I DATE PREPARED: jl0/6/2011 I

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1 Document N: Course and Program Development: IMPACT AND APPROVAL SIGNATURES See Course and Program Development Policy and Procedures ( for instructions. SCHOOL: OLAw QcPA CONTACT NAME:!Elaine I PHONE: ~o"""h_n...;.so_n. DEPARTMENT/DIVISION: ~pplied Behavioral Sciences PROPOSED SEMESTER OF IMPLEMENTATION: fall Qspring YEAR:j2012 I DATE PREPARED: jl0/6/2011 I TYPE OF ACTION: add(new) 0 deactivate 0 modify 0 other LEVEL OF ACTION: 0 noncredit 0 undergraduate graduate 0 other ACTION BEING REQUESTED (select one category, either Course Actions or Program Actions): 0 COURSE ACTIONS Original Subject Code/Course Number: ~PPL614 Original Course Title: rommunity Psychology Q PROGRAM ACTIONS Original Program Title: Select one or multiple actions from one of the lists below (review the list ofnecessarv documents and signatures):,, Experimental Course 10. Program Requirements 2. Course Title lla. Undergraduate Specialization (24 credits or fewer) 3. Course Credits llb. Master's Specialization (12 credits or fewer) 4. Course Number llc. Doctoral Specialization (18 credits or fewer) S. Course level 12. Minor (add or delete) 6. Pre- and Co-Requisite 13. Closed Site Program 7. Course Description 14. Program Suspension 8. New Course 15. Program Reactivation " 9. Deactivate Course 16a. Certificate Program (UG/G) exclusively within existing degree program 22. Other 16b. Certificate Program (UG/G) outside of or across degree programs (12 or more credits) 17. Off-Campus Delivery of Existing Programs 18a. Undergraduate Concentration (exceeds 24 credits) 18b. Master's Concentration (exceeds 12 credits) 18c. Doctoral Concentration (exceeds 18 credits) 19. Program Title Change 20. Program Termination 21. New Degree Program 22. Other ADDITIONAL DOCUMENTATION (check all appropriate boxes of documents included; review the list of necessary documents): Ia summary proposal (0) Ia course definition document (P) 0 full five-page MHEC proposal (Q) 0 financial tables (MHEC) (R) 0 other documents as may be required by MHEC/USM (S} 0 other (T) /

2 IMPACT REVIEW (review the list ofnecessarv signatures}: Impacted Entity Signature Date a. Library b.ots c. University Relations d. Admissions e. Records APPROVAL SEQUENCE (review the list ofnecessarv signatures}: Approvallevel S1gnature Date A. Department/Division (Chair) ( ( -1~-J( B. General Education (for No. 7, 8) C. Final Faculty Review Body Within Each School (Chair) D. Dean E. University Faculty Senate (Chair) F. University Council (Chair) 1 G. Provost and Senior Vice President for Academic Affairs H. President I. Board of Regents (notification only) J. Board of Regents (approval) K. MHEC (notification only) L. MHEC (approval) M. Middle States Association notification Required only if the University's mission is changed by the action 1 University Council review (for recommendation to the president or back to the provost) shall be limited to curricular or academic policy issues that may potentially affect the University's mission and strategic planning, or have a significant impact on the generation or allocation of its financial resources. 2

3 Document 0: Course and Program Development: SUMMARY PROPOSAL See Course and Program Development Policy and Procedures ( for instructions. SCHOOL: QLAW QCPA CONTACT NAME: ~,;IE;;.;:Ia;.;;in.;.;:e;... _,l PHONE: ~~Jo.;.;h.;.;.n~s.;.;on..;..., DEPARTMENT/DIVISION:!Applied Behavioral Sciences PROPOSED SEMESTER OF Qspring I DATE PREPARED: 110/6/11 YEAR:I2012 ACTION BEING REQUESTED (select one category, either Course Actions or Program Actions): <:) COURSE ACTIONS Q PROGRAM ACTIONS Original Subject Code/Course Number: Original Program Title: IAPPL 614 Original Course Title: 'Community Psychology Select one or multiple actions from one of the lists below (review the list ofnecessarv documents ond signatures}: Experimental Course 10. Program Requirements 2. Course Title lla. Undergraduate Specialization (24 credits or fewer) 3. Course Credits 11b. Master's Specialization (12 credits or fewer) 4. Course Number llc. Doctoral Specialization (18 credits or fewer) 5. Course Level 12. Minor (add or delete) 6. Pre- and Co-Requisite 13. Closed Site Program 7. Course Description 14. Program Suspension 8. New Course 15. Program Reactivation "' 9. Deactivate Course 16a. Certificate Program (UG/G) exclusively within existing degree program For changes to existing courses: 22. Other 16b. Certificate Program (UG/G) outside of or across degree programs (12 or more credits) 17. Off-Campus Delivery of Existing Programs 18a. Undergraduate Concentration (exceeds 24 credits) 18b. Master's Concentration (exceeds 12 credits) 18c. Doctoral Concentration (exceeds 18 credits) 19. Program Title Change 20. Program Termination 21. New Degree Program 22. Other OLD TITLE ~Special Topics: Community Psychology NEW TITLE 'Community Psychology SUBJECT CODE/COURSE NO.,APPL 629 SUBJECT CODE/COURSE NO.,APPL 614 I CREDITS IL.;..3_---I I CREDITS 1._3. 3

