Six Community Psychologists Tell Their Stories

History, Contexts, and Narrative

James G Kelly, Anna Song

• Publisher: Routledge
• Year: 2014
• eBook ISBN: 9781317718154
• Topic: Psychology
• Subtopic: History & Theory in Psychology
• Index: Psychology

Six Community Psychologists Tell Their Stories: History, Contexts, and Narrative presents the unique opportunity to examine how culture and social norms have combined with chance, coincidence, and serendipity to form the professional identities of men and women who were among the first generation trained to work in the field of community psychology. The book's contributors - disciples of those who founded the sub-field - provide insights into the factors (social status, family history, education, social environment, cultural events, important ideas) that furthered their professional development in an emerging field. Their stories - still works in progress - go far beyond facts, figures, dates and details to document what they've done with their lives - and why.

Six esteemed community psychologists - three men who began their careers as the field was established in the mid-1960s and three women who took part in the increased opportunities available in the 1970s - recall how important events and social movements affected them as they fulfilled their personal and professional goals. They discuss the effects of family values and styles, class, ethnic status, gender, racism, anti-Semitism, the power of social settings, supportive education and work settings, and the impact of post-World War II government programs on their education, including the G.I. Bill, and the establishment of United States Public Health Service fellowships. Their stories touch on many common themes, including social marginality and sex discrimination, making personal discoveries in response to educational experiences, the significance of fate, and the experience of gaining a new or renewed sense of self through meaningful events, occasions, and people.

These Six Community Psychologists Tell Their Stories:

• Dr. Jean Ann Linney (University of South Carolina), whose experiences involve a combination of idealism, supportive contexts, and good fortune
• Dr. Julian Rappaport (University of Illinois at Urbana-Champaign), who views himself as an "insider/outsider," whose personal and professional identity crosses traditional boundaries
• Dr. N. Dickon Reppucci (University of Virginia), who became a community psychologist by accident, an outgrowth of his involvement with social protest in the 1960s
• Dr. Marybeth Shinn (New York University), whose story reflects her interest in the social contexts of neighborhoods and community settings
• Dr. Edison J. Trickett (University of Illinois at Chicago), who writes of the life experiences that have influenced both his work and his longtime involvement in folk music
• Dr. Rhona S. Weinstein (University of California at Berkeley), whose work in the dynamics of self-fulfilling prophecies in educational settings developed early in her career

Insightful commentary on their recollections is provided by two distinguished scholars—Henrika Kuklick, Science Historian at the University of Pennsylvania, and Dan McAdams, Professor of Psychology at Northwestern University.

Six Community Psychologists Tell Their Stories: History, Contexts, and Narrative is a unique resource for community psychologists, autobiographical researchers, and anyone interested in the history of psychology.

Index

• Autobiographical memories
  • research on, 3–4
  • validity of, 149–152
• Autobiography
  • alternative views of, 2–3
  • validity of, 2
  • value of, 3
• (University of) California
  • at Berkeley, 125–147
  • at Davis, 1–14

• Catholic education, 85–87
• Commentary, 153–158
• Community psychology
  • current context for women, 98–101
  • history of, 6
• Cowen, Emory L., 28–29

• Feminism, 110–112

• GI Bill, 19–20

• History
  • of community psychology, 6
  • of psychology, 5
• (University of) Illinois
  • at Chicago, 63–80
  • at Urbana-Champaign, 15–39

• Kelly, James G., 1–14
• Kuhn, Thomas, 1
• Kuklick, Henrika, 149–152

• Liminality, 154–155
• Linney, Jean Ann, 6,81–102
  • current context for women, 98–101
  • family context, 82–85
  • formative values and ideals, 82–88
  • gender discrimination and, 92–93
  • gender stereotype counterbalances, 87–88
  • intellectual/educational context, 88–96
  • intellectual identity formation, 96–98
  • mentors, 93–94
  • postgraduate study, 90–92
  • religious education, 85–87
  • scientific/intellectual context, 94–96
  • undergraduate education, 88–90

• Memories, validity of, 149–152
• Mentors/mentoring, 23–25,28–29, 70–71,93–94

• New York University, 103–124

• Overview, 1–14
  • historical, 5–6
  • of process, 8–11
  • research on memories, 3–4
  • of text, 6–7
  • themes, 8–11
  • views on autobiography, 2–3

• (University of) Pennsylvania, 149–152
• Personality, 2
• Psychology
  • community. see Community psychology
  • history of, 5

• Rappaport, Julian, 6, 15–39,156–157
  • as assistant professor, 32–34
  • community mental
    • health/psychology, introduction to, 29–30
  • dissertation, 31–32
  • early (mis)education (1948-1960), 17–19
  • early family life (1942-1948), 16–17
  • historical context, 30–31
  • marriage, 23–25
  • medical school, 27–28
  • mentors, 23–25, 28–29
  • neighborhood (1942-1946), 20
  • new neighborhood (1952-1960), 21–22
  • paying for college (1960-1964), 19–20
  • postgraduate study (1964-1968), 23–27
  • professional experiences, 35
  • public housing (1947-1952), 20–21
  • public/private life intersection, 37–38
  • social marginality, 38–39
  • at U. Illinois post tenure, 36
  • undergraduate education (1960-1964), 22–23
• Reppucci, N. Dickon, 6, 41–62, 155
  • discussion, 59–61
  • family background, 47–50
  • marriage, 52–53
  • postgraduate study, 42–47
  • undergraduate education, 50–52
  • Virginia years, 57–59
  • Yale years, 53–57

• SAT scores, 18
• Serendipity, 9–10
• Sex discrimination, 8–9,92–93, 110–112. see also Gender entries
• Sexual harassment, 93
• Shinn, Marybeth, 6, 103–124,153–154
  • diversity and, 113–114
  • family background, 104–106
  • family educational level, 104
  • family gender roles, 105–106
  • family religion, 105
  • feminism and, 110–112
  • future directions, 123–124
  • historical context, 106–109
  • postgraduate study, 114–118
  • professional experience, 118–123
  • sex discrimination and, 110–112
  • undergraduate education, 106–114
• Small truths, 10
• Social-cognitive approaches, 2
• Social marginality, 8–9,38–39,154–155
• Social settings, power of, 10–11
• Song, Anna V., 1–14
• (University of) South Carolina, 81–102

• Themes
  • power of social settings, 10–11
  • serendipity as, 9–10
  • sex discrimination as, 8–9
  • small truths, 10
  • social margi...

Table of contents

• Cover Page
• Half Title Page
• Dedication
• Title Page
• Copyright Page
• Table of Contents
• About the Editors
• Introduction
• On Becoming a Community Psychologist: The Intersection of Autobiography and History
• An Accidental Community Psychologist
• Our Paradigms, Ourselves: Reflections on the Ecology of a Community Psychologist
• The Making of a Community Psychologist: Naïve Idealism, Supportive Contexts and Good Fortune
• Ecological Influences on an Ecologically-Oriented Community Psychologist
• Reflections on Becoming a Community Psychologist
• Memories
• Commentary Personal Destiny, Chance, and the Role of the Outsider in the Life Stories of Six Community Psychologists
• Index