen Psychology Studies Demonstratio Acquired Collaborations What They ical Model of t Education ns and through the : Art, Science, Preach Empowerme 153 Discussion Bronx and Action for nt and Service- Learning: Community Sustainability Resilience The Power of Being Research Review Transformatio (TMER) in Proximate Board's ns in Jacmel, Hong Kong, 170 Peer Community- Haiti Italy and the Support Workers in Engaged U.S. the Mental Health Research System Academy 147 148 Engaging 149 Gender- 150 Using 151 Creating Engaging Communities Based Violence Social Systemic Youth in in in the National Network Change to Collaborati Environmental Spotlight: Our Analysis to Address ve Action: Experiences Understand Trauma: The Placemakin Examples Doing Anti- Community Trauma g: Lessons from Violence Work in Collaboration Informed from Four Community this Unique University (TIP) Studies of Psychology Cultural Moment Youth Experience in Space and Place 164 165 Make 166 Neoliberal 167 168 Fostering 169 Bringing Modeling Community Influences on Community the Citizen PAR to to Learn: A Psychology Community Psychology Psychologist: Campus: Participator Great Again: Psychology: Careers in Service- Fighting for y System Balancing Experiences from Disaster Learning Social Justice Dynamics Community Australia, Chile Mental Health Pedagogy within Program Psychology and the United Emphasizing Institutions for System Values in States Self-Efficacy, of Higher Change in Diverse Psychopolitical Education the Political Validity, and Veterans Contexts Systems- Health Oriented Administrat Thinking ion Room: Innovation Lab Arts-based Community Praxis: Exploring Community Narratives for Well-being and Community Change

Program Grid Thursday Afternoon continued Room NLU 5031 NLU 6013 NLU 6017 NLU 6036 Palmer Palmer House Palmer House Palmer House House Salon Salon 12 (no LaSalle 1 LaSalle 3 Mentoring Mentoring Mentoring Mentoring 7 (no AV) AV) Session #2 Session #3 Session #4 Session #5 Engaging in Utilizing Gaining 145 Promoting Research Methodology Research 144 Fighting Empowerment, Surviving & Collaboration and Statistics and Racism, Social Justice Publication Poverty, and and Inclusion Thriving as a Experience Injustice for People Community 139 Through Living with Challenges in Community- Disability Psychologist Applying University Community Collaboration: 161 Placing of Color Psychology The Work of Race: Racism as Values in Detroit’s Epistemology 138 Up the Research and 140 Prison to 141 Getting 142 143 Making Urban and it Community Practice: PhD Pipeline: to the Swampscott Space for Learning and Implications for Psychologist Graduate Dismantling Middle of Plus 54: A Early Career Leadership Local and Social 2.0 Students Barriers to Nowhere: Conversation Community Collaborative Transformation Reflecting on Doctoral Study Technology with James Psychology 160 Sustaining 1:15- Their Journey for Formerly and Kelly Faculty of Community or 2:30pm Incarcerated Ecological Color Systems 155 Mental People Praxis in Partnerships Health Stigma Rural in Housing on a Christian Communiti Interventions College es Campus 154 Violation 156 Healing 157 158 159 Student of the Field’s Justice and Engaging Sustainabilit Projects: How Ethos: The Community Poetically y in Action; to Connect Paradox of Psychology Through A What Does it Research to Psychologists Praxis (re)Search Take to Action Engaged in Amid the Sustain? through 2:45- Torture and Diaspora Lessons from Community- 4:00pm Clinical Community Campus Psychologists Coalitions Partnerships Working with Torture Survivors 171 172 The 173 Systemic 174 175 Building a 176 Human 177 Challenges Promoting Chicago Anti- Symbiosis: Promoting Community Trafficking and 4:15- Community Community Funders, Human Ecological Advisory and Sexual Opportunities 5:30pm Psychology Violence and Service- Praxis by Team for Exploitation: for Developing Integration in Recidivism Organizations Creating Collaborative Exploring Community Clinical Research (HSOs), and the Environment Action Cycles of Psychology Settings Program: A Status Quo s Conducive Research: Action in Ethics Codes Fresh Start to Teaching, Innovations in Responding to Across Cultures Learning, Promoting an Epidemic and Resilience and Respecting Racial Justice Diversity: in an Urban From Public Middle University to School Community Community

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Program Grid Friday Morning Room NLU NLU 4020 NLU 4022 NLU 5006 NLU 5007 NLU 5016 NLU 5026 NLU 5028 NLU 5030 4012/4014 8:00- 178 Meeting 179 180 Aging 181 SCRA 182 LGBTQ 183 8:50am of the SCRA Community Interest Regional Interest Prevention 191 Ignite Research Psychology Group Coordinators Group and Sustaining 192 9:00- Session 6: Council: Practice in Meeting Meeting Meeting Promotion Ourselves Multisectoral 10:15am Children, Reflections Undergraduate Interest and Our Reflections on Youth, and Next Settings Group Communities a Primary Families Steps Meeting Through Prevention and Starting at 186 Learning 187 188 Navigating 189 Activism Framework 10:30- Indigenous 7:30 from Advancing the Promotion Leaders of 190 Synergies for Child 11:45am Communiti 185 ‘Critical Indigenous Community and Tenure Tomorrow and Trafficking: A es Methods’ – Cosmogonies, Psychology Process: A - Challenges in 207 Roundtable 11:45am Reflections Promoting Education: Roundtable Community Trauma- Emergent Discussion -1:00pm Ignite on Critical Decolonization, Collective Discussion with Level Informed Care Strategy in Session 7: Methods for and Building Reflection Representatives Challenges Theory and Community 208 Cycles of Communit Sexual Transformative on the of the SCRA in Practice Psychology: Action: y Health Health Solidarity in Future Research Implementi Teaching for Highlighting and Research Academic- Goals and Council ng a 206 Modeling Transformati Diverse Practice Community Activities School- how the on Approaches to 201 The Partnerships of the 204 Transitions: Based Structured Preventing Roles of SCRA From the Violence Dialogue 222 and Social 202 Systems of Council on Justice System Prevention Method Indigenous Addressing Identity and Power and Education to the Program (SDM) Studies Childhood Supportive Male Violence: Community 205 Promotes Interest Trauma Others in Intimate 203 Field Foreground Community- Group Sociopolitical Partner Stations: 219 Council on ing University Meeting 223 West Development Violence and Directly Culture, Racial Decolonial Collaboration Region Mass Embedding and Ethnic Teaching Meeting Shootings Academic Affairs (CERA) - Praxis in 221 Programs Business Community Community Mentoring in the Meeting Psychology Health Session #14 Community Interest Helping You for Greater 220 Group Navigate the Community Women's Networking Finding of an Impact? Committee Event Ideal and Meeting Stabilizing 218 Career When Community Being Able to Psychology Maintain Your Practice Social Justice Council Values 2019-2021

Program Grid Friday Morning Continued Room NLU 5036 NLU 6013 NLU 6017 NLU 6036 Palmer House Palmer House Palmer House Palmer House Salon 7 (no Salon 12 (no AV) LaSalle 1 LaSalle 3 8:00-8:50am AV) 193 Do No Harm: How to 9:00-10:15am Discuss and 194 Scaling 195 African 196 How Can 197 Supporting 198 Rapid 199 A Formative Educate on Up American Faith- SCRA Serve Youth Responses to Evaluation Trauma Interventions Based Community Development State Approach to without with Communities Psychology and Well-being: Violence: Monitoring and Pathologizing Participatory and University Practitioners A Conversation Considerations Improving a Methods Partnership: Better? with and Complex Faith-Based Researchers, Possibilities Community Communities Practitioners, Transformation Promoting and Youth 9:00-11:45 am Effort to Advance Mental Health Community Social Mobility and Recovery Stakeholders 10:30- 210 Modeling 211 213 The 214 The 215 Racial 216 Bridging the 11:45am 209 Meeting Just Facilitators American Villages That Justice Action \"Know-Do Gap\": for Chairs of Communities: and Barriers Journal of Raise Their Group: A De- Strategies for 11:45am- Councils, Co-Creating to Expanding Community Children colonial Turn in Implementing 1:00pm Committees, Liberatory the Reach of Psychology: A Praxis Evidence-Based and Interest Classrooms Youth Meeting with Practices in Groups with Participation the Editor to Community Undergraduate Approaches: Learn About the Settings Mentoring Students Perspectives Journal, Explore Session #6 from Involvement and Applying for Mentoring Research and Ask Questions and Session #7 Practice Obtaining Getting an Mentoring Research Academic Job Mentoring Session #12 Funding Session #8 Creating a Starting and Research Running a Agenda Consultation Business

Program Grid Friday Afternoon Room NLU NLU 4020 NLU 4022 NLU 5006 NLU 5007 NLU 5016 NLU 5026 NLU 5028 NLU 5030 1:00-2:15pm 4012/4014 Ignite 225 Case 226 Staying 227 228 College 229 230 232 How to 233 From 2:30-3:45pm Session 8: Studies in True to Our Refugee as a Site of Contested Promoting Build Implementatio Varied Creating Values by and Community Voices: your Work Community n to 4:00-5:15pm Cultures of Giving It Immigrant Inquiry: Challenges in Beyond in Sustainability 241 Sustainability Away: The Newcomer Undergrad Action Community Community and Adaptation Analyzing Through Story of the Youth: uates Research Psychology Psychology in Between: the Role of Community Free Strengths, Researchin Investigating Circles: Graduate Interventions in Objective and Community Needs, and g Resilience Why and Programs: Supportive and Organizational Psychology Challenges Undergrad and How Barriers, Housing and Perceived Partnerships Textbook uate Engagement Facilitative Community Neighborho Experience 247 Open- Factors, Mental Health od 242 Studying s Access: and Environme Asian How Do Solutions nts on Americans 243 The 244 245 246 We 248 249 Adolescent within Exercise of Leveraging Challenges Research Connect Imprisoning Participatory s and Community Power and Research- and and Action in Communiti a Community Adults Psychology: Privilege and Practice Strategies Community es with Generation Action Experiences of Community Partnership in Psychology: Advances : Casualties Research in 258 African Marginalizatio Disempower s for Multidiscipl Applying in Science? of Israeli 's Homeless American n, ment Insights inary Social Justice War on the Shelters: and African Sociopolitical into School Collaborati and Change 264 Vulnerable, Outcomes for Women as Attitudes, and 260 Climate on to Frameworks Community from Shelter Leaders/Tra Civic Prefigurative Experience Create across Three Violence Palestine to Residents and nsmitters Engagement Methodologi s and Systems Community and Chicago Service- of Positive es in Impacts in Change Settings Adolescent and Beyond Learning Cultural 259 Culturally Community Racially Functioning Research Values and Responsive Psychology: Diverse 262 263 in Chicago 265 Assistants as Research: An How Can Districts Architects Resilience Advancing Promoters Examination Researchers of a New and Understand of of Contribute 261 A Community Resistance ing of Child 266 Supporting Community Insider/Outsid to the Vision of Psychology: among Maltreatm the Mental Well-Being er Status on Creation of the Future Addressing Sexual and ent and Health and Research and Just Social for The the Gender Child Well-Being of Praxis Change Global Community Minority Welfare All Immigrants: Now? Journal of Psychology People of Through Chicago’s Local Community Industrial Color: Innovative Response to Psychology Complex Meanings, Community Increased Practice Methods, -Based and Distress in the and Systems Current Movements Research Sociopolitical Methods Climate 6:00pm Reception at the Art Institute of Chicago (advanced ticket purchase required)

Program Grid Friday Afternoon Continued Room NLU 5036 NLU 6013 NLU 6017 NLU 6036 Palmer House Palmer House Palmer House Palmer House 1:00- Salon 7 (no AV) Salon 12 (no LaSalle 1 LaSalle 3 2:15pm 234 235 Positioning 236 Re- AV) 250 Data- Community Community Conceptualizing 237 Participatory 238 Co- 239 From 240 Is There 2:30- Driven Psychology Members as a More Research and constructing Research to Room for 3:45pm Strategies to Training: Paraprofessional Inclusive Model Evaluation: Decolonial Impact: More? Address the Incorporating Service Providers of Community Opportunities and Pedagogy and Supporting Considering 4:00- Intersection Core to Support Psychology Challenges Building Policymakers’ the Need for a 5:15pm between Competencies Parents in Low- Practice Transformative Use of Community Child Welfare to Strengthen Income Urban 254 Community- Solidarity Evidence Psychology and Programs Neighborhoods: 253 Promoting Based Research Core Homelessness An Examination Children and Principles in 255 Seeking 256 Competency 251 of Two Chicago Youth’s Civic University- Justice for (Un)Restricted of Underserved Projects Engagement in Community Migrants, Emancipation: Decoloniality Populations Unstable Partnerships: Asylum Advancing and PAR: Contexts What are These Seekers, and Social Justice 257 Identifying Fostering 268 SCRA 2017- Principles, How Their Children: for Women Challenges and Safety in 2019 Leadership 269 The Future are They How Can Throughout Supports for Uncertain Development of yPAR: Practiced, and Community the African Diverse Times Fellows: Grounding How Can They Psychologists Diaspora In Parents Experiences and Innovation in Help Bridge Work to Stop Policy, 267 Equity in Needs of Critical Community- Detention and Academia and 273 Innovative Action: Community Discourse Academic Deportation? Practice Multiple Research and Psychologists in Divides? Methodologies Practice for Settings with Few 270 Channeling 271 Global 272 Including in Community or No Other Community Mental Health: Individuals Participatory Change Community Psychology Meeting the with Lived Community Psychologists Knowledge into Challenges Experience of Health Our Teaching from the Mental Illness Assessment: Lancet Report and How Substance Community- Use Disorders Driven Survey in Research: Development, Case Storytelling, Examples and Concept Lessons Mapping, and Learned Process Evaluation Can Harmonize for Health Promotion