4 DESCRIBE THE REQUESTED COURSE/PROGRAM ACTION (additional pages may be attached if necessary): Add a new, permanent course in Community Psychology. SET FORTH THE RATIONALE FOR THIS PROPOSAL: Community Psychology is a recognized speciality within psychology. It focuses on the interrelatedness of individuals and the communities in which they live. It blends research and action to study the relationship between social systems and individual well-being, and to develop and evaluate the effectiveness of system interventions on social and mental health problems. The counseling psychology track of the M.S. program in Applied Psychology, and the Certificate for Professional Counseling Studies at UB both train mental health professionals to work in the Baltimore area, where "system" problems such as poverty, violence, and conspire to profoundly affect mental health. However, communities also possess strengths, and models for resiliency. This course helps students expand their perspective on mental health to include community variables. Given UB's location and commitment to "engaged stewardship" in the Baltimore area, the addition of a community perspective on both the problems and solutions to mental health problems is a valuable, if not necessary, one. A special topics course in Community Psychology has been taught for two years. Th~ course will be continued under the new course number.~ AP?L ~lt..\, ~ tpj.q 4

5 DOCUMENT P: COURSE DEFINITION See Course and Program Development Policy and Procedures ( for instructions. 1. DATE PREPARED 10/7/ PREPARED BY Elaine Johnson 3. DEPARTMENT/DIVISION Applied Behavioral Sciences 4. COURSE NUMBER(S) with SUBJECT CODE(S) APPL COURSE TITLE Community Psychology 6. CREDIT HOURS 3 7. CATALOG DESCRIPTION This course provides an introduction to the central concepts, strategies, findings, and values of community psychology in order to help students develop broader perspectives on individual and community functioning and wellbeing. The interdependence of individuals and their communities and environments is explored, with foci on social issues and policies, underserved and marginalized groups, social justice and social change, and prevention of social and mental health problems. Major emphasis is on research and interventions at the level of small groups, organizations, institutions and communities to reduce stress, enhance quality of life, prevent emotional and behavioral disorders and empower individuals and their communities. 8. PREREQUISITES None 9. COURSE PURPOSE (how the course is to be used in the curriculum; e.g., required for the major, elective, etc.) This course will be an elective within the counseling track of the M.S. in Applied Psychology, and in the Certificate in Professional Counseling Studies program.

6 10. GENERAL EDUCATION AREA (if applicable; e.g., social sciences, humanities, mathematics, etc.) Not applicable 11. COURSE TYPE/COMPONENT (clinical, continuance, discussion, field studies, independent study, laboratory, lecture, practicum, research, seminar, supervision, thesis research, tutorial or workshop; this must match PeopleSoft 9.0 coding, so check with your dean's office if you are unsure of the correct entry) Lecture/discussion 12. FACUL TV QUALIFIED TO TEACH COURSE Elaine Johnson, Ph.D., Courtney Gasser, Ph.D., David Goode-Cross, Ph.D., Amber Norwood, M.A. (Adjunct) 13. CONTENT OUTLINE 1. Introduction to Community Psychology 2. The scope and rationale for Community Psychology 3. Community Psychology Research and Conceptual Models 4. The Ecological Analogy and Ecomapping 5. Conceptions of Environment 6. Measuring Community- the Psychological Sense of Community 7. Defining and Measuring a Community 8. Self-help 9. Coping and Resilience 10. Prevention and Empowerment 11. Program Development and Evaluation 12. Community Intervention and the Problem of Change 14. LEARNING GOALS At the conclusion of this course, the students will be able to: Name and describe at least five social events that sparked the development of community psychology. Name and describe the major effects of societal, cultural and environmental influences on psychological and community well-being, as they have been identified in the field of community psychology. Articulate major aspects of various theories of individual/community interaction and theory-based ways of improving these interactions Summer 2010

