Introduction to Community Psychology Part V Chapter 15 Community Organizing, Partnerships, and Coalitions

15 . COMMUNITY ORGANIZING , PARTNERSHIPS , AND and Crystal Chapter Fifteen Objectives By the end of this chapter , you will be able to Understand why and how communities organize Explain bottom up and top down approaches to community organizing Understand the cycle of organizing The basic requirement for the understanding of the politics of change is to recognize the world as it is . We must work with it on its terms if we are to change it to the kind of world we would like it to be . We must see the world as it is and not as we would like it to Saul , Rules for Radicals 286

Introduction to Community Psychology 287 IF Photo by is licensed under the License At some point , everyone wants something about their how their community is change . Maybe they feel a law is unfair , or wish their group had more resources . One way to accomplish community goals is to engage in community organizing , or the act of engaging in cooperative efforts to promote a community interests . as there are many things people may wish to change , community organizing comes in many shapes and forms and can be used to initiate small changes within a community or larger changes throughout society . Engaging in community organizing involves actively cultivating relationships with a number of people , some of whom may have different ideas about solutions . If it sounds complicated , that because it is ! Thankfully , we have many examples of successful community organizing , some of which come from collaborative partnerships . COLLABORATIVE PARTNERSHIPS

288 Leonard , lack , and ( Editors ) Photo by is licensed under the License To understand collaborative partnerships , let break down these two terms into their simplest form . A partnership is a mutual relationship between two or more people . This relationship can be hierarchical , as is the case between you and your boss , or equal , like the relationship between you and your . Collaboration , on the other hand , is an action . collaboration is the action of working with one or more people to produce or create something . Taken together , a collaborative partnership is a reciprocal relationship between two or more people with a shared goal in mind . Collaborative partnerships are often dynamic , characterized by constant change , activity , or progress . Thinking about what you have read so far , what are some examples of collaborative partnerships you have encountered in the case study boxes throughout this book ?

Before reading further , take a moment to list them . Now that you have revisited the case studies and have a list of collaborative partnerships , are there commonalities between them ?

Do they differ from what you think of as community organizing ?

Often in Community Psychology , collaborative partnerships have common themes with and key differences from other forms of community organizing . Let take a look at some of these commonalities and differences .

Introduction to Community Psychology 289 Organization of Collaborative Partnerships As you may recall from the introductory chapter ( 2019 ) a major focus of Community Psychology is that of social justice . It is common for community psychologists to develop collaborative partnerships with organizations that serve oppressed groups . As cutbacks in the public sector have become more and more common the past three decades , collaborative partnerships between community psychologists and community organizations have provided one solution to dwindling resources within organizations ( Nelson , 2001 ) These partnerships can also assist when the organization lacks expertise in certain areas . For example , community psychologist partnered with the YMCA Caldwell Center in , Indiana to assist the organization in gathering feedback from the diverse population the center served to better meet their needs . After completing focus groups with the neighborhood residents , and her Community Psychology students developed a survey that was administered to the same residents . As a result , the center was able to write grants and obtain funding for different types of programs that better met the residents needs ( 2019 see the following case study ) The YMCA Caldwell Center is in the neighborhood , a racially diverse , economically disadvantaged area with of the residents living below poverty and having less than a high school education . The goal of working with this YMCA branch was twofold the project aided community psychologist in teaching her students , marketable skills relevant to community psychological research , and the community partners received assistance in developing a tangible product that could be utilized to better serve community members needs . This partnership established am at The Charleston is licensed under through the University of Southern Indiana Outreach and Engagement , which is designed to connect community entities in need of services with researchers on campus . The collaborative effort rested on two demonstrable outcomes for the Caldwell Center to provide qualitative feedback from different age groups utilizing their services ( a focus

