1. TOWARD A PSYCHOLOGY OF LIBERATION: FOUNDATIONS, APPLICATIONS AND CHALLENGES Isaac Prilleltensky University of Miami isaac@miami.edu www.education.miami.edu/isaac

2. WHAT IS LIBERATION PSYCHOLOGY ? Liberation psychology is concerned with the promotion of psychological theories and practices that reflect a cogent set of moral principles that promote the liberation of individuals, groups, and collectives. As a value-based psychology, liberation psychology is concerned not only with what IS but also with what SHOULD BE, and with the contributions psychology can make towards that end.

3. ORDER OF PRESENTATION ORDER OF PRESENTATION RATIONALE PROPOSAL FOUNDATIONS APPLICATIONS CHALLENGES

4. RATIONALE l Psychology is concerned with describing and predicting behavior l Psychology has shied away from explicitly prescribing behavior However, we are, in effect, involved in creating culture and in prescribing behavior. Even if we don’t want to assume that responsibility, we make value judgments all the time. Hence, it’s better to be explicit about our values. l Psychology is concerned with what IS l Psychology has shied away from SHOULD If no one is concerned with how individuals SHOULD lead their lives, and how governments and societies SHOULD treat their citizens, then we are stuck with the status quo. Hence, psychology can and should contribute to creating a better society. As a value based psychology, liberation psychology is concerned with l A good and free live for individuals l A good and free society

5. PROPOSAL ( What the SHOULD is all about) THREE TYPES OF WELLNESS

7. A Matter of Balance H Foreground and background Personal well-being Collective well-being Relational well-being

8. PRINCIPLES FOR THE APPLICATION OF VALUES 1.Advancing the well-being of disadvantaged communities requires actualizing all five values in a balanced way. 2.Within a given social ecology, some values appear at the foreground of our consciousness while others remain in the background. We must move the neglected values to the foreground to attain the necessary balance 3.Within the present social context, the value of social justice remains in the background. By neglecting this value, we reinforce the same unjust state of affairs that disadvantaged many communities in the first place. 4.We must distinguish between ameliorating living conditions within the present social structure and transforming the conditions that create disadvantage 5.We must expand the implementation of values from micro and meso contexts to macro social ecologies

9. From micro to macro spheres

10. Two Forms of Caring H Proximal caring –Caring –Compassion –Empathy –Therapy H Distal caring –Justice –Equality –Liberation –Social action

11. Foundations for a Liberation Psychology Ecological LevelOppressionResistance and Liberation Well-Being PersonalInternalized, psychological oppression Conscientization situates personal struggle in social and political context Control, choice, self-esteem, competence, political rights, positive identity Relational“Power over”, domination of or by others “Power with”, power sharing, egalitarian, solidarity Positive and supportive relationships, participation CollectiveOppressive social practices and policies Resistance, social action Access to valued resources

12. Foundations for a Liberation Psychology Ecological Spheres Well beingValuesOppression and Social Justice Praxis IndividualAbsence of disorder Positive subjective well being HealthUnequal distribution of health problems and exposure to risk Health promotion and prevention Voice, choice and control Perceptions of control, self efficacy and mastery Citizen participation Self-determination and participation Empowerment Disempowerment and internalized oppression Consciousness raising Transformation of settings

13. Foundations for a Liberation Psychology Ecological Spheres Well beingValuesOppression and Social Justice Praxis RelationalPositive social relations Caring and compassion Social exclusionInformal supports Positive identity Pride Transformation of settings Elimination of stigma DiversityRacism, sexism, heterosexism, ableism, and classism Celebration of strengths and diversity Confronting racism, sexism, heterosexism, ableism and classism

14. Foundations for a Liberation Psychology Ecological Spheres Well beingValuesOppression and Social Justice Praxis CollectiveAccessible social programs Social capital and sense of community Support for community structures Barriers to resources Low social capital Advocacy for universal services Community capacity building Elimination of poverty Distributive justiceExtreme economic inequality Social change Investment in human and community economic development

