The Psycho-Ecological Systems Model as a Guide for Engaged Scholarship and Service-Learning Research. Session Chair : Roger N. Reeb, Ph.D. Professor of Psychology Director of Graduate Programs in Psychology University of Dayton Contact: [email protected]. - PowerPoint PPT Presentation
The Psycho-Ecological Systems Model as a The Psycho-Ecological Systems Model as a Guide for Engaged Scholarship and Service- Guide for Engaged Scholarship and Service- Learning Research Learning Research Session Chair : Roger N. Reeb, Ph.D. Professor of Psychology Director of Graduate Programs in Psychology University of Dayton Contact: [email protected]A symposium presented at the Annual Conference of the International Association for Service-Learning Research and Community Engagement , Baltimore, MD, September 24, 2012. 1
Transcript
The Psycho-Ecological Systems Model as a Guide for The Psycho-Ecological Systems Model as a Guide for Engaged Scholarship and Service-Learning ResearchEngaged Scholarship and Service-Learning Research
Session Chair:Roger N. Reeb, Ph.D.
Professor of PsychologyDirector of Graduate Programs in Psychology
University of Dayton
Contact: [email protected] symposium presented at the Annual Conference of the InternationalAssociation for Service-Learning Research and Community Engagement,Baltimore, MD, September 24, 2012.
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Psycho-Ecological Systems Model of Engaged Scholarship and Psycho-Ecological Systems Model of Engaged Scholarship and Service-Learning Research: Multidisciplinary ApplicationsService-Learning Research: Multidisciplinary Applications
Session Chair:Session Chair:– Roger N. Reeb, Ph.D., University of DaytonRoger N. Reeb, Ph.D., University of Dayton
Presenters:Presenters:
– Theo Majka, Ph.D. and Linda Majka, Ph.D. , University of DaytonTheo Majka, Ph.D. and Linda Majka, Ph.D. , University of Dayton
– Katherine Coder, Ph.D., University of MiamiKatherine Coder, Ph.D., University of Miami
– Shawn Cassiman, Ph.D., University of DaytonShawn Cassiman, Ph.D., University of Dayton
– Laura Stayton, Annie Steel, Nyssa Snow, Sara Mason, Sarah Bidwell, Laura Stayton, Annie Steel, Nyssa Snow, Sara Mason, Sarah Bidwell, Kirsten Kasper, Alisa Bartel, Haylee DeLuca, Adrienne Anderson, Kirsten Kasper, Alisa Bartel, Haylee DeLuca, Adrienne Anderson, Graduate Students at University of DaytonGraduate Students at University of Dayton
Discussant:Discussant:– Robert G. Bringle, Ph.D., Professor of Psychology, Appalachian State Robert G. Bringle, Ph.D., Professor of Psychology, Appalachian State
University; Senior Scholar, Center for Service and Learning, IUPUIUniversity; Senior Scholar, Center for Service and Learning, IUPUI22
Purpose of PresentationPurpose of Presentation
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Purpose of PresentationPurpose of PresentationTo describe a new conceptual model to assist in guiding To describe a new conceptual model to assist in guiding engaged scholarship and service-learningengaged scholarship and service-learning
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Purpose of PresentationPurpose of PresentationTo describe a new conceptual model to assist in guiding engaged To describe a new conceptual model to assist in guiding engaged scholarship and service-learningscholarship and service-learning
To review a number of projects within the context of the modelTo review a number of projects within the context of the model
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Purpose of PresentationPurpose of PresentationTo describe a new conceptual model to assist in guiding To describe a new conceptual model to assist in guiding engaged scholarship and service-learningengaged scholarship and service-learning
To review a number of projects within the context of the modelTo review a number of projects within the context of the model
To generate ideas for future development of the modelTo generate ideas for future development of the model
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BackgroundBackgroundPublication:Publication:– Reeb, R. N., & Folger, S. F. (2013). Community outcomes in service learning: Reeb, R. N., & Folger, S. F. (2013). Community outcomes in service learning:
Research and practice from a systems theory perspective. In P. H. Research and practice from a systems theory perspective. In P. H.
Clayton, R. G. Bringle, & J.A. Hatcher (Eds.). Clayton, R. G. Bringle, & J.A. Hatcher (Eds.). Research on ServiceResearch on Service
Learning: Conceptual Frameworks and Assessment Learning: Conceptual Frameworks and Assessment (pp. 389-418). (pp. 389-418).
