positive community interventions as social change s
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POSITIVE COMMUNITY INTERVENTIONS ASSOCIAL CHANGE
Helena gueda Marujolenaamarujo@yahoo.comLuis Miguel Neto netoebom@gmail.com
Psychology DepartmentLisbon University
mailto:lenaamarujo@yahoo.commailto:netoebom@gmail.commailto:netoebom@gmail.commailto:lenaamarujo@yahoo.com -
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Connecting
1.What was the most beautiful thing you saw in your way here?
2.If you had to choose a new word to connect to your name, as a nickname,
what word would you pick that shows some positive quality about yourself?
3.What was the best moment that you already experienced this week
4.What was something that made you laugh recently?
5.When you want to have pleasure in your life, what do you choose to do?
6.What is the area of your life that you are more engaged and dedicated to?
7.If you wanted to enhance positive emotions in your life, what would be the
smallest step you could take to feel better?
8.What would you say is the heart of your life, that gives meaning to it?
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While there is no way to compensate for an
atrocity, there is a way to transcend it, by making ita gift to others. The trauma is redeemed only whenit becomes the source of a survivor mission
(Herman, 1992)
Intervening beyond the individual, serving
as a source of major dynamic change withina group, an entire culture or a society .
We must find larger scale, group forms
of intervention (Bloom, 2003).
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The conceptual models of our intervention
Positive psychology
(Duckworth, Steen & Seligman, 2005; Joseph & Linley, 2005; Seligman, 2002)
Solution-focused brief therapy (De Shazer, 1991)
Appreciative Inquiry (Srivastva and Cooperider, 1987)
Systemic Approqaches (Hoffman, 1998)
Appreciative ProvocativeApplicable Collaborative
Language as the tool for change.
The power of questions.
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A problem is a frustrated dream
Peter Lang
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Open those blinded
eyesfor there is no trueeffort in looking for it,
those gifts of life areeverywhere around us
Chris Kinman, 2008
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We see what we look for and we miss much of what
we are not looking for even though it is there... Our
experience of the world is heavily influenced bywhere we place our attention.
Stavros and Torres, 2004
Provocare Pro-voke (prompt to have a voice)
Promover Pro-mote/pro-motion (encourage action)
Emancipare Change power positions (stimulateequalitarian relations)
(Rui Grcio, 2004)
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Brief-solution focused base exercise
The scaling question:In a scale from 1 to 10, being 1 total lack of
confidence that the persons you work with canchange with your help, and 10 absolute confidencethat they can and will change for the better with
your support, which number describes the bestyour current feelings of confidence?Why haven't you selected 1 point less?
What would be necessary in order to improve point
in your level of confidence?
Imagine you have said 10, can you describe it?What is happening?
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IF YOU WERE ABLE TO DIVE INTO THE WORD YOU CHOSE,
LIKE IN A POOL, WHAT WOULD YOU SEE/FEEL?
Whats your key word that describes the best
your work/your passion?
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Inter-Actions model:
1. Conversations(rhizomatic, appreciative, transformative,
away from the conversations aimed at problem eradication)
2. Communion (gift giving, abundance oftalents, food and drink)
3. Comic (laughter as a subversivetool)
(Kinman , 2006; Marujo & Neto, 2011)
A i i I i S l i f d P iti P h l
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Appreciative Inquiry Solution-focus and
Systemic Approaches
Positive Psychology
Concepts,
features andtools
Appreciative Interview
When was the funniestmoment we experienced
here in school
What are our dreams for
optimizing respectful love in
our
organization/community?
When were we prouder of
ourselves in this
house/institution?
4D Cycle
Appreciative Evaluation
SOLUTION-FOCUS
Speech Acts as unit of analysis
and intervention (e.g. How
were you able to use humor tomanage this challenge?)
Baby steps for change
Questions:
Scaling
Miracle
Confronting
Fake it, fake it, until you make
it
SYSTEMIC
Rhizome and Gift Giving
Practices (Lynn Hoffman & Chris
Kinman)
World Caf methodology
Experiential:
VIA - Values in Action
approached collectively(Treeof virtues in the
organization/home or
Mapping the strengths of
our community)
Positive Emotions: kids
from one system (School)
writing gratitude/best
moment letters to persons
in another system they are
part of, and gathering all
afterwards
Games to foster the Ratio of
Communication 3:1
Humor Strategies
VIP
Time Machine
Art
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Performative arts are rootedin social rites for resolvingindividual and group trauma.
Bloom, 2003
Food and drink are rhizomatic waysof connecting as equals, allowing todeconstruct power positions,encourage positive emotions, and area coming together to prepare forprofound and insightfulconversations
Neto & (Neto & Marujo, 2011)
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Painting is an
instrument ofoffensive and
defensive war against
the enemy.Picasso, 1976
Humor is one of the most
potent antidotes to fear
Humor as a tool for thinking change
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Humor as a tool for thinking change
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Treinar a criao de humor
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Treinar a criao de humor
Treinar a criao de humor
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Treinar a criao de humor
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Renewing communicational rites/routines: New
ways to say Hi, to say Good-morning.
Oh, what a lovely day to meet such an
extraordinary human being!
