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Isaac Prilleltensky Community Psychology Foundations: Justice, Well-Being, and SPEC www.specway.org [email protected] Fact and Intuition Intuition: justice must surely play a role in well-being Fact: not many psychologists studying well-being share my intuition Part I JUSTICE AND WELL-BEING Justice “To each his or her due” (Miller, 1999) “Justice means giving people what they deserve, giving each person his or her due” (Sandel, 2009) Question: How do we ascertain what is due a person? Merit? Need? Equality? Josh and John - - Similar background, same school, SES, caring families, great opportunities Different behavior: - - John works hard and gets good grades in high school Josh plays a lot on the computer and does not work hard Who deserves a scholarship? - Based on merit, and equality of conditions, John wins Jill and Jane - Same IQ, both worked very hard in school, but they had very different backgrounds - - Jane enjoyed great privilege Jill suffered from great disadvantage Who deserves a scholarship? - Do conditions matter in decision? Of course they do! The role of context context should determine what criterion or criteria must be preferred in each case In social conditions of inequality, we must accord preference to needs over merit and ability Context of Relative Equality Under conditions of relative equality, where the gap between classes is not very pronounced, it is possible to favor merit and effort over needs. Context of Plenty of Opportunities In a context of plenty of opportunities for everyone, it is possible that ability and effort will be the preferred choice. Justice Out of Context Societies aspiring to justice must seek equilibrium among all criteria When context of inequality calls for need and equality, but culture favors effort, it’s because privileged groups benefit. As a result, group interests that influence the choice of allocation pattern often disregard the contextspecific situation. Justice and Well-Being Allocation of outcomes The What of Justice Process of making decisions The How of Justice Justice and Well-Being Justice and Well-Being Justice and Well-Being Part II PARADIGMS From DRAIN to SPEC From Deficits Reactive Arrogance Individual blame To Strengths Prevention Empowerment Community Change Strengths Prevention “No mass disorder, afflicting humankind, has ever been eliminated, or brought under control, by treating the affected individual” Prevention saves money For every $1 invested in prevention, we get up to $17 in return, but we invest only 3% of our budget on prevention. From Dennis Winters, Sept. 2007 http://www.partnershipforsuccess.org/uploads/200709_Wintersprez.pdf 21 Prilleltensky 7/21/2015 From Cunha and Heckman, 2007 22 7/21/2015 From Cunha and Heckman, 2007 23 7/21/2015 PREVENTION: Determinants of Health (by percent contribution) 100% 90% 80% 5 10 15 70% Environmental Exposures 60% 30 50% Medical Care Social Circumstances Genetic Predispositions 40% Behavioral Patterns 30% 20% 10% 40 McGinnis et. al., 2002 0% Determinants of Health http://content.healthaffairs.org/cgi/content/full/21/2/78 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% 50% Government Administration and Net Cost of Private Health Insurance 40% $1,661.40 30% 20% Personal Health (Hospital/Clinical Services, Nursing Home, Home Health Care, Medical Products) 10% 0% $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. Better Beginnings, Better Futures: Goals 26 Prevention To reduce the incidence of serious, long-term emotional and behavioral 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 7/21/2015 Prilleltensky Better Beginnings, Better Futures: Outcomes 27 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 7/21/2015 Prilleltensky Empowerment Empowerment can be a tool for social change and personal healing at the same time Community Change If Venice “is slowly being submerged, individual citizens cannot afford to ignore their collective fate, because, in the end, they all drown together if nothing is done.” (Badcock, 1982) Collective Quadrant IV Examples: Food banks, shelters for homeless people, charities, prison industrial complex Quadrant I Examples: Community development, affordable housing policy, recreational opportunities, high quality schools and accessible health services Reactive Proactive Quadrant II Examples: Skill building, emotional literacy, fitness programs, personal improvement plans, resistance to peer pressure in drug and alcohol use Quadrant III Examples: Crisis work, therapy, medications, symptom containment, case management Individual THIS IS WHERE WE ARE THIS IS WHERE WE NEED TO BE THIS IS WHERE WE NEED TO BE Strength Quadrant I Quadrant IV Examples: Voice and choice in celebrating and building competencies, recognition of personal and collective resilience Examples: Just say no! You can do it! Cheerleading approaches, Make nice approaches Detachment Empowerment Quadrant II Quadrant III Examples: Voice and choice in deficit reduction approaches, participation in decisions how to treat affective disorders or physical disorders Examples: Labeling and diagnosis, “patienthood” and clienthood,” citizens in passive role Deficit THIS IS WHERE WE ARE Part III PRACTICE STRENGTHS 35 FOR PERSONAL WELL BEING (your own and others) Celebrate talent, initiative, motivation, small wins