Program Grid Saturday Morning Room NLU NLU 4020 NLU 4022 NLU 5006 NLU 5007 NLU 5008 NLU 5016 NLU 5026 8:00- 4012/4014 8:50am 9:00- 275 Is a Theory of Mentoring Mentoring Session Mentoring 9:50am 274 the Problem Session #9 #10 Getting a Session #11 Ecological Sufficient for a 276 Language 277 Getting to 278 Bridging Creating a Teaching Focused Navigating a 10:00- Praxis and Theory of the Challenges Know You: the Divide: Research Job & CP Teaching Practice 10:50am the Natural Solution?: when Working Mentoring Socio-economic Agenda and Research in Career World: Negotiating with Relationships Disparities Undergrad 11:00- Islands of Tensions Among Linguistically with Between Black 279 Using Settings 281 Building 11:50am the Pacific- Research, Practice, Diverse Undergraduate Women and Data to 280 Affective- the Social Asia Region Advocacy and Communities Students Other Groups Promote Reflexive Practice: Infrastructur Activism in Serving and the Path to Equity Emotional Life of e of 288 Immigrant 290 Advances 291 Economic Community-Based Communities Evaluating Communities in Sense of Photovoice Equality 293 Exploring Work for Systemic Moving 289 Community in Community Flexibility: Historical and Stories: A the Virtual World: and Sense of Modifying 292 Trauma 294 Civic Community- Tool to Relationships, Community Methodology Transformative among Engagement and Driven Foster Empathy, and the Responsibility Based on Change through Black/African Social Context Change: A Empathy Self in Online Research Community Partners in Americans: Conceptual and Positive Needs Policy Implications Framework Relationshi 303 Collaboration for Communal ps in With Hospitals In Trauma and 295 Schools for Community Based Healing in Our Examining Immigrant- Research Communities underrepres Origin ented Children college 302 student Community identities in Psychology a changing in the political Workforce climate 304 305 The Human 306 Modeling 307 Forging 308 Policy to Experiences of Causes and with Partnerships and Practice: The Sexual Abuse Consequences Communities Common Priorities Impact of for Specialized of Disasters: with Usual Care Legislation Populations Examining and Community and Federal Collective Settings: The Guidance on Crises through Indispensable Local the Lens of Prep Work Before Systems Community Community-Based Psychology Research Can Start

Program Grid Saturday Morning Continued Room NLU 5028 NLU 5036 NLU 6013 NLU 6017 NLU 6036 9:00- 286 Intersections 9:50am 282 A Realist 283 Perspectives 284 Addressing 285 of Community Approach in and Insights on Disparities in Empowerment Psychology and 10:00- Community Peer Support: An Entrepreneurship through Building Buddhist 10:50am Psychology: Three Alternative and Education Community Philosophies 11:00- Applications Approach to Enrichment Resilience: 11:50am Mental Health Programs: Collaboration in 301 Reflections Promotion Strengthening Education and on Meaningful 296 When Political the Community Research Leading Collaborative Becomes 298 Housing Psychologists to Action at the Research: The Participatory: The Prioritization Role Supporting Local, State and Creation of a Impact of Emotion Methods and Economic National Levels Community- on Collective Action Implications for Development for Based Collective in a Sociopolitical Coordinated Marginalized 300 What, for Domestic Context Assessment and Groups When, How of Violence Entry Policies Calls-to-Action: Survivors 299 Capoeira in How “Rapid” 313 Pathways to Praxis: Should My Compassion and Advancing the Response Be? Civility in Well-Being and Community Empowerment of Engagement Adults with Work Intellectual Disabilities 309 Developing 310 Community 311 Open 312 Community innovative student- Psychology and Science and Psychology and centered approaches Cultures of Community Aging: Innovative to youth Sustainability Psychology: Perspectives and engagement in Challenges and Practice secondary education Opportunities

26 Session Abstracts

27 Wednesday Morning Sessions 001 Investigating Contexts and Constraints in Critical Vierra, California State University, Chico Consciousness Development Symposium Critical consciousness (CC) has been examined in Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 4012/4014 relation to feelings of personal empowerment, future life course aspirations, and educational engagement Abstract (Cammarota & Romero, 2006; Diemer & Blustein, Critical Consciousness (CC) is defined as a 2006; Watts, Diemer, & Voight, 2011). Furthermore, transformative process in which individuals become individuals exhibiting CC are more likely to engage in aware of systemic inequities, develop a sense of civic activity, as well as work towards social change and personal agency to engage in social change processes, community betterment. Further research is needed to and act to address such inequities (Watts, Diemer, & understand the conditions, trajectories, and contexts in Voight, 2011). CC has been tied to positive which CC develops. In addition, novel mixed-methods developmental outcomes for young people (i.e. career are needed to capture these complex processes. This aspirations, work salience, and school engagement), study examines students of color engaged in culturally particularly for those belonging to historically reflective leadership and community building marginalized communities (Diemer et al., 2010; programming within a university multicultural center in McWhirter & McWhirter, 2016). At an ecological level, a predominately rural, conservative county in Northern community organizing often consists of CC-building California. Longitudinal survey data (N = 100) has been further fostering relational bonding, strategic thinking, collected to examine the associations between leadership and setting level changes (Ginwright & Cammarota, experience (α= .88), civic behavior (α= .86), social 2007; Ginwright & James, 2002). However, questions capital (α = .85), and sociopolitical development (α= r∏emain regarding the development of CC in young .85). A hierarchical regression was performed people including what key practices, relationships, or identifying leadership (B = .41, p < .00), civic behaviors activities foster CC. In addition, what are intrapersonal, (B = .11, p < .005), and social capital (B = .34, p < .00) programmatic, and systemic barriers to CC as key predictors of sociopolitical development. development? The three studies in this symposium Qualitative data via focus groups (16) and photovoice (8 explore CC within different groups of youth across participants) highlights the dynamic role of CC unique settings (i.e. high schools and universities) development in relation to navigating, persevering, and engaged in diverse activities and programming (i.e. recognizing levels of oppression within institutionalized community organizing, participatory research). Study 1 settings for students of color. Furthermore, participants investigates potential antecedent experiences in relation noted barriers or setbacks in CC development (i.e. to CC in diverse groups of college students, and facets having their voice and perspective not recognized, of the college experiences that relate to CC. Study 2 oppressive spaces, and grappling with a heightened consists of a mixed method longitudinal design and awareness surrounding inequity). This study is funded participatory photovoice project exploring the impact of by the Spencer Grant Foundation, New Civics Initiative. a cultural leadership and community organizing program for first generation students of color in the domains of Critical Consciousness Development in College CC. Study 3 examines YPAR as a curricular Students? Longitudinal and Mixed-method Findings intervention in several high schools in relation to CC from the Social Issues Study development. Discussion and implications will be focused around implementation of CC activities (i.e. Rachel Hershberg, University of Washington Tacoma; program, curriculum, experiences), as well as contextual Sara K. Johnson, Tufts University, Medford barriers, considerations, and constraints. Audience input, Massachusetts; Sophiya Boguk, University of experience, and insights are welcomed. Washington Tacoma; Autumn Diaz, University of Washington Tacoma; Sam Larsen, University of Chairs: Washington Tacoma Mariah Kornbluh, California State University, Chico Presentations: Critical Consciousness (CC) (individuals’ awareness of social inequalities and actions taken to change them) is Claiming Space for Critical Consciousness Building: theorized to be an important developmental process to An Evaluation of a Cross-Cultural Leadership promote in college students (Thomas et al., 2014), yet Program for First Generation Minority Students there is little longitudinal research on 1. how it develops, 2. how it may be related to other central aspects of Sherry Bell, California State University, Chico; Mariah development (e.g., social identities, well-being), and 3. Kornbluh, California State University, Chico; Kristin how differing college contexts might influence it. We

28 sought to address this gap through a mixed-method YPAR into the school day as a non-elective course or investigation of CC among 72 students at a uniquely project. Using cross-analysis of multiple forms of diverse urban university in the Pacific Northwest (43% evidence—open-ended interviews with participating White; 21% Asian; 14% Hispanic/Latino; 12% African students and teachers, observations, and analysis of American; 2% Hawaiian/Pacific Islander; 2% American program documents— we investigate how YPAR was Indian, and 5% International. Additionally, over 10% implemented (e.g., feasibility, fidelity), its effect on are veterans and 56% are first-generation students). participating students’ critical consciousness, and what Over three years, we collected data about CC, self- design features facilitated or inhibited the development esteem, and well-being. Participants completed short- of critical consciousness. The results will shed light on answer questions and semi-structured interviews about the constraints and possibilities for YPAR to be critical on- and off-campus experiences that may have shaped in K-12 school settings. their CC. We conducted repeated measures analyses of variance of mean-level changes in students’ CC and 002 Theory Informed Practice or Practice Informed well-being, and examined potential differences in these Theory? Integrating Research, Theory, and Practice to patterns based on the whether students identified with Improve a Group Mentoring Program historically marginalized groups. Initial findings suggest Symposium that students who identified with four or more Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 4020 marginalized groups had higher CC and lower well- being before college compared to other students. Abstract However, aspects of both CC and well-being showed About one third of all mentoring programs in the U.S. mean-level increases over the three-year period. We are use the group format in which one or more mentors now analyzing qualitative data about how this college interact with at least two youth to foster positive youth context may contribute to CC development and well- development (Garringer et al., 2017). However, very being (e.g., class experiences), and exploring relations little research has focused on the group context, leaving between the quantitative and qualitative data. Finally, researchers and practitioners to speculate about change we are conducting in-depth analyses of interviews from mechanisms and best practices for this format. 10 participants with varying social group identifications Recommendations regarding group structure, to explore how these identifications may relate to CC curriculum, and mentee training for group mentoring development and well-being. Implications of these programs (MENTOR, 2015; Sherk, 2006) tend to be results for promoting CC and well-being in different based on practitioner experience and have received little groups of students on college campuses will be empirical support. This symposium will present three discussed. papers describing studies that utilize empirical methods to unite theory and practice. Each paper addresses Constraints on and Possibilities for Critical research questions that expand ecological understanding Consciousness Development in School-Based YPAR of group mentoring change mechanisms that directly link theory to integration and application. The first Regina Giraldo-García, Cleveland State University; presentation will describe a study that examined the Madeline Herman, Cleveland State University; Adam relations among four practice-related variables (training, Voight, Cleveland State University co-mentoring, curriculum, and mentor-to-mentee-ratio), two change mechanisms (mentor-mentee relationship Youth participatory action research (YPAR) is quality and group climate), and positive youth outcomes conceptually rooted in the critical pedagogy of Paulo (school belonging and problem solving). The Freire with the goal of increasing participants’ critical presentation will focus on channeling knowledge of consciousness of sociopolitical oppression and effecting underlying change mechanisms into direct action. The structural change. More recently, there have been calls second presentation will focuses on unintended negative for the implementation of YPAR in K-12 schools (e.g., consequences of participation in a group mentoring Kornbluh, Ozer, Allen, & Kirshner, 2015), arguing that program. This paper investigated the influence of the process of issue identification, data collection and exposure to peers who engage in problem behavior on analysis, and action inherent to YPAR aligns with participants’ likelihood of suspensions and attendance. academic standards in core content areas. According to The third presentation will discuss the rationale for these arguments, YPAR, at once, addresses academic reframing group mentoring as not just a program but as requirements and raises consciousness, making it an a context for intervention, and discuss next steps in attractive pedagogical tool for educators interested in building and refining group mentoring programs. addressing equity. This qualitative multi-site case study Symposium attendees will provide feedback to builds off of earlier research on the implementation and presenters through a reverse question and answer session outcomes of YPAR in K-12 school settings (e.g., Ozer, where presenters solicit answers from attendees Newlan, Douglas, & Hubbard) to examine how YPAR regarding innovations for enacting, practicing, and embedded into the formal curriculum affects the critical embodying theoretical and empirical understanding in consciousness development of participating students. applied settings. The “case” is a YPAR pilot initiative in three public schools (two high schools and one middle school) in a Chairs: large Midwestern U.S. city, where teachers incorporated Gabriel Kuperminc, Georgia State University

Discussant: 29 Wing Yi Chan, Rand Corporation Presentations: participants have the opportunity to foster supportive relationships with and receive constructive feedback Evaluating Best Practices in Group Mentoring: A from mentors as well as peers. Given the power of peer Mixed Methods Study influence to promote both adaptive and harmful outcomes for youth (Allen & Antonishak, 2008), it is Katie E. Hale, Georgia State University; Gabriel important to evaluate the role that peers have in Kuperminc, Georgia State University influencing youth behavior in the context of group mentoring. The current study builds on past research Group mentoring is a commonly used and promising about peer contagion, the indirect process of peer approach to youth intervention. Research identifies influence implicated in iatrogenic effects of group group mentoring as resource efficient, culturally relevant interventions (Dishion & Dodge, 2005), to examine for those with minority statuses, and effective for whether a history of negative behavior among group improving socio-emotional and behavioral youth members can exacerbate behavior problems among outcomes. Theorized mechanisms of change include group members. A multi-level regression analysis was mentor-mentee relationships and positive group used to explore group-level influence on individual processes often referred to as group climate (Kuperminc participant school suspensions and truancy using school & Thomason, 2013). To date, most studies of group administrative data records and mentee questionnaires. mentoring have focused on direct effects of program The proportion of variance in truancy and suspensions participation on youth outcomes; thus, little is known explained by clustering in mentor groups decreased about the program practices and group characteristics across the years that the youth participated in the that may be associated with mentor-mentee relationship, program, which indicated that there were no significant group climate, and positive outcomes (Kuperminc, group-level effects of program participation on either 2016). Some potential key practices have been identified instructional time or suspensions. The effect of exposure in the literature including mentor training, co-mentoring, to peers with a history of problem behaviors on both activity variation, and mentor-to-mentee ratio. In order outcomes did not reach statistical significance. Neither to develop effective group mentoring programs and quality of mentor relationship nor group climate deepen understanding of relevant change processes, moderated the effects of exposure to problem behavior more research investigating program practices and group on participant truancy or suspensions. The results characteristics is needed. The purpose of the current suggest that grouping youth with a history of poor mixed-methods study is to begin filling gaps in the attendance and suspensions did not inherently increase empirical evidence for best practices in group mentoring risk of truancy and suspensions. To pursue the mission by examining mentoring group characteristics (i.e. of providing safe, evidence-based mentor programming mentor training, co-mentoring, activity variation, and to youth, further research is needed to assess for mentor-to-mentee ratio) that contribute to positive youth potential peer contagion effects in other group outcomes (i.e. school belonging and problem solving) mentoring programs. among 9th grade students at risk for school dropout (N = 114). Utilizing multilevel structural equation modeling Group Mentoring as a Context for Intervention: and a concurrent triangulation design, this study Infusing Small Research-Based Interventions to examines the hypothesis that mentor-mentee relationship Promote Targeted Resilience Assets quality and group climate mediate the associations between group characteristics and youth outcomes. Gabriel Kuperminc, Georgia State University; Katie Preliminary findings reveal that program participants Hale, Georgia State University; Wing Yi Chan, Rand experienced gains in resilience assets and academic Corporation outcomes in relation to comparisons. Participants in smaller groups reported more positive mentor-mentee Findings from the outcome evaluation of Project Arrive relationships and group climate. Further, gender (PA) yielded exciting, yet puzzling results (Chan et al. composition and ethnic diversity of mentees were under review; Kuperminc et al., under review). The unrelated to mentor-mentee relationship quality and quasi-experimental evaluation showed a strong positive group climate, indicating program effectiveness across effect favoring PA participants on a range of “external demographics. resilience assets,” such as a sense of school belonging and teacher support, and gains in academic achievement. Assessing for Negative Peer Influence in Group However, there were few effects showing that PA Mentoring: Unlikely Iatrogenic Effects participants made gains in “internal resilience assets,” such as self-efficacy, which are thought to be critical to Hannah Joseph, Georgia State University; Gabriel sustaining and building on program-related academic Kuperminc, Georgia State University and behavioral outcomes. In this presentation, we discuss the rationale for reframing group mentoring as Though program goals may differ, the essential not just a program but as a context for intervention, and characteristic of group mentoring is that youth discuss next steps in building and refining PA. Because PA is offered only at grade 9 due to resource constraints, there is a pressing need to consider how effects can be sustained or even strengthened as youth navigate high