290 Leonard , lack , and ( Editors ) on residents needs ) and to create a quantitative measurement tool that could be used to collect data more easily and quickly once they ended our partnership . and Approaches Collaborative partnerships , as illustrated in Case Study , are often more formal in nature , designed to meet a need of the organization , and have a timeline with an end goal . Although not always true , collaborative partnerships tend to take a approach to social change . That is , they tend to be designed by experts or community leaders who are often not part of the community the social change will impact . approaches carry with them the of expertise and legitimacy , but also run the risk of the experiences and world views of the experts . In other words , the needs and voices of the community may be lost in translation ( et , 1995 ) This approach also runs the risk of reinforcing existing power structures , and as you learned in Chapter , inequality in power structures is often the root cause of other inequalities , such as poverty and income . Often , when we think of community organizing , a approach isn the thing that comes to mind . Although this is a approach in certain settings , sometimes the most powerful forms of social change utilize a approach , which originate at the grassroots level . That is , they are designed by community members rather than experts or professionals . An easy way to illustrate this difference is with mental health care . Seeking the services of a therapist is a approach to mental health care . You seek the expert advice of a therapist to feel better . On the other hand , help groups represent a approach , where you seek the support of others with mental health to feel better . COMMUNITY HANGE Community Logo . by is licensed under Let consider another of food insecurity . A approach to food insecurity may include a city mandate that public schools send snacks home with children living in food deserts , where the snacks are provided by those in power . In contrast , a approach may include a community garden initiative where local residents plant and tend to gardens , with the food being provided by those living in the food desert . This is precisely what one group of concerned citizens in , Indiana did when they started the Urban Seeds community garden in 2005 . Their efforts have since grown into a organization that serves the region of Southern Indiana . Of course , with any kind of partnership , it is important to consider the potential for effects , or unintended consequences . You may it helpful to talk about values and goals early on in the process of working with community organizations and groups , looking for areas of overlap and differences . It is also a good idea to important terms , talk about how you will deal with ( for example , a disagreement between university researchers and the school district ) and discuss how long the relationship will last . Partners should revisit these agreements to make sure any changes are addressed . See Case Study for an example and some good ideas to consider .

Introduction to Community Psychology 291 Regina Day and her team worked with an program in , California to aid students in designing , researching , and implementing action research in their school . Students learned about research design and methodology , developed and completed actions to address their selected issues , and presented their . As the partnership developed , and her team ran into challenges around limited budgets , power differentials between students and their school institutions , limitations on what projects were considered worth pursuing , and what the right channels of change were . It was important for team to continue to communicate with students and faculty throughout the partnership and address these challenges as they came up ( Grace , 2011 ) Now that you know the difference between these two approaches , think about changes you would like to see in your own community . What type of approach do you feel would be best to achieve that change ?

Sometimes out which approach may be best can be , and community psychologists generally agree that neither approach is best , as they both offer . Whereas approaches tend to embrace the values inherent in Community Psychology , approaches are often needed for their as funding and expertise . In many cases , like the one described in Case Study , the two approaches are combined in hopes of achieving the best results .

292 Leonard , lack , and ( Editors ) COMMUNITY Photo by is licensed under Let go back to the things you would like to see changed in your local community . Is there something on that seems insurmountable ?

Perhaps a problem that seems impossible to change ?

Oftentimes this is the case when we think about social problems and their solutions . Indeed , some social problems are and require , complex solutions that extend beyond the scope of collaborative partnerships . Community , on the other hand , tend to tackle larger social issues by bringing together a representation of community citizens and private and in a way to address large social problems at multiple levels within a community . Like collaborative partnerships , community have become more popular in recent years following cutbacks to funding for social services , therefore putting pressure on communities to do more with less ( Nelson , 2001 ) Given the organizational structure of community , members often agree upon a mission , vision , and set of shared values , all of which help write and implement action plans . These action plans help guide the coalition in their work , whether the work is carried out by the coalition itself or by organizations ( Not only do help strengthen citizen participation , a staple of Community Psychology , they hold the potential to change policy at local and state levels , and increase community resources ( To illustrate in action , let consider two very different community that came out of a grassroots effort to tackle a host of community issues where the work is done by the coalition itself ( Case Study ) and one that developed over decades of work to decrease economic disparities , where much of the work is carried out by organizations ( Case Study )

Introduction to Community Psychology 293 Congregations Acting for and Empowerment is an interfaith coalition comprised of 22 religious organizations in Southern Indiana . It started by members of different religious congregations coming together to better understand an what community issues were mutually important to a ' them through listening sessions , a practice that continues today and draws hundreds of community members from different congregations . Through these listening sessions , members decide on one or two issues to address throughout the year and develop an action plan . One example of how this coalition impacted community practice was their success in reaching an agreement with three county sheriff and the city department to equip and with Narcan , a medication for drug overdoses . Watch this this on the success of a similar approach to drug overdoses in Massachusetts . The Community Action Program of is a coalition that developed under the auspices of the City of in the with the mission of promoting economic and social for the area racial minority populations . The coalition develops action plans under the guidance of a Board of Directors consisting of representatives from three different counties that represent both the public and private sector . community programs are housed under this including programs such as Head Start , Financial Literacy for Home Buyers , and Emergency Need ' Charleston is licensed under mesa multiple organizations carrying out the work . One example of how this coalition impacted community practice was in their development of partnerships to provide affordable , housing for households .

