Transcript Document

Stressors
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Daily Hassles
Life Transitions
Ambient/Chronic Stressors
Vicious Spirals
– Stressors in Community Psych. Research
– Homelessness
– School Transitions
– Natural Disasters
Appraisal
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Primary Appraisal-estimation of strength or intensity of stressor
Secondary-estimation of resources and coping options for responding
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BOTH are affected by personality factors
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Reappraisal
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Locus of control
Reframing
Appraisal
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Matters more when resources are ample and threats are moderate
Matters less when major stressor, and similarly appraised by man
Coping Responses
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Problem focused
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More adaptive when stressor is controllable
Emotion Focused
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More adaptive when uncontrollable
Sometimes avoidant
Social Support
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Generalized--ongoing support
Specific Support
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Encouragement
Informational
Tangible
Optimal Matching
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Emotional--uncontrollable
Encouragement--job loss, work stress
Trangible--financial strain
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Some require multiple types
QuickTime™ and a
TIFF(Uncompres sed) decompressor
are needed t o see this picture.
Social Support
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We had another bad week with David. Yesterday was a horrible day. He could hardly talk,
swallow or walk. He was drooling heavily. He couldn't be left alone, even for a second. Of
course, Doug was away in Europe all week, but my family was here and at the hospital with
us, keeping us company and helping me cope.
Again, thank you all for your thoughts and prayers. We definitely could not be getting through
this without all of you!
Social Support
• Sources of support
• Support through Media
– Computer mediated
• Relationships as stressors
• Social Networks
– Dimensionality
– Density
– Reciprocity
Competencies
• Personal
– Social and emotional awareness
– Self and emotional regulation
– Problem solving
• Social
– Empathy
– Collaboration--networking
Spirituality and Religion
• Perhaps most useful at limits of resources and ability
to cope
• Can help make sense of the “incomprehensible,
unfathomable, uncontrollable” (Pargament)
• Personal
– Meaning, coping
• Social
– Membership and support within a congregation/community
Quic kTime™ a nd a
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Spirituality and Religion
• Perhaps most useful at limits of resources and ability
to cope
• Can help make sense of the “incomprehensible,
unfathomable, uncontrollable” (Pargament)
• Personal
– Meaning, coping
• Social
– Membership and support within a congregation/community
Quic kTime™ a nd a
TIFF (Un co mp res sed ) d eco mp re sso r
ar e n eed ed to see thi s p ictu re.
Prevention: Key Concepts
• Primary Prevention
• Secondary Prevention
• Tertiary Prevention
5 concepts
• Risk
– Additive/multiplicative
• Protection
• Resilience
• Strengths
– Assets
• Thriving-survival, recovery, thriving,
transforming one’s priorities, sense of self,
and life roles
Albee Equation
• Stress + physical vulnerability
• ----------------------------------------• Coping skills + support + self-esteem
Elias Equation
• Stress + env. Risk factors
• ----------------------------------------• Pos. socialization practices + support +
+ opportunities for positive relatedeness
Prevention programs: do they
work?
• Durlak and Wells (1977) used meta-analysis to
examine 177 primary prevention programs
– Primary P: 59 to 82% of paricipants surpass the average
perf. of control group
– Secondary P: 70% better
• Cog. Beh. Approaches most effecitve
• Most effects for children 3-7
Prevention policy
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Serving as congressional staff member or with legislative or excecutive
branches of government
Research, writing, and giving testimoney regarding effective
prevention/promotion interventions
Consulting with human service agencies
Staff positions in Advocacy organizations
Implementation
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Very little consistency
Action research:
– putting theories and methods into practice,
– evaluating their impact
– using the results to refine future theory, method, and practice
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Involves ongoing cycles of program analysis, innovation (intervention)
design, field trials, and dissemination
The central question: How does the program operate when carried out
by agents other than the developers. 4 Stages
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Experimental
Technological
Diffusional
Widespread implementation
Characteristics of Prevention
Innovations
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Operator dependant
Context Dependent
Fragile, difficult to specify
Core (crucial) vs. adaptive components
Challenging (small wins-Weick)
– build a record of low-cost, opportunistic
successes, which keep
the activists motivated and do not alarm any opposition. "Big Win"
strategies are very, very dangerous, because they consume too many
resources, mobilize an opposition, and when they fail, they completely
demoralize the activists.