Local Presentation:Local Presentation:– Stander Symposium, University of Dayton, 2011Stander Symposium, University of Dayton, 2011
Regional Presentation:Regional Presentation:– Southwestern Ohio Council for Higher Education, 2011 Southwestern Ohio Council for Higher Education, 2011
National Presentation:National Presentation:– American Psychological Association, 2011American Psychological Association, 2011
International Presentations:International Presentations:– IARSLCE, 2010, 2011IARSLCE, 2010, 2011
– International Symposium on Service-Learning, Ningbo, Zhejiang, International Symposium on Service-Learning, Ningbo, Zhejiang,
China, 2011China, 2011 77
Psycho-Ecological Systems Model of Psycho-Ecological Systems Model of Community Action Research (PESM)Community Action Research (PESM)
PESM integrates three theoretical developments:PESM integrates three theoretical developments:
– Principle of Reciprocal Determinism Principle of Reciprocal Determinism Bandura, A. (1978). The self system in reciprocal determinism. Bandura, A. (1978). The self system in reciprocal determinism. American Psychologist, 33, American Psychologist, 33, 344-358.344-358.
– Biopsychosocial ModelBiopsychosocial ModelKiesler, D. J. (2000). Kiesler, D. J. (2000). Beyond the disease model of mental disordersBeyond the disease model of mental disorders. .
– Ecological Systems ModelEcological Systems ModelBronfenbrenner, U. (1996). Bronfenbrenner, U. (1996). The ecology of human development: The ecology of human development:
Experiments by nature and design. Experiments by nature and design. Cambridge, Cambridge, MA: Harvard MA: Harvard University Press.University Press.
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Psycho-Ecological Systems Model of Psycho-Ecological Systems Model of Community Action Research (PESM)Community Action Research (PESM)
Purpose of PESM Purpose of PESM
– PESM was developed to inform and guide PESM was developed to inform and guide community interventions, including those community interventions, including those associated with engaged scholarship and associated with engaged scholarship and service-learning.service-learning.
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Psycho-Ecological Systems Model for Community Action Research
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Principle of Reciprocal Principle of Reciprocal DeterminismDeterminism
P
B E
P = Person Factors E = Environmental Factors B = Behavior1111
Psycho-Ecological Systems Model for Community Action Research
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Psycho-Ecological Systems Model for Community Action Research
Microsystem:
“a pattern of activities, roles, and interpersonal relations experienced by the developing person in a given setting…”
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Psycho-Ecological Systems Model for Community Action Research
Mesosystem:
“…a system of microsystems…”
“it comprises the interrelationships among two or more settings in which the developing person actively participates…”
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Psycho-Ecological Systems Model for Community Action Research
Exosystem:
“one or more settings that do not involve the developing person as an active participant, but in which events occur that affect, or are affected by, what happens in the setting containing the developing person”
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Psycho-Ecological Systems Model for Community Action Research
Macrosystem:
“…overarching practices, beliefs, changes, and movements at broader levels (community, society, culture, government) thatfunction as blueprints for action…”
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Psycho-Ecological Systems Model for Community Action Research
Supra-Macrosystem:
“…international or global influences, such as internationally-endorsed values (e.g., Millennium Development Goals)…”
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Major Implications of PESMMajor Implications of PESMParticipatory approachParticipatory approach
– Enhance agency in community members and groupsEnhance agency in community members and groups
– Beyond ameliorative efforts, perhaps contributing to structural changeBeyond ameliorative efforts, perhaps contributing to structural change
Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: Prilleltensky, I. (2008). The role of power in wellness, oppression, and liberation: The promise of psychopolitical validity. The promise of psychopolitical validity. Journal of Community Psychology, Journal of Community Psychology, 36,36, 116-136. 116-136.
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A Multidisciplinary Service-Learning A Multidisciplinary Service-Learning Project for HomelessnessProject for Homelessness
Graduate Student Presenters:Graduate Student Presenters:– Laura Stayton, Annie Steel, Nyssa Snow, Sara Mason, Sarah Laura Stayton, Annie Steel, Nyssa Snow, Sara Mason, Sarah
Bidwell, Kirsten Kasper, Alisa Bartel, Haylee DeLuca, Adrienne Bidwell, Kirsten Kasper, Alisa Bartel, Haylee DeLuca, Adrienne Anderson, University of DaytonAnderson, University of Dayton
Faculty Advisor:Faculty Advisor:– Roger N. Reeb, Ph.D.Roger N. Reeb, Ph.D.