294 Leonard , lack , and ( Editors ) THE CYCLE OF COMMUNITY ORGANIZING Reflection Assessment ' learned Issues Research Action Determine Strategize and causes and mobilize correlates of issue ( Figure . Cycle Organizing and Crystal Successful community organizing tends to follow a cycle assessment , research , mobilization ( action ) and ( Speer , 81 , 1995 ) A student organization wanting to improve access to mental health resources on their university campus may assess what resources already exist on campus . They may also have or small group meetings with students , staff , and faculty to better understand their experiences . If they can , they may also do a survey of a representative sample of students . Their main questions may be things like What issues do students face when dealing with their own mental health ?

Are students able to meet with counselors when they need to ?

Are there differences in what groups readily have access to resources ?

Do faculty know what the process of referring students to various resources on campus looks like ?

After this assessment stage , the student organization will want to enter the research stage . Here , it will be important to meet with campus leaders to understand what funding and other resources are allocated to mental health . They may meet with the dean of students to discuss different programming goals or the counseling center to understand what mental health concerns students come into the center with most often and how those concerns are addressed . The student organization may hold public meetings on the issue for students , staff , and faculty to raise concerns or to build public support . This will help them move into the action phase . In the action phase , the student organization may host events raising awareness of mental health concerns and how to address them , with a call for more resources on campus dedicated to helping students thrive . They may create and distribute a petition calling for administrators and the board of trustees to allocate more funding to hire more counselors or provide the counseling center more or updated space . They may even participate in , march on campus , or publish opinion pieces in the student or local newspapers . With the increased use of social media , they may create a social media campaign , incorporating the use of and encouraging community members to share their stories . After these actions have been taken , the student organization will move into the reflection stage . Here , student leaders and their allies will want to on what happened . What went well ?

What Introduction to Community Psychology 295 didn go well ?

What next ?

As Saul ( 1971 ) suggests in Rules for Radicals , ideal organizers are curious ( Is this true ?

irreverent ( lust because it always been this way , does that make it right ?

and imaginative ( Let try to come up with another way to do this ! They have a good sense of humor , a bit of a blurred vision of a better world , and an organized personality . Nurturing these qualities would help increase the quality of the student leaders about their experiences . As the student leaders engage in , they will also be looking forward to the next assessment stage . It is important to recognize that time may be needed for communities to see the full effects of their efforts , as systemic change often takes time . As are considering what actions to take , they should always be mindful of intended impact . What outcomes would these student leaders hope for ?

Perhaps the goal is shorter wait times for students needing access to services , or a reduction in the number of medical withdrawals for mental health concerns . These are easy to measure and track , assuming the students have access to these metrics . Some outcomes , however , are harder to measure how do we measure a reduction in stigma against those with mental diagnoses ?

For something like that , it will be important to consider change over time , both on campus and nationally . Perhaps it would be good for students to work with faculty to develop a yearly survey to estimate attitudes surrounding mental health issues and maybe even prevalence of common mental health diagnoses . As you might be able to see , measuring impact can get complicated pretty quickly , and often requires change leaders and others to think ahead and envision what factors will positively and negatively affect their ability to judge how things have gotten better or worse as a result of the actions they take . Some of the common obstacles found when trying to measure outcomes of include Issues surrounding how representative their coalition and outcomes are compared to and outcomes generally Control of the independent variable ( the coalition ) of extraneous variables and interactions between other extraneous variables Figuring out what outcomes to measure and how to measure them Changes over time in understanding and measurement of issues , and Fighting the desire to present results in a favorable way ( Berkowitz , 2001 ) As we have learned throughout this textbook , communities can vary widely in their membership , the they inhabit , and their access to resources . While the complexity of working on and measuring the impact of community work makes this work challenging , Berkowitz encourages us to rise to that challenge and new ways to measure what we need to measure in a reasonable and valid way .

