Galano’s students learn to give psychology away
For
28 years at the College, Galano has been been espousing the attributes
of community-focused psychology. In the process, he has become known
for his scientifically based evaluations of numerous programs as he
helps some find direction and lends credibility to others. Much of the
work is funded by grants. “I get some of the smallest grants around;
I’m a blue-collar guy,” Galano explained. Over the years, however,
those grants have totaled more than $2 million dollars.
“Community
psychology is a reaction against theoretical clinical psychology, which
wants to give names to problems and to label people in terms of their
deficits,” Galano explained. “It involves psychology that is very
applied. It is psychology at the intersection of scholarship and
service.”
By the end of the practicum, the students understand
Galano’s vision. “Upstream,” they say, echoing a phrase popularized by
their instructor and mentor, “is the place to go to give psychology
away.”
This year, students enrolled
in Galano’s practicum helped families deal with death, at-risk children
deal with anger management, victims of domestic abuse learn empowerment
skills and even helped the College assess the risks of on-campus
alcohol abuse. Some of the students, such as senior Melody Mickens,
chose their placements based on personal interests; others, such as
Joanna Bradley (’06), were steered into settings that took them far
beyond their spheres of comfort. Recently many of the students
discussed their contributions and the lessons they had learned.
Mickens had provided care for her dying grandmother two years
ago; this year she worked with Hospice House, where she developed a
care-assessment survey while gaining insights into the challenges of
nonprofit management. “In terms of taking psychology outside the
academic realm and applying it to the community, hospice is a perfect
example, because they are really helping people learn how to grieve,
helping people prepare for something American society does not like to
embrace,” Mickens said. “The idea is to not just place them in
hospitals and overmedicate them to make them comfortable. It is to
realize that these are people who have final wishes to be carried out
and families that need to be taken care of.”
Bradley worked at the Community Crossroads Youth Home, where she
counseled young men between the ages of 14 and 17 who are at grave risk
for adopting lifestyles marked by aggressive criminal behaviors. In the
process, she found herself leading anger-management sessions and
teaching problem-solving skills, along with playing some basketball,
watching television shows and “just hanging out.” At one point, she
designed her own deep-muscle relaxation sessions, which were
well-received. Although she at first was worried about working with
“the worst kids from every school,” once they were engaged, she never
felt threatened, she said. She discovered that most of the young people
were intelligent, frustrated and angry. Labeled as “the bad kids,” they
had become caught in a cycle of living up to that designation. “A lot
of them learned at a young age that the way to solve a problem was with
their fists,” Bradley said. “Most of them come from single-mother
households and have a lot of anger against their mothers. A lot of them
just don’t know how to remain calm. The amazing thing is they are
really good kids, really smart kids. One was very intelligent. He made
all these great analytical analyses but was a horrible speller who
struggled to express himself.”
‘Community psychology...is psychology at the intersection of scholarship and service’
—Joseph Galano
Other
students plugged into the community in similar ways and came away with
the same positive experiences. Senior Katie Bussewitz, who worked in
the psychological services division at Head Start, saw 4- and
5-year-old children battling emotional disorders that made them a
threat to other children as well as to themselves. Although she
administered mental-status examinations and prepared related reports,
she volunteered to write a newsletter column to educate parents on
topics such as resiliency, how to help kids calm down and how to help
their children identify their feelings. Ann Hagan (’06) worked with the
transitional housing program sponsored by Avalon, a sexual-assault
shelter for women and children. There, she encountered women who came
from abusive situations in which they had their funds restricted and
their social relationships controlled. “In terms of giving psychology
away, it’s sort of empowerment, an offering up of the options,” Hagan
said. During one group meeting, she was asked to demonstrate how to use
a condom. “The woman had been married three times and did not think she
needed a condom because she had had her tubes tied and was not going to
have children,” she said.
Kelly Jones (’06), who worked at
People’s Place, a mental-health day-support program for people with
mental disabilities, helped “consumers” learn basic skills such as how
to use public libraries and computers. She created a special health,
nutrition and fitness group to help those who had had their needs met
and their schedules planned by institutions learn how to plan meals and
to exercise. She suggested that using the word “consumers” is important
because that signifies that “they no longer are patients.”
At
William and Mary, junior Michelle Treseler worked as a health and
education intern with the College’s Counseling Center, where she helped
conduct an alcohol-screening drive, worked on an assessment of the
potential for prescription-drug abuse at the College and led the 21
program, which encourages responsible choices by those celebrating
their 21st birthdays. “At first, I thought there is no way this 21
program will work,” she said. “I mean, they’re turning 21—there is no
way they will not be drinking.” To her delight, the program not only
was accepted, it also became an anticipated event that saw birthday
celebrants earning points by visiting campus statues, posing for
pictures with the College’s president, engaging Colonial reenactors and
eating desserts at the Trellis restaurant, among other activities.
Justin
Hage (’06) worked with a school-based counseling program coordinated by
Avalon and the York County School Division. He worked with
middle-school children who had exhibited signs of alienation and of
disrespect for authority. “Young people who show these signs are more
likely to become perpetrators of sexual assaults or domestic violence,”
he said. Indeed, many of the children had witnessed domestic violence
in their homes or had been victims of it themselves, he said. “We
worked to make changes in their mindsets, about what it means to be a
man,” Hage explained. “That defines the whole concept of community
psychology in a nutshell. You’re not trying to patch things up. You’re
trying to make changes where changes actually can be made.”
As his students discussed
their projects, Galano offered observations. Concerning the women
struggling at Avalon, he remarked, “Years ago, we treated these people
for anxiety and depression and asked, ‘What’s wrong with them? Why
aren’t they leaving these abusive situations?’ They say it takes a
village to raise a child; it takes a village to help an abused woman
back into society.” After Treseler described the campus alcohol
screening, Galano suggested that “the perception of alcohol use was
astronomical compared with the actual use. Students perceived that 40
percent of their friends were binge drinking, and the actual number was
4 percent. That’s a risk factor. When young people perceive everyone is
doing something, there is social facilitation,” he said.
During
the reporting session, he also answered concerns about burnout among
service providers. With their agencies chronically understaffed and
underbudgeted, the toll on the emotional health of providers can become
significant, he admitted to the students, most of whom had become
keenly aware of the budget and staffing realities. However, Galano
pointed to a recent study conducted in Chesterfield County in Virginia
that indicated that burnout among clinical psychologists tended to be
greater than among those working in community programs.
Contacted
separately, Lisa Thomas, who participated in a practicum in 1978,
agreed that the stresses are outweighed by the positive results
experienced as a community psychologist. When she was one of Galano’s
students, she worked in childhood intervention at Eastern State
Hospital at the time when the concept of housing patients in the
facility was first being scrutinized in light of a move toward
community-focused psychology. “Although Galano did not lead the
movement—it was just beginning about the time he came to William and
Mary—he certainly was among the first to embrace it,” Thomas said. Now
as the interim director of Child Development Resources, she is among
the leaders of area service agencies who benefit from the students
Galano sends. “They make valuable contributions to our work, and they
get to see the types of results that can be realized when you are
working upstream,” she said.
For Hagan, the fact that she
celebrated with one former victim of domestic violence who had
established a new home was all the validation that was needed. Bradley
perhaps best summed up the rewards from the semester of service. “When
guys I had treated did not go back to jail, everyone in the program was
so proud,” she said. “Knowing that you are doing something in your job
that makes a real difference in people’s lives every day—not much can
be more rewarding than that.”