Homelessness as a Major Social Homelessness as a Major Social ProblemProblem
It is important to look at the problem of It is important to look at the problem of homelessness at the national, state and local levels:homelessness at the national, state and local levels:– U.S.: approximately 3.5 million people per year U.S.: approximately 3.5 million people per year
(National Coalition for the Homeless, 2009)(National Coalition for the Homeless, 2009)
– Ohio: more than 12,000 people per night Ohio: more than 12,000 people per night (Homeless (Homeless Solutions, 2008)Solutions, 2008)
– Dayton: more than 950 people per night Dayton: more than 950 people per night (Homeless (Homeless Solutions, 2008)Solutions, 2008)
10-Year Plan in Montgomery County:10-Year Plan in Montgomery County:– Developed in 2004Developed in 2004
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Assessment of Resources/Assets Assessment of Resources/Assets and Needsand Needs
This is a qualitative study utilizing interviews This is a qualitative study utilizing interviews guided by PESMguided by PESM
Purpose of Study:Purpose of Study:– Conduct an assessment of existing community Conduct an assessment of existing community
resources/assets and needs related to homelessnessresources/assets and needs related to homelessness
– Conduct an assessment of relevant service-learning Conduct an assessment of relevant service-learning resources at the University of Daytonresources at the University of Dayton
Community AssessmentCommunity AssessmentPurpose of InterviewsPurpose of Interviews
− Assessment of community resources/assets and needs related Assessment of community resources/assets and needs related to homelessness at different PESM systemsto homelessness at different PESM systems
− What What kindkind of projects would be helpful? of projects would be helpful?
Who are stakeholders?Who are stakeholders?
− Professionals in the communityProfessionals in the community
− Community MembersCommunity Members
Examples:Examples: employees at shelters, local homelessness board employees at shelters, local homelessness board members, police officers, job and family services, community members, police officers, job and family services, community volunteers.volunteers.
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Assessment of Service-Learning Assessment of Service-Learning Resources at UDResources at UD
Next step is to identify potential service-learning projects Next step is to identify potential service-learning projects (across disciplines) focused on homelessness.(across disciplines) focused on homelessness.
University affiliates in various departments at University of University affiliates in various departments at University of Dayton are being interviewed and asked questions such as Dayton are being interviewed and asked questions such as the following:the following:
– Do you require service-learning in any of the classes you teach?Do you require service-learning in any of the classes you teach?
– Would you be willing to develop a service-learning project based Would you be willing to develop a service-learning project based upon homelessness?upon homelessness?
– How could your academic discipline contribute to such a project?How could your academic discipline contribute to such a project?
Also, asked to think of projects that might address different Also, asked to think of projects that might address different systems, and logistics of how to implement programs. systems, and logistics of how to implement programs.
police force, community mental health workers, social police force, community mental health workers, social services, foster care, crisis center workersservices, foster care, crisis center workers
University Interviews:University Interviews:– Departments Interviewed:Departments Interviewed:
Psychology, Sociology, Social Work, Law, Political Psychology, Sociology, Social Work, Law, Political Science, Pre-Medicine, Criminology, PhilosophyScience, Pre-Medicine, Criminology, Philosophy
– University Centers Interviewed:University Centers Interviewed:
Fitz Center for Leadership in CommunityFitz Center for Leadership in Community
Center for Social ConcernCenter for Social Concern
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Method and ThemesMethod and Themes
Number of university interviews: 12Number of university interviews: 12
Number of community interviews: 9Number of community interviews: 9
Interviews were analyzed and reoccurring themes Interviews were analyzed and reoccurring themes were found throughout.were found throughout.
Themes were then grouped according to the Themes were then grouped according to the levels of PESM. levels of PESM.
Only the most frequent themes will be discussed.Only the most frequent themes will be discussed.
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Psycho-Ecological Systems Model for Community Research
Definition of Definition of Mental Health Mental Health Theme:Theme:– Any mention of a mental disorder or handicap Any mention of a mental disorder or handicap
and it’s relation to homelessnessand it’s relation to homelessness
Quote:Quote:– “…“…we have…people that…have severe mental we have…people that…have severe mental
health issues. The community in some cases health issues. The community in some cases does not seem to be caring for them...” does not seem to be caring for them...”
Frequency of Occurrence:Frequency of Occurrence:– Community Stakeholder Interviews (Community Stakeholder Interviews (nn =22) =22)– University Interviews (University Interviews (nn =17 ) =17 )
Definition of Definition of Self-Concept Self-Concept Theme:Theme:– Any mention of how a homeless person feels Any mention of how a homeless person feels
about themselves. This theme includes ideas about themselves. This theme includes ideas such as self-confidence, self-worth, self-esteem such as self-confidence, self-worth, self-esteem etc…etc…
Quote:Quote:– ““So many of the people who come into shelters So many of the people who come into shelters
have all kinds of horrible experiences, they are have all kinds of horrible experiences, they are so down on themselves...”so down on themselves...”