296 Leonard , lack , and ( Editors ) COMMUNITY ORGANIZING TECHNIQUES Neighborhoods Organizing for Change ( Vigil by Webster is licensed under Typically , when communities organize , their goals fall within two broad categories resource provision , or ensuring a community is provided with a resource it is lacking ( a form of change ) and transformation , or fundamentally changing a community and its structures such that resources and power are more equitably distributed ( a form of change Hale , 2014 ) For example , a community may be interested in improving the educational outcomes of its children . If the community focus is on resource provision , they may push for smaller classroom ratios or better pay for teachers . If the community focus is on transformation , they may push for a change in culture whereby community members share ownership of students educational outcomes with teachers and create programs that engage all members of the community . Those who put transformational change above resource provision argue that resources are necessary for communities and community change , but without attention to changing the systems that caused the lack of resources , there is a danger of recreating systems that allow for some groups to be left behind . For instance , if a community pushes for better pay for teachers , this may teachers in some schools or school districts more than others . A key consideration for someone interested in community organizing is ways to keep volunteers engaged organizations can only be as effective as their volunteers are when working together over an extended period . Some estimates suggest only of meeting attendees show up to later meetings ( Speer , 2011 ) So , what factors affect whether someone stays involved ?

Some factors that seem to positively attendance include face meetings designed to build interpersonal relationships and attendance at research related actions ( see above , where we talk about the research stage of community organizing ) Capacity Building For change to happen , a community must engage in a process known as capacity building , or a process in which communities or organizations work to improve their collective skills and resources . In other

Introduction to Community Psychology 297 words , before actions happen , communities need to make sure they can do the things they need to do to make that action happen and sustain the results they want . These things can include tangible resources like money or space , power , leadership , or the networks of people who care about an issue . But why is capacity building important ?

Engaging in capacity building can improve community readiness for members to do the things they need to do for change to happen . For example , one study of seven Kansas communities trying to reduce underage drinking found that increasing a community readiness through capacity building resulted in new programs , policies , and practice changes being more easily facilitated ( Chaney , 2017 )

298 Leonard , lack , and ( Editors ) Table . Stages of Community Readiness No Awareness Vague Awareness Preparation Community has no knowledge about the issue or local efforts to address it . Leadership and community members believe the issue is not a concern . There are no resources available for dealing with the issue . leadership and community members believe this issue is not a concern or think it ca or should be addressed . Only a few members know about the issue , and there may be misconceptions among community members about the issue and current efforts . Community members leaders do not support using available resources to address this issue . A few community members have at lea st heard about local efforts but know little about them . Leadership and community members believe this issue may be a concern in the community . They show no immediate motivation to act . Community members have only vague knowledge about the issue . There are limited resources that could be used for further current efforts . Some community members have at least heard about the issue and local efforts but know little about them . Leadership and community members acknowledge this issue is a and that something must be done to address it . There are limited resources for further efforts to address the issue . Most community members have at least heard about local efforts .

Introduction to Community Psychology Initiation Stabilization 299 Leadership is actively supportive of continuing or improving current efforts or in developing new effort . The community is concerned and wants to do something about it . Community members have basic knowledge about causes , consequences , signs , and symptoms . There are some resources for further efforts to address the issue community members or leaders are actively working to secure these resources . Most community members have at least basic knowledge of local efforts and current efforts . Leadership plays a key role in planning , developing implementing new , or increased efforts . The community feels a sense of responsibility , and some community members are involved in addressing the issue . Resources have been obtained allocated to support further efforts . Most community members have more than basic knowledge of the issue and local efforts , including names and purposes of specific efforts , target audiences , and other information . leadership is actively involved in ensuring or improving the viability of the efforts to address this issue . The community has taken responsibility and is involved . A considerable part of allocated resources for efforts are from sources that are expected to provide continuous support . Most community members have considerable knowledge of the issue and local efforts , including the level of program effectiveness . Leadership plays a key role in expanding and improving efforts .