7 Describe ways in which prevention approaches or the use of community resources and support can be applied in the context of individually oriented services. Describe the application of community psychology theory to real life examples as a way of testing the theory and explaining real communities Express your ideas clearly in writing, utilizing theory and evidence to support your argument Participate respectfully (both listening and speaking) in classroom and group discussions as a means of enhancing knowledge and acquiring new perspectives. 15. ASSESSMENT STRATEGIES May include: Class participation, Exams, Student Presentations, and Papers 16. SUGGESTED TEXT(S) and MATERIALS (e.g. textbooks, equipment, software, etc., that students must purchase) Birman, D., Trickett, E. & Buchanan, R. (2005). A tale oftwo cities: Replication of a study on the acculturation and adaptation of immigrant adolescents from the former Soviet Union In a different community context. American Journal of Community Psychology, 35(1/2), Brodsky, A. E. (1999). Making it: The components and process of resilience in urban African-American single mothers. American Journal of Orthopsychiatry, 69(2), Brown, L., Shepherd, M., Wituk, S., & Meissen, G. (2007, April). How settings change people: Applying behavior setting theory to consumer-run organizations. Journal of Community Psychology, 35(3), Coulton, C. J., Krobin, J., Chan, T. & Su, M. (2001). Mapping residents' perceptions of neighborhood boundaries: A methodological note. American Journal of Community Psychology, 29(2), p Dalton, J. H., Elias, M. J., Wandersman, A. (2006). Community psychology: Linking individuals and communities. Boston, MA: Wadsworth Publishing. Dohrenwend, B. P. (2000). The Role of Adversity and Stress in Psychopathology: Some Evidence and Its Implications for Theory and Research. Journal of Health and Social Behavior, 41(1), Fine, M. Fine, (1997). Coping with rape: Critical perspectives on consciousness. In M. Crawford & R. Unger (Eds.), In our own words: Readings on the psychology of women and gender. (pp ). New York: The McGraw-Hill Companies, Inc. Humphreys, K. & Rappaport, J. (1993). From the community mental health movement to the war on drugs: A study in the definition of social problems. American Psychologist 48(8), Levine, M., Perkins, D.O. & Perkins, D.O. (2005). Principles of Community Psychology, (3rd Edition). New York: Oxford University Press. Lounsbury, J. W., Loveland, J. M. & Gobson, L.W. (2003). An investigation of psychological sense of community in relation to big five personality traits. Journal of Community Psychology, 31(5).

8 Maton, K. (2007). Empowering community settings: Agents of individual development, community betterment, and positive social change. American Journal of Community Psychology, McMillan, D., & Chavis, D. (1986). Sense of community: A definition and theory. American Journal of Community Psychology, 14, Moos, R. H. & Fuhr, R. (1982). The clinical use of social-ecological concepts: The case of an adolescent girl. American Journal of Orthopsychiatry, 52(1), Nicotera, N. (2007). Measuring Neighborhood: A Conundrum for Human Services Researchers and Practitioners. American Journal of Community Psychology, 40(112), O'Neill, P. (1989). Responsible to whom? Responsible for what? Some ethical issues in community intervention. American Journal of Community Psychology, 17(3), Ortiz-Torres, B., Serrano-Garcia, I., & Torres-Burgos, N. (2000). Subverting culture: Promoting HIV/AIDS prevention among Puerto Rican and Dominican Women. American Journal of Community Psychology, 28( 6), Perkins, D. D. & Taylor, R. B. (1996). Ecological assessments of communitydisorder: Their relationship to fear of crime and theoretical implications. American Journal of Community Psychology, 24(1), Rappaport, J. (1981). In praise of paradox: A social policy of empowerment over prevention. American Journal of Community Psychology, 9(1), Riger, S. (1993). What's wrong with empowerment. American Journal of Community Psychology, 21(3) Sarason, S. B. (1984). If it can be studied or developed, should it be? American Psychologist, 39(5), Unger, D. G. & Wandersman, A. (1985). The importance ofneighbors: The social, cognitive and affective components of neighboring. American Journal of Community Psychology, 13(2) Warren, R. B. & Warren, D. I (1977). The neighborhood organizer's handbook. Chpts 1, 5, 8: How to diagnose a neighborhood, What's in a neighborhood, Which neighborhood are you talking about? Wiesenfeld, E. (1996). The concept of"we": A community social psychology myth? Journal of Community Psychology, 24(4), SPECIAL GRADING OPTIONS (if applicable) n/a 18. SUGGESTED CLASS SIZE 10

9 19. LAB FEES (if applicable) None