Archives: Dr. Jaqueline Gustafson

By Megan Sands and Dr. Jacqueline Gustafson, EdD

You hop off the plane full of wonder and excitement, eager to change the world.  Everything around you feels beautifully unfamiliar; the different smells, language, and horizons draw you in.  You look out the window and see the children running towards the car, laughing and grinning ear to ear.  They have been awaiting your arrival.  For the next several weeks you play, sing, and dance, bringing joy to so many faces.  You connect with the people and the culture in an inexplicable way until the van returns to take you home.  You’ve been forever changed by the things you saw and the people you served, ready to share your story, to tell the world what this has meant to you.  You post about it on Instagram, you share your stories with family and friends.  In quiet moments, your thoughts wander, filled with hope that you might one day visit again.  But what fills the daydreams of the children in this story?  What are their hopes and dreams?  Do they dream of the day when you will visit again?  Or, possibly another team?  Or, maybe they dream about the day when they might get to ride away….

Have you participated in short term mission or service trips?  We hope that you have, because it can be an amazing experience for both those serving and those being served!  What about the moments and days after the trip?  Your world was likely impacted in so many ways.  What is often not considered is the way in which those whom we serve, or host communities, are truly impacted by our service, interaction, and presence.  Serious consequences can follow our exciting short term visits.  A rise in “volunteer tourism” presents concerns of very possible dependency and exploitation of host communities (Hartman et al., 2014).  Hartman et al. noted that popularity in these international short term service programs has created a market of selling these experiences as a commodity. 

Certainly the intent of such trips, in a variety of different forms, is “doing good.”  However, unfortunately some challenges can occur when acts of service are seen as “unquestioned good.”  Some responses suggest that the risk to host communities is simply too great, no matter how well intentioned.  While others argue against these concerns with the attitude that “at least we care,” “we are doing something, what are you doing?” or “at least we are trying to help.”  So what’s the right response?  Is there a space for short-term service and engagement?  Can the goals of service be advanced while also safeguarding against risks to vulnerable populations?  

In response to the concern of protecting vulnerable populations, Dr. Jacqueline Gustafson (CBU), Dr. Amanda Howard (Samford University), and Nicole Wilke (Christian Alliance for Orphans) have developed Principles and Practices for Just Engagement: An Evidence Based Curriculum for Short Term Missions and Service with Orphans and Vulnerable Populations.  This online curriculum combines scientifically-informed guidelines for and alternate models of best practices in engagement.  The mission of the project seeks to provide access for churches, nonprofits, and university-based programs to educate service providers and reduce risk for host populations.  The curriculum provides an alternative perspective and approach to short term service and mission work.

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The project seeks to bring awareness to, and advocate for, best practices in short-term volunteer projects serving orphans and other vulnerable populations.  Like the introductory story shows, service can connect people, promote cultural understanding, and improve host communities’ quality of life.   The project includes developing and deploying a free online evidence-based curriculum for short-term missions and service intended to benefit orphans and vulnerable populations.  Expert opinions have been collected on best practices in their respective fields and experiences.  Researchers, church leaders, and nonprofit organizational leaders who have participated in short term missions and service projects speak on various topics to build this curriculum.    Ethical considerations are addressed by the experienced individuals in interactive modules to better prepare teams for service.  Some important ideas taught in this curriculum include vulnerable populations, cultural humility, child protection, impact and evaluation, media/ethical storytelling, and alternative engagement.  We hope to educate and challenge well-intentioned service teams to do the most good in the most ethical way. 

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What are your thoughts? Share below; we would love to hear from you!

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References:

Hartman, Eric, et al. “Fair Trade Learning: Ethical Standards for Community-Engaged International Volunteer Tourism.” Tourism and Hospitality Research, vol. 14, no. 1-2, 2014, pp. 108–116., doi:10.1177/1467358414529443.