300 Leonard , lack , and ( Editors ) I ' I . I I . a vI . I ' I ' I EH ' I . Issue Iru ' I the ' If ' I II ' I ' In . I . I . I ' I ' I ! I ' II . All I . Community readiness typically moves through nine stages ( see The Stages of Community Readiness above ) and can increase or decrease depending on the community issue , the intensity of community efforts , and external events . Community readiness to implement interventions to prevent underage drinking , for example , may drastically increase following a terrible car accident where underage drivers had been drinking . Case Study provides an example of community psychologists using stages of community readiness to guide their intervention . Ii , and ( 2006 ) found that police departments and citizen community groups are often in different stages of readiness to change regarding reducing youth access to cigarettes . Some communities initially had minimal awareness that a problem existed locally and had no intention to invest in change , whereas others had an awareness of the problem , but no commitment to action and still others had a clear recognition of the problem and willingness to make some preliminary trials . A few other communities were ready to work hard at programs that should lead to behavior change . When working with a community in

Introduction to Community Psychology 301 the denial stage , the Community Psychology research group often needed to show them data from the schools to indicate that there was , in fact , a problem with youth smoking in their communities . The researchers also showed them data , which had been collected from the assessment of local merchants tobacco sales patterns , indicating that these merchants were illegally selling tobacco to minors . When the research group worked with communities in the preparation stage , police chiefs often found it helpful to rate the community level of readiness and where the community might like to be in a year so that the community could monitor their anticipated changes . The very process of discussing these issues often facilitated the communities in preparing for change and taking action . Sometimes the assessment called for the development of new tobacco control ordinances for towns , and the community psychologists were able to help the communities bring about important policy changes . It was only by understanding this readiness to take action that they could tailor the interventions to the needs of each community , and slowly work with them to become more motivated to prepare , take and maintain active social policies that could reduce youth access to tobacco and ultimately youth rates of smoking . As an example , for over a year , the research team worked collaboratively with one community to insure that this ordinance was carefully crafted and had broad community support to pass . The research team was invited to testify at a local city counsel meeting to provide evidence supporting the need for the revised ordinance . This policy development and advocacy were not required in every town , but this example shows how the team needed to carefully target their collaborative work to address the unique needs and readiness to change of each community . As a result of the success of this study , these community psychologists next used their Readiness Interview in a larger randomized study involving 24 communities . OTHER KEY CONCEPTS OF COMMUNITY ORGANIZING Photo by is licensed under the License

302 Leonard , lack , and ( Editors ) Collective and Participatory As we have learned throughout this chapter , the work of community psychologists relies heavily on community members acting collectively and intentionally ( et , 2001 ) It also relies on a sense of collective , that is , the belief that the actions of the group can be successful in creating change ( 2000 ) Collective depends on many factors , such as the task at hand , access to resources , and leadership . It also depends on personal participatory own belief that you can effectively participate in community organizations . Both vary from situation to situation . For example , you may feel that the student group you belong to can effectively change the campus housing visitor policy ( collective ) and that your research skills will contribute to the group efforts ( participatory ) On the other hand , you may feel that the local homeless coalition you volunteer for will effectively establish partnerships for affordable housing ( collective ) but feel that you can not contribute effectively to that mission ( participatory ) Photo by is licensed under the License Burnout in Community Organizing We can all relate to feelings of stress . In community partnerships and , stress can lead to burnout that feeling of overall exhaustion when there too much pressure ( stress ) and not enough sources of satisfaction or feelings of support ( 2000 ) When coalition or team members experience burnout , it comes as no surprise that the quality of their work or willingness to participate deteriorates . Researchers have found six organizational factors that contribute to burnout high workload , little in decision making , inadequate rewards ( compensation , recognition ) lack of social support , lack of fairness , and disagreement on values ( 2008 ) Effective leadership and organizational capacity can aid in preventing many of these factors , and the way in which you the social problem and decide how to change it can make a difference . Photo is licensed under the License

Introduction to Community Psychology 303 Small Wins Approach Think about the last time you received a high score on a paper you put a lot of time and effort into writing . It felt good , right ?

Successes , and the recognition of those successes , can go a long way in community organizing . When the social issue your organization is tackling has opposition , seems insurmountable , or is controversial , it is important to identify and establish small wins early in the planning phase . Organizational theorist Karl ( 1986 ) found that when proposed changes are sweeping and extensive , it tends to increase feelings of threat , and hence , increases a community resistance to change , and inaction among change agents . However , when proposed changes are small , concrete , and of moderate importance , risks seem more tolerable and manageable . These small wins also have the added of attracting allies , preventing inaction , and deterring opponents . Take a moment to read the excerpt from Vi himself on small changes in Case Study . The successful effort by the Task Force on Gay Liberation to change the way in which the Library of Congress books on the gay liberation movement is another example of a small win . Prior to 1972 , books on this topic were assigned numbers reserved for books on abnormal sexual relations , sexual crimes , and sexual perversions ( After 1972 , the were changed so that homosexuality was no longer a subcategory of abnormal relations , and all entries formerly described as abnormal sex relations were now described as varieties of sexual life ( Spector , 1977 , Labels and technical , the mundane work of , have become the turf on which claims are staked , wins are frequent , and seemingly small changes attract attention , recruit allies , and give opponents second thoughts ( 1986 , 42 ) Barbara mung by Kay is licensed under

