COMMUNITY PSYCHOLOGY: THEORY AND PRACTICE FOR CHILD, FAMILY, AND COMMUNITY, WELL-BEING Isaac Prilleltensky, PhD Professor and Dean, School of Education, University of Miami Erwin and Barbara Mautner Chair in Community Well-Being [email protected]

www.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 Employment and Level of Control

Marmot, Whitehall Studies

4 3.5

3 2.5

2 1.5

1 0.5

0 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

Signs of Organizational Well-Being

Reflective Environment Low High Supportive Environment Low High Effective Environment

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 crime tolerance education welfare health

Low SC: LA, MS, GA Med SC: CA, MO, OK Hi SC: ND, SD, VT, MN

Objective signs Subjective signs Values Justice Power Individual +health - illness Relational +networks -isolation +efficacy -lack of control +voice -repression Sites of Well-Being Organizational +resources - lack of resources +support -isolation Communal Environmental +social capital -lack of trust +clean air -pollution +belonging -rejection +safety -fear +autonomy -lack of power My due Our due

To claim my due

+caring -neglect My due Your due Our due

To balance what is due you and me

+participation -marginality My due Its due Our due +diversity -discrimination My due Their due Our due +protection of resources -depletion of resources My due Nature’s due Our due

To balance what is due me, it, and us To balance all our respective dues To advocate for the earth

SPECS OF WELL BEING

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

Strengths, Prevention, Empowerment,

Community change

The

Grameen Bank 1960s

Lesson #1: Strengths



We all have strengths



We 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

20

Prilleltensky 4/30/2020

Ratio of Benefits to Costs (Lynch, 2007, page 19)

2 0 6 4 18 16 14 12 10 8 Abecedarian CPC Perry Age 27 Perry Age 40

22

From Dennis Winters, Sept. 2007 http://www.partnershipforsuccess.org/uploads/200709_Wintersprez.pdf

Prilleltensky 4/30/2020

23

From Cunha and Heckman, 2007 Prilleltensky 4/30/2020

24

Prilleltensky 4/30/2020

25

Too much reaction, not enough prevention Investments in Reactive vs. Proactive Interventions in Health and Community Services (Nelson et al, 1996; OECD, 2005; de Bekker-Grob et al., 2007)

100 90 80 70 60 50 40 30 20 10 0

Investments in Prevention: Italy 0.6% USA 3% Netherlands 4.3% Canada 8%

Reactive

Prilleltensky 4/30/2020

Preventive

Determinants of Health

(by percent contribution) 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 5 10 15 30 40 Environmental Exposures Medical Care Social Circumstances Genetic Predispositions Behavioral Patterns  McGinnis et. al., 2002 Determinants of Health

US Spending on Health

National Health Spending (2005)

Government Public Health Activities 100% 90% $56.60

$126.80

$143.00

80% Investment (Research and Equipment) 70% 60% Government Administration and Net Cost of Private Health Insurance Personal Health (Hospital/Clinical Services, Nursing Home, Home Health Care, Medical Products) 50% 40% 30% 20% 10% 0% $1,661.40

$1,987.80

Per Capita Total

 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.

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 Venice Lessons about community change

 We sink together or swim together  Individualistic solutions are limited

To SPEC



S

trengths-based 

P

rimary Prevention 

E

mpowerment  Community change

  Action research with 5 community based organizations (CBOs) to promote S trengths, P revention, E mpowerment, C ommunity Change Three year study consisting of 1.

2.

3.

4.

5.

Training Team work Consultation Professional development Action research

SPEC INTERNAL AND EXTERNAL

Strengths Prevention Empowerment Community Change Child and Family Organization Community

SPEC internal Stages of Organizational Change 1.

2.

3.

4.

5.

6.

7.

8.

Create Sense of Urgency Build the Guiding Team Get the Vision Right Communicate for Buy-In Empower Action Create Short Term Wins Don’t Let Up Make Changes Stick

SPEC internal Skills for Organizational Change

I VALUE IT

        Inclusive host Visionary Asset seeker Listener and sense maker Unique solution finder Evaluator Implementer Trendsetter

Strategies for Change Agents

ABCs of Change

 Affective - what your feel  Behavioral - what you do  Cognitive - what you think

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

42

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 Prilleltensky 4/30/2020

43

   

DRAIN Approaches to Crime Prevention are not effective

http://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 Prilleltensky 4/30/2020

44

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 Prilleltensky 4/30/2020

45

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 Prilleltensky 4/30/2020

Strategies for Community Change

46



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

Prilleltensky 4/30/2020

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

PROMOTION—PREVENTION—

48

PROTECTION CONTINUUM

Proactive/Universal Policies & Programs Promote Wellness   Families Functioning Well  Families Experiencing Some Problems Proactive/High Risk Policies & Programs Prevent Maltreatment   Families At-Risk of Maltreatment  Child Maltreatment Occurs Reactive/Indicated Policies & Programs Prevent Deterioration   Families Require Intensive Protection Services Prilleltensky 4/30/2020

49

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

Prilleltensky 4/30/2020

50

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

Prilleltensky 4/30/2020

51

Return on investment in Crime Prevention: Focus on School Graduation

from 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 Prilleltensky 4/30/2020

52

Benefit : cost ratio for successful programs (Levin & Belfield, 2007)  Perry Preschool Program  First Things First (school reform)  Chicago Child Parent Center 3.09

 Project Star (class size reduction)  Teacher Salary Increase 2.31

3.54

1.46

2.55

Prilleltensky 4/30/2020

53

Percent reduction in negative outcomes as result of programs (Belfield, 2007)   Special education placement  ABC  PPP  CPC  Head Start Likelihood of dropping out  ABC  PPP  CPC - 8% - 43% - 32% - 28% - 32% - 25% - 24% Prilleltensky 4/30/2020

54

Percent reduction in negative outcomes as result of programs (Belfield, 2007)      Juvenile court petition (CPC) -9%  Treatment for addiction (PPP) -12%  Drug use (ABC)  Teen parenting (ABC) Teen parenting (PPP)  Teen parenting (CPC) ABC: Abecedarian, PPP: Perry Preschool, CPC: Chicago Child Parent Center -21% -19% -11% -7% Prilleltensky 4/30/2020

55

Extra high school graduates per 100 students in successful programs (Levin & Belfield, 2007)  Perry Preschool Program  First Things First (school reform)  Chicago Child Parent Center  Project Star (class size reduction)  Teacher Salary Increase 16 11 11 19 5 Prilleltensky 4/30/2020

56

Common elements of successful high school graduation programs (Levin and Belfield,   High levels of personalization  High academic expectations  Strong counseling  Parental engagement  Extended time school sessions  Competent and appropriate personnel Prilleltensky 4/30/2020

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