15. Liberation: Freedom from and freedom to……(Erich Fromm) Sites of Well-Being IndividualRelationalOrganizationalCommunalEnvironmental Objective signs +health - illness +networks -isolation +resources - lack of resources -social capital -lack of trust +clean air -pollution Subjective signs +efficacy -lack of control +voice -repression +support -isolation +belonging -rejection +safety -fear Values as source and strategy +autonomy -lack of power +caring -neglect +participation -marginality +diversity -discrimination +protection of resources -depletion of resources Justice as source and strategy My due/Our due Your due/Our due Its due/Our dueTheir due/Our due Nature’s due/Our due

16. APPLICATIONS z Therapy and counseling z Community programs z Social policies z Research

17. Applications in Counseling and Therapy

18. Applications in Policies

20. Values and principles of transformative research 1.Self-determination and participation (empowerment) ■ Research should be attuned to issues of power and promote the power of disadvantaged people ■ Research begins with the experiences and concerns of disadvantaged people ■ Research process is democratized so as to maximize the participation of disadvantaged people in all aspects of the research ■ Research uses qualitative methods that give voice to disadvantaged people 2. Community and inclusion ■ Research strives to develop authentic and supportive relationships among researchers, disadvantaged people and other stakeholders ■ Research should be directed towards the goal of building solidarity for social change

21. Values and principles of transformative research 3.Social justice and accountability to oppressed groups ■ Research money should be distributed in a way that provides job and training opportunities as co-researchers for members of disadvantaged groups ■ Research findings should be used for education and/or advocacy to create social change 4.Reflexivity ■ Research should use emergent (or flexible) research designs ■ Research should provide an educational component ■ Research should be demystified so that knowledge is accessible to all, not just researchers ■ Research should involve all stakeholders in the interpretation of findings and recommendations for change

22. Roles for Transformative Action Researchers H I VALUE IT u Inclusive Host u Visionary u Asset Seeker u Listener u Unique Solution Finder u Evaluator u Implementer u Trendsetter

23. CHALLENGES 1.Neglect of balance in values 2.Neglect of context 3. Neglect of power differentials

24. Values out of balance Too muchDomain of well-being Too little Individualism Personal Self –determinationOppression Romantic social capital Relational Social support Isolation, alienation Personal sacrifice Collective Support for the community Competition, injustice

25. Practice out of context On Context…..Stokols says…. H The healthfulness of a situation and the well-being of its participants are assumed to be influenced by multiple facets of both the physical environment (e.g., geography, architecture, and technology) and the social environment (e.g., culture, economics, and politics). Moreover, the health status of individuals and groups is influenced not only by environmental factors but also by a variety of personal attributes, including genetic heritage, psychological dispositions, and behavioral patterns.

26. Stokols continues….. H Thus, efforts to promote human well-being should be based on an understanding of the dynamic interplay among diverse environmental and personal factors rather than on analyses that focus exclusively on environmental, biological, or behavioral factors. (Stokols, 2000, p. 27)

27. Seligman says…… H Seligman laments that “changing these (external) circumstances is usually impractical and expensive” (2002, p. 50) H Seligman tells readers that, “even if you could alter all of the external circumstances above, it would not do much for you, since together they probably account for no more than between 8 and 15 percent of the variance in happiness” (Authentic Happiness, 2002, p. 61). H Really?

28. Positive Psychology Foundations H Genetics – 50% H Volitional factors – 40% H Circumstances – 10%

29. Seligman continues….. H The very good news is that there are quite a number of internal circumstances that will likely work for you…which are more under your voluntary control. If you decide to change them…your level of happiness is likely to increase lastingly. (Seligman, 2002, Authentic Happiness: The New Science of Positive Psychology, p. 61)

30. Seligman Engages in Context Minimization Error H “Tendency to ignore the impact of enduring neighborhood and community contexts on human behavior. The error has adverse consequences for understanding psychological processes and efforts at social change” (Shinn and Toohey, 2003, p. 428).