Frequency of Occurrence:Frequency of Occurrence:– Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 21) = 21)– University Interviews (University Interviews (nn = 3) = 3)
Definition of Definition of Job Skills Job Skills Theme:Theme:– Any mention of the skills vital to gaining employment. Any mention of the skills vital to gaining employment.
This theme includes ideas like resume building, This theme includes ideas like resume building, interview skills, tips on filling out applications etc…interview skills, tips on filling out applications etc…
Quote:Quote:– “…“…the more you prepare somebody…for the types of the more you prepare somebody…for the types of
jobs society is going to have, the better chance they jobs society is going to have, the better chance they are going to be employed. If they are employed, then are going to be employed. If they are employed, then they can provide for their family.”they can provide for their family.”
Frequency of Occurrence: Frequency of Occurrence: – Community Stakeholder Interviews (Community Stakeholder Interviews (nn =11) =11)– University Interviews (University Interviews (nn =10 ) =10 )
Definition of Definition of Life Skills Life Skills Theme:Theme:– Any mention of skills that are vital in order to thrive Any mention of skills that are vital in order to thrive
independently in society. This theme includes independently in society. This theme includes budgeting, hygiene, household duties, and other skills budgeting, hygiene, household duties, and other skills important for every day living.important for every day living.
Quote: Quote: – “…“…students in accounting…could help…people students in accounting…could help…people
understand how to balance a checkbook, how to understand how to balance a checkbook, how to better facilitate their management of their better facilitate their management of their resources...”resources...”
Frequency of Occurrence: Frequency of Occurrence: – Community Stakeholder Interviews (Community Stakeholder Interviews (nn =10) =10)– University Interviews (University Interviews (nn =10 ) =10 )
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Person-Related Themes:Person-Related Themes:“Drugs and Alcohol”“Drugs and Alcohol”
Definition of Definition of Drugs and Alcohol Drugs and Alcohol Theme:Theme:– Any mention of a drug or alcohol related problem Any mention of a drug or alcohol related problem
that contributes to one being homelessthat contributes to one being homeless
Quote: Quote: – “…“…so many of them have fallen into the drug and so many of them have fallen into the drug and
alcohol problem, and that becomes their alcohol problem, and that becomes their priority…”priority…”
Frequency of Occurrence: Frequency of Occurrence: – Community Stakeholder Interviews (Community Stakeholder Interviews (nn =10) =10)– University Interviews (University Interviews (nn = 4) = 4)
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Psycho-Ecological Systems Model for Community Research
Definition of Definition of Education Education Theme:Theme:– School related issues that an individual who is School related issues that an individual who is
homeless may face or how it may affect their homeless may face or how it may affect their needs, as it relates to how service-learning can needs, as it relates to how service-learning can intervene.intervene.
Quote:Quote:– “…“…a student can be working as a tutor at one of a student can be working as a tutor at one of
the neighborhood school centers and the neighborhood school centers and enthusiastically get a student excited about enthusiastically get a student excited about learning.”learning.”
Frequency of Occurrence :Frequency of Occurrence :– Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 7) = 7)– University Interviews (University Interviews (nn = 15) = 15) 3434
Definition of Definition of Family Family Theme:Theme:– Generational cycle (of poverty, violence, etc.) and Generational cycle (of poverty, violence, etc.) and
the effect of this on the homeless individual.the effect of this on the homeless individual.
Quote: Quote: – “…“…we are seeing in our shelter, second and third we are seeing in our shelter, second and third
generation homeless people…They do not have generation homeless people…They do not have the skills to learn a lot and…it is terrifying…the skills to learn a lot and…it is terrifying…because the thought of being totally responsible because the thought of being totally responsible for their family shuts them down.”for their family shuts them down.”
Frequency of Occurrence: Frequency of Occurrence: – Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 9) = 9)– University Interviews (University Interviews (nn = 6) = 6)
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Psycho-Ecological Systems Model for Community Research
Definition of Definition of Mentorship Mentorship Theme:Theme:– A relationship in which the service-learning student A relationship in which the service-learning student
can help guide the individual who is homeless. can help guide the individual who is homeless.
Quote:Quote:– ““Some of our…good mentoring…has come from Some of our…good mentoring…has come from
students…Because they are a bit younger, the students…Because they are a bit younger, the clients see them as different…They see students clients see them as different…They see students more as a mentor. They look up to them.” more as a mentor. They look up to them.”