30 school. Specifically, we discuss strategies for infusing Town Hall Meeting two research-based ‘small’ interventions (1) to foster a Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 5006 growth mindset, a belief that intelligence can be developed through effort (Dweck, 2015), and (2) to Abstract enhance participants ability to initiate future mentoring The concept of hegemonic masculinity is defined by relationships after program participation via Connell as, “the configuration of gender practice which empowerment focused training centered on the embodies the currently accepted answer to the problem importance of building social capital networks and of legitimacy of the patriarchy, which guarantees (or is interpersonal skills (Schwartz & Rhodes, 2016). In the taken to guarantee) the dominant position of men and presentation, we will highlight the conceptual rationale the subordination of women”. Hegemonic forms of for choosing these interventions and, from a practice masculinity depict men as strong, aggressive, and perspective, we will discuss how these elements will be dominant. The inherent nature of hegemonic masculinity built into the existing program using the SAFE is that it is relational. In order for men to be dominant, (sequenced, active, focused, and explicit) framework there must be an “other” to be dominated. Classically, proposed by Durlak, Weissberg, & Pachan (2010). this “other” is a woman whose role is to be subordinate Expectations are that subsequent implementations of PA to these men. The aim of this study was to explore the will replicate and extend previous findings, and help ways in which hegemonic masculinity was expressed, youth to establish a foundation for sustained internal and represented, and enacted during the Kavanaugh external resilience to academic and social challenges hearings. Additionally, this study examined the ways in throughout the high school years. which Dr. Ford’s was positioned as the “other” to bolster and justify Kavanaugh’s words, emotions, and 003 Global Alliance Vera S. Paster Award Address: The behaviors. Furthermore, this study examines how Ecology of Storytelling in Native America: Using Digital different actors and structures, to include Congress, Stories to Empower Cultural and Historical Narratives reinforced this masculinity in ways that rendered it Special Session normative. Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 4022 Chairs: Abstract Dessie Clark, Michigan State University; Heather Bronfenbrenner’s (1979) Ecological Systems Model has Bomsta, MIchigan State University; Aislinn Langley, long been considered a tried-and-true approach for Michigan State University understanding development in context. Unfortunately, in its current condition, Bronfenbrenner’s model situates 005 Exploring Residential Stability Among Homeless factors central to Native American peoples – including Subpopulations: Definitions, Factors, and Implications culture and history – at the margins of the model, Symposium overlooking the impact cultural and historical factors Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 5007 have on development. To address this limitation, this presentation offers a reconceptualization of the Abstract Ecological Systems Model that designates culture and Despite its use in housing and homelessness research, history as proximal influences of development; a move residential stability has not been well defined. It has that renders it difficult to overlook how experiences with been given a number of different labels (e.g., housing culture and history – both past and present – have much stability, vulnerable housing, housing security, housing to bear on the present day experiences of Native insufficiency) and is inconsistently measured across American peoples. Offering both theoretical and studies. Further, more innovative measures of residential empirical support for the newly reconceptualized stability are needed to capture its complexity. ecological systems model, the presenter will draw on Experiences of residential stability have also been data collected as a part of the Native American Digital unexplored in past studies with different subgroups of Storytelling Project – a community-based, participant- the homeless population, including immigrants and created multimedia workshop series that preserves and refugees. This symposium will present findings from empowers oral wisdom, and provides rich, culturally three studies, all of which discuss the experiences of relevant first-person narrated accounts of people’s lives residential stability in the homeless population, focusing through stories. Qualitative analyses of digital stories on the experiences of single adults, foreign-born from the Native American Digital Storytelling Project homeless families, and the role of social support and will be presented, demonstrating the salience of cultural community integration in the maintenance of residential and historical contexts for the development Native stability over time. Study findings will then be situated American peoples, with an emphasis on domains such as within the larger research field to identify key identity and mental health. knowledge gaps and develop an agenda for future research on residential stability. The goal of this Chairs: symposium is to position residential instability as a Jill Fish, University of Minnesota, Twin Cities social problem that requires our attention and highlight opportunities for community-based researchers to 004 The Ford-Kavanaugh Hearing: Masculine Jeopardy further our understanding of residential stability and and Patriarchal Crisis inform the development of strategies that promote

greater stability. 31 Chairs: operationalizes residential instability as unidimensional, Alexia Polillo, University of Ottawa using single indicators such as frequency of moves Discussant: within a given time period or housing type (e.g., group John Sylvestre, School of Psychology, University of home, shelter, own housing) to measure instability. Ottawa However, such unidimensional definitions of residential instability fail to capture the complexity of the construct. Presentations: This presentation will examine residential instability as a Social support and community integration as multidimensional process that unfolds over time. This predictors of housing stability: A prospective cohort presentation will outline how residential instability was study operationalized in previous literature and discuss findings from a qualitative study that specifically Ayda Agha, School of Psycholoy, University of Ottawa; examined an essential part of participants’ residential Tim Aubry, School of Psychology, University of Ottawa; instability: their residential transitions. Participants were Rosanne Nisenbaum, Centre for Urban Health Solutions, recruited from the Health and Housing in Transition St. Michael's Hospital; Stephen Hwang, Centre for study (HHiT), a longitudinal multi-city Canadian study Urban Health Solutions, St. Michael's Hospital tracking the health and housing of 1,192 participants over a 5-year period. Twenty-two participants from Among the homeless, there is a significant number of Ottawa, Canada were recruited from the larger study to individuals that despite obtaining housing, experience a participate in in-depth semi-structured qualitative recurrence of homelessness. These individuals can face interviews. Data were analyzed using a general high levels of social isolation and often lack supportive inductive method for the analysis of qualitative data to relationships that provide a sense of acceptance, examine participants’ perceptions of their transitions and belonging, and self-worth. Having social support can the instability they experienced. Findings suggest that play an important role in achieving and maintaining participants experienced feelings of disconnection from residential stability. Presented is a prospective study their housing situations; their transitions were examining if measures of social support and community characterized as chaotic, unplanned, and initiated by integration predict residential stability among homeless factors outside of their control. Participants attributed and vulnerably housed individuals after one year. Data is their transitions to factors including interpersonal issues, used from the Health and Housing in Transition (HHiT), substance use, financial issues, safety concerns, and a longitudinal cohort study that tracked the health and pests. The present study emphasizes the complexity of housing status of approximately 1,200 homeless and participants’ precarious housing situations and the vulnerably housed single adults in three Canadian cities multifactorial nature of their instability. Findings from (Toronto, Ottawa, and Vancouver) over a 4-year follow- this study contribute to emerging literature aiming to up period (2008-2014). Vulnerably housed individuals closely examine the experience of residential instability included those living in their own room or apartment, toward a unified, empirically-based understanding of the but had been homeless or moved more than twice in the construct. 12-months prior to the date of the interview. The current study will look at individuals at the first follow-up Using timeline mapping to understand residential interview (FU1), second follow-up interview (FU2), and instability among foreign-born homeless families third follow-up interview (FU3). Multiple linear regressions are used to determine if perceived social Alexia Polillo, School of Psychology, University of support, size of social network, and different types of Ottawa community integration (i.e., physical, psychological, and social integration) predict housing stability for three Every year, families leave their home countries to start a different periods after controlling for demographic and new life in Canada. When foreign-born families arrive in health status variables, namely from the FU1 to FU2, Canada, they may experience a range of challenges FU2 to FU3, and FU3 to FU4. The main outcome of related to adjustment and settlement, such as interest is how many consecutive days participants unemployment, low wages, language difficulties, small continued to be stably housed following interview. social networks, and discrimination. These challenges These findings can provide much needed insight on the can prevent some families from securing safe and role of social support and community integration on the affordable housing, which may increase their risk of maintenance of stable housing over time. homelessness. As a result, the profiles of homeless families in Canada has seen a dramatic increase in the An examination of lived experience to inform use of family shelters, and a change in families who use understanding of residential instability the shelters. Specifically, there has been an increasing presence of newcomers to Canada who are experiencing Konrad Czechowski, School of Psychology, University homelessness. In 2017, 36% of families living in of Ottawa shelters were newcomers to Canada, compared to only 4% in 2014. However, little is known about the needs of A sizable proportion of existing literature foreign-born families, their pathways into homelessness, and how they experience residential instability. Addressing this research gap is critical to identifying

areas for intervention and refining already existing 32 supports. This presentation will examine residential instability and how it contributes to the pathways into social support might offset these risks, thereby homelessness for foreign-born families residing in promoting resilience for college students from Ottawa’s emergency shelters. Data will be drawn from underrepresented backgrounds. The first study examines in-depth qualitative interviews with Canadian-born (n = the impact of trajectories of perceived stress and 13) and foreign-born (n = 23) heads of families. trajectories of social support from parents, friends, Moreover, timeline mapping will also be used to romantic partners, and natural mentors over the course understand the temporal sequence of events that occur of underrepresented students’ college careers on prior to homelessness. This presentation will detail the educational success. The second study explores how findings of the study and raise implications for policy students’ perceptions of family support influence their and service delivery to understand the issues facing personal and academic self-concept, and differences in foreign-born families who are experiencing the influence of family support for students from homelessness. backgrounds traditionally underrepresented on college campuses. The final study examines how college student 006 Assessing Nonprofits' Evaluation and Data Capacity perceptions of shared identities with natural mentors are Workshop associated with mentoring relationship characteristics, Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 5016 and how associations may differ for on-campus versus off-campus mentors. The discussant will highlight Abstract themes common across these papers, as well as the While there is almost always value to external implications of these research findings for real-world evaluation, increasing the internal data and evaluation programs and policies designed to support colleges capacity of nonprofits can have a greater and longer students from marginalized communities. In addition, lasting impact than hiring one-off external consultants. time will be reserved for dynamic discussion between This workshop will discuss the available literature on the presenters and audience members regarding the nonprofit data capacity, tools to assess data and theoretical and practical implications of the study evaluation capacity, and processes to increase capacity. results. Particular attention will be paid to customizing our understanding of capacity to ensure our approach both Chairs: meets nonprofits where they are and does not assert a Elizabeth Raposa, William & Mary singular definition of required or ideal capacity. This Discussant: workshop will leave participants with both an Elizabeth Raposa, William & Mary understanding of the previous work completed as well as tools that can be applied to working with nonprofit Presentations: partners. Discussion will also be employed around other The Role of Trajectories of Social Support in tools and practices that participants have found Underrepresented Students’ Academic Achievement beneficial. Audrey Wittrup, University of Virginia; Noelle Hurd, Chairs: University of Virginia Jodi Petersen, Petersen Research Consultants, LLC Although underrepresented (i.e., first-generation, 008 Social Support and Risk versus Resilience for College underrepresented racial/ethnic minority, economically Students from Underrepresented Backgrounds disadvantaged) college students in the United States face Symposium significant barriers there is also evidence that many Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 5028 succeed academically. This highlights the importance of identifying factors that facilitate educational success. Abstract One such resource may be social support. The core Underrepresented college students face substantial research objective of this study was to examine the obstacles to attaining a four-year college degree in the impact of trajectories of perceived stress and trajectories United States. Students from historically of social support from parents, friends, romantic underrepresented racial or ethnic minority groups and partners, and natural mentors over the course of first-generation college students tend to have lower rates underrepresented students’ college careers on of enrollment in and attendance at four-year colleges educational success. Participants were drawn from an and substantially higher rates of dropping out of college existing study of underrepresented students attending a (Castleman & Page, 2014; Ishitani 2006; National public, predominately white institution (n = 302). Center for Education Statistics, 2003). Taken together, Participants were surveyed during the fall and spring of these barriers to a college education place marginalized their first year and again in the spring of their third, young adults at greater risk of unemployment, poverty, fourth, and fifth years of college. The outcomes of and an array of mental and physical health problems, all interest (i.e., on-time graduation, career plans, and goal of which serve to maintain and widen social inequality. setting skills) were self-reported at the fifth time point. This symposium will present findings from three Social support and perceived stress were measured research projects designed to explore the ways in which across all five times points, and longitudinal latent profiles were estimated based on fluctuations in both variables over time. Initial correlational analyses suggest

