Transcript Lorem Ipsum - Melissa Institute

Promoting Well-Being in Children and Youth:
Linking Personal, Organizational, and
Community Change
Isaac Prilleltensky, Ph.D.
Dean, School of Education
University of Miami
[email protected]
www.education.miami.edu/isaac
Ora and Matan, 18 years later….
Overview of Presentation
 Well-Being
 Signs and Sources
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Personal
Organizational
Community
Strategies

SPEC approaches
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Strengths
Prevention
Empowerment
Community Change
Part I
Signs and Sources
of Well-Being
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
Signs of Personal Well-Being
 Hope and optimism
 Sense of control and self-determination
 Environmental mastery and self-efficacy
 Growth and meaningful engagement
 Love, intimacy, and social support
Sources of Personal Well-Being
 Biological and Constitutional Factors
 Early Parenting Experiences
 Emotional Intelligence
 Supportive Relationships in Multiple Contexts
and Settings
 Opportunities for growth, engagement and
self-determination
EFFECTS OF SOCIAL SUPPORT
 Less likely to have heart attacks
 More likely to survive cancer
 More likely to resist common cold virus
 Lower mortality
 Less degree of stress
 More positive outlook on life
 Resilience
Brain development at age 3
(Perry, 2004 http://childtraumaacademy.org/Documents/McCainLecture_2005.pdf)
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Signs of Organizational Well-Being:
ERA Environments
High
Reflective Environment
High
Low
Low
Affective Environment
Low
High
Effective
Environment
Signs of Organizational Well-Being:
Effective Environments
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Efficient
Task-oriented
Well-organized
Accountable
Responsible
Communicate well
Anticipate challenges
Enabling structures
Program evaluation
Signs of Organizational Well-Being:
Reflective Environments
 Learning opportunities
 Organizational learning
 Challenge old notions
 Take risks
 Ask big questions
 Promote innovation
 Stimulating
Signs of Organizational Well-Being:
Affective Environments
 Climate of acceptance
 Appreciation
 Affirmation
 Respect
 Safe place
 Sense of control
 Conviviality
 Voice and choice
Sources of Organizational Well-Being:
Values, interests, power (VIP)
 Competing tendencies within people and groups
Values
Power
Interests
Signs of Community Well-being
 Social justice and equality
 Liberation from oppressive forces
 Quality education
 Adequate health and social services
 Economic prosperity
 Adequate housing
 Clean and safe environment
 Support for community structures
Sources of Community Well-being
 Poverty
 Power
 Participation
Place Matters
Place and class in infant mortality
Income Matters for Well-Being
Education Matters
Male Life Expectancy by Inequality
Sweden /Japan
Canada/France
Social capital and community well-being
crime
tolerance
education
welfare
health
low
med
high
Low SC: LA, MS, GA
Med SC: CA, MO, OK
Hi SC: ND, SD, VT, MN
Cake of Well-being
Easy temperament
Physical health
Adequate birth weight
Values, Resources
Programs, Policies
Child care
Good schools
Adequate housing
Cohesion
Access to health care
Good parenting
Mutual Support
Good mental health
Values, Resources
Programs, Policies
Values, Resources
Programs, Policies
Values, Resources
Programs, Policies
Employment
Justice
Safety nets
Quality education
Mountain of Risk
Poor temperament
Poor health
Birth weight
Values, Resources
Programs, Policies
No child care
Poor housing
Lack of cohesion
Crime
Values, Resources
Programs, Policies
Values, Resources
Programs, Policies
Values, Resources
Programs, Policies
Teen parenting
Family size
Stressors
Poor parenting
Addictions
Poor mental health
Poverty
Injustice
Violence
Discrimination
Part II
Strategies for Well-Being
9/7/1854…Prevention Lesson
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Big wake up call!!!
 No mass disorder, afflicting humankind, has ever
been eliminated, or brought under control, by
treating the affected individual
 HIV/AIDS, crime, child abuse, poverty, teen
pregnancy, are never eliminated one person at a
time.
 Cannot eliminate crime by treating the victim or
the offender. Only solution is prevention.
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Education, health, community, and human
services need investments that are:
Less Draining of
Resources
 Deficits-based
 Reactive
 Alienating
 Individual-focused
More in line with SPEC
 Strengths-based
 Prevention
 Empowerment
 Community-focused
From Prilleltensky, I., & Prilleltensky, O. (2006). Promoting well-being:
Linking personal, organizational, and community change. Wiley.