Frequency of Occurrence:Frequency of Occurrence:– Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 7) = 7)– University Interviews (University Interviews (nn = 9) = 9)
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Meso-System- Related Themes:Meso-System- Related Themes:“Reciprocity”“Reciprocity”
Definition of Definition of Reciprocity Reciprocity Theme:Theme:– The idea that not only does the individual who is The idea that not only does the individual who is
homeless will benefit from service-learning, but homeless will benefit from service-learning, but the student will also as well. the student will also as well.
Quote:Quote:– ““That’s the plus side too as it’s not just helping That’s the plus side too as it’s not just helping
the community, it’s helping empower the the community, it’s helping empower the students.”students.”
Frequency of Occurrence: Frequency of Occurrence: – Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 9) = 9)– University Interviews (University Interviews (nn = 17) = 17)
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Exosystem Related Themes:Exosystem Related Themes:““CommunityCommunity””
Definition of Community Theme:−Inquiring, examining and understanding the needs of the community
Quote:−“If you establish the partnership with the community first, your focus is more about establishing that partnership with that community member”
Frequency of Occurrence: - Community Stakeholder Interviews (n = 2) - University Interviews (n = 14)
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Exosystem Related Themes:Exosystem Related Themes:““LegalLegal””
Definition of Definition of LegalLegal Theme: Theme:
- Working to impact legislative policies and working - Working to impact legislative policies and working with the criminal justice system with the criminal justice system
Quote:Quote:- - “…think about different dimensions of the problem. “…think about different dimensions of the problem. Students could focus on public policy issues that Students could focus on public policy issues that contribute to homelessness.”contribute to homelessness.”
Frequency of Occurrence:Frequency of Occurrence:- Community Stakeholder Interviews (- Community Stakeholder Interviews (nn = 7) = 7)- University Interviews (- University Interviews (nn = 7) = 7)
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Exosystem Related Themes:Exosystem Related Themes:“Resources”“Resources”
Definition of Definition of ResourcesResources Theme: Theme:- Examining and understanding the monetary investments - Examining and understanding the monetary investments and volunteer investments needed by the agenciesand volunteer investments needed by the agencies
Quote:Quote:
-- “Our resources are limited…We continue to [have] cutbacks…in “Our resources are limited…We continue to [have] cutbacks…in the funding, so therefore there are less services…[and] less people the funding, so therefore there are less services…[and] less people that we can service.”that we can service.”
““……service learning projects…tend to be temporary, done in the service learning projects…tend to be temporary, done in the context of the class a particular semester and then that is that.”context of the class a particular semester and then that is that.”
Frequency of Occurrence:Frequency of Occurrence:- Community Stakeholder Interviews (- Community Stakeholder Interviews (n n = 18)= 18)- University Interviews (- University Interviews (nn = 20) = 20) 4242
Psycho-Ecological Systems Model for Community Research
Definition of Definition of Stigma Stigma Theme:Theme:– The stereotypes used to describe the homeless The stereotypes used to describe the homeless
and the negative image and marginalization of and the negative image and marginalization of the homeless as a result of the stereotypesthe homeless as a result of the stereotypes
Quote:Quote:– ““The kids carry the stigma around...People don’t The kids carry the stigma around...People don’t
even look at them…let alone help them...”even look at them…let alone help them...”
Frequency of Occurrence:Frequency of Occurrence:– Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 20) = 20)– University Interviews (University Interviews (nn = 16) = 16)
Definition of Definition of Awareness Awareness Theme:Theme:– Educating the community in order to create a more Educating the community in order to create a more
accurate picture of homelessnessaccurate picture of homelessness
Quote:Quote:– “…“…they lack…awareness of…the reality…to be they lack…awareness of…the reality…to be
homeless. We have such perceived ideas....of homeless. We have such perceived ideas....of what a homeless person has done, to result in what a homeless person has done, to result in them being homeless...”them being homeless...”
Frequency of Occurrence:Frequency of Occurrence:– Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 12) = 12)– University Interviews (University Interviews (nn = 14) = 14)
Definition of Definition of Economic Problems Economic Problems Theme:Theme:– The difficulty encountered when applying to jobs, The difficulty encountered when applying to jobs,
the scarcity of jobsthe scarcity of jobs
Quote:Quote:– ““They’re still able to work, a lot of them want to They’re still able to work, a lot of them want to
have jobs, and it is extremely difficult to get jobs.”have jobs, and it is extremely difficult to get jobs.”
