1. 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 isaac@miami.edu www.education.miami.edu/isaac

2. 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

3. Research on Well-being  There cannot be well-being but in the combined presence of personal, organizational and community well-being

4. 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

5. Risk of Death by Employment and Level of Control Marmot, Whitehall Studies

6. 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

7. Low High Low Effective Environment Supportive Environment Reflective Environment Signs of Organizational Well-Being

8. Organizational Well-Being  Efficient structures  Clear roles and communication  Monitoring mechanisms  Vision and purpose  Learning and growth opportunities  Sense of control  Identity and meaning

9. 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

10. Social capital and community well- being Low SC: LA, MS, GA Med SC: CA, MO, OK Hi SC: ND, SD, VT, MN

15. SPECS OF WELL- BEING Strengths, Prevention, Empowerment, Community Change – please visit www.specway.org

16. The Grameen Bank 1960s Strengths, Prevention, Empowerment, Community change

17. Lesson #1: Strengths  We all have strengths  We all need to be treated with respect  We all need to be given a chance

18. 9/7/1854…Removing the Handle of London’s Broad Street Pump

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

22. 8/14/2015Prilleltensky 22 From Dennis Winters, Sept. 2007 http://www.partnershipforsuccess.org/uploads/200709_Wintersprez.pdf

23. 8/14/2015Prilleltensky 23 From Cunha and Heckman, 2007

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25. 8/14/2015Prilleltensky 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) Investments in Prevention: Italy 0.6% USA 3% Netherlands 4.3% Canada 8%

26. Determinants of Health (by percent contribution) McGinnis et. al., 2002

27. 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.

28. Strengths, Prevention, Empowerment, Community change

29. 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

30. Strengths, Prevention, Empowerment, Community change: Lesson #4 - Venice  We sink together or swim together  Individualistic solutions are limited Venice Lessons about community change

31. To SPEC  Strengths-based  Primary Prevention  Empowerment  Community change

34. Action research with 5 community based organizations (CBOs) to promote Strengths, Prevention, Empowerment, Community Change Three year study consisting of 1. Training 2. Team work 3. Consultation 4. Professional development 5. Action research

35. SPEC INTERNAL AND EXTERNAL Child and Family OrganizationCommunity Strengths Prevention Empowerment Community Change

37. SPEC internal Stages of Organizational Change 1. Create Sense of Urgency 2. Build the Guiding Team 3. Get the Vision Right 4. Communicate for Buy-In 5. Empower Action 6. Create Short Term Wins 7. Don’t Let Up 8. Make Changes Stick

38. SPEC internal Skills for Organizational Change I VALUE IT  Inclusive host  Visionary  Asset seeker  Listener and sense maker  Unique solution finder  Evaluator  Implementer  Trendsetter

39. ABCs of Change  Affective - what your feel  Behavioral - what you do  Cognitive - what you think Strategies for Change Agents

40. Key Question  How do you engage people in the organization- affectively, behaviorally, and cognitively-in the process of promoting change?

41. 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 8/14/2015Prilleltensky 42

43. 8/14/2015Prilleltensky 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

44. 8/14/2015Prilleltensky 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

45. 8/14/2015Prilleltensky 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

46. 8/14/2015Prilleltensky 46 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

47. 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

48. 8/14/2015Prilleltensky 48 PROMOTION—PREVENTION— PROTECTION CONTINUUM

49. 8/14/2015Prilleltensky 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

50. 8/14/2015Prilleltensky 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

51. 8/14/2015Prilleltensky 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

52. 8/14/2015Prilleltensky 52 Benefit : cost ratio for successful programs (Levin & Belfield, 2007)  Perry Preschool Program2.31  First Things First (school reform)3.54  Chicago Child Parent Center3.09  Project Star (class size reduction)1.46  Teacher Salary Increase 2.55

53. 8/14/2015Prilleltensky 53 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%

54. 8/14/2015Prilleltensky 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)-21%  Teen parenting (ABC)-19%  Teen parenting (PPP)-11%  Teen parenting (CPC)-7%  ABC: Abecedarian,  PPP: Perry Preschool,  CPC: Chicago Child Parent Center

55. 8/14/2015Prilleltensky 55 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 Center11  Project Star (class size reduction)11  Teacher Salary Increase 5

56. 8/14/2015Prilleltensky 56 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

57. 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