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Here is the first book which highlights the unique resource of
religion in the field of prevention. Until now, religious systems
have been a largely undertapped resource of talent, energy, care,
and physical and financial assets. Religion and Prevention in
Mental Health is a significant new volume that lays a general
foundation for preventive work in the religious area. It presents a
number of reasons for examining religion as a source for aiding
prevention and well-being. The authors dispute the popular notion
of religion as damaging to mental health, as well as the idea that
religious affiliation is entirely predictive of better mental
health. Instead they focus on the framework for living that
religions provide which assists believers in anticipating,
avoiding, or modifying problems before they develop. For the human
service professional willing to build a collaborative relationship
with religious systems, this vital book depicts the richness and
diversity of religion and shows the interface of religion,
well-being, and prevention. Important issues such as the impact of
religion on American society and the ethos of mental health and
prevention, the historical and contemporary role of the
African-American church as an empowering agent and mediating
structure for black citizens, the critical roles of theology in
determining the attitude of religious systems toward prevention and
well-being, the importance of community and personal narratives,
and the limitations of religious settings due to their survival
concerns and methods to increase their potential to heal are all
discussed thoroughly. Through a better understanding of religious
settings, programs, and processes, human service professionals can
more effectively utilize religion and reach a neglected portion of
the population in need of help. In addition, religious leaders,
mental health professionals including counselors, social workers,
program developers, evaluators, and administrators, and
psychologists, sociologists, and anthropologists will benefit from
the comprehensive material provided in this timely book.
Here is the first book which highlights the unique resource of
religion in the field of prevention. Until now, religious systems
have been a largely undertapped resource of talent, energy, care,
and physical and financial assets. Religion and Prevention in
Mental Health is a significant new volume that lays a general
foundation for preventive work in the religious area. It presents a
number of reasons for examining religion as a source for aiding
prevention and well-being. The authors dispute the popular notion
of religion as damaging to mental health, as well as the idea that
religious affiliation is entirely predictive of better mental
health. Instead they focus on the framework for living that
religions provide which assists believers in anticipating,
avoiding, or modifying problems before they develop. For the human
service professional willing to build a collaborative relationship
with religious systems, this vital book depicts the richness and
diversity of religion and shows the interface of religion,
well-being, and prevention. Important issues such as the impact of
religion on American society and the ethos of mental health and
prevention, the historical and contemporary role of the
African-American church as an empowering agent and mediating
structure for black citizens, the critical roles of theology in
determining the attitude of religious systems toward prevention and
well-being, the importance of community and personal narratives,
and the limitations of religious settings due to their survival
concerns and methods to increase their potential to heal are all
discussed thoroughly. Through a better understanding of religious
settings, programs, and processes, human service professionals can
more effectively utilize religion and reach a neglected portion of
the population in need of help. In addition, religious leaders,
mental health professionals including counselors, social workers,
program developers, evaluators, and administrators, and
psychologists, sociologists, and anthropologists will benefit from
the comprehensive material provided in this timely book.
Influencing Social Policy synthesizes current knowledge about how
psychologists influence social policy to serve the public interest.
The volume builds upon interviews with 79 applied psychologists
about their experiences in the policy domain, with special focus on
the work of applied developmental psychologists, applied social
psychologists, and community psychologists. Additional foundations
of the volume include a review of social science scholarship across
a wide range of disciplines, and author Kenneth Maton's 30 years of
teaching on the topic, including frequent interactions with
Washington, DC, policy experts. Together, these sources provide
in-depth information about how applied psychologists influence
social policy, the factors that contribute to their success, the
challenges they face, and the approaches used to address those
challenges. The policy influences described span all three branches
of government: legislative, executive, and judicial. The policy
content areas are diverse, including the death penalty prohibition
for adolescents, early childhood education, gay marriage, gender
discrimination in the workplace, health and mental health care
reform, homelessness, home visiting programs, sexually abused child
witness treatment, status offender diversion from the juvenile
justice system, substance abuse prevention, and many others.