304 Leonard , lack , and ( Editors ) UP Mam up all ( lump . I . Ill . in all dub Photo by is licensed under the Community members may engage in community organizing for many reasons and in a variety of ways , though typically these goals fall within two categories resource provision and transformation . As we learned in this chapter , collaborative partnerships may be organized using a approach , where communities work with experts who are likely not a part of the affected community , or a approach , which is driven by the community members themselves . Community tackle larger societal issues by bringing together people from across the community and its organizations . Regardless of the exact method , community organizing often follows a cycle in which communities assess critical issues affecting the community , research causes and correlates of the issues , act through and mobilization , and on lessons learned . Successful organizers engage in capacity building and improving community readiness , both of which increase a community chances of success . Part of increasing community readiness involves building a sense of participatory and collective , which involve people sense that their change things . When things don go well , community members may experience burnout , or feelings of overall exhaustion that negatively impact one ability to engage in community organizing , which is why it important to focus on small wins . Critical Thought Questions . What skills do you think a good organizer has ?

Some of these skills are ( for example , organizational skills ) but others might be interpersonal ( collaboration ) Imagine that a friend came to you and wanted to improve the amount , quality , and cost of vegetarian and vegan options on campus , among other actions they would like to eventually take . Take your friend through the cycle of organizing , highlighting potential opportunities and challenges that may be experienced along the way . Think about a social issue that is important to you . What is a approach to address this issue ?

How about a approach ?

Introduction to Community Psychology 305 . What are some examples of collaborative partnerships in your local community ?

How about community ?

Think about the drug and alcohol prevention program in your own school . What are some possible positive and negative effects of that program ?

Take the Chapter 15 View the Chapter 15 Lecture Slides REFERENCES , 1971 ) Rules for radicals A practical primer for realistic radicals . New York , NY Vintage Books . 81 Chaney , 2017 ) Improving community readiness for change through coalition capacity building Evidence from a intervention . Journal of Community Psychology , 45 ( Berkowitz , 2001 ) Studying the outcomes of . American Journal of Community Psychology , 29 ( 81 Speer , 2011 ) Contextual on participation in community organizing A multilevel longitudinal study . American of Community Psychology , 47 , doi , Richter , Lewis , Lopez , 1995 ) Using empowerment theory in collaborative partnerships for community health and development . American Journal Psychology , 23 , Berkowitz , 81 Allen , 2001 ) Building collaborative capacity in community A review and integrative framework . American Journal Psychology , 29 , Hale , 2014 ) Community organizing For resource provision or transformation ?

A review of the literature . Global Journal of Community Psychology Practice , 81 , 2019 ) Introduction to the of Community Psychology . In , 81 ( Introduction to Community Psychology Becoming an agent of change . Retrieved from chapter , Ii , 81 , 2006 ) Developing partnerships to control youth access to tobacco . of Educational and Psychological Consultation , 16 , Grace , 81 , 2011 ) Youth empowerment in context Exploring tensions in . American Journal of Community Psychology , 47 ( 81 , 2000 ) Iob burnout . Annual Review of Psychology , 52 ,

306 Leonard , lack , and ( Editors ) 2008 ) Early of job burnout and engagement . Journal of Applied Psychology , 93 , 2019 ) Community psychology at a regional university On engaging undergraduate students in applied research . Forthcoming at Global of Community Psychology Practice . Nelson , 81 , 2001 ) Building partnerships toward solidarity with oppressed groups . American Journal of Community Psychology , 29 , 649 doi . Speer , 81 , 1995 ) Organizing for power A comparative case study . Journal of Community Psychology , 23 ( Retrieved from ( 57 Center for Prevention Research . 2014 ) Community readiness for community change ( Fort Collins , CO Colorado State University . 1984 ) Small wins the scale of social issues . American Psychologist , 39 , Community coalition building Contemporary practice and research . American Journal Psychology , 29 , The future of community coalition building . American Journal of Community Psychology , 29 , A . 2000 ) Empowerment theory psychological , organizational and community levels of analysis . In ( Handbook Psychology ( New York . by is licensed under the Uns License