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INSPIRATION LEADS TO INCREASED WELL-BEING. IT APPEARSTHAT INSPIRATION MAKES US FEEL MORE GRATEFUL, IN A BETTER
MOOD, AND MOBILIZES TO HAVE A HIGHER SENSE OF PURPOSE -
AND THEN GRATITUDE AND PURPOSE MAKE US FEEL GREATER
WELL-BEING.
Todd Thrashs research takes a left-field approach to well-
being, starting with the suggestion that by focusing only on
agency, and what we can do to intentionally increase our well-
being, we might be obscuring other important influences,
namely relational issues, like INSPIRATION FROM OTHERS.
Thrash, T.M., Elliot, A.J., Maruskin, L.A. & Cassidy, S.E.
(2010). Inspiration and the promotion of well-being: Tests of
causality and mediation. Journal of Personality and Social
Psychology, 98(3). 488-506.
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DIFFERENT MODELS, NEW RESULTS?
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TRADITIONAL PARADIGM
A DEFICIT AND NEGATIVE FOCUS:
To assess and intervene in what is
wrong, what is not well, what isdysfunctional, what needs to be fixedand around necessities, to fill the gaps.
A LANGUAGE ABOUTTHE IMPOSSIBLE:
To speak about the others asinadequate, to diagnose and impose anabstract and fragmented label of illness;to segregate to treat.
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IT IS ALMOST IMPOSSIBLE NOT TOBECOME WHAT OTHERS THINK OF US.Gabriel Garcia Marques
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TRADITIONAL PARADIGM
A NEUTRAL ANDAMORALPERSPECTIVE:A science that distantiates itself from values and fromtaking positions about good or bad, and consequentlyneglects cultural, historical, social, political,philosophicalroots and grows separated from peoplesreal life experience and what really matters to them.
A CHOICE FOR CONNECTION WITH MEDICALMODELS:
With the dangerous collage with pharmaceuticalsolutions and biological explanations.
AN INDIVIDUAL AND INTRA-PSYCHIC PERSPECTIVE:
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TRADITIONAL PARADIGM
AN INDIVIDUAL AND INTRA-PSYCHIC PERSPECTIVE:
There is a problem and it is inside the person, a
problem that is disengaged from his/her
experiences and whose solution is individual.
ACHOICEFORTREATMENTANDREMEDIATION:
Neglecting promotion and enhancing the best
there is and the solutions that are closer to the
dream.
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NEW PARADIGM
A PERSPECTIVE OF ABUNDANCE:everyone has gifts to share
AN APPRECIATIVE AND POSITIVEAPPROACH TO SCIENCE:
we impact people when we doresearch
RESEARCH AS TRANSFORMATIVE AND
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NEW PARADIGM
RESEARCH AS TRANSFORMATIVE ANDCOLLABORATIVE ACTION:
More than a photograph and unobtrusiveprocess, research is constructed intentionality as
a promoter of positive change.
A LANGUAGE OF HOPE AND EMPOWERMENT:
Using communication, the linguistic expression
and the speech acts as the main vitalinstruments for change, choosing appreciativeand solution-focused talk, and being precise andaccurate at it.
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NEW PARADIGM
A CONTEXTUAL SCIENCE WITHOUT THE ERROR AND
IMPOSSIBLE IDEAL OF NEUTRALITY:
to study and intervene in poverty or injusticeis a choice.
A MULTISISTEMIC, RELATIONAL AND DIALOGIC
SCIENCE:
language creates reality and constructs meaning
through relations and multilevel,
intergenerational, conversations.
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NEW PARADIGM
ACOMMUNITYANDGIFT-GIVING APPROACH:
Caring for egalitarian, rhizomatic and co-construction
perspectives in community interventions.
To serve, never to colonize
(Aponte, 1994)
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Sweets and smiles Project
Co-construction ofchange (what is
send/said comes
around) supported in
collaboration and
strategies using both
hemispheres (non-
verbal symbolic
languages, such as
humor, art, dance,drama, celebrations,
walks, contact with
nature)
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ECO (Educating for Optimism) Project
IntergenerationConversations:
Appreciative
Inquiry interviewsconducted bychildren in thecommunity
exploring and thenamplifying thecommon good
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Rebuilding hope Project
Involving leaders of
the community in
intergerational
conversations aboutthe hystory and
stories of the
communities
F ili d h l id b
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Families and schools, side by
side Project
Systemic
interventions around
the best of the pastand the dreams for
the future
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EVALUATING THE INTER-ACTIONSIMPACT
Uma forma de educar com base na Psicologia Positiva
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ASSESSMENT
- Transformative value ofassessment/evaluativetransformation:Living andTelling about it D.Kahneman,J.Riis (2006) - DSM + ESMM.Csikszentmihalyi)
- Appreciative evaluation(appreciative interviews to
explore the best of theexperience) (Coghlan, 2003)
Qualitative methodsand Quantifying with ameaning (ex. adaptingscaling questions,Marujo & Neto et al., 2007;
Marujo & Neto, 2009;Marujo & Neto, 2011
Culture/sub-culturesensitivity: language
change. Gathering tohave perspectives fromother systems.
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