No abstract

Study limitations merit interpretation caution. They are useful for future research, including development and testing of youth psychoeducation programs with longer interventions, more emphases on coping, parent-inclusion, and larger samples using randomized, experimental designs. Suggestions for research, practice, and policy are provided.

Psychological sense of community within psychosocial rehabilitation clubhouse programs was examined using concept mapping with 18 members and 18 staff from 10 programs. Members identified four concepts: Recovery, social connections, membership, and tasks and roles. Members described hope and healing as aspects of recovery. Members' views on sense of community focused on the rehabilitation and social nature of the program. Staff also identified four concepts: Affiliation and support for members, shared experiences, clubhouse organization, and task and roles. The staff concept of clubhouse organization, which incorporated the ideas of leadership and organization of physical space and the concept of task and roles, was based on ideas of shared responsibility and clubhouse procedures. Staffs' views on sense of community strongly reflected their formal training in clubhouse principles. The relation of these concepts to McMillan and Chavis' theoretical framework for sense of community is discussed and recommendations for practice provided.

It appears that the clubhouse provides an intentional environment that creates a sense of community and a place to belong. The clubhouse as a place to be where one can meet individuals in like situations has been identified as very helpful in achieving recovery by providing the opportunity to rebuild one's shattered social network and offering contact with others in similar contexts.

Early social-emotional development occurs in the context of parenting, particularly via processes such as maternal emotion socialization and parent-child interactions. Results from structural equation modeling indicated that maternal contingent responsiveness partially mediated the relationship between maternal emotion socialization of toddlers (N = 119, ages 12-36 months) and toddlers' social-emotional competence. Effect size was strongest for the direct path between maternal emotion socialization and toddler social-emotional competence. Toddler age and maternal demographic risk status (covariates) predicted toddler competence. Study results extend the previous literature on early competencies by focusing on toddlers rather than preschool-aged children and by employing a contextual model in which both low-income mothers' emotion socialization and their contingent responsiveness predicted toddlers' competencies.

This paper describes the origin of the Experimental Social Innovation and Dissemination model and its contribution to and intersection with community psychology. It also discusses the challenges presented to ESID by community psychology's growing emphasis on cultural diversity and participatory approaches to research and intervention. It concludes with an overview of the papers presented in the special issue.

The next step is youth psychoeducation intervention development and evaluation. Parents, youth, and professionals should be included in the program planning.

National Guard service members and their families face unique circumstances that distinguish them from other branches of the military. In this article, we highlight unique National Guard needs and argue that more can be done by policy makers to help this population. We present the findings from a representative survey of Michigan citizens showing that public support exists for increased assistance for these service members. Using the multiple streams framework, we propose that policy makers currently have the opportunity to facilitate increased support for National Guard members and families. Specifically we suggest policy implications that feature the important role of state and local resources.