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Where our investments are today
Community
Reactive
Preventive
X
Individual
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Where our investments should be
Community
X
Reactive
Preventive
Individual
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Time and Space: Individualistic and Reactive Approaches are not Enough
Collective
Quadrant IV
Quadrant I
Examples:
Food banks, shelters for homeless
people, charities, prison industrial
complex
Examples:
Community development, affordable
housing policy, recreational
opportunities, high quality schools and
health services
Reactive
Proactive
Quadrant II
Quadrant III
Examples:
Skill building, emotional literacy,
fitness programs, personal
improvement plans, resistance to
peer pressure in drug and alcohol
use
Examples:
Crisis work, therapy, medications,
symptom containment, case
management
Individual
Where our investment are today
Strengths
Alienating
Empowering
X
Deficits
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Where our investments should be
Strengths
X
Alienating
Empowering
Deficits
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Deficits and Expert driven approaches are not helpful!!!
Strength
Quadrant I
Examples:
Voice and choice in celebrating
and building competencies,
recognition of personal and
collective resilience
Quadrant IV
Examples:
Just say no! You can do it!
Cheerleading approaches, Make
nice approaches
Expert driven
Empowerment
Quadrant III
Quadrant II
Examples:
Labeling and diagnosis,
“patienthood” and clienthood,”
citizens in passive role
Examples:
Voice and choice in deficit
reduction approaches,
participation in decisions how to
treat affective disorders or
physical disorders
Deficit
The Problems of DRAIN approaches
Drain Approach
 Deficits-based
 Reactive
 Alienating
 Individual-focused
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Problems
 Too little
 Too late
 Too costly
 Too unrealistic
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Brain Drain
(Bruce Perry, 2004) Maltreatment and the Developing Child:
How Early Childhood Experience Shapes Child and Culture. Inaugural Margaret McCain lecture
on September 23, 2004 http://childtraumaacademy.org/Documents/McCainLecture_2005.pdf
Decline of brain flexibility
in young age
Brain dev.
Spending
Increase of
public spending
in old age
0.00
1.00
3.00
10.00
60.00
80.00
90.00
Age
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Too much reaction, not enough prevention
Investments in Reactive vs. Proactive Interventions in Health and Mental Health
(a. Nelson, Prilleltensky et al, 1996; A survey of prevention activities in mental health in the Canadian Provinces and Territories, Canadian Psychology, 37, 161-172; b. OECD, 200, www.oecd.org; de
Bekker-Grob et al., 2007Towards a comprehensive estimate of national spending on prevention. BMC Public Health. 2007; 7: 252.
Published online 2007 September 20. doi: 10.1186/1471-2458-7-252.
100
90
Investments in
Prevention:
80
Italy 0.6%
70
USA 3%
60
50
Netherlands
4.3%
40
Canada 8%
30
20
10
0
Reactive
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Preventive
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National spending on preventive methods by disease group (ICD-9 chapters),
in the Netherlands in 2003, in € per capita.
de Bekker-Grob et al. BMC Public Health 2007 7:252 doi:10.1186/1471-2458-7-252
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National spending on health promotion and disease prevention by age group,
in the Netherlands in 2003, in € per capita.
de Bekker-Grob et al. BMC Public Health 2007 7:252 doi:10.1186/1471-2458-7-252
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Hoping for individual miracles
166 Programs in United Way in mid size US City
From Prilleltensky, I., & Prilleltensky, O. (2006). Promoting well-being:
Linking personal, organizational, and community change. Wiley.
160
140
120
100
80
60
40
20
0
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149
Total
Programs
4
Comm
change
13
Ind &
Comm
0
Individual
Unknown
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Costs of Waiting on
Child Abuse: $ 103 billion
Prevent Child Abuse America 2007
http://www.preventchildabuse.org/about_us/media_releases/pcaa_pew_economic_impact_study_final.pdfhttp :
 Direct costs: $ 33 billion
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Hospitalization $ 6 billion
Chronic health problems: $ 3 billion
Mental health care: $ 1 billion
Child welfare: $ 25 billion
Judicial system: $ 33 million
 Indirect costs: $ 70 Billion
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Special education: $ 2.4 billion
Mental health: $ 67 million
Adult criminal justice system: $ 28 billion
Juvenile delinquency: $ 7.1billion
Lost productivity: $ 33 billion
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Florida and Miami Dade: Education
 Florida second to last in number of drop out
factories (Johns Hopkins study)

http://hosted.ap.org/specials/interactives/wdc/dropout/index.html?SITE=AP
 2004-05, 59.9 percent of high school students
graduated in Miami-Dade County
 Florida number 4 (from top) in terms of access to
VPK for 4 year olds, but 35 in terms of resources.
