community psychology: theory and practice for child, family, and community, well-being isaac...

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

isaac@miami.eduwww.education.miami.edu/isaac

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

Research on Well-being

There cannot be well-being but in the combined presence of personal, organizational and community well-being

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

Risk of Death by Employmentand Level of Control Marmot,

Whitehall Studies

0

0.5

1

1.5

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2.5

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3.5

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Adminis Prof Clerical Other

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

Low

Low

High

H

igh

HighLow

Effective Environment

Supportive Environment

Reflective Environment

Signs of Organizational Well-Being

Organizational Well-Being

Efficient structures Clear roles and communication Monitoring mechanisms Vision and purpose Learning and growth opportunities Sense of control Identity and meaning

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

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

SPECS OF WELL-BEING

Strengths, Prevention, Empowerment, Community Change – please visit www.specway.org

The

Grameen Bank

1960s

Strengths, Prevention, Empowerment, Community change

Lesson #1: Strengths

We all have strengthsWe all need to be treated with respect

We all need to be given a chance

9/7/1854…Removing the Handle of London’s Broad Street Pump

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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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)

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Reactive Preventive

Investments in Prevention:

Italy 0.6%

USA 3%

Netherlands 4.3%

Canada 8%

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

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)

Strengths, Prevention, Empowerment, Community change

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

Strengths, Prevention, Empowerment, Community change: Lesson #4 - Venice

We sink together or swim together

Individualistic solutions are limited

Venice Lessons about community change

To SPEC Strengths-based Primary

Prevention Empowerment Community

change

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

SPEC INTERNAL AND EXTERNAL

Child and Family

Organization Community

Strengths

Prevention

Empowerment

Community Change

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

SPEC internalSkills for Organizational Change

I VALUE IT Inclusive host Visionary Asset seeker Listener and sense

maker Unique solution finder Evaluator Implementer Trendsetter

ABCs of Change Affective - what your feel Behavioral - what you do Cognitive - what you

think

Strategies for Change Agents

Key Question

How do you engage people in the organization-affectively, behaviorally, and cognitively-in the process of promoting change?

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

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

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

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