Frequency of Occurrence:Frequency of Occurrence:– Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 15) = 15)– University Interviews (University Interviews (nn = 18) = 18)
Definition of Definition of Housing Housing Theme:Theme:– The lack of affordable safe housing, housing that The lack of affordable safe housing, housing that
is not located near dangerous areasis not located near dangerous areas
Quote:Quote:– “…“…it is the lack of housing opportunities…There it is the lack of housing opportunities…There
are not affordable housing units, nor subsided are not affordable housing units, nor subsided housing units, nor program openings…”housing units, nor program openings…”
Frequency of Occurrence :Frequency of Occurrence :– Community Stakeholder Interviews (Community Stakeholder Interviews (nn = 26) = 26)– University Interviews (University Interviews (nn = 20) = 20)
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Development of an Intervention to Enhance Wellbeing of Humanitarian
Symposium: The Psycho-Ecological Systems Model as a Guide for Engaged Scholarship and Service Learning Research
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Why Me?Motivations to Initiate this Project
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Why NGOs?Motivations for Creating an Intervention for the NGO Population
Source: Haiti Chery blog, 11/17/1151
Why NGOs?Motivations for Creating an Intervention for the NGO Population
“Humanitarian agencies, NGOs, private contractors, and other non-state service providers have received 99% of relief aid.”-Center for Global Development, 1/9/12, “Is Haiti Doomed to be the Republic of NGOs?”
“There are more NGOs in Haiti than in any other country in the world.”-BBC, 1/8/12, “The Truth About NGOs” radio program
"The NGOs come and go, they don't have time to learn from us, the way we do things in Haiti. They don't know what we really need. They tell us what we need. This is why they can't work with us.”-Emmanuel Jean, Nursing Home Manager, Port-au-Prince from the Washington Post, 2/1/11, “NGOs in Haiti face new questions about effectiveness”
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The Inner/Outer Connection:The Importance of Wellbeing for Social Change Agents
“The neglect of the personal dimension in development at first sight seems bizarre. It is self-evident to the point of embarrassment that most of what happens is the result of what sort of people we are, how we perceive realities, and what we do and not do.”
Many development agencies “are caught up in a culture of over-commitment, long hours, and intensive work. This is particularly acute in NGOs . . . Staff who go home ‘on time’ feel guilty. Families suffer, as does personal learning and change.”
“Institutional change and personal change interact, interlock, and reinforce each other.”
- Robert Chambers (2005), Ideas for Development, London, UK: Earthscan. 53
The Inner/Outer Connection:Cultures of Burnout in Social Change Fields
Burnout has been defined as a continual, negative, work-related mind state that produces extreme tiredness, the perception of decreased efficacy, reduced motivation, and the growth of unhelpful work behaviors and attitudes.
- Schaufeli, W. B., & Enzmann, D. (1998). The burnout companion to study and practice: A critical analysis. Philadelphia, PA: Taylor & Francis.
Burnout occurs more frequently when individuals initially have a strong motivation in their work, when individuals use “inadequate coping skills” to handle challenging work environments, and when work environments are “unfavorable,” all of which are likely to occur in social change work.
- Golden, J., Piedmont, R. L., Ciarrochi, J. W., & Rodgerson, T. (2004). Spirituality and burnout: An incremental validity study. Journal of Psychology and Theology, 32(2), 115-125.
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Preliminary Study Goals
- To explore the experiences of humanitarian aid workers and international development practitioners in Port-au-Prince in order to understand their:
- (a) current wellbeing; and
- (b) vulnerability, resiliency, risk, and resource factors that interact in a reciprocal fashion to influence wellbeing
- To utilize PESM as a guide in pursuing this understanding
- To apply this knowledge in order to educate relief workers/development professionals and their organizations about stressors and coping strategies and, in doing so, aid these individuals and organizations in attaining greater levels of wellbeing
- To create a foundation for a funded research study to develop, implement, and evaluate an intervention to elevate wellbeing of Haitian relief workers/development professionals
Ethnography:- “A qualitative design in which the researcher describes and interprets the
shared and learned patterns of values, behaviors, beliefs, and language of a culture-sharing group” (p. 68).
- Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks: CA: Sage.
- Involves participant observation and interviews- Can explore issues of power, dominance- Involves fieldwork
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Overview of Preliminary Study Methodology
- Research Question: “What are the internal and external sources of stress and coping strategies of aid workers/development professionals in Port-au-Prince, Haiti?”
