Gender-based violence is a violation of human rights and a global public health issue. OMS data indicates that one in three women experiences physical or sexual violence during their lifetime, and in Brazil, the numbers are equally alarming. This study aimed to report on psychological practice in group settings regarding the support of women victims of violence and to reflect on how Psychology is involved in reflective groups of Brazilian women victims of domestic and family violence, as well as recognizing the limits and progress in the use of Psychology in this context. Using methods of direct and participatory observational case study in a support group for women victims of domestic violence, data were analyzed through a constructionist-oriented thematic analysis. The study reveals that participation in these groups provides support, the construction of new reflections, and the broadening of individual perspectives. From the perspective of Social Constructionism and authors in the field of Gender Studies, it was observed that both in-person and online groups facilitated the creation of a support network, helping participants to reframe their experiences of violence. The mirroring technique used promotes identification and solidarity among the women, which is essential for the emotional healing process. The study highlights the importance of psychologists’ roles in coordinating these groups, fostering meaningful social and individual changes. In conclusion, the research reaffirms the effectiveness of reflective groups and psychological support in addressing gender-based violence, emphasizing the need for public policies that integrate multidisciplinary approaches to tackle this serious issue.
The COVID-19 pandemic exacerbated pre-existing socio-economic and psychosocial vulnerabilities in many marginalised urban communities across the Global South. This study explored the psychosocial dimensions of deprivation and community resilience during the COVID-19 pandemic in Sakubva, a high-density suburb in Mutare District, Zimbabwe. Guided by the deprivation trap framework and resilience theory, the study adopted a community-based qualitative research design. Data were generated through focus group discussions with 30 community members, semi-structured interviews with 13 community residents, and key informant interviews with 7 local stakeholders. Thematic analysis was employed to analyse the data. Findings revealed that the pandemic intensified interconnected forms of deprivation, including psychological distress, economic insecurity, social exclusion, and reduced access to basic services. Despite these challenges, community members demonstrated resilience through social networks, informal coping strategies, and collective problem-solving. However, structural constraints and unequal access to support limited the effectiveness and inclusivity of resiliencebuilding initiatives. The study highlights the importance of contextually grounded, community-driven psychosocial interventions that address both structural deprivation and local resilience capacities. The findings contribute to community psychology by illustrating how resilience processes operate within conditions of chronic deprivation during public health crises.
Disparities in access and utilization of substance abuse treatment (SAT) among Latinxs, accentuated by this population's rapid growth, create a public health issue. Although substance abuse literature has given more consideration to environmental factors and social support concerning treatment outcomes, current substance abuse models fail to address important contextual and cultural aspects for Latinxs in recovery, including acculturation. The proposed study aims to test out a multidimensional acculturation model on a sample of 131 Latinxs (Mage= 36.3; SD±10.4, 117 males, 49% immigrants) who recently completed SAT. Specifically, the proposed study employed a conditional process model using the PROCESS Macro for SPSS to examine the association between behavioral acculturation and substance use behavior in the past six months on nativity status at different levels of attitudinal acculturation. Results yielded that, after controlling for age and substance use, higher endorsement of U.S. mainstream cultural practices was associated with a higher frequency of days using alcohol among Latinx immigrants, specifically those reporting high and very high affiliation to the U.S. mainstream culture. Also, a negative association between U.S. mainland-born Latinx and frequency of days using illicit drugs in the past six months was observed, but only among those who endorse very high affiliation of U.S. mainstream culture.
This paper presents the Community Impact model, which provides a systematic evaluation of a programme or intervention and, consistent with Community Psychology methodologies, proposes new perspectives in selecting strategic tools to support systems, organisations and communities in order to activate a positive process of change. This contribution provides a state of the art in impact evaluation by means of a review of studies on empowerment evaluation, systemic approach, human rights impact evaluation and collective impact, and illustrates the success factors for achieving suitable policies and for promoting stakeholders' involvement in all stages of an intervention. Based on existing literature, a first prototype of the model was drawn up and tested in three case studies in European countries. Subsequently, the Community Impact (CI) evaluation model was defined. This paper presents its theoretical and operational aspects, which comprise six steps that are strictly connected to one another and pertain to: forming accountable groups and leadership, transferring knowledge, transforming “bad data” into useful data, providing added value to interventions, and increasing local partnerships in order to create a more effective narrative regarding the implemented process and its outcomes.
Learning integrated into community action promotes a more active citizenry. More specifically, service-learning (S-L) embedded into higher education can represent a big challenge yet also an opportunity to involve the whole university community in social and community development. This paper addresses this teaching method by identifiying and reviewing the different components that define S-L, that is: civic engagement, social responsibility, civic education, partnership, and reflection. The ways in which S-L can be introduced into the curriculum are explained, through detailing experiences already carried out in the teaching of psychology. Current available data on its efficacy in university education are analyzed. The focus now turns to a university experience involving Community Psychology students across Bachelor’s and Master’s degrees. During this experience, students on both programmes make their final-year projects to develop a prevention resource aimed at young people at high risk of problematic cannabis use. Ultimately, this program not only teaches students the principles of Community Psychology but also give them an opportunity to put them into practice.