Resources:

Fair Trade Principles and Rubric for University Administrators and Faculty: https://compact.org/ftl/

Working with Vulnerable Children: https://cafo.org/ovc/

Short-Term Missions: https://cafo.org/ovc/missions/

Faith to Action (n.d.) Short Term Missions: Guidance to Support Orphans and Vulnerable Children: https://www.faithtoaction.org/wp-content/uploads/Short_Term_Missions_Guidance_Support_Orphans_Vulnerable_Children.pdf

Ethical Short Term Missions & Volunteering (n.d.): https://ethicalmissionstrips.org/ethicalframework

Remembering my own journey to graduate school, I recall the many questions that I had, and in fact, the many questions that I didn’t even know I ought to be asking.  I wondered, for example, if I had enough research experience or the kind of skills to thrive in a graduate-level context.  One thing that I most certainly recall being significant were specific individuals who spoke information and wisdom, as well confidence, into me.  Without these key individuals, most of whom were faculty in my undergraduate program, I likely would not have had either the tangible skills or self-confidence to

pursue graduate education.  Today, I am incredibly humbled and honored to sit on the other side of that conversation, providing guidance and encouragement to students who are interested in pursuing graduate education, and specifically to speak truth into those who I see great potential in, even when they have not seen it yet.  If I could offer you encouragement today, please spend time with your professors, seek their input and advice, risk trusting them with your dreams and fears – we are rooting for you more than you will ever know!

As an undergraduate student I majored in psychology, and pursuing a graduate degree in psychology was the logical next step – – and as it turned out, a great choice and fit for me!  Though, there are several degree options in the field of psychology to choose from.  For example, here at CBU we offer graduate degrees in Counseling Psychology, Forensic Psychology, Sport and Performance Psychology, Industrial and Organizational Psychology, and even a doctoral degree in Clinical Psychology.  Additionally, we have two degrees closely related to psychology: Social Work and Counseling Ministry.  In my journey, I selected a Master’s degree in Counseling Psychology, but specifically chose a program that focused on cultural psychology and international psychology, as I knew these emphases were of interest to me.  As a graduate student I had two really amazing opportunities afforded to me, first the opportunity to conduct my graduate level research – field work in Brazil – and second to work as a graduate teaching assistant for the program that I was enrolled in.  Engaging in these experiences allowed me to find the environment that I truly loved and flourished in – higher education. While many students enjoy learning and obtaining an education, most often, their goal is to obtain their degree and move into their career.  For me, I knew that I had found my career in higher education and that I never wanted to leave!  Therefore, the next step was to obtain my doctoral degree; given my experiences, expertise, and interests, a degree in Educational Leadership with an emphasis in Global Studies was a natural choice.

From time to time I have been asked why I switched career paths or fields of study from Counseling Psychology to Higher Education (though I don’t actually see it that way).  As I reflect upon God’s incredible providence as He has woven my story, each degree, experience, and educational encounter were essential elements and preparation for the work that God has called me to do.  From this, I remind and challenge students to courageously pursue the plans that God has for them, knowing that no two stories will be the same.  In fact, one the reasons that I am so thankful to serve as the Dean of the College of Behavioral and Social Sciences here at CBU is because we are serious about walking with you, our student, as you seek to discern your calling and live your purpose.

Stories can be powerful and deeply personal. I share a little bit of my journey here to invite you into thinking about what your journey might look like. What is God preparing you for? How has he developed in you interests and ideas that can be applied for the benefit of His Kingdom? I invite you into these questions. In the coming weeks, the CSHB will be highlighting several of the graduate programs here at CBU. Read along, engage, and follow-up with your professors. Who knows, perhaps this is the beginning of the same wisdom and information process that started my own journey when I was in your shoes.

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Jacqueline Gustafson is the Dean of the College of Behavioral and Social Sciences, and Associate Professor of Psychology, at California Baptist University.  Her professional passions include innovation in curriculum and program development, increasing educational access and equity for underserved populations, global leadership policy and praxis, and living and leading with intentionality and courage.  She began her professional journey, beginning college at 16 and earning her B.A. degree in Psychology from Northwest College, an M.A. in Counseling Psychology with an emphasis in International Psychology from Northwest University, a Post-M.A. in International Community Development from Northwest University, and an Ed.D. in Educational Leadership with a dual emphasis in higher education administration and global studies from Seattle University. 