- Participants: n = 9, ages 25-59; 7 women, 2 men- Recruitment: Snowball and convenience sampling methods
(email, word of mouth)- Data Collection: 60-90 min interviews utilizing a semi-
structured interview protocol, Consent forms secured- Data Analysis: Deductive/theoretical thematic analysis - Participants were offered a short Reiki session in exchange for
their time and results of the study
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Ove
rvie
w o
f PES
M
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Salient Aspects of PESM for Conceptualization of Study
- Focus on multi-level and interdependent systems
- Principle of reciprocal determinism, behaviors <--> environment
- Diathesis-Stress Model, synergic interaction of personality traits + environment
- Concepts of agency: self-efficacy, psychological empowerment, locus of control
- Importance and necessity of gathering data from relevant stakeholders prior to intervention development and implementation
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PESM as a Guide in Data Interpretation
- Identification of vulnerability and resiliency factors for humanitarian aid workers/development professionals from the interview data
- Identification of risks and resources at all levels of analysis from the data
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Visual Key for Preliminary Study Results:
ResiliencesResiliences
RisksRisks ResourcesResources
VulnerabilitiesVulnerabilities
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Study Results in PESM
Person-Centric Themes
Vulnerabilities:-Fatigue-Illness-Lack of Lang. Capacity-Feeling Dissatisfied-Struggling with Need-Feeling Powerless-Unmet Need to Process
Resiliences:-Healthy Attitudes-Self Efficacy-Commitment to Growth-Personality Traits
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Study Results in PESM
Person-Centric Themes
Vulnerability-Promoting Behaviors:-Engaging in Negative Coping Strategies-Not Processing Difficult Emotional Experiences-Cloistering
Resilience-Promoting Behaviors:-Self-Caring-Spiritual/Religious Practice-Exercise-Eating-Relaxing + Taking Time Off-Socializing-Having Fun
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Study Results in PESMMicrosystem Themes
Risks:-Lack of Medical Care-Lack of Healthy Fresh Food-Lack of Exercise Options-Lack of Processing Outlets-Organizational Instability-Organizational Culture of Overwork-Lack of Staff Care-Social Exposure-Lack of Access to Green Spaces/Nature-Limited Transportation-Lack of Technology-Lack of Self Care Options-Environmental Irritants
Resources:-Rightness of “Fit” Phenomenon-Achievement in Work
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Study Results in PESM
Mesosystem Themes
Risks:-Work/Home Life Merging
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Study Results in PESM
Macrosystem Themes
Risks:-Worldview Incoherence
Resources:-Belief in spiritual support
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Study Results in PESM
Supra-Macrosystem Themes
Risks:-Cultural Barriers-Cultural Differences in Work Styles
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Implications for Future PESM-Based Research, Intervention, and Evaluation
Research-Utilize mixed methods-Consider a participatory, community-based approach (to empower)-Collect data from multiple levels of analysis-Achieve epistemic psychopolitical validity
Intervention-Construct interventions at multiple levels of analysis-Focus on reducing vulnerabilities and risk and increasing resiliences and resources-Target intervention to increase individual and collective agency-Achieve transformational psychopolitical validity
Evaluation-Evaluate at multiple levels of analysis to see interaction effects of intervention across levels
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Next Steps
Formal Research Study-mixed methods, participatory, multi-level-Utilize engaged scholarship for research design and implementation
Intervention (Based on results from formal study)-Utilize engaged scholarship for intervention design, implementation, and evaluation
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Conclusion
- Established foundation for future formal research and intervention development
- Applied PESM and theorized how PESM can be utilized in the conceptualization of future research and intervention
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Questions?Thank you for your presence and attention!
Please feel free to contact me if you would like to discuss
All are now living in a medium-sized Midwestern city and metropolitan area.
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Refugee Integration The groups are diverse along a variety of dimensions,
the most significant being: Educational level and occupational experiences. Knowledge of English upon arrival. Western culture familiarity (& “way things work”). Severity of conflict in nation of origin. Existence of mental health issues, e.g. PTSD.
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Methodology Interviews conducted with agency personnel (29) &
leaders of refugee communities (14), combined with focus groups of each refugee population.
Team of researchers included college professors (4) in Sociology, Public Health, and Geography, graduate & undergraduate students, and professionals in the community.
Many worked on Welcome Dayton report. Students in classes helped with interviews, analyzed data
and wrote papers. Several Honors & Senior theses.
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General Results Results show how blockage of incorporation
is a result of both refugee circumstances and agency practices.
This creates systematic difficulties in accessing a variety of services, such as health care, as well as less-than-satisfactory overall outcomes in the job and housing markets.
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Psycho-Ecological Systems The research illustrates how factors at the
exosystem and mesosystem interact and impact the ability of some refugee populations to become integrated into various institutional sectors.