Avoid deficit oriented labels FOR ORGANIZATIONAL WELL BEING Build on assets, achievements, engagement, motivation Reduce stereotyping, gossiping, put downs, segregation FOR COMMUNITY WELL BEING Identify community assets, natural leaders, build respect Do not engage in stereotypical thinking PREVENTION AND PROMOTION 36 FOR PERSONAL WELL BEING (your own and others) Prevent stress, minimize risk factors, take small steps Promote engagement, meaning making, social support FOR ORGANIZATIONAL WELL BEING Prevent burnout, fear, repetition, alienation Promote engagement, reflection, and support FOR COMMUNITY WELL BEING Prevent drop out, child abuse, injustice, poverty Promote equality, universal health care, high quality education EMPOWERMENT 37 FOR PERSONAL WELL BEING (your own and others) Sense of control over your life Voice and choice FOR ORGANIZATIONAL WELL BEING Democratic participation Employee engagement and decision making FOR COMMUNITY WELL BEING Name source of injustice, organize, lead Identify power inequalities, not blaming community COMMUNITY CHANGE 38 FOR PERSONAL WELL BEING (your own and others) Volunteer, participate, vote Organize, analyze FOR ORGANIZATIONAL WELL BEING Meaning making, Participation in social change FOR COMMUNITY WELL BEING Discover ecological roots of problems Think and act systemically and sustainably Organizations with a Strength-based orientation Perceive recipients of services and community members as having strengths Recognize that service recipients learn to cope with difficult situations and develop resilience Identify and build on individual and community assets, resilience, and ability to thrive in difficult situations Organizations with a prevention orientation Work to prevent problems before they occur Identify and reduce risk factors and promote protective factors in individuals, families, and communities. Take action to decrease the chances that a particular problem will affect a person, group, or an entire community Organizations with an empowerment orientation Believe community members should have voice and choice in issues and decisions that affect their lives Aim to increase the power of individuals, groups, and entire communities Encourage the sharing of decision-making power and control over resources with community members Organizations with a community-change orientation Believe that some of the problems that individuals and entire communities face result from community and living conditions Remove barriers to services and supports Work to address the root causes of the problems people and communities face Promote social policies that enhance wellbeing and people’s ability to thrive Create new systems or structures that enhance citizen participation and wellbeing Amelioration vs. Transformation Amelioration Population health Public education Prevent epidemics Provide basic necessities Improve services 7/21/2015 Transformation Support full employment Eliminate poverty Universal health insurance Universal family support Prilleltensky 43 Amelioration vs. Transformation Amelioration Demand more services Increased participation in local politics Funds for charity, research, and demonstration projects 7/21/2015 Transformation Fight exploitation Sustainable communities Promote culture of equity Raise consciousness about inequality Prilleltensky 44 Applications in Counseling and Therapy Applications in Policies Values Policies Self-determination Devise policies in consultation with community stakeholders Health Facilitate access to health care services through universal and outreach programs Personal growth Establish policies for teaching employment skills and for accessible recreational and educational opportunities Social justice Implement equitable policies and taxation laws that provide adequate resources to the poor Support for enabling community structures Promote policies that strengthen high quality basic community services such as education, health and income security Respect for diversity Promote inclusive work and social policies that do not discriminate on basis of marital status, gender, ability, sexual orientation, class, culture, or any other source of social power Promote educational policies that teach importance of civic duties and skills required for meaningful participation in democracy Collaboration and democratic participation Application in Programs Self determination: Promote voice and choice of community members in selection and administration of programs Caring and compassion: Establish networks of support and create self-help groups Educational and personal development: Build into programs competency enhancing components for personal, educational and occupational growth Social justice: Offer comprehensive supports that meet the needs for housing and economic security of disadvantaged families Support for the community: Create awareness and support for creation and preservation of effective formal and informal supports Respect for diversity: Consult with diverse groups of stakeholders and develop inclusive and culturally sensitive programs based on partnerships with the community Skills for Agents of Change I VALUE IT Inclusive host Visionary Asset seeker Listener and sense maker Unique solution finder Evaluator Implementer Trendsetter True or False 49 The best way to eliminate disease is through effective treatment