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Transcript of COMMUNITY PSYCHOLOGY: THEORY AND PRACTICE FOR CHILD, FAMILY, AND COMMUNITY, WELL-BEING Isaac...
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COMMUNITY PSYCHOLOGY: THEORY AND
PRACTICE FOR CHILD, FAMILY, AND COMMUNITY, WELL-BEING
Isaac Prilleltensky, PhDProfessor and Dean, School of Education, University of MiamiErwin and Barbara Mautner Chair in Community Well-Being
[email protected]/isaac
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What is Well-being?
Well-being is a positive state of affairs, brought about by the simultaneous satisfaction of personal, organizational, and collective needs of individuals and communities
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Research on Well-being
There cannot be well-being but in the combined presence of personal, organizational and community well-being
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Personal well-being
Positive emotions and attitudes (eg hope and optimism)
Sense of control and self-determination
Meaningful engagement and spirituality
Love, intimacy, and social support Physical and mental health Material sufficiency
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Risk of Death by Employmentand Level of Control Marmot,
Whitehall Studies
0
0.5
1
1.5
2
2.5
3
3.5
4
Adminis Prof Clerical Other
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Effects of social support
Less likely to have heart attacks More likely to resist common cold virus Lower mortality Less degree of stress More positive outlook on life Resilience
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Low
Low
High
H
igh
HighLow
Effective Environment
Supportive Environment
Reflective Environment
Signs of Organizational Well-Being
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Organizational Well-Being
Efficient structures Clear roles and communication Monitoring mechanisms Vision and purpose Learning and growth opportunities Sense of control Identity and meaning
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Signs of Community Well-being Social justice and equality Quality education Adequate health and social services Economic prosperity Adequate housing Clean and safe environment Support for community structures
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Social capital and community well-being
low med high
healthwelfare
educationtolerance
crime
Low SC: LA, MS, GAMed SC: CA, MO, OKHi SC: ND, SD, VT, MN
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SPECS OF WELL-BEING
Strengths, Prevention, Empowerment, Community Change – please visit www.specway.org
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The
Grameen Bank
1960s
Strengths, Prevention, Empowerment, Community change
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Lesson #1: Strengths
We all have strengthsWe all need to be treated with respect
We all need to be given a chance
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9/7/1854…Removing the Handle of London’s Broad Street Pump
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Lesson #2: Prevention
“No mass disorder, afflicting humankind, has ever been eliminated, or brought under control, by treating the affected individual”
HIV/AIDS, poverty, child abuse, school drop out, addictions, powerlessness are never eliminated one person at a time
Must focus on prevention to reduce the incidence of psychological, behavioral, and social problems in children and youth
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Ratio of Benefits to Costs (Lynch, 2007, page 19)
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16
18
Abecedarian CPC Perry Age 27 Perry Age 40
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From Dennis Winters, Sept. 2007 http://www.partnershipforsuccess.org/uploads/200709_Wintersprez.pdf
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From Cunha and Heckman, 2007
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Too much reaction, not enough preventionInvestments in Reactive vs. Proactive Interventions in Health and Community Services (Nelson et al, 1996; OECD, 2005; de Bekker-Grob et al., 2007)
0
10
20
30
40
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60
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Reactive Preventive
Investments in Prevention:
Italy 0.6%
USA 3%
Netherlands 4.3%
Canada 8%
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Determinants of Health (by percent contribution)
40
30
15
10
5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Determinants of Health
Environmental Exposures
Medical Care
Social Circumstances
Genetic Predispositions
Behavioral Patterns
McGinnis et. al., 2002
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US Spending on Health
Source: Centers for Medicare & Medicaid Services, Office of the Actuary, National Health Statistics Group; U.S. Department of Commerce, Bureau of Economic Analysis, and U.S. Bureau of the Census.
National Health Spending (2005)
$1,661.40
$143.00
$126.80$56.60
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
$1,987.80
Per Capita Total
Government Public HealthActivities
Investment (Research andEquipment)
GovernmentAdministration and NetCost of Private HealthInsurance
Personal Health(Hospital/ClinicalServices, Nursing Home,Home Health Care,Medical Products)
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Strengths, Prevention, Empowerment, Community change
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Lesson #3: Empowerment
Identifying the external source of oppression in life can be empowering
Empowerment is a means and an end in itself
Empowerment can be a tool for social change and personal healing at the same time
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Strengths, Prevention, Empowerment, Community change: Lesson #4 - Venice
We sink together or swim together
Individualistic solutions are limited
Venice Lessons about community change
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To SPEC Strengths-based Primary
Prevention Empowerment Community
change
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Action research with 5 community based organizations (CBOs) to promote Strengths, Prevention, Empowerment, Community Change
Three year study consisting of 1. Training2. Team work3. Consultation 4. Professional development5. Action research
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SPEC INTERNAL AND EXTERNAL
Child and Family
Organization Community
Strengths
Prevention
Empowerment
Community Change
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SPEC internalStages of Organizational Change
1. Create Sense of Urgency2. Build the Guiding Team3. Get the Vision Right4. Communicate for Buy-In5. Empower Action6. Create Short Term Wins7. Don’t Let Up8. Make Changes Stick
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SPEC internalSkills for Organizational Change
I VALUE IT Inclusive host Visionary Asset seeker Listener and sense
maker Unique solution finder Evaluator Implementer Trendsetter
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ABCs of Change Affective - what your feel Behavioral - what you do Cognitive - what you
think
Strategies for Change Agents
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Key Question
How do you engage people in the organization-affectively, behaviorally, and cognitively-in the process of promoting change?