4 out of 10 in terms of quality standards

http://nieer.org/yearbook/pdf/yearbook.pdf#page=6
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The Promise of SPEC approaches
SPEC Approaches
 Strengths-based
 Prevention
 Empowerment
 Community-focused
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 Built to last
 Start early
 Give voice & choice
 Return $$$$
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SPEC INTERNAL AND EXTERNAL
Child and
Family
Strengths
Prevention
Empowerment
Community
Change
Organizations Community
SPEC EXTERNAL
Child and
Family
Strengths
Prevention
Empowerment
Community
Change
Organizations Community
From Cunha and Heckman, 2007 http://www.partnershipforsuccess.org/uploads/200709_CunhaHeckmanprez.pdf
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From Cunha and Heckman, 2007 http://www.partnershipforsuccess.org/uploads/200709_CunhaHeckmanprez.pdf
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Ratio of Benefits to Costs in National Exemplary
Prevention Models (Lynch, 2007, Enriching children, enriching the
nation. Economic Policy Institute)
18
16
14
12
10
8
6
4
2
0
Abeceda
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CPC
Prilleltensky
Perry 27
Perry 40
50
Perry Results at Age 40
www.highscope.org
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Large return on investment
(Per participant in 2000 constant dollars discounted 3% annually) www.highscope.org
Benefits
$15,166
$50,448
Costs
$0
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Education
$14,078
Welfare
Earnings
Taxes paid
Crime
$171,473
Total return = $244,812; $16.14 per dollar invested:
$12.90 to the public, $3.24 to participants
$50,000
$100,000
$150,000
Prilleltensky
$200,000
$250,000
$300,000
52
Better Beginnings, Better Futures: Goals
http://bbbf.queensu.ca/pub.html
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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BBBF: Teacher Ratings of
Children’s Self-Control
http://bbbf.queensu.ca/pub.html
10.5
10
9.5
Highfield
Etob. Comp.
9
8.5
8
7.5
Grade 1
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Grade 2
Grade 3
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Effects of community change on cases of child maltreatment in Better
Beginnings Better Futures program in Canada
35
30
25
20
15
10
5
19
97
19
95
19
93
19
91
19
89
19
87
0
http://bbbf.queensu.ca/pub.html
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Benefits of high school graduation
from Moretti, E. 2007. Crimes and the cost of criminal justice. In Belfield and Levin (Eds.), The price we pay. Brookings Institution.
 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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Lifetime public savings per new high school
graduate in 2004 dollars
(Levin & Belfield, 2007. Educational interventions to raise high school
graduation rates. In Belfield and Levin (Eds.). The price we pay. Brookings)
 Based on extra tax payments, public health
savings, criminal justice system savings, and
welfare savings,
 White male
$ 262,000
 Black male
$ 268,500
 Hispanic male
$ 196,300
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Reduction in crime as a result of one year increase
in schooling
Moretti, 2007Crimes and the cost of criminal justice. In Belfield and Levin (Eds.), The price we pay. Brookings
Institution.
 Murder
 Assault
 Vehicle theft
 Arson
 Burglary
 Larceny
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30%
30%
20%
13%
6%
6%
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Extra high school graduates per 100 students in
successful programs
(Levin & Belfield, 2007. Educational interventions to raise high school graduation rates. In Belfield
and Levin (Eds.). The price we pay. Brookings)
 Perry Preschool Program
 First Things First (school reform)
 Chicago Child Parent Center
 Project Star (class size reduction)
 Teacher Salary Increase
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16
11
11
5
59
Effect Sizes for Intensive Family Preservation
Programs on Out of Home Placement Rates
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
No
Yes
Parent Participation
Social Support
Component
Source: MacLeod & Nelson (2000)
SPEC INTERNAL
Child and
Family
Strengths
Prevention
Empowerment
Community
Change
Organizations Community
Stages of Organizational Change
Kotter (2002). The heart of change. Harvard
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
Skills for SPEC
Prilleltensky nd Prilleltensky (2006). Promoting well-being. Wiley
I VALUE IT
1.
2.
3.
4.
5.
6.
7.
8.
Inclusive host
Visionary
Asset seeker
Listener and sense maker
Unique solution finder
Evaluator
Implementer
Trendsetter
New SPECs
Three-year action research project in Nashville
Oasis Center
Martha
O’Bryan
Center
Bethlehem
Center
UNHS
Outcomes of NEW SPECS PROJECT
 New mission statements
 New outreach programs
 More youth and client involvement
 Assessment of projects in light of SPEC
 More prevention efforts
 Empowered counselors
 Blending of therapy with social change
In every act, in every interaction, in every social action,
we hold each other accountable to promote
People’s dignity, safety, hope and growth
Relationships based on caring, compassion and respect
Societies based on justice, communion and equality
We are all better when these values are in balance
To put these values into action, we will:
Share our power
Be proactive and not just reactive
Transform the conditions that create problems for youth
Encourage youth and families to promote a caring community
Nurture visions that make the impossible, possible
We commit to uphold these values with
Youth and their Families
Our Employees
Our Organization
Our Community
This is a living document. We invite you to discuss it, to critique it, to live it
Miami SPECS: Learning and Changing by Doing
Can we do it?
 “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