2. PSYCHOLOGY, POWER, AND WELL-BEING: CRITICAL THINKING FOR CRITICAL ACTION Isaac Prilleltensky University of Miami isaac@miami.edu www.education.miami.edu/isaac

3. H Before you reply with enthusiasm to our plea for help, you should consider whether you are not merely engaged as magicians to avoid the crisis in the center of the ring. In considering our motives for offering you a role, I think you would do well to consider how much less expensive it is to hire a thousand psychologists than to make even a miniscule change in the social and economic structure ( Judge Bazelon, in the 60s, addressing a group of forensic psychologists).

4. WHY DO PSYCHOLOGY CRITICALLY? OVERCOME PROBLEMS - PSYCHOLOGY SUPPORTS THE STATUS QUO - PSYCHOLOGY DISEMPOWERS - PSYCHOLOGY NEGLECTS POWER

5. WHY DO PSYCHOLOGY CRITICALLY? CREATE ALTERNATIVES - PSYCHOLOGY FOR SOCIAL CHANGE - PSYCHOLOGY FOR EMPOWERMENT - PSYCHOLOGY FOR SOCIAL JUSTICE - PSYCHOLOGY THAT ENGAGES WITH POWER

6. How does psychology support the status quo? The contemporary case of Positive Psychology

7. Seligman on Subjective well-being H “If you want to lastingly raise your level of happiness by changing the external circumstances of your life, you should do the following: –Live in wealthy democracy, not in an impoverished dictatorship –Get married –Avoid negative events and negative emotion –Acquire a rich social network –Get religion” u Seligman’s Authentic Happiness (2002, pp. 61)

8. Seligman on Subjective Well-Being H “ As far as happiness and life satisfaction are concerned, however, you needn’t bother to do the following –Make more money –Stay healthy –Get as much education as possible (no effect) –Change your race or move to a sunnier climate (no effect)” Seligman’s Authentic Happiness (2002, pp. 61) H Really? H If we follow Seligman’s argument to its logical conclusion we might think that there are a lot of people who are happy but dead!

9. Colombia: Happy but Dead H Highest rate of murders per capita in the world H Highest number of kidnappings in the world –Colombia 5181 in 7 years –Mexico 1269 –Brazil 515 –Venezuela 109 –Severe under reporting H Colombians report highest level of satisfaction 8.31 (out of 10) in the world in the 90s

11. Place Matters

12. Income Matters for Well-Being

13. Education Matters

14. 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?

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

16. 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)

17. 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).

18. It’s Like Venice…..

19. 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)

20. HOW TO THINK CRITICALLY ABOUT PSYCHOLOGY? POWER WELL BEING ASSUMPTIONS PRACTICES VALUES

21. Ecological Model of Well-Being Sites of Well-Being IndividualRelationalOrganizationalCommunalEnvironmental Objective signs health networks resourcessocial capital low emissions Subjective Signs efficacyvoicesupport belonging safety Values as source and strategy autonomy caring participation diversityprotection of resources Justice as source and strategy My due/Our due Your due/Our due Its due/Our due Their due/Our due Nature’s due/Our due

22. Ecological Model of Well-Being: Some positive and negative factors 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

23. POWER FOR WHAT? TO PROMOTE WELLNESS AND EMANCIPATION TO OPPRESS SELF AND OTHERS TO RESIST OPPRESSION

24. POWER DEFINED H We can distinguish among power to strive for wellness, power to oppress, and power to resist oppression and strive for liberation. H In each instance, the exercise of power can apply to self, others, and collectives; and can reflect varying degrees of awareness with respect to the impact of one's actions.

25. POWER DEFINED H Whereas people may be oppressed in one context, they may act as oppressors in others. Power affords people multiple identities as individuals seeking wellness, engaging in oppression, or resisting domination.

26. POWER DEFINED H Within a particular context, such as the family or work, individuals may exercise power to facilitate the wellness of some people but not of others. Across contexts, actors may engage in contradictory actions that promote personal or collective wellness in one place but that perpetuate oppressive practices in other settings.

27. POWER DEFINED H The exercise of power varies not only across contexts, but also across time. Within a particular setting or relationship, people may occupy different roles at different times, making the exercise of power a very dynamic process.