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Example: Inclusive Host
Affective: create safe environment for people to express views and emotions
Behavioral: structure time and space where safe and fun dialogue can occur
Cognitive: promote sharing of personal narratives and interpretations of events and beliefs
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SPEC External: Principles for effective prevention programs Are comprehensive Use varied teaching methods Provide sufficient dosage Are theory driven Promote positive relationships Are appropriately timed Are culturally relevant Use outcome evaluation Have well trained staff
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DRAIN Approaches to Crime Prevention are not effectivehttp://www.surgeongeneral.gov/library/youthviolence/
Deficit oriented Milieu treatment with other problem youth Grade retention
Reactive Firearm training Gun buy back
Alienating Boot camps Adult court Scared straight
Individual focused Counseling and casework Drug abuse resistance education
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SPEC approaches to crime prevention are promising www.surgeongeneral.gov/library/youthviolence/
Strength-based Skills training Social problem solving
Prevention Parent training Home visiting Early education
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SPEC approaches to crime prevention are promising www.surgeongeneral.gov/library/youthviolence/
Empowerment Positive youth development Marital and family therapy Cooperative learning
Community change Building school capacity Wraparound social services
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Strategies for Community Change SPEC-type programs to promote family
well-being and prevent
child maltreatment Promotion-prevention-early
intervention continuum Focusing the intervention at
different ecological levels Length and intensity of intervention Value-based partnerships
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Focusing the Intervention – From Micro to Macro
Family/parent support programs - home visitation (Olds Prenatal/Early Infancy project, Healthy Families America; Triple P)
Combined preschool/school and family/parent support programs – Chicago Child-Parent Centers, Better Beginnings, Better Futures
Community-wide media campaigns
Social policies
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PROMOTION—PREVENTION—PROTECTION CONTINUUM
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Better Beginnings, Better Futures: Goals
Prevention To reduce the incidence of serious, long-term
emotional and behavioural problems in children living in high risk neighborhoods
Promotion To promote the optimal social, emotional, behavioral,
physical and educational development in children
Community Development To strengthen the ability of disadvantaged
communities to respond effectively to the social and economic needs of children and their families
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Better Beginnings, Better Futures: Outcomes
Significant positive impacts on teacher ratings of child behavior problems
Significant positive impacts on parent ratings of child behavior problems
Significant positive impacts on teachers and parent ratings of prosocial child behavior
At Grade 6, parents’ ratings of prosocial behavior and teacher ratings of self-control were significantly higher for Better Beginnings children and teacher ratings of hyperactivity-inattention were significantly lower
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Return on investment in Crime Prevention: Focus on School Graduationfrom Moretti, 2007 One percent increase in male high school
graduation would save as much as $ 1.4 billion, or about $ 2,100 per additional graduate, per year
One additional year of high school costs $ 6,000 per student, much less than $ 2,100 in benefits per year after graduation
Completing high school would increase annual earnings of graduate by $ 8,040
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Benefit : cost ratio for successful programs(Levin & Belfield, 2007)
Perry Preschool Program 2.31 First Things First (school reform) 3.54 Chicago Child Parent Center 3.09 Project Star (class size reduction) 1.46 Teacher Salary Increase 2.55
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Percent reduction in negative outcomes as result of programs (Belfield, 2007) Special education placement
ABC - 8% PPP - 43% CPC - 32% Head Start - 28%
Likelihood of dropping out ABC - 32% PPP - 25% CPC - 24%
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Percent reduction in negative outcomes as result of programs (Belfield, 2007) Juvenile court petition (CPC) -9% Treatment for addiction (PPP) -12% Drug use (ABC) -21% Teen parenting (ABC) -19% Teen parenting (PPP) -11% Teen parenting (CPC) -7% ABC: Abecedarian, PPP: Perry Preschool, CPC: Chicago Child Parent Center
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Extra high school graduates per 100 students in successful programs (Levin & Belfield, 2007)
Perry Preschool Program 19 First Things First (school reform) 16 Chicago Child Parent Center 11 Project Star (class size reduction) 11 Teacher Salary Increase 5
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Common elements of successful high school graduation programs (Levin and Belfield, 2007) Small school size
High levels of personalization High academic expectations Strong counseling Parental engagement Extended time school sessions Competent and appropriate personnel
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Can We Promote Child, Family and Community Well-being? “Never doubt that a small group of
thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.” Margaret Mead
1901-1978