promoting well-being in children and youth: linking personal, organizational, and community change...
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Promoting Well-Being in Children and Youth: Linking Personal, Organizational, and
Community Change
Isaac Prilleltensky, Ph.D.Isaac Prilleltensky, Ph.D.
Dean, School of Education
University of Miami
www.education.miami.edu/isaac
Ora and Matan, 18 years later….
Overview of Presentation
Well-Being Signs and Sources
Personal Organizational Community
Strategies SPEC approaches
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
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Brain development at age 3 (Perry, 2004 http://childtraumaacademy.org/Documents/McCainLecture_2005.pdf)
Low
Low
High
Hig
h
HighLow
Effective Environment
Affective Environment
Reflective Environment
Signs of Organizational Well-Being:ERA Environments
Signs of Organizational Well-Being:Effective Environments 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
InterestsPower
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 /JapanCanada/France
Social capital and community well-being
low med high
healthwelfare
educationtolerance
crime
Low SC: LA, MS, GAMed SC: CA, MO, OKHi SC: ND, SD, VT, MN
Cake of Well-being
Values, ResourcesPrograms, Policies
Values, ResourcesPrograms, Policies
Values, ResourcesPrograms, Policies
Values, ResourcesPrograms, Policies
EmploymentJusticeSafety netsQuality education
Child careGood schoolsAdequate housingCohesionAccess to health care
Good parentingMutual SupportGood mental health
Easy temperamentPhysical healthAdequate birth weight
Mountain of Risk
Values, ResourcesPrograms, Policies
Values, ResourcesPrograms, Policies
Values, ResourcesPrograms, Policies
Values, ResourcesPrograms, Policies
PovertyInjusticeViolenceDiscrimination
No child carePoor housingLack of cohesionCrime
Teen parentingFamily sizeStressorsPoor parentingAddictionsPoor mental health
Poor temperamentPoor healthBirth weight
Part II
Strategies for Well-Being
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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.
04/19/23 Prilleltensky 31
Where our investments are today
Community
Individual
Reactive Preventive
X
04/19/23 Prilleltensky 32
Where our investments should be
Community
Individual
Reactive PreventiveX
Quadrant IIIExamples:Crisis work, therapy, medications, symptom containment, case management
Quadrant IExamples:Community development, affordable housing policy, recreational opportunities, high quality schools and health services
Quadrant IIExamples:Skill building, emotional literacy, fitness programs, personal improvement plans, resistance to peer pressure in drug and alcohol use
Quadrant IVExamples:Food banks, shelters for homeless people, charities, prison industrial complex
Collective
Proactive
Individual
Reactive
Time and Space: Individualistic and Reactive Approaches are not Enough
04/19/23 Prilleltensky 34
Where our investment are today
Strengths
Deficits
Alienating Empowering
X
04/19/23 Prilleltensky 35
Where our investments should be
Strengths
Deficits
Alienating EmpoweringX
Quadrant IExamples:Voice and choice in celebrating and building competencies, recognition of personal and collective resilience
Quadrant IIExamples:Voice and choice in deficit reduction approaches, participation in decisions how to treat affective disorders or physical disorders
Strength
Empowerment
Deficit
Expert driven
Deficits and Expert driven approaches are not helpful!!!
Quadrant IIIExamples:Labeling and diagnosis, “patienthood” and clienthood,” citizens in passive role
Quadrant IVExamples:Just say no! You can do it! Cheerleading approaches, Make nice approaches
04/19/23 Prilleltensky 37
The Problems of DRAIN approaches
Drain Approach Deficits-based Reactive Alienating Individual-focused
Problems Too little Too late Too costly Too unrealistic
04/19/23 Prilleltensky 38
0.00 1.00 3.00 10.00 60.00 80.00 90.00
Brain dev.Spending
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
Age
Decline of brain flexibility
Increase of public spending
in young age
in old age
04/19/23 Prilleltensky 39
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.
0
10
20
30
40
50
60
70
80
90
100
Reactive Preventive
Investments in Prevention:
Italy 0.6%
USA 3%
Netherlands 4.3%
Canada 8%
04/19/23 Prilleltensky 40
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
04/19/23 Prilleltensky 41
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
04/19/23 Prilleltensky 42
Hoping for individual miracles166 Programs in United Way in mid size US City
413
149
00
20
40
60
80
100
120
140
160
Commchange
Ind &Comm
Individual Unknown
TotalPrograms
From Prilleltensky, I., & Prilleltensky, O. (2006). Promoting well-being: Linking personal, organizational, and community change. Wiley.