31. It’s Like Venice…..

32. Venice’s Lesson H “The psychotherapist, social worker or social reformer, concerned only with his own clients and their grievance against society, perhaps takes a view comparable to the private citizen of Venice who concerns himself only with the safety of his own dwelling and his own ability to get about the city. But if the entire republic is slowly being submerged, individual citizens cannot afford to ignore their collective fate, because, in the end, they all drown together if nothing is done” (Badcock, 1982)

33. How Do We Address Power Imbalance in the Helping Professions? H Values do not exist outside power H Realization of well-being depends on power H Realization of values depends on power H Psychopolitical validity –Epistemic –Transformational

34. Psychopolitical Validity H Psychopolitical validity derives from the consideration of power dynamics in psychological and political domains of health. H The main objective of psychopolitical validity is to infuse in helping professions an awareness of the role of power in justice and well-being.

35. Psychopolitical Validity H In order to attain psychopolitical validity, investigations and interventions would have to meet certain criteria. These criteria have to do with the extent to which research and action incorporate lessons about psychological and political power.

36. Psychopolitical Validity I: Epistemic H This type of validity is achieved by the systematic account of the role of power in political and psychological dynamics affecting phenomena of interest. H Such account needs to consider the role of power in the psychology and politics of well- being, oppression and liberation, at the personal, relational, and collective domains.

37. Psychopolitical Validity II: Transformational H Transformational validity derives from the potential of our actions to promote personal, relational, and collective wellness by reducing power inequalities and increasing political action

38. Table 1 Guidelines for Epistemic Psychopolitical Validity in Critical Community Psychology ConcernsDomains CollectiveRelationalPersonal WellnessAccounts for role of political and economic power in economic prosperity and in creation of institutions that promote equality and public health Studies the role of power in creating and sustaining egalitarian relationships, social cohesion, social support, respect for diversity and democratic participation in communities, groups, and families Studies role of psychological and political power in achieving self-determination, empowerment, health, personal growth, meaning and spirituality OppressionExplores role of globalization, colonization and exploitation in illness and suffering of nations and communities Examines the role of political and psychological power in exclusion and discrimination based on class, gender, age, race, education and ability. Studies conditions leading to lack of support, horizontal violence and fragmentation within oppressed groups Studies role of powerlessness in learned helplessness, hopelessness, self- deprecation, internalized oppression, shame, physical and mental health problems and addictions LiberationDeconstructs ideological norms that lead to acquiescence and studies effective psychopolitical factors in resistance to norms that cause illness Studies acts of solidarity and compassion with others who suffer from oppression and illness Examines sources of health, strength, resilience, solidarity and development of activism and leadership

39. Table 2 Guidelines for Transformational Psychopolitical Validity ConcernsDomains CollectiveRelationalPersonal Well-beingContributes to institutions that support health, emancipation, human development, peace, protection of environment, and social justice Contributes to power equalization in relationships and communities. Enriches awareness of subjective and psychological forces preventing solidarity. Builds trust, connection and participation in groups that support social cohesion, health and social justice Supports personal empowerment, health, sociopolitical development, leadership training and solidarity. Contributes to personal and social responsibility and awareness of subjective forces preventing commitment to justice and personal depowerment when in position of privilege OppressionOpposes economic colonialism and denial of cultural rights. Decries and resists role of own reference group or nation in oppression of others and deterioration of health in other groups Contributes to struggle against in- group and out-group domination and discrimination, sexism and norms of violence. Builds awareness of own prejudice and participation in horizontal violence Helps to prevent acting out of own oppression on others. Builds awareness of internalized oppression and role of dominant ideology in victim-blaming. Contributes to personal depowerment of people in position of privilege LiberationSupports networks of resistance and social change movements that pursue health and wellness. Contributes to structural depowerment of privileged people Supports resistance against objectification of others. Develops processes of mutual accountability Helps to resists complacency and collusion with exploitative and illness producing system. Contributes to struggle to recover personal health and political identity

40. Example 1: Miami SPEC project Organizational conditions leading to transformative practice: Findings from a multi-case study, action research investigation H University of Miami SPEC Team –Isaac Prilleltensky –Ora Prilleltensky –Scot Evans –Adrine McKenzie –Debbie Nogueras –Randy Penfield –Corinne Huggins –Nick Mescia

