Promoting Well-Being in Children and Youth: Linking Personal, Organizational, and Community Change...

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

[email protected]

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

04/19/23 Prilleltensky 10

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




EmploymentJusticeSafety netsQuality education

Child careGood schoolsAdequate housingCohesionAccess to health care

Good parentingMutual SupportGood mental health

Easy temperamentPhysical healthAdequate birth weight

Mountain of Risk





PovertyInjusticeViolenceDiscrimination

No child carePoor housingLack of cohesionCrime

Teen parentingFamily sizeStressorsPoor parentingAddictionsPoor mental health

Poor temperamentPoor healthBirth weight

Part II

Strategies for Well-Being


9/7/1854…Prevention Lesson


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.


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.


Where our investments are today

Community

Individual

Reactive Preventive

X


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


Where our investment are today

Strengths

Deficits

Alienating Empowering

X


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


The Problems of DRAIN approaches

Drain Approach Deficits-based Reactive Alienating Individual-focused

Problems Too little Too late Too costly Too unrealistic


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


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%


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


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


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.


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


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


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


Strengths

Prevention

Empowerment

Community Change


From Cunha and Heckman, 2007 http://www.partnershipforsuccess.org/uploads/200709_CunhaHeckmanprez.pdf


From Cunha and Heckman, 2007 http://www.partnershipforsuccess.org/uploads/200709_CunhaHeckmanprez.pdf


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


Perry Results at Age 40www.highscope.org


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


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


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.


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


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


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


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%


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


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

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