33 a positive association between social support and backgrounds that are traditionally underrepresented on educational success, as well as a negative association college campuses. between perceived stress and educational success. Preliminary results of longitudinal latent profile analyses Natural Mentoring Relationships Among College suggest a three-class solution achieved the best fit for Students: Do Shared Mentor-Mentee Identities the data. Group 1 (45% of sample) reported high Matter? perceived stress and low social support. Group 2 (30% of sample) reported average perceived stress and low McKenna Parnes, Suffolk University; Lidia Monjaras- social support. Group 3 (25% of sample) reported high Gaytan, DePaul University; Bernadette Sanchez, DePaul perceived stress and high social support. Finally, a series University; Sarah Schwartz, Suffolk University of post-hoc chi-squared and MANCOVA tests were conducted to determine if class membership was Research demonstrates mentors serve as role models and associated with educational outcomes. Implications of sources of support, particularly in the context of youth these findings will be discussed. identity development (Rhodes, 2005). However, little research has explored how these processes may be Family Support as a Predictor of Academic and influenced by similarities and differences in mentor and Social Self-Concept Among Underrepresented mentee identities. This study examines how college College Students student perceptions of shared identities with natural mentors are associated with mentoring relationship Nyx Robey, William & Mary; Elizabeth Raposa, characteristics, and how associations may differ for on- William & Mary campus versus off-campus mentors. Participants included 248 students from two urban, private Research suggests that family support can be important universities. Mean age of participants was 20.64 (SD = in young adults’ adjustments to the rigors of college life 3.57), 69% were female, 34.7% first-generation college (Valentiner et al., 1994; Friedlander et al., 2007). This students (FGCS), 9.7% Asian, 7.3% Black, 15.1% support may be particularly protective for students from Latinx, 2.0% Middle Eastern/North African, 50.8% underrepresented backgrounds (St.Clair-Christman, White, 1.2% Other and 12.9% Mixed Race; 36.3% had 2012), who face additional challenges in transitioning to on-campus mentors and 38.3% had off-campus mentors. college, including stereotypes (Steele, 1997), exposure Surveys assessed natural mentoring relationships and to microaggressions (Demianczyk, 2016), and a reduced shared identities (race/ethnicity, socioeconomic status sense of belonging (Fisher, 2007). The current study (SES), gender, and academic goals). Hierarchical linear explored how students’ perceptions of family support regressions were conducted examining associations influenced their personal and academic self-concept, and between shared identities and mentoring relationship whether this differed for students from backgrounds characteristics, controlling for student age, gender, race, traditionally underrepresented on college campuses. and FGCS status. Perception of shared identities with Participants included 290 college students entering their off-campus mentors were associated with various first semester of their freshman year with 51% of the relationship characteristics. Specifically, similar students from underrepresented backgrounds (i.e., racial/ethnic identity was associated with feeling racial/ethnic minority, low-income, or first-generation understood, relationship value, and viewing mentor as a college). All students completed self-report surveys role model (p’s < .01); similar academic goals were about their expectations entering college, including the associated with feeling understood, college guidance, Personal and Academic Self-Concept Inventory and relationship value (p’s < .05); similar SES was (Fleming, & Whalen, 1990), which contains 7 subscales: associated with feeling understood, closeness, tangible social acceptability, academic ability, verbal ability, support, guidance, relationship value, and viewing math ability, physical appearance, physical ability and mentor as a role model (p’s < .05); and similar gender social anxiety. Regression analyses showed that family was associated with feeling understood, relationship support predicted a more positive personal and academic value, and viewing mentor as a role model (p’s < .05). In self-concept overall (b = 14.91, SE = 3.35, p < .001). contrast, no significant associations emerged based on When subscales were examined, family support shared identities with on-campus mentors. Results predicted a more positive sense of one’s social suggest the importance of examining multiple aspects of acceptability (b= 1.50, SE = .69, p < .05), academic identity and how shared identities may influence ability (b = 1.47, SE = .62, p < .05), and physical mentoring relationships for college students, including appearance (b = 1.40, SE = .63, p < .05). how associations differ based on context. Underrepresented students had lower perceptions of their verbal ability (b = -1.73, SE = .48, p < .0001) and 009 Examining and Expanding How We Define Justice: academic ability (b = -1.39, SE = .49, p < .01). Procedural Justice within the Criminal Justice System However, there were no interactions between Symposium underrepresented status and family support in predicting Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 5030 self-concept. Findings have important implications for harnessing family support for freshman students Abstract entering college, particularly those from family The criminal justice system is the series of agencies, institutions, and processes established by governments

to control crime and impose penalties on those who 34 violate criminal law (The National Center for Victims of Crime, 2008). Though ‘justice’ appears in its name and to prosecution. Procedural justice offers an alternative, suggests all people be treated equal before the law, be and complementary lens through which justice can be entitled to equal protection by the law, and be treated pursued for sexual assault survivors. First, we’ll define with dignity and respect, the criminal justice system has procedural justice, review how it relates to other justice operated in ways that reinforce systems of oppression. types and settings, and briefly explore the history of Procedural justice offers a framework for examining procedural justice. The presenter will then discuss how processes and procedures within the criminal justice procedural justice came to be a key orienting lens for a system, and the extent to which they are perceived as multidisciplinary taskforce examining system responses fair by those subjected to them. In this symposium, to adolescent sexual assault in one state, and how this presenters will share how procedural justice has been framework gained traction across various agencies. employed and examined in their work, in both the criminal and juvenile justice systems. The first What do Defendants Really Think? Procedural presentation will discuss how procedural justice has Justice and Legitimacy in the Justice System been used in one community to inform a multidisciplinary, coordinated response to sexual Andrew Martinez, Center for Court Innovation; Sienna assault. The second presentation showcases a recent Walker, Center for Court Innovation; Rachel Swaner, qualitative study on how defendants of color in two Center for Court Innovation; Cassandra Ramdath, communities describe their experiences of procedural Center for Court Innovation justice in the criminal justice system. The third presentation will examine the relationships between In the last decade, reformers have sought to strengthen critical consciousness, procedural justice, and other and the legitimacy of the United States criminal justice self-directed violence within the context of a gender- system by embracing the concept of procedural justice responsive, social justice oriented, community-based (PJ), which refers to the fairness of justice procedures advocacy program (ROSES) delivered to adolescent and interpersonal treatment of people going through the girls who are juvenile justice system involved. criminal justice system. Despite decades of research on procedural justice, scant research has examined how Chairs: commonly used procedural justice principles are Jessica Shaw, Boston College conceptualized by defendants. This presentation Discussant: highlights a recent qualitative study of how justice- Shabnam Javdani, New York University involved individuals operationalize the procedural justice concepts of respect, voice, understanding, and Presentations: neutrality, based on their encounters with the police, Procedural Justice as an Orienting Lens for courts, and the corrections system. Semi-structured Multidisciplinary Coordinated Responses to Sexual interviews were conducted with 102 participants, mostly Assault Black and Latinx, in Cleveland and Newark. Interviews were transcribed, and qualitative data were coded into Jessica Shaw, Boston College the PJ domains using a grounded theory approach. Overall, our findings show that participants provided Sexual assault survivors’ needs are multifaceted: both favorable and negative views of criminal justice survivors may need medical care, services that help agents (e.g., police, judges). Participants discussed a ensure their immediate and long-term safety, a means to range of interpersonal experiences with system actors hold their perpetrators accountable, and assistance in that conveyed respect or disrespect (e.g., physical abuse, understanding what resources are available and how best non-verbal cues) and limited defendants’ voice (e.g., to navigate through complex systems to obtain them. A dismissiveness). Participants also reported a lack of collaborative approach that brings together and understanding of criminal justice processes (e.g., not coordinates efforts among sexual assault responders understanding legal jargon, arbitrary prison rules). from a range of systems and agencies is considered best Finally, results underscore a myriad of ways in which practice for meeting survivors’ myriad needs. participants view decision-making processes as biased. Coordinated, multidisciplinary teams or taskforces are The presentation will end with a broader discussion frequently assembled to ensure representation from a concerning the interface of procedural justice concepts range of systems (e.g., criminal justice, medical and Community Psychology. Implications for research, systems) and service providers (e.g., rape crisis centers, practice, and policy will be discussed. civil legal assistance centers). Yet, within these groups, conversations on how best to respond to sexual assault Critical Consciousness, Procedural Justice, Perceived are frequently dominated by the needs of the criminal Police Injustice, Other and Self-directed Violence, justice system, with successful prosecution regarded as and ROSES the key indicator of success and justice served. A focus on criminal justice outcomes persists even though the Sukhmani Singh, New York University; Machalyne vast majority of sexual assault cases never enter into the Carter, New York University; Diamond Garcia, New criminal justice system, and those that do don’t progress York University; McKenzie Berezin, New York University; Sarah Peralta, New York University; Genevieve Sims, New York University; Raquel Rose,

New York University; Shabnam Javdani, New York 35 University needed support across systems for intervening in Adolescent girls comprise a growing proportion of bullying incidents. In the third paper, a positive deviance youth in the juvenile justice system. Research suggests approach was used to address the very low rates of that girls who have initial contact with the juvenile breastfeeding in Egypt. There are numerous obstacles to justice system are at increased risk for more serious breastfeeding in Egypt that include poor healthcare legal challenges, and engagement in self -directed, and practices, lack of social support, and lack of policy. By other-directed violence. The literature on procedural placing women who breastfeed despite these obstacles at justice largely focuses on adults within the criminal the center of social change efforts, culturally-appropriate justice system, and rarely examines the influence of and successful intervention is more likely. And finally, gender. Furthermore, scholarship that bridges the the last paper describes how the use of empowerment literatures on critical consciousness, procedural justice evaluation in a regional leadership development and self and other-directed violence is missing. This program was important to the program’s sustainability study aims to understand the relationships between these as it enhanced sense of community and supported the constructs with a participant pool who are part of a study integration of a learning organization approach. about the effectiveness of a gender-responsive, social Discussion will focus on identifying common and justice oriented, community-based advocacy program different challenges in implementing change efforts both called ROSES. This paper uses data collected from the within and across cultures. original 2-arm randomized control trial evaluation of ROSES. Specifically, this study examines the degree to Chairs: which girls’ perceptions of critical consciousness and Nada Shalabi, American University in Cairo procedural justice predict their engagement in, other and Discussant: self-directed violence. Additionally, this study will also Carie Forden, American University in Cairo seek to understand if these processes vary for girls who are of immigrant-origin and girls who are from non- Presentations: immigrant households. Results will a) inform and an An Assessment of the Psychological and Social emerging literature on procedural justice for youth, b) Impact of Sexual Harassment on Adolescent Girls in advance knowledge around the influence of youths’ Egypt levels of critical consciousness and understandings of procedural justice on serious mental health challenges Farah Shash, HarassMap; Hana Fahmy, American related to violence, and c) inform intervention and University in Cairo policy for a population experiencing the highest levels of legal disparity – young women of color. This presentation describes a study conducted for Save the Children Egypt to understand the impact of sexual 010 Intervening to Creating Change in Egypt: Challenges harassment on adolescent girls in two informal and Opportunities Across Diverse Initiatives settlements in Cairo and Giza. The main objective of the Symposium study was to examine the psychological impact of sexual Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 5031 harassment on young girls and their wellbeing, including their sense of agency and decision-making. It also Abstract examined the impact on their capacity to resist other This symposium looks at some of the unique forms of violence and on their access to services and opportunities and challenges faced in promoting change rights. Qualitative data was gathered from a sample of in Egypt. Two initiatives promoted change by 62 girls, through a workshop of utilizing a risk mapping implementing the participatory approaches; the other tool, focus group discussions and structured interviews. two used surveys and interviews to assess the need for It was found that there was a strong negative impact on change. All four aimed to design change programs that their individual wellbeing, their socialization, and their were sensitive to local contexts. Across all of the social behavior and attitudes toward their future adult roles. In problems addressed, there was a need to raise basic addition, the participants showed high levels of fear, awareness, to develop local leadership, and to address anxiety and a lack of a sense of safety while accessing multiple social and psychological barriers. The first the public sphere. There was also a strong relationship paper examines the problem of sexual harassment in between the prevalence, social acceptability of sexual Egypt through an assessment of its impact on adolescent harassment and victim blaming on: a) self-perception; b) girls. Despite the fact that the girls were aware that difficulties forming interrelationships with the other sexual harassment was harmful and violated their rights, gender, c) probability of accepting other forms of the social acceptability and victim-blaming that violence, and d) their choices of dress and relationship surround harassment in Egypt increased the harm and with their bodies. Finally, the main cost that was made it difficult for them to respond effectively. The imposed on the girls due to sexual harassment is that second paper addresses the problem of bullying in even though they understood the gendered nature of schools which is widespread and little understood. An sexual harassment and were aware that it was a violation assessment of teachers’ views of bullying found that of their rights, they still did not have enough agency, or they lacked a clear understanding of bullying and the supportive environment, to break the cycle of violence and reduce its consequences. The implications