41. What is transformative practice? H In the context of community, educational, health, and human service organizations, we define transformative practice as consisting of four principles –Strengths –Prevention –Empowerment –Community change

42. 10/7/2015 Prilleltensky42 DRAIN VS. SPEC APPROACHES Drain Approach H Deficits-based H Reactive H Alienating H Individualistic Problems H Too little H Too late H Too costly H Too unrealistic SPEC Approach H Strengths-based H Primary Prevention H Empowerment H Community change Opportunity H Built to last H Starts early and saves $$$ H Creates civic engagement H Builds social movement

43. Quadrant III Examples: Crisis work, therapy, medications, symptom containment, case management Quadrant I Examples: Community development, affordable housing policy, recreational opportunities, high quality schools and accessible health services Quadrant II Examples: Skill building, emotional literacy, fitness programs, personal improvement plans, resistance to peer pressure in drug and alcohol use Quadrant IV Examples: Food banks, shelters for homeless people, charities, prison industrial complex Collective Proactive Individual Reactive Time and place of interventions THIS IS WHERE WE ARE THIS IS WHERE WE NEED TO BE

44. Quadrant I Examples: Voice and choice in celebrating and building competencies, recognition of personal and collective resilience Quadrant II Examples: Voice and choice in deficit reduction approaches, participation in decisions how to treat affective disorders or physical disorders Strength Empowerment Deficit Detachment Focus and engagement in interventions Quadrant III Examples: Labeling and diagnosis, “patienthood” and clienthood,” citizens in passive role Quadrant IV Examples: Just say no! You can do it! Cheerleading approaches, Make nice approaches THIS IS WHERE WE ARE THIS IS WHERE WE NEED TO BE

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

46. Context of Investigation H Organizations selected on basis of “readiness” H Organizations consist of –Major local funder (MF) –Major provider of health services for poor (HS) –Organization that promotes early interventions (EI) –Local civic coalition (LC) –Local human service (HS) H Budgets range from $ 1 million to over $ 100 million H Personnel ranges from 15 to 700

47. Context of Investigation H Intervention components 1.Training u Each organization sends reps to 18 person class u 3 hours biweekly u Lecture, discussion, application 2.Team work u Transformation teams meet biweekly 3.Consultation u A researcher assigned to each organization u Weekly or biweekly consultations 4.Professional development 5.Action research

48. Research Design H Action Goal of overall project: Promote SPEC practices in organizations to improve community well-being H Research Goals of overall project: –Assess whether organizations become more aligned with SPEC principles as a result of interventions –If so, how H Data collection –Quantitative and qualitative methods at baseline, year one, and end of project H Goal of present study: Examine organizational conditions leading to SPEC based on qualitative data gathered through interviews, focus groups, and field notes with about 80 different participants in the five organizations

50. Findings: Organizational Conditions for Transformative Practice

51. Organizational Conditions for Transformative Practice

52. Example 2: New SPECs Three-year action research project in South East mid-size City Nazaret Center MLK Center Healthy City Island Center John Snow Foundation

53. New SPECs Project Center for Community Studies Vanderbilt University Vanderbilt New SPECs Team Kimberly Bess, Patricia Conway Scot Evans, Carrie Hanlin, Diana McCown, Bob Newbrough, Doug Perkins, Isaac Prilleltensky

54. Summary of Outcomes for Nashville New SPECs Project H New mission statements H Research publications H Tools to measure SPEC H New policies at United Way H New outreach programs H More youth and client involvement H Assessment of projects in light of SPEC H More prevention efforts in organizations H Empowered counselors H Blending of therapy with social change

55. 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 respect Societies 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 reactive Transform the conditions that create problems for youth Encourage youth and families to promote a caring community Nurture visions that make the impossible, possible We commit to uphold these values with Youth and their Families Our Employees Our Organization Our Community This is a living document. We invite you to discuss it, to critique it, to live it