Check out all the posts in the series here:

http://blogs.calbaptist.edu/cshb/2019/03/04/practice-compassion-in-california-baptist-universitys-cbu-doctor-of-psychology-psyd-in-clinical-psychology-program-training-21st-century-good-samaritans-to-respond-to/

http://blogs.calbaptist.edu/cshb/2019/03/11/ms-sport-and-performance-psychology-program-at-cbu/

http://blogs.calbaptist.edu/cshb/2019/03/25/what-is-marriage-and-family-therapy/

http://blogs.calbaptist.edu/cshb/2019/04/01/forensic-psychology/

God’s word, and work in us, reveals that we are created as relational and communal beings; we are created to be in relationships.  We experience relationships within our family of origin, our friend and peer groups, in school and work settings, and in the communities in which we live and serve.  These relationships, while important in themselves, are also critical ways in which we learn how to be in relationship with God; created in His image and likeness (Genesis 1:27).

This past spring, Professor Costello and I (both faculty in the College of Behavioral and Social Sciences here at CBU) had the opportunity to pursue a project which would work toward building relationships between CBU students and residents in the neighboring Riverside community of Casa Blanca.  Through funding provided by the Council of Independent Colleges, The Legacy Project was born.  The Legacy Project will allow for 20 undergraduate students, majoring in psychology, anthropology, sociology, behavioral science, and film, to conduct field work, by participating in a yearlong internship gathering the oral histories of senior residents living in Casa Blanca.  The oral histories will focus on the cultural history, resiliency, faith, and spirituality of the residents; and the residents’ histories will not only be preserved, but also shared.  In this process, opportunities to develop rich and flourishing relationships across generations and cultures will be numerous.

Students who participate in The Legacy Project will gather the senior residents’ oral histories through a research process called qualitative interviewing.  These interviews will be recorded on video, and crafted into short films featuring each senior participant.  The films will then be shown at an event, hosted at CBU, this spring (2019), and attended by both students and community members.

My own experience conducting fieldwork began as an undergraduate student, participating in an ethnographic study in communities called favelas in Rio de Janiero, Brazil.  These early experiences, interviewing community members, social workers, activists, and political leaders, were critical experiences, not just for the project that I was participating in, but also for developing my interests that lead to my future pursuit of a career in higher education.

Perhaps you have an interest in how your academic pursuits and community interests might align.  If so, I’d encourage you to find out more about The Legacy Project or other research labs and opportunities through the Center for the Study of Human Behavior.

Whether participating in The Legacy Project or another research or field work opportunity, I hope that you have a chance to build relationships with those that you might not have otherwise come into contact with.  The concept of imago dei reminds us that in His image, we can find shared human experiences and ways of being in groups and in places where we might have least expected it.  Or in the words of astronaut Donald Williams “For those who have seen the earth from space, and for the hundreds and perhaps thousands more who will, the experience most certainly changes your perspective.  The things that we share in our word are far more valuable than those which divide us.” (Kelley, 1988). In this era of multifaceted globalization, we are experiencing incredible interconnectedness, never experienced in this way during any other time in history.  Yet, the incredible paradox here may be the great lack of connection that we experience in the midst of being connected to everyone, and everything, everywhere.  Scholar Daniel Groody (2007) describes this as an era of integration and dis-integration.

In an era characterized be global connectedness, yet great dis-integration, we must seek ways to intentionally connect to our neighbors; resisting being connected to everything, yet feeling totally disconnected, even isolated or alone.  Consider how you will, in your personal, professional, and academic pursuits, lean in to your relational self and build bridges today.

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Groody, D. G. (2008). Globalization, spirituality, and justice: Navigating a path to peace. Maryknoll, New York: Orbis Books.

Kelley, K. W., & Association of Space Explorers. (1988). The home planet. Reading, Mass: Addison-Wesley.

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Dr. Jacqueline N. Gustafson

Dean

College of Behavioral and Social Sciences