36 of these results for creating social change around sexual misconceptions and fears around breastfeeding. This harassment will be discussed. paper will describe the use of a positive deviance approach to create social change around breastfeeding. An Assessment of Teachers’ Views of School In this approach, mothers who are breastfeeding Bullying in Egypt (positive deviants) meet together in a group to discuss their reasons for breastfeeding and to identify the factors Nada Shalabi, American University in Cairo that have enabled them to overcome the barriers to breastfeeding. Once these factors have been identified, Egyptian children are no exception to their peers the ones that can be most easily adopted by other worldwide in facing bullying. However, bullying has mothers are selected, and then the group of positive been poorly researched in Egypt (Goryl, Neilsen & deviants creates strategies for promoting these factors Sweller, 2013). Bullying is commonly defined as an among other women. The benefits of applying a positive aggressive behavior that is intentional, repeated for a deviance approach to creating social change around long time and involves an imbalance of power. It can breastfeeding in Egypt include 1) using local knowledge have negative effects on children’s physical and and experience to identify effective interventions; 2) psychological health and can even escalate to the empowering positive deviants to advocate for tragedy of suicide. Teachers often serve as students’ first breastfeeding; 3) enabling local health organizations to line of defense against bullying. Therefore, the purpose develop breastfeeding promotion action plans that are of this research was to study Egyptian teachers’ appropriate to the community context. perceptions of bullying in order to better understand how they deal with it. Elementary teachers in a private Using Empowerment Evaluation to Build Capacity in school in Cairo responded to a survey on knowledge and a Leadership Development Program attitudes toward bullying (n = 90) and an additional twelve teachers were interviewed regarding their Hana Shahin, Kansas State University knowledge and attitudes. Findings showed that most teachers had misunderstandings about the criteria for The Lazord Foundation supports the design, bullying and how to identify it, but they showed good implementation, and development of experiential and awareness of the factors that influence bullying educational programs for young professionals in the behaviors. Teachers implemented a variety of bullying Arab and Mediterranean region. As part of these intervention strategies with punishment being the most programs, it funds the Lazord Fellowships, which create common strategy. They experienced many challenges, leadership and professional development opportunities such as lack of support from parents, that made them for recent college graduates by connecting them with hesitant to intervene in bullying situations. While the local internships, trainings, mentoring, and professional school did not have anti-bullying policies, teachers were networks. The fellowships are currently in three eager to attend training workshops about bullying and countries: Egypt, Jordan, and Tunisia. As part of gave many suggestions for improving bullying unifying processes across the three countries, we have prevention. Based on these findings, a bullying been working collaboratively to develop an evaluation prevention training was developed to create social system for the program which includes three strategies; change by providing education and promoting self- professional placement, capacity building and efficacy for teachers faced with the challenges dealing mentoring. This was done through an empowerment with school bullying. evaluation approach. Lazord chapter coordinators were a part of the design and contributed the tools they had Taking a Positive Deviance Approach to Creating been using. A collection of the existing tools was Change in Breastfeeding Practices combined, and some needed tools were developed to the design of process, outcome, impact and summative Ayah Sarhan, American University in Cairo evaluations. The team would further refine these tools and develop a strategy for implementing and integrating Egypt is 36th in the world when it comes to child them into the program. While the evaluation will help malnutrition, with high rates of stunting and wasting. with assessment of overall success and guide the future This may be in part because only 16% of babies under of the fellowship; the process of developing the six months of age are breastfed. Breastfeeding is an evaluation method aimed to enhance sense of important tool for primary prevention of morbidity and community and ownership and to empower the mortality in childhood, with benefits for mothers as well organization to evaluate itself and continuously develop. (Kuman & Singh, 2015). Despite the well-known Participant reflections on the process indicate that it was advantages of breastfeeding, breastfeeding initiation and valuable to engage them while also indicating some continuation rates are very low in Egypt, and new challenges related to the correct dosage and amount of mothers who want to breastfeed face many challenges. change that is beneficial. Lessons learned and effective These challenges include unsupportive hospital settings practices from the process will be shared. and practices, lack of trained medical staff available to coach mothers, lack of legislation to support mothers 011 The Role of Relationships for Readiness: Partnerships who work outside of the home, media misrepresentation at the Foundation of Community Change Efforts of human milk substitutes, and common social practices,

Symposium 37 Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 6013 Center to assess state-wide readiness to advance cross- Abstract sector partnerships to improve the integration behavioral Community health is impacted by interactions between health services. Using the evidence-based R=MC2 multiple ecological levels. Therefore, innovations that (Readiness = Motivation x Innovation-specific Capacity aim to impact communities often require collaborative x General Capacity) framework and literature review of relationships. This symposium presents three projects cross sector partnerships, an assessment tool was that demonstrate the importance of such relationships for developed and implemented with organizations and reaching outcomes. We will provide examples of how agencies across a state. By engaging in this type of fostering partnerships is important both from initial evaluation, specific factors that influence an implementation through spreading and sustaining organization’s readiness to partner can be identified and interventions. The relationships described include cross- then targeted for improvement from the very early sector healthcare partnerships, police partnering with stages of partnership formation. These efforts have the communities, and community coalitions building potential to increase partnership effectiveness as well as partnerships to spread their initiatives. The R=MC2 partnership outcomes. They facilitate data-informed (readiness = motivation x innovation-specific capacity x decision-making, which enables stakeholders to general capacity) model for organizational readiness is optimize decisions about the allocation of limited used to conceptualize and measure readiness for organizational resources. For systems change efforts, partnerships and collaboration. Partnership-specific this may aid in improving partnerships to integrate additions to this framework will be described. Overall, behavioral health and increase favorable outcomes. In this symposium relates to impactful and transformative this session, we will discuss the implications of our community research and action through the topic areas work from a practice and policy perspective. We will of community organizing, coalition-building, and civic also invite participants to share their experiences and engagement. All of the projects described also aim to insights with working across sectors to improve impact social determinants of health, including the community health. impact of partnerships on access to behavioral healthcare and community safety. Applying Readiness and Relationships to Police and Community Collaborations Chairs: Tara Kenworthy, University of South Carolina and Kassy Alia Ray, Serve & Connect and Wandersman Wandersman Center Center; Jose Soler, Serve & Connect; Lauren Hajjar, Discussant: Suffolk University; Abe Wandersman, Wandersman Jim Cook, University of North Carolina Charlotte Center Presentations: The distrust in police experienced by communities of Evaluating Readiness for Community-Based Cross- color is historical, grounded in generations of Sector Partnerships to Integrate Care: Tool mistreatment and inequity in the criminal justice system, Development and Implementation to Improve and magnified by recent high profiling shootings of Partnership Effectiveness unarmed black men. The frayed relationships have been associated with heightened trauma among marginalized Leslie Snapper, University of North Carolina Charlotte; communities and reduced access to resources for Victoria Scott, University of North Carolina Charlotte promoting community safety. Serve & Connect is a and Wandersman Center; Tara Kenworthy, University nonprofit organization that is engaging community of South Carolina psychology values and skills with the aim of improving relationships between police and marginalized Partnerships are needed when a social issue cannot be communities. Based in Columbia, SC, the mission of the solved solely by an organization. Defined as a formal organization is to improve community safety, resilience alliance between two or more organizations representing and well-being through transformative police and different sectors of society, cross-sector partnerships are community partnerships. In this presentation, we complex and often difficult to navigate due to marked describe how an understanding of readiness and differences in organizational characteristics (culture, relationships is being applied towards fostering greater structure, and function) among partnering organizations. collaborations among police, members of the Despite these challenges, cross-sector partnerships community and partnering organizations (e.g., present a unique opportunity to address complex, nonprofits, schools). We dive into a case example enduring social issues, such as lack of access to located in an area that is known for high rates of behavioral health care. Evaluating readiness among socioeconomic, health, and crime disparities where the partners at various stages of the partnership process can model is being used to engage police and community help improve partnership effectiveness by surfacing members around enhanced coordination of services and strengths and challenges to partnering across sectors. strategies for reducing youth engagement in criminal During this session, we will discuss our collaborative activity and promoting youth empowerment. The efforts with the Eugene S. Farley, Jr. Health Policy presentation will share lessons learned from this work and will also reflect on implications for applying this

model towards facilitating collaboration in other areas 38 where trust may be fragile. of researchers and community practitioners. In the final Spreading Ideas by Building Community-Based presentation, the presenters facilitate a viewing of two Partnerships: Lessons from SCALE video productions by a fifth grade ESL class, “Families Belong Together” and “Remembering Hurricane Jonathan Scaccia, The Institute for Healthcare Maria,” where students voice their opinions of the Improvement and Wandersman Center; Brittany Cook, current injustices facing their Latino community. The Institute for Healthcare Improvement and Presenters currently partner with the local neighborhood Wandersman Center in practice (facilitating an after school program) and research (conducting a needs assessment of displaced Community coalitions are built on partnerships and residents following Hurricane Maria). In this relationships. These become even more important as symposium, participants and presenters will engage in coalitions grow and help to spread good ideas on a dialogue about the role of community psychologists in larger scale. The presentation will talk about our tech-based advocacy, and discuss ethical and cultural supportive work with Spreading Community considerations for innovations in trauma-based research Accelerators for Learning and Evaluation (SCALE), a and practice. national community-based initiative helping community coalitions implement improvement and relational skills Chairs: designed to improve health, wellness, and equity. R. Lillianne Macias, University of New Haven; Convened by the Institute for Healthcare Improvement Rebecca Rodriguez, and supported by the Robert Wood Johnson Foundation, Discussant: we will present findings and bright spots from phase II Melissa Whitson, University of New Haven of the project. In Phase II, coalitions were expected to take the skills they had learned in Phase I (January Presentations: 2015-April 2017), and spread these skills and values Stress, Coping, and Perceptions of Mobile-based regionally to new partners. We will take about the Prevention among College Students spread process, and how the relationship building process was deliberately emphasized and supported. R. Lillianne Macias, University of New Haven; Melissa Whitson, University of New Haven 012 Innovations in Trauma-informed Practice with Marginalized Youth and Emerging Adults This study extends the promising research on mobile- Symposium based interventions like text messaging and “apps” as a Day: 6/26/2019 Time: 9:00-9:50 AM Room: NLU 6017 means of communicating practical knowledge on registration, financial aid, and student resources to Abstract college-bound students, particularly first generation and The increasing use of technology in prevention and other students at risk for “summer melt” or dropping community mobilization brings up important questions out. Survey data collected for the present study will for trauma-informed research and practice. Over the last inform the development of mobile-based few decades, community-based researchers and psychoeducational content on dating violence, substance practitioners working with Latino and other use, mental health, healthy coping and resources for marginalized communities in the United States have college students. Focus groups held in the winter of the come to value methods that emphasize participation and 2018-2019 academic year will be analyzed to explore partnership; however we acknowledge that the changing stress and coping among college students and the use of political landscape calls for innovative ways to reach mobile technology to support wellbeing. A second individuals, connect families, educate, and support quantitative survey study examines data from community mobilization. Dialogue between presenters individuals between the ages of 18 and 29 recruited from and symposium participants will explore evolving 4-year universities in the Northeast United States to questions for the use of technology and media in explore the use of technology in accessing social research, practice, and community partnerships. In the support, sources of stress, coping behaviors, and first presentation, Dr. Macias and Dr. Whitson will experiences of adverse childhood events (data collected provide a summary of the existing evidence for mobile- will close in January of 2019). The survey includes a based technology in addressing educational disparities demographic questionnaire, previously validated scales among college-bound youth and young adults, and to measure ACEs, the Brief COPE, and measures of four provide preliminary findings from an applied mixed- dimensions of wellbeing identified by Renshaw & method study conducted in a diverse college town in Bolognino (2016): college gratitude (CGS), school New England. The second presentation focuses on the connectedness (SCS), satisfaction with academics development of cultural-specific models for mobile- (SAS), and academic efficacy (ASES). A deductive based intervention with Latino youth and young adults. analysis of focus group data describes the coping Dr. Rodriguez and Dr. Serrata will describe the process behaviors of students reporting a history of ACEs, of developing culturally relevant content for domestic including (1) seeking emotional support, (2) humor, and violence prevention as part of a multidisciplinary team (3) actively dealing with problems. In addition to barriers to navigating university and financial aid systems, stressors like childhood adversity and current

39 financial stress likely impact students of ethnic minority Immigration, citizenship, and displacement are among status and with lower socioeconomic backgrounds the social issues affecting Latino communities in disproportionately. Mobile technology offers a novel Connecticut, especially during a year where over a way to provide college students support and to build on thousand individuals relocated to the state following the existing strengths and social supports. devastation of Hurricane Maria. In Fair Haven, CT, where Latinos comprise 67% of community members, Developing a Smartphone Application to Prevent disparities in housing, employment, and other basic Intimate Partner Violence Among Young Latino needs were exasperated by an influx of displaced Immigrants in the U.S. families from Puerto Rico following the storm. In times where natural or unnatural forces lead to collective Rebecca Rodriguez, Casa de Esperanza; Josephine trauma, existing community partnerships provide a Serrata, Serrata & Hurtado, Inc.; Rosa Gonzalez- valuable seat for promoting advocacy and policy Guarda, Duke University School of Nursing; Janice change. In the fall of 2018, a fifth grade ESL class at Humphreys, Duke University School of Nursing Fair Haven Elementary School created videos voicing their opinions of the current injustices facing their Latino emerging adults in the U.S. are more likely to community, including separation of families at the US own and use smartphones to access health information boarders and the lack of response from the federal than their non-Hispanic white counterparts. The uptake government for Hurricane Maria. The videos illustrate a of mobile technologies among young adult Latinos trend in the use of technology to amplify the voices of provides a promising platform for delivering community members impacted by collective trauma. At interventions that would typically not reach this the time they were asked to disseminate the videos, the population by other means. Young Latino immigrants in authors were involved in partnerships with the Fairhaven the U.S. are disproportionately affected by intimate community both in research and practice; one as a partner violence (IPV), yet few culturally-specific and community psychology student intern working with a evidence-based prevention strategies are widely Latino-specific community organization, and both available to target the unique needs and strengths of this working as part of a team conducting a needs assessment population. The purpose of this formative research study with displaced members of the local Puerto Rican is to describe opinions and preferences for a smartphone community. As one fifth grader stated “finally, for other application (“app”) to prevent intimate partner violence families to be reunited, we have to come together and do among young adult Latino immigrants in the U.S. The protests,” illustrating the collective sense of urgency to spiral technology action research (STAR) model which act and mobilize in response to political trauma. guides the development of the app uses an action- Presenters will facilitate a discussion following a research approach to integrate community expertise with viewing of “Families Belong Together” and theory, quality improvement, and community “Remembering Hurricane Maria,” to further explore mobilization. The study utilizes a community-university technology as a means to take social action, and explore partnership Casa de Esperanza National Latin@ the role of educators and research partners in supporting Network, a national technical assistance provider to youth processing individual and collective traumas. community-based organizations providing IPV services to Latino and immigrant communities and Duke 013 Empower Yourself to a Career that Fits YOU: University to develop the app. Online recruitment of Considering a Practice Career service providers from diverse community-based Roundtable Discussion organizations across the U.S. as well as Latino Day: 6/26/2019 Time: 9:00-9:50 AM Room: Palmer House immigrant end users between the ages of 18 through 29 The Spire Parlor have participated in online focus groups and interviews. Qualitative data elicits community perspectives Abstract regarding desired characteristics and features of the app. This candid, interactive discussion (an update of one that Results will inform the development of a smartphone was well attended and enthusiastically received at the application that will address known risk and protective 2015 biennial) will be facilitated by two well-known factors for IPV among young adult immigrants and community psychology (CP) practitioners, focusing on identified preferences described by IPV service students (both MA and PhD) and early career providers and Latino young adult end users. Researchers community psychologists facing choices about their will discuss the preliminary findings and the broader future career paths. Results from repeated surveys of application of the STAR model in developing (and anecdotal information from) CP graduate students technology-based interventions addressing violence report that many students are routinely discouraged from prevention for Latinos in the U.S. and other high-risk practice careers. The clear message imparted is that populations. practice careers are “second tier,” for those who could not “make it” in academia. Even faculty who support “We Have to Come Together”: Latino Youth Call to their students’ interest in practice careers lack their own Action practice experience and connections, and are ill- equipped to provide guidance to their students to Kaylyn Taylor, University of New Haven; R. Lillianne navigate the practitioner job market. While recent Macias, University of New Haven