Influencing Social Policy is a must-have resource for graduate
students and professionals in a wide variety of disciplines with
interests in influencing social policy, including psychology,
education, public health, social work, policy studies,
anthropology, and sociology.
Concerns with how students are taught, and whether and how they
learn, has become particularly salient in higher education. This is
evident in growing awareness of increases in time-to-degree and
declines in attainment rates for many students, including those who
are underrepresented, in our nation's community and public and
private colleges and universities. It is also demonstrated
vis-a-vis recent findings that more than a third of college
students evinced no noticeable improvement in critical thinking,
writing, and complex reasoning skills after four years as an
undergraduate. These findings suggest that while a focus on access
to and participation in the nation's colleges and universities
remain a prominent goal, it is no longer sufficient given
persistent disparities in post secondary student learning. There
are a few models however, from which we can distill a set of
strategies for promoting not only high achievement, but also
retention and completion rates. This book examines three such
models in higher education - the Meyerhoff Scholars Program at the
University of Maryland, Baltimore County; the Opportunity Programs
at Skidmore College in Saratoga Springs, New York; and the
Premedical Program at Xavier University in New Orleans - with a
proven record of student achievement and completion.
Statistics indicate that African American females , as a group, fare poorly in the United States. Many live in single-parent households - either as the single parent mother or as the daughter. Many face severe economic hurdles. Yet despite these obstacles, some are performing at exceptional levels academically. Based on interviews with hundreds of successful young women and their families, Overcoming the Odds provides a wealth of information about how and why they have succeeded - what motivates them, how their backgrounds and family relationships have shaped them, even how it feels to be a high academic achiever.
Concerns with how students are taught, and whether and how they
learn, has become particularly salient in higher education. This is
evident in growing awareness of increases in time-to-degree and
declines in attainment rates for many students, including those who
are underrepresented, in our nation's community and public and
private colleges and universities. It is also demonstrated
vis-a-vis recent findings that more than a third of college
students evinced no noticeable improvement in critical thinking,
writing, and complex reasoning skills after four years as an
undergraduate. These findings suggest that while a focus on access
to and participation in the nation's colleges and universities
remain a prominent goal, it is no longer sufficient given
persistent disparities in post secondary student learning. There
are a few models however, from which we can distill a set of
strategies for promoting not only high achievement, but also
retention and completion rates. This book examines three such
models in higher education - the Meyerhoff Scholars Program at the
University of Maryland, Baltimore County; the Opportunity Programs
at Skidmore College in Saratoga Springs, New York; and the
Premedical Program at Xavier University in New Orleans - with a
proven record of student achievement and completion.
Empowering Settings and Voices for Social Change combines a focus
on understanding social settings as loci for empowering
intervention with a focus on understanding and giving voice to
citizens. The volume illuminates advances in theory and method
relevant to changing a broad spectrum of social settings (including
programs, organizations, institutions, communities and social
policy) from a strengths-based perspective. Three cross-cutting
concepts -- a strengths-based approach to research and social
action, empowerment, and narrative research methods -- serve as
integrating and foundational themes.
Part I takes up issues of setting processes and outcomes of
influence, research methods, and implications for setting and
community change efforts and social policy. Questions addressed in
Part I include: What is the nature of current and future
conceptualizations of social settings? What are the actionable
features in social settings? How can settings that place a premium
on empowerment and promotion be created or restructured? What are
the organizational characteristics of empowering community
settings? What mechanisms mediate the impact of these
characteristics on individual well-being?
Part II examines how action scientists have sought to understand
and amplify the voices of those individuals and communities who
serve as the focus of their research and social change actions.
Part II authors explore the role of institutional beliefs,
community narratives, and personal stories in recovery from serious
mental illness; trace the cultural contours of "mental health"
among the Gros Ventres of the Fort Belknap Indian reservation;
examine youth voice in the juvenile justice system, illuminating
the loss of focus on individualized justice and accountability to
youth; and, outline ways in which community narrative can enrich
culturally anchored work in prevention and public policy. Finally,
chapters in Part III seek to situate the rest of the volume's
chapters in the context of decades of work on empowering settings,
giving voice and social change.
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