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Longitudinal
– Must become part of that history and culture, not dependent on a
charismatic leader
Enduring implementation
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Carry out environmental reconnaissance
Ensure strong agreement among stakeholders
Ensure connection to core mission of host setting
Consider a coalition with related local settings
Develop strong, clear leadership
Describe in simple terms
Identify core elements and implement faithfull
Measure program implementation and goal attainment
Search for unintended effects
Plan for institutionalization
Establish external linkages with similar programs in other settings
Case Study: Growth of
Mentoring
• Sufficiently promising
• Championed by powerful
constituencies
• Aggressive growth goals
• Impatience
• Volunteer recruitment
• Less intensive approaches
Lessons learned
• Modest findings
– Helped galvanize movement
– Stimulated aggressive growth goals
• Goals necessitated
– Improved efficiency
– reduced fidelity
More Recommendations
• Promote
• evidence-based innovation
• rigorous evaluation
• measured replication and dissemination
• Reward sustainability and quality
• Accreditation
• Involvement of researchers in all phases of interventions
• Export best practices to youth settings
Across Ages
Effective Program Practices
• Monthly in-service meetings for mentors for supervision,
training and support (Including use of 6 step Social
Problem-Solving model with mentors)
• Weekly phone calls to mentors/Weekly meetings with youth
• Mentors and youth engage in structured activities and goal
setting (based on Social Problem-Solving Model)
• Shared goal setting with caregivers
• Monthly activities for families
Lessons Learned from Replications
• Programs must be adequately funded
• Programs must be realistic with regard to
numbers of youth served
• Programs must adhere to fidelity guidelines
• Practitioners need to understand the theoretical
and empirical framework
• Programs that seek out technical assistance are
more effective
Organizing for community and
Social Change
• Empowering vs. Empowered organizations
– Empowering provide experiences for members that promote
participation in planning and implementing the activities ofhte
group.
– Empowered org. are able to influence the wider community
• Three Instruments of Social Power (Gaventa)
– Control of the resources that can be used to bargain, reward,
punish
– Control of channels for civic participation
• Hearings, petitions, voting, agendas, legal requirements
– Ability to shae the definition of a public issue or conflict (spin)
• Dynamic forces that ebb and flow
Social Power/Change
INST. OF POWER
CHANGE APPROACH
Use of resources to bargain, Social Action
reward, or punish
Controling forms of citizen
part.
Community development,
social action
Shaping
definition/understanding of
Public issue
Consciousness raising,
policy advocacy
Social Action
• Alinsky– Social power comes in 2 forms:
• Organized money
• Organized people
– Citizens using social action must
• IDENTIFY THEIR CAPACTIIES
• Find a situation (Shop-in)
– Effective Action
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Clear goal
Reasonable actions required
Cause disruption
Credible threat
Community Development
• Building consensus
• Broaden opportunities for participation
and influence in com decision making
Consciousness Raising
• Increasing critical awareness
• Connected t actions for change
• Creates change in the whole person,
involving attitudes, behaviors, and
relationships
• Usually bottom-up approach
Policy research/advocacy
• Speaking out in some form to influence
decisions, policies or laws
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Expert testimony
Giving interveiws to the media
Contacts with lawmakers, govt.
Testimony
Serving as elected official
• Not neutral
– Sometimes involves unethical distortions
– Sometimes persuasion over pressure
Program Evaluation
– Can create anxiety
– Staff untrained
– Can interfere with activities or compete for
resources
– Can be misused and misinterpreted
How do we know a program
works?
– Trust us
– We see lot’s of clients
– Show specific achievements
• Why do programs fail
– Theory failure
– Implementation failure
Stages of program eval
• Identify goals
• Process evaluation
• Outcome evaluation
– Self-repot
– Key informants
– Observation
• Impact evaluation
Empowerment Evaluation
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Improvement
Community ownership
Inclusion
Democratic participation
Social justice
Community knowledge
Evidence-based strategies
Capacity building
Organizational learning
Accountability