PSYC3001: Community Psychology Case Study Assessment

Case Study 1: Taking Action

In the beachside suburb of Beachton, café owners and residents are concerned about the increasing number of teenagers vaping in public spaces near the beach and local shops. Business owners like Delta Goodrem, who runs a popular smoothie bar, worry it's creating an unwelcoming atmosphere for families, while locals feel uncomfortable when clouds of vapor greet them at the entrance to the community centre. As a local council member with psychology expertise, you propose creating a community coalition to address this issue. You organise a public forum, bringing together local businesses and concerned parents to discuss their experiences and concerns. At the meeting, you encourage participants to brainstorm potential solutions, while also including representatives from Youth Affairs Council and a group of teenagers to ensure young people's perspectives are heard. During the discussion, Harry Styles, who owns a vintage record shop nearby, suggests installing "No Vaping" signs throughout the area and increasing security patrols. While others appreciate this idea for immediate deterrence, they express interest in finding more sustainable, long-term approaches that support young people rather than simply punishing them. The group proposes forming a committee to develop comprehensive, long-term solutions. Their ideas include creating youth-friendly spaces with activities, surveying teenagers about why they vape and what alternatives might appeal to them, running peer-led education programs in local schools, and collaborating with young people to co-design solutions. Sabrina Carpenter, a local youth worker, volunteers to help facilitate conversations with teenagers. The meeting concludes with Taylor Swift, a social worker, being assigned to coordinate the initial consultation process with young people in the community.

Questions

1. What level of change does Harry's suggestion represent? Describe the different levels of change, providing examples for each.
2. At what stage of community readiness is the rest of the group? Provide ONE (1) example from the case study to support your answer.

Case Study 2: Policy Review 

Starlight Entertainment, a major global music and entertainment company, is reviewing its workplace diversity and inclusion policy. The company has grown significantly and now employs over 500 staff across creative, technical, and administrative roles. The current policy, established in 2015, states: "Starlight Entertainment is committed to providing equal opportunities to all employees regardless of race, gender, sexual orientation, age, disability, or religious beliefs. All employees will be treated the same and have access to the same workplace benefits and professional development opportunities." However, recent feedback from an employee survey has raised concerns. Jade, a wheelchair user working in event management, notes that while she has the "same" access to professional development workshops as everyone else, they're always held on the third floor in a building where the elevator frequently breaks down. Leigh-Anne, who is neurodivergent, points out that while everyone gets "the same" open-plan workspace, the noise and lighting make it difficult for her to focus. Perrie mentions that the "one-size-fits-all" parental leave policy doesn't account for diverse family structures. Jesy, who manages several artists from First Nations backgrounds, observes that the policy doesn't address the specific cultural needs and perspectives of Indigenous employees and artists. The HR team, led by the new Chief People Officer, recognises these concerns and has convened a working group to revise the policy. They're particularly interested in understanding the difference between their current approach and what might create genuine inclusion and opportunity for all staff members.

Questions

1. Identify ONE (1) issue with Starlight Entertainment's current diversity policy statement and explain why it is an issue.
2. The focus of Starlight Entertainment's current policy appears to be equality. Define, and describe the distinction between, equality and equity, using examples from the case study.

Summary of Assessment Requirements

This assessment required students to critically analyze two case studies focusing on community psychology and organizational inclusion, applying theoretical knowledge to real-world contexts.

Key Pointers to Be Covered:

1. Case Study 1: Taking Action:

   • Identify the level of change represented by Harry’s suggestion.
   • Describe the different levels of change (individual, relational, community, and societal) with examples.
   • Determine the stage of community readiness the group demonstrates and justify the response with a case example.

2. Case Study 2: Policy Review:

   • Identify one key issue in Starlight Entertainment’s diversity policy and explain why it is problematic.
   • Define and differentiate equality and equity, using examples from the case to demonstrate understanding of inclusive practice and fair policy design.

The assessment aimed to evaluate students’ ability to apply community psychology frameworks, assess policy inclusiveness, and demonstrate critical understanding of equity principles in practice.

Approach by the Academic Mentor

The academic mentor guided the student through a structured step-by-step process to ensure clarity in addressing both case studies comprehensively while linking theory to practice.

Step 1: Understanding the Case Context

The mentor first encouraged the student to read each case study thoroughly and identify the core social and organizational issues:

• In Case Study 1, the focus was on youth engagement and collective community action.
• In Case Study 2, the emphasis was on policy reform, workplace inclusivity, and understanding equity vs. equality.

The mentor helped the student outline the stakeholders involved, their perspectives, and the psychosocial or systemic barriers present in each scenario.

Step 2: Linking Theory to Practice

Next, the mentor guided the student to connect academic theory to case-based evidence:

• For Case Study 1, theories of community change levels (individual → relational → structural → societal) and community readiness stages (no awareness → denial → preparation → initiation → maintenance) were reviewed.
• For Case Study 2, the mentor discussed organizational equity frameworks and diversity management models, emphasizing that equality treats everyone the same, whereas equity provides resources and adjustments based on need.

This theoretical grounding helped the student approach the analysis with clarity and academic rigor.

Step 3: Structuring the Responses

The mentor provided a clear writing framework for each question:

• Begin with a definition or explanation of the concept (e.g., levels of change, equality vs. equity).
• Apply the concept directly to the case details (e.g., Harry’s suggestion reflects an individual or environmental level of change).
• Conclude with a critical reflection on how the proposed action supports sustainable or inclusive outcomes.

This structured approach ensured that each response demonstrated logical flow, applied understanding, and academic depth.

Step 4: Reviewing and Refining

The mentor encouraged self-review and critical reflection, helping the student refine arguments for coherence and accuracy.

• In Case Study 1, emphasis was placed on showing how community participation and youth inclusion foster readiness for sustainable change.
• In Case Study 2, focus shifted to how inclusive policy design requires understanding contextual needs, not just uniform application.

Feedback was provided on improving academic tone, clarity, and evidence integration.

Final Outcome and Learning Objectives Covered

By the end of the mentoring process, the student successfully:

• Identified and analyzed levels of social and community change.
• Applied community readiness theory to assess collective engagement.
• Critically evaluated policy frameworks to differentiate equality from equity.
• Demonstrated understanding of diversity and inclusion within professional and community settings.
• Produced a well-structured, academically sound response aligned with course learning outcomes related to critical analysis, evidence-based reasoning, and reflective practice.

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