04/19/23 Prilleltensky 43
Costs of Waiting on Child Abuse: $ 103 billionPrevent Child Abuse America 2007 http://www.preventchildabuse.org/about_us/media_releases/pcaa_pew_economic_impact_study_final.pdfhttp:
Direct costs: $ 33 billion 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 Special education: $ 2.4 billion Mental health: $ 67 million Adult criminal justice system: $ 28 billion Juvenile delinquency: $ 7.1billion Lost productivity: $ 33 billion
04/19/23 Prilleltensky 44
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
04/19/23 Prilleltensky 45
The Promise of SPEC approaches
SPEC Approaches Strengths-based Prevention Empowerment Community-focused
Built to last Start early Give voice & choice Return $$$$
SPEC INTERNAL AND EXTERNAL
Child and Family
Organizations Community
Strengths
Prevention
Empowerment
Community Change
SPEC EXTERNAL
Child and Family
Organizations Community
Strengths
Prevention
Empowerment
Community Change
04/19/23 Prilleltensky 48
From Cunha and Heckman, 2007 http://www.partnershipforsuccess.org/uploads/200709_CunhaHeckmanprez.pdf
04/19/23 Prilleltensky 49
From Cunha and Heckman, 2007 http://www.partnershipforsuccess.org/uploads/200709_CunhaHeckmanprez.pdf
04/19/23 Prilleltensky 50
Ratio of Benefits to Costs in National Exemplary
Prevention Models (Lynch, 2007, Enriching children, enriching the
nation. Economic Policy Institute)
0
2
4
6
8
10
12
14
16
18
Abeceda CPC Perry 27 Perry 40
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Perry Results at Age 40www.highscope.org
04/19/23 Prilleltensky 52
Large return on investment (Per participant in 2000 constant dollars discounted 3% annually) www.highscope.org
$50,448$
14
,07
8$171,473
$1
5,1
66
$0 $50,000 $100,000 $150,000 $200,000 $250,000 $300,000
Costs
Benefits
Total return = $244,812; $16.14 per dollar invested: $12.90 to the public, $3.24 to participants
Welfare Education Earnings Taxes paid Crime
04/19/23 Prilleltensky 53
Better Beginnings, Better Futures: Goalshttp://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
04/19/23 Prilleltensky 54
BBBF: Teacher Ratings of Children’s Self-Control http://bbbf.queensu.ca/pub.html
7.5
8
8.5
9
9.5
10
10.5
Grade 1 Grade 2 Grade 3
HighfieldEtob. Comp.
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Effects of community change on cases of child maltreatment in Better Beginnings Better Futures program in Canada
0
5
10
15
20
25
30
35
http://bbbf.queensu.ca/pub.html
04/19/23 Prilleltensky 56
Benefits of high school graduationfrom 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
04/19/23 Prilleltensky 57
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
04/19/23 Prilleltensky 58
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 30% Assault 30% Vehicle theft 20% Arson 13% Burglary 6% Larceny 6%
04/19/23 Prilleltensky 59
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 19 First Things First (school reform) 16 Chicago Child Parent Center 11 Project Star (class size reduction) 11 Teacher Salary Increase 5
Effect Sizes for Intensive Family Preservation Programs on Out of Home Placement Rates
00.10.20.30.40.50.60.70.80.9
Parent Participation Social SupportComponent
NoYes
Source: MacLeod & Nelson (2000)
SPEC INTERNAL
Child and Family
Organizations Community
Strengths
Prevention
Empowerment
Community Change
Stages of Organizational ChangeKotter (2002). The heart of change. Harvard
1. Create Sense of Urgency2. Build the Guiding Team3. Get the Vision Right4. Communicate for Buy-In5. Empower Action6. Create Short Term Wins7. Don’t Let Up8. Make Changes Stick
Skills for SPECPrilleltensky nd Prilleltensky (2006). Promoting well-being. Wiley
I VALUE IT1. Inclusive host2. Visionary3. Asset seeker4. Listener and sense maker5. Unique solution finder6. Evaluator7. Implementer8. Trendsetter
New SPECs Three-year action research project in Nashville
Oasis Center
Bethlehem Center
MarthaO’BryanCenter
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 respectSocieties 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 reactiveTransform the conditions that create problems for youth
Encourage youth and families to promote a caring communityNurture visions that make the impossible, possible
We commit to uphold these values with
Youth and their Families
Our EmployeesOur OrganizationOur 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