40 bridges have been built between practitioners and showcase how we were able to document complex academics within SCRA, students continue to report that ecological understandings of health inequities in the negative attitudes persist about pursuing a practice South Bronx, by sharing back our CERA toolkits with career. We will solicit examples of barriers students and SCRA attendees. Our toolkits are more than a how-to early career community psychologists face in manual, they highlight the labor and products of CERA, considering a full range of career options. We will our participatory steering committee, the humanizing, brainstorm ways for students to empower themselves to healing-centered andragogies, activities, and make their graduate training work for them in the dissemination strategies we used to redress the practitioner job market. We will suggest several diverse experience of research as a site of humiliation and career paths in CP; discuss how to tailor one’s training trauma for Bronx patients. We will assist workshop and experiences to prepare for a chosen path (drawing participants with replicating CERA in communities on SCRA’s competencies); describe how to find and across the globe. The Community Engaged Research apply for practice jobs; and identify supportive resources Academy was funded by a Patient Centered Outcomes including mentoring from community practitioners. The Research Institute Eugene Washington Engagement outcome will be to instill confidence in and comfort Award #3422. with the decision to forego an academic career and forge a productive CP path. Since community psychologists Chairs: change systems, we will brainstorm methods for Monique Guishard, Bronx Community College, The changing participants’ graduate training, including the City University of New York; Justin Brown, LaGuardia organization of mutual support among students, so our Community College, The City University of New York; training programs will be more responsive to the Albert Greene, The Bronx Community Research interests and passions of CP students and recent Review Board; Allison Cabana, The CUNY Graduate & graduates. University Center; Marcia Stoddard- Pennant, The Bronx Health Link Chairs: Gloria Levin, Community Practitioner, Glen Echo, MD; 015 Understanding Individuals Living with HIV who Have Susan Wolfe, Susan Wolfe and Associates Fallen Out of Care Symposium 014 No Health Research About Bronx Patients Without Day: 6/26/2019 Time: 9:00-9:50 AM Room: Palmer Salons Us: Actualizing The Community Engaged Research 6&7 Academy Workshop Abstract Day: 6/26/2019 Time: 9:00-9:50 AM Room: Palmer Salon 12 Looking at the national HIV care continuum, nearly 50% of individuals are lost to care (Grimes et al., 2016). Abstract There is an imperative to re-engage individuals living For two years we, an interdisciplinary collective with HIV back into care, but literature is limited on re- comprised of members of a community-based engagement efforts (Higa & Mullins, 2016). This Institutional Review Board, patients, caregivers, symposium reflects on lessons learned from efforts in organizers, psychologists, and public health researchers Honolulu to address this gap in research and care by re- co-coordinated the Community Engaged Research engaging individuals back into care using an innovative Academy (CERA). CERA was a grassroots patient- case management intervention and leveraging centered learning space. It was designed to unsettle the community psychology values. The symposium will a) 17-year gap between research and evidence-based characterize who is falling out of care with particular practice, by catalyzing transformative health research attention to their service access/use/needs as compared literacy among Bronx patients and caregivers. We also to individuals already in care, b) consider their quality of provided rigorous research ethics education to co- life and psychosocial outcomes from a number of nurture participants’ capacities to conduct independent quantitative measures, c) explain what barriers have participatory research projects and community-based affected these individuals most using qualitative data, ethics review of scientific studies. Classes were literally and d) explore what protective factors to care facilitated on the margins of: office spaces of local maintenance may be leveraged with community politicians, community colleges, and community-based psychology values in intervention. organizations. Using Kinloch’s (2018) notion of necessary disruptions, we knew that our academy had to Chairs: be: interstitial, accessible to multiple stakeholders, Devin Barney, University of Hawai'i at Manoa mobile, resist the toxic ways of interaction that have shamed, excluded and discounted the expertise of Presentations: racialized, marginalized and minoritized peoples in Beyond the medical model: A broad view of needs schools (Ford & Airhihenbuwa, 2010; Paris & Winn, and characteristics of people with HIV/AIDS in 2013; Richardson, 2018; San Pedro, 2018; Smith, 2013; Hawai'i Author, 2013). Thus far 35 community experts graduated from the 2017 and 2018 Community Engaged Joy Agner, University of Hawai'i at Manoa; Jack Barile, Research Academy. In, this interactive workshop we University of Hawai'i at Manoa

41 Current advances in medical treatment are allowing self-managing their needs. The majority of participants people living with HIV (PLWH) to live healthier and (42%) were assessed to be of intensive need. This need longer lives. Access to PrEP (pre-exposure prophylaxis) included: stable housing; mental health support, and opportunities for viral suppression are drastically assessment and treatment; attention to debilitating non- reducing the likelihood of HIV transmission via sexual HIV related illnesses; and treatment of substance use contact. States that are leading the way in treatment and impacting adherence. Findings suggest that HIV prevention have bold goals to reduce the number of medication adherence proves secondary to the transmissions by successfully engaging and maintaining challenges of unresolved daily life needs. Thus, individuals in treatment. For example, Hawai`i aims to recommended intervention strategies included methods eliminate all new cases of HIV while identifying a cure that necessarily consider the whole person’s life (“Hawai`i to Zero”). However, it is increasingly clear experience and connectedness with others. that reaching these ambitious goals will require an approach that goes beyond the standard medical model HIV Treatment as Prevention: Barriers and of treatment. Even those who have been linked to HIV Protective Factors to Engagement care still face significant social and material needs that threaten their ability to remain in care. Evidence Cassidy Webb, University of Hawai'i at Manoa; suggests that individuals who are out-of-care differ Shoshana Cohen, University of Hawaii at Manoa; Beth along lines of race, age, housing status, mental health, Bouwkamp, University of Hawaii at Manoa; Devin and substance abuse, indicating systemic and social Barney, University of Hawai'i at Manoa causes for HIV health disparities. This presentation will utilize data from a statewide HIV needs assessment Individuals not engaged in HIV treatment are more (n=398) to paint a broad picture of PLWH in Hawai`i in likely to come from disadvantaged backgrounds, terms of sociodemographics, access to care, satisfaction experiencing difficulties across several life domains that with care, service needs (and difficulty or ease meeting may make any treatment engagement challenging. Our those needs) and care providers. Where analogous data study identified individual vulnerabilities to re- is available, PLWH who are currently in care are engagement in HIV treatment, as well as barriers against compared to those who have fallen out of care. This and protective factors to maintaining treatment for presentation will conclude with recommendations for people living with HIV who have fallen out of care in community-based service enhancement to meet the O‘ahu, HI. We present the qualitative findings of an needs of those engaged in care, and to improve health ongoing study aimed at identifying the barriers, and quality of life of all PLWH. protective factors, and best methods to meet the needs of people living with HIV as they try to re-engage in HIV Treatment as Prevention: Quality of Life and treatment. These bi-monthly, one-to-one qualitative Psychosocial Outcomes of Individuals Fallen from interviews were conducted with (n=25) individuals with Care a history of HIV treatment noncompliance and chronically detectable viral loads (VL > 200). Based on Shoshana Cohen, University of Hawai'i at Manoa; Devin a preliminary thematic analysis of interviews with those Barney, University of Hawai'i at Manoa; Emily Badillo, who had fallen out of care, an overall theme of life University of Hawaii at Manoa; Jack Barile, University instability emerged as an encompassing barrier to of Hawai'i at Manoa integrating and continuing later engagement with treatment. Sources of life instability that made re- A systematic review between 1996-2014 was unable to engagement difficult included, but were not limited to, identify a single study on an intervention designed to re- instability in housing, employment, transportation, engage individuals into HIV care (Higa & Mullins, social support, and mental health services, and 2016). To address this gap, an intensive case instability in each of these domains were associated with management program was introduced to individuals difficulties in integration and re-engagement with (n=25) with a history of HIV treatment noncompliance treatment. Preliminary findings also suggest that and chronically detectable viral loads (VL > 200). With individuals who received case management and a mixed-methods approach, this ongoing study of the reengaged in HIV care benefited from increased stability program seeks to identify who has fallen out of care, across these life dimensions. Attention to individual consider what barriers they face for re-engagement, and priority needs across these health-related life domains assess the efficacy of the intensive case management in provides data to inform future approaches and re-engaging individuals in treatment. This presentation interventions for HIV care retention and plausible re- will describe the intervention strategy and characterize engagement of individuals previously lost to care. who has fallen out of care-- using baseline self-report quality of life and psychosocial outcomes as well as 016 Social Network Methods in Community-Based clinician and case manager assessment data. In Research summary, participants were characterized by low quality Symposium of life, perceived health, and social support; and high Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU perceived stress, participation in high risk activity, and 4012/4014 substance use. No one in the sample was considered

42 Abstract studies on groups consisting of a few people (n = >20) The social network perspective presents a unique are rare. We conducted a social network analysis of 42 theoretical and methodological framework - appropriate recovery homes with an average of 6 residents. This for studying relational dynamics - that allows exploratory study was conducted to identify trends and community psychologists to more effectively examine outliers across these small-group networks. We transactional dynamics. This paradigm allows us to learn measured three theoretical relationships: friend; mentor; how an individual interacts and influences their and loan. We ran network statistics (e.g., vertices, mean networks, and conversely how a network influences an degrees, density, reciprocity, and APL) for each type of individual. In recent years, research on social networks relationship to identify network trends. We selected 9 in the field has increased and has been applied to houses that represent the average networks, the most different phenomena important to community saturated networks, and the least connected networks. psychologists. The presenters in this symposium will We found that friend was the densest relationship type – discuss how they utilized social network methods to with the highest reciprocity and no isolates in the examine the social dynamics of recovery homes. The friendship networks. Loan and mentor relationships discussant is an expert in this area of study (Jason). He were more uni-directional with low reciprocity. will explore the implications of utilizing social network Additionally, these types of relationships had network methods for the development of theory, research, and centrality and isolates. Our findings provide insights into applications in community research. small-group dynamics. Presenters will discuss the implications for recovery settings. Chairs: Mayra Guerrero, DePaul University Social Network Cohesion among Military Veterans Discussant: in Recovery Leonard A. Jason, DePaul University Presentations: Mayra Guerrero, DePaul University Recovery home residents with a higher quality of life tend to form friendships with those with a lower A social network is considered cohesive to the extent quality of life that its members are connected to others in the network, and to the degree that pairs of the network’s members Nathan J. Doogan, Ohio State University; John M. have multiple social connections within the group. Light, Oregon Research Institute; Edward B. Stevens, Shared attributes (i.e. social identity) are important for DePaul University the development of connections between individuals. Veteran status is a significant point of connection and Improved access to housing and recovery support is a important for homophilic friendship formation. low-cost, high-potential opportunity to help recovering However, the tendency for veterans to form bonds based alcohol and substance users sustain their recoveries. on surface-level homophily, may hinder the formation of Oxford House recovery homes represent a recovery- cohesive ties with non-veterans. This study examined favorable social environment for at least some people, the social networks of veterans living in recovery homes but it is still unclear which resident characteristics and based on house composition (e.g., houses with 2 or more existing network structures affect the social embedding veterans, and houses with only 1 veteran). Our study of residents. In the current study, Oxford House assessed whether veterans living with other veterans residents in three geographic locations completed social have more cohesive social networks compared to network data at three time points over a period of a year. veterans living with non-veterans, and whether more Findings indicated that those with a higher quality of life cohesive networks were associated with higher quality tended to form friendships with those with a lower of life. Preliminary findings show that veterans living quality of life, and vice versa. This finding would not with other veterans reported having more close have been predicted based on relationship mechanisms friendships and reciprocated ties compared to veterans typical of broader social contexts, where homophily living with all non-veterans. Findings for this study will (similarity-based assortativity) is common. Self- contribute to our understanding of how recovery homes governed Oxford House residences, however, reinforce can better meet the needs of military veterans with an interdependence structure more conducive to such a histories of substance use problems to improve recovery result. Relationships resulting from this dynamic may outcomes. then serve as recovery-supportive social capital for newer or more at-risk residents. 017 A Window into their World: Coding Complex Youth Mentoring Relationship Processes through Video-Based Small Group Network Trends in Recovery Home Direct Observation Settings Workshop Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU 4020 Gabrielle Lynch, DePaul University; Edward B. Stevens, DePaul University; Mayra Guerrero, DePaul University Abstract Evidence consistently points to the critical role of adult Social network research has been primarily conducted allies in the positive life trajectories of vulnerable young on large groups (e.g., schools, organizations). Network people. Indeed, relational interventions, like youth