28. VALUES FOR THREE TYPES OF WELLNESS

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

31. 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

32. AND NOW WHAT? WE APPLY THESE TOOLS TO DIVERSE SETTINGS CLINICAL AND COUNSELLING SETTINGS HEALTH SETTINGS EDUCATIONAL SETTINGS WORK SETTINGS COMMUNITY SETTINGS

33. Cycle of Praxis

34. 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

35. 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.

36. 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.

37. 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.

38. 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

39. 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

40. 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

41. 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

42. 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

43. 10/11/2015 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

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

51. Findings: Organizational Conditions for Transformative Practice

52. Organizational Conditions for Transformative Practice

53. ClimateClimate H Effective –Enabling structures; good communication; timely completion of tasks; efficiency; accountability and follow-through, etc. –Most of the organizations noted at least some deficiency in this domain, including duplication of efforts; inconsistent policies; and bureaucracy H Reflective –Learning opportunities; organizational learning; asking “big questions”; challenging old notions; evaluating practice, etc. –Organizations vary on this dimension, with some presenting as highly reflective and others describing an environment where there is insufficient trust to challenge old notions and practices. (“you ain’t gonna rock the boat.”) H Affirmative –Climate of acceptance and appreciation; employee strengths are highlighted and utilized; voice and choice; sense of control; team work and conviviality –Distinction made between voice and choice in a number of organizations where empowerment is espoused as an organizational value, but not always practiced well. –In other organizations, staff empowerment is not even part of the organizational radar.

54. ResourcesResources H Human –Adequate number of workers to meet demands; high skill level; capacity; dedication; motivation; initiative –Largely described workers as caring, conscientious and committed to meeting the needs of their constituents –Variable level of skill across organizations –Concern in some organizations that people are spread too thin due to a broad, overly ambitious mission H Financial –Adequate financial resources to support positions; programs; etc. –A major barrier for most organizations in the current economic climate –Cuts in positions and lack of job security are a source of strain –For funding organizations, ongoing concern to make sure investments provide good return H Organizational –Appropriate organizational structures to meet vision and mission; adequate time, space, etc. –Most organizations described as committed to vision and mission –Some noted that rapid and poorly communicated policy changes lead to inconsistent practices and poor PR with other agencies –In one case, solicitation of input from “boots on the ground” was seen as a necessary condition for improved buy-in to vision and mission

55. Support and Legitimacy H Leadership for SPEC –Leadership provides legitimacy and support to SPEC principles and practices; leader(s)“walk the talk” in their support of the vision and mission of the organization –Organizations whose leaders are involved in all aspects of the SPEC training (class, T-Team, etc.) experience greater legitimacy and support for SPEC practices and principles –Lower level of leaders involvement is associated with fewer SPEC practices H Board support and legitimacy for SPEC –Board of Directors provides legitimacy and support to SPEC principles and practices ; board members“ walk the talk” in their support of the vision and mission of the organization –Some describe difficulties in dealing with board members who come from a corporate background and unfamiliar with nonprofit –Some board members advocate for special interest groups H Funder support for SPEC –Funders provide legitimacy and support to SPEC principles and practices; funders “walk the talk” in their support of the vision and mission of the organization –Some indication that funders may not always walk the talk, despite the theoretical support of SPEC; some feel micromanaged by funders

56. ConsciousnessConsciousness H Justice –Organization espouses a justice orientation; considers issues of fairness and justice in understanding community problems and devising solutions –Large variation between organizations. For some, themes of “economic justice” and “social justice” are espoused and central to the organizational mission. For others, justice is described as enabling access to services, regardless of client background, legal status, etc. H Power –Organization is highly aware of power issues in the community; sensitive to how differences in power affect voice, choice and wellbeing; considers power issues when understanding problems and devising solutions –Awareness and sensitivity to power issues in the community are at times inconsistent with internal practices with employees. H Ecology –Organization espouses an ecological orientation; considers personal, organization, and systemic factors in understanding problems and devising solutions –A shared understanding that social and economic conditions are at the root of people’s struggles does not always translate to more systemic organizational practices

57. 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