Then and now: A 50-year retrospective thematic analysis of Society for Community Research and Action presidential addresses.

The Society for Community Research and Action (SCRA) is the primary professional home for community psychologists in the United States and increasingly around the world. Since the formation of the American Psychological Association Division 27: Community Psychology in 1966, now SCRA, 54 people have served in the Presidential role. Presidential leaders' annual addresses both reflect the current state of the field and have the ability to shape the future of both SCRA as an organization and community psychology as a discipline given their positions as leaders. This commentary explores the trajectory of SCRA as an organization via 33 available presidential addresses, 28 of which were published in the American Journal of Community Psychology (AJCP). Using thematic analysis and drawing on both dialectical and life cycle organizational processes, three periods of SCRA and community psychology more broadly were identified: defining community psychology, applying community psychology, and re-imagining community psychology. Themes speak to tensions between the ideals of the society and the work of the society. We conclude by offering a series of questions for consideration as SCRA positions itself for the future.

Sense of school community among high school students with a disability.

High school students with a disability often experience social isolation and exclusion. Previous research has not explored the extent to which youth with a disability feel connected to their school environment, their sense of school community. This study utilized data from The National Longitudinal Transition Study-2 (NLTS-2), a 10-year longitudinal dataset that includes high school students with various disabilities. The study proposed a theoretical framework for sense of school community through maximized school assets and minimized school challenges. The study sample included a total of 1,180 high school students, 11th (n = 443) and 12th (n = 737) graders who completed surveys. Multiple linear regression analysis revealed that a combination of school assets and school challenges of high school experience predicted sense of school community among 11th and 12th graders. Practical implications for increasing sense of school community and reducing social isolation are discussed.