43 mentoring, are founded on this premise and widely approaches, the impact of historical trauma calls upon implemented as a solution to reduce growing inequities researchers to explicitly examine theoretically and in youth wellbeing outcomes. Unfortunately, the effects empirically how these processes become embodied and of such attempts are variable. Half of program-mediated identify how these factors affect the magnitude and youth mentoring relationships terminate earlier than distribution of health disparities. Moreover, consistent expected (Spencer, 2012) and early termination can lead with our tribal systems of knowledge, it is critical that to deleterious effects for youth mentees (Grossman & we identify health promotion approaches rooted in the Rhodes, 2002). The “mentoring-as relationship” strengths of our tribal knowledges and vision of life, hypothesis affirms that program impact is contingent on wellness, and health held for us by our ancestors in the quality of mentor-mentee bonds (Cavell & Elledge, designing health promotion interventions that are 2014) but mentoring research has largely relied on sustainable in indigenous communities. This hugely limited self-report measures of relationship presentation provides an overview of community-based quality. Relationship science has taught us that when we intervention approaches designed to address historical engage in close relationship interactions, our perspective trauma at varying systems levels. Additionally, this is restricted by our field of vision and experience. Third presentation will provide an overview of the design and party observations of contextualized communication development of Yappalli Choctaw Road to Health, a behaviors not recognized by individuals immersed in culturally derived, strengths-based outdoor experiential these interactions offer a different and more nuanced obesity-substance abuse risk prevention and health perspective that predicts important outcomes (Gottman, leadership program designed to develop 150 Choctaw 1998). Direct observation methods thus provide a unique women health leaders throughout Choctaw territory. window into the mentor-mentee world and enable Highlights include our theoretical innovation in creating researchers to hone in on specific communication and a Choctaw-specific health promotion model for support behaviors that distinguish flourishing vs. behavioral change grounded in our ancient teachings and floundering relationships. This methods-focused the vision that our ancestors held for us in transcending workshop will begin with an overview of the Youth- historical trauma. Adult Partnerships Observational Study, the first to use a laboratory-based direct observation paradigm from Chairs: relationship science to identify the interactional features Karina L. Walters, University of Washington of mentoring relationships that lead to important relationship and youth wellbeing outcomes. Using mock 019 Pedagogy, Power, and Praxis in Community videos created from composites of actual mentor-mentee Psychology Programs interactions, we will train workshop participants to code Symposium complex dyadic interactions using a mentor attunement Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU 5006 coding schedule developed for this study. In addition to broadening the participants’ methods knowledge base, Abstract we will demonstrate how we are using this methodology Academic departments within higher education to refine important theoretical constructs and directly institutions are communities straddling two spheres: The inform reflective practice in youth mentoring. geographical context and surrounding community in which they’re housed, and the broader community of Chairs: professionals with whom they affiliate. Community Kelsey Deane, University of Auckland; Hilary Dutton, psychology programs are unique settings which must University of Auckland; Pat Bullen, University of negotiate university policies, promote academic and Auckland; Julia Pryce, Loyola University Chicago research rigor, implement appropriate pedagogical principles, and train students to meaningfully engage in 018 Global Alliance Max Hayman Award Address: communities beyond the Ivory Tower. The praxis of Holhpokunna Hatak Chanspo il Okchanyachi: these programs is a dynamic lesson for community Transcending Historical Trauma and Living the Dreams psychologists to navigate levels of policy and Our Ancestors Envisioned For Us expectation while adhering to the (at times conflicting) Special Session ethics and principles of our field. This symposium will Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU 4022 explore the ecological context of a clinical-community psychology program through demonstrations of key Abstract doctoral student-led initiatives. Each initiative strives to American Indian community discourse suggests that (a) empower students to shape the department priorities historical trauma can potentially become embodied in and culture, (b) engage in negotiations of power in risk behaviors and that these factors may play a traditionally unequal professor-student relationships, (c) significant role in present-day health inequities. relate the activities of a department to both the Historical trauma which consists of traumatic events community in which they’re located and the professional targeting a community that cause catastrophic upheaval, community to which they are affiliated, and (d) connect have been posited by Native communities to have the unique learnings from this program to implications pernicious intergenerational effects through a myriad of for other community psychology programs. This mechanisms from biological to behavioral. Consistent symposium strives to demonstrate how the principles we with contemporary societal determinants of health use in our research and practice can, and should, be

applied to reflect and improve upon our own 44 professional environment. Crossing Traditional Boundaries: Collaboration Chairs: Beyond Disciplines Ariel Domlyn, University of South Carolina Discussant: Tara Kenworthy, University of South Carolina; Rachel Bret Kloos, University of South Carolina Bridges, University of South Carolina Presentations: The PSAB was awarded funding through the SCRA Empowering Students and Negotiating Department Education Mini-Grant to enhance inter-departmental Dynamics: The Psychology Student Advisory Board collaboration. Some funds were allocated for a collaborative project between students from the Michelle Abraczinskas, REACH Institute, Arizona State University of South Carolina’s Clinical-Community University; Ariel Domlyn, University of South Carolina; (CC) and School Psychology (SP) graduate programs. A Melanie Morse, University of South Carolina; Tara Request for Proposals was sent to graduate students in Kenworthy, University of South Carolina; Nicole White, these programs, and faculty blind-reviewed submissions. University of South Carolina; Shannon O’Connor, The awarded project aimed to increase knowledge University of South Carolina sharing and partnership between programs through the creation of a user-friendly toolkit of resources for The Psychology Student Advisory Board (PSAB) was students from both programs and initiation of created by clinical-community and school psychology presentations focusing on integrating CC and SP at the doctoral students at University of South Carolina in psychology department’s weekly colloquium series. 2014. This organization seeks to empower students by Ultimately, this toolkit and presentation series were advocating for, and facilitating implementation of, expected to enhance graduate students’ abilities to programmatic changes. PSAB takes a systems approach conduct research and practice that better serves their to change, functioning as a mesosystem impacting the communities. A needs assessment was conducted via organizational and individual levels within the academic focus group with graduate students from both programs programs and broader department. The connections to ascertain what they would like to know about the PSAB created have facilitated greater communication other program and what expertise they believe their and attainment of changes within the department, such program could offer. Five CC students and three SP as changing content and timing of courses. A primary students participated in the focus group. Participants impetus for the creation of PSAB was to assist in indicated need for more resources about definitions of implementation and evaluation of Getting to Outcomes each program and field, additional resources from (GTO) in clinical practice within the departmental professors in each program, and additional training in training clinic. As GTO became streamlined within the intervention and psychopathology. Overall, participants clinic, PSAB shifted its primary focus to continue to wanted easily digestible and easy to access resources work on important student-generated project ideas that could be integrated with the program culture. They including creation of a peer mentoring program, bi- also suggested several resources that each program monthly work/life balance events, and implementation could offer to the other. Given the identified needs, we of professional development workshops. As students’ created a user-friendly toolkit of resources in the form of involvement grew, it became clear that additional a shared drive accessible to students from both support to foster collaboration among programs (both programs. Examples of existing collaborative projects graduate and undergraduate) aligned with PSAB between CC and SP students are included in the toolkit initiatives. Thus, PSAB applied for and was awarded and were presented during the department’s colloquium funding from the SCRA Council on Education to (1) series. Additionally, faculty agreed to provide resources fund student research focused on bridging the clinical- about their areas of expertise. Plans for sustaining this community and school psychology programs, (2) create collaborative toolkit and integrating it within program a sustainable partnership between graduate and culture will be discussed. undergraduate psychology students, and (3) support PSAB’s growing peer mentorship program. Ongoing Peers Empowering Excellence through Positive data collection suggests that PSAB has contributed to Support (PEEPS): A Graduate Student Initiative positive changes in the department culture and climate. As PSAB continues to grow and change with student Ariel Domlyn, University of South Carolina; Melanie needs, it hopes to expand the reach within the Morse, University of South Carolina; Tara Kenworthy, psychology department to foster continued University of South Carolina; Michelle Abraczinskas, empowerment and collaboration. This presentation will REACH Institute, Arizona State University outline the origin and mission of PSAB, describe the successes and challenges of the organization’s efforts for Peer support has been identified as a critical factor for department culture and climate, and share lessons graduate student success (Ryan et al., 2012). The pertinent to fellow community psychology training facilitation of students’ development as applied programs’ faculty and students. researchers and community-engaged scholars is a key component of the University of South Carolina psychology department’s Peers Empowering Excellence through Positive Support (PEEPS) program. Founded by

45 clinical-community psychology students, PEEPS intends Members-at-Large, Council Chairs, and active members to promote a sense of community and program of committees and interest groups. The roundtable will involvement as well as tiered connections between be structured to stimulate questions and exploration with students across academic years. A dynamic and participants about how they might envision becoming expanding program, since 2015 PEEPS has matched more involved as well as their perspectives and ideas advanced and junior graduate students in the psychology about how SCRA can better support their engagement department with peer mentors that complement their and integration of essential work grounded in our values, professional interests. Using formative evaluation practice in addition to research, and spaces that foster methods, APA ethical guidelines, and best practices in more inclusivity, diversity, and equity. training and support, PEEPS has adapted their mentor training and member support to ensure that participants Chairs: are successful in both providing and receiving Noé Rubén Chávez, Charles R. Drew University of mentorship. This presentation will overview the key Medicine and Science; Erin Godly-Reynolds, University activities of PEEPS, qualitative and quantitative data on of North Carolina-Charlotte; Jessica Shaw, Boston the successes and challenges of the program, future College; Melissa Strompolis, Children's Trust of South directions, and guidance for developing and maintaining Carolina a successful peer mentorship program within a community psychology department. Ryan, M. M., 021 Critical Contexts for Building Safe Spaces and Positive Yeung, R. S., Bass, M., Kapil, M., Slater, S., & Relationships Creedon, K. (2012). Developing research capacity Symposium among graduate students in an interdisciplinary Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU 5008 environment. Higher Education Research & Development, 31(4), 557-569. Abstract doi:10.1080/07294360.2011.653956 Adolescents and emerging adults benefit from safe spaces and positive relationships, yet the mechanisms to 020 Becoming More Engaged with SCRA: Enhancing and promoting safety and connections are unclear. This Sustaining the Field of Community Psychology presentation will discuss three diverse strategies. The Roundtable Discussion first paper presents research on a structured, formal Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU 5007 service-learning experience called Campus Connections in which college students mentor youth in the Abstract community. This study tests the impact of specific Our field is continuously enriched and sustained by the experiences within the program (i.e., opportunities to research, practice, policy and advocacy, and belong, support for self-efficacy and mattering, participatory work of many individuals who identify as supportive relationships and mentoring alliance) on community psychologists. One significant source of emerging adults’ level of flourishing (i.e., meaning in support for these diverse activities and areas of work is life, social connections, and positive outlook). Due to our professional organization: the Society for the unique vulnerabilities of first generations students, Community Research and Action (SCRA). SCRA this paper also presents how the impact of some provides an infrastructure of committees, councils, experiences is greater for first generation college interest groups, grants, awards/recognitions, students. The second paper presents research on a semi- leadership/professional development, mentoring, formal program that utilizes counterspaces, which affirm journals, and opportunities for networking and people of color in order to mitigate race-related stress. relationship building. The work and commitment of This paper describes how general counseling techniques individual SCRA members provides enhanced capacity and the philosophy of humanism are applied to facilitate and competencies in research and action reflective of the African American Student Network. The third paper core principles of community psychology. Individual presents case studies on informal, naturally-occurring engagement in SCRA is critical for fostering and mentoring relationships for lesbian, gay, bisexual, and sustaining the infrastructure that supports and enhances transgender youth. Results give insight into potential our community psychology work. This engagement in pathways for connecting LGBTQ youth with natural turn builds leadership, capacity, and connection. SCRA mentors and holds important implications for school and work is collaborative and action-oriented, grounded in non-affirming religious contexts. Together, these three our unique and strong identity as community papers present strategies for building social networks psychologists. It is also done in the spirit of furthering and positive relationships for diverse populations of our collective effort toward diversity, inclusion, and adolescents and emerging adults. social justice. The presenters of this roundtable will share their experiences, challenges, and advice on how Chairs: to access and capitalize on opportunities to become Lindsey Weiler, University of Minnesota more engaged in leadership roles within SCRA; benefit from SCRA resources; and integrate one’s perspective Presentations: and work to continuously enhance SCRA. Presenters The Role of Service-learning Experiences in include Student Representatives, Leadership Promoting Flourishing among College Student Development Fellows, SCRA Award winners, Mentors

Alyssa Maples, University of Minnesota; Lindsey 46 Weiler, University of Minnesota; Shelley Haddock, Colorado State University with accounts of race-related challenges that African American students face at predominantly White Many college students do not find community or institutions, including openly expressed racial prejudice mattering on campus and as a result, fail to succeed or and discrimination, more subtle racial microaggressions, flourish (Freeman et al., 2007). This is particularly true and the navigation of deficit-oriented cultural narratives for first-generation students. Flourishing is defined as and stereotypes. These encounters and their subsequent having meaning in life, social connections, and a burden are linked with numerous adverse outcomes positive outlook about the future (Diener et al., 2010). among African American students. Yet, as Finding opportunities to belong outside the classroom, understanding of the negative impact of racial such as through service-learning, can promote belonging marginalization has grown, so has the recognition that and well-being (Bringle et al., 2010). Utilizing data from many students do not succumb to adverse psychological a community-university mentoring program where and academic effects of marginalization. Protective college students serve as youth mentors, the purpose of factors can promote resilience in the face of racism and this study was to identify whether students’ experiences race-related stress, but much of this work has focused on within the program (i.e., opportunities to belong, support individual-level factors; far less is known about spaces for self-efficacy and mattering, supportive relationships and settings that may facilitate adaptive responses and mentoring alliance) were associated with flourishing among African American college students. Recently, the post-intervention. Participants included 320 college concept of counterspaces that affirm people of color has students (86% female; 20% first-generation) enrolled in begun to receive attention in the literature, particularly a 3-credit service-learning course during the 12 week with respect to mitigating race-related stress. youth mentoring program. Flourishing (Wirtz et al., Counterspaces affirm the racial and cultural identities of 2009) was measured at baseline and program end. The people of color; however, there is little guidance in the Youth and Program Strengths Survey (Search Institute available literature on how to create these identity- Inc., 2016) measured opportunities to belong, support affirming settings. This paper describes how general for self-efficacy and mattering, and supportive counseling techniques and the philosophy of humanism relationships at week 9. Mentoring alliance (Cavell et are applied to create/facilitate one such counterspace— al., 2009) was measured at week 6. Mentoring alliance, the African American Student Network (AFAM). opportunities to belong, support for self-efficacy and mattering, and supportive relationships were positively Affirming Natural Mentors: A Critical Relationship associated with flourishing (r = .25 - .35, p < .001). for LGBTQ youth After controlling for baseline flourishing, results indicated a significant relationship only between Kay Burningham, University of Minnesota; Lindsey mentoring alliance and supportive relationships and Weiler, University of Minnesota flourishing. First-generation status, however, moderated (β = .11, p<.05) the relationship between belonging and On average, LGBTQ youth are more at-risk for flourishing, such that the relationship was stronger for experiencing a myriad of negative health outcomes first generation students and non-significant for non-first compared to their heterosexual and cisgender peers generation students. Results suggest that college (Human Rights Campaign, 2012). One of the largest students’ experience matter for increasing flourishing contributing factors placing LGBTQ youth at-risk is the and that sense of belonging is particularly important for experience of rejection, a lack of support, or a lack of first generation students. acceptance in their familial, and particularly their parental, relationships (McConnell, Birkett, & Counterspaces to Mitigate Race-related Stress Mustanski, 2016; Ryan, Huebner, Diaz, & Sanchez, among African American Emerging Adults 2009). Connecting LGBTQ youth with nonfamilial, affirming adults (McConnell, Birkett, & Mustanski, Tabitha Grier-Reed, University of Minnesota 2015), such as a natural mentor, is one way to buffer the potential effects of harmful family experiences. A For many, now is a time of profound psychological and mentoring relationship can be a corrective experience racial anxiety culminating in an increased need for safe, for youth with a history of poor relationship quality validating spaces. For the second year in a row, hate (Rhodes, Spencer, Keller, Liang, & Noam, 2006). crimes in the United States have increased by record However the vast majority of formal mentoring numbers. Moreover, the election of Donald Trump as programs are not tailored to provide for the needs of President has been viewed as a backlash to LGBTQ youth (Rummell, 2016) and some may be non- multiculturalism that has emboldened White supremacist affirming (Beadle, 2002). According to one report, only and White nationalist groups. Racial tensions found in 11% of LGBTQ youth report having a formal mentor the larger society are also found on college campuses. In (Mallory, Sears, Hasenbush, & Susman, 2014). fact, institutions of higher education are microcosms of However, research suggests that LGBTQ youth seek society, where issues of prejudice, racism, and natural mentoring relationships more often than their discrimination also play out. The literature is replete heterosexual or cisgender peers (Gastic & Johnson, 2009). A recent meta-analysis found that, despite risk- status, natural mentoring is associated with positive outcomes for youth—a promising finding for at-risk