Factors in the microsystem show varying degrees of surmountable obstacles to reasonable access.
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Exosystem Factors Focus group participants describe various
roles, essentially positive, played by friends, extended family, and neighbors in their ability to adapt to a new & complex environment.
Also, experiences of refugee children in schools (K-12) regarded as basically positive.
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Exosystem Factors Social services had an immediate and
continuing role to play for negotiating everyday life in an unfamiliar home and city.
Criticisms of social services revolved around the lack of sufficient resources and the expectation of self-sufficiency within 7 months of arrival.
out in interviews & focus groups as especially supportive.
However, health care judged to be less than accessible for many.
Obtaining employment difficult for many, and jobs sometimes below education & skill levels of individual refugees.
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Refugee Challenges: #1 Similar to research on immigrants, the #1 barrier to
integration is language. Interviews & focus groups concurred. Three dimensions: Not yet fluent enough in English (microsystem). Agencies/institutions aren’t as accommodating as
they could be, e.g. contacting interpreters (exosystem).
ESL classes: need more, plus ones sensitive to levels of English already attained by participants (exosystem).
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Distinct Refugee Challenges1. Lack of understanding of how institutions
and their practices function, e.g.: Contracts for rental housing Qualification and application for social
services Limitations of resettlement agencies in
assisting
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Distinct Refugee Challenges2. Mental health issues/problems. Especially relevant for certain populations. Experiences in country of origin. Impacts ability to adjust to new environment.
3. Refugees enter a society in which services & opportunities for disadvantaged native-born are far from adequate.
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Sample of Our Recommendations:
Two general ones: *complement Welcome Dayton plan*Encourage intentional collaborations and partnerships among and between immigrant communities and providers of services, including planning and evaluation of services.Recognize & promote the relationship between refugees and the local community as a reciprocal benefit, based on mutual learning between immigrants & community members.
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Sample of Our Recommendations Support a working group of ESL coordinators who
are meeting monthly for six months with the objective of identifying improvements needed in language-acquisition services.
Increase knowledge about credentials and licensing for better educated/highly skilled refugees.
*Facilitate small business development –assistance in the form of loans, microcredit, formation of a “multicultural commercial business district.”
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Sample of Our Recommendations Make refugees aware of more options for
housing after their initial contract is up. Facilitate homeownership for refugees who
have adequate means. Better explain banking practices and
charges and the credit union option. Involve the Public Library and a greater
number of faith-based organizations in systematic ways. 91
Sample of Our Recommendations Develop a multicultural medical approach to
address both physical and mental health problems.
Encourage the resettlement agency and Public Health District to create strategies to assure that refugees receive follow-up treatment for medical issues reported or identified during the initial health screening.
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Sample of Our Recommendations Insure that interpreter services are readily
available in the schools, esp. suburban ones. More after-school tutoring programs and
mentoring are needed. Appropriate counseling should be offered at
schools, particularly for children who experienced traumas in their country of origin.
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Sample of Our Recommendations *Improve orientation for refugees designed to clarify what
agencies can & cannot do, what the processes and requirement for receiving services are, and the rights, options, and obligations that refugees have.
*Continue efforts aimed at better communication and coordination among agencies serving refugee populations.
*Create/coordinate efforts to change state & federal regulations judged too inflexible or restrictive, such as a lack of recognition of distinct circumstances of refugees in making WEP (Work Experience Program) assignments.
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Community Engagement Press release and public presentation of
results of refugee study in October. Conference on refugees in November will
have workshops aimed at strategies for implementing recommendations.
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PESM Revisited Study illustrates in vivid ways the interactions
among different levels, particularly exosystem, microsystem, and the person.
Also illustrates how obstacles/difficulties experienced by individuals & groups can be overcome through changes in the exosystem (social & legal services) and microsystem (health services).
Dayton’s immigrant friendly plan aims for community outcomes, not just individual ones.
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DiscussantDiscussant
Robert G. Bringle, Ph.D.Robert G. Bringle, Ph.D.
Professor of PsychologyProfessor of Psychology
Appalachian State UniversityAppalachian State University
Senior ScholarSenior Scholar
Center for Service and LearningCenter for Service and Learning
IUPUIIUPUI
9797
The Psycho-Ecological Systems Model as a Guide for The Psycho-Ecological Systems Model as a Guide for Engaged Scholarship and Service-Learning ResearchEngaged Scholarship and Service-Learning Research
Session Chair:Roger N. Reeb, Ph.D.
Professor of PsychologyDirector of Graduate Programs in Psychology