LGBTQ youth (Van Dam et al., 2018). Currently, no 47 research that provides guidance on how to connect LGBTQ youth with affirming natural mentors. By \"What can I do about it?\" Empowering student highlighting certain experiences shared in several case action through class projects studies, this presentation will provide insight on effective pathways that may connect LGBTQ youth with Ashlee Lien, State University of New York at Old natural mentors. The information in this presentation is Westbury especially helpful for school and non-affirming religious contexts. Additionally, specific characteristics and It can be difficult to foster a classroom environment in actions LGBTQ youth notice in adults prior engaging in which students feel safe to have critical conversations natural mentoring relationships with will be discussed. about social issues, specifically those that are of personal significance. Instructors may deem it a success 022 \"I Could Tell She Really Wanted Us to Learn\": if students are able to apply course concepts to social Strategies to Engage Undergraduate Students and issues and constructively discuss them in an academic Enhance Learning setting. During conversations, however, the inevitable Symposium question arises: “What can I do about it?” The emphasis Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU 5016 then shifts to helping students identify ways to make meaningful changes in their own environments. This Abstract presentation will explore the implementation of action Community psychologists are encouraged to consider projects conducted in two courses: Psychology of praxis in relationship to research, but all too often this Prejudice and Psychology and Social Justice. The reflexive approach does not extend into the classroom. projects are individualized for the students to deal with a In the same way that we attend to cycles of research, topic of personal significance. The author uses values, and action within our research, so too can we questionnaires and one-on-one meetings to guide utilize this process to improve our teaching. How do we, students to their specific topic, assist with identifying as community psychologists, implement our values in environments in which they have influence, and create the classroom in ways that facilitate student learning? an action plan that is executed during the semester. How do we gauge the success of these practices and act Based on the principle of small wins, students frequently on our findings? This symposium includes presentations feel empowered by the achievability of their project. The given by four members of SCRA’s Undergraduate presentation will conclude with reflections and Teaching Interest Group who will each present on the recommendations for implementation. development and results of a strategy used to facilitate learning in undergraduate courses. The first two Process is the Content: Teaching Through Action presentations focus on helping students move from a Research place of social awareness and critical consciousness to action. The first presentation offers a strategy based on Jen Wallin-Ruschman, The College of Idaho the principle of small wins, in which students are empowered to identify their sphere of influence and Working at an undergraduate focused institution does execute an individualized action plan based on an issue not often afford the opportunity to teach community of personal significance. The second presentation psychology (CP) specific courses. However, the focuses on infusing the concept of action research community psychology competencies offer useful skills throughout courses that might not usually have such a that could well serve undergraduate students in a range focus, including social psychology, health psychology, of future endeavors. One of the ways I have endeavored and industrial-organizational psychology. The third to integrate these competencies into non-CP courses is presentation offers a teaching strategy focused on through action research projects. In this session, I briefly student goal setting and ways that instructors can review three course-based action research projects. First, encourage student engagement by explicitly I discuss the action research proposal project I have been incorporating students’ goals into classroom activities using in a Social Psychology course. Next, I discuss two and assignments. The fourth presentation will expand on different campus-based action research projects. The strategies for student engagement with a discussion of first occurred in a Health Psychology course and virtual engagement tools, such as classroom polling involved the class designing and collecting survey data, technologies. Across topics, each presenter will speak to which was then used to organize a community health implementation strategies, pitfalls to avoid, and and wellness event for our campus. The second project evaluation of effectiveness. Time will be saved for was developed in an Industrial-Organizational session attendees to share their own teaching practices to Psychology course. Students developed a mixed engage with one another and with presenters around methods study, conducted observations, focus groups, strategies for effective teaching. and surveys which were used to inform the redesign of the campus library. My discussion of each project will Chairs: center on the learning outcomes, assignment guidelines, Rachael Goodman-Williams, Michigan State University benefits and challenges of implementation, and student identified project takeaways. Through designing and, in Presentations: some cases, completing these action research projects, undergraduates are exposed to and able to practice many CP competencies. Further, the very process of working

48 on the projects serves as the primary mechanism for for both instructors and students. This presentation will teaching the ecological perspective, sociocultural offer examples from a 200-level psychology course of competence, community partnership, reflective practice, multiple teaching strategies that can be facilitated or group process, collaboration, and participatory enhanced by the use of polling technology, and tips for community research. Students do not develop expertise avoiding common errors when using these technologies in any competency but are exposed to an alternative way for the first time. It will also review the primary to conduct psychology research and contribute to considerations for choosing between Student Response community change. Systems such as IClicker/Reef, Poll Everywhere, and Tophat to help instructors choose the appropriate tool \"Your Question About T-Tests Reminds Me of Your for their classroom. Goal...\": Motivating Student Learning by Connecting Course Content to Personal Goals 023 Building Bridges Between Religions: Interfaith Engagement and Community Psychology Rachael Goodman-Williams, Michigan State University Symposium Day: 6/26/2019 Time: 10:00-10:50 AM Room: NLU 5028 As instructors, it is easy to assume that our students’ goals start and end with a 4.0. Some students’ goals, Abstract however, may be a 3.0 or a 3.5 and we lose the Incidents of “social hostilities involving religion” in the opportunity to congratulate them for meeting their goal United States have increased overall from 2007 to 2016 when we don’t know what it is. Simultaneously, when (Pew Research Center, 2018). Shootings at a Jewish we operate under the assumption that the primary goal synagogue (2018) and Sikh Gurdwara (2012), “Muslim of all students is to achieve a 4.0, we assume that bans,” vandalism at houses of worship, hostile political students earning this grade are achieving their goals rhetoric, and everyday interfaith prejudice and when, in fact, their goal for the course could be to discrimination: the need for community psychology improve their writing skills, decide what they want to interfaith work is clear. As the field promotes well- major in, or gain the skills needed to work in a research being, empowerment, social justice, and resilience at lab. When we don’t know our students’ goals, we miss multiple levels, community psychologists are well- out on the opportunity to help them reach those goals suited to engage in this important research and practice and connect with them as instructors. What’s more, we work (Todd, 2017). With our ecological approach to lose the opportunity to engage students in course analyzing social issues, we can also understand and material by explicitly connecting the material to their promote interfaith engagement at individual, individual goals. This presentation will share the congregational, community, and societal levels development and implementation of a goal-setting (McCormack, 2013). However, research and practice on strategy used in two 25-student research methods lab interfaith engagement has been limited (McCormack, sections, in which the author solicited information about 2013; Todd, 2017). Presentations will examine the student goals on the first day of class and worked to ecological praxis of three interfaith engagement settings: incorporate those goals into course lectures and 1) a university campus; 2) local parishes by Roman correspondence with individual students. The Catholic clergy leaders (ordained deacons); and 3) the presentation will include instructor reflection, development of a U.S. church’s denominational policy, quantitative and qualitative feedback from students, and theology, and action on interfaith. The three tips for implementing similar strategies in your presentations exemplify how interfaith engagement must classrooms. be framed and practiced contextually, amidst the boundaries, limitations, possibilities, and values present Increasing student engagement with classroom in each setting. A discussant will comment and facilitate polling technology audience participation, examining lessons, implications, and challenges for community psychologists’ Amber Kraft, University of Illinois at Chicago involvement in research and practice on interfaith engagement. References McCormack, M.M. (2013). Classroom polling technologies, or student response Interfaith relations in the United States: Toward a systems, are increasingly used to increase student multilevel community psychology approach. Journal of engagement and participation in undergraduate courses. Community and Applied Social Psychology, 23, 171- When used effectively, they can support active learning, 186. doi: 10.1002/casp.2107 Pew Research Center. enhance discussion, facilitate interpolated testing, and (2018). Global Restrictions on Religion, 2007-2016 provide instant feedback to the instructor about students’ [Data file and code book]. Retrieved from experience of the material. However, incorporating http://pewresearch.org/datasets/ Todd, N. R. (2017). A polling technology into the classroom for the first time community psychology perspective on religion and can be intimidating, particularly if it necessitates a religious settings. In M.A. Bond, I. Serrano-García, C.B. financial cost, however small, to the student or Keys, & M. Shinn (Eds.), APA handbook of community university. Furthermore, expanding the use of classroom psychology: Theoretical foundations, core concepts, and technology alone can occasionally be mistaken as a emerging challenges. (pp. 437–452). Washington: replacement, rather than an enhancement, for other American Psychological Association. effective teaching strategies. This can lead to frustration https://doi.org/10.1037/14953-022

Chairs: 49 Jennifer J.F. Hosler, UMBC Discussant: interfaith group liturgies and educational activities in Nathan R. Todd, University of Illinois at Urbana- their parish (including Bible Study, prayer meetings Champaign weekly or monthly, religious services where a specific faith discusses their rite, like a Seder dinner). Deacons Presentations: facilitate/participate in “common events” with members A Social Justice Framework for Cultivating of other faiths, on social issues, service, or dialogue. Interfaith Engagement in Higher Education With Jewish communities, 64 deacons (5.2%) reported engaging the following: funeral and wedding services Ashmeet K. Oberoi, University of Miami with rabbis, classes on the Torah/Old Testament passages, mental health ministries, and religious Most interfaith efforts in higher education institutions educational programs on the Holocaust and the High use either a social justice framework that aims to Holy Days. With Muslim congregations, another sample highlight issues of power and privilege or an interfaith of respondents, 50 deacons (4.1%), stated they cooperation framework that aims to create religious collaborated in chaplaincy, joint prayer service, Catholic pluralism (Goodman, Geiss, & Patel, 2019). This & Muslim youth in joint services, or rented parish space presentation will describe the efforts of a multi-sectoral (a meeting room, an ex-convent) to a Muslim team (including faculty, administration, and chaplains) community for worship. This study demonstrates that to combine the two frameworks for developing Catholic clergy, specifically permanent deacons, are initiatives to enhance interfaith cooperation that also community agents who practice interfaith engagement. address issues of distributive and procedural justice on Discussion will include misperceptions of Catholic campus. Specifically, I will explore the role of interfaith clergy. References Ferrari, J.R. (2017, March). dialogue and engagement in creating a “Culture of “Ecumen… what?” Unifying the Church does not mean Belonging” that envisions an institution where uniformity in approach. Deacon Digest, 18-19. differences across cultures, races, sexual orientations and religions are celebrated, promoted, and used as “an Laying the Foundation for Interfaith Engagement: antidote to inequality.” I will also discuss ways in which Institutional Capacity Building in a Christian my identity as a community psychologist and a scholar- Denomination activist informs my role as a founding member of this task force for interfaith engagement. Finally, I will Jennifer J.F. Hosler, University of Maryland, Baltimore examine the selective challenges of taking an County intersectional and social justice orientation to promoting interfaith cooperation at a higher education institution. As a community psychologist and pastor within the References Goodman, K.M., Giess, M.E., & Patel, E. Church of the Brethren, a Christian Historic Peace (Forthcoming January 2019). Educating about Religious Church, I practice interfaith engagement in religious Diversity and Interfaith Engagement: A Handbook for settings at multiple ecological levels: interpersonal, Student Affairs. Sterling, VA: Stylus Publishing. congregational, and institutional. With my background in interreligious peacebuilding in Nigeria and Catholic Deacons: Ministers with a Mission to Serve community psychology training, I was appointed to a Interfaith Groups task force to write a position paper on ecumenical and interfaith engagement for the Church of the Brethren’s Joseph R. Ferrari, DePaul University Annual Conference. This yearly conference and its delegates are the church’s highest decision-making body Since Christianity began, “deacons” have existed. Over (as a non-hierarchical, congregation-based church); time, their role to be ministers of charity and social pastors and congregations must adhere to theology and justice working with the community’s marginalized, practice established by it. While many Church of the poor, and disenfranchised were reduced for more Brethren members were already involved in Christian clerical ministers. In 1968, the Roman Catholic tradition ecumenism, interfaith engagement remained foreign for reinstated the Permanent Diaconate. These men the broad majority, according to surveys I conducted. [married, 93%; fathers, 92%; employed in the Additionally, I used participant observation to community, over 80%) are ordained clergy “living the understand constituent experiences, views, and concerns lay lifestyle.” Despite over 46,000 deacons globally, and with interfaith engagement. My involvement with the over 18,000 in the US alone, limited research on this task force helped to 1) culturally and contextually frame population was recorded, until the author engaged interfaith engagement; 2) translate relevant social recently in a national survey with almost 2000 science and peacebuilding knowledge; and 3) bring an respondents. Among the sample, 1,210 deacons wrote ecological focus to the paper’s recommendations, experiences to an open-ended question about their role starting points, and guidelines for church members’ supporting ecumenism (Ferrari, 2017). Deacons involvement. We made arguments from past explained how Christian chaplaincy is a main venue for denominational polity—basing on the precedent of interfaith engagement. All Catholic deacons may hold church policies and practices—and from Church of the Brethren religious identity and biblical interpretation. The paper passed in July 2018 (Annual Conference, 2018). The Church of the Brethren now officially